| 来源类型 | Publication |
| Access to Effective Teaching for Disadvantaged Students (Interim Report) | |
| Eric Isenberg; Jeffrey Max; Philip Gleason; Liz Potamites; Robert Santillano; Heinrich Hock; and Michael Hansen | |
| 发表日期 | 2013-11-30 |
| 出版者 | Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education |
| 出版年 | 2013 |
| 语种 | 英语 |
| 概述 | This study explores the disparity in access to effective teachers in 29 school districts across the country, revealing that disadvantaged students receive poorer-quality instruction, on average, compared with other students. Mathematica conducted the studies for the Institute of Education Sciences.", |
| 摘要 | This study explores the disparity in access to effective teachers in 29 school districts across the country, revealing that disadvantaged students receive poorer-quality instruction, on average, compared with other students. Mathematica conducted the studies for the Institute of Education Sciences. |
| URL | https://www.mathematica.org/our-publications-and-findings/publications/access-to-effective-teaching-for-disadvantaged-students-full-report |
| 来源智库 | Mathematica Policy Research (United States) |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/487564 |
| 推荐引用方式 GB/T 7714 | Eric Isenberg,Jeffrey Max,Philip Gleason,et al. Access to Effective Teaching for Disadvantaged Students (Interim Report). 2013. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| effective_teaching_d（1673KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
除非特别说明，本系统中所有内容都受版权保护，并保留所有权利。
