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Developing and Validating a Measurement Scale to Assess Knowledge of Memory and Learning Processes Among Italian Teachers
cognitioneducational-assessmenteducational-psychologyfactor-analysismeasurement-invarianceneurosciencepreprintpsychology
Knowledge of memory and learning processes may inform teachers’ educational decisions. However, to our knowledge, no psychometrically validated instrument specifically assesses teachers’ procedural knowledge of these processes through realistic classroom scenarios. This Stage 1 Registered Report aim
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