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Peer reviewedDriessen, Geert W. J. M. – Early Child Development and Care, 1997
Examined whether students' prereading and prearithmetic test results varied as a result of the teaching strategy used. Subjects were 446 teachers and 5,490 children, 4-6 years old, from Dutch infant classes 1 and 2 of primary education. Socioethnic background was found to be more significant in explaining test results than teaching method. (JPB)
Descriptors: Classroom Techniques, Cultural Background, Ethnic Groups, Foreign Countries
