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Student-Generated Questions - Fostering Sustainable and Productive Knowledge Building Discourse
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University Learners’ Motivation and Experiences in Using Virtual Laboratories in a Physics Course
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Intersectional Research as a Methodology for Shaping Transition Research in Support of Equitable Postschool Outcomes
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College and Career Readiness Interventions for Students With Emotional and Behavioral Disorders - Systematic Review
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Digital Competence in Primary Education and the Limits of 1:1 Computing - Abstract - Research Findings
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Evaluation of Program Costs for Implementing a Self-Determination Intervention Using the Ingredients Method
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Disability, Inclusion and Language-in-Education Policy in the Global South - The Colombian Context
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The Collaborative Wall - A Technological Means to Improving the Teaching-Learning Process about Physics
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The Universal Genre Sphere - A Curricular Model Integrating GBA and UDL to Promote Equitable Academic Writing Instruction for EAL University Students
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Undergraduate and Graduate Students’ Beliefs about Dyslexia: Implications for Initial Foreign Language Teacher Education
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The Influence of Technology in Educating English Language Learners at-risk or with Disabilities - systematic review
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Meeting the Needs of Learners with Specific Learning Difficulties in Online and Face-to-Face Language Classrooms - Teacher Beliefs and Practices
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Vpogled v pedagoško prakso tehniškega izobraževanja v slovenskih osnovnih šolah med pandemijo covida-19 - model učenja na daljavo
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DOI 10.26529/cepsj.1424 - Inclusive Teaching Practices with Learners with Dyslexia - Face-To-Face Training-Induced Changes in Foreign Language Teachers’ Self-Efficacy Beliefs, Concerns and Attitudes
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Dyslexia and English as a Foreign Language in Norwegian Primary Education - A Mixed Methods Intervention Study
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