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The forgotten African American innovators of educational technology: stories of education, technology, and civil rights
The forgotten African American innovators of educational technology: stories of education, technology, and civil rights
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The forgotten African American innovators of educational technology: stories of education, technology, and civil rights

Doroudi, Shayan

Learning, media and technology, 2024-01, Vol.49 (1), p.63-79 [Periódico revisado por pares]

Routledge

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2
Evaluating the Impact of Supplemental Computer-Assisted Math Instruction in Elementary School: A Conceptual Replication
Evaluating the Impact of Supplemental Computer-Assisted Math Instruction in Elementary School: A Conceptual Replication
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Evaluating the Impact of Supplemental Computer-Assisted Math Instruction in Elementary School: A Conceptual Replication

Foster, Matthew E.

Journal of research on educational effectiveness, 2024-01, Vol.17 (1), p.94-118 [Periódico revisado por pares]

Philadelphia: Routledge

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3
Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review
Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review
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Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review

Wong, Jacqueline ; Baars, Martine ; Davis, Dan ; Van Der Zee, Tim ; Houben, Geert-Jan ; Paas, Fred

International journal of human-computer interaction, 2019-03, Vol.35 (4-5), p.356-373 [Periódico revisado por pares]

Norwood: Taylor & Francis

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4
Development and evaluation of a visualization system to support meaningful e-book learning
Development and evaluation of a visualization system to support meaningful e-book learning
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Development and evaluation of a visualization system to support meaningful e-book learning

Wang, Jingyun ; Shimada, Atsushi ; Oi, Misato ; Ogata, Hiroaki ; Tabata, Yoshiyuki

Interactive learning environments, 2023-02, Vol.31 (2), p.836-853 [Periódico revisado por pares]

Abingdon: Routledge

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5
More than mundane matters: an exploration of how schools organize professional learning teams
More than mundane matters: an exploration of how schools organize professional learning teams
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More than mundane matters: an exploration of how schools organize professional learning teams

Wolthuis, Fenna ; Hubers, Mireille D. ; de Vries, Siebrich ; van Veen, Klaas

International journal of leadership in education, 2024, Vol.27 (1), p.1-20 [Periódico revisado por pares]

London: Routledge

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6
Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020
Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020
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Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020

Shortt, Mitchell ; Tilak, Shantanu ; Kuznetcova, Irina ; Martens, Bethany ; Akinkuolie, Babatunde

Computer assisted language learning, 2023-03, Vol.36 (3), p.517-554 [Periódico revisado por pares]

Oxford: Routledge

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7
Introducing Students to the Role of Assumptions in Mathematical Activity
Introducing Students to the Role of Assumptions in Mathematical Activity
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Introducing Students to the Role of Assumptions in Mathematical Activity

Komatsu, Kotaro ; Murata, Shogo ; Stylianides, Andreas J. ; Stylianides, Gabriel J.

Cognition and instruction, 2024-04, Vol.42 (2), p.327-357 [Periódico revisado por pares]

Philadelphia: Routledge

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8
Aesthetics, affect, and making meaning in science education: an introduction
Aesthetics, affect, and making meaning in science education: an introduction
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Aesthetics, affect, and making meaning in science education: an introduction

Wickman, Per-Olof ; Prain, Vaughan ; Tytler, Russell

International journal of science education, 2022-03, Vol.44 (5), p.717-734 [Periódico revisado por pares]

London: Routledge

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9
What feedback literate teachers do: an empirically-derived competency framework
What feedback literate teachers do: an empirically-derived competency framework
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What feedback literate teachers do: an empirically-derived competency framework

Boud, David ; Dawson, Phillip

Assessment and evaluation in higher education, 2023-02, Vol.48 (2), p.158-171 [Periódico revisado por pares]

Abingdon: Routledge

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10
Afterword: Dialogic space
Afterword: Dialogic space
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Afterword: Dialogic space

Wegerif, Rupert

Theory into practice, 2024-04, Vol.63 (2), p.239-250 [Periódico revisado por pares]

Columbus: Routledge

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