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Aligning Teaching to Learning: A 3-Year Study Examining the Embedding of Language and Argumentation into Elementary Science Classrooms

Crossref DOI link: https://doi.org/10.1007/s10763-015-9622-9

Published Online: 2015-03-06

Published Print: 2016-06

Update policy: https://doi.org/10.1007/springer_crossmark_policy

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