Teachers’ Roles, Students’ Personalities, Inquiry Learning Outcomes, and Practices of Science and Engineering:The Development and Validation of the McGill Attainment Value for Inqu... von Ibrahim, Ahmed, Aulls, Mark W., Shore, Bruce M.

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Development, validation, and factorial comparison of the McGill Self-Efficacy of Learners For Inquiry Engagement (McSELFIE) survey in natural science disciplines von Ibrahim, Ahmed, Aulls, Mark W., Shore, Bruce M.

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Examining Undergraduate Students’ Conceptions of Inquiry in Terms of Epistemic Belief Differences von Getahun, Dawit Asrat, Saroyan, Alenoush, Aulls, Mark W

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Undergraduate Education Students’ Perceptions of Effective and Ineffective Course Experiences: What Counts as an Effective Experience? von Aulls, Mark, Harley, Jason Matthew, Getahun, Dawit, Lemay, David

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Similarities and differences between asthma health care professional and patient views regarding medication adherence von Peláez, Sandra, Bacon, Simon L, Aulls, Mark W, Lacoste, Guillaume, Lavoie, Kim L

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Pre-service teachers' perceptions of effective inquiry instruction: are effective instruction and effective inquiry instruction essentially the same? von Aulls, Mark W., Ibrahim, Ahmed

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Learning "to do" and learning "about" inquiry at the same time: different outcomes in valuing the importance of various intellectual tasks in planning, enacting, and evaluating an... von Syer, Cassidy A., Chichekian, Tanya, Shore, Bruce M., Aulls, Mark W.

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Exploring Student Persistence in STEM Programs: A Motivational Model von Simon, Rebecca A., Aulls, Mark W., Dedic, Helena, Hubbard, Kyle, Hall, Nathan C.

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What Makes Inquiry Stick? The Quality of Preservice Teachers’ Understanding of Inquiry von Aulls, Mark W., Tabatabai, Diana, Shore, Bruce M.

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The Contributions of Co-Occurring Forms of Classroom Discourse and Academic Activities to Curriculum Events and Instruction von Wesley Aulls, Mark

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The effect of multiple internal representations on context-rich instruction von Lasry, N, Aulls, M. W

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PLANNING, ENACTMENT, AND REFLECTION IN INQUIRY-BASED LEARNING: VALIDATING THE MCGILL STRATEGIC DEMANDS OF INQUIRY QUESTIONNAIRE von Shore, Bruce M., Chichekian, Tanya, Syer, Cassidy A., Aulls, Mark W., Frederiksen, Carl H.

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Contributions of Classroom Discourse to What Content Students Learn During Curriculum Enactment von Aulls, Mark W

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Morality in sport: The coach's perspective von Peláez, Sandra, Aulls, Mark Wesley, Bacon, Simon Louis

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THE INFLUENCE OF A READING AND WRITING CURRICULUM ON TRANSFER LEARNING ACROSS SUBJECTS AND GRADES von AULLS, MARK W.

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Students' Perceptions of Reflective Writing as a Tool for Exploring an Introductory Textbook von Kalman, Calvin, Aulls, Mark W., Rohar, Shelley, Godley, John

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Conceptions of Effective Teaching and Perceived Use of Computer Technologies in Active Learning Classrooms von Gebre, Engida, Saroyan, Alenoush, Aulls, Mark W

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Alignment in Constructivist-Oriented Teacher Education: Identifying Pre-service Teacher Characteristics and Associated Learning Outcomes von Redden, Krista C., Simon, Rebecca A., Aulls, Mark W.

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The Coach as a Contributor to the Socio-moral Context： A Literature Review von Sandra Pelaez Mark W. Aulls Amanda Rossi Simon L. Bacon

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Similarities and differences between asthma health care professional and patient views regarding medication adherence/Les similarités et les différences entre les points de vue des... von Peláez, Sandra, Bacon, Simon L, Aulls, Mark W, Lacoste, Guillaume, Lavoie, Kim L

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