Code/Syntax: No Evidence that Strict Educational Tracking Improves Student Performance through Classroom Homogeneity: A Critical Reanalysis of Esser and Seuring (2020)
| Identifier | |
|---|---|
| DOI | https://doi.org/10.7802/2368 |
| Metadata Access | https://api.datacite.org/dois/10.7802/2368 |
| Provenance | |
|---|---|
| Creator | Matthewes, Sönke Hendrik; Heisig, Jan Paul |
| Publisher | GESIS Data Archive |
| Publication Year | 2022 |
| OpenAccess | true |
| Representation | |
|---|---|
| Resource Type | Dataset |
| Version | 1.0.0 |
| Discipline | Social Sciences |