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Opting Out as an Untapped Resource in Instructional Design: Review and Implications
Opting Out as an Untapped Resource in Instructional Design: Review and Implications
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Opting Out as an Untapped Resource in Instructional Design: Review and Implications

Sidi, Yael ; Ackerman, Rakefet

Educational psychology review, 2024-06, Vol.36 (2), p.41 [Periódico revisado por pares]

New York: Springer US

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2
Correction to: Teaching and learning in a multilingual Europe: findings from a cross-European study
Correction to: Teaching and learning in a multilingual Europe: findings from a cross-European study
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Correction to: Teaching and learning in a multilingual Europe: findings from a cross-European study

Dockrell, J. E. ; Papadopoulos, T. C. ; Mifsud, C. L. ; Bourke, L. ; Vilageliu, O. ; Bešić, E. ; Seifert, S. ; Gasteiger-Klicpera, B. ; Ralli, A. ; Dimakos, I. ; Karpava, S. ; Martins, M. ; Sousa, O. ; Castro, S. ; Knudsen, H. B. Søndergaard ; Donau, P. ; Haznedar, B. ; Mikulajová, M. ; Gerdzhikova, N.

European journal of psychology of education, 2022-06, Vol.37 (2), p.321-323 [Periódico revisado por pares]

Dordrecht: Springer Netherlands

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3
Interval timing in a hierarchical violation-of-expectation task: Dissociable effects of local and global predictions
Interval timing in a hierarchical violation-of-expectation task: Dissociable effects of local and global predictions
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Interval timing in a hierarchical violation-of-expectation task: Dissociable effects of local and global predictions

Warda, Shamini ; Khan, Azizuddin

Attention, perception & psychophysics, 2022-08, Vol.84 (6), p.1982-1993 [Periódico revisado por pares]

New York: Springer US

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4
The discursive construction of responsibility among teachers in Singapore: “Everything is good, so we do everything”
The discursive construction of responsibility among teachers in Singapore: “Everything is good, so we do everything”
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The discursive construction of responsibility among teachers in Singapore: “Everything is good, so we do everything”

Lee, Yew-Jin

Asia Pacific education review, 2024-03, Vol.25 (1), p.187-200

Dordrecht: Springer Netherlands

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5
Connecting teachers’ classroom instructions with children’s metacognition and learning in elementary school
Connecting teachers’ classroom instructions with children’s metacognition and learning in elementary school
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Connecting teachers’ classroom instructions with children’s metacognition and learning in elementary school

van Loon, Mariëtte H. ; Bayard, Natalie S. ; Steiner, Martina ; Roebers, Claudia M.

Metacognition and learning, 2021-12, Vol.16 (3), p.623-650 [Periódico revisado por pares]

New York: Springer US

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6
Videos with Hands: an Analysis of Usage and Interactions of Undergraduate Science Students for Acquiring Physics Knowledge
Videos with Hands: an Analysis of Usage and Interactions of Undergraduate Science Students for Acquiring Physics Knowledge
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Videos with Hands: an Analysis of Usage and Interactions of Undergraduate Science Students for Acquiring Physics Knowledge

Garcia, Victor ; Conesa, Jordi ; Perez-Navarro, Antoni

Journal of science education and technology, 2022-08, Vol.31 (4), p.442-460 [Periódico revisado por pares]

Dordrecht: Springer Netherlands

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7
Employing Augmented-Reality-Embedded Instruction to Disperse the Imparities of Individual Differences in Earth Science Learning
Employing Augmented-Reality-Embedded Instruction to Disperse the Imparities of Individual Differences in Earth Science Learning
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Employing Augmented-Reality-Embedded Instruction to Disperse the Imparities of Individual Differences in Earth Science Learning

Chen, Cheng-ping ; Wang, Chang-Hwa

Journal of science education and technology, 2015-12, Vol.24 (6), p.835-847 [Periódico revisado por pares]

Dordrecht: Springer Science+Business Media LLC

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8
Examining a technology-focused language teacher community on Facebook during a crisis situation
Examining a technology-focused language teacher community on Facebook during a crisis situation
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Examining a technology-focused language teacher community on Facebook during a crisis situation

Ito, Yurika

Asian-Pacific Journal of Second and Foreign Language Education, 2023-12, Vol.8 (1), p.1-20, Article 1 [Periódico revisado por pares]

Berlin/Heidelberg: Springer Berlin Heidelberg

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9
Recognizing early childhood as a critical time for developing and supporting self-regulation
Recognizing early childhood as a critical time for developing and supporting self-regulation
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Recognizing early childhood as a critical time for developing and supporting self-regulation

Perry, Nancy E.

Metacognition and learning, 2019-12, Vol.14 (3), p.327-334 [Periódico revisado por pares]

New York: Springer US

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10
Towards an Agile Approach to Adapting Dynamic Collaboration Support to Student Needs
Towards an Agile Approach to Adapting Dynamic Collaboration Support to Student Needs
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Towards an Agile Approach to Adapting Dynamic Collaboration Support to Student Needs

Adamson, David ; Dyke, Gregory ; Jang, Hyeju ; Rosé, Carolyn Penstein

International journal of artificial intelligence in education, 2014, Vol.24 (1), p.92-124 [Periódico revisado por pares]

New York: Springer New York

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