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Facilitators and barriers for inclusion of students with autism in mainstream secondary education : a mixed-method systematic review
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- Journal Article
- A1
- open access
Time tells : longitudinal changes in teachers’ beliefs and behaviour when implementing reading innovations
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- Journal Article
- A1
- open access
The effect of a teacher training based on Bloom's taxonomy on the need-based experiences, motivation, and engagement of cognitively gifted and typical students
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- Journal Article
- A1
- open access
Academic achievement of children with autistic symptoms compared to typically developing children
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- Journal Article
- A1
- open access
He's up to no good, is he? Teachers' self-efficacy as related to gender role attitudes and schools' sex composition
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Do teachers use distinct motivational styles for cognitively gifted learners? The role of effectiveness beliefs, fixed mindset, and misconceptions about giftedness
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Understanding shifts in students' academic motivation across a school year : the role of teachers' motivating styles and need-based experiences
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Collaborative learning groups’ adoption of shared metacognitive regulation : examining the impact of structuring versus reflection-provoking support and its relation with group performance
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What they say is what they do? Comparing task-specific self-reports, think-aloud protocols, and study traces for measuring secondary school students’ text-learning strategies
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- Journal Article
- A1
- open access
Anonymity as an instructional scaffold in peer assessment : its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills