Fostering noticing of classroom discussion features through analysis of contrasting cases.
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- Instructional Science, 2024, v. 52, n. 3, p. 417, doi. 10.1007/s11251-024-09661-z
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Works matching IS 00204277 AND DT 2024 AND VI 52 AND IP 3
Results: 6
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Are we teaching novice instructional designers to be creative? A qualitative case study.
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- Instructional Science, 2024, v. 52, n. 3, p. 515, doi. 10.1007/s11251-023-09656-2
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- Article
3
Teacher versus student perspectives on instructional quality in mathematics education across countries.
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- Instructional Science, 2024, v. 52, n. 3, p. 477, doi. 10.1007/s11251-023-09652-6
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- Article
4
The potential for reconciling pedagogical tradition and innovation: the case of socioscientific argumentation.
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- Instructional Science, 2024, v. 52, n. 3, p. 385, doi. 10.1007/s11251-023-09650-8
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- Article
5
A case of two classes: the interplay of teacher's guidance with structuring or problematizing scaffolds within inquiry-based environments.
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- Instructional Science, 2024, v. 52, n. 3, p. 453, doi. 10.1007/s11251-023-09649-1
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- Article
6
Instruction in creative and argumentative writing: transfer and crossover effects on writing process and text quality.
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- Instructional Science, 2024, v. 52, n. 3, p. 341, doi. 10.1007/s11251-023-09647-3
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- Publication type:
- Article