Results 141 to 150 of about 41,331 (275)

Cognitive Analytic Therapists' Experiences of Working With Ethnic Minority Clients: An Interpretative Phenomenological Analysis

Counselling and Psychotherapy Research, Volume 26, Issue 4, December 2026.
ABSTRACT Objectives Cognitive Analytic Therapy (CAT) is a relational therapy offered within the National Health Service (NHS). This study aimed to explore the experiences of therapists using CAT with ethnic minority clients, including how they engage with issues of power and identity which are often neglected in psychotherapy.
Elin Margetts, Jenny Bowe, John R. E. Fox, Anam Elahi   +3 more
wiley   +1 more source

To Whom National Culture Matters: An Analysis of Mentions of Countries in Titles and Abstracts in Social and Personality Psychology and Related Fields From 1990 to 2020

International Journal of Psychology, Volume 61, Issue 6, December 2026.
ABSTRACT Culture significantly influences human psychology, making it essential for psychological research, particularly in social psychology, to acknowledge its importance. However, the majority of psychological research ignores or marginalises culture and context.
Igor de Almeida, Yukiko Uchida, Kongmeng Liew, Lean Franzl Lim Yao, Eiji Aramaki   +4 more
wiley   +1 more source

Research Trends of Artificial Intelligence‐Facilitated Computational Thinking in K‐12 STEM: A Systematic Review Through the Lens of Activity Theory

Journal of Computer Assisted Learning, Volume 42, Issue 6, December 2026.
ABSTRACT Background With the rapid advancement of artificial intelligence (AI), research in the cross‐disciplinary field of science, technology, engineering, and mathematics (STEM) education has increasingly focused on how to leverage AI to foster computational thinking (CT) among K‐12 students, given that CT, recognized as a core 21st‐century ...
Gang Yang, Huilin Zhang, Gwo‐Jen Hwang, Yun‐Fang Tu, Junjie Yan, Jing Liu   +5 more
wiley   +1 more source

Educational practices and graduate competences for 21st century challenges and sustainability in low‐income and lower‐middle‐income countries

Review of Education, Volume 14, Issue 3, December 2026.
Abstract Since poorer countries are especially vulnerable to shocks and disruptions, examining practices within their higher education institutions is pertinent to identify those which effectively prepare graduates to address increasing challenges in their work and communities.
Diana J. Pritchard, Daniel Phillips
wiley   +1 more source

Designing for equity: A rapid review of STEM intervention strategies and outcomes for disadvantaged students

Review of Education, Volume 14, Issue 3, December 2026.
Abstract Despite significant recent growth in the Science, Technology, Engineering and Mathematics (STEM) fields, disadvantaged groups continue to face systematic barriers in accessing STEM education opportunities. In response, a wide range of K–12 STEM interventions have emerged to address these inequities.
Rachel McGettrick, Neasa Boyle, Sarah Hooney, Brian Gunnery, Jack Hilliard, Kevin Marshall, Katriona O'Sullivan   +6 more
wiley   +1 more source

Integrating content and language in higher education: A scoping review of intervention studies

Review of Education, Volume 14, Issue 3, December 2026.
Abstract Language is essential for learning and education, for supporting thinking and learning and for knowledge exchange. This premise forms the basis for content‐ and language‐integrated educational approaches, such as CLIL (content‐language‐integrated learning) and CBA (content‐based approach).
M. Okkinga, M. L. Ruwette, J. F. van Kruiningen   +2 more
wiley   +1 more source

The methodological perspective in Vygotsky: the dialectical materialism
A perspectiva metodológica em Vygotsky: o materialismo dialético

, 1994
Some concepts developed by the Soviet Psychology (especially by Vygotsky; Leonliev and Luria) are discussed. Based on the concepts, the historical and dialectic materialism for the children psychological development study are revived.
João Batista Martins
core  

“Would I Be a Good Enough Teacher?”: Dialogic Identity Development During Pre‐Practicum Experiential Learning

TESOL Journal, Volume 17, Issue 4, December 2026.
ABSTRACT Language teacher professional development has lately been conceptualized as relational and situational identity work. Drawing on Bakhtinian notions of identity as dialogic, this case study explores the identity work of eight pre‐service ESOL teachers in dialogue with their students, peers, and teacher educator.
Sonja Mecham
wiley   +1 more source

Language Teachers' Experiences of Informal CALL Professional Development in a Self‐Initiated Virtual Community of Practice

TESOL Journal, Volume 17, Issue 4, December 2026.
ABSTRACT When formal support for technology integration is limited, in‐service foreign language teachers may rely on informal professional development (PD) pathways to address immediate pedagogical and technological needs. This qualitative phenomenological study explored how university‐based in‐service foreign language teachers described their ...
Dara Tafazoli
wiley   +1 more source

Pre‐Service English Teachers’ Reported Roles and Practices in Promoting Self‐Regulated Learning During the K‐12 Practicum

European Journal of Education, Volume 61, Issue 4, December 2026.
ABSTRACT This study examines pre‐service English teachers' reported roles and practices in promoting self‐regulated learning (SRL) in K–12 classroom contexts during their practicum, as well as the challenges they encounter. Adopting a multidimensional view of SRL encompassing cognitive, metacognitive, motivational, and behavioural strategies, the study
Ramazan Yetkin
wiley   +1 more source