Are teachers' approaches to teaching responsive to individual student variation? A two-level structural equation modeling

dc.contributor.author	Rosário, Pedro José Sales Luís de Fonseca
dc.contributor.author	Núñez Pérez, José Carlos
dc.contributor.author	Vallejo Seco, Guillermo
dc.contributor.author	Paiva, Olimpia
dc.contributor.author	Valle Arias, Antonio
dc.contributor.author	Fuentes, Sonia
dc.contributor.author	Pinto, Ricardo
dc.date.accessioned	2014-06-11T10:23:40Z
dc.date.available	2014-06-11T10:23:40Z
dc.date.issued	2014
dc.identifier.citation	European Journal of Psychology of Education, p. 1-25 (2014); doi:10.1007/s10212-014-0214-9
dc.identifier.issn	0256-2928
dc.identifier.issn	1878-5174
dc.identifier.uri	http://hdl.handle.net/10651/27457
dc.format.extent	p. 1-25
dc.language.iso	eng
dc.relation.ispartof	European Journal of Psychology of Education
dc.rights	©,
dc.source	Scopus
dc.source.uri	http://www.scopus.com/inward/record.url?eid=2-s2.0-84895416485&partnerID=40&md5=767195471aa288b0075788f1f8c2578b
dc.title	Are teachers' approaches to teaching responsive to individual student variation? A two-level structural equation modeling
dc.type	journal article
dc.identifier.local	20141670
dc.identifier.doi	10.1007/s10212-014-0214-9
dc.relation.publisherversion	http://dx.doi.org/10.1007/s10212-014-0214-9

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