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Have Gender Gaps in Math Closed? Achievement, Teacher Perceptions, and Learning Behaviors Across Two ECLS-K Cohorts

机译：数学中的性别差距是否已经关闭？两个ECLs-K队列的成就，教师观念和学习行为

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Joseph R. Cimpian; Sarah T. Lubienski; Jennifer D. Timmer; Martha B. Makowski; Emily K. Miller;
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年度 2016
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1. Have Gender Gaps in Math Closed? Achievement, Teacher Perceptions, and Learning Behaviors Across Two ECLS-K Cohorts: [J] . Joseph R. Cimpian, Sarah T. Lubienski, Jennifer D. Timmer, AERA Open . 2016,第4期

机译：数学上的性别差距是否已消除？在两个ECLS-K队列中的成就，教师的认知和学习行为：
2. Teachers' Perceptions of Students' Mathematics Proficiency May Exacerbate Early Gender Gaps in Achievement [J] . Joseph P. Robinson-Cimpian, Sarah Theule Lubienski, Colleen M. Ganley, Developmental psychology . 2014,第4期

机译：老师对学生数学能力的感知可能会加剧早期的性别差距
3. Do Education System Characteristics Moderate the Socioeconomic, Gender and Immigrant Gaps in Math and Science Achievement? [J] . Progress in Artificial Intelligence . 2020,第2期

机译：教育系统特征是否适中数学和科学成就中的社会经济，性别和移民差距？
4. The Effect of Learning Interest and Student's Perception of Teacher's Pedagogic Competency on Learning Achievement of Social Sciences: Survey at Labschool Elementary School, Faculty of Education, University of Muhammadiyah Jakarta [C] . Ahmad Susanto, Sri Imawati, Lativa Qurrotaini International Conference on Community Development . 2019

机译：学习兴趣与学生对教师教学能力的看法对社会科学学习成果的看法：在穆罕默德大学教育学院的Labschool小学中的调查
5. The closed achievement gap in one Long Island high school leveling the playing field perceptions of teachers and administration [D] . Lors, Lisette Lauren. 2018

机译：一龙岛高中闭面的成就差距划平教师和管理的竞争现场看法
6. Active learning narrows achievement gaps for underrepresented students in undergraduate science technology engineering and math [O] . Elli J. Theobald, Mariah J. Hill, Elisa Tran, 2020

机译：主动学习缩小了科学技术工程和数学专业中代表性不足的学生的成就差距
7. Where the Girls Are Not: Households, Teachers, and the Gender Gap in Early Math Achievement [O] . Pedro Carneiro, Yyannú Cruz-Aguayo, Norbert Schady 2017

机译：女孩不是：家庭，老师和早期数学成就的性别差距

Have Gender Gaps in Math Closed? Achievement, Teacher Perceptions, and Learning Behaviors Across Two ECLS-K Cohorts

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