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The British Journal of Educational Psychology|November 4, 2000
Developing written discourse knowledge in whole language and code emphasis classroomsZ Fang
The British Journal of Educational Psychology|November 4, 2000
(Re-) constructing pre-linguistic interpersonal processes to promote language development in young children with deviant or delayed communication skillsC Smith, M Fluck
The British Journal of Educational Psychology|January 9, 2023
Mind and body in students' and teachers' engagement: New evidence, challenges, and guidelines for future researchReinhard Pekrun
The British Journal of Educational Psychology|December 17, 2022
Why do I teach? Teachers' instrumental and prosocial motivation predict teaching quality across East and WestMa Jenina N Nalipay, Ronnel B King, Susanna S S Yeung, et al.
The British Journal of Educational Psychology|September 1, 1995
Prediction and qualitative assessment of five- and six-year-old children's reading: a longitudinal studyM Stuart
The British Journal of Educational Psychology|November 1, 1994
The drawings of children and young people with Down's syndrome: a case of delay or difference?W Clements, M Barrett
The British Journal of Educational Psychology|March 1, 1996
Analogical reasoning and the nature of context: a research noteK Richardson, D S Webster
The British Journal of Educational Psychology|March 1, 1997
Relations between perceptions of the teaching environment and approaches to teachingM Prosser, K Trigwell
The British Journal of Educational Psychology|November 1, 1989
Pupils' perceptions of school and teachers. I--Identifying the underlying dimensionsN Entwistle, B Kozeki, H Tait
The British Journal of Educational Psychology|May 12, 2015
How to increase the benefits of cooperation: Effects of training in transactive communication on cooperative learningSusanne Jurkowski, Martin Hänze
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