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The quadratic relationship between socioeconomic status and learning performance in China by multilevel analysis: implications for policies to foster education equity

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LOW-INCOME COUNTRIES, ACADEMIC-ACHIEVEMENT, MATHEMATICS ACHIEVEMENT, ECONOMIC-DEVELOPMENT, STUDENT PERFORMANCE, FAMILY-STRUCTURE, SCHOOL QUALITY, URBAN CHINA, SES, SCIENCE, Socioeconomic status, Learning performance, Equity, Primary school, China

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MLA
Zhao, Ningning, et al. “The Quadratic Relationship between Socioeconomic Status and Learning Performance in China by Multilevel Analysis: Implications for Policies to Foster Education Equity.” INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, vol. 32, no. 3, 2012, pp. 412–22, doi:10.1016/j.ijedudev.2011.08.004.
APA
Zhao, N., Valcke, M., Desoete, A., & Verhaeghe, J. (2012). The quadratic relationship between socioeconomic status and learning performance in China by multilevel analysis: implications for policies to foster education equity. INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, 32(3), 412–422. https://doi.org/10.1016/j.ijedudev.2011.08.004
Chicago author-date
Zhao, Ningning, Martin Valcke, Annemie Desoete, and JeanPierre Verhaeghe. 2012. “The Quadratic Relationship between Socioeconomic Status and Learning Performance in China by Multilevel Analysis: Implications for Policies to Foster Education Equity.” INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT 32 (3): 412–22. https://doi.org/10.1016/j.ijedudev.2011.08.004.
Chicago author-date (all authors)
Zhao, Ningning, Martin Valcke, Annemie Desoete, and JeanPierre Verhaeghe. 2012. “The Quadratic Relationship between Socioeconomic Status and Learning Performance in China by Multilevel Analysis: Implications for Policies to Foster Education Equity.” INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT 32 (3): 412–422. doi:10.1016/j.ijedudev.2011.08.004.
Vancouver
1.
Zhao N, Valcke M, Desoete A, Verhaeghe J. The quadratic relationship between socioeconomic status and learning performance in China by multilevel analysis: implications for policies to foster education equity. INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT. 2012;32(3):412–22.
IEEE
[1]
N. Zhao, M. Valcke, A. Desoete, and J. Verhaeghe, “The quadratic relationship between socioeconomic status and learning performance in China by multilevel analysis: implications for policies to foster education equity,” INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, vol. 32, no. 3, pp. 412–422, 2012.
@article{2105444,
  author       = {{Zhao, Ningning and Valcke, Martin and Desoete, Annemie and Verhaeghe, JeanPierre}},
  issn         = {{0738-0593}},
  journal      = {{INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT}},
  keywords     = {{LOW-INCOME COUNTRIES,ACADEMIC-ACHIEVEMENT,MATHEMATICS ACHIEVEMENT,ECONOMIC-DEVELOPMENT,STUDENT PERFORMANCE,FAMILY-STRUCTURE,SCHOOL QUALITY,URBAN CHINA,SES,SCIENCE,Socioeconomic status,Learning performance,Equity,Primary school,China}},
  language     = {{eng}},
  number       = {{3}},
  pages        = {{412--422}},
  title        = {{The quadratic relationship between socioeconomic status and learning performance in China by multilevel analysis: implications for policies to foster education equity}},
  url          = {{http://dx.doi.org/10.1016/j.ijedudev.2011.08.004}},
  volume       = {{32}},
  year         = {{2012}},
}

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