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MLA
“What’s a Teacher to Do?” Sticky Learning: How Neuroscience Supports Teaching That's Remembered, by Holly J. Inglis et al., Augsburg Fortress, Publishers, Minneapolis, MN, 2014, pp. 91–96, www.jstor.org/stable/j.ctt9m0v02.9. Accessed 24 Oct. 2020.
APA
Inglis, H., Dawson, K., & Nishioka, R. (2014). What’s a Teacher to Do? In Sticky Learning: How Neuroscience Supports Teaching That's Remembered (pp. 91-96). Minneapolis, MN: Augsburg Fortress. Retrieved October 24, 2020, from http://www.jstor.org/stable/j.ctt9m0v02.9
CHICAGO
Inglis, Holly J., Kathy L. Dawson, and Rodger Y. Nishioka. "What’s a Teacher to Do?" In Sticky Learning: How Neuroscience Supports Teaching That's Remembered, 91-96. Minneapolis, MN: Augsburg Fortress, Publishers, 2014. Accessed October 24, 2020. http://www.jstor.org/stable/j.ctt9m0v02.9.

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