Teacher Classroom Practices, Student Motivation and Mathematics Achievements in High School: Evidence from HSLS:09 Data
The present study explored the direct influences of teacher classroom practices, including teacher support, conceptual teaching, and procedural teaching, on 9th grade students' mathematics achievement, and the indirect influences of these teacher variables on student mathematics achievement thr...
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Others |
| Published: |
Virginia Tech
2017
|
| Subjects: | |
| Online Access: | http://hdl.handle.net/10919/77391 |