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1
Effectiveness of school‐based programs to reduce bullying perpetration and victimization: An updated systematic review and meta‐analysis
Effectiveness of school‐based programs to reduce bullying perpetration and victimization: An updated systematic review and meta‐analysis
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Effectiveness of school‐based programs to reduce bullying perpetration and victimization: An updated systematic review and meta‐analysis

Campbell systematic review, 2021-06, Vol.17 (2), p.e1143-n/a [Peer Reviewed Journal]

2021 The Authors. published by John Wiley & Sons Ltd on behalf of The Campbell Collaboration. ;2021 The Authors. Campbell Systematic Reviews published by John Wiley & Sons Ltd on behalf of The Campbell Collaboration. ;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: 1891-1803 ;EISSN: 1891-1803 ;DOI: 10.1002/cl2.1143 ;PMID: 37131921

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2
Investigating Adolescents' Participation Trajectories in a Collaborative Multimodal Composing Learning Environment
Investigating Adolescents' Participation Trajectories in a Collaborative Multimodal Composing Learning Environment
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Investigating Adolescents' Participation Trajectories in a Collaborative Multimodal Composing Learning Environment

Educational Technology ＆ Society, 2023-07, Vol.26 (3), p.21-36 [Peer Reviewed Journal]

COPYRIGHT 2023 International Forum of Educational Technology & Society ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522 ;DOI: 10.30191/ETS.202307_26(3).0003

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3
Using design thinking to cultivate the next generation of female STEAM thinkers
Using design thinking to cultivate the next generation of female STEAM thinkers
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Using design thinking to cultivate the next generation of female STEAM thinkers

International journal of STEM education, 2021-03, Vol.8 (1), p.1-15, Article 14 [Peer Reviewed Journal]

The Author(s) 2021 ;The Author(s) 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: 2196-7822 ;EISSN: 2196-7822 ;DOI: 10.1186/s40594-021-00271-6

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4
Learning from Literature and Legality: Supreme Court Cases and Young Adult Literature in a Social Foundations of Education Course
Learning from Literature and Legality: Supreme Court Cases and Young Adult Literature in a Social Foundations of Education Course
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Learning from Literature and Legality: Supreme Court Cases and Young Adult Literature in a Social Foundations of Education Course

Democracy & education, 2023-03, Vol.31 (1) [Peer Reviewed Journal]

COPYRIGHT 2023 Lewis & Clark Graduate School of Education and Counseling ;ISSN: 1085-3545 ;EISSN: 2164-7992

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5
Exploring the Influence of Parental Involvement and Socioeconomic Status on Teen Digital Citizenship: A Path Modeling Approach
Exploring the Influence of Parental Involvement and Socioeconomic Status on Teen Digital Citizenship: A Path Modeling Approach
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Exploring the Influence of Parental Involvement and Socioeconomic Status on Teen Digital Citizenship: A Path Modeling Approach

Educational Technology ＆ Society, 2018-01, Vol.21 (1), p.186-199 [Peer Reviewed Journal]

COPYRIGHT 2018 International Forum of Educational Technology & Society ;COPYRIGHT 2018 International Forum of Educational Technology & Society ;2018. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522

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6
Identifying resilience promoting factors in vocational education and training: a longitudinal qualitative study in Norway
Identifying resilience promoting factors in vocational education and training: a longitudinal qualitative study in Norway
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Identifying resilience promoting factors in vocational education and training: a longitudinal qualitative study in Norway

Empirical Research in Vocational Education and Training, 2022-12, Vol.14 (1), p.1-18 [Peer Reviewed Journal]

The Author(s) 2022 ;COPYRIGHT 2022 Springer ;ISSN: 1877-6337 ;EISSN: 1877-6345 ;DOI: 10.1186/s40461-022-00139-1

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7
The role of media in influencing students’ STEM career interest
The role of media in influencing students’ STEM career interest
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The role of media in influencing students’ STEM career interest

International Journal of STEM Education, 2023-12, Vol.10 (1), p.1-19, Article 56 [Peer Reviewed Journal]

The Author(s) 2023 ;ISSN: 2196-7822 ;EISSN: 2196-7822 ;DOI: 10.1186/s40594-023-00448-1

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8
Who is a scientist? The relationship between counter-stereotypical beliefs about scientists and the STEM major intentions of Black and Latinx male and female students
Who is a scientist? The relationship between counter-stereotypical beliefs about scientists and the STEM major intentions of Black and Latinx male and female students
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Who is a scientist? The relationship between counter-stereotypical beliefs about scientists and the STEM major intentions of Black and Latinx male and female students

International journal of STEM education, 2021-04, Vol.8 (1), p.1-18, Article 28 [Peer Reviewed Journal]

The Author(s) 2021 ;The Author(s) 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: 2196-7822 ;EISSN: 2196-7822 ;DOI: 10.1186/s40594-021-00288-x ;PMID: 38343634

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9
Authentic STEM research, practices of science, and interest development in an informal science education program
Authentic STEM research, practices of science, and interest development in an informal science education program
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Authentic STEM research, practices of science, and interest development in an informal science education program

International journal of STEM education, 2021-11, Vol.8 (1), p.1-18, Article 57 [Peer Reviewed Journal]

The Author(s) 2021. corrected publication 2021 ;The Author(s) 2021. corrected publication 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: 2196-7822 ;EISSN: 2196-7822 ;DOI: 10.1186/s40594-021-00314-y

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10
Multisystemic Therapy® for social, emotional, and behavioural problems in youth age 10 to 17: An updated systematic review and meta‐analysis
Multisystemic Therapy® for social, emotional, and behavioural problems in youth age 10 to 17: An updated systematic review and meta‐analysis
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Multisystemic Therapy® for social, emotional, and behavioural problems in youth age 10 to 17: An updated systematic review and meta‐analysis

Campbell systematic review, 2021-12, Vol.17 (4), p.n/a [Peer Reviewed Journal]

2021 The Authors. published by John Wiley & Sons Ltd on behalf of The Campbell Collaboration. ;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: 1891-1803 ;EISSN: 1891-1803 ;DOI: 10.1002/cl2.1158

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11
"Who Cares?": Young Adolescents' Perceived Barriers to Civic Action
"Who Cares?": Young Adolescents' Perceived Barriers to Civic Action
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"Who Cares?": Young Adolescents' Perceived Barriers to Civic Action

RMLE online : research in middle level education, 2022-03, Vol.45 (3), p.1-20 [Peer Reviewed Journal]

2022 The Author(s). Published with license by Taylor & Francis Group, LLC. 2022 ;2022 The Author(s). Published with license by Taylor & Francis Group, LLC. This work is licensed under the Creative Commons Attribution License 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: 1940-4476 ;EISSN: 1940-4476 ;DOI: 10.1080/19404476.2022.2033069

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12
Fast Food Intake, Emotional and Behavioral Problems among Adolescents with Overweight and Obese Problems Participating in MyBFF@school Intervention Program
Fast Food Intake, Emotional and Behavioral Problems among Adolescents with Overweight and Obese Problems Participating in MyBFF@school Intervention Program
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Fast Food Intake, Emotional and Behavioral Problems among Adolescents with Overweight and Obese Problems Participating in MyBFF@school Intervention Program

SAGE Open, 2022-01, Vol.12 (1), p.215824402210866 [Peer Reviewed Journal]

The Author(s) 2022 ;The Author(s) 2022. This work is licensed under the Creative Commons Attribution License https://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: 2158-2440 ;EISSN: 2158-2440 ;DOI: 10.1177/21582440221086604

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13
It's Time to Disagree: Young People's Self-Efficacy for Political Disagreement in Norway
It's Time to Disagree: Young People's Self-Efficacy for Political Disagreement in Norway
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It's Time to Disagree: Young People's Self-Efficacy for Political Disagreement in Norway

Democracy & education, 2022-03, Vol.30 (1) [Peer Reviewed Journal]

COPYRIGHT 2022 Lewis & Clark Graduate School of Education and Counseling ;ISSN: 1085-3545 ;EISSN: 2164-7992

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14
The Situational Motivational Scale (SIMS) in physical education: A validation study among Norwegian adolescents
The Situational Motivational Scale (SIMS) in physical education: A validation study among Norwegian adolescents
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The Situational Motivational Scale (SIMS) in physical education: A validation study among Norwegian adolescents

Cogent education, 2019-01, Vol.6 (1), p.1603613 [Peer Reviewed Journal]

2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. 2019 ;2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. This work is licensed under the Creative Commons Attribution License 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: 2331-186X ;EISSN: 2331-186X ;DOI: 10.1080/2331186X.2019.1603613

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15
Status and Risk Factors of Chinese Teenagers’ Exposure to Cyberbullying
Status and Risk Factors of Chinese Teenagers’ Exposure to Cyberbullying
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Status and Risk Factors of Chinese Teenagers’ Exposure to Cyberbullying

SAGE open, 2021-10, Vol.11 (4), p.215824402110566 [Peer Reviewed Journal]

The Author(s) 2021 ;The Author(s) 2021. This work is licensed under the Creative Commons Attribution License https://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: 2158-2440 ;EISSN: 2158-2440 ;DOI: 10.1177/21582440211056626

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16
Examining the relationship between science motivational beliefs and science achievement in Emirati early adolescents through the lens of self-determination theory
Examining the relationship between science motivational beliefs and science achievement in Emirati early adolescents through the lens of self-determination theory
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Examining the relationship between science motivational beliefs and science achievement in Emirati early adolescents through the lens of self-determination theory

Large-scale Assessments in Education, 2023-07, Vol.11 (1), p.1-21, Article 25 [Peer Reviewed Journal]

The Author(s) 2023 ;ISSN: 2196-0739 ;EISSN: 2196-0739 ;DOI: 10.1186/s40536-023-00175-7

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17
Differences in Adolescents With Down Syndrome and Asperger in a Social Skills Training Program
Differences in Adolescents With Down Syndrome and Asperger in a Social Skills Training Program
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Differences in Adolescents With Down Syndrome and Asperger in a Social Skills Training Program

SAGE open, 2021-04, Vol.11 (2), p.215824402110088 [Peer Reviewed Journal]

The Author(s) 2021 ;The Author(s) 2021. This work is licensed under the Creative Commons Attribution License https://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: 2158-2440 ;EISSN: 2158-2440 ;DOI: 10.1177/21582440211008889

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18
Young people’s participation experiences of technical and vocational education and training interventions in low- and middle-income countries: a systematic review of qualitative evidence
Young people’s participation experiences of technical and vocational education and training interventions in low- and middle-income countries: a systematic review of qualitative evidence
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Young people’s participation experiences of technical and vocational education and training interventions in low- and middle-income countries: a systematic review of qualitative evidence

Empirical Research in Vocational Education and Training, 2022-12, Vol.14 (1), p.1-42, Article 8 [Peer Reviewed Journal]

The Author(s) 2022 ;COPYRIGHT 2022 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: 1877-6345 ;ISSN: 1877-6337 ;EISSN: 1877-6345 ;DOI: 10.1186/s40461-022-00136-4

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19
PROTOCOL: School‐based language, math, and reading interventions for executive functions in children and adolescents: A systematic review
PROTOCOL: School‐based language, math, and reading interventions for executive functions in children and adolescents: A systematic review
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PROTOCOL: School‐based language, math, and reading interventions for executive functions in children and adolescents: A systematic review

Campbell Systematic Reviews, 2022-09, Vol.18 (3), p.e1262-n/a [Peer Reviewed Journal]

2022 The Authors. published by John Wiley & Sons Ltd on behalf of The Campbell Collaboration. ;2022 The Authors. Campbell Systematic Reviews published by John Wiley & Sons Ltd on behalf of The Campbell Collaboration. ;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: 1891-1803 ;EISSN: 1891-1803 ;DOI: 10.1002/cl2.1262 ;PMID: 36909886

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20
Motivations of pre-service teachers in the colleges of education in Ghana for choosing teaching as a career
Motivations of pre-service teachers in the colleges of education in Ghana for choosing teaching as a career
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Motivations of pre-service teachers in the colleges of education in Ghana for choosing teaching as a career

Cogent education, 2021-01, Vol.8 (1) [Peer Reviewed Journal]

2021 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. 2021 ;2021 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. This work is licensed under the Creative Commons Attribution License 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: 2331-186X ;EISSN: 2331-186X ;DOI: 10.1080/2331186X.2020.1870803

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