How schools affect equity in education: Teaching factors and extended day programs associated with average achievement and socioeconomic achievement gaps
-
Published:2024-09
Issue:
Volume:82
Page:101367
-
ISSN:0191-491X
-
Container-title:Studies in Educational Evaluation
-
language:en
-
Short-container-title:Studies in Educational Evaluation
Reference60 articles.
1. The role of socioeconomic background and prior achievement for students’ perception of teacher support;Atlay;British Journal of Sociology of Education,2019
2. Instructional quality and achievement inequality: How effective is teaching in closing the social achievement gap?;Atlay;Learning and Instruction,2019
3. Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress;Baumert;American Educational Research Journal,2010
4. Baumert, J. & Schümer, G. (2001). Familiäre Lebensverhältnisse, Bildungsbeteiligung und Kompetenzerwerb. In J. Baumert, E. Klieme, M. Neubrand, M. Prenzel, U. Schiefele, P. Schneider et al. (Ed.), PISA 2000 (pp. 323–407). Opladen.
5. Blossfeld, H.-P., & Roßbach, H.-G. (Eds.). (2019). Education as a lifelong process: The German National Educational Panel Study (NEPS). Springer.
Cited by
1 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