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Instructional Strategies for Improving Students' Learning: Focus on Early Reading and Mathematics


reviewed by Christine Rubie-Davies — July 27, 2012

coverTitle: Instructional Strategies for Improving Students' Learning: Focus on Early Reading and Mathematics
Author(s): Jerry S. Carlson & Joel R. Levin (eds.)
Publisher: Information Age Publishing, Charlotte
ISBN: 1617356298, Pages: 226, Year: 2012
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Cite This Article as: Teachers College Record, Date Published: July 27, 2012
http://www.tcrecord.org ID Number: 16832, Date Accessed: 10/22/2017 5:04:04 PM

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About the Author
  • Christine Rubie-Davies
    University of Auckland
    E-mail Author
    CHRISTINE RUBIE-DAVIES is an Associate Professor and Head of School in the School of Learning Development and Professional Practice in the Faculty of Education at the University of Auckland in New Zealand. Her research is mostly focused on teacher expectations at the whole class level and how various teacher beliefs and personality characteristics of teachers influence the instructional and socioemotional climate of classrooms. Christine also has an interest in ethnic issues, particularly in relation to the schooling of experience of Maori and Pasifika students in New Zealand. Christine is a Fellow of the Association for Psychological Science and a recipient of a National Tertiary Teaching Excellence Award. She has published in several journals including the British Journal of Educational Psychology, the Journal of Educational Psychology, Psychology in the Schools, Journal of School Effectiveness and School Improvement, and Cambridge Journal of Education. She has several book chapters and is the Editor of two books, the most recent: Educational Psychology: Concepts, Research and Challenges published by Routledge in 2011. Christine is currently leading a large intervention project designed to change teachers’ expectations, through altering their pedagogical practices and beliefs. She is leading a further project examining relationships between teacher and student beliefs across a range of psycho-social variables.
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