Classroom patterns of interaction and their underlying structure: a study of how achievement in the first year of school is influenced by home patterns of interaction.
This study attempts to answer the question of why some children fail while others succeed in the first year of school when they appear to have at least average abilities and to come from family environments which seem, on the surface at least, to provide similar developmental opportunities. The rese...
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| Language: | en |
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University of Canterbury. Education
2008
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| Online Access: | http://hdl.handle.net/10092/1066 |