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The Sciences of Reading and Writing Must Become More Fully Integrated

Reading research quarterly, 2020-09, Vol.55 (S1), p.S35-S44

Graham, Steve

2020

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Quality criteria for conceptual technology integration models in education: bridging research and practice

Educational technology research and development, 2021-08, Vol.69 (4), p.2187-2208

2021

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What Constitutes a Science of Reading Instruction?

Reading research quarterly, 2020-09, Vol.55 (S1), p.S235-S247

Shanahan, Timothy

2020

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Lost in Translation? Challenges in Connecting Reading Science and Educational Practice

Reading research quarterly, 2020-09, Vol.55 (S1), p.S119-S130

2020

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Toward Nonbinary Theories of Practice in Teacher Education Research

Educational Researcher, 2022-01, Vol.51 (1), p.66-71

Kavanagh, Sarah Schneider

2022

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The State of Cooperative Learning in Postsecondary and Professional Settings

Educational psychology review, 2007-03, Vol.19 (1), p.15-29

2007

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Competing Paradigms: Employing Quantitative Methods to Operationalize and Validate a Pedagogy of Critical Literacy

Reading research quarterly, 2022-07, Vol.57 (3), p.937-955

Paul, Casey Medlock

2022

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Supporting thinking about thinking: examining the metacognition theory-practice gap in higher education

Higher education, 2023-07, Vol.86 (1), p.99-117

2023

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Knowledge building: aligning education with needs for knowledge creation in the digital age

Educational technology research and development, 2021-08, Vol.69 (4), p.2243-2266

2021

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Review of Research: Teaching and Learning Argumentative Reading and Writing--A Review of Research

Reading research quarterly, 2011-07, Vol.46 (3), p.273

2011

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Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results

Review of educational research, 2007-12, Vol.77 (4), p.454-499

2007

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English-Only Is Not the Way to Go: Teachers’ Perceptions of Plurilingual Instruction in an English Program at a Canadian University

TESOL quarterly, 2020-12, Vol.54 (4), p.980-1009

2020

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Theory to reality: a few issues in implementing problem-based learning

Educational technology research and development, 2011-08, Vol.59 (4), p.529-552

Hung, Woei

2011

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Transitioning From Master's Studies to the Classroom: From Theory to Practice

TESOL quarterly, 2019-09, Vol.53 (3), p.685-711

2019

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Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations

Educational psychology review, 2008-12, Vol.20 (4), p.463-467

Schunk, Dale H.

2008

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Re-Exploring the Intersection of Mathematics and Pedagogy

For the learning of mathematics, 2022, Vol.42 (3), p.28

Wasserman, Nicholas H

2022

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Of Research Reviews and Practice Guides: Translating Rapidly Growing Research on Adolescent Literacy Into Updated Practice Recommendations

Reading research quarterly, 2021-07, Vol.56 (3), p.401-414

Reynolds, Dan

2021

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Mediated Development: A Vygotskian Approach to Transforming Second Language Learner Abilities

TESOL quarterly, 2017-06, Vol.51 (2), p.332-357

2017

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How do instructional designers manage learners' cognitive load? An examination of awareness and application of strategies

Educational technology research and development, 2019-02, Vol.67 (1), p.199-245

2019

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Experimental Evaluation of the Effects of a Research-Based Preschool Mathematics Curriculum

American educational research journal, 2008-06, Vol.45 (2), p.443-494

2008

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Designing opportunities to learn mathematics theory-building practices

Educational studies in mathematics, 2017-07, Vol.95 (3), p.229-244

Bass, Hyman

2017

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Dialogic or dialectic? The significance of ontological assumptions in research on educational dialogue

British educational research journal, 2008-06, Vol.34 (3), p.347-361

Wegerif, Rupert

2008

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Early workplace learning experiences: What are the pedagogical possibilities beyond retention and employability?

Higher education, 2015-01, Vol.69 (1), p.19-32

2015

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Enriching Practical Knowledge: Exploring Student Teachers' Competence in Integrating Theory and Practice of Mathematics Teaching

Journal for research in mathematics education, 2015-11, Vol.46 (5), p.559-598

2015

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Evidence-based Practice: A Framework for Making Effective Decisions

Education & treatment of children, 2012-05, Vol.35 (2), p.127-151

2012

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The Sciences of Reading and Writing Must Become More Fully Integrated

Quality criteria for conceptual technology integration models in education: bridging research and practice

What Constitutes a Science of Reading Instruction?

Lost in Translation? Challenges in Connecting Reading Science and Educational Practice

Toward Nonbinary Theories of Practice in Teacher Education Research

The State of Cooperative Learning in Postsecondary and Professional Settings

Competing Paradigms: Employing Quantitative Methods to Operationalize and Validate a Pedagogy of Critical Literacy

Supporting thinking about thinking: examining the metacognition theory-practice gap in higher education

Knowledge building: aligning education with needs for knowledge creation in the digital age

Review of Research: Teaching and Learning Argumentative Reading and Writing--A Review of Research

Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results

English-Only Is Not the Way to Go: Teachers’ Perceptions of Plurilingual Instruction in an English Program at a Canadian University

Theory to reality: a few issues in implementing problem-based learning

Transitioning From Master's Studies to the Classroom: From Theory to Practice

Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations

Re-Exploring the Intersection of Mathematics and Pedagogy

Of Research Reviews and Practice Guides: Translating Rapidly Growing Research on Adolescent Literacy Into Updated Practice Recommendations

Mediated Development: A Vygotskian Approach to Transforming Second Language Learner Abilities

How do instructional designers manage learners' cognitive load? An examination of awareness and application of strategies

Experimental Evaluation of the Effects of a Research-Based Preschool Mathematics Curriculum

Designing opportunities to learn mathematics theory-building practices

Dialogic or dialectic? The significance of ontological assumptions in research on educational dialogue

Early workplace learning experiences: What are the pedagogical possibilities beyond retention and employability?

Enriching Practical Knowledge: Exploring Student Teachers' Competence in Integrating Theory and Practice of Mathematics Teaching

Evidence-based Practice: A Framework for Making Effective Decisions

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