The nature of teachers' pedagogical content beliefs matters for students' 
achievement gains : Quasi-experimental evidence from elementary mathematics

Staub, Fritz C.; Stern, Elsbeth

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The nature of teachers' pedagogical content beliefs matters for students' achievement gains : Quasi-experimental evidence from elementary mathematics

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), 344-355.

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Item Permalink: https://hdl.handle.net/11858/00-001M-0000-0025-9308-3 Version Permalink: https://hdl.handle.net/11858/00-001M-0000-0025-930E-8

Genre: Journal Article

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Creators:
Staub, Fritz C., Author
Stern, Elsbeth¹, Author

Affiliations:
1Center for Educational Research, Max Planck Institute for Human Development, Max Planck Society, ou_2074287

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Language(s): eng - English

Dates: Date issued: 2002

Publication Status: Issued

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Identifiers: eDoc: 14520

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Title: Journal of Educational Psychology

Source Genre: Journal

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Pages: - Volume / Issue: 94 (2) Sequence Number: - Start / End Page: 344 - 355 Identifier: -