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ISSN: 2333-9721
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Journal of Education

ISSN Print: 0022-0574

ISSN Online: 2515-5741

主页: https://journals.sagepub.com/loi/jexa

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Gamification: A Pilot Study in a Community College Setting

Josué Cardona,Patrick O’Connor

Improving Educational Quality Through Curriculum Development: An Empirical Investigation Using Stakeholder Feedback Data

Amirul Islam

Career Trajectories of Deputy and Assistant Headteachers and Their Perceptions of Secondary Headship

Judith Bruce-Golding

The Contribution of Remedial Courses on the Academic and Social Lives of Secondary School Students

Betül Betina Yolak,Fatma Nevra Seggie,Zeynep Kiziltepe

Proposal of an Alternative Human Capital Evaluation Method for a Research Laboratory: Multidimensional Approach Based on Physical Indicators and Activities

Driss El Kadiri Boutchich

Teacher Students’ Experienced Challenges in the Beginning of Their Education

Margareta Aspán,Ylva St？hle

Science Teachers’ and Students’ Perceptions of the Implementation of Inquiry

Marwa Eltanahy,Sufian Forawi

Where Do You Stand? Discussions That Promote Democratic Citizenship and Engage Multiple Intelligences

Bryan P. Arnold

Nurturing Is Not Enough: A Case Study on Social Justice, Caring, and Discipline

Christine J. Yeh,Darrick Smith

PhotoLingo—Development and Improvement of Higher

Billie Eilam,Ofra Walter,Ya’ara Gil-Glazer

Trends in Performance of WASSCE Candidates in the Science and Mathematics in Ghana: Perceived Contributing Factors and the Way Forward

Francis Kodzo Amedahe,Kofi Acheaw Owusu,Might Kojo Abreh

Are We Finnished Yet? Teacher Preparation and the Rise of “Glocalization”

David R. Hollier

A Service

Anita Knopov,Nikita S. Kalluri,Ricky Kue

Development and Assessment of Intercultural Effectiveness: A Learner

Allan W. Bird,Iris Berdrow

Book Review: Demoralized: Why Teachers Leave the Profession They Love and How They Can Stay, by Doris A. Santoro

Chase J. Raymond

“We Wish We Could Be Heard”: Teachers’ Voices in Botswana Primary Schools

Thenjiwe Major

Examining Variability in Language Minority Students’ Reading Achievement: The Influence of School and Ethnic Background Macro Contexts

Ronald H. Heck,Tingting Reid

Implementation as a Dynamic Process: A Case Study of Teacher Sensemaking of a Cross

Linda Kucan,Michelle Rimbey

Teaching Race in U.S. History: Examining Culturally Relevant Pedagogy in a Multicultural Urban High School

Christopher C. Martell

Effects of the Instruction in Inferring Meanings From Context on the Comprehension of Middle School Students at Frustration Reading Level

Ilhan Ilter

An Exploration of Turkish Prospective Teachers’ Teaching Competencies through the Analysis of Their Pedagogical Content Knowledge Documentations

S. Radmard,Y. Soysal

Evidence of Disillusionment of Younger Cohorts in Higher Education in India

Anurag Chauhan,Harish Chaudhry,Rajendra Nargundkar,Sunil Gupta

Links Between Patterns of Quality in Diverse Settings and Children’s Early Outcomes

Iheoma U. Iruka,Nicole D. Forry

Curriculum Development: Preservice Teachers’ Perceptions of Design Thinking for Understanding Digital Literacy as a Curricular Framework

Jennifer Palilonis,Kate Shively

Teamwork and Motivation to Leave the Teaching Profession: An Exploratory Study

Amanda Bursey,Bart Demeter,Cassandra Mccarty,Drew Janowiak,Roque do Carmo Amorim Neto

©2008-2020 OALib, Inc | Public user content licensed CC-BY 4.0 unless otherwise specified. OALib ISSN Online: 2333-9721 OALib ISSN Print: 2333-9705