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1
The relationship between teacher efficacy and students' academic achievement: A meta-analysis
The relationship between teacher efficacy and students' academic achievement: A meta-analysis
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The relationship between teacher efficacy and students' academic achievement: A meta-analysis

Social behavior and personality, 2018-04, Vol.46 (4), p.529-540 [Peer Reviewed Journal]

COPYRIGHT 2018 Scientific Journal Publishers, Ltd. ;COPYRIGHT 2018 Scientific Journal Publishers, Ltd. ;Copyright Scientific Journal Publishers Ltd 2018 ;ISSN: 0301-2212 ;EISSN: 1179-6391 ;DOI: 10.2224/sbp.6554

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2
Problem-Posing Skills and Thinking Styles of Preservice Teachers
Problem-Posing Skills and Thinking Styles of Preservice Teachers
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Problem-Posing Skills and Thinking Styles of Preservice Teachers

Hayef:journal of education, 2021-06, Vol.18 (2), p.254-277 [Peer Reviewed Journal]

ISSN: 2602-4829 ;EISSN: 2602-4829 ;DOI: 10.5152/hayef.2021.21003

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3
The Evidence for Sensory-Based Interventions (SBIs) for a School Setting
The Evidence for Sensory-Based Interventions (SBIs) for a School Setting
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The Evidence for Sensory-Based Interventions (SBIs) for a School Setting

The American journal of occupational therapy, 2019-08, Vol.73 (S1), p.7311520385-7311520385p1 [Peer Reviewed Journal]

COPYRIGHT 2019 American Occupational Therapy Association ;COPYRIGHT 2019 American Occupational Therapy Association ;ISSN: 0272-9490 ;EISSN: 1943-7676 ;DOI: 10.5014/ajot.2019.73S1-PO2025

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4
The Impact of Motivation on Academic Performance of Chinese College Students
The Impact of Motivation on Academic Performance of Chinese College Students
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The Impact of Motivation on Academic Performance of Chinese College Students

SHS Web of Conferences, 2023, Vol.180, p.4011 [Peer Reviewed Journal]

2023. 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. ;ISSN: 2261-2424 ;ISSN: 2416-5182 ;EISSN: 2261-2424 ;DOI: 10.1051/shsconf/202318004011

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5
Dynamics of Teacher-Student Relationships: Stability and Change Across Elementary School and the Influence on Children's Academic Success
Dynamics of Teacher-Student Relationships: Stability and Change Across Elementary School and the Influence on Children's Academic Success
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Dynamics of Teacher-Student Relationships: Stability and Change Across Elementary School and the Influence on Children's Academic Success

Child development, 2012-07, Vol.83 (4), p.1180-1195 [Peer Reviewed Journal]

Child Development © 2012 The Society for Research in Child Development, Inc. ;2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc ;2015 INIST-CNRS ;2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc. ;Copyright Blackwell Publishing Ltd. Jul/Aug 2012 ;ISSN: 0009-3920 ;EISSN: 1467-8624 ;DOI: 10.1111/j.1467-8624.2012.01761.x ;PMID: 22497209 ;CODEN: CHDEAW

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6
Developmental and Individual Differences in Understanding of Fractions
Developmental and Individual Differences in Understanding of Fractions
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Developmental and Individual Differences in Understanding of Fractions

Developmental psychology, 2013-10, Vol.49 (10), p.1994 [Peer Reviewed Journal]

ISSN: 0012-1649 ;EISSN: 1939-0599 ;DOI: 10.1037/a0031200

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7
General Education Teachers’ Perspectives on Collaboration With OTs in the School Setting
General Education Teachers’ Perspectives on Collaboration With OTs in the School Setting
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General Education Teachers’ Perspectives on Collaboration With OTs in the School Setting

The American journal of occupational therapy, 2020-08, Vol.74 (S1), p.7411505163-7411505163p1 [Peer Reviewed Journal]

COPYRIGHT 2020 American Occupational Therapy Association ;COPYRIGHT 2020 American Occupational Therapy Association ;ISSN: 0272-9490 ;EISSN: 1943-7676 ;DOI: 10.5014/ajot.2020.74S1-PO5124

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8
School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes
School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes
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School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes

Educational psychology review, 2016-06, Vol.28 (2), p.315-352 [Peer Reviewed Journal]

Springer Science+Business Media 2016 ;Springer Science+Business Media New York 2015 ;COPYRIGHT 2016 Springer ;Springer Science+Business Media New York 2016 ;ISSN: 1040-726X ;EISSN: 1573-336X ;DOI: 10.1007/s10648-015-9319-1 ;CODEN: EPSREO

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9
Le lien entre le biais d'auto-evaluation de competence et la performance scolaire: role de l'autoregulation et de la comprehension des attentes de l'enseignant par l'eleve
Le lien entre le biais d'auto-evaluation de competence et la performance scolaire: role de l'autoregulation et de la comprehension des attentes de l'enseignant par l'eleve
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Le lien entre le biais d'auto-evaluation de competence et la performance scolaire: role de l'autoregulation et de la comprehension des attentes de l'enseignant par l'eleve

Canadian journal of education, 2020-03, Vol.43 (1), p.197 [Peer Reviewed Journal]

COPYRIGHT 2020 Canadian Society for the Study of Education ;ISSN: 0380-2361 ;EISSN: 1918-5979

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10
Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School
Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School
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Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School

Frontiers in psychology, 2016-12, Vol.7, p.1988-1988 [Peer Reviewed Journal]

COPYRIGHT 2016 Frontiers Research Foundation ;Copyright © 2016 Longobardi, Prino, Marengo and Settanni. 2016 Longobardi, Prino, Marengo and Settanni ;ISSN: 1664-1078 ;EISSN: 1664-1078 ;DOI: 10.3389/fpsyg.2016.01988 ;PMID: 28066305

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11
Promoting physical activity and academic achievement through physically active learning: Qualitative perspectives of co-design and implementation processes
Promoting physical activity and academic achievement through physically active learning: Qualitative perspectives of co-design and implementation processes
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Promoting physical activity and academic achievement through physically active learning: Qualitative perspectives of co-design and implementation processes

PloS one, 2023-11, Vol.18 (11), p.e0294422-e0294422 [Peer Reviewed Journal]

COPYRIGHT 2023 Public Library of Science ;ISSN: 1932-6203 ;EISSN: 1932-6203 ;DOI: 10.1371/journal.pone.0294422

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12
Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs
Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs
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Article 		Add to My Research

Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs

Child development, 2007-03, Vol.78 (2), p.558-580 [Peer Reviewed Journal]

Copyright 2007 The Society for Research in Child Development, Inc. ;2007 INIST-CNRS ;Copyright Blackwell Publishing Mar/Apr 2007 ;ISSN: 1467-8624 ;ISSN: 0009-3920 ;EISSN: 1467-8624 ;DOI: 10.1111/j.1467-8624.2007.01014.x ;PMID: 17381790 ;CODEN: CHDEAW

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13
Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?
Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?
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Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?

Child development, 2005-09, Vol.76 (5), p.949-967 [Peer Reviewed Journal]

Copyright 2005 The Society for Research in Child Development, Inc. ;2006 INIST-CNRS ;Copyright Blackwell Publishing Sep/Oct 2005 ;ISSN: 0009-3920 ;EISSN: 1467-8624 ;DOI: 10.1111/j.1467-8624.2005.00889.x ;PMID: 16149994 ;CODEN: CHDEAW

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14
Conditions favorables a la reconnaissance des acquis de personnes enseignantes
Conditions favorables a la reconnaissance des acquis de personnes enseignantes
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Conditions favorables a la reconnaissance des acquis de personnes enseignantes

Canadian journal of education, 2023-09, Vol.46 (3), p.724 [Peer Reviewed Journal]

COPYRIGHT 2023 Canadian Society for the Study of Education ;ISSN: 0380-2361 ;EISSN: 1918-5979

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15
Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries
Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries
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Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries

PloS one, 2021-10, Vol.16 (10), p.e0258807-e0258807 [Peer Reviewed Journal]

COPYRIGHT 2021 Public Library of Science ;2021 Keržič et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2021 Keržič et al 2021 Keržič et al ;ISSN: 1932-6203 ;EISSN: 1932-6203 ;DOI: 10.1371/journal.pone.0258807 ;PMID: 34669757

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16
A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout
A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout
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A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout

Educational psychology review, 2019-03, Vol.31 (1), p.163-195 [Peer Reviewed Journal]

Springer Science+Business Media, LLC part of Springer Nature 2019 ;The Author(s) 2019 ;COPYRIGHT 2019 Springer ;Educational Psychology Review is a copyright of Springer, (2019). All Rights Reserved. © 2019. 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: 1040-726X ;EISSN: 1573-336X ;DOI: 10.1007/s10648-018-9458-2 ;PMID: 30930595

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17
Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes
Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes
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Article 		Add to My Research

Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes

Journal of positive behavior interventions, 2018-04, Vol.20 (2), p.90 [Peer Reviewed Journal]

ISSN: 1098-3007 ;EISSN: 1538-4772 ;DOI: 10.1177/1098300717732066

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18
Classroom Context, School Engagement, and Academic Achievement in Early Adolescence
Classroom Context, School Engagement, and Academic Achievement in Early Adolescence
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Classroom Context, School Engagement, and Academic Achievement in Early Adolescence

Journal of youth and adolescence, 2011-12, Vol.40 (12), p.1649-1660 [Peer Reviewed Journal]

Springer Science+Business Media, LLC 2011 ;2015 INIST-CNRS ;ISSN: 0047-2891 ;EISSN: 1573-6601 ;DOI: 10.1007/s10964-011-9647-5 ;PMID: 21400208 ;CODEN: JYADA6

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19
The Influence of Student Perceptions of School Climate on Socioemotional and Academic Adjustment: A Comparison of Chinese and American Adolescents
The Influence of Student Perceptions of School Climate on Socioemotional and Academic Adjustment: A Comparison of Chinese and American Adolescents
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Article 		Add to My Research

The Influence of Student Perceptions of School Climate on Socioemotional and Academic Adjustment: A Comparison of Chinese and American Adolescents

Child development, 2009-09, Vol.80 (5), p.1514-1530 [Peer Reviewed Journal]

Copyright 2009 The Society for Research in Child Development, Inc. ;2009, Copyright the Author(s). Journal Compilation © 2009, Society for Research in Child Development, Inc. ;2009 INIST-CNRS ;Copyright Blackwell Publishing Ltd. Sep/Oct 2009 ;ISSN: 0009-3920 ;EISSN: 1467-8624 ;DOI: 10.1111/j.1467-8624.2009.01348.x ;PMID: 19765015 ;CODEN: CHDEAW

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20
Affective Teacher-Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement
Affective Teacher-Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement
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Affective Teacher-Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement

School psychology review, 2017-09, Vol.46 (3), p.239-261 [Peer Reviewed Journal]

2017 by the National Association of School Psychologists 2017 ;COPYRIGHT 2017 Taylor & Francis Ltd. ;Copyright National Association of School Psychologists Sep 2017 ;ISSN: 0279-6015 ;ISSN: 2372-966X ;EISSN: 2372-966X ;DOI: 10.17105/SPR-2017-0035.V46-3

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