Capturing the complexity of differentiated instruction
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2018.1539013
Qualities of classroom observation systems
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2018.1539014
Teacher mathematical knowledge, instructional quality, and student outcomes: a multilevel quantile mediation analysis
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2019.1570944
Validity and reliability of student perceptions of teaching quality in primary education
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2018.1539015
Does private schooling affect international test scores? Evidence from a natural experiment
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2019.1614072
Searching for differential teacher and school effectiveness in terms of student socioeconomic status and gender: implications for promoting equity
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2018.1511603
The relative effectiveness of private and public schools: evidence from Kenya
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2018.1520132
Participation in extracurricular activities and student achievement: evidence from German all-day schools
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2018.1540435
Teaching quality: relationships between passion, deep strategy to learn, and epistemic curiosity
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2018.1562944
Exploring gender gap and school differential effects in mathematics in Chilean primary schools
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2018.1503604
Effects of a classroom management intervention on student selective attention: results from a randomized controlled trial
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2018.1557701
Putting all students in one basket does not produce equality: gender-specific effects of curricular intensification in upper secondary school
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2018.1504801
Do differences in classroom composition provide unequal opportunities for academic learning and social participation of SEN students in inclusive classes in primary school?
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2019.1590423
Professional development and teacher efficacy: evidence from the 2013 TALIS
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2019.1612454
On track for unemployment? Long-term effects of tracks
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2018.1537292
“It didn’t make me a better teacher”: inservice teacher constructions of dilemmas in high-stakes teacher evaluation
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2019.1619185
Evaluating the quality of teaching: can there be valid differentiation in the middle of the performance distribution?
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2018.1510842
Evaluating instructional quality
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2018.1539016
The stability of student ratings of teacher instructional practice: examining the one-year stability of the 7Cs composite
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2019.1620293
Are teachers consistently effective across subject matters? Revisiting the issue of differential teacher effectiveness
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2019.1618877
Closing the gaps? Differential effectiveness and accountability as a road to school improvement
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2019.1623450
Long-term effects of first-grade teachers on students’ achievement: a replication study
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2018.1556164
Measuring teaching skills in elementary education using the Rasch model
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2019.1577743
Editorial
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2018.1543788
Notes on contributors
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2019.1623451
Regional school context and teacher characteristics explaining differences in effective teaching behaviour of beginning teachers in the Netherlands
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2019.1592203
Exploring teacher and school variance in students’ within-year reading and mathematics growth
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2019.1618349
Notes on contributors
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2019.1565169
Democratization of educational systems, inequality, opportunity, and selection process: a re-examination of the case of France
来源期刊：School Effectiveness and School ImprovementDOI：10.1080/09243453.2019.1577275
