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How does information consistency influence prospective teachers’ decisions about task difficulty assignments? : A within-subject experiment to explain data-based decision-making in heterogeneous classes

How does information consistency influence prospective teachers’ decisions about task difficulty assignments? : A within-subject experiment to explain data-based decision-making in heterogeneous classes

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KÄRNER, Tobias, Julia WARWAS, Maike KRANNICH, Niklas WEICHSLER, 2021. How does information consistency influence prospective teachers’ decisions about task difficulty assignments? : A within-subject experiment to explain data-based decision-making in heterogeneous classes. In: Learning and Instruction. Elsevier. 74, 101440. ISSN 0959-4752. eISSN 1873-3263. Available under: doi: 10.1016/j.learninstruc.2020.101440

@article{Karner2021infor-52750, title={How does information consistency influence prospective teachers’ decisions about task difficulty assignments? : A within-subject experiment to explain data-based decision-making in heterogeneous classes}, year={2021}, doi={10.1016/j.learninstruc.2020.101440}, volume={74}, issn={0959-4752}, journal={Learning and Instruction}, author={Kärner, Tobias and Warwas, Julia and Krannich, Maike and Weichsler, Niklas}, note={Article Number: 101440} }

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