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VAGUE LANGUAGE: TRIVIALISING THE SEMANTICS
https://www.educ.cam.ac.uk/research/programmes/istl/M_DGS1.pdf20 Oct 2020: The second teacher was similarly sceptical as to whether working with DGS would directly benefit students (from his Year 9 upper set) in examination terms, but he saw it as having ... so that its arms formed a diameter) in order to establish the final -
epiSTEMeFinalReport
https://www.educ.cam.ac.uk/research/programmes/episteme/epiSTEMeFinalReport.pdf20 Oct 2020: With the final topic (Electricity), the difference between intervention and control groups was negligible. ... Broadly, there was no moderation of main effects by student background factors – gender, ethnicity, socio-economic status, English-language -
Research and policy 20_8 Sabates Carter Stern V4_HR_RS_HR_RS2
https://www.educ.cam.ac.uk/centres/real/publications/Using%20educational%20transitions%20to%20estimate%20learning%20loss%20due%20to%20Covid-19%20school%20closures.pdf16 Sep 2021: For this final section we focus on home resources. Firstly, we obtain the tetrachoric correlations between all these indicator variables for home resources.
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