Teachers’ Instructional Practices and Learners’ Academic Achievement in Science
Author:
Publisher
Bastas Publications
Subject
General Medicine
Link
https://www.conmaths.com/download/teachers-instructional-practices-and-learners-academic-achievement-in-science-11816.pdf
Reference92 articles.
1. Abdi, A. (2014). The effect of inquiry-based learning method on learners’ academic achievement in science course. Universal Journal of Educational Research, 2(1), 37-41. https://doi.org/10.13189/ujer.2014.020104
2. Abell, S., & Siegel, M. (2011). Assessing literacy: What science teachers need to know and be able to do. In D. Corrigan, J. Dillon, & R. Gunstone (Eds.), The professional knowledge base of science teaching (pp. 205-221). Springer. https://doi.org/10.1007/978-90-481-3927-9_12
3. Abundo, L. (2019). Teaching in K-12 classroom: Accounts from the practices of teachers [Unpublished master’s thesis]. Bicol University.
4. Alkhateeb, M. (2018). The effect of using performance-based assessment strategies to tenth-grade students’ achievement and self-efficacy in Jordan. Cypriot Journal of Educational Sciences, 13(4), 489-500. https://doi.org/10.18844/cjes.v13i4.2815
5. Applebee, A., Langer, J., Nystrand, M., & Gamora, A. (2003). Discussion-based approaches to developing understanding: Classroom instruction and students performance in middle and high school english. American Educational Research Jounal, 40 (3), 685-730. https://doi.org/10.3102/00028312040003685
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