Do Primary School Science Books for Children Show a Concern for Explanatory Understanding?

By Newton L. D.   Newton D. P.   Blake A.   Brown1 K.  

Research in Science & Technological Education, Vol. 20, Iss. 2, 2002-12 ,pp. : 227-240

Routledge Ltd

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Do high school chemistry examinations inhibit deeper level understanding of dynamic reversible chemical reactions?

By Wheeldon R.   Atkinson R.   Dawes A.   Levinson R.  

Research in Science & Technological Education, Vol. 30, Iss. 2, 2012-07 ,pp. : 107-130

Routledge Ltd

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A Challenge of Living? Understanding the Psycho-social Processes of the Child During Primary-secondary Transition Through Resilience and Self-esteem Theories

By Jindal-Snape D.  

Educational Psychology Review, Vol. 20, Iss. 3, 2008-09 ,pp. : 217-236

Springer Publishing Company

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Patterns of teaching style and active teaching: do they differ across subjects in low and high performing primary schools in Kenya?

By Ngware Moses W.  

London Review of Education, Vol. 10, Iss. 1, 2012-03 ,pp. : 35-54

Routledge Ltd

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Do poverty dynamics explain the shift to an informal private schooling system in the wake of free public primary education in Nairobi slums?

By Oketch Moses  

London Review of Education, Vol. 10, Iss. 1, 2012-03 ,pp. : 3-17

Routledge Ltd

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