Mental simulations to facilitate teacher learning of ambitious mathematics instruction in coaching interactions von Walsh, Marguerite E., Witherspoon, Eben B., Schunn, Christian D., Matsumura, Lindsay Clare

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Sources of gender differences in competency beliefs and retention in an introductory premedical science course von Witherspoon, Eben B., Schunn, Christian D.

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Locating and understanding the largest gender differences in pathways to science degrees von Witherspoon, Eben B., Schunn, Christian D.

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When Making the Grade Isn't Enough: The Gendered Nature of Premed Science Course Attrition von Witherspoon, Eben B., Vincent-Ruz, Paulette, Schunn, Christian D.

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Developing Computational Thinking through a Virtual Robotics Programming Curriculum von Witherspoon, Eben B., Higashi, Ross M., Schunn, Christian D., Baehr, Emily C., Shoop, Robin

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Coaching that supports teachers’ learning to enact ambitious instruction von Witherspoon, Eben B., Ferrer, Nathaniel B., Correnti, Richard R., Stein, Mary Kay, Schunn, Christian D.

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Attending to structural programming features predicts differences in learning and motivation von Witherspoon, Eben B., Schunn, Christian D., Higashi, Ross M., Shoop, Robin

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A Social-Belonging Intervention Benefits Higher Weight Students’ Weight Stability and Academic Achievement von Logel, Christine, Le Forestier, Joel M., Witherspoon, Eben B., Fotuhi, Omid

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Teachers’ goals predict computational thinking gains in robotics von Witherspoon, Eben B, Schunn, Christian D

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Gender, interest, and prior experience shape opportunities to learn programming in robotics competitions von Witherspoon, Eben B., Schunn, Christian D., Higashi, Ross M., Baehr, Emily C.

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Teacher Use of an Online Platform to Support Independent Practice in Middle School Mathematics During COVID-19 Disruptions von Witherspoon, Eben B., Pardo, Max, Walters, Kirk, Garrett, Rachel, Hilbert, Matthew, Ford, Jennifer, Hsin, Lisa B., Rodgers, Melissa A., Garcia Piriz, Dionisio, Burr, Lauren, Thornley, Leslie

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