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1. Ethical human participant research in Central Asia: a quantitative analysis of attitudes and practices among social science researchers based in the region
2. Peer editing using shared online documents: the effects of comments and track changes on student L2 academic writing quality
3. Problem-solving support and instructional sequence: impact on cognitive load and student performance
4. The interaction of collaboration, note-taking completeness, and performance over 10 weeks of an online course
5. Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing
6. The influence of ict use and related attitudes on students’ math and science performance: multilevel analyses of the last decade’s pisa surveys
7. The role of teacher selection criteria and preparation on teacher self-efficacy, satisfaction, and commitment: an analysis of Kazakhstani TALIS data
8. Analyzing collaborative note-taking behaviors and their relationship with student learning through the collaborative encoding-storage paradigm
9. Correction to: Understanding the academic achievement of the first- and second-generation immigrant students: a multi-level analysis of PISA 2018 data (Educational Assessment, Evaluation and Accountability, (2023), 35, 2, (233-278), 10.1007/s11092-022-09395-x)
10. Illuminating the shadows: the role of private supplementary tutoring on student math performance in PISA 2022
11. Understanding the academic achievement of the first- and second-generation immigrant students: a multi-level analysis of PISA 2018 data
12. A validity exploration model related to the existence of the generic problem-solving competence
13. Building teacher leadership capacity in schools in Kazakhstan: a mixed method study
14. The moderating effects of total comments on the relationship between comment implementation and online peer-supported writing performance
15. Analysing online peer editing behaviours and their relationship with students’ short-term and long-term writing improvement
16. Correction to: The impact of different peer feedback types on student academic writing performance from dyadic and individual analyses (Education and Information Technologies, (2025), 30, 5, (6339-6366), 10.1007/s10639-024-13032-z)
17. The impact of different peer feedback types on student academic writing performance from dyadic and individual analyses
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