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Academic Journal

Teaching Approach of Theory-Centered Course for Freshmen of Business English Major: A Case Study of "Research Methodology" Course

Subjects: Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Teaching Methods, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, English (Second Language), Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Second Language Learning, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Second Language Instruction, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Majors (Students), Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, International Trade, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Business Administration Education, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Educational Change, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, College Freshmen, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Business English, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Linguistic Input, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Lecture Method, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Blended Learning, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Foreign Countries, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Student Attitudes, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Case Studies, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), International Trade, Business Administration Education, Educational Change, College Freshmen, Business English, Linguistic Input, Lecture Method, Blended Learning, Foreign Countries, Student Attitudes, Case Studies, Research MethodologyChina

  • Source: English Language Teaching, v12 n3 p191-199 2019. 9 pp.

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Academic Journal

Analysis of the Studies Concerning Flipped Learning Model: A Comparative Meta-Synthesis Study

Subjects: Foreign Countries, Blended Learning, Models, Meta Analysis, Research Design, Periodicals, Research Methodology, Undergraduate Students, Learning Activities, Outcomes of Education, Academic Achievement, Student Motivation, Metacognition, Student Attitudes, Foreign Countries, Foreign Countries, Blended Learning, Models, Meta Analysis, Research Design, Periodicals, Research Methodology, Undergraduate Students, Learning Activities, Outcomes of Education, Academic Achievement, Student Motivation, Metacognition, Student Attitudes, Blended Learning, Foreign Countries, Blended Learning, Models, Meta Analysis, Research Design, Periodicals, Research Methodology, Undergraduate Students, Learning Activities, Outcomes of Education, Academic Achievement, Student Motivation, Metacognition, Student Attitudes, Models, Foreign Countries, Blended Learning, Models, Meta Analysis, Research Design, Periodicals, Research Methodology, Undergraduate Students, Learning Activities, Outcomes of Education, Academic Achievement, Student Motivation, Metacognition, Student Attitudes, Meta Analysis, Foreign Countries, Blended Learning, Models, Meta Analysis, Research Design, Periodicals, Research Methodology, Undergraduate Students, Learning Activities, Outcomes of Education, Academic Achievement, Student Motivation, Metacognition, Student Attitudes, Research Design, Foreign Countries, Blended Learning, Models, Meta Analysis, Research Design, Periodicals, Research Methodology, Undergraduate Students, Learning Activities, Outcomes of Education, Academic Achievement, Student Motivation, Metacognition, Student Attitudes, Periodicals, Foreign Countries, Blended Learning, Models, Meta Analysis, Research Design, Periodicals, Research Methodology, Undergraduate Students, Learning Activities, Outcomes of Education, Academic Achievement, Student Motivation, Metacognition, Student Attitudes, Research Methodology, Foreign Countries, Blended Learning, Models, Meta Analysis, Research Design, Periodicals, Research Methodology, Undergraduate Students, Learning Activities, Outcomes of Education, Academic Achievement, Student Motivation, Metacognition, Student Attitudes, Undergraduate Students, Foreign Countries, Blended Learning, Models, Meta Analysis, Research Design, Periodicals, Research Methodology, Undergraduate Students, Learning Activities, Outcomes of Education, Academic Achievement, Student Motivation, Metacognition, Student Attitudes, Learning Activities, Foreign Countries, Blended Learning, Models, Meta Analysis, Research Design, Periodicals, Research Methodology, Undergraduate Students, Learning Activities, Outcomes of Education, Academic Achievement, Student Motivation, Metacognition, Student Attitudes, Outcomes of Education, Foreign Countries, Blended Learning, Models, Meta Analysis, Research Design, Periodicals, Research Methodology, Undergraduate Students, Learning Activities, Outcomes of Education, Academic Achievement, Student Motivation, Metacognition, Student Attitudes, Academic Achievement, Foreign Countries, Blended Learning, Models, Meta Analysis, Research Design, Periodicals, Research Methodology, Undergraduate Students, Learning Activities, Outcomes of Education, Academic Achievement, Student Motivation, Metacognition, Student Attitudes, Student Motivation, Foreign Countries, Blended Learning, Models, Meta Analysis, Research Design, Periodicals, Research Methodology, Undergraduate Students, Learning Activities, Outcomes of Education, Academic Achievement, Student Motivation, Metacognition, Student Attitudes, Metacognition, Foreign Countries, Blended Learning, Models, Meta Analysis, Research Design, Periodicals, Research Methodology, Undergraduate Students, Learning Activities, Outcomes of Education, Academic Achievement, Student Motivation, Metacognition, Student Attitudes, Student Attitudes, Foreign Countries, Blended Learning, Models, Meta Analysis, Research Design, Periodicals, Research Methodology, Undergraduate Students, Learning Activities, Outcomes of Education, Academic Achievement, Student Motivation, Metacognition, Student Attitudes, Teacher AttitudesTurkey

  • Source: International Journal of Instruction, v12 n1 p851-868 Jan 2019. 18 pp.

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Academic Journal

Peer-Supported Writing in Graduate Research Courses: A Mixed Methods Assessment

Subjects: Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Peer Evaluation, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Graduate Students, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Research Proposals, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Formative Evaluation, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Summative Evaluation, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Feedback (Response), Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Research Methodology, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Anxiety, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Scores, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Student Attitudes, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Writing Skills, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Self Esteem, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Social Work, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Masters Programs, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Cognitive Processes, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Affective Behavior, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Student SatisfactionState Trait Anxiety Inventory

  • Source: International Journal of Teaching and Learning in Higher Education, v31 n1 p11-20 2019. 10 pp.

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Academic Journal

Using Flipped Learning to Improve Scientific Research Skills of Teacher Candidates

Subjects: Blended Learning, Scientific Research, Preservice Teachers, Student Attitudes, Elementary School Teachers, Distance Education, Research Methodology, Negative Attitudes, Educational Environment, Instructional Effectiveness, Research Skills, Foreign Countries, Skill Development, Required Courses, Blended Learning, Blended Learning, Scientific Research, Preservice Teachers, Student Attitudes, Elementary School Teachers, Distance Education, Research Methodology, Negative Attitudes, Educational Environment, Instructional Effectiveness, Research Skills, Foreign Countries, Skill Development, Required Courses, Scientific Research, Blended Learning, Scientific Research, Preservice Teachers, Student Attitudes, Elementary School Teachers, Distance Education, Research Methodology, Negative Attitudes, Educational Environment, Instructional Effectiveness, Research Skills, Foreign Countries, Skill Development, Required Courses, Preservice Teachers, Blended Learning, Scientific Research, Preservice Teachers, Student Attitudes, Elementary School Teachers, Distance Education, Research Methodology, Negative Attitudes, Educational Environment, Instructional Effectiveness, Research Skills, Foreign Countries, Skill Development, Required Courses, Student Attitudes, Blended Learning, Scientific Research, Preservice Teachers, Student Attitudes, Elementary School Teachers, Distance Education, Research Methodology, Negative Attitudes, Educational Environment, Instructional Effectiveness, Research Skills, Foreign Countries, Skill Development, Required Courses, Elementary School Teachers, Blended Learning, Scientific Research, Preservice Teachers, Student Attitudes, Elementary School Teachers, Distance Education, Research Methodology, Negative Attitudes, Educational Environment, Instructional Effectiveness, Research Skills, Foreign Countries, Skill Development, Required Courses, Distance Education, Blended Learning, Scientific Research, Preservice Teachers, Student Attitudes, Elementary School Teachers, Distance Education, Research Methodology, Negative Attitudes, Educational Environment, Instructional Effectiveness, Research Skills, Foreign Countries, Skill Development, Required Courses, Research Methodology, Blended Learning, Scientific Research, Preservice Teachers, Student Attitudes, Elementary School Teachers, Distance Education, Research Methodology, Negative Attitudes, Educational Environment, Instructional Effectiveness, Research Skills, Foreign Countries, Skill Development, Required Courses, Negative Attitudes, Blended Learning, Scientific Research, Preservice Teachers, Student Attitudes, Elementary School Teachers, Distance Education, Research Methodology, Negative Attitudes, Educational Environment, Instructional Effectiveness, Research Skills, Foreign Countries, Skill Development, Required Courses, Educational Environment, Blended Learning, Scientific Research, Preservice Teachers, Student Attitudes, Elementary School Teachers, Distance Education, Research Methodology, Negative Attitudes, Educational Environment, Instructional Effectiveness, Research Skills, Foreign Countries, Skill Development, Required Courses, Instructional Effectiveness, Blended Learning, Scientific Research, Preservice Teachers, Student Attitudes, Elementary School Teachers, Distance Education, Research Methodology, Negative Attitudes, Educational Environment, Instructional Effectiveness, Research Skills, Foreign Countries, Skill Development, Required Courses, Research Skills, Blended Learning, Scientific Research, Preservice Teachers, Student Attitudes, Elementary School Teachers, Distance Education, Research Methodology, Negative Attitudes, Educational Environment, Instructional Effectiveness, Research Skills, Foreign Countries, Skill Development, Required Courses, Foreign Countries, Blended Learning, Scientific Research, Preservice Teachers, Student Attitudes, Elementary School Teachers, Distance Education, Research Methodology, Negative Attitudes, Educational Environment, Instructional Effectiveness, Research Skills, Foreign Countries, Skill Development, Required Courses, Skill Development, Blended Learning, Scientific Research, Preservice Teachers, Student Attitudes, Elementary School Teachers, Distance Education, Research Methodology, Negative Attitudes, Educational Environment, Instructional Effectiveness, Research Skills, Foreign Countries, Skill Development, Required Courses, Required Courses, Blended Learning, Scientific Research, Preservice Teachers, Student Attitudes, Elementary School Teachers, Distance Education, Research Methodology, Negative Attitudes, Educational Environment, Instructional Effectiveness, Research Skills, Foreign Countries, Skill Development, Required Courses, Teaching MethodsTurkey

  • Source: Universal Journal of Educational Research, v7 n2 p521-535 2019. 15 pp.

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Academic Journal

The Effectiveness of Intercultural Sensitivity Development Activities Integrated with Scientific Research Methods Course

Subjects: Cultural Awareness, Student Attitudes, Student Behavior, Scientific Research, Research Methodology, Scientific Attitudes, Cultural Differences, Pretests Posttests, Control Groups, Experimental Groups, Grade 2, Elementary School Students, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Education Programs, Preservice Teachers, Foreign Countries, Cultural Awareness, Cultural Awareness, Student Attitudes, Student Behavior, Scientific Research, Research Methodology, Scientific Attitudes, Cultural Differences, Pretests Posttests, Control Groups, Experimental Groups, Grade 2, Elementary School Students, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Education Programs, Preservice Teachers, Foreign Countries, Student Attitudes, Cultural Awareness, Student Attitudes, Student Behavior, Scientific Research, Research Methodology, Scientific Attitudes, Cultural Differences, Pretests Posttests, Control Groups, Experimental Groups, Grade 2, Elementary School Students, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Education Programs, Preservice Teachers, Foreign Countries, Student Behavior, Cultural Awareness, Student Attitudes, Student Behavior, Scientific Research, Research Methodology, Scientific Attitudes, Cultural Differences, Pretests Posttests, Control Groups, Experimental Groups, Grade 2, Elementary School Students, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Education Programs, Preservice Teachers, Foreign Countries, Scientific Research, Cultural Awareness, Student Attitudes, Student Behavior, Scientific Research, Research Methodology, Scientific Attitudes, Cultural Differences, Pretests Posttests, Control Groups, Experimental Groups, Grade 2, Elementary School Students, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Education Programs, Preservice Teachers, Foreign Countries, Research Methodology, Cultural Awareness, Student Attitudes, Student Behavior, Scientific Research, Research Methodology, Scientific Attitudes, Cultural Differences, Pretests Posttests, Control Groups, Experimental Groups, Grade 2, Elementary School Students, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Education Programs, Preservice Teachers, Foreign Countries, Scientific Attitudes, Cultural Awareness, Student Attitudes, Student Behavior, Scientific Research, Research Methodology, Scientific Attitudes, Cultural Differences, Pretests Posttests, Control Groups, Experimental Groups, Grade 2, Elementary School Students, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Education Programs, Preservice Teachers, Foreign Countries, Cultural Differences, Cultural Awareness, Student Attitudes, Student Behavior, Scientific Research, Research Methodology, Scientific Attitudes, Cultural Differences, Pretests Posttests, Control Groups, Experimental Groups, Grade 2, Elementary School Students, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Education Programs, Preservice Teachers, Foreign Countries, Pretests Posttests, Cultural Awareness, Student Attitudes, Student Behavior, Scientific Research, Research Methodology, Scientific Attitudes, Cultural Differences, Pretests Posttests, Control Groups, Experimental Groups, Grade 2, Elementary School Students, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Education Programs, Preservice Teachers, Foreign Countries, Control Groups, Cultural Awareness, Student Attitudes, Student Behavior, Scientific Research, Research Methodology, Scientific Attitudes, Cultural Differences, Pretests Posttests, Control Groups, Experimental Groups, Grade 2, Elementary School Students, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Education Programs, Preservice Teachers, Foreign Countries, Experimental Groups, Cultural Awareness, Student Attitudes, Student Behavior, Scientific Research, Research Methodology, Scientific Attitudes, Cultural Differences, Pretests Posttests, Control Groups, Experimental Groups, Grade 2, Elementary School Students, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Education Programs, Preservice Teachers, Foreign Countries, Grade 2, Cultural Awareness, Student Attitudes, Student Behavior, Scientific Research, Research Methodology, Scientific Attitudes, Cultural Differences, Pretests Posttests, Control Groups, Experimental Groups, Grade 2, Elementary School Students, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Education Programs, Preservice Teachers, Foreign Countries, Elementary School Students, Cultural Awareness, Student Attitudes, Student Behavior, Scientific Research, Research Methodology, Scientific Attitudes, Cultural Differences, Pretests Posttests, Control Groups, Experimental Groups, Grade 2, Elementary School Students, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Education Programs, Preservice Teachers, Foreign Countries, English (Second Language), Cultural Awareness, Student Attitudes, Student Behavior, Scientific Research, Research Methodology, Scientific Attitudes, Cultural Differences, Pretests Posttests, Control Groups, Experimental Groups, Grade 2, Elementary School Students, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Education Programs, Preservice Teachers, Foreign Countries, Second Language Learning, Cultural Awareness, Student Attitudes, Student Behavior, Scientific Research, Research Methodology, Scientific Attitudes, Cultural Differences, Pretests Posttests, Control Groups, Experimental Groups, Grade 2, Elementary School Students, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Education Programs, Preservice Teachers, Foreign Countries, Second Language Instruction, Cultural Awareness, Student Attitudes, Student Behavior, Scientific Research, Research Methodology, Scientific Attitudes, Cultural Differences, Pretests Posttests, Control Groups, Experimental Groups, Grade 2, Elementary School Students, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Education Programs, Preservice Teachers, Foreign Countries, Teacher Education Programs, Cultural Awareness, Student Attitudes, Student Behavior, Scientific Research, Research Methodology, Scientific Attitudes, Cultural Differences, Pretests Posttests, Control Groups, Experimental Groups, Grade 2, Elementary School Students, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Education Programs, Preservice Teachers, Foreign Countries, Preservice Teachers, Cultural Awareness, Student Attitudes, Student Behavior, Scientific Research, Research Methodology, Scientific Attitudes, Cultural Differences, Pretests Posttests, Control Groups, Experimental Groups, Grade 2, Elementary School Students, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Education Programs, Preservice Teachers, Foreign Countries, Foreign Countries, Cultural Awareness, Student Attitudes, Student Behavior, Scientific Research, Research Methodology, Scientific Attitudes, Cultural Differences, Pretests Posttests, Control Groups, Experimental Groups, Grade 2, Elementary School Students, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Education Programs, Preservice Teachers, Foreign Countries, Teaching MethodsTurkey

  • Source: European Journal of Educational Research, v8 n1 p301-312 2019. 12 pp.

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Academic Journal

The Unique Challenges of Afterschool Research: A Practical Guide for Evaluators and Practitioners

Subjects: After School Programs, Educational Research, Barriers, Program Evaluation, Teamwork, Elementary Secondary Education, Teachers, Researchers, Cooperative Planning, Evaluators, Stakeholders, Expectation, Teacher Participation, Research Methodology, Interpersonal Communication, Parents, Financial Support, After School Programs, After School Programs, Educational Research, Barriers, Program Evaluation, Teamwork, Elementary Secondary Education, Teachers, Researchers, Cooperative Planning, Evaluators, Stakeholders, Expectation, Teacher Participation, Research Methodology, Interpersonal Communication, Parents, Financial Support, Educational Research, After School Programs, Educational Research, Barriers, Program Evaluation, Teamwork, Elementary Secondary Education, Teachers, Researchers, Cooperative Planning, Evaluators, Stakeholders, Expectation, Teacher Participation, Research Methodology, Interpersonal Communication, Parents, Financial Support, Barriers, After School Programs, Educational Research, Barriers, Program Evaluation, Teamwork, Elementary Secondary Education, Teachers, Researchers, Cooperative Planning, Evaluators, Stakeholders, Expectation, Teacher Participation, Research Methodology, Interpersonal Communication, Parents, Financial Support, Program Evaluation, After School Programs, Educational Research, Barriers, Program Evaluation, Teamwork, Elementary Secondary Education, Teachers, Researchers, Cooperative Planning, Evaluators, Stakeholders, Expectation, Teacher Participation, Research Methodology, Interpersonal Communication, Parents, Financial Support, Teamwork, After School Programs, Educational Research, Barriers, Program Evaluation, Teamwork, Elementary Secondary Education, Teachers, Researchers, Cooperative Planning, Evaluators, Stakeholders, Expectation, Teacher Participation, Research Methodology, Interpersonal Communication, Parents, Financial Support, Elementary Secondary Education, After School Programs, Educational Research, Barriers, Program Evaluation, Teamwork, Elementary Secondary Education, Teachers, Researchers, Cooperative Planning, Evaluators, Stakeholders, Expectation, Teacher Participation, Research Methodology, Interpersonal Communication, Parents, Financial Support, Teachers, After School Programs, Educational Research, Barriers, Program Evaluation, Teamwork, Elementary Secondary Education, Teachers, Researchers, Cooperative Planning, Evaluators, Stakeholders, Expectation, Teacher Participation, Research Methodology, Interpersonal Communication, Parents, Financial Support, Researchers, After School Programs, Educational Research, Barriers, Program Evaluation, Teamwork, Elementary Secondary Education, Teachers, Researchers, Cooperative Planning, Evaluators, Stakeholders, Expectation, Teacher Participation, Research Methodology, Interpersonal Communication, Parents, Financial Support, Cooperative Planning, After School Programs, Educational Research, Barriers, Program Evaluation, Teamwork, Elementary Secondary Education, Teachers, Researchers, Cooperative Planning, Evaluators, Stakeholders, Expectation, Teacher Participation, Research Methodology, Interpersonal Communication, Parents, Financial Support, Evaluators, After School Programs, Educational Research, Barriers, Program Evaluation, Teamwork, Elementary Secondary Education, Teachers, Researchers, Cooperative Planning, Evaluators, Stakeholders, Expectation, Teacher Participation, Research Methodology, Interpersonal Communication, Parents, Financial Support, Stakeholders, After School Programs, Educational Research, Barriers, Program Evaluation, Teamwork, Elementary Secondary Education, Teachers, Researchers, Cooperative Planning, Evaluators, Stakeholders, Expectation, Teacher Participation, Research Methodology, Interpersonal Communication, Parents, Financial Support, Expectation, After School Programs, Educational Research, Barriers, Program Evaluation, Teamwork, Elementary Secondary Education, Teachers, Researchers, Cooperative Planning, Evaluators, Stakeholders, Expectation, Teacher Participation, Research Methodology, Interpersonal Communication, Parents, Financial Support, Teacher Participation, After School Programs, Educational Research, Barriers, Program Evaluation, Teamwork, Elementary Secondary Education, Teachers, Researchers, Cooperative Planning, Evaluators, Stakeholders, Expectation, Teacher Participation, Research Methodology, Interpersonal Communication, Parents, Financial Support, Research Methodology, After School Programs, Educational Research, Barriers, Program Evaluation, Teamwork, Elementary Secondary Education, Teachers, Researchers, Cooperative Planning, Evaluators, Stakeholders, Expectation, Teacher Participation, Research Methodology, Interpersonal Communication, Parents, Financial Support, Interpersonal Communication, After School Programs, Educational Research, Barriers, Program Evaluation, Teamwork, Elementary Secondary Education, Teachers, Researchers, Cooperative Planning, Evaluators, Stakeholders, Expectation, Teacher Participation, Research Methodology, Interpersonal Communication, Parents, Financial Support, Parents, After School Programs, Educational Research, Barriers, Program Evaluation, Teamwork, Elementary Secondary Education, Teachers, Researchers, Cooperative Planning, Evaluators, Stakeholders, Expectation, Teacher Participation, Research Methodology, Interpersonal Communication, Parents, Financial Support, Financial Support, After School Programs, Educational Research, Barriers, Program Evaluation, Teamwork, Elementary Secondary Education, Teachers, Researchers, Cooperative Planning, Evaluators, Stakeholders, Expectation, Teacher Participation, Research Methodology, Interpersonal Communication, Parents, Financial Support, Role

  • Source: Afterschool Matters, n29 p28-35 Spr 2019. 8 pp.

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Academic Journal

Descriptive Analysis of the Articles Published in the Last 10 Years within the Context of Lifelong Learning

Subjects: Lifelong Learning, Journal Articles, Periodicals, Research Methodology, Participation, Age Differences, Sample Size, Information Retrieval, Lifelong Learning, Lifelong Learning, Journal Articles, Periodicals, Research Methodology, Participation, Age Differences, Sample Size, Information Retrieval, Journal Articles, Lifelong Learning, Journal Articles, Periodicals, Research Methodology, Participation, Age Differences, Sample Size, Information Retrieval, Periodicals, Lifelong Learning, Journal Articles, Periodicals, Research Methodology, Participation, Age Differences, Sample Size, Information Retrieval, Research Methodology, Lifelong Learning, Journal Articles, Periodicals, Research Methodology, Participation, Age Differences, Sample Size, Information Retrieval, Participation, Lifelong Learning, Journal Articles, Periodicals, Research Methodology, Participation, Age Differences, Sample Size, Information Retrieval, Age Differences, Lifelong Learning, Journal Articles, Periodicals, Research Methodology, Participation, Age Differences, Sample Size, Information Retrieval, Sample Size, Lifelong Learning, Journal Articles, Periodicals, Research Methodology, Participation, Age Differences, Sample Size, Information Retrieval, Information Retrieval, Lifelong Learning, Journal Articles, Periodicals, Research Methodology, Participation, Age Differences, Sample Size, Information Retrieval, Language Usage

  • Source: Online Submission, Bartin University Journal of Faculty of Education v8 n1 p322-359 2019. 38 pp.

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Academic Journal

Systematic Mapping Study 2012-2017: Quality and Effectiveness Measurement in MOOC

Subjects: Online Courses, Large Group Instruction, Educational Quality, Instructional Effectiveness, Measurement, Educational Assessment, Educational Indicators, Evaluation Methods, Research Methodology, Online Courses, Online Courses, Large Group Instruction, Educational Quality, Instructional Effectiveness, Measurement, Educational Assessment, Educational Indicators, Evaluation Methods, Research Methodology, Large Group Instruction, Online Courses, Large Group Instruction, Educational Quality, Instructional Effectiveness, Measurement, Educational Assessment, Educational Indicators, Evaluation Methods, Research Methodology, Educational Quality, Online Courses, Large Group Instruction, Educational Quality, Instructional Effectiveness, Measurement, Educational Assessment, Educational Indicators, Evaluation Methods, Research Methodology, Instructional Effectiveness, Online Courses, Large Group Instruction, Educational Quality, Instructional Effectiveness, Measurement, Educational Assessment, Educational Indicators, Evaluation Methods, Research Methodology, Measurement, Online Courses, Large Group Instruction, Educational Quality, Instructional Effectiveness, Measurement, Educational Assessment, Educational Indicators, Evaluation Methods, Research Methodology, Educational Assessment, Online Courses, Large Group Instruction, Educational Quality, Instructional Effectiveness, Measurement, Educational Assessment, Educational Indicators, Evaluation Methods, Research Methodology, Educational Indicators, Online Courses, Large Group Instruction, Educational Quality, Instructional Effectiveness, Measurement, Educational Assessment, Educational Indicators, Evaluation Methods, Research Methodology, Evaluation Methods, Online Courses, Large Group Instruction, Educational Quality, Instructional Effectiveness, Measurement, Educational Assessment, Educational Indicators, Evaluation Methods, Research Methodology, Research Methodology, Online Courses, Large Group Instruction, Educational Quality, Instructional Effectiveness, Measurement, Educational Assessment, Educational Indicators, Evaluation Methods, Research Methodology, Educational Research

  • Source: Turkish Online Journal of Distance Education, v20 n1 Article 14 p223-247 Jan 2019. 25 pp.

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  • 1-10 of  21,416 results for ""Research Methodology""