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Court, D. (2020)
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Kavé, G.& Halamish, V. (2015)
Doubly blessed: Older adults know more vocabulary and know better what they know. Psychology and Aging 30(1),68-73
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Kavé, G.& Halamish, V. (2015)
Doubly blessed: Older adults know more vocabulary and know better what they know. Psychology and Aging 30(1),68-73
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Kramarski, B., Weiss, I., & Sharon, S. (2013)
Generic versus context-specific prompts for supporting self-regulation in mathematical problem solving among students with low or high prior knowledge. Journal of Cognitive Education and Psychology, 12 (2), 197- 214
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Kramarski, B., Weiss, I., & Sharon, S. (2013)
Generic versus context-specific prompts for supporting self-regulation in mathematical problem solving among students with low or high prior knowledge. Journal of Cognitive Education and Psychology, 12 (2), 197- 214
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Kramarski, B., Weiss, I., & Sharon, S. (2013)
Generic versus context-specific prompts for supporting self-regulation in mathematical problem solving among students with low or high prior knowledge. Journal of Cognitive Education and Psychology, 12 (2), 197- 214
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Kramarski, B., Weiss, I., & Sharon, S. (2013)
Generic versus context-specific prompts for supporting self-regulation in mathematical problem solving among students with low or high prior knowledge. Journal of Cognitive Education and Psychology, 12 (2), 197- 214
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Michalsky, T. (2012)
Shaping self-regulation in science teachers' professional growth: Inquiry skills. Science Education, 96 (6), 1106-1133
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Michalsky, T. (2012)
Shaping self-regulation in science teachers' professional growth: Inquiry skills. Science Education, 96 (6), 1106-1133
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Yablon, Y.B. & Noam, G.G. (2008)
Transferring knowledge and experience: training and supervision. New Directions for Youth Development, 120, 79-102
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Yablon, Y.B. & Noam, G.G. (2008)
Transferring knowledge and experience: training and supervision. New Directions for Youth Development, 120, 79-102
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Alfassi, M. (2006).
Literacy learning in communities of discourse: Reading to learn and writing to communicate. In S. N. Hogan (Ed.), Trends in learning research (pp. 41-66). New York:Nova Science Publishers.
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Alfassi, M. (2006).
Literacy learning in communities of discourse: Reading to learn and writing to communicate. In S. N. Hogan (Ed.), Trends in learning research (pp. 41-66). New York:Nova Science Publishers.
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Passig, D. (2003).
A taxonomy of future higher thinking skills. Informatics in Education, 2 (1), 79-92.
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Passig, D. (2003).
A taxonomy of future higher thinking skills. Informatics in Education, 2 (1), 79-92.