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Journal: Educ. Sci., 2022
Volume: 12
Number: 353

Article: A Theory-Led Evaluation of a Scalable Intervention to Promote Evidence-Based, Research-Informed Practice in Schools to Address Attainment Gaps
Authors: by Riikka Hofmann and Sonia Ilie
Link: https://www.mdpi.com/2227-7102/12/5/353

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