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1
The current situation of English teaching in primary schools of China and application research of SPOC-based teaching model
The current situation of English teaching in primary schools of China and application research of SPOC-based teaching model
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The current situation of English teaching in primary schools of China and application research of SPOC-based teaching model

SHS Web of Conferences, 2023, Vol.153, p.1030 [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/202315301030

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2
a primary school: Supporting Interventions
a primary school: Supporting Interventions
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a primary school: Supporting Interventions

School librarian, 2022-03, Vol.70 (1), p.20 [Peer Reviewed Journal]

COPYRIGHT 2022 The School Library Association ;ISSN: 0036-6595

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3
Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors
Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors
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Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors

Grantee Submission, 2016, Vol.45 (1), p.18 [Peer Reviewed Journal]

DOI: 10.3102/0013189X16633182

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4
Math-Gender Stereotypes in Elementary School Children
Math-Gender Stereotypes in Elementary School Children
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Math-Gender Stereotypes in Elementary School Children

Child development, 2011-05, Vol.82 (3), p.766-779 [Peer Reviewed Journal]

Child Development © 2011 The Society for Research in Child Development, Inc. ;2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc. ;2015 INIST-CNRS ;Copyright Blackwell Publishing Ltd. May/Jun 2011 ;ISSN: 0009-3920 ;EISSN: 1467-8624 ;DOI: 10.1111/j.1467-8624.2010.01529.x ;PMID: 21410915 ;CODEN: CHDEAW

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5
A socio-ecological examination of the primary school playground: Primary school pupil and staff perceived barriers and facilitators to a physically active playground during break and lunch-times
A socio-ecological examination of the primary school playground: Primary school pupil and staff perceived barriers and facilitators to a physically active playground during break and lunch-times
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A socio-ecological examination of the primary school playground: Primary school pupil and staff perceived barriers and facilitators to a physically active playground during break and lunch-times

PloS one, 2022-02, Vol.17 (2), p.e0261812 [Peer Reviewed Journal]

COPYRIGHT 2022 Public Library of Science ;2022 Graham 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. ;2022 Graham et al 2022 Graham et al ;ISSN: 1932-6203 ;EISSN: 1932-6203 ;DOI: 10.1371/journal.pone.0261812 ;PMID: 35108298

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6
School Engagement in Elementary School: A Systematic Review of 35 Years of Research
School Engagement in Elementary School: A Systematic Review of 35 Years of Research
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School Engagement in Elementary School: A Systematic Review of 35 Years of Research

Educational psychology review, 2022-06, Vol.34 (2), p.793-849 [Peer Reviewed Journal]

The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 ;COPYRIGHT 2022 Springer ;The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021. ;ISSN: 1040-726X ;EISSN: 1573-336X ;DOI: 10.1007/s10648-021-09642-5

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7
a primary school: A View From
a primary school: A View From
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a primary school: A View From

School librarian, 2021-03, Vol.69 (1), p.20 [Peer Reviewed Journal]

COPYRIGHT 2021 The School Library Association ;COPYRIGHT 2021 The School Library Association ;ISSN: 0036-6595

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8
The Long-Run Effects of Disruptive Peers
The Long-Run Effects of Disruptive Peers
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The Long-Run Effects of Disruptive Peers

The American economic review, 2018-11, Vol.108 (11), p.3377-3415 [Peer Reviewed Journal]

Copyright© 2018 by the American Economic Association ;Copyright American Economic Association Nov 2018 ;ISSN: 0002-8282 ;EISSN: 1944-7981 ;DOI: 10.1257/aer.20160763

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9
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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10
“My brain feels like a browser with 100 tabs open”: A longitudinal study of teachers’ mental health and well-being during the COVID-19 pandemic
“My brain feels like a browser with 100 tabs open”: A longitudinal study of teachers’ mental health and well-being during the COVID-19 pandemic
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“My brain feels like a browser with 100 tabs open”: A longitudinal study of teachers’ mental health and well-being during the COVID-19 pandemic

British Journal of Educational Psychology, 2022-03 [Peer Reviewed Journal]

2021. 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. ;DOI: 10.1111/bjep.12450

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11
Factors Associated with Primary School Teachers' Attitudes Towards the Inclusion of Students with Disabilities
Factors Associated with Primary School Teachers' Attitudes Towards the Inclusion of Students with Disabilities
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Factors Associated with Primary School Teachers' Attitudes Towards the Inclusion of Students with Disabilities

PloS one, 2015-08, Vol.10 (8), p.e0137002-e0137002 [Peer Reviewed Journal]

COPYRIGHT 2015 Public Library of Science ;COPYRIGHT 2015 Public Library of Science ;2015 Vaz 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. ;2015 Vaz et al 2015 Vaz et al ;ISSN: 1932-6203 ;EISSN: 1932-6203 ;DOI: 10.1371/journal.pone.0137002 ;PMID: 26317862

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12
Behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence
Behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence
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Behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence

The international journal of behavioral nutrition and physical activity, 2021-11, Vol.18 (1), p.151-20, Article 151 [Peer Reviewed Journal]

2021. The Author(s). ;COPYRIGHT 2021 BioMed Central Ltd. ;2021. This work is licensed 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. ;The Author(s) 2021 ;ISSN: 1479-5868 ;EISSN: 1479-5868 ;DOI: 10.1186/s12966-021-01221-9 ;PMID: 34801039

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13
The “Blusukan” Leadership Style of Elementary School Principals in Kota Lubuklinggau : What Lessons Can Be Learned?
The “Blusukan” Leadership Style of Elementary School Principals in Kota Lubuklinggau : What Lessons Can Be Learned?
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The “Blusukan” Leadership Style of Elementary School Principals in Kota Lubuklinggau : What Lessons Can Be Learned?

Jurnal kependidikan (Mataram), 2024-03, Vol.10 (1), p.89-99 [Peer Reviewed Journal]

EISSN: 2442-7667 ;DOI: 10.33394/jk.v10i1.8355

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14
Determining the Impact of Lifestyle on the Health of Primary School Children in Slovenia Through Mixed Membership Focus Groups
Determining the Impact of Lifestyle on the Health of Primary School Children in Slovenia Through Mixed Membership Focus Groups
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Determining the Impact of Lifestyle on the Health of Primary School Children in Slovenia Through Mixed Membership Focus Groups

Journal of community health, 2023-10, Vol.48 (5), p.857-869 [Peer Reviewed Journal]

The Author(s) 2023 ;ISSN: 0094-5145 ;EISSN: 1573-3610 ;DOI: 10.1007/s10900-023-01231-7

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15
Power, Emotion, and Privilege: “Discomfort” as Resistance to Transgender Student Affirmation
Power, Emotion, and Privilege: “Discomfort” as Resistance to Transgender Student Affirmation
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Power, Emotion, and Privilege: “Discomfort” as Resistance to Transgender Student Affirmation

Teachers College record (1970), 2022-08, Vol.124 (8), p.43-65 [Peer Reviewed Journal]

Teachers College 2022 ;ISSN: 0161-4681 ;EISSN: 1467-9620 ;DOI: 10.1177/01614681221121521

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16
Instructional support in inquiry-based elementary school science classes: how does it relate to students’ science content knowledge and academic language proficiency?
Instructional support in inquiry-based elementary school science classes: how does it relate to students’ science content knowledge and academic language proficiency?
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Instructional support in inquiry-based elementary school science classes: how does it relate to students’ science content knowledge and academic language proficiency?

European journal of psychology of education, 2023-12, Vol.38 (4), p.1377-1401 [Peer Reviewed Journal]

The Author(s) 2022 ;ISSN: 0256-2928 ;EISSN: 1878-5174 ;DOI: 10.1007/s10212-022-00653-6

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17
Accurate, inaccurate, or biased teacher expectations: Do Dutch teachers differ in their expectations at the end of primary education?
Accurate, inaccurate, or biased teacher expectations: Do Dutch teachers differ in their expectations at the end of primary education?
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Accurate, inaccurate, or biased teacher expectations: Do Dutch teachers differ in their expectations at the end of primary education?

British journal of educational psychology, 2015-12, Vol.85 (4), p.459-478 [Peer Reviewed Journal]

2015 The British Psychological Society ;2015 The British Psychological Society. ;Copyright British Psychological Society Dec 2015 ;ISSN: 0007-0998 ;EISSN: 2044-8279 ;DOI: 10.1111/bjep.12087 ;PMID: 26179738 ;CODEN: BJESAE

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18
Multilingual students' use of translanguaging in science classrooms
Multilingual students' use of translanguaging in science classrooms
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Multilingual students' use of translanguaging in science classrooms

International journal of science education, 2019-10, Vol.41 (15), p.2049-2069 [Peer Reviewed Journal]

2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2018 ;ISSN: 0950-0693 ;ISSN: 1464-5289 ;EISSN: 1464-5289 ;DOI: 10.1080/09500693.2018.1477261

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19
The Effects of STEM Training on the Academic Achievement of 4th Graders in Science and Mathematics and their Views on STEM Training Teachers
The Effects of STEM Training on the Academic Achievement of 4th Graders in Science and Mathematics and their Views on STEM Training Teachers
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The Effects of STEM Training on the Academic Achievement of 4th Graders in Science and Mathematics and their Views on STEM Training Teachers

International electronic journal of elementary education, 2018-03, Vol.10 (4), p.505-513

Copyright International Electronic Journal of Elementary Education Mar 2018 ;ISSN: 1307-9298 ;EISSN: 1307-9298 ;DOI: 10.26822/iejee.2018438141

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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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