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Articles by Spyros Konstantopoulos
How Beginning Teachers' Enactment of Ambitious Mathematics Instruction Seems to Be Influenced by Mathematics Teaching Self-Efficacy, Perceived Collective Responsibility, and Feedback on Instruction
Conflicts of Interest The authors declare no conflicts of interest. Data Availability Statement The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions. References , , and . 2020. “Managing to Teach Ambitiously in the First Year?” Elementary School Journal 120, no. 4: 667–691. https://doi.org/10.1086/708660. Association of Mathematics Teacher Educators. 2020.
Estimating causal effects of class size in secondary education: evidence from TIMSS
Class size effects have been of intense debate in many education systems around the world. Research interest on class size effects has not faded for good reasons. First, small class size is an appealing school resource to teachers, parents and policymakers, because identifying the optimal number of students in a classroom is hypothesised to increase instructional quality and student learning. In principle, class size reduction should facilitate a higher-quality education environment.
What Happens to Students Placed Into Developmental Education? A Meta-Analysis of Regression Discontinuity Studies:
This article reports a systematic review and meta-analysis of studies that use regression discontinuity to examine the effects of placement into developmental education. Results suggest that placement into developmental education is associated with effects that are negative, statistically significant, and substantively large for three outcomes: (a) the probability of passing the college-level course in which remediation was needed, (b) college credits earned, and (c) attainment.
Editors’ Introduction
Editors’ Introduction
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