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1	Material Type: Article	Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students Journal of research in science teaching, 2013-03, Vol.50 (3), p.315-347 [Peer Reviewed Journal] Copyright © 2013 Wiley Periodicals, Inc. ;ISSN: 0022-4308 ;EISSN: 1098-2736 ;DOI: 10.1002/tea.21073 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
2	Material Type: Article	Burnout syndrome in secondary school teachers: a systematic review and meta-analysis Social psychology of education, 2019-02, Vol.22 (1), p.189-208 [Peer Reviewed Journal] Springer Nature B.V. 2018 ;COPYRIGHT 2019 Springer ;Social Psychology of Education is a copyright of Springer, (2018). All Rights Reserved. ;ISSN: 1381-2890 ;EISSN: 1573-1928 ;DOI: 10.1007/s11218-018-9471-9 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
3	Material Type: Article	Secondary school students' views of nature of science in quantum physics International journal of science education, 2020-04, Vol.42 (6), p.997-1016 [Peer Reviewed Journal] 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2020 ;ISSN: 0950-0693 ;EISSN: 1464-5289 ;DOI: 10.1080/09500693.2020.1745926 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
4	Material Type: Article	Breadth of study at secondary school and the attainment and progression of university graduates in Scotland, 1960–2002 Higher education, 2023-04, Vol.85 (4), p.717-738 [Peer Reviewed Journal] The Author(s) 2022 ;COPYRIGHT 2023 Springer ;The Author(s) 2022. 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. ;ISSN: 0018-1560 ;EISSN: 1573-174X ;DOI: 10.1007/s10734-022-00862-4 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
5	Material Type: Article	Secondary school creativity, teacher practice and STEAM education: An international study Journal of educational change, 2018-05, Vol.19 (2), p.153-179 [Peer Reviewed Journal] Springer Science+Business Media B.V., part of Springer Nature 2017 ;Journal of Educational Change is a copyright of Springer, (2017). All Rights Reserved. ;ISSN: 1389-2843 ;ISSN: 1573-1812 ;EISSN: 1573-1812 ;DOI: 10.1007/s10833-017-9311-2 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
6	Material Type: Article	Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes – insights from video-based classroom observations and teacher interviews Metacognition and learning, 2018-08, Vol.13 (2), p.127-157 [Peer Reviewed Journal] Springer Science+Business Media, LLC, part of Springer Nature 2018 ;Metacognition and Learning is a copyright of Springer, (2018). All Rights Reserved. ;ISSN: 1556-1623 ;EISSN: 1556-1631 ;DOI: 10.1007/s11409-018-9181-x Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
7	Material Type: Article	A conceptual model of what programming affords secondary school courses in mathematics and technology Education and information technologies, 2023-08, Vol.28 (8), p.10183-10208 [Peer Reviewed Journal] The Author(s) 2023 ;ISSN: 1360-2357 ;ISSN: 1573-7608 ;EISSN: 1573-7608 ;DOI: 10.1007/s10639-023-11577-z Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
8	Material Type: Article	"WhatsApp, Teacher?"--Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools Journal of information technology education, 2018, Vol.17, p.205-226 2018. This work is published under https://creativecommons.org/licenses/by-nc/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1547-9714 ;EISSN: 1539-3585 ;DOI: 10.28945/4081 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
9	Material Type: Article	Analysis of the Decline in Interest Towards School Science and Technology from Grades 5 Through 11 Journal of science education and technology, 2014-12, Vol.23 (6), p.784-802 [Peer Reviewed Journal] Springer Science+Business Media 2014 ;The Author(s) 2014 ;COPYRIGHT 2014 Springer ;Journal of Science Education and Technology is a copyright of Springer, (2014). All Rights Reserved. ;ISSN: 1059-0145 ;EISSN: 1573-1839 ;DOI: 10.1007/s10956-014-9512-x Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
10	Material Type: Article	The effects of computer programming on high school students' reasoning skills and mathematical self-efficacy and problem solving Instructional science, 2017-10, Vol.45 (5), p.583-602 [Peer Reviewed Journal] Springer Science+Business Media B.V. 2017 ;Instructional Science is a copyright of Springer, 2017. ;ISSN: 0020-4277 ;EISSN: 1573-1952 ;DOI: 10.1007/s11251-017-9421-5 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
11	Material Type: Article	“My brain feels like a browser with 100 tabs open”: A longitudinal study of teachers’ mental health and well-being during the COVID-19 pandemic British Journal of Educational Psychology, 2022-03 [Peer Reviewed Journal] 2021. 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. ;DOI: 10.1111/bjep.12450 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
12	Material Type: Article	Teaching Disciplinary Literacy to Adolescents: Rethinking Content-Area Literacy Harvard educational review, 2008-04, Vol.78 (1), p.40-59 [Peer Reviewed Journal] Copyright Harvard Educational Review Spring 2008 ;ISSN: 0017-8055 ;EISSN: 1943-5045 ;DOI: 10.17763/haer.78.1.v62444321p602101 ;CODEN: HVERAP Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
13	Material Type: Article	A research-informed dialogic-teaching approach to early secondary school mathematics and science: the pedagogical design and field trial of the epiSTEMe intervention Research papers in education, 2017-01, Vol.32 (1), p.18-40 [Peer Reviewed Journal] 2016 The Author(s). Published by Taylor & Francis 2016 ;ISSN: 0267-1522 ;EISSN: 1470-1146 ;DOI: 10.1080/02671522.2015.1129642 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
14	Material Type: Article	Pre-university students' conceptions regarding radiation and radioactivity in a medical context International journal of science education, 2021-01, Vol.43 (2), p.179-196 [Peer Reviewed Journal] 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2021 ;ISSN: 0950-0693 ;EISSN: 1464-5289 ;DOI: 10.1080/09500693.2020.1864504 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
15	Material Type: Article	Analysing teachers' operations when teaching students: what constitutes scientific theories? International journal of science education, 2017-05, Vol.39 (7), p.840-862 [Peer Reviewed Journal] 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2017 ;ISSN: 0950-0693 ;ISSN: 1464-5289 ;EISSN: 1464-5289 ;DOI: 10.1080/09500693.2017.1310407 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
16	Material Type: Article	A study of the use of digital technology and its conditions with a view to understanding what 'adequate digital competence' may mean in a national policy initiative Educational studies, 2020-11, Vol.46 (6), p.727-743 [Peer Reviewed Journal] 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2019 ;ISSN: 0305-5698 ;ISSN: 1532-6993 ;ISSN: 0013-1946 ;ISSN: 1465-3400 ;EISSN: 1465-3400 ;EISSN: 1532-6993 ;DOI: 10.1080/03055698.2019.1651694 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
17	Material Type: Article	School leadership and whole-school support of struggling literacy learners in secondary schools Educational management, administration & leadership, 2021-05, Vol.49 (3), p.534-550 [Peer Reviewed Journal] The Author(s) 2020 ;ISSN: 1741-1432 ;EISSN: 1741-1440 ;DOI: 10.1177/1741143220905036 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
18	Material Type: Article	What do they know? Investigating students' ability to analyse experimental data in secondary physics education International journal of science education, 2021-01, Vol.43 (2), p.274-297 [Peer Reviewed Journal] 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2021 ;ISSN: 0950-0693 ;EISSN: 1464-5289 ;DOI: 10.1080/09500693.2020.1865588 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
19	Material Type: Article	ADHD symptoms and the teacher-student relationship: a systematic literature review Emotional and behavioural difficulties, 2019-04, Vol.24 (2), p.136-155 [Peer Reviewed Journal] 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2019 ;ISSN: 1363-2752 ;ISSN: 1741-2692 ;EISSN: 1741-2692 ;DOI: 10.1080/13632752.2019.1597562 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
20	Material Type: Article	Chinese secondary school students’ reading engagement profiles: associations with reading comprehension Reading & writing, 2021-11, Vol.34 (9), p.2257-2287 [Peer Reviewed Journal] The Author(s), under exclusive licence to Springer Nature B.V. 2021. corrected publication 2021 ;The Author(s), under exclusive licence to Springer Nature B.V. 2021. corrected publication 2021. ;ISSN: 0922-4777 ;EISSN: 1573-0905 ;DOI: 10.1007/s11145-021-10139-4 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by

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Results 1 - 20 of 25,891 for All Library Resources

Copyright © 2013 Wiley Periodicals, Inc. ;ISSN: 0022-4308 ;EISSN: 1098-2736 ;DOI: 10.1002/tea.21073

Springer Nature B.V. 2018 ;COPYRIGHT 2019 Springer ;Social Psychology of Education is a copyright of Springer, (2018). All Rights Reserved. ;ISSN: 1381-2890 ;EISSN: 1573-1928 ;DOI: 10.1007/s11218-018-9471-9

2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2020 ;ISSN: 0950-0693 ;EISSN: 1464-5289 ;DOI: 10.1080/09500693.2020.1745926

Springer Science+Business Media B.V., part of Springer Nature 2017 ;Journal of Educational Change is a copyright of Springer, (2017). All Rights Reserved. ;ISSN: 1389-2843 ;ISSN: 1573-1812 ;EISSN: 1573-1812 ;DOI: 10.1007/s10833-017-9311-2

Springer Science+Business Media, LLC, part of Springer Nature 2018 ;Metacognition and Learning is a copyright of Springer, (2018). All Rights Reserved. ;ISSN: 1556-1623 ;EISSN: 1556-1631 ;DOI: 10.1007/s11409-018-9181-x

The Author(s) 2023 ;ISSN: 1360-2357 ;ISSN: 1573-7608 ;EISSN: 1573-7608 ;DOI: 10.1007/s10639-023-11577-z

2018. This work is published under https://creativecommons.org/licenses/by-nc/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1547-9714 ;EISSN: 1539-3585 ;DOI: 10.28945/4081

Springer Science+Business Media 2014 ;The Author(s) 2014 ;COPYRIGHT 2014 Springer ;Journal of Science Education and Technology is a copyright of Springer, (2014). All Rights Reserved. ;ISSN: 1059-0145 ;EISSN: 1573-1839 ;DOI: 10.1007/s10956-014-9512-x

Springer Science+Business Media B.V. 2017 ;Instructional Science is a copyright of Springer, 2017. ;ISSN: 0020-4277 ;EISSN: 1573-1952 ;DOI: 10.1007/s11251-017-9421-5

2021. 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. ;DOI: 10.1111/bjep.12450

Copyright Harvard Educational Review Spring 2008 ;ISSN: 0017-8055 ;EISSN: 1943-5045 ;DOI: 10.17763/haer.78.1.v62444321p602101 ;CODEN: HVERAP

2016 The Author(s). Published by Taylor & Francis 2016 ;ISSN: 0267-1522 ;EISSN: 1470-1146 ;DOI: 10.1080/02671522.2015.1129642

2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2021 ;ISSN: 0950-0693 ;EISSN: 1464-5289 ;DOI: 10.1080/09500693.2020.1864504

2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2017 ;ISSN: 0950-0693 ;ISSN: 1464-5289 ;EISSN: 1464-5289 ;DOI: 10.1080/09500693.2017.1310407

2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2019 ;ISSN: 0305-5698 ;ISSN: 1532-6993 ;ISSN: 0013-1946 ;ISSN: 1465-3400 ;EISSN: 1465-3400 ;EISSN: 1532-6993 ;DOI: 10.1080/03055698.2019.1651694

The Author(s) 2020 ;ISSN: 1741-1432 ;EISSN: 1741-1440 ;DOI: 10.1177/1741143220905036

2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2021 ;ISSN: 0950-0693 ;EISSN: 1464-5289 ;DOI: 10.1080/09500693.2020.1865588

2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2019 ;ISSN: 1363-2752 ;ISSN: 1741-2692 ;EISSN: 1741-2692 ;DOI: 10.1080/13632752.2019.1597562

The Author(s), under exclusive licence to Springer Nature B.V. 2021. corrected publication 2021 ;The Author(s), under exclusive licence to Springer Nature B.V. 2021. corrected publication 2021. ;ISSN: 0922-4777 ;EISSN: 1573-0905 ;DOI: 10.1007/s11145-021-10139-4

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