Can explicit teaching of knowledge improve reading attainment? An evaluation of the core knowledge curriculum.
- Submitting institution
-
University of Durham
- Unit of assessment
- 23 - Education
- Output identifier
- 106579
- Type
- D - Journal article
- DOI
-
10.1002/berj.3278
- Title of journal
- British Educational Research Journal
- Article number
- -
- First page
- 372
- Volume
- 43
- Issue
- 2
- ISSN
- 01411926
- Open access status
- Compliant
- Month of publication
- -
- Year of publication
- 2017
- URL
-
https://doi.org/10.1002/berj.3278
- Supplementary information
-
-
- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
-
2
- Research group(s)
-
A - Assessment, Evaluation and Educational Effectiveness
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- -
- Author contribution statement
- -
- Non-English
- No
- English abstract
- -
