Vi-Nhuan Le
Brian M. Stecher
J. R. Lockwood
Laura S. Hamilton
Abby Robyn
Valerie L. Williams
Gery Ryan
Kerri A. Kerr
José Felipe Martínez
Stephen P. Klein
https://www.jstor.org/stable/10.7249/mg480nsf
Book Description:
Presents the findings of a multiyear study of the effectiveness of reform-oriented science and mathematics teaching (instructional practices for engaging students actively in their own learning and enhancing the development of complex cognitive skills)-specifically, whether such practices are associated with higher student achievement and whether that association is sensitive to the aspects of achievement that are measured. (CD-ROM enclosed.)
eISBN: 978-0-8330-4246-0
Subjects: Education, Sociology