Instruction, teacher–student relations, and math achievement trajectories in elementary school.-Reference-Cited by-同舟云学术

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Instruction, teacher–student relations, and math achievement trajectories in elementary school.

Published:2010 Issue:2 Volume:102 Page:407-417
ISSN:1939-2176
Container-title:Journal of Educational Psychology
language:en
Short-container-title:Journal of Educational Psychology

Author:

Crosnoe Robert, ,Morrison Fred,Burchinal Margaret,Pianta Robert,Keating Daniel,Friedman Sarah L.,Clarke-Stewart K. Alison

Publisher

American Psychological Association (APA)

Subject

Developmental and Educational Psychology,Education

Link

http://psycnet.apa.org/journals/edu/102/2/407.pdf

Cited by 103 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. A Cross-Lagged Analysis of the Relationship between Math Achievement and Behavioral Outcomes of At-Risk Students;The Elementary School Journal;2024-09-01

2. Measuring Teacher Talk and the Behavior of Autistic Students in Preschool Through Third-Grade Special Education Mathematics Activities;Advances in Neurodevelopmental Disorders;2024-04-06

3. The black box revelation of instructional practices: a mixed study of the transition to HE;European Journal of Higher Education;2024-03-25

4. Fostering teacher–student relationship-building competence: a three-year learning trajectory for initial pre-primary and primary teacher education;Frontiers in Education;2024-03-22

5. A Qualitative Study into Teacher–Student Interaction Strategies Employed to Support Primary School Children’s Working Memory;Education Sciences;2023-11-17

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