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Result 1 to 20 of 37 total

Cooperative learning: prevalence, conceptualization, and the relation between research and practice. (English)
Am. Educ. Res. J. 35, No. 3, 419-454 (1998).
Classification: D40
1
Caught in the paradigm gap: qualitative researcher’s lived experience and the politics of epistemology. (English)
Am. Educ. Res. J. 35, No. 3, 377-416 (1998).
Classification: D20
2
High school mathematics course-taking by gender and ethnicity. (English)
Am. Educ. Res. J. 35, No. 3, 497-514 (1998).
Classification: C60
3
Gender differences by item difficulty interactions in multiple-choice mathematics items. (English)
Am. Educ. Res. J. 35, No. 3, 455-476 (1998).
Classification: C60
4
Underachievement among spatially gifted students. (English)
Am. Educ. Res. J. 35, No. 3, 515-531 (1998).
Classification: C30
5
High-achieving students’ interactions and performance on complex mathematical tasks as a function of homogeneous and heterogeneous pairings. (English)
Am. Educ. Res. J. 35, No. 2, 227-267 (1998).
Classification: D40
6
Learning by understanding: the role of multiple representations in learning algebra. (English)
Am. Educ. Res. J. 34, No. 4, 663-689 (1997).
Classification: F90
7
Coursework selection: relations to academic self-concept and achievement. (English)
Am. Educ. Res. J. 34, No. 4, 691-720 (1997).
Classification: C20
8
What makes schools effective? A comparison on the relationship of communitarian climate and academic climate to mathematics achievement and attendance during middle school. (English)
Am. Educ. Res. J. 34, No. 4, 633-662 (1997).
Classification: C20
9
Effects of task-focused goals on low-achieving students with and without learning disabilities. (English)
Am. Educ. Res. J. 34, No. 3, 513-543 (1997).
Classification: D70
10
Enhancing the validity and usefulness of large-scale educational assessments. Pt. 3. NELS: 88 mathematics achievement to 12th grade. (English)
Am. Educ. Res. J. 34, No. 1, 124-150 (1997).
Classification: D64
11
A comparison of single-sex and coeducational Catholic secondary schooling: evidence from the national educational longitudinal study of 1988. (English)
Am. Educ. Res. J. 34, No. 3, 485-511 (1997).
Classification: C43
12
IMPROVE: a multidimensional method for teaching mathematics in heterogeneous classrooms. (English)
Am. Educ. Res. J. 34, No. 2, 365-394 (1997).
Classification: D40
13
Building student capacity for mathematical thinking and reasoning: an analysis of mathematical tasks used in reform classrooms. (English)
Am. Educ. Res. J. 33, No. 2, 455-488 (1996).
Classification: D50
14
Goal and self-evaluative influences during children’s cognitive skill learning. (English)
Am. Educ. Res. J. 33, No. 2, 359-382 (1996).
Classification: C72
15
Learning to teach mathematics in the context of systemic reform. (English)
Am. Educ. Res. J. 33, No. 2, 509-541 (1996).
Classification: B19
16
The relation between student ability and the quality and effectiveness of explanations. (English)
Am. Educ. Res. J. 33, No. 3, 631-664 (1996).
Classification: D42
17
Integrity in teaching: recognizing the fusion of the moral and intellectual. (English)
Am. Educ. Res. J. 33, No. 1, 155-192 (1996).
Classification: D42
18
Incompatible goals: narratives of graduate women in the mathematics pipeline. (English)
Am. Educ. Res. J. 33, No. 1, 23-51 (1996).
Classification: C45
19
The distinctiveness of affects in specific school subjects: an application of confirmatory factor analysis with the National Educational Longitudinal Study of 1988. (English)
Am. Educ. Res. J. 33, No. 3, 665-689 (1996).
Classification: C20
20
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Result 1 to 20 of 37 total

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