The relationships among between-class ability grouping, teaching practices, and mathematics achievement: a large-scale empirical analysis
Author:
Affiliation:
1. Faculty of Education, The University of Hong Kong, Hong Kong
2. Professional Learning and Leadership in the School of Education, University of Glasgow, Glasgow, UK
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/03055698.2020.1780416
Reference67 articles.
1. Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
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3. When even the winners are losers: Evaluating the experiences of top set' students
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