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The Journal of Experimental Education Volume 89, 2021 - Issue 4
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Learning, Instruction, and Cognition

Marginalized Students’ Perspectives on Instructional Strategies in Middle-School Mathematics Classrooms

Bethany Rittle-Johnsona Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-8001-942XView further author information
ORCID Icon,
Dale C. Farranb Department of Teaching and Learning, Vanderbilt University, Nashville, TN, USAView further author information
&
Kelley L. Durkinb Department of Teaching and Learning, Vanderbilt University, Nashville, TN, USAView further author information
Pages 569-586 | Published online: 05 Mar 2020

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Kamden K. Strunk & Carey E. Andrzejewski. (2023) Racisms of commission and omission in educational psychology: A historical analysis and systematic review. Educational Psychologist 58:2, pages 57-69.
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Lidon Moliner & Francisco Alegre. (2022) Peer tutoring in middle school mathematics: academic and psychological effects and moderators. Educational Psychology 42:8, pages 1027-1044.
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Articles from other publishers (2)

Martine Cavanagh & Émilie Lavoie. (2023) Un modèle d’enseignement axé sur les stratégies d’écriture et adapté pour favoriser une pratique culturellement durable. The Canadian Modern Language Review 79:4, pages 256-280.
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Jijian Lu, Shuqi Wu, Yuyang Wang & Yiran Zhang. (2022) Visualizing the Commognitive Processes of Collaborative Problem Solving in Mathematics Classrooms. The Asia-Pacific Education Researcher 32:5, pages 615-628.
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