Developing Mathematics Knowledge von Rittle‐Johnson, Bethany

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Early Math Trajectories: Low-Income Children's Mathematics Knowledge From Ages 4 to 11 von Rittle-Johnson, Bethany, Hofer, Kerry G., Fyfe, Emily R., Farran, Dale C.

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Chaos is not rare in natural ecosystems von Rogers, Tanya L., Johnson, Bethany J., Munch, Stephan B.

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Promoting Transfer: Effects of Self-Explanation and Direct Instruction von Rittle-Johnson, Bethany

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wallace 2: a shiny app for modeling species niches and distributions redesigned to facilitate expansion via module contributions von Kass, Jamie M., Pinilla‐Buitrago, Gonzalo E., Paz, Andrea, Johnson, Bethany A., Grisales‐Betancur, Valentina, Meenan, Sarah I., Attali, Dean, Broennimann, Olivier, Galante, Peter J., Maitner, Brian S., Owens, Hannah L., Varela, Sara, Aiello‐Lammens, Matthew E., Merow, Cory, Blair, Mary E., Anderson, Robert P.

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What counts as STEM, and does it matter? von Adler, Rebecca M, Xu, Mingkai, Rittle-Johnson, Bethany

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The Johnes of Glasgow: Searching, Plague and Early Modern Municipal Power von Johnson, Bethany L

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Predicting Success on High-Stakes Math Tests From Preschool Math Measures Among Children From Low-Income Homes von Fyfe, Emily R., Rittle-Johnson, Bethany, Farran, Dale C.

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The effectiveness of using incorrect examples to support learning about decimal magnitude von Durkin, Kelley, Rittle-Johnson, Bethany

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Rethinking the Prevalence and Relevance of Chaos in Ecology von Munch, Stephan B, Rogers, Tanya L, Johnson, Bethany J, Bhat, Uttam, Tsai, Cheng-Han

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Does calling it “Morgan's way” reduce student learning? Evaluating the effect of person‐presentation during comparison and discussion of worked examples in mathematics classrooms... von Loehr, Abbey, Rittle‐Johnson, Bethany, Durkin, Kelley, Star, Jon R.

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Pan-viral serology implicates enteroviruses in acute flaccid myelitis von Schubert, Ryan D., Hawes, Isobel A., Ramachandran, Prashanth S., Ramesh, Akshaya, Crawford, Emily D., Pak, John E., Wu, Wesley, Cheung, Carly K., O’Donovan, Brian D., Tato, Cristina M., Lyden, Amy, Tan, Michelle, Sit, Rene, Sowa, Gavin M., Sample, Hannah A., Zorn, Kelsey C., Banerji, Debarko, Khan, Lillian M., Bove, Riley, Hauser, Stephen L., Gelfand, Amy A., Johnson-Kerner, Bethany L., Nash, Kendall, Krishnamoorthy, Kalpathy S., Chitnis, Tanuja, Ding, Joy Z., McMillan, Hugh J., Chiu, Charles Y., Briggs, Benjamin, Glaser, Carol A., Yen, Cynthia, Chu, Victoria, Wadford, Debra A., Dominguez, Samuel R., Ng, Terry Fei Fan, Marine, Rachel L., Lopez, Adriana S., Nix, W. Allan, Soldatos, Ariane, Gorman, Mark P., Benson, Leslie, Messacar, Kevin, Konopka-Anstadt, Jennifer L., Oberste, M. Steven, DeRisi, Joseph L., Wilson, Michael R.

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Easy as ABCABC: Abstract Language Facilitates Performance on a Concrete Patterning Task von Fyfe, Emily R., McNeil, Nicole M., Rittle-Johnson, Bethany

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Developing procedural flexibility: Are novices prepared to learn from comparing procedures? von Rittle-Johnson, Bethany, Star, Jon R., Durkin, Kelley

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Giant axonal neuropathy: An updated perspective on its pathology and pathogenesis von Johnson-Kerner, Bethany L., Roth, Lisa, Greene, J. Palmer, Wichterle, Hynek, Sproule, Douglas M.

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Diagrams benefit symbolic problem‐solving von Chu, Junyi, Rittle‐Johnson, Bethany, Fyfe, Emily R.

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Kelch Domain of Gigaxonin Interacts with Intermediate Filament Proteins Affected in Giant Axonal Neuropathy von Johnson-Kerner, Bethany L, Garcia Diaz, Alejandro, Ekins, Sean, Wichterle, Hynek

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The role of recalling previous errors in middle‐school children's learning von Loehr, Abbey M., Fazio, Lisa K., Rittle‐Johnson, Bethany

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Does Comparing Solution Methods Facilitate Conceptual and Procedural Knowledge? An Experimental Study on Learning to Solve Equations von Rittle-Johnson, Bethany, Star, Jon R

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Assessing the Relative Concentration Efficiency and Spatial–Temporal Distribution of Plasmid pBI143 in Raw Wastewater von Oceguera Johnson, Bethany, Shaffer, Marlee, North, Devin, Vu, Kien, Bibby, Kyle

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