Conventional Students Thomas A. Romberg David C. Webb Lorene Folgert University of Wisconsin-Madison Mary C. Shafer Northern Illinois University Wisconsin Center / University of Utrecht / University of Wisconsin-Madison The Longitudinal/Cross-Sectional Study / Freudenthal Institute / Northern Illinois University / University of Wisconsin-Madison / /
Organization
Comparable Classes Chapter / Classroom Achievement Chapter / Instrumentation / Sampling / and Operational Plan Chapter / Cross-Sectional Studies Chapter / Education Research School of Education / Experimental Units Conditions Affecting Administration / Treatment Groups Chapter / Understanding / and School Capacity Chapter / Cross-Grade and Cross-Year Studies Chapter / Implementation Stories Chapter / Longitudinal/Cross-Sectional Study Chapter / Studies Chapter / Schools Chapter / Wisconsin Center for Education Research / Context and Conventional Students Chapter / Freudenthal Institute / National Science Foundation / Context Chapter / University of Utrecht in The Netherlands / Instruction Chapter / University of Wisconsin / Experimental Treatments and Units Chapter / Northern Illinois University / Student Achievement Chapter / Implications and Conclusions Chapter / Student Performance Chapter / Study Chapter / National Center for Research / Students and Teachers Chapter / National Council of Teachers of Mathematics / /
The Longitudinal/Cross-Sectional Study of the Impact of Teaching Mathematics using