Nazarbayev University Graduate School Of Education 1

1. Stability, performance and innovation orientation of a higher education funding model in Kazakhstan
2. COVID-19 and the Changes in STEM Students’ Intentions to Pursue International Mobility. What Do the Students Say?
3. “I notice Im getting more involved, interested, and excited about my future topic.” Action research as a transition from research steps to navigating graduate students scholarly dispositions
4. Graduate Student Mothers and Issues of Justice: Steps, Challenges, and Benefits of a Systematic Review for Examining Master’s Theses and Doctoral Dissertations
5. Peer editing using shared online documents: the effects of comments and track changes on student L2 academic writing quality
6. Kazakhstan’s young flagship university: A sequential explanatory mixed-methods study
7. A Case Study of One Accelerated University in Kazakhstan Establishing an IREC
8. Is top-down CLIL justified? A grounded theory exploration of secondary school Science teachers’ experiences
9. Teachers’ conceptualization of content and language integrated learning (CLIL): evidence from a trilingual context
10. Disability and homeschooling: Parents experiences in Kazakhstan
11. Obal and Budi Philosophies as Reparative Visions of Sustainability in Higher Education: A Creative Manifesto
12. Inclusive education reform in Kazakhstan: civil society activism from the bottom-up
13. The moderating effects of total comments on the relationship between comment implementation and online peer-supported writing performance
14. Autism and the Knowledge and Beliefs of Specialists in Kazakhstan
15. Defining spaces: resource centres, collaboration, and inclusion in Kazakhstan
16. English as a medium of instruction in Kazakhstani higher education: a case study
17. Analysing online peer editing behaviours and their relationship with students’ short-term and long-term writing improvement
18. 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)
19. The impact of different peer feedback types on student academic writing performance from dyadic and individual analyses
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