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Inquiry-Based Instruction in Science and Mathematics Middle School Classrooms: Examining Its Association with Students’ Attitudes by Gender and Race/Ethnicity

Version
V0
Resource Type
Dataset
Creator
  • Riegle-Crumb, Catherine (University of Texas at Austin)
Publication Date
2019-01-01
Funding Reference
  • National Science Foundation
    • Award Number: 1348789
Description
  • Abstract

    This project uses restricted data from the TIMSS 2007 dataset to investigate the link between inquiry-based pedagogical practices and students' attitudes.
Geographic Coverage
  • national
Availability
Download
Relations
  • Cites
    DOI: 10.1177/2332858419867653 (Text)
Publications
  • Riegle-Crumb, Catherine, Karisma Morton, Ursula Nguyen, and Nilanjana Dasgupta. “Inquiry-Based Instruction in Science and Mathematics in Middle School Classrooms: Examining Its Association With Students’ Attitudes by Gender and Race/Ethnicity.” AERA Open 5, no. 3 (July 2019): 233285841986765. https://doi.org/10.1177/2332858419867653.
    • ID: 10.1177/2332858419867653 (DOI)

Update Metadata: 2019-08-20 | Issue Number: 1 | Registration Date: 2019-08-20

Riegle-Crumb, Catherine (2019): Inquiry-Based Instruction in Science and Mathematics Middle School Classrooms: Examining Its Association with Students’ Attitudes by Gender and Race/Ethnicity. Version: V0. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. http://doi.org/10.3886/E111501