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1
Learning environment and social inclusion for newly arrived migrant children placed in separate programmes in elementary schools in Norway
Learning environment and social inclusion for newly arrived migrant children placed in separate programmes in elementary schools in Norway
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Learning environment and social inclusion for newly arrived migrant children placed in separate programmes in elementary schools in Norway

Cogent education, 2021-01, Vol.8 (1) [Peer Reviewed Journal]

2021 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. 2021 ;2021 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. ;ISSN: 2331-186X ;EISSN: 2331-186X ;DOI: 10.1080/2331186X.2021.1932227

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2
Self-Efficacy and Alexithymia as Moderators between perceived social support and Stress among Parents of Children with Learning Disabilities
Self-Efficacy and Alexithymia as Moderators between perceived social support and Stress among Parents of Children with Learning Disabilities
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Self-Efficacy and Alexithymia as Moderators between perceived social support and Stress among Parents of Children with Learning Disabilities

European Journal of Mental Health, 2017-12, Vol.12 (2), p.218-229 [Peer Reviewed Journal]

COPYRIGHT 2017 Semmelweis University ;COPYRIGHT 2017 Semmelweis University ;Copyright Semmelweis University Faculty of Health and Public Service, Institute of Mental Health Dec 2017 ;ISSN: 1788-4934 ;ISSN: 1788-7119 ;EISSN: 1788-4934 ;DOI: 10.5708/EJMH.12.2017.2.6

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3
Dilemma of Basic School Pupils in Northern Ghana with respect to Their Learning Context
Dilemma of Basic School Pupils in Northern Ghana with respect to Their Learning Context
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Dilemma of Basic School Pupils in Northern Ghana with respect to Their Learning Context

Education research international, 2014-01, Vol.2014, p.1-13 [Peer Reviewed Journal]

Copyright © 2014 Hakim Abdallah et al. ;Copyright © 2014 Hakim Abdallah et al. Hakim Abdallah et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ;ISSN: 2090-4002 ;EISSN: 2090-4010 ;DOI: 10.1155/2014/140737

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4
Perspectives of adolescents, parents, and teachers on barriers and facilitators of physical activity among school-age adolescents: a qualitative analysis
Perspectives of adolescents, parents, and teachers on barriers and facilitators of physical activity among school-age adolescents: a qualitative analysis
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Perspectives of adolescents, parents, and teachers on barriers and facilitators of physical activity among school-age adolescents: a qualitative analysis

Environmental health and preventive medicine, 2019-04, Vol.24 (1), p.21-13, Article 21 [Peer Reviewed Journal]

2019. 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 Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. ;The Author(s). 2019 ;ISSN: 1342-078X ;EISSN: 1347-4715 ;DOI: 10.1186/s12199-019-0775-y ;PMID: 30961543

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5
Expressing one's feelings and listening to others increases emotional intelligence: a pilot study of Asian medical students
Expressing one's feelings and listening to others increases emotional intelligence: a pilot study of Asian medical students
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Expressing one's feelings and listening to others increases emotional intelligence: a pilot study of Asian medical students

BMC medical education, 2013-06, Vol.13 (1), p.82-82, Article 82 [Peer Reviewed Journal]

COPYRIGHT 2013 BioMed Central Ltd. ;2013 Abe et al.; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ;Copyright © 2013 Abe et al.; licensee BioMed Central Ltd. 2013 Abe et al.; licensee BioMed Central Ltd. ;ISSN: 1472-6920 ;EISSN: 1472-6920 ;DOI: 10.1186/1472-6920-13-82 ;PMID: 23742245

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6
Teachers' Perceptions of Bullying in Saudi Arabian Primary Public Schools: A Small-Sample, Qualitative Case Study
Teachers' Perceptions of Bullying in Saudi Arabian Primary Public Schools: A Small-Sample, Qualitative Case Study
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Teachers' Perceptions of Bullying in Saudi Arabian Primary Public Schools: A Small-Sample, Qualitative Case Study

Children (Basel), 2023-11, Vol.10 (12), p.1859 [Peer Reviewed Journal]

COPYRIGHT 2023 MDPI AG ;2023 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: 2227-9067 ;EISSN: 2227-9067 ;DOI: 10.3390/children10121859 ;PMID: 38136061

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7
Impact of Parents’ Stress on Engagement with Online Learning during COVID-19
Impact of Parents’ Stress on Engagement with Online Learning during COVID-19
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Impact of Parents’ Stress on Engagement with Online Learning during COVID-19

Sustainability, 2023-07, Vol.15 (14), p.10900 [Peer Reviewed Journal]

COPYRIGHT 2023 MDPI AG ;2023 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: 2071-1050 ;EISSN: 2071-1050 ;DOI: 10.3390/su151410900

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8
On the parameters of the power of English in Nigeria: A bottom-up approach towards revitalizing Nigerian languages
On the parameters of the power of English in Nigeria: A bottom-up approach towards revitalizing Nigerian languages
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On the parameters of the power of English in Nigeria: A bottom-up approach towards revitalizing Nigerian languages

Cogent arts & humanities, 2022-12, Vol.9 (1) [Peer Reviewed Journal]

2022 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. 2022 ;2022 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. ;ISSN: 2331-1983 ;EISSN: 2331-1983 ;DOI: 10.1080/23311983.2022.2118447

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9
Developing a Theory-Driven Serious Game to Promote Prescription Opioid Safety Among Adolescents: Mixed Methods Study
Developing a Theory-Driven Serious Game to Promote Prescription Opioid Safety Among Adolescents: Mixed Methods Study
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Developing a Theory-Driven Serious Game to Promote Prescription Opioid Safety Among Adolescents: Mixed Methods Study

JMIR serious games, 2020-07, Vol.8 (3), p.e18207-e18207 [Peer Reviewed Journal]

2020. 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. ;Olufunmilola Abraham, Tanvee Thakur, Randall Brown. Originally published in JMIR Serious Games (http://games.jmir.org), 03.07.2020. 2020 ;ISSN: 2291-9279 ;EISSN: 2291-9279 ;DOI: 10.2196/18207 ;PMID: 32618571

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10
Full-time Schools in Portugal: Participation and Educational Achievement
Full-time Schools in Portugal: Participation and Educational Achievement
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Full-time Schools in Portugal: Participation and Educational Achievement

Journal of new approaches in educational research, 2023-01, Vol.12 (1), p.139-152 [Peer Reviewed Journal]

COPYRIGHT 2023 Universidad de Alicante ;2023. This work is published under https://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. ;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: 2254-7339 ;EISSN: 2254-7339 ;DOI: 10.7821/naer.2023.1.1166

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11
Resilience-Building for Mental Health among Early Childhood Educators: A Systematic Review and Pilot-Study towards an EEG-VR Resilience Building Intervention
Resilience-Building for Mental Health among Early Childhood Educators: A Systematic Review and Pilot-Study towards an EEG-VR Resilience Building Intervention
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Resilience-Building for Mental Health among Early Childhood Educators: A Systematic Review and Pilot-Study towards an EEG-VR Resilience Building Intervention

International journal of environmental research and public health, 2022-04, Vol.19 (7), p.4413 [Peer Reviewed Journal]

2022 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. ;2022 by the authors. 2022 ;ISSN: 1660-4601 ;ISSN: 1661-7827 ;EISSN: 1660-4601 ;DOI: 10.3390/ijerph19074413 ;PMID: 35410097

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12
Girls' primary education and transition to secondary school in Nairobi: perceptions of community members at the onset of an education intervention
Girls' primary education and transition to secondary school in Nairobi: perceptions of community members at the onset of an education intervention
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Girls' primary education and transition to secondary school in Nairobi: perceptions of community members at the onset of an education intervention

International journal of adolescence and youth, 2017-07, Vol.22 (3), p.349-363 [Peer Reviewed Journal]

2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2016 ;ISSN: 0267-3843 ;EISSN: 2164-4527 ;DOI: 10.1080/02673843.2016.1185446

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13
Breakfast, midday meals and academic achievement in rural primary schools in Uganda: implications for education and school health policy
Breakfast, midday meals and academic achievement in rural primary schools in Uganda: implications for education and school health policy
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Breakfast, midday meals and academic achievement in rural primary schools in Uganda: implications for education and school health policy

Food & nutrition research, 2012-01, Vol.56 (1), p.11217-12 [Peer Reviewed Journal]

2012 Hedwig Acham 2012 ;2012 Hedwig Acham et al. 2012 ;ISSN: 1654-6628 ;EISSN: 1654-661X ;DOI: 10.3402/fnr.v56i0.11217 ;PMID: 22347147

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14
Students’ Emotions and Engagement in the Emerging Hybrid Learning Environment during the COVID-19 Pandemic
Students’ Emotions and Engagement in the Emerging Hybrid Learning Environment during the COVID-19 Pandemic
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Students’ Emotions and Engagement in the Emerging Hybrid Learning Environment during the COVID-19 Pandemic

Sustainability, 2022-08, Vol.14 (16), p.10236 [Peer Reviewed Journal]

COPYRIGHT 2022 MDPI AG ;2022 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: 2071-1050 ;EISSN: 2071-1050 ;DOI: 10.3390/su141610236

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15
Physical Activity-Related Practices and Psychosocial Factors of Childcare Educators: A Latent Profile Analysis
Physical Activity-Related Practices and Psychosocial Factors of Childcare Educators: A Latent Profile Analysis
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Physical Activity-Related Practices and Psychosocial Factors of Childcare Educators: A Latent Profile Analysis

Children (Basel), 2024-04, Vol.11 (4), p.390 [Peer Reviewed Journal]

2024 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: 2227-9067 ;EISSN: 2227-9067 ;DOI: 10.3390/children11040390 ;PMID: 38671607

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16
Promoting Sustainable Mobility: Impact of an Urban Biking Programme on University Students
Promoting Sustainable Mobility: Impact of an Urban Biking Programme on University Students
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Promoting Sustainable Mobility: Impact of an Urban Biking Programme on University Students

Sustainability, 2021-11, Vol.13 (22), p.12546 [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: 2071-1050 ;EISSN: 2071-1050 ;DOI: 10.3390/su132212546

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17
Effect of a classroom-based intervention on the social skills of pupils with intellectual disability in Southwest Nigeria
Effect of a classroom-based intervention on the social skills of pupils with intellectual disability in Southwest Nigeria
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Effect of a classroom-based intervention on the social skills of pupils with intellectual disability in Southwest Nigeria

Child and adolescent psychiatry and mental health, 2016-09, Vol.10 (1), p.29-29, Article 29 [Peer Reviewed Journal]

COPYRIGHT 2016 BioMed Central Ltd. ;COPYRIGHT 2016 BioMed Central Ltd. ;Copyright BioMed Central 2016 ;The Author(s) 2016 ;ISSN: 1753-2000 ;EISSN: 1753-2000 ;DOI: 10.1186/s13034-016-0118-3 ;PMID: 27594901

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18
Differences in HIV knowledge and sexual practices of learners with intellectual disabilities and non‐disabled learners in Nigeria
Differences in HIV knowledge and sexual practices of learners with intellectual disabilities and non‐disabled learners in Nigeria
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Differences in HIV knowledge and sexual practices of learners with intellectual disabilities and non‐disabled learners in Nigeria

Journal of the International AIDS Society, 2013-02, Vol.16 (1), p.17331-n/a [Peer Reviewed Journal]

2013 Aderemi T J et al; licensee International AIDS Society ;COPYRIGHT 2013 International AIDS Society ;2013. This work is published 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. ;2013 Aderemi TJ et al; licensee International AIDS Society 2013 ;ISSN: 1758-2652 ;EISSN: 1758-2652 ;DOI: 10.7448/IAS.16.1.17331 ;PMID: 23394898

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19
A Longitudinal Journey with BYOD Classrooms: Issues of Access, Capability and Outcome Divides
A Longitudinal Journey with BYOD Classrooms: Issues of Access, Capability and Outcome Divides
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A Longitudinal Journey with BYOD Classrooms: Issues of Access, Capability and Outcome Divides

AJIS. Australasian journal of information systems, 2017, Vol.21 [Peer Reviewed Journal]

2017. This work is published under https://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. ;ISSN: 1449-8618 ;EISSN: 1326-2238 ;DOI: 10.3127/ajis.v21i0.1693

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20
Feasibility study of a family- and school-based intervention for child behavior problems in Nepal
Feasibility study of a family- and school-based intervention for child behavior problems in Nepal
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Feasibility study of a family- and school-based intervention for child behavior problems in Nepal

Child and adolescent psychiatry and mental health, 2018-03, Vol.12 (1), p.20-20, Article 20 [Peer Reviewed Journal]

COPYRIGHT 2018 BioMed Central Ltd. ;COPYRIGHT 2018 BioMed Central Ltd. ;2018. 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) 2018 ;ISSN: 1753-2000 ;EISSN: 1753-2000 ;DOI: 10.1186/s13034-018-0226-3 ;PMID: 29588657

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