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This article deals with a problem that has vexed educators and learning theorists for years—the so-called learning paradox. Attempts to explain how it is that new and better knowledge is fashioned out of prior, less complex knowledge typically rely on processes of deduction or induction or, as...
Students and teachers in five high schools were given maps of their schools and asked to identify the locations and times of the most violent events and most dangerous areas in and around the school. Participants were also asked to identify the ages and genders of the perpetrators/victims of the...
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