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subject: Teachers

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1	Material Type: Article	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 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
2	Material Type: Article	Implementing summative assessment with a formative flavour: a case study in a large class Assessment and evaluation in higher education, 2018-02, Vol.43 (2), p.307-322 [Peer Reviewed Journal] 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2017 ;ISSN: 0260-2938 ;EISSN: 1469-297X ;DOI: 10.1080/02602938.2017.1343455 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
3	Material Type: Article	Supporting transgender students in schools: beyond an individualist approach to trans inclusion in the education system Educational review (Birmingham), 2022-06, Vol.74 (4), p.753-772 [Peer Reviewed Journal] 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2020 ;ISSN: 0013-1911 ;EISSN: 1465-3397 ;DOI: 10.1080/00131911.2020.1829559 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
4	Material Type: Article	Grounding Teacher Education in Practice Around the World: An Examination of Teacher Education Coursework in Teacher Education Programs in Finland, Norway, and the United States Journal of teacher education, 2018-03, Vol.69 (2), p.184-197 [Peer Reviewed Journal] 2017 American Association of Colleges for Teacher Education ;info:eu-repo/semantics/openAccess ;ISSN: 0022-4871 ;EISSN: 1552-7816 ;DOI: 10.1177/0022487117728248 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
5	Material Type: Article	Adoption of online teaching during the COVID-19 Pandemic: a systematic analysis of changes in university teaching activity Educational review (Birmingham), 2022-04, Vol.74 (3), p.460-483 [Peer Reviewed Journal] 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2021 ;ISSN: 0013-1911 ;EISSN: 1465-3397 ;DOI: 10.1080/00131911.2021.1978401 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
6	Material Type: Article	Practical work: Its effectiveness in primary and secondary schools in England Journal of research in science teaching, 2012-10, Vol.49 (8), p.1035-1055 [Peer Reviewed Journal] Copyright © 2012 Wiley Periodicals, Inc. ;ISSN: 0022-4308 ;EISSN: 1098-2736 ;DOI: 10.1002/tea.21036 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
7	Material Type: Article	Responding to Challenges in Teacher Professional Development for ICT Integration in Education Educational technology & society, 2016-07, Vol.19 (3), p.110-120 [Peer Reviewed Journal] Copyright 2016 by International Forum of Educational Technology & Society (IFETS) ;COPYRIGHT 2016 International Forum of Educational Technology & Society ;COPYRIGHT 2016 International Forum of Educational Technology & Society ;2016. 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 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
8	Material Type: Article	The longitudinal associations between perfectionism and academic achievement across adolescence International journal of behavioral development, 2022-03, Vol.46 (2), p.91-100 [Peer Reviewed Journal] The Author(s) 2021 ;ISSN: 0165-0254 ;EISSN: 1464-0651 ;DOI: 10.1177/01650254211037400 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
9	Material Type: Article	Teachers as participatory designers: two case studies with technology-enhanced learning environments Instructional science, 2015-03, Vol.43 (2), p.203-228 [Peer Reviewed Journal] Springer Science+Business Media 2015 ;Springer Science+Business Media Dordrecht 2015 ;ISSN: 0020-4277 ;EISSN: 1573-1952 ;DOI: 10.1007/s11251-014-9339-0 ;CODEN: INLSBJ Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
10	Material Type: Article	Learning Analytics at Low Cost: At-risk Student Prediction with Clicker Data and Systematic Proactive Interventions Educational Technology ＆ Society, 2018-04, Vol.21 (2), p.273-290 [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 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
11	Material Type: Article	The rhetoric of reform and teachers' use of ICT British journal of educational technology, 2015-03, Vol.46 (2), p.370-380 [Peer Reviewed Journal] 2014 British Educational Research Association ;ISSN: 0007-1013 ;EISSN: 1467-8535 ;DOI: 10.1111/bjet.12149 ;CODEN: BJETAH Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
12	Material Type: Article	Teaching practices for self-directed and self-regulated learning: case studies in Dutch innovative secondary schools Educational studies, 2022-11, Vol.48 (6), p.772-789 [Peer Reviewed Journal] 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2020 ;ISSN: 0305-5698 ;EISSN: 1465-3400 ;DOI: 10.1080/03055698.2020.1814699 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
13	Material Type: Article	Facilitators and barriers of inclusion: a critical incident technique analysis of one non-binary Physical Education teacher's workplace experiences Sport, education and society, 2023-11, Vol.28 (9), p.1034-1046 [Peer Reviewed Journal] 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2022 ;ISSN: 1357-3322 ;EISSN: 1470-1243 ;DOI: 10.1080/13573322.2022.2034143 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
14	Material Type: Article	Undermining teachers' social capital: a question of trust, professionalism, and empowerment British journal of sociology of education, 2023-04, Vol.44 (3), p.418-434 [Peer Reviewed Journal] 2023 The University of Melbourne. Published by Informa UK Limited, trading as Taylor & Francis Group 2023 ;ISSN: 0142-5692 ;EISSN: 1465-3346 ;DOI: 10.1080/01425692.2023.2179018 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
15	Material Type: Article	The affordances of a technology-aided formative assessment platform for the assessment and teaching of English as a foreign language: an ecological perspective Educational technology research and development, 2021-12, Vol.69 (6), p.3391-3412 [Peer Reviewed Journal] Association for Educational Communications and Technology 2021 ;COPYRIGHT 2021 Springer ;Association for Educational Communications and Technology 2021. ;ISSN: 1042-1629 ;EISSN: 1556-6501 ;DOI: 10.1007/s11423-021-10047-y Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
16	Material Type: Article	Designing and delivering representation-focused science lessons in a digital learning environment Educational technology research and development, 2022-06, Vol.70 (3), p.881-908 [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: 1042-1629 ;EISSN: 1556-6501 ;DOI: 10.1007/s11423-022-10094-z Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
17	Material Type: Article	Balancing inclusive design, adjustments and personal agency: progressive mutual accommodations and the experiences of university students with vision impairment in the United Kingdom International journal of inclusive education, 2020-06, Vol.24 (7), p.754-770 [Peer Reviewed Journal] 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2018 ;ISSN: 1360-3116 ;EISSN: 1464-5173 ;DOI: 10.1080/13603116.2018.1492637 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
18	Material Type: Article	Creating and sustaining collaborative connections : tensions and enabling factors in joint international programme development Higher education, 2022-10, Vol.84 (4), p.827-844 [Peer Reviewed Journal] The Author(s), under exclusive licence to Springer Nature B.V. 2021 ;COPYRIGHT 2022 Springer ;The Author(s), under exclusive licence to Springer Nature B.V. 2021. ;ISSN: 0018-1560 ;EISSN: 1573-174X ;DOI: 10.1007/s10734-021-00802-8 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
19	Material Type: Article	Privacy, power, and relationship: ethics and the home-school partnership Oxford review of education, 2023-11, Vol.49 (6), p.732-748 [Peer Reviewed Journal] 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2023 ;ISSN: 0305-4985 ;EISSN: 1465-3915 ;DOI: 10.1080/03054985.2023.2166481 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
20	Material Type: Article	Developing inclusive communities: understanding the experiences of education of learners of English as an additional language in England and street-connected children in Kenya International journal of inclusive education, 2023-09, Vol.27 (11), p.1239-1256 [Peer Reviewed Journal] 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2021 ;ISSN: 1360-3116 ;EISSN: 1464-5173 ;DOI: 10.1080/13603116.2021.1886348 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by

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Results 1 - 20 of 1,286 for All Library Resources

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

2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2017 ;ISSN: 0260-2938 ;EISSN: 1469-297X ;DOI: 10.1080/02602938.2017.1343455

2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2020 ;ISSN: 0013-1911 ;EISSN: 1465-3397 ;DOI: 10.1080/00131911.2020.1829559

2017 American Association of Colleges for Teacher Education ;info:eu-repo/semantics/openAccess ;ISSN: 0022-4871 ;EISSN: 1552-7816 ;DOI: 10.1177/0022487117728248

2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2021 ;ISSN: 0013-1911 ;EISSN: 1465-3397 ;DOI: 10.1080/00131911.2021.1978401

Copyright © 2012 Wiley Periodicals, Inc. ;ISSN: 0022-4308 ;EISSN: 1098-2736 ;DOI: 10.1002/tea.21036

The Author(s) 2021 ;ISSN: 0165-0254 ;EISSN: 1464-0651 ;DOI: 10.1177/01650254211037400

Springer Science+Business Media 2015 ;Springer Science+Business Media Dordrecht 2015 ;ISSN: 0020-4277 ;EISSN: 1573-1952 ;DOI: 10.1007/s11251-014-9339-0 ;CODEN: INLSBJ

2014 British Educational Research Association ;ISSN: 0007-1013 ;EISSN: 1467-8535 ;DOI: 10.1111/bjet.12149 ;CODEN: BJETAH

2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2020 ;ISSN: 0305-5698 ;EISSN: 1465-3400 ;DOI: 10.1080/03055698.2020.1814699

2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2022 ;ISSN: 1357-3322 ;EISSN: 1470-1243 ;DOI: 10.1080/13573322.2022.2034143

2023 The University of Melbourne. Published by Informa UK Limited, trading as Taylor & Francis Group 2023 ;ISSN: 0142-5692 ;EISSN: 1465-3346 ;DOI: 10.1080/01425692.2023.2179018

Association for Educational Communications and Technology 2021 ;COPYRIGHT 2021 Springer ;Association for Educational Communications and Technology 2021. ;ISSN: 1042-1629 ;EISSN: 1556-6501 ;DOI: 10.1007/s11423-021-10047-y

2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2018 ;ISSN: 1360-3116 ;EISSN: 1464-5173 ;DOI: 10.1080/13603116.2018.1492637

The Author(s), under exclusive licence to Springer Nature B.V. 2021 ;COPYRIGHT 2022 Springer ;The Author(s), under exclusive licence to Springer Nature B.V. 2021. ;ISSN: 0018-1560 ;EISSN: 1573-174X ;DOI: 10.1007/s10734-021-00802-8

2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2023 ;ISSN: 0305-4985 ;EISSN: 1465-3915 ;DOI: 10.1080/03054985.2023.2166481

2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2021 ;ISSN: 1360-3116 ;EISSN: 1464-5173 ;DOI: 10.1080/13603116.2021.1886348

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