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1
A Comprehensive Investigation of TPACK within Pre-Service Teachers' ICT Profiles: Mind the Gap
A Comprehensive Investigation of TPACK within Pre-Service Teachers' ICT Profiles: Mind the Gap
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A Comprehensive Investigation of TPACK within Pre-Service Teachers' ICT Profiles: Mind the Gap

Australasian Journal of Educational Technology, 2017-01, Vol.33 (3), p.46 [Peer Reviewed Journal]

info:eu-repo/semantics/openAccess ;ISSN: 1449-5554 ;ISSN: 1449-3098 ;EISSN: 1449-5554 ;DOI: 10.14742/ajet.3504

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2
Educational practices to transform and connect schools and communities
Educational practices to transform and connect schools and communities
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Educational practices to transform and connect schools and communities

Comunicar, 2021-01, Vol.29 (66), p.9-19 [Peer Reviewed Journal]

Copyright Grupo Comunicar 2021 ;info:eu-repo/semantics/openAccess ;ISSN: 1134-3478 ;EISSN: 1988-3293 ;DOI: 10.3916/C66-2021-01

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3
Physics Computational Literacy: An Exploratory Case Study Using Computational Essays
Physics Computational Literacy: An Exploratory Case Study Using Computational Essays
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Physics Computational Literacy: An Exploratory Case Study Using Computational Essays

Physical review. Physics education research, 2019-12, Vol.15 (2), p.020152, Article 020152 [Peer Reviewed Journal]

2019. This work is licensed 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. ;info:eu-repo/semantics/openAccess ;ISSN: 2469-9896 ;EISSN: 2469-9896 ;DOI: 10.1103/PhysRevPhysEducRes.15.020152

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4
General Relativity in Upper Secondary School: Design and Evaluation of an Online Learning Environment Using the Model of Educational Reconstruction
General Relativity in Upper Secondary School: Design and Evaluation of an Online Learning Environment Using the Model of Educational Reconstruction
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General Relativity in Upper Secondary School: Design and Evaluation of an Online Learning Environment Using the Model of Educational Reconstruction

Physical review. Physics education research, 2018-01, Vol.14 (1), p.010130, Article 010130 [Peer Reviewed Journal]

2018. This work is licensed 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. ;info:eu-repo/semantics/openAccess ;ISSN: 2469-9896 ;EISSN: 2469-9896 ;DOI: 10.1103/PhysRevPhysEducRes.14.010130

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5
Mobile learning policy and practice in Africa : Towards inclusive and equitable access to higher education
Mobile learning policy and practice in Africa : Towards inclusive and equitable access to higher education
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Mobile learning policy and practice in Africa : Towards inclusive and equitable access to higher education

Australasian Journal of Educational Technology, 2019-01, Vol.35 (6), p.1-14 [Peer Reviewed Journal]

info:eu-repo/semantics/openAccess ;ISSN: 1449-5554 ;ISSN: 1449-3098 ;EISSN: 1449-5554 ;DOI: 10.14742/ajet.5562

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6
Using eye-tracking to assess sourcing during multiple document reading: A critical analysis
Using eye-tracking to assess sourcing during multiple document reading: A critical analysis
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Using eye-tracking to assess sourcing during multiple document reading: A critical analysis

Frontline learning research, 2018, Vol.6 (3), p.105 [Peer Reviewed Journal]

info:eu-repo/semantics/openAccess ;ISSN: 2295-3159 ;EISSN: 2295-3159 ;DOI: 10.14786/flr.v6i3.368

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7
"The question is not why I don't work in a maths department; the question is why should I?" Women mathematicians' experiences of power relations and gender symbols during their PhD
"The question is not why I don't work in a maths department; the question is why should I?" Women mathematicians' experiences of power relations and gender symbols during their PhD
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"The question is not why I don't work in a maths department; the question is why should I?" Women mathematicians' experiences of power relations and gender symbols during their PhD

Education Inquiry, 2023, Vol.ahead-of-print (ahead-of-print), p.1-15 [Peer Reviewed Journal]

2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2022 ;2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This work is licensed under the Creative Commons Attribution – Non-Commercial License http://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. ;info:eu-repo/semantics/openAccess ;ISSN: 2000-4508 ;EISSN: 2000-4508 ;DOI: 10.1080/20004508.2022.2047445

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8
Commercial-off-the-Shelf Games in the Digital Wild and L2 Learner Vocabulary
Commercial-off-the-Shelf Games in the Digital Wild and L2 Learner Vocabulary
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Commercial-off-the-Shelf Games in the Digital Wild and L2 Learner Vocabulary

Language learning & technology, 2019-02, Vol.23 (1), p.87 [Peer Reviewed Journal]

info:eu-repo/semantics/openAccess ;ISSN: 1094-3501 ;EISSN: 1094-3501 ;DOI: 10125/44674

Digital Resources/Online E-Resources

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9
Identifying profiles of students’ school climate perceptions using PISA 2015 data
Identifying profiles of students’ school climate perceptions using PISA 2015 data
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Identifying profiles of students’ school climate perceptions using PISA 2015 data

Large-scale assessments in education, 2020-03, Vol.8 (1), p.1-25, Article 4 [Peer Reviewed Journal]

The Author(s) 2020 ;Large-scale Assessments in Education is a copyright of Springer, (2020). All Rights Reserved. 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. ;info:eu-repo/semantics/openAccess ;ISSN: 2196-0739 ;EISSN: 2196-0739 ;DOI: 10.1186/s40536-020-00083-0

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10
Transitions through remodelling teaching and learning environments
Transitions through remodelling teaching and learning environments
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Transitions through remodelling teaching and learning environments

Education Inquiry, 2021-07, Vol.12 (3), p.266-281 [Peer Reviewed Journal]

2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2020 ;2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This work is licensed under the Creative Commons Attribution – Non-Commercial License http://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. ;info:eu-repo/semantics/openAccess ;ISSN: 2000-4508 ;EISSN: 2000-4508 ;DOI: 10.1080/20004508.2020.1856564

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11
EssayCritic: Writing to Learn with a Knowledge-Based Design Critiquing System
EssayCritic: Writing to Learn with a Knowledge-Based Design Critiquing System
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EssayCritic: Writing to Learn with a Knowledge-Based Design Critiquing System

Educational Technology ＆ Society, 2017-04, Vol.20 (2), p.213-223 [Peer Reviewed Journal]

COPYRIGHT 2017 International Forum of Educational Technology & Society ;COPYRIGHT 2017 International Forum of Educational Technology & Society ;2017. 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 ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522

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12
Face-to-face promotive interaction leading to successful cooperative learning: A review study
Face-to-face promotive interaction leading to successful cooperative learning: A review study
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Face-to-face promotive interaction leading to successful cooperative learning: A review study

Cogent education, 2019-01, Vol.6 (1), p.1674067 [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. ;info:eu-repo/semantics/openAccess ;ISSN: 2331-186X ;EISSN: 2331-186X ;DOI: 10.1080/2331186X.2019.1674067

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13
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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14
Doing Inventing in the Library. Analyzing the Narrative Framing of Making in a Public Library Context
Doing Inventing in the Library. Analyzing the Narrative Framing of Making in a Public Library Context
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Doing Inventing in the Library. Analyzing the Narrative Framing of Making in a Public Library Context

Education sciences, 2020-06, Vol.10 (6), p.158 [Peer Reviewed Journal]

COPYRIGHT 2020 MDPI AG ;2020. 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. ;info:eu-repo/semantics/openAccess ;ISSN: 2227-7102 ;EISSN: 2227-7102 ;DOI: 10.3390/educsci10060158

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15
Students’ Perceptions of Citizenship Preparation in Social Studies: The Role of Instruction and Students’ Interests
Students’ Perceptions of Citizenship Preparation in Social Studies: The Role of Instruction and Students’ Interests
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Students’ Perceptions of Citizenship Preparation in Social Studies: The Role of Instruction and Students’ Interests

Journal of social science education, 2018, Vol.17 (3), p.74 [Peer Reviewed Journal]

info:eu-repo/semantics/openAccess ;ISSN: 1618-5293 ;EISSN: 1618-5293 ;DOI: 10.4119/jsse-881

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16
Being-Disrupted and Being-Disruptive: Coping Students in Uncertain Times
Being-Disrupted and Being-Disruptive: Coping Students in Uncertain Times
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Being-Disrupted and Being-Disruptive: Coping Students in Uncertain Times

SAGE open, 2019-01, Vol.9 (1), p.215824401882237 [Peer Reviewed Journal]

The Author(s) 2019 ;The Author(s) 2019. 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. ;info:eu-repo/semantics/openAccess ;ISSN: 2158-2440 ;EISSN: 2158-2440 ;DOI: 10.1177/2158244018822378

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17
Processing and learning from multiple sources: A comparative case study of students with dyslexia working in a multiple source multimedia context
Processing and learning from multiple sources: A comparative case study of students with dyslexia working in a multiple source multimedia context
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Processing and learning from multiple sources: A comparative case study of students with dyslexia working in a multiple source multimedia context

Frontline learning research, 2019, Vol.7 (3), p.1-26 [Peer Reviewed Journal]

info:eu-repo/semantics/openAccess ;ISSN: 2295-3159 ;EISSN: 2295-3159 ;DOI: 10.14786/flr.v7i3.451

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18
Research on three L2 writing conditions: Students' perceptions and use of background languages when writing in English
Research on three L2 writing conditions: Students' perceptions and use of background languages when writing in English
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Research on three L2 writing conditions: Students' perceptions and use of background languages when writing in English

Cogent education, 2020-01, Vol.7 (1) [Peer Reviewed Journal]

2020 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. 2020 ;2020 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. ;info:eu-repo/semantics/openAccess ;ISSN: 2331-186X ;EISSN: 2331-186X ;DOI: 10.1080/2331186X.2020.1832179

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19
Justice through participation: student engagement in Nordic classrooms
Justice through participation: student engagement in Nordic classrooms
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Justice through participation: student engagement in Nordic classrooms

Education Inquiry, 2018, Vol.9 (1), p.57-77 [Peer Reviewed Journal]

2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2018 ;2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 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. ;info:eu-repo/semantics/openAccess ;ISSN: 2000-4508 ;EISSN: 2000-4508 ;DOI: 10.1080/20004508.2018.1428036

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20
Exploring Patterns in Student Dialogue While Using a Digital Platform Designed to Support Online Inquiry
Exploring Patterns in Student Dialogue While Using a Digital Platform Designed to Support Online Inquiry
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Exploring Patterns in Student Dialogue While Using a Digital Platform Designed to Support Online Inquiry

Journal of interactive media in education : JiME, 2019, Vol.2019 (1), p.13 [Peer Reviewed Journal]

info:eu-repo/semantics/openAccess ;ISSN: 1365-893X ;EISSN: 1365-893X ;DOI: 10.5334/jime.518

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