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1
The Perceptions of Primary School Teachers of Online Learning during the COVID-19 Pandemic Period: A Case Study in Indonesia
The Perceptions of Primary School Teachers of Online Learning during the COVID-19 Pandemic Period: A Case Study in Indonesia
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The Perceptions of Primary School Teachers of Online Learning during the COVID-19 Pandemic Period: A Case Study in Indonesia

Journal of ethnic and cultural studies, 2020-08, Vol.7 (2), p.90-109 [Peer Reviewed Journal]

Copyright 2020 ;Copyright Yildiz Technical University Aug 2020 ;ISSN: 2149-1291 ;EISSN: 2149-1291 ;DOI: 10.29333/ejecs/388

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2
Multimodality and Literacy in School Classrooms
Multimodality and Literacy in School Classrooms
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Multimodality and Literacy in School Classrooms

Review of research in education, 2008-01, Vol.32 (1), p.241-267 [Peer Reviewed Journal]

Copyright 2008 American Educational Research Association ;ISSN: 0091-732X ;EISSN: 1935-1038 ;DOI: 10.3102/0091732X07310586

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3
Robotics to Develop Computational Thinking in Early Childhood Education
Robotics to Develop Computational Thinking in Early Childhood Education
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Robotics to Develop Computational Thinking in Early Childhood Education

Comunicar (Huelva, Spain), 2019, Vol.27 (59), p.63-72 [Peer Reviewed Journal]

ISSN: 1134-3478 ;EISSN: 1988-3293 ;DOI: 10.3916/C59-2019-06

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4
'We want to, but we can't': pre-service teachers' experiences of learning to teach primary physical education
'We want to, but we can't': pre-service teachers' experiences of learning to teach primary physical education
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'We want to, but we can't': pre-service teachers' experiences of learning to teach primary physical education

Oxford review of education, 2023-03, Vol.49 (2), p.209-228 [Peer Reviewed Journal]

2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2022 ;ISSN: 0305-4985 ;EISSN: 1465-3915 ;DOI: 10.1080/03054985.2022.2040471

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5
The Framework DiKoLAN (Digital Competencies for Teaching in Science Education) as Basis for the Self-Assessment Tool DiKoLAN-Grid
The Framework DiKoLAN (Digital Competencies for Teaching in Science Education) as Basis for the Self-Assessment Tool DiKoLAN-Grid
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The Framework DiKoLAN (Digital Competencies for Teaching in Science Education) as Basis for the Self-Assessment Tool DiKoLAN-Grid

Education sciences, 2021-12, Vol.11 (12), p.775 [Peer Reviewed Journal]

2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2227-7102 ;EISSN: 2227-7102 ;DOI: 10.3390/educsci11120775

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6
Applying SDGs as a systematic approach for incorporating sustainability in higher education
Applying SDGs as a systematic approach for incorporating sustainability in higher education
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Applying SDGs as a systematic approach for incorporating sustainability in higher education

International journal of sustainability in higher education, 2021-08, Vol.22 (6), p.1266-1284 [Peer Reviewed Journal]

Emerald Publishing Limited ;Emerald Publishing Limited 2021 ;ISSN: 1467-6370 ;EISSN: 1758-6739 ;DOI: 10.1108/IJSHE-10-2020-0418

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7
Circular economy, sustainability and teacher training in a higher education institution
Circular economy, sustainability and teacher training in a higher education institution
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Circular economy, sustainability and teacher training in a higher education institution

International journal of sustainability in higher education, 2020-12, Vol.21 (7), p.1351-1366 [Peer Reviewed Journal]

Emerald Publishing Limited ;Emerald Publishing Limited 2020 ;ISSN: 1467-6370 ;EISSN: 1758-6739 ;DOI: 10.1108/IJSHE-02-2020-0049

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8
Research on Globalization and Education
Research on Globalization and Education
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Research on Globalization and Education

Review of educational research, 2008-06, Vol.78 (2), p.330-363 [Peer Reviewed Journal]

Copyright 2008 American Educational Research Association ;Copyright American Educational Research Association Jun 2008 ;ISSN: 0034-6543 ;EISSN: 1935-1046 ;DOI: 10.3102/0034654308317846 ;CODEN: REDRAB

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9
Transitions: Researchers' Positionality and Malleability of Site and Self over Time
Transitions: Researchers' Positionality and Malleability of Site and Self over Time
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Transitions: Researchers' Positionality and Malleability of Site and Self over Time

Harvard educational review, 2020-03, Vol.90 (1), p.127-144 [Peer Reviewed Journal]

Copyright Harvard Educational Review Spring 2020 ;ISSN: 0017-8055 ;EISSN: 1943-5045 ;DOI: 10.17763/1943-5045-90.1.127

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10
The impact of industry-oriented capstone courses on the employability of EECS students in technological universities
The impact of industry-oriented capstone courses on the employability of EECS students in technological universities
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The impact of industry-oriented capstone courses on the employability of EECS students in technological universities

Education & training (London), 2022-04, Vol.64 (2), p.290-303 [Peer Reviewed Journal]

Emerald Publishing Limited ;Emerald Publishing Limited. ;ISSN: 0040-0912 ;EISSN: 1758-6127 ;DOI: 10.1108/ET-04-2021-0129

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11
Schooling beyond the school: workplace learning in Nepal
Schooling beyond the school: workplace learning in Nepal
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Schooling beyond the school: workplace learning in Nepal

The journal of workplace learning, 2023-03, Vol.35 (2), p.228-241 [Peer Reviewed Journal]

Emerald Publishing Limited ;Emerald Publishing Limited. ;ISSN: 1366-5626 ;EISSN: 1366-5626 ;EISSN: 1758-7859 ;DOI: 10.1108/JWL-03-2022-0038

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12
Teacher job satisfaction in Taiwan: making the connections with teacher attitudes, teacher self-efficacy and student achievement
Teacher job satisfaction in Taiwan: making the connections with teacher attitudes, teacher self-efficacy and student achievement
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Teacher job satisfaction in Taiwan: making the connections with teacher attitudes, teacher self-efficacy and student achievement

International journal of educational management, 2021-06, Vol.35 (5), p.1016-1029 [Peer Reviewed Journal]

Emerald Publishing Limited ;Emerald Publishing Limited 2021 ;ISSN: 0951-354X ;EISSN: 1758-6518 ;DOI: 10.1108/IJEM-02-2020-0114

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13
Conceptualizing “classroom teaching-learning process” that engages students in Indian business school
Conceptualizing “classroom teaching-learning process” that engages students in Indian business school
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Conceptualizing “classroom teaching-learning process” that engages students in Indian business school

International journal of educational management, 2022-11, Vol.36 (7), p.1238-1254 [Peer Reviewed Journal]

Emerald Publishing Limited ;Emerald Publishing Limited. ;ISSN: 0951-354X ;EISSN: 1758-6518 ;DOI: 10.1108/IJEM-02-2022-0079

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14
The Soft Skills of Special Education Teachers: Evidence from the Literature
The Soft Skills of Special Education Teachers: Evidence from the Literature
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The Soft Skills of Special Education Teachers: Evidence from the Literature

Education Sciences, 2021-03, Vol.11 (3), p.125 [Peer Reviewed Journal]

2021. This work is licensed under http://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: 2227-7102 ;EISSN: 2227-7102 ;DOI: 10.3390/educsci11030125

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15
Can the gap get any wider? How the new GCSE curriculum will make progression to university more challenging and less inclusive
Can the gap get any wider? How the new GCSE curriculum will make progression to university more challenging and less inclusive
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Can the gap get any wider? How the new GCSE curriculum will make progression to university more challenging and less inclusive

Language learning journal, 2022-03, Vol.50 (2), p.268-272 [Peer Reviewed Journal]

2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2022 ;ISSN: 0957-1736 ;EISSN: 1753-2167 ;DOI: 10.1080/09571736.2022.2046382

Digital Resources/Online E-Resources

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16
Teachers’ Connectedness to Nature, Education for Sustainable Development and the Contemporary Teaching of the Subject “Nature and Society” in Croatian Schools
Teachers’ Connectedness to Nature, Education for Sustainable Development and the Contemporary Teaching of the Subject “Nature and Society” in Croatian Schools
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Teachers’ Connectedness to Nature, Education for Sustainable Development and the Contemporary Teaching of the Subject “Nature and Society” in Croatian Schools

Journal of Teacher Education for Sustainability, 2023-06, Vol.25 (1), p.86-97 [Peer Reviewed Journal]

2023. This work is published under http://creativecommons.org/licenses/by-nc-nd/4.0 (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1691-4147 ;ISSN: 1691-5534 ;EISSN: 1691-5534 ;DOI: 10.2478/jtes-2023-0006

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17
A Pragmatic Randomized Controlled Trial Targeting Perfectionism in Young Adolescents
A Pragmatic Randomized Controlled Trial Targeting Perfectionism in Young Adolescents
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A Pragmatic Randomized Controlled Trial Targeting Perfectionism in Young Adolescents

School mental health, 2023-03, Vol.15 (1), p.151-164 [Peer Reviewed Journal]

The Author(s) 2022 ;ISSN: 1866-2625 ;EISSN: 1866-2633 ;DOI: 10.1007/s12310-022-09540-3

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18
The status of biology teaching and learning materials in selected central regional schools, Ghana
The status of biology teaching and learning materials in selected central regional schools, Ghana
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The status of biology teaching and learning materials in selected central regional schools, Ghana

Cogent education, 2023-12, Vol.10 (1) [Peer Reviewed Journal]

2023 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. 2023 ;2023 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.2023.2198939

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19
Barriers to Student Learning and Participation in an Inclusive School as Perceived by Future Education Professionals
Barriers to Student Learning and Participation in an Inclusive School as Perceived by Future Education Professionals
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Barriers to Student Learning and Participation in an Inclusive School as Perceived by Future Education Professionals

Journal of new approaches in educational research, 2019-01, Vol.8 (1), p.18-24 [Peer Reviewed Journal]

COPYRIGHT 2019 Universidad de Alicante ;2019. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/es/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI ;ISSN: 2254-7339 ;EISSN: 2254-7339 ;DOI: 10.7821/naer.2019.1.321

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20
Pedagogy for its own sake: teacher’s beliefs about activity-based learning in rural government schools of Kashmir
Pedagogy for its own sake: teacher’s beliefs about activity-based learning in rural government schools of Kashmir
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Pedagogy for its own sake: teacher’s beliefs about activity-based learning in rural government schools of Kashmir

Quality assurance in education, 2021-09, Vol.29 (2/3), p.311-327 [Peer Reviewed Journal]

Emerald Publishing Limited ;Emerald Publishing Limited 2020 ;ISSN: 0968-4883 ;EISSN: 1758-7662 ;DOI: 10.1108/QAE-01-2021-0013

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