The variation in teaching and learning practices and their contribution to mathematics performance in PISA 2012
Abstract
Over the years, the issue of students’ learning has attracted many educational researchers’ attention to investigate various factors that contribute to it. Since students’ learning is related to their academic success or failure, the role of the teacher has been identified as the paramount factor in this regard (e.g., Rockoff, 2004; Hanushek, 2011; Aaronson et al., 2007).
RAS ID
44746
Document Type
Book Chapter
Date of Publication
2016
School
School of Business and Law / Centre for Work and Organisational Performance
Copyright
subscription content
Publisher
SensePublishers, Rotterdam / Springer
Recommended Citation
Razak, N. A., & Shafaei Darastani, A. (2016). The variation in teaching and learning practices and their contribution to mathematics performance in PISA 2012. DOI: https://doi.org/10.1007/978-94-6300-468-8_8
Comments
Razak, N. A. & Shafaei, A. (2016). The variation in teaching and learning practices and their contribution to mathematics performance in PISA 2012. In L. M. Thien, N. A. Razak, J. P. Keeves & G. N. Darmawan (Eds.), What Can PISA 2012 Data Tell Us?: Performance and Challenges in Five Participating Southeast Asian Countries (pp. 123-157). SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-468-8_8