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Youlang Zhang & Wei Hu. (2023) Teleworking and Clients’ Perception of Frontline Services: Evidence in Higher Education during the COVID-19 Pandemic. Public Performance & Management Review 46:3, pages 585-611.
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Joshua M. Jansa & Eve M. Ringsmuth. (2022) The Impact of Course Structure on Students’ Political Efficacy and Confidence-in-Knowledge in Introduction to American Government. Journal of Political Science Education 18:4, pages 455-475.
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JoshuaM. Englehart. (2007) Discourse in a small class: the ‘diverge-converge pattern’ and ‘relaxed freedom’. Education 3-13 35:1, pages 83-97.
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Elizabeth M. Goetz & Paul V. Gump. (1978) Whole Class Settings and Part Class Settings. Teaching of Psychology 5:2, pages 93-95.
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James J. Polczynski & L. E. Shirland. (1977) Expectancy Theory and Contract Grading Combined as an Effective Motivational Force for College Students. The Journal of Educational Research 70:5, pages 238-241.
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Jeremy L. Hsu, Melissa Rowland-Goldsmith & Elaine Benaksas Schwartz. (2022) Student Motivations and Barriers toward Online and In-Person Office Hours in STEM Courses. CBE—Life Sciences Education 21:4.
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Chi K. Nguyen, Daniel R. DeNeve, Lam T. Nguyen & Ryan Limbocker. (2020) Impact of COVID-19 on General Chemistry Education at the United States Military Academy. Journal of Chemical Education 97:9, pages 2922-2927.
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Leigh M. Tolley, Laurene Johnson & Tiffany A. Koszalka. (2012) An intervention study of instructional methods and student engagement in large classes in Thailand. International Journal of Educational Research 53, pages 381-393.
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Stanislaw Schukajlow & Werner Blum. (2011) Zum Einfluss der Klassengröße auf Modellierungskompetenz, Selbst- und Unterrichtswahrnehmungen von Schülern in selbständigkeitsorientierten Lehr-LernformenOn the Effect of Class Size on Modelling Competency and Self-reported Perceptions of Students in Self-regulated Learning Environments. Journal für Mathematik-Didaktik 32:2, pages 133-151.
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Joshua M. Englehart. (2011) Why class size effects cannot stand alone: Insights from a qualitative exploration. Learning Environments Research 14:2, pages 109-121.
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Joshua Michael Englehart. (2007) The Centrality of Context in Learning from Further Class Size Research. Educational Psychology Review 19:4, pages 455-467.
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Joshua M. Englehart. (2006) Teacher perceptions of student behavior as a function of class size. Social Psychology of Education 9:3, pages 245-272.
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Gerald R. Adams, Judy Shea & Mary Ann Kacerguis. (2016) Development of Psychosocial Maturity. Urban Education 13:3, pages 255-282.
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Ann M. Cassidy & Carol Vukelich. (1977) The effects of group size on kindergarten children's listening comprehension performance. Psychology in the Schools 14:4, pages 449-455.
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