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MLA
“Relationships Between Reform-Oriented Instruction and Student Achievement in Mathematics and Science.” Improving Mathematics and Science Education: A Longitudinal Investigation of the Relationship Between Reform-Oriented Instruction and Student Achievement, by Vi-Nhuan Le et al., 1st ed., RAND Corporation, Santa Monica, CA; Arlington, VA; Pittsburgh, PA, 2006, pp. 49–74, www.jstor.org/stable/10.7249/mg480nsf.12. Accessed 2 Aug. 2021.
APA
Le, V., Stecher, B., Lockwood, J., Hamilton, L., Robyn, A., Williams, V., . . . Klein, S. (2006). Relationships Between Reform-Oriented Instruction and Student Achievement in Mathematics and Science. In Improving Mathematics and Science Education: A Longitudinal Investigation of the Relationship Between Reform-Oriented Instruction and Student Achievement (pp. 49-74). Santa Monica, CA; Arlington, VA; Pittsburgh, PA: RAND Corporation. Retrieved August 2, 2021, from http://www.jstor.org/stable/10.7249/mg480nsf.12
CHICAGO
Le, Vi-Nhuan, Brian M. Stecher, J. R. Lockwood, Laura S. Hamilton, Abby Robyn, Valerie L. Williams, Gery Ryan, Kerri A. Kerr, José Felipe Martínez, and Stephen P. Klein. "Relationships Between Reform-Oriented Instruction and Student Achievement in Mathematics and Science." In Improving Mathematics and Science Education: A Longitudinal Investigation of the Relationship Between Reform-Oriented Instruction and Student Achievement, 49-74. Santa Monica, CA; Arlington, VA; Pittsburgh, PA: RAND Corporation, 2006. Accessed August 2, 2021. http://www.jstor.org/stable/10.7249/mg480nsf.12.

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