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11
Does a Socio-Ecological School Model Promote Resilience in Primary Schools?
Does a Socio-Ecological School Model Promote Resilience in Primary Schools?
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Does a Socio-Ecological School Model Promote Resilience in Primary Schools?

Lee, Patricia C. ; Stewart, Donald E.

The Journal of school health, 2013-11, Vol.83 (11), p.795-804 [Periódico revisado por pares]

Malden, USA: Wiley Periodicals, Inc

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12
Researching Teacher Agency in Elementary School Science using Positioning Theory and Grammar of Agency
Researching Teacher Agency in Elementary School Science using Positioning Theory and Grammar of Agency
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Researching Teacher Agency in Elementary School Science using Positioning Theory and Grammar of Agency

Martin, Jenny

Journal of science teacher education, 2020-01, Vol.31 (1), p.94-113 [Periódico revisado por pares]

Routledge

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13
Coping with bullying in Australian schools: how children with disabilities experience support from friends, parents and teachers
Coping with bullying in Australian schools: how children with disabilities experience support from friends, parents and teachers
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Coping with bullying in Australian schools: how children with disabilities experience support from friends, parents and teachers

Bourke, Susannah ; Burgman, Imelda

Disability & society, 2010-05, Vol.25 (3), p.359-371 [Periódico revisado por pares]

Abingdon: Routledge

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14
Multiple Representation in Learning About Evaporation
Multiple Representation in Learning About Evaporation
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Multiple Representation in Learning About Evaporation

Prain, Vaughan ; Tytler, Russell ; Peterson, Suzanne

International journal of science education, 2009-04, Vol.31 (6), p.787-808 [Periódico revisado por pares]

Routledge

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15
The medicalisation of food pedagogies in primary schools and popular culture: a case for awakening subjugated knowledges
The medicalisation of food pedagogies in primary schools and popular culture: a case for awakening subjugated knowledges
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The medicalisation of food pedagogies in primary schools and popular culture: a case for awakening subjugated knowledges

Welch, Rosie ; McMahon, Samantha ; Wright, Jan

Discourse (Abingdon, England), 2012-12, Vol.33 (5), p.713-728 [Periódico revisado por pares]

Abingdon: Taylor & Francis Group

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16
Educational Significance of Nanoscience–Nanotechnology: Primary School Teachers’ and Students’ Voices after a Training Program
Educational Significance of Nanoscience–Nanotechnology: Primary School Teachers’ and Students’ Voices after a Training Program
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Educational Significance of Nanoscience–Nanotechnology: Primary School Teachers’ and Students’ Voices after a Training Program

Spyrtou, Anna ; Manou, Leonidas ; Peikos, Giorgos

Education sciences, 2021-11, Vol.11 (11), p.724 [Periódico revisado por pares]

Basel: MDPI AG

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17
Professional guidance: maternal negotiation of primary school placement for children diagnosed with autism
Professional guidance: maternal negotiation of primary school placement for children diagnosed with autism
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Professional guidance: maternal negotiation of primary school placement for children diagnosed with autism

Lilley, Rozanna

Discourse (Abingdon, England), 2014, Vol.35 (4), p.513-526 [Periódico revisado por pares]

Abingdon: Routledge

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18
Humour or humiliation? When classroom banter becomes irresponsible sledging in upper-primary school contexts
Humour or humiliation? When classroom banter becomes irresponsible sledging in upper-primary school contexts
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Humour or humiliation? When classroom banter becomes irresponsible sledging in upper-primary school contexts

Penelope Wardman, Natasha

Discourse (Abingdon, England), 2021-05, Vol.42 (3), p.394-407 [Periódico revisado por pares]

Abingdon: Routledge

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19
Primary Science Preservice Teacher (PST) Online Publishing: Is It Recognized as Valuable?
Primary Science Preservice Teacher (PST) Online Publishing: Is It Recognized as Valuable?
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Primary Science Preservice Teacher (PST) Online Publishing: Is It Recognized as Valuable?

Weller, Jacolyn

Journal of science teacher education, 2019-10, Vol.30 (7), p.716-736 [Periódico revisado por pares]

Routledge

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20
Investigating the dynamics of formative assessment: relationships between teacher knowledge, assessment practice and learning
Investigating the dynamics of formative assessment: relationships between teacher knowledge, assessment practice and learning
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Investigating the dynamics of formative assessment: relationships between teacher knowledge, assessment practice and learning

Herman, Joan ; Osmundson, Ellen ; Dai, Yunyun ; Ringstaff, Cathy ; Timms, Michael

Assessment in education : principles, policy & practice, 2015-07, Vol.22 (3), p.344-367 [Periódico revisado por pares]

Abingdon: Routledge

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