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To ask better questions, teach: Learning-by-teaching enhances research question generation more than retrieval practice and concept-mapping
págs. 798-812
What Skills Related to the Control-of-Variables Strategy Need to Be Taught, and Who Gains Most?: Differential Effects of a Training Intervention
Sonja Peteranderl, Peter A. Edelsbrunner, Anne Deiglmayr, Ralph Schumacher, Elsbeth Stern
págs. 813-835
Jeffrey A. Greene, Matthew L. Bernacki, Robert D. Plumley, Shelbi Kuhlmann, Kelly A. Hogan, Mara Evans, Kathleen M. Gates, Abigail T. Panter
págs. 836-858
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The influence of classroom language contexts on dual language learners’ language development
Tzu-Jung Lin, Jing Chen, Monica Lu, Jing Sun, Kelly Purtell, Arya Ansari, Laura M. Justice
págs. 877-890
Language and literacy trajectories for dual language learners (DLLs) with different home languages: Linguistic distance and implications for practice
págs. 891-910
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