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In this article, we focus particularly on the instructional contexts of classrooms. We discuss five interrelated questions: (a) How has classroom context been defined? (b) Why is classroom context important to study? (c) How have classroom and instructional contexts been studied? (d) What are the essential components for studying the instructional contexts of classrooms? (e) What are the future directions for the study of classroom contexts?
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Turner et al. (2000) studied this question.
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