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Computer-Assisted Learning in Urban Classrooms: The Impact of Politics, Race, and Class
ARTICLE

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Urban Education Volume 34, Number 3, ISSN 0042-0859

Abstract

Uses data from 54 urban school districts to test hypotheses explaining the integration of computer technology into the classroom. Finds no statistically significant effects of funding on the provision of computer-assisted learning, but a higher percentage of black students reduces the percentage of district students receiving computer-assisted learning. (SLD)

Citation

Hess, F.M. & Leal, D.L. (1999). Computer-Assisted Learning in Urban Classrooms: The Impact of Politics, Race, and Class. Urban Education, 34(3), 370. Retrieved April 20, 2019 from .

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Cited By

  1. Technological Pedagogical Content Knowledge in the Elementary Classroom: A Case Study of One Teacher’s Decision Making Process

    Melissa Beeson, University of North Carolina at Greensboro, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4273–4280

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