Works matching IS 00028312 AND DT 2024 AND VI 61 AND IP 4
Results: 6
Dually Noted: Examining the Implications of Dual Enrollment Course Structure for Students' Course and College Enrollment Outcomes.
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- American Educational Research Journal, 2024, v. 61, n. 4, p. 803, doi. 10.3102/00028312241257453
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- Article
Time in School: A Conceptual Framework, Synthesis of the Causal Research, and Empirical Exploration.
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- American Educational Research Journal, 2024, v. 61, n. 4, p. 724, doi. 10.3102/00028312241251857
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- Article
Becoming and Remaining (Un)Critical: A Longitudinal Study of Beginning History Teachers.
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- American Educational Research Journal, 2024, v. 61, n. 4, p. 687, doi. 10.3102/00028312241262280
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- Article
Creating Thirdspace: Indigenous Learning Lab to Transform a School Discipline System.
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- American Educational Research Journal, 2024, v. 61, n. 4, p. 842, doi. 10.3102/00028312241260322
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- Article
Improving Teaching at Scale: Can AI Be Incorporated Into Professional Development to Create Interactive, Personalized Learning for Teachers?
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- American Educational Research Journal, 2024, v. 61, n. 4, p. 767, doi. 10.3102/00028312241248514
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- Article
The Effects of Unified School Enrollment Systems on School Demographics and Outcomes: Evidence From New Orleans' Transition to a Centralized School Lottery.
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- American Educational Research Journal, 2024, v. 61, n. 4, p. 647, doi. 10.3102/00028312241248513
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- Article