Effects of professional development on teachers' gendered feedback patterns, students' misbehaviour and students' sense of equity: results from a one-year quasi-experimental study-Reference-Cited by-同舟云学术

Effects of professional development on teachers' gendered feedback patterns, students' misbehaviour and students' sense of equity: results from a one-year quasi-experimental study

Published:2016-06-24 Issue:5 Volume:42 Page:802-825
ISSN:0141-1926
Container-title:British Educational Research Journal
language:en
Short-container-title:Br Educ Res J

Author:

Consuegra Els¹,Engels Nadine¹²

Affiliation:

1. Department of Educational Sciences; Vrije Universiteit Brussel; Brussels Belgium

2. Department of Teacher Education; Vrije Universiteit Brussel; Brussels Belgium

Funder

Flemish Agency for Innovation by Science and Technology

Publisher

Wiley

Subject

Education

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