Vol. 17 No. 7 (2018): July 2018

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

  Helbig Marcel, Morar Tatiana

  1-25

  • pdf

• Norwegian Teacher Educators' Attentiveness to Democracy and their Practices

  Heidi Biseth, Susan Catherine Lyden

  26-42

  • pdf

• 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

  43-58

  • pdf

• Mature ECEC Student Teachers' Perceived Professional Agency during Work Placements

  Tuulikki Ukkonen-Mikkola

  59-79

  • pdf

• Facilitating Learning through PBL in a Chinese Context: Students’ Learning Outcomes and Attitudes

  Huichun Li

  80-93

  • pdf

• The Implementation of the Lesson Study Approach to Secondary Education in Greece: The Case of the Literature Lesson

  Eurydice-Maria Kanellopoulou, Maria Darra

  94-105

  • pdf

• 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

  106-119

  • pdf

• The Construction of Professional Identity of Beginning University Teachers - Two Cases Studies from Tunisia

  Hejer Ben Jomâa , Salma Majdoub, Hiba Abdelkafi Karoui, Georges KPAZAÏ

  120-134

  • pdf