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A Mixed Method Approach to Understanding Teacher Empowerment in
Georgia Schools After Implementation of the No Child Left Behind
Legislation
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Implicit Theories of Ability, Epistemic Beliefs, and Academic
Motivation: A Person-Centered Approach
2 of 5
The Effects of Deductive and Guided Inductive Approaches on the
Learning of Grammar in an Advanced College French Course
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Teaching Grammar Through Cultural Presentations: Investigating the
Effects of a Guided Inductive and a Deductive Approach on the
Learning of Grammar and Culture in Intermediate-Level College
French
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Mathematical Knowledge for Teaching, Teacher Practices, and Student
Learning within Urban Learning Contexts
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