Socioeconomic and language minority classroom composition and individual reading achievement: The mediating role of instructional quality

Learning and Instruction

Volumn 32, Issue , 2014, Pages 63-72

  Rjosk, Camilla ^a   Richter, Dirk ^a   Hochweber, Jan ^b,c   Lüdtke, Oliver ^a   Klieme, Eckhard ^b   Stanat, Petra ^a  

^a HUMBOLDT UNIVERSITY   (Germany)

^b GERMAN INSTITUTE FOR INTERNATIONAL EDUCATIONAL RESEARCH   (Germany)

^c University of Teacher Education StGallen   (Switzerland)

Author keywords

Compositional effects; Instructional quality; Language minority students; Mediation; Socioeconomic status

Indexed keywords

EID: 84893653164     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2014.01.007     Document Type: Article

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