School Settings that Facilitate High Teacher Expectations

Rubie-Davies, Christine M; Flint, Annaline

dc.contributor.author	Rubie-Davies, Christine M
dc.contributor.author	Flint, Annaline
dc.date.accessioned	2022-06-09T01:23:54Z
dc.date.available	2022-06-09T01:23:54Z
dc.date.issued	2020-09-18
dc.identifier.citation	(2020). In The Cambridge Handbook of Applied School Psychology (pp. 239-259). Cambridge University Press.
dc.identifier.uri	https://hdl.handle.net/2292/59630
dc.publisher	Cambridge University Press
dc.relation.ispartof	The Cambridge Handbook of Applied School Psychology
dc.rights	Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher.
dc.rights	This material has been published in The Cambridge Handbook of Applied School Psychology Edited by Frank C. Worrell, Tammy L. Hughes and Dante D. Dixson http://doi.org/10.1017/9781108235532.015 This version is free to view and download for private research and study only. Not for re-distribution or re-use. © Cambridge University Press 2020
dc.rights.uri	https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm
dc.rights.uri	https://www.cambridge.org/core/services/open-access-policies/open-access-books/green-open-access-policy-for-books
dc.title	School Settings that Facilitate High Teacher Expectations
dc.type	Book Item
dc.identifier.doi	10.1017/9781108235532.015
pubs.begin-page	239
dc.date.updated	2022-05-22T20:51:21Z
dc.rights.holder	Copyright: The author	en
pubs.end-page	259
pubs.publication-status	Published
dc.rights.accessrights	http://purl.org/eprint/accessRights/OpenAccess	en
pubs.elements-id	852903
pubs.org-id	Education and Social Work
pubs.org-id	Learning Development and Professional Practice
pubs.record-created-at-source-date	2022-05-23