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1
Context-Dependent and Context-Independent Task Development in Examining Verb Complementation Patterns in English
Context-Dependent and Context-Independent Task Development in Examining Verb Complementation Patterns in English
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Context-Dependent and Context-Independent Task Development in Examining Verb Complementation Patterns in English

Novitas-ROYAL, 2021-10, Vol.15 (2), p.1 [Peer Reviewed Journal]

Copyright Children's Research Center Oct 2021 ;ISSN: 1307-4733 ;EISSN: 1307-4733

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2
The role of problem context familiarity in modelling first-order ordinary differential equations
The role of problem context familiarity in modelling first-order ordinary differential equations
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The role of problem context familiarity in modelling first-order ordinary differential equations

IndoMS-journal on mathematics education, 2022, Vol.13 (2), p.323-336 [Peer Reviewed Journal]

ISSN: 2087-8885 ;EISSN: 2407-0610 ;DOI: 10.22342/jme.v13i2.pp323-336

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3
Mathematics literacy task on number pattern using Bengkulu context for junior high school students
Mathematics literacy task on number pattern using Bengkulu context for junior high school students
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Mathematics literacy task on number pattern using Bengkulu context for junior high school students

IndoMS-journal on mathematics education, 2023, Vol.14 (1), p.85-102 [Peer Reviewed Journal]

ISSN: 2087-8885 ;EISSN: 2407-0610 ;DOI: 10.22342/jme.v14i1.pp85-102

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4
Exploring Features within Organizational and Cognitive Factors That Predict Variability in Estimates of Classwide Active Engagement
Exploring Features within Organizational and Cognitive Factors That Predict Variability in Estimates of Classwide Active Engagement
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Exploring Features within Organizational and Cognitive Factors That Predict Variability in Estimates of Classwide Active Engagement

Topics in early childhood special education, 2021-11, Vol.41 (3), p.207 [Peer Reviewed Journal]

ISSN: 0271-1214 ;EISSN: 1538-4845 ;DOI: 10.1177/02711214211030341

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5
Teaching Ubiquitous Computing Using Simulations Based on Smartphone Sensors
Teaching Ubiquitous Computing Using Simulations Based on Smartphone Sensors
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Teaching Ubiquitous Computing Using Simulations Based on Smartphone Sensors

Informatics in education, 2020, Vol.19 (1), p.129-157 [Peer Reviewed Journal]

Copyright Institute of Mathematics and Informatics 2020 ;ISSN: 1648-5831 ;EISSN: 2335-8971 ;DOI: 10.15388/INFEDU.2020.07

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6
The Effect of a Socio-Scientific Context-Based Science Teaching Program on Motivational Aspects of the Learning Environment
The Effect of a Socio-Scientific Context-Based Science Teaching Program on Motivational Aspects of the Learning Environment
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The Effect of a Socio-Scientific Context-Based Science Teaching Program on Motivational Aspects of the Learning Environment

Eurasia Journal of Mathematics, Science and Technology Education, 2021, Vol.17 (8), p.em1992 [Peer Reviewed Journal]

2021. 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 ;ISSN: 1305-8223 ;EISSN: 1305-8223 ;DOI: 10.29333/ejmste/11070

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7
Rethinking General Education Program for Integrating Local Contexts and English Contents
Rethinking General Education Program for Integrating Local Contexts and English Contents
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Rethinking General Education Program for Integrating Local Contexts and English Contents

Journal of Educational Issues, 2021-12, Vol.7 (2), p.375

ISSN: 2377-2263 ;DOI: 10.5296/jei.v7i2.19127

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8
Inclusive Teaching Practices with Learners with Dyslexia: Face-To-Face Training-Induced Changes in Foreign Language Teachers’ Self-Efficacy Beliefs, Concerns and Attitudes
Inclusive Teaching Practices with Learners with Dyslexia: Face-To-Face Training-Induced Changes in Foreign Language Teachers’ Self-Efficacy Beliefs, Concerns and Attitudes
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Inclusive Teaching Practices with Learners with Dyslexia: Face-To-Face Training-Induced Changes in Foreign Language Teachers’ Self-Efficacy Beliefs, Concerns and Attitudes

CEPS journal, 2022-12, Vol.12 (4), p.129-154 [Peer Reviewed Journal]

2022. This work is published under https://www.cepsj.si/index.php/cepsj/about (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1855-9719 ;EISSN: 2232-2647 ;DOI: 10.26529/cepsj.1424

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9
Contexts for teacher practice: (Re)Considering the role of context in interventions in early childhood teacher engagement with new approaches to shared book reading
Contexts for teacher practice: (Re)Considering the role of context in interventions in early childhood teacher engagement with new approaches to shared book reading
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Contexts for teacher practice: (Re)Considering the role of context in interventions in early childhood teacher engagement with new approaches to shared book reading

Education policy analysis archives, 2016-08, Vol.24 (89), p.89 [Peer Reviewed Journal]

ISSN: 1068-2341 ;EISSN: 1068-2341 ;DOI: 10.14507/epaa.24.2166

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10
How Would Preservice Teachers With Deeper Reflection Emerge as Teacher Leaders?
How Would Preservice Teachers With Deeper Reflection Emerge as Teacher Leaders?
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How Would Preservice Teachers With Deeper Reflection Emerge as Teacher Leaders?

ECNU Review of Education, 2023-05, Vol.6 (2), p.237-260 [Peer Reviewed Journal]

The Author(s) 2022 ;2022. This work is published under https://creativecommons.org/licenses/by-nc/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2096-5311 ;EISSN: 2632-1742 ;DOI: 10.1177/20965311221142892

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11
Contemporary Perspective on Cognitive Development: Reconceptualising Situational Context as Embedded Model
Contemporary Perspective on Cognitive Development: Reconceptualising Situational Context as Embedded Model
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Contemporary Perspective on Cognitive Development: Reconceptualising Situational Context as Embedded Model

International Journal of Instruction, 2022-01, Vol.15 (1), p.401-420

ISSN: 1694-609X ;EISSN: 1308-1470 ;DOI: 10.29333/iji.2022.15123a

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12
Quick, incidental word learning in educational media: all contexts are not equal
Quick, incidental word learning in educational media: all contexts are not equal
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Quick, incidental word learning in educational media: all contexts are not equal

Educational technology research and development, 2020-12, Vol.68 (6), p.2913-2937 [Peer Reviewed Journal]

Association for Educational Communications and Technology 2020 ;COPYRIGHT 2020 Springer ;Association for Educational Communications and Technology 2020. ;ISSN: 1042-1629 ;EISSN: 1556-6501 ;DOI: 10.1007/s11423-020-09815-z

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13
Inclusive education for children with specific learning difficulties. Analysis of opportunities and barriers in inclusive education in Slovenia
Inclusive education for children with specific learning difficulties. Analysis of opportunities and barriers in inclusive education in Slovenia
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Inclusive education for children with specific learning difficulties. Analysis of opportunities and barriers in inclusive education in Slovenia

CEPS journal, 2015, Vol.5 (1), p.31-52 [Peer Reviewed Journal]

Copyright University of Ljubljana, Faculty of Education 2015 ;ISSN: 2232-2647 ;ISSN: 1855-9719 ;EISSN: 2232-2647 ;DOI: 10.26529/cepsj.152

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14
From learning contexts to learning lives: Studying learning (dis)continuities from the perspective of the learners
From learning contexts to learning lives: Studying learning (dis)continuities from the perspective of the learners
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From learning contexts to learning lives: Studying learning (dis)continuities from the perspective of the learners

Digital education review, 2018-06 (33), p.1-25 [Peer Reviewed Journal]

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. ;info:eu-repo/semantics/openAccess ;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: 2013-9144 ;EISSN: 2013-9144 ;DOI: 10.1344/der.2018.33.1-25

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15
Contextual learning with Ethnomathematics in enhancing the problem solving based on thinking levels
Contextual learning with Ethnomathematics in enhancing the problem solving based on thinking levels
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Contextual learning with Ethnomathematics in enhancing the problem solving based on thinking levels

JRAMathEdu (Journal of Research and Advances in Mathematics Education), 2020-10, Vol.5 (3), p.331-344 [Peer Reviewed Journal]

ISSN: 2503-3697 ;EISSN: 2541-2590 ;DOI: 10.23917/jramathedu.v5i3.11679

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16
The Effect of Ethnoscience-Themed Picture Books Embedded within Context-Based Learning on Students' Scientific Literacy
The Effect of Ethnoscience-Themed Picture Books Embedded within Context-Based Learning on Students' Scientific Literacy
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The Effect of Ethnoscience-Themed Picture Books Embedded within Context-Based Learning on Students' Scientific Literacy

Eurasian journal of educational research, 2021-01 (92), p.317 [Peer Reviewed Journal]

ISSN: 1302-597X ;DOI: 10.14689/ejer.2021.92.16

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17
Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings
Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings
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Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings

Review of research in education, 2019-03, Vol.43 (1), p.304 [Peer Reviewed Journal]

ISSN: 0091-732X ;EISSN: 1935-1038 ;DOI: 10.3102/0091732X18820910

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18
Context Matters in Gifted Education
Context Matters in Gifted Education
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Context Matters in Gifted Education

Education sciences, 2021-08, Vol.11 (8), p.424 [Peer Reviewed Journal]

2021 by the author. 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/educsci11080424

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19
On the Communicative Functions of Context in Foreign Language Education
On the Communicative Functions of Context in Foreign Language Education
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On the Communicative Functions of Context in Foreign Language Education

International Journal of Instruction, 2021-04, Vol.14 (2), p.1051-1072

ISSN: 1694-609X ;EISSN: 1308-1470 ;DOI: 10.29333/iji.2021.14260a

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20
The Reggio Emilia and the Mosaic Approach: Opponents or Allies in Multimodal Teaching and Learning? A Discussion of Their Contribution to Multimodal Learning in Early Years Education
The Reggio Emilia and the Mosaic Approach: Opponents or Allies in Multimodal Teaching and Learning? A Discussion of Their Contribution to Multimodal Learning in Early Years Education
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The Reggio Emilia and the Mosaic Approach: Opponents or Allies in Multimodal Teaching and Learning? A Discussion of Their Contribution to Multimodal Learning in Early Years Education

Journal of global education and research (Print), 2020-06, Vol.4 (1), p.1 [Peer Reviewed Journal]

ISSN: 2577-5081 ;EISSN: 2577-509X ;DOI: 10.5038/2577-509X.4.1.1047

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