Same-gender teacher assignment, instructional strategies, and student achievement: New evidence on the mechanisms generating same-gender teacher effects-Reference-Cited by-同舟云学术

Same-gender teacher assignment, instructional strategies, and student achievement: New evidence on the mechanisms generating same-gender teacher effects

Published:2019-08 Issue: Volume:62 Page:100406
ISSN:0276-5624
Container-title:Research in Social Stratification and Mobility
language:en
Short-container-title:Research in Social Stratification and Mobility

Author:

Andersen Ida Gran,Reimer David

Publisher

Elsevier BV

Subject

Social Sciences (miscellaneous)

Reference52 articles.

1. New evidence on class size effects: A pupil fixed effects approach;Altinok;Oxford Bulletin of Economics and Statistics,2012

2. Pupil–Teacher gender interaction effects on scholastic outcomes in England and the USA;Ammermüller,2006

3. Gender and examination marks: Why do girls excel in language and boys in science?;Andersen,2013

4. The effect of teacher gender on student achievement in primary school;Antecol;Journal of Labour Economics,2015

5. What can teachers do to raise pupil achievement?;Aslam;Economics of Education Review,2011

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