| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Abu Dhabi school leaders’ emotional intelligence: dimensions, deficits, and capacity building for school improvement
|
Blaik-Hourani, Rida
|
|
|
22 |
2 |
p. 259-282
|
article
|
| 2 |
Classroom assessment beliefs of teachers: scale validity and reliability study
|
Şentürk, Cihad
|
|
|
22 |
2 |
p. 301-323
|
article
|
| 3 |
Implementation of formative assessment in the English language classroom: insights from three primary schools in Singapore
|
Kaur, Kiren
|
|
|
22 |
2 |
p. 215-237
|
article
|
| 4 |
Leading, but are there followers? Exploring the influence of heads of departments on staff and students in Ghanaian higher education institutions
|
Salifu, Inusah
|
|
|
22 |
2 |
p. 349-366
|
article
|
| 5 |
Quality of teaching and learning: the role of metacognitive teaching strategies in higher-performing classrooms in Vietnam
|
DeJaeghere, Joan
|
|
|
22 |
2 |
p. 239-258
|
article
|
| 6 |
Toward agenda 2030 in education: policies and practices for effective school leadership
|
Ghamrawi, Norma
|
|
|
22 |
2 |
p. 325-347
|
article
|
| 7 |
Unpacking collective teacher efficacy in primary schools: student achievement and professional development
|
Salas-Rodríguez, Fátima
|
|
|
22 |
2 |
p. 193-214
|
article
|
| 8 |
Why school context matters in refugee education
|
Baak, Melanie
|
|
|
22 |
2 |
p. 283-299
|
article
|
Journal description