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Article de revue:
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ID no. (ISBN etc.): 0022-0663
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Clé de citation BibTeX: Staub2002
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Staub, F. C., & Stern, E. (2002). The nature of teachers' pedagogical content beliefs matters for students' achievement gains: Quasi-experimental evidence from elementary mathematics. Journal of educational psychology, 94(2), p. p344–355.
Ajoutée par: Lynda Taabane 2008-02-13 14:24:27 Dernièrement modifiée par: Lynda Taabane 2008-02-15 09:13:53
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Catégories: Apprentissage mathématiques, Full text
Descripteurs: ACADEMIC achievement, cognitive constructionist orientation, constructivism, Elementary School Students, mathematical word problems, MATHEMATICS, problem solving, student achievement, Teacher Attitudes, teachers' pedagogical content beliefs
Auteurs: Staub, Stern
Collection: Journal of educational psychology
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Nombre de vues: 379
Popularité: 34.42%
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Ajoutée par: Lynda Taabane
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