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To Flip or Not to Flip…Is that REALLY the question?
To Flip or Not to Flip…Is that REALLY the question?
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To Flip or Not to Flip…Is that REALLY the question?

DuBrowa, Melissa

Research & teaching in developmental education, 2017-04, Vol.30 (2), p.96-98 [Periódico revisado por pares]

New York College Learning Skills Association

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Let Developmental Students Shine: Digital Writing
Let Developmental Students Shine: Digital Writing
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Let Developmental Students Shine: Digital Writing

Yu, Eunjyu

Research & teaching in developmental education, 2017-04, Vol.30 (2), p.99-110 [Periódico revisado por pares]

New York College Learning Skills Association

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3
Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?
Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?
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Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?

Lachner, Andreas ; Hoogerheide, Vincent ; van Gog, Tamara ; Renkl, Alexander

Educational psychology review, 2022-06, Vol.34 (2), p.575-607 [Periódico revisado por pares]

New York: Springer US

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4
Learning by teaching face-to-face: the contributions of preparing-to-teach, initial-explanation, and interaction phases
Learning by teaching face-to-face: the contributions of preparing-to-teach, initial-explanation, and interaction phases
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Learning by teaching face-to-face: the contributions of preparing-to-teach, initial-explanation, and interaction phases

Kobayashi, Keiichi

European journal of psychology of education, 2022-06, Vol.37 (2), p.551-566 [Periódico revisado por pares]

Dordrecht: Springer Netherlands

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5
Attentive or Not? Toward a Machine Learning Approach to Assessing Students’ Visible Engagement in Classroom Instruction
Attentive or Not? Toward a Machine Learning Approach to Assessing Students’ Visible Engagement in Classroom Instruction
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Attentive or Not? Toward a Machine Learning Approach to Assessing Students’ Visible Engagement in Classroom Instruction

Goldberg, Patricia ; Sümer, Ömer ; Stürmer, Kathleen ; Wagner, Wolfgang ; Göllner, Richard ; Gerjets, Peter ; Kasneci, Enkelejda ; Trautwein, Ulrich

Educational psychology review, 2021-03, Vol.33 (1), p.27-49 [Periódico revisado por pares]

New York: Springer US

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6
Collaborative Co-Teaching During Student Teaching Pilot Project: What Difference Does Context Make?
Collaborative Co-Teaching During Student Teaching Pilot Project: What Difference Does Context Make?
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Collaborative Co-Teaching During Student Teaching Pilot Project: What Difference Does Context Make?

Sebald, Ann ; Myers, Adam ; Frederiksen, Heidi ; Pike, Elizabeth

Journal of education (Boston, Mass.), 2023-01, Vol.203 (1), p.18-31 [Periódico revisado por pares]

Los Angeles, CA: SAGE Publications

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7
Writing Motivation in School: a Systematic Review of Empirical Research in the Early Twenty-First Century
Writing Motivation in School: a Systematic Review of Empirical Research in the Early Twenty-First Century
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Writing Motivation in School: a Systematic Review of Empirical Research in the Early Twenty-First Century

Camacho, Ana ; Alves, Rui A. ; Boscolo, Pietro

Educational psychology review, 2021-03, Vol.33 (1), p.213-247 [Periódico revisado por pares]

New York: Springer US

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8
Exploring teachers' perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web
Exploring teachers' perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web
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Exploring teachers' perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web

Lee, Min-Hsien ; Tsai, Chin-Chung

Instructional science, 2010-01, Vol.38 (1), p.1-21 [Periódico revisado por pares]

Dordrecht: Springer

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9
Classifying Examples is More Effective for Learning Relational Categories Than Reading or Generating Examples
Classifying Examples is More Effective for Learning Relational Categories Than Reading or Generating Examples
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Classifying Examples is More Effective for Learning Relational Categories Than Reading or Generating Examples

Steininger, Tim M. ; Wittwer, Jörg ; Voss, Thamar

Instructional science, 2022-10, Vol.50 (5), p.771-788 [Periódico revisado por pares]

Dordrecht: Springer Netherlands

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10
Concreteness Fading in Mathematics and Science Instruction: a Systematic Review
Concreteness Fading in Mathematics and Science Instruction: a Systematic Review
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Concreteness Fading in Mathematics and Science Instruction: a Systematic Review

Fyfe, Emily R. ; McNeil, Nicole M. ; Son, Ji Y. ; Goldstone, Robert L.

Educational psychology review, 2014-03, Vol.26 (1), p.9-25 [Periódico revisado por pares]

Boston: Springer

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