Teachers' willingness to differentiate impacts student-perceived instructional quality
Teachers' willingness to differentiate impacts student-perceived instructional quality
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Date
2018
Authors
Lazarides, Rebecca
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Vortrag gehalten im Rahmen des Symposiums „Measurement and effects of the cultural diversity context at school and beyond: Implications for student and teacher development, well-being and performance“ (Organisatorin: M. Schachner) auf der Konferenz der Gesellschaft für Empirische Bildungsforschung (GEBF), Basel, Schweiz
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370 Education, School and Education System
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Konferenz der Gesellschaft für Empirische Bildungsforschung "Professionelles Handeln als Herausforderung für die Bildungsforschung“, Feb 15, 2018 - Feb 17, 2018, Basel
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HACHFELD, Axinja, Rebecca LAZARIDES, 2018. Teachers' willingness to differentiate impacts student-perceived instructional quality. Konferenz der Gesellschaft für Empirische Bildungsforschung "Professionelles Handeln als Herausforderung für die Bildungsforschung“. Basel, Feb 15, 2018 - Feb 17, 2018. In: Vortrag gehalten im Rahmen des Symposiums „Measurement and effects of the cultural diversity context at school and beyond: Implications for student and teacher development, well-being and performance“ (Organisatorin: M. Schachner) auf der Konferenz der Gesellschaft für Empirische Bildungsforschung (GEBF), Basel, SchweizBibTex
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