Vol 17, No 7 (2018)

July 2018

Table of Contents

Articles

Why Teachers Assign Socially Unequal Marks. A Case for Establishing Tertiary Origin Effects in the Model of Primary and Secondary Effects of Educational Research
Marcel Helbig, Tatiana Morar
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Norwegian teacher educators’ attentiveness to democracy and their practices
Heidi Biseth, Susan Cathrine Lyden
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Affect-Adaptive Activities in a Personalised Ubiquitous Learning System
Olumide Sunday Adewale, O. C. Agbonifo, E. O. Ibam, A. I. Makinde, O. K. Boyinbode, B. A. Ojokoh, O. Olabode, M. S. Omirin, S. O. Olatunji
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Mature ECEC Student Teachers’ Perceived Professional Agency during Work Placements
Tuulikki Ukkonen-Mikkola
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Facilitating Learning through PBL in a Chinese Context: Students’ Learning Outcomes and Attitudes
Huichun Li
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The Implementation of the Lesson Study Approach to Secondary Education in Greece: The Case of the Literature Lesson
Eurydice Maria Kanellopoulou, Maria Darra
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Use of Discourse Markers in Writing and Answering Essay Questions among Undergraduates in Ondo State University of Science and Technology, Okitipupa, Nigeria
Beatrice Bunmi Adeyemi
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The Construction of Professional Identity of Beginning University Teachers - Two Cases Studies from Tunisia
Hejer Ben Jomâa, Salma Majdoub, Hiba Abdelkafi Karoui, Georges Kpazai
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