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1	Material Type: Book	Preparing teachers to teach English as an international language Multilingual Matters, 2017, Vol.3 ISBN: 9781783097029 ;ISBN: 1783097035 ;ISBN: 9781783097012 ;ISBN: 1783097019 ;ISBN: 9781783097036 ;ISBN: 1783097027 ;ISBN: 1783097043 ;ISBN: 9781783097043 ;EISBN: 9781783097036 ;EISBN: 1783097035 ;EISBN: 1783097043 ;EISBN: 9781783097043 ;DOI: 10.21832/9781783097036 ;OCLC: 970630501 ;LCCallNum: PE1128.A2 P6983 Digital Resources/Online E-Resources Services Details Recommendations Reviews Times Cited Citations Cited by
2	Material Type: Article	COVID-19 and digital disruption in UK universities: afflictions and affordances of emergency online migration Higher education, 2021-03, Vol.81 (3), p.623-641 [Peer Reviewed Journal] The Author(s) 2020 ;The Author(s) 2020. ;COPYRIGHT 2021 Springer ;The Author(s) 2020. 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: 0018-1560 ;EISSN: 1573-174X ;DOI: 10.1007/s10734-020-00561-y ;PMID: 32836334 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
3	Material Type: Article	What makes for effective feedback: staff and student perspectives Assessment and evaluation in higher education, 2019-01, Vol.44 (1), p.25-36 [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. ;ISSN: 0260-2938 ;EISSN: 1469-297X ;DOI: 10.1080/02602938.2018.1467877 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
4	Material Type: Article	Autonomy-Supportive Teaching: Its Malleability, Benefits, and Potential to Improve Educational Practice Educational psychologist, 2021, Vol.56 (1), p.54 [Peer Reviewed Journal] ISSN: 0046-1520 ;EISSN: 1532-6985 ;DOI: 10.1080/00461520.2020.1862657 Digital Resources/Online E-Resources Services Details Recommendations Reviews Times Cited Citations Cited by
5	Material Type: Article	‘Like a rug had been pulled from under you’: The impact of COVID‐19 on teachers in England during the first six weeks of the UK lockdown British Journal of Educational Psychology, 2020-12, Vol.90 (4), p.1062-1083 [Peer Reviewed Journal] 2020 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society ;2020 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society. ;2020. 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. ;2020. This article 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: 0007-0998 ;EISSN: 2044-8279 ;DOI: 10.1111/bjep.12381 ;PMID: 32975830 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
6	Material Type: Article	Teacher efficacy predicts teachers' attitudes towards inclusion - a longitudinal cross-lagged analysis International journal of inclusive education, 2022-07, Vol.26 (9), p.958-972 [Peer Reviewed Journal] 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2020 ;ISSN: 1360-3116 ;EISSN: 1464-5173 ;DOI: 10.1080/13603116.2020.1752826 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
7	Material Type: Article	Fear from COVID-19 and Technology Adoption: The Impact of Google Meet during Coronavirus Pandemic Interactive learning environments, 2023-04, Vol.31 (3), p.1293 [Peer Reviewed Journal] ISSN: 1049-4820 ;EISSN: 1744-5191 ;DOI: 10.1080/10494820.2020.1830121 Digital Resources/Online E-Resources Services Details Recommendations Reviews Times Cited Citations Cited by
8	Material Type: Article	'It'd be useful, but I wouldn't use it': barriers to university students' feedback seeking and recipience Studies in higher education (Dorchester-on-Thames), 2017-11, Vol.42 (11), p.2026-2041 [Peer Reviewed Journal] 2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2016 ;2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group ;ISSN: 0307-5079 ;EISSN: 1470-174X ;DOI: 10.1080/03075079.2015.1130032 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
9	Material Type: Article	The role of beliefs in teacher agency Teachers and teaching, theory and practice, 2015-08, Vol.21 (6), p.624-640 [Peer Reviewed Journal] 2015 The Author(s). Published by Taylor & Francis 2015 ;ISSN: 1354-0602 ;EISSN: 1470-1278 ;DOI: 10.1080/13540602.2015.1044325 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
10	Material Type: Article	The Effect of Instructional Leadership and Distributed Leadership on Teacher Self-Efficacy and Job Satisfaction: Mediating Roles of Supportive School Culture and Teacher Collaboration Educational management, administration & leadership, 2021-05, Vol.49 (3), p.430 [Peer Reviewed Journal] ISSN: 1741-1432 ;EISSN: 1741-1440 ;DOI: 10.1177/1741143220910438 Digital Resources/Online E-Resources Services Details Recommendations Reviews Times Cited Citations Cited by
11	Material Type: Article	Touchless classes and absent bodies: teaching physical education in times of Covid-19 Sport, education and society, 2021-10, Vol.26 (8), p.831-845 [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 – No Derivatives License 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: 1357-3322 ;ISSN: 1470-1243 ;EISSN: 1470-1243 ;DOI: 10.1080/13573322.2020.1791814 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
12	Material Type: Article	Emotion Transmission in the Classroom Revisited: A Reciprocal Effects Model of Teacher and Student Enjoyment Journal of educational psychology, 2018-07, Vol.110 (5), p.628-639 [Peer Reviewed Journal] 2017, American Psychological Association ;ISSN: 0022-0663 ;EISSN: 1939-2176 ;DOI: 10.1037/edu0000228 Digital Resources/Online E-Resources Services Details Recommendations Reviews Times Cited Citations Cited by
13	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
14	Material Type: Article	Attempts, Successes, and Failures of Distance Learning in the Time of COVID-19 Journal of chemical education, 2020-09, Vol.97 (9), p.2448-2457 [Peer Reviewed Journal] Copyright American Chemical Society Sep 8, 2020 ;Distributed under a Creative Commons Attribution 4.0 International License ;ISSN: 0021-9584 ;EISSN: 1938-1328 ;DOI: 10.1021/acs.jchemed.0c00717 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
15	Material Type: Article	What feedback literate teachers do: an empirically-derived competency framework Assessment and evaluation in higher education, 2023-02, Vol.48 (2), p.158-171 [Peer Reviewed Journal] 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2021 ;2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This work is licensed under the Creative Commons Attribution – Non-Commercial – No Derivatives License 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: 0260-2938 ;EISSN: 1469-297X ;DOI: 10.1080/02602938.2021.1910928 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
16	Material Type: Article	Teacher job satisfaction: the importance of school working conditions and teacher characteristics Educational review (Birmingham), 2021, Vol.73 (1), p.71-97 [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 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: 0013-1911 ;EISSN: 1465-3397 ;DOI: 10.1080/00131911.2019.1705247 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
17	Material Type: Article	Professional Competence of Teachers: Effects on Instructional Quality and Student Development Journal of educational psychology, 2013-08, Vol.105 (3), p.805-820 [Peer Reviewed Journal] 2013, American Psychological Association ;ISSN: 0022-0663 ;EISSN: 1939-2176 ;DOI: 10.1037/a0032583 Digital Resources/Online E-Resources Services Details Recommendations Reviews Times Cited Citations Cited by
18	Material Type: Article	Toward a Model of Explaining Teachers' Innovative Behavior: A Literature Review Review of educational research, 2015-09, Vol.85 (3), p.430-471 [Peer Reviewed Journal] Copyright © 2015 American Educational Research Association ;2014 AERA ;Copyright American Educational Research Association Sep 2015 ;ISSN: 0034-6543 ;EISSN: 1935-1046 ;DOI: 10.3102/0034654314557949 ;CODEN: REDRAB Digital Resources/Online E-Resources Services Details Recommendations Reviews Times Cited Citations Cited by
19	Material Type: Article	The Impact of Physics Teachers' Pedagogical Content Knowledge and Motivation on Students' Achievement and Interest Journal of research in science teaching, 2017-05, Vol.54 (5), p.586 [Peer Reviewed Journal] ISSN: 0022-4308 ;EISSN: 1098-2736 ;DOI: 10.1002/tea.21378 Digital Resources/Online E-Resources Services Details Recommendations Reviews Times Cited Citations Cited by
20	Material Type: Article	A review of research exploring teacher preparation for the digital age Cambridge journal of education, 2020-01, Vol.50 (1), p.37-56 [Peer Reviewed Journal] University of Cambridge, Faculty of Education ;ISSN: 0305-764X ;EISSN: 1469-3577 ;DOI: 10.1080/0305764X.2019.1625867 Digital Resources/Online E-Resources Services Details Recommendations Reviews Times Cited Citations Cited by

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Results 1 - 20 of 28,446 for All Library Resources

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. ;ISSN: 0260-2938 ;EISSN: 1469-297X ;DOI: 10.1080/02602938.2018.1467877

ISSN: 0046-1520 ;EISSN: 1532-6985 ;DOI: 10.1080/00461520.2020.1862657

2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2020 ;ISSN: 1360-3116 ;EISSN: 1464-5173 ;DOI: 10.1080/13603116.2020.1752826

ISSN: 1049-4820 ;EISSN: 1744-5191 ;DOI: 10.1080/10494820.2020.1830121

2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2016 ;2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group ;ISSN: 0307-5079 ;EISSN: 1470-174X ;DOI: 10.1080/03075079.2015.1130032

2015 The Author(s). Published by Taylor & Francis 2015 ;ISSN: 1354-0602 ;EISSN: 1470-1278 ;DOI: 10.1080/13540602.2015.1044325

ISSN: 1741-1432 ;EISSN: 1741-1440 ;DOI: 10.1177/1741143220910438

2017, American Psychological Association ;ISSN: 0022-0663 ;EISSN: 1939-2176 ;DOI: 10.1037/edu0000228

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

Copyright American Chemical Society Sep 8, 2020 ;Distributed under a Creative Commons Attribution 4.0 International License ;ISSN: 0021-9584 ;EISSN: 1938-1328 ;DOI: 10.1021/acs.jchemed.0c00717

2013, American Psychological Association ;ISSN: 0022-0663 ;EISSN: 1939-2176 ;DOI: 10.1037/a0032583

Copyright © 2015 American Educational Research Association ;2014 AERA ;Copyright American Educational Research Association Sep 2015 ;ISSN: 0034-6543 ;EISSN: 1935-1046 ;DOI: 10.3102/0034654314557949 ;CODEN: REDRAB

ISSN: 0022-4308 ;EISSN: 1098-2736 ;DOI: 10.1002/tea.21378

University of Cambridge, Faculty of Education ;ISSN: 0305-764X ;EISSN: 1469-3577 ;DOI: 10.1080/0305764X.2019.1625867

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