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journal of educational research - uk
سال:2018 - دوره:111 - شماره:1
a mixed methods comparison of teachers' lunar modeling lesson implementation and student learning outcomes
- صفحه:108-123
an intensification approach to double-block algebra: a pilot implementation of intensified algebra in a large urban school district
- صفحه:95-107
an investigation of the stability and variability in young children's self-regulated learning behaviors in kindergarten
- صفحه:58-65
are young dual language learners homogeneous? identifying subgroups using latent class analysis
- صفحه:43-57
emotion regulation in mathematics homework: an empirical study
- صفحه:1-11
parental involvement in education during middle school: perspectives of ethnically diverse parents, teachers, and students
- صفحه:12-27
teacher support, instructional practices, student motivation, and mathematics achievement in high school
- صفحه:81-94
the effects of preliteracy knowledge, schooling, and summer vacation on literacy acquisition
- صفحه:28-42
writing with peer response using different types of genre knowledge: effects on linguistic features and revisions of sixth-grade writers
- صفحه:66-80
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