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Differential effects of the classroom on African American and non-African American’s mathematics achievement
We examined whether African American students differentially responded to dimensions of the observed classroom-learning environment compared with non-African American students. Further, we examined whether these dimensions of the classroom mediated treatment effects of a preschool mathematics interv...
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| Veröffentlicht in: | J Educ Psychol |
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| Hauptverfasser: | , , , , |
| Format: | Artigo |
| Sprache: | Inglês |
| Veröffentlicht: |
2017
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| Schlagworte: | |
| Online Zugang: | https://ncbi.nlm.nih.gov/pmc/articles/PMC5560618/ https://ncbi.nlm.nih.gov/pubmed/28824200 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1037/edu0000165 |
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