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Moderation of the effects of scientific inquiry activities on low SES students’ PISA 2015 science achievement by school teacher support and disciplinary climate in science classroom across gender
16 references·1 citing·41 second hop
Moderation of the effects of scientific inquiry activities on low SES students’ PISA 2015 science achievement by school teacher support and disciplinary climate in science classroom across gender (2018)Moderation of the effects of scientific i…The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011)The Influence of Affective Te…Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002 (2009)Inquiry‐based science instruc…Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (2008)Visible Learning: A Synthesis…Visible Learning (2008)Visible LearningLearner-Centered Teacher-Student Relationships Are Effective: A Meta-Analysis (2007)Learner-Centered Teacher-Stud…Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Why Minimal Guidance During I…Educational Leadership (2004)Educational LeadershipThe laboratory in science education: Foundations for the twenty‐first century (2003)The laboratory in science edu…Sense of relatedness as a factor in children's academic engagement and performance. (2003)Sense of relatedness as a fac…Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade (2001)Early Teacher–Child Relations…Issues in Educational Research (1999)Issues in Educational ResearchSocial relationships and motivation in middle school: The role of parents, teachers, and peers. (1998)Social relationships and moti…The Effect of School Resources on Student Achievement (1996)The Effect of School Resource…National Science Education Standards (1996)National Science Education St…The Determinants of Children's Attainments: A Review of Methods and Findings (1995)The Determinants of Children'…National Science Education Standards (1995)National Science Education St…Teacher support in AI-assisted exams: an experimental study to inspect the effects on demotivation, anxiety management in exams, L2 learning experience, and academic success (2024)Teacher support in AI-assiste…The magical number seven, plus or minus two: Some limits on our capacity for processing information. 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(2008)Communities of Practice (1998)Communities of practice learning, meaning, and identity (1999)Inquiry in science education: International perspectives (2004)Re-Imagining Science Education: Engaging Students in Science for Australia's Future (2007)The laboratory in science education: the state of the art (2007)Apprenticeship in Thinking (1990)Distributed leadership as a unit of analysis (2002)Seven strong claims about successful school leadership (2008)Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)Seven strong claims about successful school leadership revisited (2019)Improving Students’ Learning With Effective Learning Techniques (2013)A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017)The development of student feedback literacy: enabling uptake of feedback (2018)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)The National Science Education Standards (2013)Students as co‐creators of teaching approaches, course design, and curricula: implications for academic developers (2011)Eight Ways to Promote Generative Learning (2015)Dominance Through Interviews and Dialogues (2006)Inconvenient truths about teacher learning: towards professional development 3.0 (2016)Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2016)
this work references cited by second hop

References

  • 1995National Science Education Standards7,888 cited
  • 2008Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement6,937 cited
  • 2006Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching6,900 cited
  • 2001Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade3,304 cited
  • 2008Visible Learning3,046 cited
  • 2003Sense of relatedness as a factor in children's academic engagement and performance.2,684 cited
  • 2003The laboratory in science education: Foundations for the twenty‐first century2,572 cited
  • 2004Educational Leadership2,536 cited
  • 1999Issues in Educational Research2,530 cited
  • 2011The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement2,366 cited
  • 1998Social relationships and motivation in middle school: The role of parents, teachers, and peers.1,826 cited
  • 1995The Determinants of Children's Attainments: A Review of Methods and Findings1,708 cited
  • 2007Learner-Centered Teacher-Student Relationships Are Effective: A Meta-Analysis1,558 cited
  • 1996National Science Education Standards1,555 cited

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2009
Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002
1,535 cited
  • 1996The Effect of School Resources on Student Achievement1,398 cited
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    • 2024Teacher support in AI-assisted exams: an experimental study to inspect the effects on demotivation, anxiety management in exams, L2 learning experience, and academic success27 cited