受强制性开放获取政策约束的文章 - Charles Munter了解详情
无法在其他位置公开访问的文章：1 篇
Evaluating math recovery: Assessing the causal impact of a diagnostic tutoring program on student achievement
TM Smith, P Cobb, DC Farran, DS Cordray, C Munter
American Educational Research Journal 50 (2), 397-428, 2013
强制性开放获取政策： US Institute of Education Sciences
可在其他位置公开访问的文章：10 篇
Developing visions of high-quality mathematics instruction
C Munter
Journal for research in mathematics education 45 (5), 584-635, 2014
强制性开放获取政策： US Institute of Education Sciences
Examining relations between mathematics teachers’ instructional vision and knowledge and change in practice
C Munter, R Correnti
American Journal of Education 123 (2), 000-000, 2017
强制性开放获取政策： US National Science Foundation
Examining Relations between Teachers’ Explanations of Sources of Students’ Difficulty in Mathematics and Students’ Opportunities to Learn
AG Wilhelm, C Munter, K Jackson
The Elementary School Journal, 2017
强制性开放获取政策： US National Science Foundation
Mathematics teachers’ knowledge, networks, practice, and change in instructional visions
C Munter, AG Wilhelm
Journal of Teacher Education 72 (3), 342-354, 2021
强制性开放获取政策： US National Science Foundation
Assessing fidelity of implementation of an unprescribed, diagnostic mathematics intervention
C Munter, AG Wilhelm, P Cobb, DS Cordray
Journal of Research on Educational Effectiveness 7 (1), 83-113, 2014
强制性开放获取政策： US Institute of Education Sciences
Conflicting frames: a case of misalignment between professional development efforts and a teacher’s practice in a high school mathematics classroom
E Heyd-Metzuyanim, C Munter, J Greeno
Educational Studies in Mathematics 97, 21-37, 2018
强制性开放获取政策： US National Science Foundation
“Students get what flows downward”: District leaders’ rationalizations of the standardized testing of children
C Munter, C Haines
The Educational Forum 83 (2), 160-180, 2019
强制性开放获取政策： US National Science Foundation
Mathematics teachers’ enactment of cognitively demanding tasks and students’ perception of racial differences in opportunity
C Munter, C Haines
Mathematical Thinking and Learning 21 (3), 155-177, 2019
强制性开放获取政策： US National Science Foundation
Adolescent perceptions of being known in the mathematics classroom
TLB Wallace, C Munter
The Journal of Mathematical Behavior 54, 100677, 2019
强制性开放获取政策： US National Science Foundation
Teachers’ grouping strategies: Implications for equity
C Haines, C Munter
Teaching for Excellence and Equity in Mathematics 11 (1), 6–13, 2020
强制性开放获取政策： US National Science Foundation
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