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21
The Community of Inquiry in Writing Studies Survey: Interpreting Social Presence in Disciplinary Contexts
The Community of Inquiry in Writing Studies Survey: Interpreting Social Presence in Disciplinary Contexts
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The Community of Inquiry in Writing Studies Survey: Interpreting Social Presence in Disciplinary Contexts

Online learning (Newburyport, Mass.), 2021-06, Vol.25 (2), p.73 [Peer Reviewed Journal]

COPYRIGHT 2021 Online Learning Consortium ;ISSN: 2472-5749 ;ISSN: 2472-5730 ;EISSN: 2472-5730 ;DOI: 10.24059/olj.v25i2.2275

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22
Initial Validation of the Social Emotional Distress Survey--Secondary to Support Complete Mental Health Screening
Initial Validation of the Social Emotional Distress Survey--Secondary to Support Complete Mental Health Screening
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Initial Validation of the Social Emotional Distress Survey--Secondary to Support Complete Mental Health Screening

Assessment for effective intervention, 2018-09, Vol.43 (4), p.241 [Peer Reviewed Journal]

ISSN: 1534-5084 ;EISSN: 1938-7458 ;DOI: 10.1177/1534508417749871

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23
Exploring Design Elements for Online STEM Courses: Active Learning, Engagement Assessment Design
Exploring Design Elements for Online STEM Courses: Active Learning, Engagement Assessment Design
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Exploring Design Elements for Online STEM Courses: Active Learning, Engagement Assessment Design

Online learning (Newburyport, Mass.), 2018-06, Vol.22 (2), p.59 [Peer Reviewed Journal]

COPYRIGHT 2018 Online Learning Consortium ;ISSN: 2472-5730 ;ISSN: 2472-5749 ;EISSN: 2472-5730 ;DOI: 10.24059/olj.v22i2.1369

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24
Instructor Social Presence and Connectedness in a Quick Shift from Face-to-Face to Online Instruction
Instructor Social Presence and Connectedness in a Quick Shift from Face-to-Face to Online Instruction
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Instructor Social Presence and Connectedness in a Quick Shift from Face-to-Face to Online Instruction

Online learning (Newburyport, Mass.), 2021-03, Vol.25 (1), p.135 [Peer Reviewed Journal]

COPYRIGHT 2021 Online Learning Consortium ;ISSN: 2472-5749 ;ISSN: 2472-5730 ;EISSN: 2472-5730 ;DOI: 10.24059/olj.v25i1.2482

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25
The double-edged sword of 'best aspects' and 'needs improvement' in student experiences : A qualitative analysis
The double-edged sword of 'best aspects' and 'needs improvement' in student experiences : A qualitative analysis
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The double-edged sword of 'best aspects' and 'needs improvement' in student experiences : A qualitative analysis

Journal of university teaching & learning practice, 2021-01, Vol.18 (3), p.66-82 [Peer Reviewed Journal]

ISSN: 1449-9789 ;EISSN: 1449-9789 ;DOI: 10.53761/1.18.3.6

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26
Planting the seed of teacher identity : nurturing early growth through a collaborative learning community
Planting the seed of teacher identity : nurturing early growth through a collaborative learning community
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Planting the seed of teacher identity : nurturing early growth through a collaborative learning community

The Australian journal of teacher education, 2014-07, Vol.39 (7), p.70-88 [Peer Reviewed Journal]

ISSN: 0313-5373 ;ISSN: 1835-517X ;EISSN: 1835-517X ;DOI: 10.14221/ajte.2014v39n7.8

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27
Synthesizing Technology Adoption and Learners' Approaches Towards Active Learning in Higher Education
Synthesizing Technology Adoption and Learners' Approaches Towards Active Learning in Higher Education
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Synthesizing Technology Adoption and Learners' Approaches Towards Active Learning in Higher Education

Electronic Journal of E-Learning, 2015-12, Vol.13 (6), p.431 [Peer Reviewed Journal]

Copyright Academic Conferences International Limited 2015 ;ISSN: 1479-4403 ;EISSN: 1479-4403

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28
Foreign language education in rural schools: Struggles and initiatives among generalist teachers teaching English in Mexico
Foreign language education in rural schools: Struggles and initiatives among generalist teachers teaching English in Mexico
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Foreign language education in rural schools: Struggles and initiatives among generalist teachers teaching English in Mexico

Studies in second language learning and teaching, 2021-03, Vol.11 (1), p.133-156 [Peer Reviewed Journal]

COPYRIGHT 2021 Adam Mickiewicz University ;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. ;ISSN: 2083-5205 ;EISSN: 2084-1965 ;DOI: 10.14746/ssllt.2021.11.1.6

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29
The Effects of a Female Role Model on Academic Performance and Persistence of Women in STEM Courses
The Effects of a Female Role Model on Academic Performance and Persistence of Women in STEM Courses
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The Effects of a Female Role Model on Academic Performance and Persistence of Women in STEM Courses

Basic and applied social psychology, 2016-09, Vol.38 (5), p.258 [Peer Reviewed Journal]

ISSN: 1532-4834 ;EISSN: 1532-4834 ;DOI: 10.1080/01973533.2016.1209757

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30
Making sense of quality teaching and learning in higher education in Ethiopia: Unfolding existing realities for future promises
Making sense of quality teaching and learning in higher education in Ethiopia: Unfolding existing realities for future promises
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Making sense of quality teaching and learning in higher education in Ethiopia: Unfolding existing realities for future promises

Journal of university teaching & learning practice, 2018-01, Vol.15 (1), p.23-43 [Peer Reviewed Journal]

ISSN: 1449-9789 ;EISSN: 1449-9789 ;DOI: 10.53761/1.15.1.4

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31
The Effect of Collaborative Learning on Academic Motivation
The Effect of Collaborative Learning on Academic Motivation
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The Effect of Collaborative Learning on Academic Motivation

Teaching and learning inquiry, 2022-01, Vol.10, p.1-17 [Peer Reviewed Journal]

2022. This article is published under https://creativecommons.org/licenses/by/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2167-4779 ;EISSN: 2167-4787 ;DOI: 10.20343/teachlearninqu.10.4

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32
Exploring Differences in Business Undergraduate Perceptions by Preferred Classroom Delivery Mode
Exploring Differences in Business Undergraduate Perceptions by Preferred Classroom Delivery Mode
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Exploring Differences in Business Undergraduate Perceptions by Preferred Classroom Delivery Mode

Online learning (Newburyport, Mass.), 2017-09, Vol.21 (3), p.222 [Peer Reviewed Journal]

COPYRIGHT 2017 Online Learning Consortium ;ISSN: 2472-5749 ;ISSN: 2472-5730 ;EISSN: 2472-5730 ;DOI: 10.24059/olj.v21i3.973

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33
Recent Trends in Income, Racial, and Ethnic School Readiness Gaps at Kindergarten Entry
Recent Trends in Income, Racial, and Ethnic School Readiness Gaps at Kindergarten Entry
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Recent Trends in Income, Racial, and Ethnic School Readiness Gaps at Kindergarten Entry

AERA open, 2016-07, Vol.2 (3), p.233285841665734 [Peer Reviewed Journal]

The Author(s) 2016 ;ISSN: 2332-8584 ;EISSN: 2332-8584 ;DOI: 10.1177/2332858416657343

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34
Theoretical Framework Model (TFM) for Examining the Professional Development of Teachers
Theoretical Framework Model (TFM) for Examining the Professional Development of Teachers
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Theoretical Framework Model (TFM) for Examining the Professional Development of Teachers

International Journal of Instruction, 2022-07, Vol.15 (3), p.733-750

ISSN: 1694-609X ;EISSN: 1308-1470 ;DOI: 10.29333/iji.2022.15340a

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35
Perceived Enablers and Barriers Related to Sustainability of School-Wide Positive Behavioral Interventions and Supports
Perceived Enablers and Barriers Related to Sustainability of School-Wide Positive Behavioral Interventions and Supports
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Perceived Enablers and Barriers Related to Sustainability of School-Wide Positive Behavioral Interventions and Supports

Behavioral disorders, 2015-05, Vol.40 (3), p.171-183 [Peer Reviewed Journal]

Copyright 2015 Council for Children with Behavioral Disorders ;2015 Hammill Institute on Disabilities ;COPYRIGHT 2015 Sage Publications, Inc. ;Copyright Council for Children with Behavioral Disorders May 2015 ;ISSN: 0198-7429 ;EISSN: 2163-5307 ;DOI: 10.17988/0198-7429-40.3.171

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36
Fred Clarke, the Institute of Education (London) and educational studies
Fred Clarke, the Institute of Education (London) and educational studies
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Fred Clarke, the Institute of Education (London) and educational studies

London review of education, 2022-01, Vol.20 (1) [Peer Reviewed Journal]

ISSN: 1474-8479 ;ISSN: 1474-8460 ;EISSN: 1474-8479 ;DOI: 10.14324/LRE.20.1.39

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37
Emotion Regulation in Young Children with Autism Spectrum Disorders
Emotion Regulation in Young Children with Autism Spectrum Disorders
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Emotion Regulation in Young Children with Autism Spectrum Disorders

Grantee Submission, 2017, Vol.47 (1), p.68-79 [Peer Reviewed Journal]

Springer Science+Business Media New York 2016 ;COPYRIGHT 2017 Springer ;Journal of Autism and Developmental Disorders is a copyright of Springer, 2017. ;ISSN: 0162-3257 ;EISSN: 1573-3432 ;DOI: 10.1007/s10803-016-2922-2 ;PMID: 27838805 ;CODEN: JADDDQ

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38
A Randomized Trial of the Effects of Schema-Based Instruction on Proportional Problem-Solving for Students With Mathematics Problem-Solving Difficulties
A Randomized Trial of the Effects of Schema-Based Instruction on Proportional Problem-Solving for Students With Mathematics Problem-Solving Difficulties
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A Randomized Trial of the Effects of Schema-Based Instruction on Proportional Problem-Solving for Students With Mathematics Problem-Solving Difficulties

Journal of learning disabilities, 2017-05, Vol.50 (3), p.322-336 [Peer Reviewed Journal]

Hammill Institute on Disabilities 2016 ;ISSN: 0022-2194 ;EISSN: 1538-4780 ;DOI: 10.1177/0022219416629646 ;PMID: 26968809

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39
Debt Holding, Financial Behavior, and Financial Satisfaction
Debt Holding, Financial Behavior, and Financial Satisfaction
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Debt Holding, Financial Behavior, and Financial Satisfaction

Financial counseling and planning, 2018-01, Vol.29 (2), p.208-218 [Peer Reviewed Journal]

2018 Association for Financial Counseling and Planning Education, U.S.A. ;Copyright Association for Financial Counseling and Planning Education 2018 ;ISSN: 1052-3073 ;EISSN: 1947-7910 ;DOI: 10.1891/1052-3073.29.2.208

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40
A Pandemic of Busywork: Increased Online Coursework Following the Transition to Remote Instruction is Associated with Reduced Academic Achievement
A Pandemic of Busywork: Increased Online Coursework Following the Transition to Remote Instruction is Associated with Reduced Academic Achievement
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A Pandemic of Busywork: Increased Online Coursework Following the Transition to Remote Instruction is Associated with Reduced Academic Achievement

Online learning (Newburyport, Mass.), 2021-03, Vol.25 (1), p.70 [Peer Reviewed Journal]

COPYRIGHT 2021 Online Learning Consortium ;ISSN: 2472-5749 ;ISSN: 2472-5730 ;EISSN: 2472-5730 ;DOI: 10.24059/olj.v25i1.2475

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