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1
Recruiting, retaining and retraining secondary school teachers and principals in Sub-Saharan Africa
Recruiting, retaining and retraining secondary school teachers and principals in Sub-Saharan Africa
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Recruiting, retaining and retraining secondary school teachers and principals in Sub-Saharan Africa

The International Bank for Reconstruction and Development / The World Bank 2007 ;CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank ;ISBN: 9780821370667 ;ISBN: 0821370669 ;ISBN: 9780821370674 ;ISBN: 0821370677 ;EISBN: 9780821370674 ;EISBN: 0821370677 ;DOI: 10.1596/978-0-8213-7066-7 ;OCLC: 182530327

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2
Correction: Scientific and engineering practices aligned with the NGSS in the performance of secondary stage physics teachers
Correction: Scientific and engineering practices aligned with the NGSS in the performance of secondary stage physics teachers
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Correction: Scientific and engineering practices aligned with the NGSS in the performance of secondary stage physics teachers

PloS one, 2023-10, Vol.18 (10), p.e0292771-e0292771 [Peer Reviewed Journal]

COPYRIGHT 2023 Public Library of Science ;2023 Mohammad Khair M. Al-Salamat 2023 Mohammad Khair M. Al-Salamat ;2023 Mohammad Khair M. Al-Salamat. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1932-6203 ;EISSN: 1932-6203 ;DOI: 10.1371/journal.pone.0292771

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3
System Approach for Better Education Results (SABER) : What Matters Most in Teacher Policies? A Framework for Building a More Effective Teaching Profession
System Approach for Better Education Results (SABER) : What Matters Most in Teacher Policies? A Framework for Building a More Effective Teaching Profession
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System Approach for Better Education Results (SABER) : What Matters Most in Teacher Policies? A Framework for Building a More Effective Teaching Profession

CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank

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4
Educating the next generation: Improving teacher quality in Cambodia
Educating the next generation: Improving teacher quality in Cambodia
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Educating the next generation: Improving teacher quality in Cambodia

2015 International Bank for Reconstruction and Development / The World Bank 2015 ;CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo ;ISBN: 9781464804182 ;ISBN: 1464804176 ;ISBN: 9781464804175 ;ISBN: 1464804184 ;EISBN: 9781464804182 ;EISBN: 1464804184 ;DOI: 10.1596/978-1-4648-0417-5 ;OCLC: 899942074 ;LCCallNum: LB1727.C16

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5
Correction: Meaningful work and resilience among teachers: The mediating role of work engagement and job crafting
Correction: Meaningful work and resilience among teachers: The mediating role of work engagement and job crafting
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Correction: Meaningful work and resilience among teachers: The mediating role of work engagement and job crafting

PloS one, 2022-05, Vol.17 (5), p.e0269347-e0269347 [Peer Reviewed Journal]

COPYRIGHT 2022 Public Library of Science ;2022 Wassink et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2022 Wassink et al 2022 Wassink et al ;ISSN: 1932-6203 ;EISSN: 1932-6203 ;DOI: 10.1371/journal.pone.0269347 ;PMID: 35617297

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6
Correction: Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education?
Correction: Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education?
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Correction: Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education?

PloS one, 2022-01, Vol.17 (1), p.e0262625-e0262625 [Peer Reviewed Journal]

COPYRIGHT 2022 Public Library of Science ;2022 Werner et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2022 Werner et al 2022 Werner et al ;ISSN: 1932-6203 ;EISSN: 1932-6203 ;DOI: 10.1371/journal.pone.0262625 ;PMID: 35015780

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7
To Be a Minority Teacher in a Foreign Culture: Empirical Evidence from an International Perspective
To Be a Minority Teacher in a Foreign Culture: Empirical Evidence from an International Perspective
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To Be a Minority Teacher in a Foreign Culture: Empirical Evidence from an International Perspective

ISBN: 3031255844 ;ISBN: 9783031255847 ;ISBN: 3031255836 ;ISBN: 9783031255830 ;DOI: 10.1007/978-3-031-25584-7

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8
Mapping the Way from Teacher Preparation to EdTPA® Completion: A Guide for Secondary Education Candidates
Mapping the Way from Teacher Preparation to EdTPA® Completion: A Guide for Secondary Education Candidates
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Mapping the Way from Teacher Preparation to EdTPA® Completion: A Guide for Secondary Education Candidates

ISBN: 9781978821989 ;ISBN: 1978821980 ;EISBN: 1978822014 ;EISBN: 9781978822016 ;DOI: 10.36019/9781978822016 ;OCLC: 1259592669

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9
Handbook of Technical and Vocational Teacher Professional Development in the Digital Age
Handbook of Technical and Vocational Teacher Professional Development in the Digital Age
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Handbook of Technical and Vocational Teacher Professional Development in the Digital Age

ISBN: 9819959373 ;ISBN: 9789819959365 ;ISBN: 9789819959372 ;ISBN: 9819959365 ;DOI: 10.1007/978-981-99-5937-2

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10
Teaching and Learning through Reflective Practice: A Practical Guide for Positive Action
Teaching and Learning through Reflective Practice: A Practical Guide for Positive Action
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Teaching and Learning through Reflective Practice: A Practical Guide for Positive Action

Copyright © 1998, 2011 Tony Ghaye Note ;ISBN: 9780415570954 ;ISBN: 0415570956 ;ISBN: 9780415570961 ;ISBN: 0415570964 ;EISBN: 9781136842535 ;EISBN: 1136842535 ;EISBN: 0203833325 ;EISBN: 9780203833322 ;EISBN: 9780415570954 ;EISBN: 0415570956 ;EISBN: 9781136842528 ;EISBN: 1136842527 ;DOI: 10.4324/9780203833322 ;OCLC: 705929869

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11
Retracted: Assessing the Impact of the MOOC Learning Platform on the Comprehensive Development of English Teachers at College Level under “Double First-Rate” by Utilization of the SWOT Analysis in Hunan Province, China
Retracted: Assessing the Impact of the MOOC Learning Platform on the Comprehensive Development of English Teachers at College Level under “Double First-Rate” by Utilization of the SWOT Analysis in Hunan Province, China
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Retracted: Assessing the Impact of the MOOC Learning Platform on the Comprehensive Development of English Teachers at College Level under “Double First-Rate” by Utilization of the SWOT Analysis in Hunan Province, China

Journal of advanced transportation, 2023-08, Vol.2023, p.1-1 [Peer Reviewed Journal]

Copyright © 2023 Journal of Advanced Transportation. ;COPYRIGHT 2023 Hindawi Limited ;ISSN: 0197-6729 ;EISSN: 2042-3195 ;DOI: 10.1155/2023/9871538

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12
ELEVATING NONFICTION in the ELA Classroom and Beyond
ELEVATING NONFICTION in the ELA Classroom and Beyond
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ELEVATING NONFICTION in the ELA Classroom and Beyond

College English, 2023-12, Vol.86 (2), p.6 [Peer Reviewed Journal]

COPYRIGHT 2023 National Council of Teachers of English (NCTE) ;ISSN: 0010-0994 ;EISSN: 2161-8178

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13
Developing Science, Mathematics, and ICT Education in Sub-Saharan Africa: Patterns and Promising Practices
Developing Science, Mathematics, and ICT Education in Sub-Saharan Africa: Patterns and Promising Practices
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Developing Science, Mathematics, and ICT Education in Sub-Saharan Africa: Patterns and Promising Practices

The International Bank for Reconstruction and Development / The World Bank 2007 ;CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank ;ISBN: 9780821370704 ;ISBN: 0821370707 ;EISBN: 9780821370711 ;EISBN: 0821370715 ;DOI: 10.1596/978-0-8213-7070-4 ;OCLC: 935270923

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14
Early career teacher attrition in Australia : evidence, definition, classification and measurement
Early career teacher attrition in Australia : evidence, definition, classification and measurement
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Early career teacher attrition in Australia : evidence, definition, classification and measurement

The Australian journal of education, 2018-04, Vol.62 (1), p.61-78 [Peer Reviewed Journal]

Australian Council for Educational Research 2018 ;ISSN: 0004-9441 ;EISSN: 2050-5884 ;DOI: 10.1177/0004944117752478

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15
Pre-service TESOL teachers’ professional-awareness building through reflecting on reflections of critical incidents
Pre-service TESOL teachers’ professional-awareness building through reflecting on reflections of critical incidents
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Pre-service TESOL teachers’ professional-awareness building through reflecting on reflections of critical incidents

Asian-Pacific journal of second and foreign language education, 2024-12, Vol.9 (1), p.52-30 [Peer Reviewed Journal]

The Author(s) 2024 ;The Author(s) 2024. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;EISSN: 2363-5169 ;DOI: 10.1186/s40862-024-00254-4

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16
Pedagogical Mechanism Of Preparing Future Teachers For Professional Competence Formation
Pedagogical Mechanism Of Preparing Future Teachers For Professional Competence Formation
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Pedagogical Mechanism Of Preparing Future Teachers For Professional Competence Formation

Onomazein : revista de linguística y traducción del Instituto de Letras de la Pontificia Universidad Católica de Chile, 2023-12 (62), p.2186 [Peer Reviewed Journal]

COPYRIGHT 2023 Pontificia Universidad Catolica de Chile, Facultad de Letras ;ISSN: 0717-1285

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17
The identity dilemmas of Early Career Teachers from under-represented groups in the UK
The identity dilemmas of Early Career Teachers from under-represented groups in the UK
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The identity dilemmas of Early Career Teachers from under-represented groups in the UK

Teaching education (Columbia, S.C.), 2023-07, Vol.34 (3), p.335-350 [Peer Reviewed Journal]

2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2022 ;ISSN: 1047-6210 ;EISSN: 1470-1286 ;DOI: 10.1080/10476210.2022.2118704

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18
Rethinking a Correct and Proper English: Teachers can make language more equitable by paying attention to the words they use to describe English
Rethinking a Correct and Proper English: Teachers can make language more equitable by paying attention to the words they use to describe English
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Rethinking a Correct and Proper English: Teachers can make language more equitable by paying attention to the words they use to describe English

English journal, 2024-03, Vol.113 (4), p.18 [Peer Reviewed Journal]

COPYRIGHT 2024 National Council of Teachers of English (NCTE) ;ISSN: 0013-8274 ;EISSN: 2161-8895

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19
Lifting Up Talk as a Crucial Practice in the Writing Classroom: The work of three secondary English teachers illustrates the power and risks of centering talk as a practice in writing classrooms
Lifting Up Talk as a Crucial Practice in the Writing Classroom: The work of three secondary English teachers illustrates the power and risks of centering talk as a practice in writing classrooms
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Lifting Up Talk as a Crucial Practice in the Writing Classroom: The work of three secondary English teachers illustrates the power and risks of centering talk as a practice in writing classrooms

English journal, 2024-03, Vol.113 (4), p.69 [Peer Reviewed Journal]

COPYRIGHT 2024 National Council of Teachers of English (NCTE) ;ISSN: 0013-8274 ;EISSN: 2161-8895

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20
The Future Is Now
The Future Is Now
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The Future Is Now

English journal, 2024-03, Vol.113 (4), p.9 [Peer Reviewed Journal]

COPYRIGHT 2024 National Council of Teachers of English (NCTE) ;ISSN: 0013-8274 ;EISSN: 2161-8895

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