Theoretical and methodological challenges in measuring instructional quality in mathematics education using classroom observations
Crossref DOI link: https://doi.org/10.1007/s11858-016-0765-0
Published Online: 2016-02-19
Published Print: 2016-04
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Schlesinger, Lena
Jentsch, Armin
Text and Data Mining valid from 2016-02-19