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Effects of the Covid-19 lockdown on anxiety and depression in college students: evidence from a Mexican university Educational Research for Policy and Practice Pub Date : 2024-01-11 Adelaido García-Andrés, María Elena Ramos-Tovar, Ernesto Aguayo-Téllez
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Reflections on the teacher education model for the twenty-first century (TE21) and V3SK: legacy and lessons Educational Research for Policy and Practice Pub Date : 2023-10-23 Oon Seng Tan, Jallene Jia En Chua
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What really matters: prioritizing youth mental health in an age of growing uncertainty Educational Research for Policy and Practice Pub Date : 2023-09-28 G. Williamson McDiarmid
The data on youth mental health show an alarming decline for several decades. Uncertainties generated by existential threats such as climate change, pandemics, and geopolitical and military conflicts as well as the rapid social and economic disruptions wrought by the digital revolution have contributed to this decline. Students seeking mental health services have overwhelmed the capacities of educational
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Making teacher education relevant: 2004–2005 curriculum review Educational Research for Policy and Practice Pub Date : 2023-09-25 Horn Mun Cheah
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Learning for uncertainty: reach for greatness Educational Research for Policy and Practice Pub Date : 2023-08-10 Yong Zhao
This paper argues that personalization of learning is the only way for education to move forward. Due to rapidly changing technology and the massive diversity among students, each student must develop a unique jagged profile of capabilities based on his or her strengths and passions in order to thrive in the world of uncertainty. Thus, schools cannot and should not continue to force a homogenous curriculum
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The challenges and strategies in Iranian higher education: the post-COVID age Educational Research for Policy and Practice Pub Date : 2023-08-04 Esmaeil Jafari
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Education in times of restriction: an examination of refugee girls’ and young women’s access to learning during COVID-19 school closures in Pakistan Educational Research for Policy and Practice Pub Date : 2023-06-16 Katrina Barnes, Amy Ashlee, Aimee Mukankusi, Julia Pacitto, Asma Rabi, Matt Thomas, Noor Ullah, Rozina Zazai, Annette Zhao
This paper examines the extent to which refugee girls and young women were able to access learning during COVID-19 education closures in Pakistan, and the role that EdTech played in their learning access. It is based on findings from a survey with 403 Afghan refugee students, along with in-depth interviews with six young female refugees. The research shows that, while the majority of female refugee
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Upper secondary school tracking and major choices in higher education: to switch or not to switch Educational Research for Policy and Practice Pub Date : 2023-06-12 Sovansophal Kao, Phal Chea, Sopheak Song
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Building sustainable research and innovation ecosystem in Philippine higher education institutions Educational Research for Policy and Practice Pub Date : 2023-06-06 Marcelino N. Lunag, Cynthia L. Posadas, Richel L. Lamadrid, Andrew G. Ducas, Anja Teehankee, Marie Kathlyn B. De Guzman, Caroline B. Moncada, Ma. Concepcion B. Clemente
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Collaboration and institutional culture as mediators linking mentorship and institutional support to academics’ research productivity Educational Research for Policy and Practice Pub Date : 2023-06-01 Valentine Joseph Owan, Eyiene Ameh, Ekpenyonganwan Godwin Anam
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Global citizenship online in higher education Educational Research for Policy and Practice Pub Date : 2023-06-01 Francesca Helm, Alice Baroni, Giuseppe Acconcia
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Contextualizing inclusion policy: views from Jordanian special education teachers Educational Research for Policy and Practice Pub Date : 2023-05-26 Sarah K. Benson
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Learning in an era of uncertainty in Singapore: diversity, lifelong learning, inspiration and paradigm shift Educational Research for Policy and Practice Pub Date : 2023-05-22 Pak Tee Ng
This is an era of uncertainty, during which adaptability is a key capability to survival and future success. What has Singapore done to develop an education system that facilitates its young to learn in such an era? Firstly, Singapore enhances the adaptive capacity of its education system by increasing its diversity. In particular, it is developing more educational pathways, areas of learning and types
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From face-to-face to remote evaluation of teacher-education candidates during the COVID-19 pandemic Educational Research for Policy and Practice Pub Date : 2023-05-20 Judy Goldenberg, Doron Niv
Although teacher’s personality is an essential component of successful classroom learning, most teacher education programs accept students solely on the basis of scholastic ability scores such as school grades, national test scores (SAT, GRE) or undergraduate college transcripts. To ensure suitability to teaching, a personality-evaluation system was developed in Israel for teacher education candidates
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Student access to technology at home and learning hours during COVID-19 in the U.S Educational Research for Policy and Practice Pub Date : 2023-05-12 Kolawole Ogundari
Studies have shown that the digital divide affects students' educational achievement across racial and ethnic groups. In light of this, the study investigates the effect of technology access at home on student learning hours during the COVID-19 pandemic and across racial and ethnic groups in the U.S. The Household Pulse Surveys (HPS), conducted by the United States Census Bureau and administered from
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Toward agenda 2030 in education: policies and practices for effective school leadership Educational Research for Policy and Practice Pub Date : 2023-04-08 Norma Ghamrawi
School leadership has been described as a key target for leveraging the quality of education in relation to sustainable development goal (SDG4) that seeks to ‘ensure inclusive and quality education for all and promote lifelong learning’ as per UNESCO 2030 agenda. This study provides a policy review of school leadership in the State of Qatar, as a case study, but carries out discussions within the global
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Classroom assessment beliefs of teachers: scale validity and reliability study Educational Research for Policy and Practice Pub Date : 2023-03-24 Cihad Şentürk, Gökhan Baş
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Why school context matters in refugee education Educational Research for Policy and Practice Pub Date : 2023-03-18 Melanie Baak, Sarah McDonald, Bruce Johnson, Anna Sullivan
Education plays an important role in the successful settlement and life outcomes of young people from refugee backgrounds. Because of this, research into young people from refugee backgrounds in education systems tends to focus on examples of “good practice” in terms of how these young people experience education. Yet, examples of good practice commonly fail to take into account that schools are engaging
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Rethinking teacher education in pandemic times and beyond Educational Research for Policy and Practice Pub Date : 2023-03-01 Ee Ling Low
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Abu Dhabi school leaders’ emotional intelligence: dimensions, deficits, and capacity building for school improvement Educational Research for Policy and Practice Pub Date : 2023-02-08 Rida Blaik-Hourani, David Litz, Nagla Ali, Mohamed Azaza, Scott Parkman
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Timelines or time cycles: exposure to different spatial representations of time influences sketching and diagram preferences Educational Research for Policy and Practice Pub Date : 2023-02-08 David Menendez, Nour F. Sabbagh, Martha W. Alibali, Karl S. Rosengren
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Universitising teacher education in Singapore: from the TTC to the NIE Educational Research for Policy and Practice Pub Date : 2023-02-06 S. Gopinathan, Hillary Loh
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Preparing teachers for the changing future (2014–2018) Educational Research for Policy and Practice Pub Date : 2023-02-08 Woon Chia Liu
The current generation of children must grow up with different competencies to thrive in this highly complex and interconnected world. Amongst others, we need to equip them with twenty-first century skills that include curiosity, self-direction, creativity, innovation, and an inquiring mindset. We are short-changing our children if we teach them the way we were taught. In this era, education must emphasise
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Test of Times New Roman: effects of font type on mathematical performance Educational Research for Policy and Practice Pub Date : 2023-02-04 Jenny Yun-Chen Chan, Lilly-Beth D. Linnell, Cindy Trac, Kathryn C. Drzewiecki, Erin Ottmar
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Quality of teaching and learning: the role of metacognitive teaching strategies in higher-performing classrooms in Vietnam Educational Research for Policy and Practice Pub Date : 2023-01-31 Joan DeJaeghere, Bich-Hang Duong, Vu Dao
Globally, education improvement aims to address the critical area of quality teaching and learning. A common emphasis on quality tends to create a binary of ‘active’ teaching methods and rote learning, while the teaching and learning processes have remained a black box in many contexts. This study explores teaching practices in natural classroom settings to show how students were engaged in ways that
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Home-based learning during school closure in Singapore: perceptions from the language classrooms Educational Research for Policy and Practice Pub Date : 2023-01-29 Hock Huan Goh, Hwei Ming Wong, Dennis Kwek
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Perceived quality of online learning during COVID-19 in higher education in Singapore: perspectives from students, lecturers, and academic leaders Educational Research for Policy and Practice Pub Date : 2022-11-17 Jürgen Rudolph, Shannon Tan, Joseph Crawford, Kerryn Butler-Henderson
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Unpacking collective teacher efficacy in primary schools: student achievement and professional development Educational Research for Policy and Practice Pub Date : 2022-11-16 Fátima Salas-Rodríguez, Sonia Lara
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Implementation of formative assessment in the English language classroom: insights from three primary schools in Singapore Educational Research for Policy and Practice Pub Date : 2022-11-10 Kiren Kaur, Christina Lim-Ratnam
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The types of reinforcement implemented in Jordanian preschools Educational Research for Policy and Practice Pub Date : 2022-10-22 Jamal Ahmad, Eman Al-Zboon, Mustafa Alkhawaldeh, Ali Mustafa Ali Alelaimat
The use of reinforcement is widely researched and has been demonstrated as an effective method to increase desired, appropriate behavior and to decrease problematic behavior at both the individual and group level. This study aimed to identify what types of reinforcement Jordanian preschool teachers employ in the classroom and if they perceive their students as benefiting from reinforcement. A total
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Differentiated instruction: a comparison of motivation and perceived competence between students with high and low readiness levels Educational Research for Policy and Practice Pub Date : 2022-10-17 Bing Sum Wong, Kah Loong Chue, Rosmawati Bte Ali, Prisca Lee
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Closing the gap between research and policy-making to better enable effective educational practice: a proposed framework Educational Research for Policy and Practice Pub Date : 2022-07-25 Ayeshah Ahmed Alazmi, Huda Salem Alazmi
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Beginning teacher candidates’ approaches to grading and assessment conceptions—implications for teacher education in assessment Educational Research for Policy and Practice Pub Date : 2022-07-18 Amirhossein Rasooli, Christopher DeLuca, Liying Cheng
This study explores beginning teacher candidates’ approaches to grading in relation to their broader conceptions of assessment through a survey research design. 248 Canadian teacher candidates responded to two scales: Teachers’ Approaches to Grading (TAG) and Teachers’ Conceptions of Assessment (TCOA). The results of factor analysis showed that teacher candidates approached grading in relation to four
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The effect of professional teaching videos induction and online focused group discussion on the development of teacher competences Educational Research for Policy and Practice Pub Date : 2022-07-01 Zohre Mohamadi Zenouzagh
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EFL teachers' coping strategies amidst the Covid-19 virtual education and their association with work engagement and teacher apprehension Educational Research for Policy and Practice Pub Date : 2022-06-02 Fatemeh Nazari, Afsaneh Ghanizadeh, Sepideh Mirzaee
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How teachers experience assessment tension and its effect on formative assessment practices Educational Research for Policy and Practice Pub Date : 2022-05-09 Kwong Tung Chan, Kelvin Tan
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Students’ engagement across a typology of teacher feedback practices Educational Research for Policy and Practice Pub Date : 2022-04-27 Hui Yong Tay, Karen W L Lam
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The KUSF and the NCAA: a comparative study of national collegiate sport organizations' academic policies Educational Research for Policy and Practice Pub Date : 2022-04-14 Youngjik Lee, Addison Pond, Mary Hums, Casey George
The purpose of this comparative study was to investigate and compare the academic policies of the Korean University Sport Federation (KUSF) and the National Collegiate Athletic Association (NCAA). A qualitative, multiple case study design was utilized for this study. Specifically, in-depth interviews were completed with current South Korean (N = 3) and US (N = 3) college women's tennis players to understand
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Beyond teaching: Montessori education initiatives of public preschool teachers in Turkey Educational Research for Policy and Practice Pub Date : 2022-03-09 Mehtap Efe, Ilkay Ulutas
This qualitative study reveals the experiences of teachers who work in public preschools using their initiative and effort to implement Montessori education in their classes. Data were collected from five Montessori-inspired teachers from different cities in Turkey. Study teachers were well known for their Montessori practices. Since they were in different regions, they were interviewed by conference
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International teaching internships for future teachers: potential and challenges for learning Educational Research for Policy and Practice Pub Date : 2022-02-25 Carola Mantel, Esther Kamm, Christine Bieri Buschor
Internationalisation of the higher education system continues to have a strong impact on national education policies. From an international perspective, learning to teach in globally competent and culturally responsive ways is a core element of teacher education. For this purpose, academically and practice-oriented student teacher exchange programmes have been established. It is often taken for granted
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Playful maths! The influence of play-based learning on academic performance of Palestinian primary school children Educational Research for Policy and Practice Pub Date : 2022-02-11 Elaine M. Murtagh, Jamil Sawalma, Rosemarie Martin
This study explores the relationship between play-based learning and achievement in mathematics in Palestinian elementary school children. Forty teachers from eight schools received training in play-based pedagogies and follow-up support visits from programme staff (intervention group); four matched schools served as the control group. Grade-appropriate tests were administered to all students in two
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A paradox of age in early childhood education: A review of the literature and survey of Australian educators working with three-year-old children Educational Research for Policy and Practice Pub Date : 2022-01-29 Sheena Elwick, E. Jayne White
A paradox concerning age exists in early childhood education (ECE) across many countries today, evident in the literature, curriculum, policy, funding, and provision. This paradox comprises two distinct approaches that call for either a specialised developmental approach to discrete age groups or a generic attitude concerning childhoods with no age distinction at all. This article traces the presence
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Reluctant privatization: assessing the higher education context and policy formation in Nepal Educational Research for Policy and Practice Pub Date : 2021-11-13 Wagle, Udaya
The higher education system in Nepal has witnessed major achievements and challenges in the past few decades. This paper takes stock of the way the system has evolved and is now mismanaged, with a particular attention to the overall structure, financial management, quality control, and human resources that are central to fulfilling its societal promise. Given that these challenges have been a by-product
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Students’ interest towards teaching profession and career in Malaysia and Oman: a comparative study Educational Research for Policy and Practice Pub Date : 2021-11-09 Amzat, Ismail Hussein, Ismail, Omer Hashim, Al-Ani, Wajeha Thabet Khadem
This research aims to investigate how university students in Malaysia and Oman perceive the teaching profession. It explores their interests in considering teaching as their career in the future. A quantitative approach was used with a sample of 463 participants from Oman and Malaysia to achieve these objectives. For the analysis, confirmatory factor analysis (CFA) through structural equation model
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Ability grouping predicts inequality, not achievement gains in Philippine schools: findings from PISA 2018 Educational Research for Policy and Practice Pub Date : 2021-11-05 Trinidad, Jose Eos, King, Ronnel B.
Grouping students in terms of ability and aptitude is assumed to be advantageous, given that high-performing students may be stimulated more while low-performing students may be supported more. However, studies on ability grouping often provide mixed results. Additionally, although ability grouping is a common practice in the Philippines, it has not been empirically investigated with a nationally representative
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Teacher education as a laboratory for developing teaching approaches—a collaboration between teacher educators, student teachers, and local schools Educational Research for Policy and Practice Pub Date : 2021-10-29 Nielsen, Birgitte Lund, Jensen, Elsebeth
The paper presents research from a Danish large-scale and collaborative initiative for systematically developing teacher education ‘Teacher education as a laboratory for developing excellent teaching and education’ (LULAB). Framed by this initiative, local teacher educators and student teachers are, in collaboration with teachers and students from partner-schools, experimenting with developing, analyzing
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Correction to: Gender differences in students’ progress from elementary to secondary education in India: who are performing better? Educational Research for Policy and Practice Pub Date : 2021-08-28 Deepak Kumar,Bhanu Pratap,Archana Aggarwal
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Pre-service teachers’ achievement goal orientations, teacher identity, and sense of personal responsibility: The moderated mediating effects of emotions about teaching Educational Research for Policy and Practice Pub Date : 2021-08-12 Çetin, Güler, Eren, Altay
This study examined the relationships among pre-service teachers’ (PTs) achievement goal orientations, emotions about teaching, teacher identity, and the sense of personal responsibility, with the intention of exploring whether the effects of possible interactions between achievement goal orientations and emotions about teaching on the sense of personal responsibility were significantly transmitted
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Gender differences in students’ progress from elementary to secondary education in India: who are performing better? Educational Research for Policy and Practice Pub Date : 2021-08-04 Kumar, Deepak, Pratap, Bhanu, Aggarwal, Archana
This paper analyzes gender differences in the progress of students from elementary to secondary education in India by using India Human Development Survey (2004–05 and 2011–12) panel data. Using a logit model analysis, we have examined how post-enrollment, a child’s family background, household educational inputs and process indicators determine his/her elementary and secondary school completion (SSC)
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Exploring middle school teachers’ perceptions of factors affecting the teacher–student relationships Educational Research for Policy and Practice Pub Date : 2021-06-29 Farshad Ghasemi
As a context-dependent phenomenon, the teacher–student relationships (TSR) remain an under-researched field. The purpose of this study was to voice teachers’ perceptions of the influential factors affecting TSR. Using a qualitative phenomenological design, we attempted to present a detailed description of teachers’ perceived factors influencing TSR. The participants (N = 17) were English language teachers
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Singapore’s approach to developing teachers: a foray into international teaching assistantship Educational Research for Policy and Practice Pub Date : 2021-06-22 Woon Chia Liu
International teaching experiences, even if short-termed, are great opportunities for student teachers to challenge their assumptions and scrutinise their beliefs, to discover different ways of approaching teaching and learning, and to better understand their own education system through a global education lens. They offer student teachers the context to develop their teaching competencies and serve
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Curriculum mapping as a boundary encounter: meeting the demands of multiple agendas Educational Research for Policy and Practice Pub Date : 2021-06-15 Beverley Cooper, Bronwen Cowie, Jane Furness
This paper illustrates the use of curriculum mapping as a process that can support productive boundary encounters between lecturers in an initial teacher education (ITE) programme as part of curriculum review. Using mathematics as the context, lecturers in a 1-year primary graduate ITE programme developed a curriculum map to identify the mathematical thinking opportunities available to their pre-service
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Developing the instructional process in the layered flipped learning model for secondary school English courses Educational Research for Policy and Practice Pub Date : 2021-05-26 Burcu Ökmen, Abdurrahman Kılıç
The aim of this research is to provide an example of how English language teaching practices can be arranged according to the layered flipped learning model. One of the qualitative research methods, the “action research” method, was used in this study. The research was conducted with fifth grade students in a secondary school in the Western Black Sea region of Turkey in the 2017/2018 academic year
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Unraveling the myth of madrasah formal education quality in Indonesia: a labor quality approach Educational Research for Policy and Practice Pub Date : 2021-05-22 Faizal Rahmanto Moeis
Education is essential for developing labor in Indonesia. One type of formal education is madrasah education that has been historically significant in Indonesia which adds depth in Islamic subjects in addition to basic subjects. These graduates may become important as the Sharia industry continues to boom in Indonesia. However, madrasah education has shown weak labor market performances compared to
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Weapons of mass instruction: a schoolteacher's journey through the dark world of compulsory schooling Educational Research for Policy and Practice Pub Date : 2021-04-13 Orhun Kaptan
This study is a book review of John Taylor Gatto's work titled "Weapons of Mass Instruction: A Schoolteacher's Journey through the Dark World of Compulsory Schooling". The purpose of this study is to evaluate strengths and weaknesses of the book, while providing an insight about how the book was organized and what the main theme is. Although the book was published in 2010, its translations to other
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Surviving a re-entry: second-career academics in business schools in Malaysia Educational Research for Policy and Practice Pub Date : 2021-02-16 Liap-Teck Ong
Recently, the re-entry of business executives into academia as second-career academics has become increasingly common. However, very few studies have been carried out to investigate how these second-career academics survive in their new working environment. The current study set out to explore the survival of second-career academics upon their re-entry into academia. A total of 31 s-career academics
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Integrating technology in English language teaching through a community of practice in the Sultanate of Oman: implications for policy implementation Educational Research for Policy and Practice Pub Date : 2021-01-21 Tahani Al-Habsi, Saleh Al-Busaidi, Ali Al-Issa
Much has been written, published, and presented about the important role and uses of technology in English language teaching (ELT) today and the effect it can have on students’ learning. The present qualitative study is an intervention, which attempted to explore the integration of technology among 11 public school English language teachers in the Sultanate of Oman through the use of community of practice