Exploring the empirical connection between student, teacher, school, and <scp>district‐level</scp> variables on fifth grade students' mathematics achievement-Reference-Cited by-同舟云学术

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Exploring the empirical connection between student, teacher, school, and district‐level variables on fifth grade students' mathematics achievement

Published:2022-03 Issue:3 Volume:122 Page:169-178
ISSN:0036-6803
Container-title:School Science and Mathematics
language:en
Short-container-title:School Sci & Mathematics

Author:

Polly Drew¹^ORCID,Wang Chaung¹,Petty Teresa¹,Binns Ian¹

Affiliation:

1. University of North Carolina at Charlotte Charlotte North Carolina USA

Publisher

Wiley

Subject

History and Philosophy of Science,Physics and Astronomy (miscellaneous),Engineering (miscellaneous),Education,Mathematics (miscellaneous)

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/ssm.12520

Reference49 articles.

1. What’s so important about teachers’ working conditions? The fatal flaw in North American educational reform

2. A Degree Above? The Value-Added Estimates and Evaluation Ratings of Teachers with a Graduate Degree

3. Female teachers’ math anxiety affects girls’ math achievement

4. Bottoms G.&Carpenter K.(2003).Factors affecting mathematics achievement for students in rural schools: Research brief. Retrieved fromhttps://files.eric.ed.gov/fulltext/ED477284.pdf

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1. Are satisfied teachers better teachers? International evidence from the TALIS video study;Teaching and Teacher Education;2024-10

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