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Barriers to Early Identification and Intervention for Children with Special Education Needs (SEN) in Public Kindergartens (KGs) in the Sagnarigu District of the Northern Region, Ghana
Abdallah Soma, Kwaku Kissiedu, Isaac Nyame
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The Use and Challenges of Learner-Centered Pedagogy: Basic School Teachers’ Perspective
Sylvester Donkoh, Albert Amoakwah
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Enhancing Digital Literacy for Learners in Inclusive Primary and Secondary Education in Lesotho
Motlalepula Alphonci Khumalo
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Unlock the Reflective and Reflexive Practices in Learning: Testing the Possible Predictors in EFL Context
Younes Zhiri
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Perspectives of Pre-services Teachers on Indigenous Knowledge Practices and Their Integration into the Teaching and Learning of Science
Anna Mwinbuabu Naah, Valentina Osei-Himah
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Three Navigational Metaphors for Addressing Learning and Teaching
Eliezer Yariv
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Learning Styles and Academic Achievement of Distance e-Learning University Mathematics Students: A Case of a University in Zimbabwe
Edmore Mangwende
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Qualitative Insights on the Implementation of the Alternative Learning System in the Philippines
Ray Butch Daclan Mahinay, Edralin Cañedo Manla
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Systematic Review of Communicative Language Teaching (CLT) in Language Education: A Balanced Perspective
Lhoussine Qasserras
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The Effects of Scaffolding in Genre-Based Writing Instructions on EFL Learners’ Writing Performance
Thi Tram Anh Nguyen, Vien Truong
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Learning Fun English through Pop-Up QR Book: An Audio-Visual Aid for Early Childhood Foreign Language Development
Mozes Kurniawan, Yolanda Anggiana Putri, Gissela Cahya Alianti
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Learning Style Differences between High and Low Achievers in Public and Independent Secondary Schools in Lagos State, Nigeria
Mary O. Akinnawonu, Adenike Emeke, Stella C. Anyama, Stephen D. Bolaji, Olabisi Kuteyi-Imonitie, Olaoluwa G. Ibilola
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Examining the Effects of Language Competencies on Academic Achievements of Special Needs Students and Their Peers Using Standardized Test Scores
Saoussan Maarouf
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The Use of e-Portfolios as a Teaching, Learning and Assessment Tool in Higher Education: Differing Opinions among Ghanaian Pre-Service Teachers and Nurses
Paul Kwame Butakor
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Integrating ChatGPT into the Inquiry-Based Science Curriculum for Primary Education
Konstantinos T. Kotsis
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Examining Teachers’ Ratings and Perspectives on Literacy Acquisition in the Early Childhood Classroom
Andre Martin
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Theoretical Foundations of the Flipped Classroom
Assoa Ettien, Ya Éveline Johnson Touré
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Problem-based Learning in Pediatric Dentistry: Perception of Students at the Mohamed VI Faculty of Dentistry
Fatima Ezzahra El Omari, Zineb Al Jalil, Zineb Bennour, Ihsane Ben Yahya
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Integrating Inquiry-based Learning in the New Greek Primary Science Curriculum
Konstantinos T. Kotsis
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The Leadership Role of the School Principal in Developing and Improving Learner Performance in Eswatini Schools
Goodness Tshabalala, Yinusa Akintoye Faremi
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High-Impact Teaching Designs for Effective Higher Educational Practices
Nadir Ali
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Ethical Leadership in AI-Enabled Schools: Navigating Human Rights, Equity, and Justice in Education
Konstantina Michopoulou, Jean Kim Chin Gan
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From TENOR to TEIC: The English Teacher’s Final “Say-So” in Reformulating Education Policies
Angeliki Ypsilanti, Ioannis Karras
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Women Leaders Resilience Amid Challenging School Environments: A Call for Support
Itumeleng Innocentia Setlhodi, Marilyn Oria Ramatsui
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A Critique of the Teachers’ Performance Appraisal and Development Tool of Evaluation in Kenya with Reference to the Socratic Pedagogy
Simon Wambuu Wanjiku, Francis Murira Ndichu, Edward Maina Andafu
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