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Abstract Increasing interest in the influences of context factors on measures of classroom processes has led to the identification of several important context variables and the development of substantive knowledge about their effects. This knowledge has been useful in revealing process‐outcome relationships that would have been masked otherwise, and in resolving discrepancies and apparent replication failures. These developments are illustrated with findings from several studies, and suggestions are offered to investigators interested in identifying relevant context factors and taking them into account in research designs.
Brophy et al. (Sun,) studied this question.
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