Effects of professional development on teachers' gendered feedback patterns, students' misbehaviour and students' sense of equity: results from a one‐year quasi‐experimental study

Publisher： John Wiley & Sons Inc

E-ISSN： 1469-3518|42|5|802-825

ISSN： 0141-1926

Source： BRITISH EDUCATIONAL RESEARCH JOURNAL, Vol.42, Iss.5, 2016-10, pp. : 802-825

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