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ERIC Number: EJ648184
Record Type: Journal
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0022-0671
Effects of Inquiry-Based Teacher Practices on Science Excellence and Equity.
Von Secker, Clare
Journal of Educational Research, v95 n3 p151-60 Jan-Feb 2002
Used hierarchical linear models to estimate the extent to which five inquiry-based teacher practices promoted student achievement and reduced achievement gaps among diverse students. Data from the National Education Longitudinal Study suggest that teacher practices that improve overall academic excellence simultaneously are as likely to contribute to greater inequities among diverse students as they are to close achievement gaps. (SM)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A