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Canals, C., Maroulis, S., Canessa, E., Chaigneau, S., & Mizala, A. (2022). Mechanisms Underlying Choice-Set Formation: The Case of School Choice in Chile. Soc. Sci. Comput. Rev., Early Access.
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Diaz-Elsayed, N., Acuna, J. A., Henderson, M., Isaacs, W., Cantarino, D., Bosson, J. K., et al. (2023). Building inclusive excellence in STEM: a 15-year analysis and Lessons Learned of the Alfred P. Sloan Foundation Minority Ph.D. Program at the University of South Florida. Front. Educ., 8, 1192853.
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Ferran, S., Beghelli, A., Huerta-Canepa, G., & Jensen, F. (2018). Correctness assessment of a crowdcoding project in a computer programming introductory course. Comput. Appl. Eng. Educ., 26(1), 162–170.
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Gaona, J., Hernández, R., Guevara, F., & Bravo, V. (2022). Influence of a Function’s Coefficients and Feedback of the Mathematical Work When Reading a Graph in an Online Assessment System. Int. J. Emerg. Technol. Learn., 17(20), 77–98.
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Peters, A. A., Vargas, F. J., Garrido, C., Andrade, C., & Villenas, F. (2021). PL-TOON: A Low-Cost Experimental Platform for Teaching and Research on Decentralized Cooperative Control. Sensors, 21(6), 2072.
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Reus, L. (2020). English as a medium of instruction at a Chilean engineering school: Experiences in finance and industrial organization courses. Stud. Educ. Eval., 67, 100930.
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Salazar, O., Casanova, M., Fuentes, J. P., Galleguillos, M., Najera, F., Perez-Quezada, J., et al. (2022). Soil research, management, and policy priorities in Chile. Geoderma Reg., 29, e00502.
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