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Academic Journal

Mitigating Barriers to Persistence: A Review of Efforts to Improve Retention and Graduation Rates for Students of Color in Higher Education

Subjects: Barriers, Academic Persistence, School Holding Power, Graduation Rate, Minority Group Students, African American Students, College Students, Higher Education, Equal Education, Educational Strategies, Achievement Gap, Remedial Programs, Academic Ability, Barriers, Barriers, Academic Persistence, School Holding Power, Graduation Rate, Minority Group Students, African American Students, College Students, Higher Education, Equal Education, Educational Strategies, Achievement Gap, Remedial Programs, Academic Ability, Academic Persistence, Barriers, Academic Persistence, School Holding Power, Graduation Rate, Minority Group Students, African American Students, College Students, Higher Education, Equal Education, Educational Strategies, Achievement Gap, Remedial Programs, Academic Ability, School Holding Power, Barriers, Academic Persistence, School Holding Power, Graduation Rate, Minority Group Students, African American Students, College Students, Higher Education, Equal Education, Educational Strategies, Achievement Gap, Remedial Programs, Academic Ability, Graduation Rate, Barriers, Academic Persistence, School Holding Power, Graduation Rate, Minority Group Students, African American Students, College Students, Higher Education, Equal Education, Educational Strategies, Achievement Gap, Remedial Programs, Academic Ability, Minority Group Students, Barriers, Academic Persistence, School Holding Power, Graduation Rate, Minority Group Students, African American Students, College Students, Higher Education, Equal Education, Educational Strategies, Achievement Gap, Remedial Programs, Academic Ability, African American Students, Barriers, Academic Persistence, School Holding Power, Graduation Rate, Minority Group Students, African American Students, College Students, Higher Education, Equal Education, Educational Strategies, Achievement Gap, Remedial Programs, Academic Ability, College Students, Barriers, Academic Persistence, School Holding Power, Graduation Rate, Minority Group Students, African American Students, College Students, Higher Education, Equal Education, Educational Strategies, Achievement Gap, Remedial Programs, Academic Ability, Higher Education, Barriers, Academic Persistence, School Holding Power, Graduation Rate, Minority Group Students, African American Students, College Students, Higher Education, Equal Education, Educational Strategies, Achievement Gap, Remedial Programs, Academic Ability, Equal Education, Barriers, Academic Persistence, School Holding Power, Graduation Rate, Minority Group Students, African American Students, College Students, Higher Education, Equal Education, Educational Strategies, Achievement Gap, Remedial Programs, Academic Ability, Educational Strategies, Barriers, Academic Persistence, School Holding Power, Graduation Rate, Minority Group Students, African American Students, College Students, Higher Education, Equal Education, Educational Strategies, Achievement Gap, Remedial Programs, Academic Ability, Achievement Gap, Barriers, Academic Persistence, School Holding Power, Graduation Rate, Minority Group Students, African American Students, College Students, Higher Education, Equal Education, Educational Strategies, Achievement Gap, Remedial Programs, Academic Ability, Remedial Programs, Barriers, Academic Persistence, School Holding Power, Graduation Rate, Minority Group Students, African American Students, College Students, Higher Education, Equal Education, Educational Strategies, Achievement Gap, Remedial Programs, Academic Ability, Academic Ability, Barriers, Academic Persistence, School Holding Power, Graduation Rate, Minority Group Students, African American Students, College Students, Higher Education, Equal Education, Educational Strategies, Achievement Gap, Remedial Programs, Academic Ability, Educational PolicyOhio (Cleveland)

  • Source: Higher Education Studies, v9 n1 p118-131 2019. 14 pp.

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Academic Journal

Barriers to Student Learning and Participation in an Inclusive School as Perceived by Future Education Professionals

Subjects: Barriers, Inclusion, Regular and Special Education Relationship, Graduate Students, Teacher Education Programs, Student Attitudes, Student Teaching, Teacher Competencies, Foreign Countries, Teacher Qualifications, Accessibility (for Disabled), Educational Resources, Student Needs, Gender Differences, Age Differences, Barriers, Barriers, Inclusion, Regular and Special Education Relationship, Graduate Students, Teacher Education Programs, Student Attitudes, Student Teaching, Teacher Competencies, Foreign Countries, Teacher Qualifications, Accessibility (for Disabled), Educational Resources, Student Needs, Gender Differences, Age Differences, Inclusion, Barriers, Inclusion, Regular and Special Education Relationship, Graduate Students, Teacher Education Programs, Student Attitudes, Student Teaching, Teacher Competencies, Foreign Countries, Teacher Qualifications, Accessibility (for Disabled), Educational Resources, Student Needs, Gender Differences, Age Differences, Regular and Special Education Relationship, Barriers, Inclusion, Regular and Special Education Relationship, Graduate Students, Teacher Education Programs, Student Attitudes, Student Teaching, Teacher Competencies, Foreign Countries, Teacher Qualifications, Accessibility (for Disabled), Educational Resources, Student Needs, Gender Differences, Age Differences, Graduate Students, Barriers, Inclusion, Regular and Special Education Relationship, Graduate Students, Teacher Education Programs, Student Attitudes, Student Teaching, Teacher Competencies, Foreign Countries, Teacher Qualifications, Accessibility (for Disabled), Educational Resources, Student Needs, Gender Differences, Age Differences, Teacher Education Programs, Barriers, Inclusion, Regular and Special Education Relationship, Graduate Students, Teacher Education Programs, Student Attitudes, Student Teaching, Teacher Competencies, Foreign Countries, Teacher Qualifications, Accessibility (for Disabled), Educational Resources, Student Needs, Gender Differences, Age Differences, Student Attitudes, Barriers, Inclusion, Regular and Special Education Relationship, Graduate Students, Teacher Education Programs, Student Attitudes, Student Teaching, Teacher Competencies, Foreign Countries, Teacher Qualifications, Accessibility (for Disabled), Educational Resources, Student Needs, Gender Differences, Age Differences, Student Teaching, Barriers, Inclusion, Regular and Special Education Relationship, Graduate Students, Teacher Education Programs, Student Attitudes, Student Teaching, Teacher Competencies, Foreign Countries, Teacher Qualifications, Accessibility (for Disabled), Educational Resources, Student Needs, Gender Differences, Age Differences, Teacher Competencies, Barriers, Inclusion, Regular and Special Education Relationship, Graduate Students, Teacher Education Programs, Student Attitudes, Student Teaching, Teacher Competencies, Foreign Countries, Teacher Qualifications, Accessibility (for Disabled), Educational Resources, Student Needs, Gender Differences, Age Differences, Foreign Countries, Barriers, Inclusion, Regular and Special Education Relationship, Graduate Students, Teacher Education Programs, Student Attitudes, Student Teaching, Teacher Competencies, Foreign Countries, Teacher Qualifications, Accessibility (for Disabled), Educational Resources, Student Needs, Gender Differences, Age Differences, Teacher Qualifications, Barriers, Inclusion, Regular and Special Education Relationship, Graduate Students, Teacher Education Programs, Student Attitudes, Student Teaching, Teacher Competencies, Foreign Countries, Teacher Qualifications, Accessibility (for Disabled), Educational Resources, Student Needs, Gender Differences, Age Differences, Accessibility (for Disabled), Barriers, Inclusion, Regular and Special Education Relationship, Graduate Students, Teacher Education Programs, Student Attitudes, Student Teaching, Teacher Competencies, Foreign Countries, Teacher Qualifications, Accessibility (for Disabled), Educational Resources, Student Needs, Gender Differences, Age Differences, Educational Resources, Barriers, Inclusion, Regular and Special Education Relationship, Graduate Students, Teacher Education Programs, Student Attitudes, Student Teaching, Teacher Competencies, Foreign Countries, Teacher Qualifications, Accessibility (for Disabled), Educational Resources, Student Needs, Gender Differences, Age Differences, Student Needs, Barriers, Inclusion, Regular and Special Education Relationship, Graduate Students, Teacher Education Programs, Student Attitudes, Student Teaching, Teacher Competencies, Foreign Countries, Teacher Qualifications, Accessibility (for Disabled), Educational Resources, Student Needs, Gender Differences, Age Differences, Gender Differences, Barriers, Inclusion, Regular and Special Education Relationship, Graduate Students, Teacher Education Programs, Student Attitudes, Student Teaching, Teacher Competencies, Foreign Countries, Teacher Qualifications, Accessibility (for Disabled), Educational Resources, Student Needs, Gender Differences, Age Differences, Age Differences, Barriers, Inclusion, Regular and Special Education Relationship, Graduate Students, Teacher Education Programs, Student Attitudes, Student Teaching, Teacher Competencies, Foreign Countries, Teacher Qualifications, Accessibility (for Disabled), Educational Resources, Student Needs, Gender Differences, Age Differences, Intellectual DisciplinesSpain

  • Source: Journal of New Approaches in Educational Research, v8 n1 p18-24 Jan 2019. 7 pp.

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Academic Journal

Collective Approaches to ePortfolio Adoption: Barriers and Opportunities in a Large Canadian University

Subjects: Foreign Countries, Electronic Publishing, Portfolios (Background Materials), Cultural Differences, Barriers, College Environment, Communities of Practice, College Faculty, Blended Learning, Online Courses, Higher Education, Employment Qualifications, Scholarship, Instruction, Learning, Cooperation, Reflection, Undergraduate Study, Graduate Study, Student Attitudes, Foreign Countries, Foreign Countries, Electronic Publishing, Portfolios (Background Materials), Cultural Differences, Barriers, College Environment, Communities of Practice, College Faculty, Blended Learning, Online Courses, Higher Education, Employment Qualifications, Scholarship, Instruction, Learning, Cooperation, Reflection, Undergraduate Study, Graduate Study, Student Attitudes, Electronic Publishing, Foreign Countries, Electronic Publishing, Portfolios (Background Materials), Cultural Differences, Barriers, College Environment, Communities of Practice, College Faculty, Blended Learning, Online Courses, Higher Education, Employment Qualifications, Scholarship, Instruction, Learning, Cooperation, Reflection, Undergraduate Study, Graduate Study, Student Attitudes, Portfolios (Background Materials), Foreign Countries, Electronic Publishing, Portfolios (Background Materials), Cultural Differences, Barriers, College Environment, Communities of Practice, College Faculty, Blended Learning, Online Courses, Higher Education, Employment Qualifications, Scholarship, Instruction, Learning, Cooperation, Reflection, Undergraduate Study, Graduate Study, Student Attitudes, Cultural Differences, Foreign Countries, Electronic Publishing, Portfolios (Background Materials), Cultural Differences, Barriers, College Environment, Communities of Practice, College Faculty, Blended Learning, Online Courses, Higher Education, Employment Qualifications, Scholarship, Instruction, Learning, Cooperation, Reflection, Undergraduate Study, Graduate Study, Student Attitudes, Barriers, Foreign Countries, Electronic Publishing, Portfolios (Background Materials), Cultural Differences, Barriers, College Environment, Communities of Practice, College Faculty, Blended Learning, Online Courses, Higher Education, Employment Qualifications, Scholarship, Instruction, Learning, Cooperation, Reflection, Undergraduate Study, Graduate Study, Student Attitudes, College Environment, Foreign Countries, Electronic Publishing, Portfolios (Background Materials), Cultural Differences, Barriers, College Environment, Communities of Practice, College Faculty, Blended Learning, Online Courses, Higher Education, Employment Qualifications, Scholarship, Instruction, Learning, Cooperation, Reflection, Undergraduate Study, Graduate Study, Student Attitudes, Communities of Practice, Foreign Countries, Electronic Publishing, Portfolios (Background Materials), Cultural Differences, Barriers, College Environment, Communities of Practice, College Faculty, Blended Learning, Online Courses, Higher Education, Employment Qualifications, Scholarship, Instruction, Learning, Cooperation, Reflection, Undergraduate Study, Graduate Study, Student Attitudes, College Faculty, Foreign Countries, Electronic Publishing, Portfolios (Background Materials), Cultural Differences, Barriers, College Environment, Communities of Practice, College Faculty, Blended Learning, Online Courses, Higher Education, Employment Qualifications, Scholarship, Instruction, Learning, Cooperation, Reflection, Undergraduate Study, Graduate Study, Student Attitudes, Blended Learning, Foreign Countries, Electronic Publishing, Portfolios (Background Materials), Cultural Differences, Barriers, College Environment, Communities of Practice, College Faculty, Blended Learning, Online Courses, Higher Education, Employment Qualifications, Scholarship, Instruction, Learning, Cooperation, Reflection, Undergraduate Study, Graduate Study, Student Attitudes, Online Courses, Foreign Countries, Electronic Publishing, Portfolios (Background Materials), Cultural Differences, Barriers, College Environment, Communities of Practice, College Faculty, Blended Learning, Online Courses, Higher Education, Employment Qualifications, Scholarship, Instruction, Learning, Cooperation, Reflection, Undergraduate Study, Graduate Study, Student Attitudes, Higher Education, Foreign Countries, Electronic Publishing, Portfolios (Background Materials), Cultural Differences, Barriers, College Environment, Communities of Practice, College Faculty, Blended Learning, Online Courses, Higher Education, Employment Qualifications, Scholarship, Instruction, Learning, Cooperation, Reflection, Undergraduate Study, Graduate Study, Student Attitudes, Employment Qualifications, Foreign Countries, Electronic Publishing, Portfolios (Background Materials), Cultural Differences, Barriers, College Environment, Communities of Practice, College Faculty, Blended Learning, Online Courses, Higher Education, Employment Qualifications, Scholarship, Instruction, Learning, Cooperation, Reflection, Undergraduate Study, Graduate Study, Student Attitudes, Scholarship, Foreign Countries, Electronic Publishing, Portfolios (Background Materials), Cultural Differences, Barriers, College Environment, Communities of Practice, College Faculty, Blended Learning, Online Courses, Higher Education, Employment Qualifications, Scholarship, Instruction, Learning, Cooperation, Reflection, Undergraduate Study, Graduate Study, Student Attitudes, Instruction, Foreign Countries, Electronic Publishing, Portfolios (Background Materials), Cultural Differences, Barriers, College Environment, Communities of Practice, College Faculty, Blended Learning, Online Courses, Higher Education, Employment Qualifications, Scholarship, Instruction, Learning, Cooperation, Reflection, Undergraduate Study, Graduate Study, Student Attitudes, Learning, Foreign Countries, Electronic Publishing, Portfolios (Background Materials), Cultural Differences, Barriers, College Environment, Communities of Practice, College Faculty, Blended Learning, Online Courses, Higher Education, Employment Qualifications, Scholarship, Instruction, Learning, Cooperation, Reflection, Undergraduate Study, Graduate Study, Student Attitudes, Cooperation, Foreign Countries, Electronic Publishing, Portfolios (Background Materials), Cultural Differences, Barriers, College Environment, Communities of Practice, College Faculty, Blended Learning, Online Courses, Higher Education, Employment Qualifications, Scholarship, Instruction, Learning, Cooperation, Reflection, Undergraduate Study, Graduate Study, Student Attitudes, Reflection, Foreign Countries, Electronic Publishing, Portfolios (Background Materials), Cultural Differences, Barriers, College Environment, Communities of Practice, College Faculty, Blended Learning, Online Courses, Higher Education, Employment Qualifications, Scholarship, Instruction, Learning, Cooperation, Reflection, Undergraduate Study, Graduate Study, Student Attitudes, Undergraduate Study, Foreign Countries, Electronic Publishing, Portfolios (Background Materials), Cultural Differences, Barriers, College Environment, Communities of Practice, College Faculty, Blended Learning, Online Courses, Higher Education, Employment Qualifications, Scholarship, Instruction, Learning, Cooperation, Reflection, Undergraduate Study, Graduate Study, Student Attitudes, Graduate Study, Foreign Countries, Electronic Publishing, Portfolios (Background Materials), Cultural Differences, Barriers, College Environment, Communities of Practice, College Faculty, Blended Learning, Online Courses, Higher Education, Employment Qualifications, Scholarship, Instruction, Learning, Cooperation, Reflection, Undergraduate Study, Graduate Study, Student Attitudes, Student Attitudes, Foreign Countries, Electronic Publishing, Portfolios (Background Materials), Cultural Differences, Barriers, College Environment, Communities of Practice, College Faculty, Blended Learning, Online Courses, Higher Education, Employment Qualifications, Scholarship, Instruction, Learning, Cooperation, Reflection, Undergraduate Study, Graduate Study, Student Attitudes, College StudentsCanada

  • Source: Canadian Journal for the Scholarship of Teaching and Learning, v9 n3 Article 4 Dec 2018. 21 pp.

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Academic Journal

Free Speech on Australian Campuses: Hidden Barriers

Subjects: Foreign Countries, Freedom of Speech, Academic Freedom, Barriers, Censorship, Dissent, Activism, College Students, Legal Problems, Libel and Slander, Social Problems, Foreign Countries, Foreign Countries, Freedom of Speech, Academic Freedom, Barriers, Censorship, Dissent, Activism, College Students, Legal Problems, Libel and Slander, Social Problems, Freedom of Speech, Foreign Countries, Freedom of Speech, Academic Freedom, Barriers, Censorship, Dissent, Activism, College Students, Legal Problems, Libel and Slander, Social Problems, Academic Freedom, Foreign Countries, Freedom of Speech, Academic Freedom, Barriers, Censorship, Dissent, Activism, College Students, Legal Problems, Libel and Slander, Social Problems, Barriers, Foreign Countries, Freedom of Speech, Academic Freedom, Barriers, Censorship, Dissent, Activism, College Students, Legal Problems, Libel and Slander, Social Problems, Censorship, Foreign Countries, Freedom of Speech, Academic Freedom, Barriers, Censorship, Dissent, Activism, College Students, Legal Problems, Libel and Slander, Social Problems, Dissent, Foreign Countries, Freedom of Speech, Academic Freedom, Barriers, Censorship, Dissent, Activism, College Students, Legal Problems, Libel and Slander, Social Problems, Activism, Foreign Countries, Freedom of Speech, Academic Freedom, Barriers, Censorship, Dissent, Activism, College Students, Legal Problems, Libel and Slander, Social Problems, College Students, Foreign Countries, Freedom of Speech, Academic Freedom, Barriers, Censorship, Dissent, Activism, College Students, Legal Problems, Libel and Slander, Social Problems, Legal Problems, Foreign Countries, Freedom of Speech, Academic Freedom, Barriers, Censorship, Dissent, Activism, College Students, Legal Problems, Libel and Slander, Social Problems, Libel and Slander, Foreign Countries, Freedom of Speech, Academic Freedom, Barriers, Censorship, Dissent, Activism, College Students, Legal Problems, Libel and Slander, Social Problems, Social Problems, Foreign Countries, Freedom of Speech, Academic Freedom, Barriers, Censorship, Dissent, Activism, College Students, Legal Problems, Libel and Slander, Social Problems, CampusesAustralia

  • Source: Australian Universities' Review, v61 n1 p49-54 2019. 6 pp.

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Moving It Forward: The Power of Mentoring, and How Universities Can Confront Institutional Barriers Facing Junior Researchers of Color

Subjects: Mentors, Minority Group Students, African American Students, Barriers, Student Research, Teacher Effectiveness, Teacher Responsibility, Educational Strategies, Universities, Social Support Groups, Employment Potential, Graduate Students, Interprofessional Relationship, Professional Development, Social Networks, Departments, Inclusion, School Responsibility, Cultural Awareness, Racial Bias, Racial Relations, Mentors, Mentors, Minority Group Students, African American Students, Barriers, Student Research, Teacher Effectiveness, Teacher Responsibility, Educational Strategies, Universities, Social Support Groups, Employment Potential, Graduate Students, Interprofessional Relationship, Professional Development, Social Networks, Departments, Inclusion, School Responsibility, Cultural Awareness, Racial Bias, Racial Relations, Minority Group Students, Mentors, Minority Group Students, African American Students, Barriers, Student Research, Teacher Effectiveness, Teacher Responsibility, Educational Strategies, Universities, Social Support Groups, Employment Potential, Graduate Students, Interprofessional Relationship, Professional Development, Social Networks, Departments, Inclusion, School Responsibility, Cultural Awareness, Racial Bias, Racial Relations, African American Students, Mentors, Minority Group Students, African American Students, Barriers, Student Research, Teacher Effectiveness, Teacher Responsibility, Educational Strategies, Universities, Social Support Groups, Employment Potential, Graduate Students, Interprofessional Relationship, Professional Development, Social Networks, Departments, Inclusion, School Responsibility, Cultural Awareness, Racial Bias, Racial Relations, Barriers, Mentors, Minority Group Students, African American Students, Barriers, Student Research, Teacher Effectiveness, Teacher Responsibility, Educational Strategies, Universities, Social Support Groups, Employment Potential, Graduate Students, Interprofessional Relationship, Professional Development, Social Networks, Departments, Inclusion, School Responsibility, Cultural Awareness, Racial Bias, Racial Relations, Student Research, Mentors, Minority Group Students, African American Students, Barriers, Student Research, Teacher Effectiveness, Teacher Responsibility, Educational Strategies, Universities, Social Support Groups, Employment Potential, Graduate Students, Interprofessional Relationship, Professional Development, Social Networks, Departments, Inclusion, School Responsibility, Cultural Awareness, Racial Bias, Racial Relations, Teacher Effectiveness, Mentors, Minority Group Students, African American Students, Barriers, Student Research, Teacher Effectiveness, Teacher Responsibility, Educational Strategies, Universities, Social Support Groups, Employment Potential, Graduate Students, Interprofessional Relationship, Professional Development, Social Networks, Departments, Inclusion, School Responsibility, Cultural Awareness, Racial Bias, Racial Relations, Teacher Responsibility, Mentors, Minority Group Students, African American Students, Barriers, Student Research, Teacher Effectiveness, Teacher Responsibility, Educational Strategies, Universities, Social Support Groups, Employment Potential, Graduate Students, Interprofessional Relationship, Professional Development, Social Networks, Departments, Inclusion, School Responsibility, Cultural Awareness, Racial Bias, Racial Relations, Educational Strategies, Mentors, Minority Group Students, African American Students, Barriers, Student Research, Teacher Effectiveness, Teacher Responsibility, Educational Strategies, Universities, Social Support Groups, Employment Potential, Graduate Students, Interprofessional Relationship, Professional Development, Social Networks, Departments, Inclusion, School Responsibility, Cultural Awareness, Racial Bias, Racial Relations, Universities, Mentors, Minority Group Students, African American Students, Barriers, Student Research, Teacher Effectiveness, Teacher Responsibility, Educational Strategies, Universities, Social Support Groups, Employment Potential, Graduate Students, Interprofessional Relationship, Professional Development, Social Networks, Departments, Inclusion, School Responsibility, Cultural Awareness, Racial Bias, Racial Relations, Social Support Groups, Mentors, Minority Group Students, African American Students, Barriers, Student Research, Teacher Effectiveness, Teacher Responsibility, Educational Strategies, Universities, Social Support Groups, Employment Potential, Graduate Students, Interprofessional Relationship, Professional Development, Social Networks, Departments, Inclusion, School Responsibility, Cultural Awareness, Racial Bias, Racial Relations, Employment Potential, Mentors, Minority Group Students, African American Students, Barriers, Student Research, Teacher Effectiveness, Teacher Responsibility, Educational Strategies, Universities, Social Support Groups, Employment Potential, Graduate Students, Interprofessional Relationship, Professional Development, Social Networks, Departments, Inclusion, School Responsibility, Cultural Awareness, Racial Bias, Racial Relations, Graduate Students, Mentors, Minority Group Students, African American Students, Barriers, Student Research, Teacher Effectiveness, Teacher Responsibility, Educational Strategies, Universities, Social Support Groups, Employment Potential, Graduate Students, Interprofessional Relationship, Professional Development, Social Networks, Departments, Inclusion, School Responsibility, Cultural Awareness, Racial Bias, Racial Relations, Interprofessional Relationship, Mentors, Minority Group Students, African American Students, Barriers, Student Research, Teacher Effectiveness, Teacher Responsibility, Educational Strategies, Universities, Social Support Groups, Employment Potential, Graduate Students, Interprofessional Relationship, Professional Development, Social Networks, Departments, Inclusion, School Responsibility, Cultural Awareness, Racial Bias, Racial Relations, Professional Development, Mentors, Minority Group Students, African American Students, Barriers, Student Research, Teacher Effectiveness, Teacher Responsibility, Educational Strategies, Universities, Social Support Groups, Employment Potential, Graduate Students, Interprofessional Relationship, Professional Development, Social Networks, Departments, Inclusion, School Responsibility, Cultural Awareness, Racial Bias, Racial Relations, Social Networks, Mentors, Minority Group Students, African American Students, Barriers, Student Research, Teacher Effectiveness, Teacher Responsibility, Educational Strategies, Universities, Social Support Groups, Employment Potential, Graduate Students, Interprofessional Relationship, Professional Development, Social Networks, Departments, Inclusion, School Responsibility, Cultural Awareness, Racial Bias, Racial Relations, Departments, Mentors, Minority Group Students, African American Students, Barriers, Student Research, Teacher Effectiveness, Teacher Responsibility, Educational Strategies, Universities, Social Support Groups, Employment Potential, Graduate Students, Interprofessional Relationship, Professional Development, Social Networks, Departments, Inclusion, School Responsibility, Cultural Awareness, Racial Bias, Racial Relations, Inclusion, Mentors, Minority Group Students, African American Students, Barriers, Student Research, Teacher Effectiveness, Teacher Responsibility, Educational Strategies, Universities, Social Support Groups, Employment Potential, Graduate Students, Interprofessional Relationship, Professional Development, Social Networks, Departments, Inclusion, School Responsibility, Cultural Awareness, Racial Bias, Racial Relations, School Responsibility, Mentors, Minority Group Students, African American Students, Barriers, Student Research, Teacher Effectiveness, Teacher Responsibility, Educational Strategies, Universities, Social Support Groups, Employment Potential, Graduate Students, Interprofessional Relationship, Professional Development, Social Networks, Departments, Inclusion, School Responsibility, Cultural Awareness, Racial Bias, Racial Relations, Cultural Awareness, Mentors, Minority Group Students, African American Students, Barriers, Student Research, Teacher Effectiveness, Teacher Responsibility, Educational Strategies, Universities, Social Support Groups, Employment Potential, Graduate Students, Interprofessional Relationship, Professional Development, Social Networks, Departments, Inclusion, School Responsibility, Cultural Awareness, Racial Bias, Racial Relations, Racial Bias, Mentors, Minority Group Students, African American Students, Barriers, Student Research, Teacher Effectiveness, Teacher Responsibility, Educational Strategies, Universities, Social Support Groups, Employment Potential, Graduate Students, Interprofessional Relationship, Professional Development, Social Networks, Departments, Inclusion, School Responsibility, Cultural Awareness, Racial Bias, Racial Relations, Racial Relations, Mentors, Minority Group Students, African American Students, Barriers, Student Research, Teacher Effectiveness, Teacher Responsibility, Educational Strategies, Universities, Social Support Groups, Employment Potential, Graduate Students, Interprofessional Relationship, Professional Development, Social Networks, Departments, Inclusion, School Responsibility, Cultural Awareness, Racial Bias, Racial Relations, Recruitment

  • Source: William T. Grant Foundation. 40 pp.

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Report

#SLA: The Impact of Study Abroad on Negotiation of Identity on Social Networking Sites

Subjects: Study Abroad, Social Networks, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Intercultural Communication, Barriers, Language Usage, Social Media, Preferences, Student Behavior, Cultural Influences, Student Attitudes, Self Concept, Cultural Differences, Language Proficiency, Privacy, Study Abroad, Study Abroad, Social Networks, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Intercultural Communication, Barriers, Language Usage, Social Media, Preferences, Student Behavior, Cultural Influences, Student Attitudes, Self Concept, Cultural Differences, Language Proficiency, Privacy, Social Networks, Study Abroad, Social Networks, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Intercultural Communication, Barriers, Language Usage, Social Media, Preferences, Student Behavior, Cultural Influences, Student Attitudes, Self Concept, Cultural Differences, Language Proficiency, Privacy, College Students, Study Abroad, Social Networks, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Intercultural Communication, Barriers, Language Usage, Social Media, Preferences, Student Behavior, Cultural Influences, Student Attitudes, Self Concept, Cultural Differences, Language Proficiency, Privacy, English (Second Language), Study Abroad, Social Networks, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Intercultural Communication, Barriers, Language Usage, Social Media, Preferences, Student Behavior, Cultural Influences, Student Attitudes, Self Concept, Cultural Differences, Language Proficiency, Privacy, Second Language Learning, Study Abroad, Social Networks, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Intercultural Communication, Barriers, Language Usage, Social Media, Preferences, Student Behavior, Cultural Influences, Student Attitudes, Self Concept, Cultural Differences, Language Proficiency, Privacy, Second Language Instruction, Study Abroad, Social Networks, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Intercultural Communication, Barriers, Language Usage, Social Media, Preferences, Student Behavior, Cultural Influences, Student Attitudes, Self Concept, Cultural Differences, Language Proficiency, Privacy, Foreign Countries, Study Abroad, Social Networks, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Intercultural Communication, Barriers, Language Usage, Social Media, Preferences, Student Behavior, Cultural Influences, Student Attitudes, Self Concept, Cultural Differences, Language Proficiency, Privacy, Intercultural Communication, Study Abroad, Social Networks, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Intercultural Communication, Barriers, Language Usage, Social Media, Preferences, Student Behavior, Cultural Influences, Student Attitudes, Self Concept, Cultural Differences, Language Proficiency, Privacy, Barriers, Study Abroad, Social Networks, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Intercultural Communication, Barriers, Language Usage, Social Media, Preferences, Student Behavior, Cultural Influences, Student Attitudes, Self Concept, Cultural Differences, Language Proficiency, Privacy, Language Usage, Study Abroad, Social Networks, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Intercultural Communication, Barriers, Language Usage, Social Media, Preferences, Student Behavior, Cultural Influences, Student Attitudes, Self Concept, Cultural Differences, Language Proficiency, Privacy, Social Media, Study Abroad, Social Networks, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Intercultural Communication, Barriers, Language Usage, Social Media, Preferences, Student Behavior, Cultural Influences, Student Attitudes, Self Concept, Cultural Differences, Language Proficiency, Privacy, Preferences, Study Abroad, Social Networks, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Intercultural Communication, Barriers, Language Usage, Social Media, Preferences, Student Behavior, Cultural Influences, Student Attitudes, Self Concept, Cultural Differences, Language Proficiency, Privacy, Student Behavior, Study Abroad, Social Networks, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Intercultural Communication, Barriers, Language Usage, Social Media, Preferences, Student Behavior, Cultural Influences, Student Attitudes, Self Concept, Cultural Differences, Language Proficiency, Privacy, Cultural Influences, Study Abroad, Social Networks, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Intercultural Communication, Barriers, Language Usage, Social Media, Preferences, Student Behavior, Cultural Influences, Student Attitudes, Self Concept, Cultural Differences, Language Proficiency, Privacy, Student Attitudes, Study Abroad, Social Networks, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Intercultural Communication, Barriers, Language Usage, Social Media, Preferences, Student Behavior, Cultural Influences, Student Attitudes, Self Concept, Cultural Differences, Language Proficiency, Privacy, Self Concept, Study Abroad, Social Networks, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Intercultural Communication, Barriers, Language Usage, Social Media, Preferences, Student Behavior, Cultural Influences, Student Attitudes, Self Concept, Cultural Differences, Language Proficiency, Privacy, Cultural Differences, Study Abroad, Social Networks, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Intercultural Communication, Barriers, Language Usage, Social Media, Preferences, Student Behavior, Cultural Influences, Student Attitudes, Self Concept, Cultural Differences, Language Proficiency, Privacy, Language Proficiency, Study Abroad, Social Networks, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Intercultural Communication, Barriers, Language Usage, Social Media, Preferences, Student Behavior, Cultural Influences, Student Attitudes, Self Concept, Cultural Differences, Language Proficiency, Privacy, Privacy, Study Abroad, Social Networks, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Intercultural Communication, Barriers, Language Usage, Social Media, Preferences, Student Behavior, Cultural Influences, Student Attitudes, Self Concept, Cultural Differences, Language Proficiency, Privacy, Self EsteemJapan, Japan, Japan, Australia

  • Source: Research-publishing.net. 17 pp.

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Revisiting the Cloud: Reintegrating the G Suite for Education in English for Specific Purposes Teaching

Subjects: English for Academic Purposes, Second Language Learning, Second Language Instruction, Computer Software, Information Technology, Blended Learning, College Freshmen, Technology Integration, Computer Assisted Instruction, Teaching Methods, Action Research, Learning Processes, Delivery Systems, Familiarity, Technological Literacy, Student Attitudes, Barriers, Usability, Efficiency, English for Academic Purposes, English for Academic Purposes, Second Language Learning, Second Language Instruction, Computer Software, Information Technology, Blended Learning, College Freshmen, Technology Integration, Computer Assisted Instruction, Teaching Methods, Action Research, Learning Processes, Delivery Systems, Familiarity, Technological Literacy, Student Attitudes, Barriers, Usability, Efficiency, Second Language Learning, English for Academic Purposes, Second Language Learning, Second Language Instruction, Computer Software, Information Technology, Blended Learning, College Freshmen, Technology Integration, Computer Assisted Instruction, Teaching Methods, Action Research, Learning Processes, Delivery Systems, Familiarity, Technological Literacy, Student Attitudes, Barriers, Usability, Efficiency, Second Language Instruction, English for Academic Purposes, Second Language Learning, Second Language Instruction, Computer Software, Information Technology, Blended Learning, College Freshmen, Technology Integration, Computer Assisted Instruction, Teaching Methods, Action Research, Learning Processes, Delivery Systems, Familiarity, Technological Literacy, Student Attitudes, Barriers, Usability, Efficiency, Computer Software, English for Academic Purposes, Second Language Learning, Second Language Instruction, Computer Software, Information Technology, Blended Learning, College Freshmen, Technology Integration, Computer Assisted Instruction, Teaching Methods, Action Research, Learning Processes, Delivery Systems, Familiarity, Technological Literacy, Student Attitudes, Barriers, Usability, Efficiency, Information Technology, English for Academic Purposes, Second Language Learning, Second Language Instruction, Computer Software, Information Technology, Blended Learning, College Freshmen, Technology Integration, Computer Assisted Instruction, Teaching Methods, Action Research, Learning Processes, Delivery Systems, Familiarity, Technological Literacy, Student Attitudes, Barriers, Usability, Efficiency, Blended Learning, English for Academic Purposes, Second Language Learning, Second Language Instruction, Computer Software, Information Technology, Blended Learning, College Freshmen, Technology Integration, Computer Assisted Instruction, Teaching Methods, Action Research, Learning Processes, Delivery Systems, Familiarity, Technological Literacy, Student Attitudes, Barriers, Usability, Efficiency, College Freshmen, English for Academic Purposes, Second Language Learning, Second Language Instruction, Computer Software, Information Technology, Blended Learning, College Freshmen, Technology Integration, Computer Assisted Instruction, Teaching Methods, Action Research, Learning Processes, Delivery Systems, Familiarity, Technological Literacy, Student Attitudes, Barriers, Usability, Efficiency, Technology Integration, English for Academic Purposes, Second Language Learning, Second Language Instruction, Computer Software, Information Technology, Blended Learning, College Freshmen, Technology Integration, Computer Assisted Instruction, Teaching Methods, Action Research, Learning Processes, Delivery Systems, Familiarity, Technological Literacy, Student Attitudes, Barriers, Usability, Efficiency, Computer Assisted Instruction, English for Academic Purposes, Second Language Learning, Second Language Instruction, Computer Software, Information Technology, Blended Learning, College Freshmen, Technology Integration, Computer Assisted Instruction, Teaching Methods, Action Research, Learning Processes, Delivery Systems, Familiarity, Technological Literacy, Student Attitudes, Barriers, Usability, Efficiency, Teaching Methods, English for Academic Purposes, Second Language Learning, Second Language Instruction, Computer Software, Information Technology, Blended Learning, College Freshmen, Technology Integration, Computer Assisted Instruction, Teaching Methods, Action Research, Learning Processes, Delivery Systems, Familiarity, Technological Literacy, Student Attitudes, Barriers, Usability, Efficiency, Action Research, English for Academic Purposes, Second Language Learning, Second Language Instruction, Computer Software, Information Technology, Blended Learning, College Freshmen, Technology Integration, Computer Assisted Instruction, Teaching Methods, Action Research, Learning Processes, Delivery Systems, Familiarity, Technological Literacy, Student Attitudes, Barriers, Usability, Efficiency, Learning Processes, English for Academic Purposes, Second Language Learning, Second Language Instruction, Computer Software, Information Technology, Blended Learning, College Freshmen, Technology Integration, Computer Assisted Instruction, Teaching Methods, Action Research, Learning Processes, Delivery Systems, Familiarity, Technological Literacy, Student Attitudes, Barriers, Usability, Efficiency, Delivery Systems, English for Academic Purposes, Second Language Learning, Second Language Instruction, Computer Software, Information Technology, Blended Learning, College Freshmen, Technology Integration, Computer Assisted Instruction, Teaching Methods, Action Research, Learning Processes, Delivery Systems, Familiarity, Technological Literacy, Student Attitudes, Barriers, Usability, Efficiency, Familiarity, English for Academic Purposes, Second Language Learning, Second Language Instruction, Computer Software, Information Technology, Blended Learning, College Freshmen, Technology Integration, Computer Assisted Instruction, Teaching Methods, Action Research, Learning Processes, Delivery Systems, Familiarity, Technological Literacy, Student Attitudes, Barriers, Usability, Efficiency, Technological Literacy, English for Academic Purposes, Second Language Learning, Second Language Instruction, Computer Software, Information Technology, Blended Learning, College Freshmen, Technology Integration, Computer Assisted Instruction, Teaching Methods, Action Research, Learning Processes, Delivery Systems, Familiarity, Technological Literacy, Student Attitudes, Barriers, Usability, Efficiency, Student Attitudes, English for Academic Purposes, Second Language Learning, Second Language Instruction, Computer Software, Information Technology, Blended Learning, College Freshmen, Technology Integration, Computer Assisted Instruction, Teaching Methods, Action Research, Learning Processes, Delivery Systems, Familiarity, Technological Literacy, Student Attitudes, Barriers, Usability, Efficiency, Barriers, English for Academic Purposes, Second Language Learning, Second Language Instruction, Computer Software, Information Technology, Blended Learning, College Freshmen, Technology Integration, Computer Assisted Instruction, Teaching Methods, Action Research, Learning Processes, Delivery Systems, Familiarity, Technological Literacy, Student Attitudes, Barriers, Usability, Efficiency, Usability, English for Academic Purposes, Second Language Learning, Second Language Instruction, Computer Software, Information Technology, Blended Learning, College Freshmen, Technology Integration, Computer Assisted Instruction, Teaching Methods, Action Research, Learning Processes, Delivery Systems, Familiarity, Technological Literacy, Student Attitudes, Barriers, Usability, Efficiency, Efficiency, English for Academic Purposes, Second Language Learning, Second Language Instruction, Computer Software, Information Technology, Blended Learning, College Freshmen, Technology Integration, Computer Assisted Instruction, Teaching Methods, Action Research, Learning Processes, Delivery Systems, Familiarity, Technological Literacy, Student Attitudes, Barriers, Usability, Efficiency, Educational Experience

  • Source: Research-publishing.net. 16 pp.

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Academic Journal

English Teachers' Opinions on Problems Encountered in English Language Teaching in Schools: The Case of Karabük

Subjects: Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Elementary School Teachers, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Secondary School Teachers, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, English (Second Language), Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Second Language Learning, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Second Language Instruction, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Language Teachers, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Foreign Countries, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Parent Teacher Cooperation, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Teacher Attitudes, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Educational Planning, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Barriers, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Age Differences, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Instructional Program Divisions, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Educational Quality, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Schools of Education, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Gender Differences, Elementary School Teachers, Secondary School Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Foreign Countries, Parent Teacher Cooperation, Teacher Attitudes, Educational Planning, Barriers, Age Differences, Instructional Program Divisions, Educational Quality, Schools of Education, Gender Differences, Institutional CharacteristicsTurkey

  • Source: Educational Research and Reviews, v14 n5 p152-161 Mar 2019. 10 pp.

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Academic Journal

Factors Hindering Indonesian Lecturers from Publishing Articles in Reputable International Journals

Subjects: Foreign Countries, College Faculty, Faculty Publishing, Writing for Publication, Barriers, Periodicals, Self Esteem, Time Management, English (Second Language), Teacher Attitudes, Incentives, Foreign Countries, Foreign Countries, College Faculty, Faculty Publishing, Writing for Publication, Barriers, Periodicals, Self Esteem, Time Management, English (Second Language), Teacher Attitudes, Incentives, College Faculty, Foreign Countries, College Faculty, Faculty Publishing, Writing for Publication, Barriers, Periodicals, Self Esteem, Time Management, English (Second Language), Teacher Attitudes, Incentives, Faculty Publishing, Foreign Countries, College Faculty, Faculty Publishing, Writing for Publication, Barriers, Periodicals, Self Esteem, Time Management, English (Second Language), Teacher Attitudes, Incentives, Writing for Publication, Foreign Countries, College Faculty, Faculty Publishing, Writing for Publication, Barriers, Periodicals, Self Esteem, Time Management, English (Second Language), Teacher Attitudes, Incentives, Barriers, Foreign Countries, College Faculty, Faculty Publishing, Writing for Publication, Barriers, Periodicals, Self Esteem, Time Management, English (Second Language), Teacher Attitudes, Incentives, Periodicals, Foreign Countries, College Faculty, Faculty Publishing, Writing for Publication, Barriers, Periodicals, Self Esteem, Time Management, English (Second Language), Teacher Attitudes, Incentives, Self Esteem, Foreign Countries, College Faculty, Faculty Publishing, Writing for Publication, Barriers, Periodicals, Self Esteem, Time Management, English (Second Language), Teacher Attitudes, Incentives, Time Management, Foreign Countries, College Faculty, Faculty Publishing, Writing for Publication, Barriers, Periodicals, Self Esteem, Time Management, English (Second Language), Teacher Attitudes, Incentives, English (Second Language), Foreign Countries, College Faculty, Faculty Publishing, Writing for Publication, Barriers, Periodicals, Self Esteem, Time Management, English (Second Language), Teacher Attitudes, Incentives, Teacher Attitudes, Foreign Countries, College Faculty, Faculty Publishing, Writing for Publication, Barriers, Periodicals, Self Esteem, Time Management, English (Second Language), Teacher Attitudes, Incentives, Incentives, Foreign Countries, College Faculty, Faculty Publishing, Writing for Publication, Barriers, Periodicals, Self Esteem, Time Management, English (Second Language), Teacher Attitudes, Incentives, Difficulty LevelIndonesia

  • Source: Online Submission, Journal on English as a Foreign Language v9 n1 p42-70 Mar 2019. 29 pp.

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Academic Journal

Systemic Workplace Barriers for Academic Librarians with Disabilities

Subjects: Barriers, Academic Libraries, Librarians, Disabilities, Library Science, Foreign Countries, Stereotypes, Attitudes toward Disabilities, Barriers, Barriers, Academic Libraries, Librarians, Disabilities, Library Science, Foreign Countries, Stereotypes, Attitudes toward Disabilities, Academic Libraries, Barriers, Academic Libraries, Librarians, Disabilities, Library Science, Foreign Countries, Stereotypes, Attitudes toward Disabilities, Librarians, Barriers, Academic Libraries, Librarians, Disabilities, Library Science, Foreign Countries, Stereotypes, Attitudes toward Disabilities, Disabilities, Barriers, Academic Libraries, Librarians, Disabilities, Library Science, Foreign Countries, Stereotypes, Attitudes toward Disabilities, Library Science, Barriers, Academic Libraries, Librarians, Disabilities, Library Science, Foreign Countries, Stereotypes, Attitudes toward Disabilities, Foreign Countries, Barriers, Academic Libraries, Librarians, Disabilities, Library Science, Foreign Countries, Stereotypes, Attitudes toward Disabilities, Stereotypes, Barriers, Academic Libraries, Librarians, Disabilities, Library Science, Foreign Countries, Stereotypes, Attitudes toward Disabilities, Attitudes toward Disabilities, Barriers, Academic Libraries, Librarians, Disabilities, Library Science, Foreign Countries, Stereotypes, Attitudes toward Disabilities, Negative AttitudesCanada

  • Source: College & Research Libraries, v80 n2 p169-194 Mar 2019. 26 pp.

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