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most frequently cited type of successful DGS concerned with…
https://www.educ.cam.ac.uk/research/programmes/istl/BERA04_DGS.doc20 Oct 2020: established by the teacher setting each student to draw three diagrams to test this result, and then arguing for acceptance of the theorem on the grounds that their accumulated checks made ... had to try and make them see that… the key thing was that -
Volume 6 Number 2 November 2006
https://www.educ.cam.ac.uk/research/programmes/cindle/Whitebreadetal.pdf20 Oct 2020: The main research question driving this study related to the issue of whether metacognitive abilities are relatively late-developing (not emerging until middle or late childhood) or whether, given more sensitive ... They were also selected so that the Results that match 2 of 3 words
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ESRCFinalReportWhitemiddleclasses
https://www.educ.cam.ac.uk/research/programmes/downloads/ESRCFinalReportWhitemiddleclasses.pdf20 Oct 2020: commitment to, and defence of, the public sector, particularly by the middle-classes. ... middle-classes, those who are actively choosing the type of schooling (inner city. -
FRACTIONS_phase3_deferred post-test_2ndrun
https://www.educ.cam.ac.uk/research/programmes/episteme/epiSTEMeRatiosDeferredPosttest.pdf20 Oct 2020: Freddie is the longest, Teddie. is middle-length, and Eddie is the shortest. -
epiSTEMeFinalReport
https://www.educ.cam.ac.uk/research/programmes/episteme/epiSTEMeFinalReport.pdf20 Oct 2020: The main methods employed were design research (Ruthven & Hofmann, 2013), supported by pedagogically informed dialogue analysis (Ruthven, Hofmann & Mercer, 2011) and test, questionnaire and observation instrument design. ... Broadly, there was no -
ESRCFinalReportWorkingclassstudentsinHE
https://www.educ.cam.ac.uk/research/programmes/downloads/ESRCFinalReportWorkingclass_studentsinHE.pdf20 Oct 2020: With respect to the working class students our focus was on L7-L14 and middle class L1-6. ... We interviewed 89 students: 48 middle class and 41 working class, in groups and one to one. -
Language development, social integration and achievement School…
https://www.educ.cam.ac.uk/research/programmes/ealead/Execsummary.pdf20 Oct 2020: This is measured by classroom participation, achievements in curriculum tests, examinations and project work. ... different socio-economic backgrounds, from different educational systems and who need support to be able to succeed in different school and -
The Parliamentary Office of Science and Technology, Westminster,…
https://www.educ.cam.ac.uk/people/staff/demetriou/all_publications/POST-PN-0583.pdf27 May 2020: A Life-Course Model of. WellBeing. The Economic Journal. 19 Schoon et al. ... Accounting for Intergenerational Income Persistence:. Noncognitive Skills, Ability and Education. The Economic Journal. -
ESRC_Feb 2010-1
https://www.educ.cam.ac.uk/research/programmes/restorativeapproaches/ESRC_Feb%202010-1.pdf20 Oct 2020: of the benefits and burdens of economic activity, which are regulated by the state. ... context (see Sherman & Strang, 2007), which test theory and practice con-currently offer. -
Student Voice and The Architecture of Change
https://www.educ.cam.ac.uk/research/programmes/researchdevelopment/07_06rudduck1.doc20 Oct 2020: Educational Audiology, July/August. Andersen, S. (1999). The relationship between school design variables and scores on the Iowa Test of Basic Skills. ... Schools in the Middle, 7,2, 37-39. Carbasho, T. (May 4/10, 2001).
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