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How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning
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How school teams perceive and handle multilingualism : the impact of a school’s pupil composition
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Preparing pre-service history teachers for organizing inquiry-based learning : the effects of an introductory training program
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Teachers and their implementation of differentiated instruction in the classroom
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History teachers' conceptions of inquiry-based learning, beliefs about the nature of history, and their relation to the classroom context
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Ethnic composition of the primary school and educational choice : does the culture of teacher expectations matter?
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Teachers' beliefs about students, and the intention of students to drop out of secondary education in Flanders
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University teacher judgments in problem-based learning: Their accuracy and reasoning
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Relating school leadership to perceived professional learning community characteristics: a multilevel analysis
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The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction