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Effective schools research and policy discussions must include the measurement of subject-matter and non-subject-matter outcomes of schooling.
Data validity was assessed by a reference group of subject-matter experts.
On the other hand, despite finding effects of subject-matter experts, Davis et al. (1992) could not identify behavioural differences in tutors with subject-matter expertise and those with lesser subject-matter knowledge.
* The values indicate the frequency of subjects.
Frequency of subjects tested guide.
Limitation of subject matter.
There is a hierarchy of subject matter.
Then there are differences of subject matter.
In their choice of subject matter they were polar opposites.
They are awe-inspiring in their breadth of subject matter.
Hence, some of the values depend on the estimation of subject matter experts.
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