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Researching the Practice, Practicing the Research, and Promoting Responsible Policy: Usable Knowledge in Mind, Brain, and Education.
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- Mind, Brain & Education, 2009, v. 3, n. 2, p. 65, doi. 10.1111/j.1751-228X.2009.01055.x
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An Education Grounded in Biology: Interdisciplinary and Ethical Considerations.
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- Mind, Brain & Education, 2009, v. 3, n. 2, p. 68, doi. 10.1111/j.1751-228X.2009.01056.x
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- Article
Fin-de-Siècle Advances in Neuroeducation: Henry Herbert Donaldson and Reuben Post Halleck.
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- Mind, Brain & Education, 2009, v. 3, n. 2, p. 119, doi. 10.1111/j.1751-228X.2009.01062.x
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Learning to Read in the Digital Age.
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- Mind, Brain & Education, 2009, v. 3, n. 2, p. 74, doi. 10.1111/j.1751-228X.2009.01057.x
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Resetting the Stage: Introducing a Special Section About Learning Sequences and Developmental Theory.
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- Mind, Brain & Education, 2009, v. 3, n. 2, p. 94, doi. 10.1111/j.1751-228X.2009.01059.x
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Developmentally Effective Experiences for Promoting Self-Authorship.
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- Mind, Brain & Education, 2009, v. 3, n. 2, p. 108, doi. 10.1111/j.1751-228X.2009.01061.x
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- Article
The RAVE-O Intervention: Connecting Neuroscience to the Classroom.
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- Mind, Brain & Education, 2009, v. 3, n. 2, p. 84, doi. 10.1111/j.1751-228X.2009.01058.x
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- Article
Learning Sequences in the Acquisition of Mathematical Knowledge: Using Cognitive Developmental Theory to Inform Curriculum Design for Pre-K–6 Mathematics Education.
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- Mind, Brain & Education, 2009, v. 3, n. 2, p. 96, doi. 10.1111/j.1751-228X.2009.01060.x
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- Article