Evidence-based practices : reading comprehension instruction and teacher self-efficacy
Year: 2014
Type: dissertation
Study design: Observational Study
Source: IOE EPrints
Author: Huiling Diona Zheng
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: closed
OpenAlex ID: W2130812668