Deep Achievement Problems
The Case for Reform Still Stands
Bibliographic Data
| ID | 9735384 |
|---|---|
| Authors | Lawrence C Stedman (School of Education and Human Development, State University of New York at Binghamton, Binghamton, NY 13902-6000; 607/777-4208 ( ). He specializes in applied research and policy analysis, corresponding author) |
| Year | 1997 |
| Volume | 26 |
| Issue | 3 |
| Pages | 27-29 |
| Publication date | 1997-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x026003027 |
| OpenAlex | W2028761136 |
| Language | EN |
| Citations received | 4 |
| References cited | 3 |
Academic achievement · Mathematics education · Political science · Education Systems and Policy · Psychology · Public Administration
A Review of Reviews
Discursive Construction of the Images of U.S. Classrooms
Utilização de um serviço de monitoria virtual voltado para o ensino de epidemiologia na graduação médica
Comparative Studies on U.S. and Chinese Mathematics Learning and the Implications for Standards-Based Mathematics Teaching Reform
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,14 |
| Citation span | 1998 - 2005 (8) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |