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The Classroom Discourse Observation Protocol (CDOP): A quantitative method for characterizing teacher discourse moves in undergraduate STEM learning environments.
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In: PloS one, vol 14, iss 7 (2019)
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| 2 |
Audio-Podcasts zur Untersuchung mathematischer Begriffsbildungsprozesse im bilingualen Kontext ...
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Audio-Podcasts zur Untersuchung mathematischer Begriffsbildungsprozesse im bilingualen Kontext
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In: Knaus, Thomas [Hrsg.]: kopaed 2019, S. 1029-1058. - (Forschungswerkstatt Medienpädagogik; 3) (2019)
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Mehrsprachige Schüler/innen am Ende der 8. Schulstufe: Kompetenzen und familiäres Sprachumfeld
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In: George, Ann Cathrice [Hrsg.]; Schreiner, Claudia [Hrsg.]; Wiesner, Christian [Hrsg.]; Pointinger, Martin [Hrsg.]; Pacher, Katrin [Hrsg.]: Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven. [1. Auflage]. Münster ; New York : Waxmann 2019, S. 179-198. - (Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven; 1) (2019)
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Fünf Jahre flächendeckende Bildungsstandardüberprüfungen in Österreich. Vertiefende Analysen zum Zyklus 2012 bis 2016
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In: Münster ; New York : Waxmann 2019, 258 S. - (Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven; 1) (2019)
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Do students' language backgrounds explain achievement differences in the Luxembourgish education system?
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In: Ethnicities 19 (2019) 6, S. 1202-1228 (2019)
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Do students' language backgrounds explain achievement differences in the Luxembourgish education system? ...
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The Cultural Adaptation Experiences of Chinese Higher Education Students in the American Deep South: A Comparison Across Disciplines
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In: Dissertations (2019)
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Aligning Best Practices in Student Success and Career Preparedness: An Exploratory Study to Establish Pathways to STEM Careers for Undergraduate Minority Students
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In: Journal of Research in Technical Careers (2019)
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| 11 |
Numeracy and Social Justice: A Wide, Deep, and Longstanding Intersection
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In: Numeracy (2019)
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Student-Faculty Connection and STEM identity in the Flipped Classroom
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In: ASEE IL-IN Section Conference (2019)
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The Successes and Limitations of Retraining Non-specialist Teachers to Teach Mathematics
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| 14 |
An Ethic of Critical Care in the Midst of Paradoxes of Praxis: A Post-Intentional Phenomenological Investigation of Teacher Care During Ambivalent Teaching Moments
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