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Peer-reviewed Journals (106)

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Result Number	Material Type	Record Details and Options
1	Material Type: Article	Motivations of pre-service teachers in the colleges of education in Ghana for choosing teaching as a career 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.2020.1870803 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
2	Material Type: Article	Parental education and high school completion in the urban informal settlements in Kenya Cogent education, 2017-01, Vol.4 (1), p.1369489 [Peer Reviewed Journal] 2017 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license 2017 ;2017 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.2017.1369489 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
3	Material Type: Article	Restoring the Political: Exploring the Complexities of Agonistic Deliberation in Classrooms. A Response to "Empowering Young People through Conflict and Conciliation: Attending to the Political and Agonism in Democratic Education" Democracy & education, 2019-03, Vol.27 (1) [Peer Reviewed Journal] COPYRIGHT 2019 Lewis & Clark Graduate School of Education and Counseling ;ISSN: 1085-3545 ;EISSN: 2164-7992 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
4	Material Type: Article	Examining the relationship between science motivational beliefs and science achievement in Emirati early adolescents through the lens of self-determination theory Large-scale Assessments in Education, 2023-12, Vol.11 (1), p.25-21, Article 25 [Peer Reviewed Journal] The Author(s) 2023 ;The Author(s) 2023. 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: 2196-0739 ;EISSN: 2196-0739 ;DOI: 10.1186/s40536-023-00175-7 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
5	Material Type: Article	Analysis of an Animal-Assisted Reading Intervention for Young Adolescents with Emotional/Behavioral Disabilities RMLE online : research in middle level education, 2016-03, Vol.39 (3), p.1-20 [Peer Reviewed Journal] Published with license by Taylor & Francis. © 2016 Laura Bassette and Teresa Taber-Doughty. 2016 ;Copyright Association for Middle Level Education 2016 ;ISSN: 1940-4476 ;EISSN: 1940-4476 ;DOI: 10.1080/19404476.2016.1138728 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
6	Material Type: Article	"Who Cares?": Young Adolescents' Perceived Barriers to Civic Action RMLE online : research in middle level education, 2022-03, Vol.45 (3), p.1-20 [Peer Reviewed Journal] 2022 The Author(s). Published with license by Taylor & Francis Group, LLC. 2022 ;2022 The Author(s). Published with license by Taylor & Francis Group, LLC. 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: 1940-4476 ;EISSN: 1940-4476 ;DOI: 10.1080/19404476.2022.2033069 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
7	Material Type: Article	Adolescents as agents of healthful change through scientific literacy development: A school-university partnership program in New Zealand International journal of STEM education, 2017-01, Vol.4 (1), p.15-20, Article 15 [Peer Reviewed Journal] The Author(s). 2017 ;International Journal of STEM Education is a copyright of Springer, (2017). All Rights Reserved. ;ISSN: 2196-7822 ;EISSN: 2196-7822 ;DOI: 10.1186/s40594-017-0077-0 ;PMID: 30631671 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
8	Material Type: Article	Knowledge About Treatment, Anxiety, and Depression in Association With Internet-Based Cognitive Behavioral Therapy for Adolescents: Development and Initial Evaluation of a New Test SAGE open, 2020-01, Vol.10 (1), p.215824401989909 [Peer Reviewed Journal] The Author(s) 2020 ;The Author(s) 2020. 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: 2158-2440 ;EISSN: 2158-2440 ;DOI: 10.1177/2158244019899095 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
9	Material Type: Article	PROTOCOL: School‐based education programmes for improving knowledge of back health, ergonomics and postural behaviour of school children aged 4–18: A systematic review Campbell systematic review, 2019-06, Vol.15 (1-2), p.e1014-n/a [Peer Reviewed Journal] 2019 The Authors. Campbell Systematic Reviews published by John Wiley & Sons Ltd on behalf of The Campbell Collaboration ;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: 1891-1803 ;EISSN: 1891-1803 ;DOI: 10.1002/cl2.1014 ;PMID: 37131478 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
10	Material Type: Article	Young Adolescents' Perspectives on Peers' Social and Emotional Competence RMLE Online: Research in Middle Level Education, 2023, Vol.46 (7), p.1-14 [Peer Reviewed Journal] 2023 The Author(s). Published with license by Taylor & Francis Group, LLC. 2023 ;2023 The Author(s). Published with license by Taylor & Francis Group, LLC. 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. ;EISSN: 1940-4476 ;DOI: 10.1080/19404476.2023.2236347 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
11	Material Type: Article	Creating Democratic Classroom Communities with Morning Meeting Humanizing Social Practices. A Response to "The Morning Meeting: Fostering a Participatory Democracy Begins with Youth in Public Education" Democracy & education, 2021-03, Vol.29 (1) [Peer Reviewed Journal] COPYRIGHT 2021 Lewis & Clark Graduate School of Education and Counseling ;ISSN: 1085-3545 ;EISSN: 2164-7992 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
12	Material Type: Article	Moving middle schooling reform from policy to practice : issues for Queensland teachers Issues in educational research, 2005-01, Vol.15 (2), p.123-144 [Peer Reviewed Journal] 2005. 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 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
13	Material Type: Article	PROTOCOL: A systematic review and meta‐analysis of randomised controlled trials evaluating the impact of parenting programmes for parents of adolescents (10–18 years) on adolescent mental health outcomes, positive development and the parent–adolescent relationship Campbell systematic review, 2021-03, Vol.17 (1), p.e1146-n/a [Peer Reviewed Journal] 2021 The Authors. published by John Wiley & Sons Ltd on behalf of The Campbell Collaboration ;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. ;ISSN: 1891-1803 ;EISSN: 1891-1803 ;DOI: 10.1002/cl2.1146 ;PMID: 37050970 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
14	Material Type: Article	"We Want to Learn": Middle School Latino/a Students Discuss Social Studies Curriculum and Pedagogy RMLE online : research in middle level education, 2016-04, Vol.39 (4), p.1-20 [Peer Reviewed Journal] Published with license by Taylor & Francis. © 2016 Christopher L. Busey and William B. Russell III. 2016 ;Copyright Association for Middle Level Education 2016 ;ISSN: 1940-4476 ;EISSN: 1940-4476 ;DOI: 10.1080/19404476.2016.1155921 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
15	Material Type: Article	The Virtues of Taiwanese Internet-Using Adolescents: The Development and Validation of the Cyber Virtues Scale Educational Technology ＆ Society, 2018-01, Vol.21 (1), p.104-111 [Peer Reviewed Journal] COPYRIGHT 2018 International Forum of Educational Technology & Society ;COPYRIGHT 2018 International Forum of Educational Technology & Society ;2018. 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. ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
16	Material Type: Article	The role of media in influencing students’ STEM career interest International Journal of STEM Education, 2023-12, Vol.10 (1), p.56-19, Article 56 [Peer Reviewed Journal] The Author(s) 2023 ;The Author(s) 2023. 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: 2196-7822 ;EISSN: 2196-7822 ;DOI: 10.1186/s40594-023-00448-1 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
17	Material Type: Article	The Impact of Student Political Identity over the Course of an Online Controversial Issue Discussion Democracy & education, 2018-09, Vol.26 (2) [Peer Reviewed Journal] COPYRIGHT 2018 Lewis & Clark Graduate School of Education and Counseling ;ISSN: 1085-3545 ;EISSN: 2164-7992 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
18	Material Type: Article	Youth Change Agents: Comparing the Sociopolitical Identities of Youth Organizers and Youth Commissioners Democracy & education, 2016-03, Vol.24 (1) [Peer Reviewed Journal] COPYRIGHT 2016 Lewis & Clark Graduate School of Education and Counseling ;ISSN: 1085-3545 ;EISSN: 2164-7992 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
19	Material Type: Article	Deliberating Public Policy Issues with Adolescents: Classroom Dynamics and Sociocultural Considerations Democracy & education, 2018-03, Vol.26 (1) [Peer Reviewed Journal] COPYRIGHT 2018 Lewis & Clark Graduate School of Education and Counseling ;ISSN: 1085-3545 ;EISSN: 2164-7992 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
20	Material Type: Article	It's Time to Disagree: Young People's Self-Efficacy for Political Disagreement in Norway Democracy & education, 2022-03, Vol.30 (1) [Peer Reviewed Journal] COPYRIGHT 2022 Lewis & Clark Graduate School of Education and Counseling ;ISSN: 1085-3545 ;EISSN: 2164-7992 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by

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Results 1 - 20 of 109 for All Library Resources

COPYRIGHT 2019 Lewis & Clark Graduate School of Education and Counseling ;ISSN: 1085-3545 ;EISSN: 2164-7992

Published with license by Taylor & Francis. © 2016 Laura Bassette and Teresa Taber-Doughty. 2016 ;Copyright Association for Middle Level Education 2016 ;ISSN: 1940-4476 ;EISSN: 1940-4476 ;DOI: 10.1080/19404476.2016.1138728

The Author(s). 2017 ;International Journal of STEM Education is a copyright of Springer, (2017). All Rights Reserved. ;ISSN: 2196-7822 ;EISSN: 2196-7822 ;DOI: 10.1186/s40594-017-0077-0 ;PMID: 30631671

COPYRIGHT 2021 Lewis & Clark Graduate School of Education and Counseling ;ISSN: 1085-3545 ;EISSN: 2164-7992

2005. 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

Published with license by Taylor & Francis. © 2016 Christopher L. Busey and William B. Russell III. 2016 ;Copyright Association for Middle Level Education 2016 ;ISSN: 1940-4476 ;EISSN: 1940-4476 ;DOI: 10.1080/19404476.2016.1155921

COPYRIGHT 2018 Lewis & Clark Graduate School of Education and Counseling ;ISSN: 1085-3545 ;EISSN: 2164-7992

COPYRIGHT 2016 Lewis & Clark Graduate School of Education and Counseling ;ISSN: 1085-3545 ;EISSN: 2164-7992

COPYRIGHT 2018 Lewis & Clark Graduate School of Education and Counseling ;ISSN: 1085-3545 ;EISSN: 2164-7992

COPYRIGHT 2022 Lewis & Clark Graduate School of Education and Counseling ;ISSN: 1085-3545 ;EISSN: 2164-7992

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