Early Evaluation Findings From the Instructional Conversation Study: Culturally Responsive Teaching Outcomes for Diverse Learners in Elementary School

American Educational Research Journal

Volumn 55, Issue 3, 2018, Pages 488-531

  Portes, Pedro R ^a   González Canché, Manuel ^b   Boada, Diego ^a   Whatley, Melissa E ^a  

^a UNIVERSITY OF GEORGIA   (United States)

^b UNIVERSITY OF PENNSYLVANIA   (United States)

Author keywords

English language learners; instructional conversation; professional development; randomized trial; school achievement

Indexed keywords

EID: 85046103212     PISSN: 00028312     EISSN: 19351011     Source Type: Journal    
DOI: 10.3102/0002831217741089     Document Type: Article

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