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Students´ reading ability moderates the effects of teachers´ beliefs on students´ reading progress
Teachers’ beliefs about teaching have been found to affect students’ learning growth. The aim of this study was to investigate effects of teachers’ constructivist and direct-transmissive beliefs on learners’ reading progress and whether these effects are influenced by prior student achievement. We...
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| Главные авторы: | , , |
|---|---|
| Формат: | Artigo |
| Язык: | Inglês |
| Опубликовано: |
EARLI
2019-01-01
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| Серии: | Frontline Learning Research |
| Online-ссылка: | https://journals.sfu.ca/flr/index.php/journal/article/view/336 |
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