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iText 4.2.0 by 1T3XT2018-10-22T10:36:58+05:30Arbortext Advanced Print Publisher2019-03-27T08:08:44-07:002019-03-27T08:08:44-07:00uuid:8addd02c-2a8d-4824-a074-0375b52bef83uuid:9735c38c-787b-4f5b-aca7-e8422204bc96JournalThe Journal of Educational Research© 2018 Taylor & Francis Group, LLC0022-06711940-0675001-1511510.1080/00220671.2018.1519690https://doi.org/10.1080/00220671.2018.1519690application/pdf10.1080/00220671.2018.1519690en-USDoes student-centered instruction engage students differently? The moderation effect of student ethnicityRoutledgeThe Journal of Educational Research, 2018. doi: 10.1080/00220671.2018.1519690Talbert EliHofkens TaraWang Ming-TeAfrican American studentsmathematics engagementmathematics instructionstudent-centered instructionVoR2018-10-25truewww.tandfonline.com10.1080/00220671.2018.1519690www.tandfonline.comtrue2018-10-2510.1080/00220671.2018.1519690
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