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2018
Volume 110, Issue 1
  • ISSN: 0013-8274
  • E-ISSN: 2161-8895

Abstract

When two students chose not to identify their gender on a standardized test, an eighth-grade teacher noticed and realized she needed a more inclusive approach to instruction.

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/content/journals/10.58680/ej202030843
2020-09-01
2025-02-16
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References

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  • Article Type: Research Article
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