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

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Stern, Elsbeth
Center for Educational Research, Max Planck Institute for Human Development, Max Planck Society;

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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), 344-355.

引用: https://hdl.handle.net/11858/00-001M-0000-0025-9308-3

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