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The Journal of Educational Research Volume 112, 2019 - Issue 3
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Original Articles

Does student-centered instruction engage students differently? The moderation effect of student ethnicity

Eli Talberta Department of Psychology, School of Education, University of Pittsburgh, Pittsburgh, Pennsylvania, USA; ;b Tara Hofkens is now at the Curry School of Education, University of Virginia, Charlottesville, Virginia, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-2052-2917View further author information
ORCID Icon,
Tara Hofkensa Department of Psychology, School of Education, University of Pittsburgh, Pittsburgh, Pennsylvania, USA; ;b Tara Hofkens is now at the Curry School of Education, University of Virginia, Charlottesville, Virginia, USAORCID Iconhttps://orcid.org/0000-0001-7835-398XView further author information
ORCID Icon &
Ming-Te Wanga Department of Psychology, School of Education, University of Pittsburgh, Pittsburgh, Pennsylvania, USA; ;b Tara Hofkens is now at the Curry School of Education, University of Virginia, Charlottesville, Virginia, USAView further author information
Pages 327-341 | Received 25 Jan 2018, Accepted 31 Aug 2018, Published online: 25 Oct 2018

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Ermida Simanjuntak, Nur Ainy Fardana Nawangsari & Rahkman Ardi. (2022) Academic Cyberslacking: Why Do Students Engage in Non-Academic Internet Access During Lectures?. Psychology Research and Behavior Management 15, pages 3257-3273.
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Hong-Yu Cheng & Lu Chen. (2022) Investigating how student-centered and teacher-centered teaching paradigms relate to the academic motivation and learning behaviors of secondary school students in China (Explorando las relaciones entre los modelos pedagógicos centrados en el estudiante y centrados en el docente y la motivación académica y conductas de aprendizaje de los estudiantes de secundaria en China). Journal for the Study of Education and Development 45:4, pages 906-938.
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Alison K. Cohen, Jason C. Fitzgerald, Abby Ridley-Kerr, Elena Maker Castro & Parissa J. Ballard. (2021) Investigating the Impact of Generation Citizen’s Action Civics Education Program on Student Academic Engagement. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 94:4, pages 168-180.
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Articles from other publishers (13)

Imran Hussain Shah, Audrey Au Yong Lyn, Guillaume Maxence Augustin Morlet & Ladina Rageth. (2024) The Impact of Student-Centered Teaching Strategies on Educational Attainment in Econometrics: Evidence From the UK. Sage Open 14:2.
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Fehmi Demir. (2024) Examination of Pre-Service Teachers' Experiences on Student-Centered Instruction. Sakarya University Journal of Education 14:1, pages 92-113.
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Raja Shekhar Bellamkonda, Mary Sunanda G. & Sourya Rongala. (2023) Review and Synthesis of a Decade of Research on Transformational Teaching and Student Engagement. MIER Journal of Educational Studies Trends and Practices, pages 442-459.
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Muhammad Shehzad Hanif, Abubakar Abdul Hamid & Aitzaz Khurshid. (2023) Cyberslacking continuance intentions of the adult online learners from the business schools: An espoused cultural value perspective. The International Journal of Management Education 21:3, pages 100884.
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Cristina Vlădescu. (2023) The relationship between mastery learning models and academic achievement in mathematics. International Electronic Journal of Mathematics Education 18:4, pages em0751.
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Laura Ribeiro Araújo. (2023) Assessing motivation: student-centered instructions as a means of engaging unresponsive students. Texto Livre 16.
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Tania Joviani Gunawan, Jiaming Wang & Pin-Chao Liao. (2022) Factors of Project-Based Teaching That Enhance Learning Interest: Evidence from Construction Contract Management Course. Sustainability 14:22, pages 15314.
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Daphnee Hui Lin Lee & Ronnel Bornasal King. (2021) Childhood Home Language Effects on Teacher Risk-Taking and Student-Centered Professional Practice in a Bilingual Chinese Context. The Asia-Pacific Education Researcher 31:5, pages 623-633.
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Ge Song & Zuhao Wang. (2021) Factors influencing middle school students' interdisciplinary competence in science education. Journal of Research in Science Teaching 58:7, pages 1041-1072.
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María Soledad Ramírez-Montoya, Lucy Andrade-Vargas, Diana Rivera-Rogel & May Portuguez-Castro. (2021) Trends for the Future of Education Programs for Professional Development. Sustainability 13:13, pages 7244.
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Ming-Te Wang, Tara Hofkens & Feifei Ye. (2020) Classroom Quality and Adolescent Student Engagement and Performance in Mathematics: A Multi-Method and Multi-Informant Approach. Journal of Youth and Adolescence 49:10, pages 1987-2002.
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Summer S. Braun, Sinhae Cho, Blake A. Colaianne, Cynthia Taylor, Margaret Cullen & Robert W. Roeser. (2020) Impacts of a Mindfulness-Based Program on Teachers’ Forgiveness. Mindfulness 11:8, pages 1978-1992.
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M. Zainudin & Edi Istiyono. (2019) Scientific Approach to Promote Response Fluency Viewed from Social Intelligence: Is It Effective?. European Journal of Educational Research volume-8-2019:volume8-issue3.html, pages 801-808.
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