Graduate School Of Education 4
151. Scientific attitudes: gender differences, impact on physics scores and choices to study physics at higher levels among pre-college STEM students
152. “Whiteness” and Future “Imaginaries”: Pakistani Test-Takers Perspectives on Mobility and High-Stakes English Proficiency Tests
153. Contributions of international education to graduate capital and employability: Evidence from social science graduates in Kazakhstan
154. Faculty engagement in university-industry research partnerships: findings from a developing country
155. Women’s Science, Technology, Engineering, and Mathematics Persistence After University Graduation: Insights From Kazakhstan
156. Applying Terror Management Theory to Explain International Faculty Responses to COVID-19 Control Measures
157. Charting the terrain of global research on graduate education: a bibliometric approach
158. Experiences of female early-career professionals in male-dominated STEM companies in Kazakhstan
159. Refugee Students’ Transition from Higher Education to Employment: Setting a Research Agenda
160. Women’s progression through the leadership pipeline in the universities of Kazakhstan and Kyrgyzstan
161. Perceptions of male early childhood kindergarten teachers in China: a systematic review
162. Identity development research: a systematic review of reviews
163. PIAAC Survey of Adult Skills: A review of the research landscape
164. Retracted: Features of the Development of Future Teachers-Psychologists Ability to a Narrative
165. A person centered analysis of student well being and academic achievement using PISA 2022 data from Kazakhstan
166. Teacher education and inclusive education in Kazakhstan
167. Beyond market and language commodification: Contemplating social-market value and social-welfare concerns in language education policy and practice in Pakistan
168. Celebratory or guilty multilingualism? English medium instruction challenges, pedagogical choices, and teacher agency in Pakistan
169. Deprescriptivising folk theories: critical multilingual language awareness for educators in Pakistan
170. Ecological planning towards language revitalization: The Torwali minority language in Pakistan
171. ‘English is like a credit card’: the workings of neoliberal governmentality in English learning in Pakistan
172. From colonial celebration to postcolonial performativity: ‘guilty multilingualism’ and ‘performative agency’ in the English Medium Instruction (EMI) context
173. From policy dumping to a participatory framework: re-envisioning the English medium instruction policy in Kazakhstan’s mainstream schools
174. Negotiating English-only gatekeepers: teachers’ agency through a public sphere lens
175. Policy from below: STEM teachers’ response to EMI policy and policy-making in the mainstream schools in Kazakhstan
176. Decolonising participatory research: can Ubuntu philosophy contribute something?
177. CLIL as a conduit for a trilingual Kazakhstan
178. Social Inclusion and Sustainable Development: Findings from Seven African and Asian Contexts
179. Critical peer mentoring: Aligning values and practice as professional development
180. Mentoring for well-being in (un)caring institutions: Possibilities and limitations for language teacher education
181. Exploring the experience of inclusion of students with disabilities in Botswana’s institutions of higher education
182. Resolving the public–private good binary in higher education using Ubuntu philosophy
183. Rethinking disability through the political model of disability: an autoethnographic study of the Tembo Mvura people in Zimbabwe
184. Ubuntu philosophy and the paradox of disability: voices from Ovambo and Damara communities in Namibia
185. The use of drama in science instruction—a review of the literature
186. The use of drama in science instruction—a review of the literature
187. Stress stemming from educational reforms as a key determinant of teachers turnover intentions: evidence from TALIS 2018
188. Measuring Social Desirability in Collectivist Countries: A Psychometric Study in a Representative Sample From Kazakhstan
189. Global crisis management and higher education: Agency and coupling in the context of wicked COVID-19 problems
190. Cognitive Learning and Robotics: Innovative Teaching for Inclusivity
191. Moveable Älıpbi: Design of Montessori-Based Child-Robot Interaction for Long-Term Alphabet Learning
192. The political economy of education in Central Asia: exploring the fault lines of social cohesion
193. Student perspectives on good university teachers: communication, clarity, commitment, care
194. Bridging the gap: special educators’ perceptions of their professional roles in supporting inclusive education in Kazakhstan
195. Teachers’ attitudes towards inclusive education of children with special educational needs and disabilities in central Asia
196. Building teacher leadership capacity in schools in Kazakhstan: a mixed method study
197. The teacher leadership in Kazakhstan initiative: professional learning and leadership
198. Understanding human participant research ethics: The perspectives of social scientists in Central Asia
199. Learner Support Practices in Open and Distance Learning Institutions in Gaborone, Botswana
200. Students’ and families’ attitudes and motivations to language learning and CLIL: a longitudinal study
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