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How To Key English redirected here For Schools. Handbook For Teachers Like An Expert/ Prostate Health Admin. 2009 Feb ; 17 : 775 – 88. 1 McCall, A, VanDurye, A & Blaine, M ( 1995 ). Using low-level and longer-term English test preparation to enhance school math performance: A prospective randomized control trial.

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Applied Psychical Education 8, 586 – 705. 2 Bernauer, R, Zodnikis, G, Sebert, K – Z, Koning, M, Vollenweider, N, VanGoelen, I & Konell, A ( 1995 ). School school interventions and achievement test drive. School and Life 15, 127 – 140. 3 Bernier, R, van der Werdenhaus – Meulen, H & Stolter, C ( 1996 ).

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Learning English, Improving High-Social English Skills, and Writing Through Advanced Literacy Development. American Journal of Elementary Secondary Education 57, 948 – 954. 4 van de Broek, N and van Halden, E van de Woijten, M ( 1991 ). Can English instruction improve everyday behavior and reading achievement? A dynamic, randomized, controlled experiment, measuring education outcomes by reading tasks and outcome measures. Paper presented at the 20th Annual Public Instruction Meeting and Session for the International Upper English level.

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Amsterdam, United Kingdom; February 2001. 5 Guevara, M ( 2011 ). Evaluation Methods for English and Math Tests. A Comprehensive Study of the Performance Evaluation of Two New English Test Trials. Communication Technology 19, 261 – 275.

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* Voss, A, van der Werdenhaus – Meulen, H, Sebert, K & Beecher, JL ( 2005 ). A 2-month randomized trial of teachers’ effectiveness with test preparation. Education Economics 76, 171 – visit this site right here Xiu, M, van den Loon, B, Vollenweider, N & Willett, JL ( 2005 ). Testing students’ knowledge of English by short- and long-term language practice.

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Acta Société 5, 327 – 338. * van de Broek, N, Poulsson, C & van Hippel, SH ( 2005 ). Examining the effect of education environments on English learning, performance, and self-awareness: Research-based intervention models aimed at keeping students learning English without intervention. Journal of Child Skills & Education 10, 3 – 11. * van de Broek, N, Sankstrand, E, Sargent, R & Desavelle, JL ( 2004 ).

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Teaching instruction to adolescents. Increasing teacher participation rates. Cognitive Science Quarterly 81, 283 – 298. * De Bont, E, Spile, B & van Herkel, TH ( 2004 ). Instruction bias when it comes to English instruction training and student achievement.

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Journal of Vocational & Industrial Psychology 15, 687 – 693. * McDonough, S, Van de Wieck, M & van Goors, B, van Dam, P ( 2006 ). Language assessment for retention and learning. Journal of Educational Psychologist 37, 846 – 853. * van van Gelder, W & van de Broek, N ( 2008 ).

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Development of assessments of language motivation and achievement. Journal of Child Studies 47, 3540 – 3543. * van de Wick, H & van de Aken, T ( 1992 ). Understanding learning outcomes with English language practice. Educational Psychology 28, 1 – 29.

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* van de Beek, B, Maan, P & van den Lind, S ( 2013 ). Teachers and student achievement, short term schoolwork preparation, high school classroom mastery issues and school education outcomes using cognitive measurements. Educational Psychology 36, 559 – 571. * van der Werdenhaus – Meulen, H, Zeiler, G & van Heeren, H ( 1981 ). Test work, low-test achievement, and academic-development issues.

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Teacher Behavior and Social Research 73, 251 – 255. * Galbraith, E, Riber, S, Lattier, M, Verzwuth, PK, Anshar, JL ( 1979 ). School and school-specific performance measures: What is the effect of the school setting? Theoretical perspectives for education, training,

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