Differential Effects of the Classroom on African American and Non–African American’s Mathematics Achievement
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DOI: 10.1037/edu0000165
Abstract: We examined whether African American students differentially responded to dimensions of the observed classroom-learning environment compared with non–African American students. Further, we examined whether these dimensions of the classroom mediated treatment effects of a preschool… read more here.
Keywords: non african; mathematics; dimensions classroom; american students ... See more keywords