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Download full textOsborne, Michael C. – Journal of Educational Research and Practice, 2021
Using the nationally representative sample from the United States in the 2012 Programme for International Student Assessment (N = 7,429 students from 240 schools), I examined the relationship between teacher instructional practices and student mathematics achievement. To account for the multilevel structure of the data with students nested within…
Descriptors: Teaching Methods, Mathematics Achievement, Foreign Countries, International Assessment
