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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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