ISSN 0305-5698, Online ISSN: 1465-3400
Publisher: Routledge, part of the Taylor & Francis Group
The social fabric of elementary schools: a network typology of social interaction among teachers
Moolenaar, Nienke M.; Sleegers, Peter J.C.; Karsten, Sjoerd; Daly, Alan J.
Keeping friends safe: a prospective study examining early adolescent's confidence and support networks
Buckley, L.; Chapman, R.L.; Sheehan, M.; Cunningham, L.
Differential trust between parents and teachers of children from low-income and immigrant backgrounds
Janssen, Marije; Bakker, Joep T.A.; Bosman, Anna M.T.; Rosenberg, Kirsten; Leseman, Paul P.M.
Self-regulated learning and students’ perceptions of innovative and traditional learning environments: a longitudinal study in secondary education
Schuitema, Jaap; Peetsma, Thea; van der Veen, Ineke
How well elementary teachers identify parallelogram?
Duatepe-Paksu, Asuman; İymen, Esra; Pakmak, Gül Sinem
Effects of learning approaches, locus of control, socio-economic status and self-efficacy on academic achievement: a Turkish perspective
Suphi, Nilgün; Yaratan, Hüseyin
Which variables relate to the attitudes of teachers, parents and peers towards students with special educational needs in regular education?
de Boer, Anke; Pijl, Sip Jan; Post, Wendy; Minnaert, Alexander
Understanding and defining cognitive style and learning style: a Delphi study in the context of educational psychology
Armstrong, Steven J.; Peterson, Elizabeth R.; Rayner, Stephen G.
Determinants of international students’ adaptation: examining effects of integrative motivation, instrumental motivation and second language proficiency
Yu, Baohua; Downing, Kevin
Mutual alignment comparison facilitates abstraction and transfer of a complex scientific concept
Orton, Judy M.; Anggoro, Florencia K.; Jee, Benjamin D.
Going beyond the syllabus: a study of A level Mathematics teachers and students
Suto, Irenka; Elliott, Gill; Rushton, Nicky; Mehta, Sanjana