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Confounded Statistical Analyses Hinder Interpretation of th..:

Paris, Scott G. ; Luo, Serena Wenshu
Educational Researcher. 39 (2010) 4 - p. 316-322 , 2010

Link: https://www.jstor.org/stable/27764603

RT Journal
T1 <Title>Confounded Statistical Analyses Hinder Interpretation of the NELP Report</Title>

UL https://suche.suub.uni-bremen.de/peid=jstor-27764603&Exemplar=1&LAN=DE
				
A1 Paris, Scott G.
A1 Luo, Serena Wenshu
PB SAGE Publications
YR 2010
SN 0013-189X
SN 1935-102X
K1 Mathematics
K1 Applied mathematics
K1 Statistics
K1 Applied statistics
K1 Descriptive statistics
K1 Correlations
K1 Social sciences
K1 Communications
K1 Communication skills
K1 Language skills
K1 Reading
K1 Literacy
K1 Statistical results
K1 Statistical properties
K1 Statistical discrepancies
K1 Behavioral sciences
K1 Psychology
K1 Cognitive psychology
K1 Cognitive processes
K1 Learning
K1 Learning rate
K1 Physical sciences
K1 Physics
K1 Mechanics
K1 Classical mechanics
K1 Kinematics
K1 Trajectories
K1 Applied psychology
K1 Educational psychology
K1 Academic learning
K1 Mastery learning
K1 Education
K1 Formal education
K1 Pedagogy
K1 Educational methods
K1 Educational research
K1 Emergent literacy
K1 Humanities instruction
K1 Language arts
K1 Reading instruction
K1 Reading comprehension
JF Educational Researcher
VO 39
IS 4
SP 316
OP 322
LK http://dx.doi.org/https://www.jstor.org/stable/27764603
DO https://www.jstor.org/stable/27764603
SF ELIB - SuUB Bremen

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