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Classroom Dialogue MESH Guide v1 (Nov 2018) For the ...
https://www.educ.cam.ac.uk/research/groups/cedir/downloads/Classroom_Dialogue_MESH_Guide_v1.pdf14 Sep 2020: 2017) 'Non-cognitive impacts of philosophy for children.', Project Report. School of Education, Durham University, Durham. ... Language and Learning, October, 22-25. Fivush, R. & Schwarzmueller, A. (1998) ‘Children remember childhood: implications for -
Cambridge Open-Review Educational Research e-Journal Vol. 6, October…
https://cerj.educ.cam.ac.uk/archive/v62019/CORERJ-Journal-Volume6-02-DoesWOWTranslateToAnA.pdf2 Nov 2020: 6, October 2019, pp. 34–49. 42. appear questionable, it has been applied in multiple studies and demonstrated that people were capable to measure their perceived cognitive load by giving numerical ... In Applied Cognitive Psychology: The Official -
C O P i Lc a m b r ...
https://www.mmll.cam.ac.uk/files/copil_6_10_ahmadkatsos.pdf6 Oct 2020: by Non-Experts: Effectiveness of Plain Language Redrafting. In Applied. Cognitive Psychology 8(1): 67-85. ... naveed_76a@hotmail.com. Napoleon Katsos. Department of Theoretical & Applied Linguistics. University of Cambridge. -
EDITORIAL BOARD (2019) Chief EditorElizabeth Killen Deputy Editor…
https://cerj.educ.cam.ac.uk/archive/v62019/CORERJ_Volume6_2019.pdf2 Nov 2020: This resulted in multimodal data. Inductive coding, influenced by constructivist grounded theory, was applied to the gestural content of the data.
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