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Vol. 9 No. 2 (2024)
Vol. 9 No. 2 (2024)
Published:
2024-09-25
Articles
Factors affecting perceptions of learning among Jordanian university students during emergency distance learning
Abdelnasir Sanad Alakayleh
153-162
PDF
Examining impact of metacognitive interventions on self-efficacy of higher secondary school students: A quasi-experimental study
Venkateswar Meher, Rajashree Baral, Sanjukta Bhuyan
163-176
PDF
Teachers’ cognition in changing practice: Implementing group discussion in EFL classes in universities in South-Western China
Neil Murray, Anthony John Liddicoat, Fengchao Zhen
177-190
PDF
Influence of teacher availability on student academic achievement in public secondary schools in Southwestern Nigeria
Moses Kayode Hazzan
191-204
PDF
Determining post-pandemic organizational health in the education sector: A review of a school-based workshop programming intervention
Lesley Eblie Trudel, Laura Sokal
205-221
PDF
Exploring the role of teachers and the community in the inclusion of migrant students in the contemporary Greek school context
Karanikola Zoe, Nikolopoulou Magdalini
222-233
PDF
The roadmap in selecting a supervisor for Cambodian graduate students in health sciences
Phan Sok, Chea Sin
234-244
PDF
Teacher’s belief of metacognitive reading strategies and awareness in reading classrooms
Samah Ali Mohsen Mofreh, Sultan Salem, Teoh Yi Wei
245-265
PDF
Case study of the identification of gifted students in an independent school in Sydney’s western suburbs: What is working, what needs improvement, and what could change look like
Alix Madden, Geraldine Townend
266-275
PDF
The impact of teachers’ assessment practices on students’ acquisition of process skills and performance in basic science
Emmanuel Edoja Achor, Peter Ogbu Agogo, Joyce Hassana Musa
276-291
PDF
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ISSN: 2518-6647
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