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Brief interventions; cognitive dissonance; student feedback surveys; questionnaire; teacher assessment
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10.1080/01443410.2017.1349876
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Questionnaires as interventions: can taking a survey increase teachers’ openness to student feedback surveys?
Hunter Gehlbach
Carly D. Robinson
Ilana Finefter-Rosenbluh
Chris Benshoof
Jack Schneider
Brief interventions
cognitive dissonance
student feedback surveys
questionnaire
teacher assessment
Educational Psychology, 2017. doi:10.1080/01443410.2017.1349876
Routledge
Journal
Educational Psychology
© 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
0144-3410
1469-5820
1
18
10.1080/01443410.2017.1349876
https://doi.org/10.1080/01443410.2017.1349876
VoR
2018-03-12T06:31:03+05:30
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2019-04-24T10:52:59-07:00
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2017-07-25truewww.tandfonline.com10.1080/01443410.2017.1349876www.tandfonline.comtrue2017-07-2510.1080/01443410.2017.1349876
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