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

dc.contributor.authorRosário, Pedro José Sales Luís de Fonseca 
dc.contributor.authorNúñez Pérez, José Carlos 
dc.contributor.authorVallejo Seco, Guillermo 
dc.contributor.authorPaiva, Olimpia
dc.contributor.authorValle Arias, Antonio
dc.contributor.authorFuentes, Sonia
dc.contributor.authorPinto, Ricardo
dc.date.accessioned2014-06-11T10:23:40Z
dc.date.available2014-06-11T10:23:40Z
dc.date.issued2014
dc.identifier.citationEuropean Journal of Psychology of Education, p. 1-25 (2014); doi:10.1007/s10212-014-0214-9
dc.identifier.issn0256-2928
dc.identifier.issn1878-5174
dc.identifier.urihttp://hdl.handle.net/10651/27457
dc.format.extentp. 1-25
dc.language.isoeng
dc.relation.ispartofEuropean Journal of Psychology of Education
dc.rights©,
dc.sourceScopus
dc.source.urihttp://www.scopus.com/inward/record.url?eid=2-s2.0-84895416485&partnerID=40&md5=767195471aa288b0075788f1f8c2578b
dc.titleAre teachers' approaches to teaching responsive to individual student variation? A two-level structural equation modeling
dc.typejournal article
dc.identifier.local20141670
dc.identifier.doi10.1007/s10212-014-0214-9
dc.relation.publisherversionhttp://dx.doi.org/10.1007/s10212-014-0214-9


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