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1	Material Type: Article	STEM learning during the COVID-19 pandemic in Qatar: Secondary school students’ and teachers’ perspectives EURASIA Journal of Mathematics, Science and Technology Education, 2022, Vol.18 (6), p.em2123 [Peer Reviewed Journal] 2022. This work is published under 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: 1305-8215 ;EISSN: 1305-8223 ;DOI: 10.29333/ejmste/12102 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
2	Material Type: Article	Supporting the Transition from Primary to Postprimary Education in 2021: Perspectives from Irish Postprimary Practitioners Education sciences, 2021-09, Vol.11 (9), p.546 [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/educsci11090546 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
3	Material Type: Article	Developing Teachers to Enhance Students' Effective Teamwork Skills World journal of education, 2023-06, Vol.13 (2), p.1 ISSN: 1925-0746 ;EISSN: 1925-0754 ;DOI: 10.5430/wje.v13n2p1 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
4	Material Type: Article	Does the effect of enjoyment outweigh that of anxiety in foreign language performance? Studies in second language learning and teaching, 2018-03, Vol.8 (1), p.21-45 [Peer Reviewed Journal] COPYRIGHT 2018 Adam Mickiewicz University ;2018. 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 ;ISSN: 2084-1965 ;EISSN: 2084-1965 ;DOI: 10.14746/ssllt.2018.8.1.2 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
5	Material Type: Article	Teachers’ Perceptions of Large-Scale Online Teaching as an Epidemic Prevention and Control Strategy in China ECNU Review of Education, 2020-12, Vol.3 (4), p.739-744 [Peer Reviewed Journal] The Author(s) 2020 ;ISSN: 2096-5311 ;EISSN: 2632-1742 ;DOI: 10.1177/2096531120922244 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
6	Material Type: Article	Focusing on Teacher-Student Interactions Eliminates the Negative Impact of Students' Disruptive Behavior on Teacher Perceptions Grantee Submission, 2015-09, Vol.39 (5), p.426 [Peer Reviewed Journal] DOI: 10.1177/0165025415579455 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
7	Material Type: Article	The Challenge of Inclusive Dialogic Teaching in Public Secondary School Comunicar (Huelva, Spain), 2021, Vol.29 (66), p.21 [Peer Reviewed Journal] ISSN: 1134-3478 ;EISSN: 1988-3293 ;DOI: 10.3916/C66-2021-02 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
8	Material Type: Article	The Reality of Secondary Education in Jordan from the Perspective of Secondary School Principals International education studies, 2019-01, Vol.12 (2), p.19-24 [Peer Reviewed Journal] ISSN: 1913-9020 ;EISSN: 1913-9039 ;DOI: 10.5539/ies.v12n2p19 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
9	Material Type: Article	Barriers to Mathematics Teachers’ Use of Their Knowledge of Students’ Learning Styles in Mathematics Teaching: A Case of Secondary Schools in Zimbabwe Eurasia Journal of Mathematics, Science and Technology Education, 2020, Vol.16 (1), p.em1806 [Peer Reviewed Journal] 2020. This work is published under 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: 1305-8223 ;ISSN: 1305-8215 ;EISSN: 1305-8223 ;DOI: 10.29333/ejmste/109198 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
10	Material Type: Article	Positive and negative emotions underlie motivation for L2 learning Studies in second language learning and teaching, 2017-03, Vol.7 (1), p.61-88 [Peer Reviewed Journal] 2017. 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.2017.7.1.4 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
11	Material Type: Article	A Study of Practicing Degree of Schools Principals in Dealing with Students Positive Behaviors Journal of Education and Learning (EduLearn), 2020-11, Vol.14 (4), p.525 ISSN: 2089-9823 ;DOI: 10.11591/edulearn.v14i4.15853 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
12	Material Type: Article	The relationship between burnout syndrome and boreout syndrome of secondary school teachers during COVID-19 Journal of pedagogical research, 2021, Vol.5 (2), p.138-151 [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. ;ISSN: 2602-3717 ;EISSN: 2602-3717 ;DOI: 10.33902/JPR.2021269824 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
13	Material Type: Article	Learning style preferences and Mathematics achievement of secondary school learners South African journal of education, 2018-02, Vol.38 (1), p.1-8 [Peer Reviewed Journal] Copyright Education Association of South Africa 2018 ;This work is licensed under a Creative Commons Attribution 4.0 International License. ;ISSN: 0256-0100 ;ISSN: 2076-3433 ;EISSN: 2076-3433 ;DOI: 10.15700/saje.v38n1a1440 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
14	Material Type: Article	Assessing the impact of differentiated instruction on mathematics achievement and attitudes of secondary school learners South African journal of education, 2023-02, Vol.43 (1), p.1-10 [Peer Reviewed Journal] COPYRIGHT 2023 Sabinet Online ;Copyright Education Association of South Africa Feb 2023 ;This work is licensed under a Creative Commons Attribution 4.0 International License. ;ISSN: 0256-0100 ;ISSN: 2076-3433 ;EISSN: 2076-3433 ;DOI: 10.15700/saje.v43n1a2065 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
15	Material Type: Article	Student Motivation for Social Studies -- Existential Exploration or Critical Engagement Journal of social science education, 2018-12, Vol.17 (4), p.102 [Peer Reviewed Journal] ISSN: 1618-5293 ;EISSN: 1618-5293 ;DOI: 10.4119/UNIBI/jsse-v17-i4-902 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
16	Material Type: Article	Analysis of Teaching Techniques and Scheme of Work in Teaching Chemistry in Rwandan Secondary Schools Eurasia Journal of Mathematics, Science and Technology Education, 2020, Vol.16 (6), p.em1848 [Peer Reviewed Journal] 2020. This work is published under 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: 1305-8223 ;ISSN: 1305-8215 ;EISSN: 1305-8223 ;DOI: 10.29333/ejmste/7833 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
17	Material Type: Article	Technology Use as a Support Tool by Secondary Students with Autism Autism : the international journal of research and practice, 2018-01, Vol.22 (1), p.70 [Peer Reviewed Journal] ISSN: 1362-3613 ;EISSN: 1461-7005 ;DOI: 10.1177/1362361317717976 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
18	Material Type: Article	Shadow Education in Europe: Growing Prevalence, Underlying Forces, and Policy Implications ECNU Review of Education, 2021-09, Vol.4 (3), p.442-475 [Peer Reviewed Journal] The Author(s) 2020 ;ISSN: 2096-5311 ;EISSN: 2632-1742 ;DOI: 10.1177/2096531119890142 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
19	Material Type: Article	The Effects of Principals' Digital Leadership on Teachers' Digital Teaching during the COVID-19 Pandemic in Malaysia Journal of Education and e-Learning Research, 2021, Vol.8 (2), p.216 ISSN: 2518-0169 ;DOI: 10.20448/journal.509.2021.82.216.221 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
20	Material Type: Article	Teachers’ perceived self-efficacy in responding to the needs of learners with visual impairment in Lesotho South African journal of education, 2021-12, Vol.41 (Supplement 2), p.S1-S12 [Peer Reviewed Journal] Copyright Education Association of South Africa Dec 2021 ;This work is licensed under a Creative Commons Attribution 4.0 International License. ;ISSN: 0256-0100 ;ISSN: 2076-3433 ;EISSN: 2076-3433 ;DOI: 10.15700/saje.v41ns2a1920 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by

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Results 1 - 20 of 27,161 for All Library Resources

2022. This work is published under 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: 1305-8215 ;EISSN: 1305-8223 ;DOI: 10.29333/ejmste/12102

ISSN: 1925-0746 ;EISSN: 1925-0754 ;DOI: 10.5430/wje.v13n2p1

The Author(s) 2020 ;ISSN: 2096-5311 ;EISSN: 2632-1742 ;DOI: 10.1177/2096531120922244

DOI: 10.1177/0165025415579455

ISSN: 1134-3478 ;EISSN: 1988-3293 ;DOI: 10.3916/C66-2021-02

ISSN: 1913-9020 ;EISSN: 1913-9039 ;DOI: 10.5539/ies.v12n2p19

2017. 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.2017.7.1.4

ISSN: 2089-9823 ;DOI: 10.11591/edulearn.v14i4.15853

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: 2602-3717 ;EISSN: 2602-3717 ;DOI: 10.33902/JPR.2021269824

Copyright Education Association of South Africa 2018 ;This work is licensed under a Creative Commons Attribution 4.0 International License. ;ISSN: 0256-0100 ;ISSN: 2076-3433 ;EISSN: 2076-3433 ;DOI: 10.15700/saje.v38n1a1440

COPYRIGHT 2023 Sabinet Online ;Copyright Education Association of South Africa Feb 2023 ;This work is licensed under a Creative Commons Attribution 4.0 International License. ;ISSN: 0256-0100 ;ISSN: 2076-3433 ;EISSN: 2076-3433 ;DOI: 10.15700/saje.v43n1a2065

ISSN: 1618-5293 ;EISSN: 1618-5293 ;DOI: 10.4119/UNIBI/jsse-v17-i4-902

ISSN: 1362-3613 ;EISSN: 1461-7005 ;DOI: 10.1177/1362361317717976

The Author(s) 2020 ;ISSN: 2096-5311 ;EISSN: 2632-1742 ;DOI: 10.1177/2096531119890142

ISSN: 2518-0169 ;DOI: 10.20448/journal.509.2021.82.216.221

Copyright Education Association of South Africa Dec 2021 ;This work is licensed under a Creative Commons Attribution 4.0 International License. ;ISSN: 0256-0100 ;ISSN: 2076-3433 ;EISSN: 2076-3433 ;DOI: 10.15700/saje.v41ns2a1920

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