Studies in Educational Evaluation
 2022
DOI: 10.1016/j.stueduc.2022.101203
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Implementing evidence-based practices in reading classrooms – Longitudinal interrelations between teaching-related attitudes, innovation-specific perceptions, and perceived implementation success

Mareike Ehlert
1
,
Karin Hebbecker
2
,
Elmar Souvignier
3
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