Teachers' willingness to differentiate impacts student-perceived instructional quality

Hachfeld, Axinja; Lazarides, Rebecca

Teachers' willingness to differentiate impacts student-perceived instructional quality

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Date

2018

Authors

Hachfeld, Axinja

Lazarides, Rebecca

Link to the license

In Copyright

Collections

Empirische Bildungsforschung

Publication type

Other, conference

Publication status

Published

Published 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, Schweiz

Subject (DDC)

370 Education, School and Education System

Conference

Konferenz der Gesellschaft für Empirische Bildungsforschung "Professionelles Handeln als Herausforderung für die Bildungsforschung“, Feb 15, 2018 - Feb 17, 2018, Basel

Cite This

ISO 690

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, Schweiz

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Bibliography of Konstanz

Yes