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Disentangling Disadvantage: Can We Distinguish Good Teaching from Classroom Composition?
This paper investigates the use of teacher value-added estimates to assess the distribution of effective teaching across students of varying socioeconomic disadvantage in the presence of classroom composition effects. We examine, via simulations, how accurately commonly-used teacher-value added esti...
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| Wydane w: | J Res Educ Eff |
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| Główni autorzy: | , , , |
| Format: | Artigo |
| Język: | Inglês |
| Wydane: |
2015
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| Hasła przedmiotowe: | |
| Dostęp online: | https://ncbi.nlm.nih.gov/pmc/articles/PMC4677793/ https://ncbi.nlm.nih.gov/pubmed/26681993 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1080/19345747.2014.972601 |
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