{"title":"循环：保留同一中学数学教师会带来更好的结果吗？","authors":"John Jerrim, Loic Menzies","doi":"10.1080/03054985.2024.2305462","DOIUrl":null,"url":null,"abstract":"Previous research has suggested that pupils may benefit from retaining the same teacher for more than one academic year, leading to better relationships, lower levels of absence and higher test sco...","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"6 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Looping: does keeping the same secondary school mathematics teacher lead to better outcomes?\",\"authors\":\"John Jerrim, Loic Menzies\",\"doi\":\"10.1080/03054985.2024.2305462\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Previous research has suggested that pupils may benefit from retaining the same teacher for more than one academic year, leading to better relationships, lower levels of absence and higher test sco...\",\"PeriodicalId\":47910,\"journal\":{\"name\":\"Oxford Review of Education\",\"volume\":\"6 1\",\"pages\":\"\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2024-02-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Oxford Review of Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/03054985.2024.2305462\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Oxford Review of Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/03054985.2024.2305462","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Looping: does keeping the same secondary school mathematics teacher lead to better outcomes?
Previous research has suggested that pupils may benefit from retaining the same teacher for more than one academic year, leading to better relationships, lower levels of absence and higher test sco...
期刊介绍：
The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.
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