Causal illusions in the classroom: how the distribution of student outcomes can promote false instructional beliefs

Teachers sometimes believe in the efficacy of instructional practices that have little empirical support. These beliefs have proven difficult to efface despite strong challenges to their evidentiary basis. Teachers typically develop causal beliefs about the efficacy of instructional practices by inf...

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Detalles Bibliográficos
Autores principales: Double, Kit S., Chow, Julie Y. L., Livesey, Evan J., Hopfenbeck, Therese N.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer International Publishing 2020
Materias:
Original Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7399015/
https://www.ncbi.nlm.nih.gov/pubmed/32748083
http://dx.doi.org/10.1186/s41235-020-00237-2

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7399015/
https://www.ncbi.nlm.nih.gov/pubmed/32748083
http://dx.doi.org/10.1186/s41235-020-00237-2

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