The marking of transitions by more and less effective teachers
Bibliographic Data
| ID | 4881265 |
|---|---|
| Authors | H A Smith (0000-0003-2799-6672, Queen's University, corresponding author) |
| Year | 1985 |
| Volume | 24 |
| Issue | 1 |
| Pages | 57-62 |
| Publication date | 1985-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405848509543147 |
| OpenAlex | W2113241429 |
| Language | EN |
| References cited | 4 |
1985). The marking of transitions by more and less effective teachers. Theory Into Practice: Vol. 24, Classroom Communication/Verbal and Nonverbal, pp. 57-62
Cognitive psychology · Developmental psychology · Mathematics education · Nonverbal communication · Pedagogy · Transition (genetics · Chemistry · Psychology · Teacher Education and Leadership Studies
| Citation velocity | historical |
|---|---|
| Highly cited | No |