Graduate School Of Education 5
201. A Bibliometric Study of Issues in Educational Policy
202. Does Vertical University Stratification Foster or Hinder Academics’ Societal Engagement? Findings from Canada, Germany, Kazakhstan, and Russia
203. Enhancing Global Artificial Intelligence Literacy, Innovation and Entrepreneurship Through an Exploratory Cross-Cultural Study: Interactions With Pedagogical Agents in Immersive Virtual Reality Environments
204. An integrative systematic review of career transitions across STEM and HASS disciplines
205. Silencing the scholar: bureaucratic logic and the revaluation of the PhD in Kazakhstan
206. Unequal returns? A bourdieusian analysis of the state-funded education and career pathways in Kazakhstan
207. Informal learning through social media: exploring the experiences of teachers in virtual professional communities in Kazakhstan
208. Mapping the Field: A Scoping Review of Initial Teacher Education Research in Central Asia
209. Understanding informal learning in virtual professional communities of teachers: the role of knowledge sharing self-efficacy
210. Educational practitioners’ conceptualizations of the nature, impact and challenges of educational research in Kazakhstan
211. Research Ethics Education for the Social Sciences in Central Asian Contexts
212. The dimensionality of emotional intelligence: Evidence for a four-factor model for post-Soviet and Central Asian adolescents
213. Growing pains: graduate students grappling with English medium instruction in Kazakhstan
214. Navigating the potentials and barriers to EMI in the post-Soviet region: insights from Kazakhstani university students and instructors
215. The Quantitative Case-by-Case Analyses of the Socio-Emotional Outcomes of Children with ASD in Robot-Assisted Autism Therapy
216. ‘You have no face – so you have no eyes’: Experiences of women with visual impairments in Ileni Mwiitaleleko centre of Namibia
217. International human capital in the local labour market: experiences of the foreign-educated Kazakhstani graduates
218. Teachers’ attitudes towards their school managers and their intent to leave: A gender-moderated model
219. Teachers’ attitudes towards their school managers and their intent to leave: A gender-moderated model
220. Mentoring motivations in formal mentoring programmes within the practicum programmes in Kazakhstan
221. Empowering Inclusion: A Study of Pre-Service Teachers’ Proposals for Enhancing Initial Teacher Education in Kazakhstan
222. Graduate Students’ Experiences in a Blended Learning Program in Kazakhstan: A Mixed-Method Study Employing Interaction Equivalency Theorem
223. Collaborative engagement between stakeholders in the education of Australian students with disability: a scoping review
224. Examining the connection between position-based power and social status across 70 cultures
225. A contextually adapted model of school engagement in Kazakhstan
226. Educational reform and teachers’ agency in reconstructing pedagogical practices in Kazakhstan
227. Teachers’ perceptions of the recent curriculum reforms: a case study on Kazakhstani teachers’ utilization processes for the new course plan for English
228. Global south mobility: a case study on the motivations and language practices of Indian international students in Kazakhstan
229. L2-Mediated Personal Competence as a Dimension of Identity Development Among International Students in Kazakhstan: A Mixed Methods Study
230. Boundary-Spanning and Sustainability in the Digital Higher Education Space: A Case Study of Anadolu University
231. Faculty Views on Normative Behaviors in Graduate Teaching, Research, and Mentoring
232. In Search of Organizational Actorhood: Institutional Positioning Statements of Turkish Public Universities
233. Social robots in cognitive and speech rehabilitation for children with cerebral palsy: a scoping review
234. The role of student–teacher college practicum experience on teaching self-efficacy, belief in the profession, and intention to teach in Kazakhstan
235. Translanguaging in the academic writing process: Exploring Chinese bilingual postgraduate students’ practices at a British university
236. Do children speaking indigenous and regional languages benefit equally from updated curricula? A report on a longitudinal quasi-experimental pilot study in Central Asia
237. “I am a mixed person of Kazakh, Turkish and English”: Multilingual students’ identity in EMI universities in Kazakhstan
238. Teachers’ perceptions and attitudes around the possible implementation of sex education in schools: views from teachers in Kazakhstan’s Karaganda Region
239. The role of teacher professional capital in developing distributed leadership: evidence from a centralized system
1 3 4 5 5