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Effects of diagnostic/remedial instruction on science learning: A meta analysis

1983; Wiley; Volume: 20; Issue: 6 Linguagem: Inglês

10.1002/tea.3660200614

1098-2736

Russell Yeany, Patrick Miller,

Educational Strategies and Epistemologies

Journal of Research in Science TeachingVolume 20, Issue 6 p. 599-599 ErratumFree Access Effects of diagnostic/remedial instruction on science learning: A meta analysis Russell H. Yeany, Russell H. Yeany Department of Science Education, University of Georgia, Athens, Georgia 30602Search for more papers by this authorP. Ann Miller, P. Ann Miller Department of Science Education, University of Georgia, Athens, Georgia 30602Search for more papers by this author Russell H. Yeany, Russell H. Yeany Department of Science Education, University of Georgia, Athens, Georgia 30602Search for more papers by this authorP. Ann Miller, P. Ann Miller Department of Science Education, University of Georgia, Athens, Georgia 30602Search for more papers by this author First published: 1983 https://doi.org/10.1002/tea.3660200614Citations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article.Citing Literature Volume20, Issue61983Pages 599-599 RelatedInformation