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Rubric-Based Formative Assessment in Process Eportfolio: Towards Self-Regulated Learning
Rubric-Based Formative Assessment in Process Eportfolio: Towards Self-Regulated Learning
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Rubric-Based Formative Assessment in Process Eportfolio: Towards Self-Regulated Learning

Digital education review, 2019-06 (35), p.18-35 [Peer Reviewed Journal]

2019. 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. ;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.2019.35.18-35

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2
Engaging adolescent Kyrgyzstani EFL students in digital storytelling projects about astronomy
Engaging adolescent Kyrgyzstani EFL students in digital storytelling projects about astronomy
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Engaging adolescent Kyrgyzstani EFL students in digital storytelling projects about astronomy

Issues in educational research, 2019-01, Vol.29 (4), p.1107-1130 [Peer Reviewed Journal]

2019. This work is licensed under http://creativecommons.org/licenses/by-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: 1837-6290 ;ISSN: 0313-7155 ;EISSN: 1837-6290

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3
The implementation of plurilingual language policies in Higher Education – the perspective of language learning students
The implementation of plurilingual language policies in Higher Education – the perspective of language learning students
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The implementation of plurilingual language policies in Higher Education – the perspective of language learning students

Language learning in higher education (Berlin, Germany), 2022-10, Vol.12 (2), p.367-389

2022. 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: 2191-611X ;EISSN: 2191-6128 ;DOI: 10.1515/cercles-2022-2058

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4
Teaching English in multilingual Israel: Who teaches whom and how. A review of recent research 2014–2020
Teaching English in multilingual Israel: Who teaches whom and how. A review of recent research 2014–2020
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Teaching English in multilingual Israel: Who teaches whom and how. A review of recent research 2014–2020

Language teaching, 2022-01, Vol.55 (1), p.24-45 [Peer Reviewed Journal]

Copyright © The Author(s), 2021. Published by Cambridge University Press ;ISSN: 0261-4448 ;EISSN: 1475-3049 ;DOI: 10.1017/S0261444821000215

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5
University-led internships for innovative thinking: a theoretical framework
University-led internships for innovative thinking: a theoretical framework
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University-led internships for innovative thinking: a theoretical framework

Education & training (London), 2020-04, Vol.62 (3), p.235-254 [Peer Reviewed Journal]

Emerald Publishing Limited ;Emerald Publishing Limited 2020 ;ISSN: 0040-0912 ;EISSN: 1758-6127 ;DOI: 10.1108/ET-02-2019-0031

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6
Not a First Language but One Repertoire: Translanguaging as a Decolonizing Project
Not a First Language but One Repertoire: Translanguaging as a Decolonizing Project
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Not a First Language but One Repertoire: Translanguaging as a Decolonizing Project

RELC journal, 2022-08, Vol.53 (2), p.313-324

The Author(s) 2022 ;ISSN: 0033-6882 ;EISSN: 1745-526X ;DOI: 10.1177/00336882221092841

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7
Commuting, transitions and belonging: The experiences of students living at home in their first year at university
Commuting, transitions and belonging: The experiences of students living at home in their first year at university
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Commuting, transitions and belonging: The experiences of students living at home in their first year at university

Higher education, 2017-09, Vol.74 (3), p.543-558 [Peer Reviewed Journal]

Springer Science+Business Media B.V. 2017 ;The Author(s) 2016 ;COPYRIGHT 2017 Springer ;Higher Education is a copyright of Springer, 2017. ;ISSN: 0018-1560 ;EISSN: 1573-174X ;DOI: 10.1007/s10734-016-0063-3

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8
Students’ Perceptions of Doctoral Defense Formats
Students’ Perceptions of Doctoral Defense Formats
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Students’ Perceptions of Doctoral Defense Formats

Education sciences, 2021-09, Vol.11 (9), p.519 [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/educsci11090519

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9
Bridging discourses in a writing classroom
Bridging discourses in a writing classroom
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Bridging discourses in a writing classroom

Education Inquiry, 2013, Vol.4 (2), p.315-332 [Peer Reviewed Journal]

2013 The Author(s). Published by Taylor & Francis. 2013 ;2013 The Author(s). Published by Taylor & Francis. 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: 2000-4508 ;EISSN: 2000-4508 ;DOI: 10.3402/edui.v4i2.22076

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10
Business English students' multifaceted and contradictory perceptions of intercultural communication education (ICE) at a Chinese University
Business English students' multifaceted and contradictory perceptions of intercultural communication education (ICE) at a Chinese University
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Business English students' multifaceted and contradictory perceptions of intercultural communication education (ICE) at a Chinese University

International journal of bilingual education and bilingualism, 2022-07, Vol.25 (6), p.2041-2057 [Peer Reviewed Journal]

2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2020 ;ISSN: 1367-0050 ;EISSN: 1747-7522 ;DOI: 10.1080/13670050.2020.1840508

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11
Teaching Innovation in the Development of Professional Practices: Use of the Collaborative Blog
Teaching Innovation in the Development of Professional Practices: Use of the Collaborative Blog
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Teaching Innovation in the Development of Professional Practices: Use of the Collaborative Blog

Education sciences, 2021-08, Vol.11 (8), p.390 [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/educsci11080390

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12
Psychosocial Obstacles in Young Children Argumentative Interactions
Psychosocial Obstacles in Young Children Argumentative Interactions
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Psychosocial Obstacles in Young Children Argumentative Interactions

Education sciences, 2021, Vol.11 (5), p.224 [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/educsci11050224

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13
Cognitive content engagement in content-based language teaching
Cognitive content engagement in content-based language teaching
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Cognitive content engagement in content-based language teaching

Language teaching research : LTR, 2011-07, Vol.15 (3), p.307-324 [Peer Reviewed Journal]

The Author(s) 2011 ;SAGE Publications © Jul 2011 ;ISSN: 1362-1688 ;EISSN: 1477-0954 ;DOI: 10.1177/1362168811401152 ;CODEN: LTREFI

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14
“Aspirations of people who come from state education are different”: how language reflects social exclusion in medical education
“Aspirations of people who come from state education are different”: how language reflects social exclusion in medical education
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“Aspirations of people who come from state education are different”: how language reflects social exclusion in medical education

Advances in health sciences education : theory and practice, 2018-08, Vol.23 (3), p.513-531 [Peer Reviewed Journal]

The Author(s) 2018 ;Advances in Health Sciences Education is a copyright of Springer, (2018). All Rights Reserved. © 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: 1382-4996 ;EISSN: 1573-1677 ;DOI: 10.1007/s10459-018-9809-2 ;PMID: 29368073

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15
Pragmatics of Content-based Instruction: Teacher and Student Directives in Finnish and Austrian Classrooms
Pragmatics of Content-based Instruction: Teacher and Student Directives in Finnish and Austrian Classrooms
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Pragmatics of Content-based Instruction: Teacher and Student Directives in Finnish and Austrian Classrooms

Applied linguistics, 2006-06, Vol.27 (2), p.241-267 [Peer Reviewed Journal]

2008 INIST-CNRS ;Copyright Oxford University Press(England) Jun 15, 2006 ;ISSN: 0142-6001 ;EISSN: 1477-450X ;DOI: 10.1093/applin/aml007 ;CODEN: ADLSDX

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16
Towards a more telling way of understanding early school leaving
Towards a more telling way of understanding early school leaving
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Towards a more telling way of understanding early school leaving

Issues in educational research, 2007-01, Vol.17 (1), p.40-61 [Peer Reviewed Journal]

2007. This work is licensed under http://creativecommons.org/licenses/by-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: 0313-7155 ;EISSN: 1837-6290

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17
Students’ voices about information and communication technology in upper secondary schools
Students’ voices about information and communication technology in upper secondary schools
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Students’ voices about information and communication technology in upper secondary schools

The international journal of information and learning technology, 2018-01, Vol.35 (2), p.82-92 [Peer Reviewed Journal]

Anders D. Olofsson, Ola J. Lindberg and Göran Fransson ;ISSN: 2056-4880 ;ISSN: 2056-4899 ;EISSN: 2056-4899 ;DOI: 10.1108/IJILT-09-2017-0088

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18
Epidemiology in Middle School Science Curricula: a COVID-19 Pre–post Intervention
Epidemiology in Middle School Science Curricula: a COVID-19 Pre–post Intervention
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Epidemiology in Middle School Science Curricula: a COVID-19 Pre–post Intervention

Journal of science education and technology, 2022-10, Vol.31 (5), p.583-593 [Peer Reviewed Journal]

The Author(s), under exclusive licence to Springer Nature B.V. 2022 ;COPYRIGHT 2022 Springer ;The Author(s), under exclusive licence to Springer Nature B.V. 2022. ;ISSN: 1059-0145 ;EISSN: 1573-1839 ;DOI: 10.1007/s10956-022-09975-y ;PMID: 35730014

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19
The challenge of supporting creativity in problem-solving projects in science: a study of teachers' conversational practices with students
The challenge of supporting creativity in problem-solving projects in science: a study of teachers' conversational practices with students
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The challenge of supporting creativity in problem-solving projects in science: a study of teachers' conversational practices with students

Research in science & technological education, 2023-01, Vol.41 (1), p.289-305 [Peer Reviewed Journal]

2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2021 ;ISSN: 0263-5143 ;EISSN: 1470-1138 ;DOI: 10.1080/02635143.2021.1898359

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20
Analysis of Science and Technology Pre-service Teachers’ Beliefs on the Construction of the Teachers’ Professional Identity during the Initial Training Process
Analysis of Science and Technology Pre-service Teachers’ Beliefs on the Construction of the Teachers’ Professional Identity during the Initial Training Process
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Analysis of Science and Technology Pre-service Teachers’ Beliefs on the Construction of the Teachers’ Professional Identity during the Initial Training Process

Eurasia Journal of Mathematics, Science and Technology Education, 2019, Vol.15 (10), p.em1756 [Peer Reviewed Journal]

2019. 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/105896

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