A Longitudinal Investigation of the Relationship between Teachers' Self-Reports of Reform-Oriented Instruction and Mathematics and Science Achievement

Autor:	Le, Vi-Nhuan, Lockwood, J. R., Stecher, Brian M., Hamilton, Laura S., Martinez, Jose Felipe
Zdroj:	Educational Evaluation and Policy Analysis, 2009 Sep 01. 31(3), 200-220.
Databáze:	JSTOR Journals
Externí odkaz:	https://www.jstor.org/stable/25621581 Zobrazit plný text záznamu