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Assignment practices and the relationship of instructional time to the reading performance of elementary school children

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  • Kiesling, Herbert J.

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  • Kiesling, Herbert J., 1984. "Assignment practices and the relationship of instructional time to the reading performance of elementary school children," Economics of Education Review, Elsevier, vol. 3(4), pages 341-350, August.
    • Handle: RePEc:eee:ecoedu:v:3:y:1984:i:4:p:341-350
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    Cited by:

    1. Alan B. Krueger, 2003. "Economic Considerations and Class Size," Economic Journal, Royal Economic Society, vol. 113(485), pages 34-63, February.
    2. Douglas Harris & Tim R. Sass, 2006. "The Effects of Teacher Training on Teacher Value Added," Working Papers wp_2006_03_01, Department of Economics, Florida State University.
    3. Croninger, Robert G. & Rice, Jennifer King & Rathbun, Amy & Nishio, Masako, 2007. "Teacher qualifications and early learning: Effects of certification, degree, and experience on first-grade student achievement," Economics of Education Review, Elsevier, vol. 26(3), pages 312-324, June.
    4. Lex Borghans & Ron Diris, 2014. "Allocating Instruction Time: How Language Instruction Can Affect Multiple Skills," Journal of Human Capital, University of Chicago Press, vol. 8(2), pages 161-198.
    5. Henry M. Levin, 1986. "Are Longer School Sessions A Good Investment?," Contemporary Economic Policy, Western Economic Association International, vol. 4(3), pages 63-75, July.
    6. Ronald G. Ehrenberg & Randy A. Ehrenberg & Daniel I. Rees & REric L. Ehrenberg, 1991. "School District Leave Policies, Teacher Absenteeism, and Student Achievement," Journal of Human Resources, University of Wisconsin Press, vol. 26(1), pages 72-105.

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