Graduate School Of Education 2
51. A protocol for analyzing repeated measures of online group behavior
52. autopsych: An R Shiny tool for the reproducible Rasch analysis, differential item functioning, equating, and examination of group effects
53. Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing
54. The role of teacher selection criteria and preparation on teacher self-efficacy, satisfaction, and commitment: an analysis of Kazakhstani TALIS data
55. Perspectives of healthcare practitioners on environmental sustainability in healthcare: A qualitative study
56. Malaysian PhD graduates coming home: adjustment and adaptation to the research ecosystem
57. Gender and secondary school students’ engagement in STEM subjects: a qualitative study
58. A Multi-Layered Socio-Ecological Framework for Investigating Teacher Well-Being: Key Predictors and Protective Factors
59. Achieving SDG 4, Equitable Quality Education after COVID-19: Global Evidence and a Case Study of Kazakhstan
60. Leading Schools During a Global Crisis: Kazakhstani School Leaders’ Perspectives and Practices
61. School Leaders’ Well-Being during Times of Crisis: Insights from a Quantitative Study in Kazakhstan
62. ‘The fearful khan and the delightful beauties’: The construction of gender in secondary school textbooks in Kazakhstan
63. Agentic collective narcissism and communal collective narcissism: Do they predict COVID-19 pandemic-related beliefs and behaviors?
64. Grandiose narcissism, unfounded beliefs, and behavioral reactions during the COVID-19 pandemic
65. Mapping the Landscape of SDG Research in Kazakhstan: A Machine Learning–Based Approach
66. Universities branching out: towards a typology of transnational education partnerships in Central Asia
67. ‘Why should we have theirs if we have our own?’ On decolonizing social science research ethics in Central Asia
68. ‘I should conduct action research more often’: teacher educators’ professional development through action research
69. Transfer of genre knowledge among three languages: Insights from English-medium postgraduate programs in Kazakhstan
70. A bibliometric analysis of shadow education in Asia: Private supplementary tutoring and its implications
71. A bibliometric mapping of shadow education research: achievements, limitations, and the future
72. African international students’ challenges, investment and identity development at a highly selective EMI university in Kazakhstan
73. Being participatory: employing geographic lenses to understand young people’s experiences of private supplementary tutoring in Uzbekistan
74. Child participatory research methods: exploring grade 6 pupils’ experiences of private tutoring in Kazakhstan
75. Coming out of the shadows: investing in English private tutoring at a transition point in Kazakhstan’s education system during the global pandemic
76. Correction to: A bibliometric mapping of shadow education research: achievements, limitations, and the future (Asia Pacific Education Review, (2022), 23, 2, (341-359), 10.1007/s12564-022-09759-4)
77. Correction to: Throwing light on fee-charging tutoring during the global pandemic in Kazakhstan: implications for the future of higher education (Asia Pacific Education Review, (2024), 25, 2, (313-325), 10.1007/s12564-023-09831-7)
78. Emergency remote English language teaching and learning: Voices of primary school students and teachers in Kazakhstan
79. Examining the nature and effectiveness of fee-free supplementary tutoring: voices of ‘Robin Hood teachers’ in Kazakhstan
80. Examining the nature, effectiveness and implications of shadow education in rural Kazakhstan: A participatory study of primary school students
81. Exploring Postgraduate students’ challenges and strategy use while writing a master’s thesis in an English-medium University in Kazakhstan
82. Five decades of language learning strategy research: a bibliometric review and research agenda
83. Investigating language identities of international postgraduate students in Britain: a qualitative inquiry
84. Learning in the shadows: exploring primary school students and their parents’ perceptions of fee-charging private tutoring in Kazakhstan
85. Navigating Kazakhstani postgraduate students intercultural citizenship development and future vision in Türkiye: a qualitative inquiry
86. Navigating teachers’ perceptions and experiences of shadow education expansion and regulation in Kazakhstan: a mixed-methods study
87. Navigating undergraduate students’ (dis)investments, language learning strategies, and future vision for learning Chinese in Kazakhstan
88. Neoliberal Governmentality and English Private Tutoring Among Rural Secondary School Students in Kazakhstan: A Quantitative Inquiry
89. Obituary for Zoltán Dörnyei (1960–2022): a bibliometric mapping of his publications
90. Primary School Students’ Experiences of English Private Tutoring in Uzbekistan Using Participatory Methods
91. Primary School Students’ Experiences of English Private Tutoring in Uzbekistan Using Participatory Methods
92. Private supplementary tutoring and educational inequality in secondary education in Kazakhstan
93. Shadow education in conflict-affected contexts: experiences of internally displaced Syrian students with English private tutoring
94. Shifting learning strategies and future selves of Arab postgraduate students in Britain: a qualitative inquiry
95. The spiritual vision for learning Arabic and beyond: unpacking undergraduate students investments and identity negotiation in Kazakhstan
96. Theoretical foundations of phenomenography: a critical review
97. Three decades of research on the model of investment in applied linguistics: a bibliometric analysis and research agenda
98. Throwing light on fee-charging tutoring during the global pandemic in Kazakhstan: implications for the future of higher education
99. Understanding challenges, investment, and strategic language use of postgraduate students in an English-medium university in Kazakhstan
100. Unpacking Syrian international students’ expectations, challenges and future selves in Kazakhstan: a qualitative inquiry
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