Inquiry-Based Instruction in Science and Mathematics in Middle School Classrooms: Examining Its Association With Students’ Attitudes by Gender and Race/Ethnicity
Utilizing a nationally representative sample of middle school students, this article focuses on whether students who report experiencing more inquiry-based instruction in science and mathematics classrooms have more positive attitudes toward these subjects. Results of multilevel, multivariate regres...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2019-08-01
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| Series: | AERA Open |
| Online Access: | https://doi.org/10.1177/2332858419867653 |