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How Should Fifth-Grade Mathematics Teachers Start the School Year?: Relations Between Teacher–Student Interactions and Mathematics Instruction Over One Year


by Holland W. Banse, Timothy W. Curby, Natalia A. Palacios & Sara E. Rimm-Kaufman — 2018


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Cite This Article as: Teachers College Record Volume 120 Number 6, 2018, p. -
http://www.tcrecord.org ID Number: 22161, Date Accessed: 10/19/2017 6:07:43 PM
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About the Author
  • Holland Banse
    University of Virginia
    E-mail Author
    HOLLAND BANSE is a doctoral student at the Curry School of Education at the University of Virginia in the Educational Psychology-Applied Developmental Science program. She is interested in mathematics instruction and supportive classroom environments for language minority students.
  • Timothy Curby
    George Mason University
    E-mail Author
    TIMOTHY CURBY is Associate Professor at George Mason University and conducts research on early childhood classroom experiences and applying advanced statistical models to school-based research.
  • Natalia Palacios
    University of Virginia
    E-mail Author
    NATALIA PALACIOS is Assistant Professor at the Curry School of Education at the University of Virginia. Her research interests include teacher interactions with linguistically diverse students, with particular focus on the educational contexts experienced by Latino children.
  • Sara Rimm-Kaufman
    University of Virginia
    E-mail Author
    SARA RIMM-KAUFMAN is Professor at the Curry School of Education, where she directs the Educational Psychology-Applied Developmental Science program and conducts research on teacher–student interactions in elementary school classrooms.
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