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Teachers' willingness to differentiate impacts student-perceived instructional quality

Teachers' willingness to differentiate impacts student-perceived instructional quality

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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, Schweiz

@inproceedings{Hachfeld2018Teach-49007, title={Teachers' willingness to differentiate impacts student-perceived instructional quality}, year={2018}, booktitle={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}, author={Hachfeld, Axinja and Lazarides, Rebecca} }

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