Vol. 9 No. 2 (2024)

Articles

• Factors affecting perceptions of learning among Jordanian university students during emergency distance learning

  Abdelnasir Sanad Alakayleh

  153-162

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• 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

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• 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

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• Influence of teacher availability on student academic achievement in public secondary schools in Southwestern Nigeria

  Moses Kayode Hazzan

  191-204

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• 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

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• 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

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• The roadmap in selecting a supervisor for Cambodian graduate students in health sciences

  Phan Sok, Chea Sin

  234-244

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• Teacher’s belief of metacognitive reading strategies and awareness in reading classrooms

  Samah Ali Mohsen Mofreh, Sultan Salem, Teoh Yi Wei

  245-265

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• 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

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• 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

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