A phenomenological study of differentiated instruction experience in an Ethiopian middle school: The case of grade 7 students in Hawssa city, Ethiopia. [PDF]
Mohammed FT, Olamo TG, Yemiru MA.
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The influence of teacher leadership on students academic burnout in China: potential multiple mediating effects of meeting basic psychological needs. [PDF]
Fang A.
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Socio-emotional readiness and classroom ecology in 5th-grade EFL classrooms: a responsive evaluation of the English curriculum in Türkiye. [PDF]
Kuzu HA, Egmır E.
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The interplay of secondary EFL teachers' pedagogical beliefs and pedagogical content knowledge with their instructional material use approach orientation. [PDF]
Almunawaroh NF, Steklács J.
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Demonstrating the interplay between resilience, engagement, and wellbeing among Chinese teachers: the mediating role of self-efficacy. [PDF]
Yang J.
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Examining EFL vocational school teacher resilience in the Chinese context: a structural equation modeling approach. [PDF]
Duan S, Cui J, Li X, Wang F, Xia M.
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Collaborative pedagogies in primary physical education: a comparative analysis of tandem teaching models in North Macedonia and Slovakia. [PDF]
Luptáková G +5 more
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Variable co-adaptation: exploring the emergence of teacher-student interaction patterns in award-winning EFL classes through the CDST lens. [PDF]
Chen B, Zhang W, Xie Y.
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Response of soil nutrient dynamics and stoichiometric characteristics in blueberry to fertilization rates. [PDF]
Wang X, An X, Lei N, Wang D.
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Emotional vernacular boundaries: participation in school culture boosts the emotional logic of rural teachers' rootedness in the countryside-a qualitative study from China. [PDF]
Shuai Z +5 more
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