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Academic Journal

Teaching Methods in International Law

Subjects: Foreign Countries, Teaching Methods, International Law, Educational Innovation, Teacher Effectiveness, College Faculty, Creativity, Teacher Workshops, Foreign Countries, Foreign Countries, Teaching Methods, International Law, Educational Innovation, Teacher Effectiveness, College Faculty, Creativity, Teacher Workshops, Teaching Methods, Foreign Countries, Teaching Methods, International Law, Educational Innovation, Teacher Effectiveness, College Faculty, Creativity, Teacher Workshops, International Law, Foreign Countries, Teaching Methods, International Law, Educational Innovation, Teacher Effectiveness, College Faculty, Creativity, Teacher Workshops, Educational Innovation, Foreign Countries, Teaching Methods, International Law, Educational Innovation, Teacher Effectiveness, College Faculty, Creativity, Teacher Workshops, Teacher Effectiveness, Foreign Countries, Teaching Methods, International Law, Educational Innovation, Teacher Effectiveness, College Faculty, Creativity, Teacher Workshops, College Faculty, Foreign Countries, Teaching Methods, International Law, Educational Innovation, Teacher Effectiveness, College Faculty, Creativity, Teacher Workshops, Creativity, Foreign Countries, Teaching Methods, International Law, Educational Innovation, Teacher Effectiveness, College Faculty, Creativity, Teacher Workshops, Teacher Workshops, Foreign Countries, Teaching Methods, International Law, Educational Innovation, Teacher Effectiveness, College Faculty, Creativity, Teacher Workshops, Interdisciplinary ApproachMexico

  • Source: Journal of International Education Research, v14 n2 p9-16 Dec 2018. 8 pp.

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Academic Journal

THE PREVALENCE OF DIFFERENT TEACHING METHODS IN INCLUSIVE EDUCATION.

Subjects: *INCLUSIVE education; *TEACHING methods; *STUDENTS

  • Source: Human: Journal for Interdisciplinary Studies. Apr2019, Vol. 9 Issue 1, p24-29. 6p.

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Academic Journal

Javanese Language Preservation in the Global Era: Determining Effective Teaching Methods for Elementary School Students

Subjects: Elementary School Students, Indonesian Languages, Native Language Instruction, Language Maintenance, Sociolinguistics, Social Change, Teacher Attitudes, Global Approach, Creative Teaching, Cultural Maintenance, Teaching Methods, Elementary School Teachers, Language Variation, Teacher Collaboration, Elementary School Students, Elementary School Students, Indonesian Languages, Native Language Instruction, Language Maintenance, Sociolinguistics, Social Change, Teacher Attitudes, Global Approach, Creative Teaching, Cultural Maintenance, Teaching Methods, Elementary School Teachers, Language Variation, Teacher Collaboration, Indonesian Languages, Elementary School Students, Indonesian Languages, Native Language Instruction, Language Maintenance, Sociolinguistics, Social Change, Teacher Attitudes, Global Approach, Creative Teaching, Cultural Maintenance, Teaching Methods, Elementary School Teachers, Language Variation, Teacher Collaboration, Native Language Instruction, Elementary School Students, Indonesian Languages, Native Language Instruction, Language Maintenance, Sociolinguistics, Social Change, Teacher Attitudes, Global Approach, Creative Teaching, Cultural Maintenance, Teaching Methods, Elementary School Teachers, Language Variation, Teacher Collaboration, Language Maintenance, Elementary School Students, Indonesian Languages, Native Language Instruction, Language Maintenance, Sociolinguistics, Social Change, Teacher Attitudes, Global Approach, Creative Teaching, Cultural Maintenance, Teaching Methods, Elementary School Teachers, Language Variation, Teacher Collaboration, Sociolinguistics, Elementary School Students, Indonesian Languages, Native Language Instruction, Language Maintenance, Sociolinguistics, Social Change, Teacher Attitudes, Global Approach, Creative Teaching, Cultural Maintenance, Teaching Methods, Elementary School Teachers, Language Variation, Teacher Collaboration, Social Change, Elementary School Students, Indonesian Languages, Native Language Instruction, Language Maintenance, Sociolinguistics, Social Change, Teacher Attitudes, Global Approach, Creative Teaching, Cultural Maintenance, Teaching Methods, Elementary School Teachers, Language Variation, Teacher Collaboration, Teacher Attitudes, Elementary School Students, Indonesian Languages, Native Language Instruction, Language Maintenance, Sociolinguistics, Social Change, Teacher Attitudes, Global Approach, Creative Teaching, Cultural Maintenance, Teaching Methods, Elementary School Teachers, Language Variation, Teacher Collaboration, Global Approach, Elementary School Students, Indonesian Languages, Native Language Instruction, Language Maintenance, Sociolinguistics, Social Change, Teacher Attitudes, Global Approach, Creative Teaching, Cultural Maintenance, Teaching Methods, Elementary School Teachers, Language Variation, Teacher Collaboration, Creative Teaching, Elementary School Students, Indonesian Languages, Native Language Instruction, Language Maintenance, Sociolinguistics, Social Change, Teacher Attitudes, Global Approach, Creative Teaching, Cultural Maintenance, Teaching Methods, Elementary School Teachers, Language Variation, Teacher Collaboration, Cultural Maintenance, Elementary School Students, Indonesian Languages, Native Language Instruction, Language Maintenance, Sociolinguistics, Social Change, Teacher Attitudes, Global Approach, Creative Teaching, Cultural Maintenance, Teaching Methods, Elementary School Teachers, Language Variation, Teacher Collaboration, Teaching Methods, Elementary School Students, Indonesian Languages, Native Language Instruction, Language Maintenance, Sociolinguistics, Social Change, Teacher Attitudes, Global Approach, Creative Teaching, Cultural Maintenance, Teaching Methods, Elementary School Teachers, Language Variation, Teacher Collaboration, Elementary School Teachers, Elementary School Students, Indonesian Languages, Native Language Instruction, Language Maintenance, Sociolinguistics, Social Change, Teacher Attitudes, Global Approach, Creative Teaching, Cultural Maintenance, Teaching Methods, Elementary School Teachers, Language Variation, Teacher Collaboration, Language Variation, Elementary School Students, Indonesian Languages, Native Language Instruction, Language Maintenance, Sociolinguistics, Social Change, Teacher Attitudes, Global Approach, Creative Teaching, Cultural Maintenance, Teaching Methods, Elementary School Teachers, Language Variation, Teacher Collaboration, Teacher Collaboration, Elementary School Students, Indonesian Languages, Native Language Instruction, Language Maintenance, Sociolinguistics, Social Change, Teacher Attitudes, Global Approach, Creative Teaching, Cultural Maintenance, Teaching Methods, Elementary School Teachers, Language Variation, Teacher Collaboration, Foreign CountriesIndonesia

  • Source: Advances in Language and Literary Studies, v9 n4 p37-42 Aug 2018. 6 pp.

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Academic Journal

ICT Literacy and School Performance

Subjects: Technological Literacy, Information Technology, Educational Technology, Technology Uses in Education, Teaching Methods, Elementary Secondary Education, Parent Role, Teacher Role, Foreign Countries, Academic Achievement, Parent Background, Educational Attainment, Employment Level, Technological Literacy, Technological Literacy, Information Technology, Educational Technology, Technology Uses in Education, Teaching Methods, Elementary Secondary Education, Parent Role, Teacher Role, Foreign Countries, Academic Achievement, Parent Background, Educational Attainment, Employment Level, Information Technology, Technological Literacy, Information Technology, Educational Technology, Technology Uses in Education, Teaching Methods, Elementary Secondary Education, Parent Role, Teacher Role, Foreign Countries, Academic Achievement, Parent Background, Educational Attainment, Employment Level, Educational Technology, Technological Literacy, Information Technology, Educational Technology, Technology Uses in Education, Teaching Methods, Elementary Secondary Education, Parent Role, Teacher Role, Foreign Countries, Academic Achievement, Parent Background, Educational Attainment, Employment Level, Technology Uses in Education, Technological Literacy, Information Technology, Educational Technology, Technology Uses in Education, Teaching Methods, Elementary Secondary Education, Parent Role, Teacher Role, Foreign Countries, Academic Achievement, Parent Background, Educational Attainment, Employment Level, Teaching Methods, Technological Literacy, Information Technology, Educational Technology, Technology Uses in Education, Teaching Methods, Elementary Secondary Education, Parent Role, Teacher Role, Foreign Countries, Academic Achievement, Parent Background, Educational Attainment, Employment Level, Elementary Secondary Education, Technological Literacy, Information Technology, Educational Technology, Technology Uses in Education, Teaching Methods, Elementary Secondary Education, Parent Role, Teacher Role, Foreign Countries, Academic Achievement, Parent Background, Educational Attainment, Employment Level, Parent Role, Technological Literacy, Information Technology, Educational Technology, Technology Uses in Education, Teaching Methods, Elementary Secondary Education, Parent Role, Teacher Role, Foreign Countries, Academic Achievement, Parent Background, Educational Attainment, Employment Level, Teacher Role, Technological Literacy, Information Technology, Educational Technology, Technology Uses in Education, Teaching Methods, Elementary Secondary Education, Parent Role, Teacher Role, Foreign Countries, Academic Achievement, Parent Background, Educational Attainment, Employment Level, Foreign Countries, Technological Literacy, Information Technology, Educational Technology, Technology Uses in Education, Teaching Methods, Elementary Secondary Education, Parent Role, Teacher Role, Foreign Countries, Academic Achievement, Parent Background, Educational Attainment, Employment Level, Academic Achievement, Technological Literacy, Information Technology, Educational Technology, Technology Uses in Education, Teaching Methods, Elementary Secondary Education, Parent Role, Teacher Role, Foreign Countries, Academic Achievement, Parent Background, Educational Attainment, Employment Level, Parent Background, Technological Literacy, Information Technology, Educational Technology, Technology Uses in Education, Teaching Methods, Elementary Secondary Education, Parent Role, Teacher Role, Foreign Countries, Academic Achievement, Parent Background, Educational Attainment, Employment Level, Educational Attainment, Technological Literacy, Information Technology, Educational Technology, Technology Uses in Education, Teaching Methods, Elementary Secondary Education, Parent Role, Teacher Role, Foreign Countries, Academic Achievement, Parent Background, Educational Attainment, Employment Level, Employment Level, Technological Literacy, Information Technology, Educational Technology, Technology Uses in Education, Teaching Methods, Elementary Secondary Education, Parent Role, Teacher Role, Foreign Countries, Academic Achievement, Parent Background, Educational Attainment, Employment Level, OccupationsPortugal

  • Source: Turkish Online Journal of Educational Technology - TOJET, v18 n2 p19-39 Apr 2019. 21 pp.

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Academic Journal

The Study of Relationship between Kolb's Learning Styles, Gender and Learning American Slang by Iranian EFL Students

Subjects: Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Correlation, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Cognitive Style, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, English (Second Language), Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Second Language Learning, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Second Language Instruction, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Language Variation, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Foreign Countries, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Measures (Individuals), Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Gender Differences, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Language Tests, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Language Proficiency, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Experiential Learning, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Teacher Education, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Teaching Methods, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Undergraduate StudentsIran (Tehran)Learning Style Inventory

  • Source: International Journal of Instruction, v12 n2 p517-538 Apr 2019. 22 pp.

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Academic Journal

The Contribution of Listening Strategy Instruction to Improving Second Language Listening Comprehension: A Case of Iranian EFL Learners

Subjects: English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, English (Second Language), English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, Second Language Learning, English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, Second Language Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, Learning Strategies, English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, Literature, English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, Listening Comprehension, English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, Language Tests, English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, Instructional EffectivenessIranInternational English Language Testing System

  • Source: International Journal of Instruction, v12 n2 p17-32 Apr 2019. 16 pp.

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Academic Journal

The Effectiveness of Inquiry-Based Learning to Train the Students' Metacognitive Skills Based on Gender Differences

Subjects: Instructional Effectiveness, Active Learning, Metacognition, Foreign Countries, Teaching Methods, Pretests Posttests, Biology, Science Instruction, High School Students, Secondary School Science, Instructional Effectiveness, Instructional Effectiveness, Active Learning, Metacognition, Foreign Countries, Teaching Methods, Pretests Posttests, Biology, Science Instruction, High School Students, Secondary School Science, Active Learning, Instructional Effectiveness, Active Learning, Metacognition, Foreign Countries, Teaching Methods, Pretests Posttests, Biology, Science Instruction, High School Students, Secondary School Science, Metacognition, Instructional Effectiveness, Active Learning, Metacognition, Foreign Countries, Teaching Methods, Pretests Posttests, Biology, Science Instruction, High School Students, Secondary School Science, Foreign Countries, Instructional Effectiveness, Active Learning, Metacognition, Foreign Countries, Teaching Methods, Pretests Posttests, Biology, Science Instruction, High School Students, Secondary School Science, Teaching Methods, Instructional Effectiveness, Active Learning, Metacognition, Foreign Countries, Teaching Methods, Pretests Posttests, Biology, Science Instruction, High School Students, Secondary School Science, Pretests Posttests, Instructional Effectiveness, Active Learning, Metacognition, Foreign Countries, Teaching Methods, Pretests Posttests, Biology, Science Instruction, High School Students, Secondary School Science, Biology, Instructional Effectiveness, Active Learning, Metacognition, Foreign Countries, Teaching Methods, Pretests Posttests, Biology, Science Instruction, High School Students, Secondary School Science, Science Instruction, Instructional Effectiveness, Active Learning, Metacognition, Foreign Countries, Teaching Methods, Pretests Posttests, Biology, Science Instruction, High School Students, Secondary School Science, High School Students, Instructional Effectiveness, Active Learning, Metacognition, Foreign Countries, Teaching Methods, Pretests Posttests, Biology, Science Instruction, High School Students, Secondary School Science, Secondary School Science, Instructional Effectiveness, Active Learning, Metacognition, Foreign Countries, Teaching Methods, Pretests Posttests, Biology, Science Instruction, High School Students, Secondary School Science, Gender DifferencesIndonesia

  • Source: International Journal of Instruction, v12 n2 p505-516 Apr 2019. 12 pp.

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Academic Journal

Impact of Backward Design on Improving Iranian Advanced Learners' Writing Ability: Teachers' Practices and Beliefs

Subjects: Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Writing Skills, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Writing Improvement, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Foreign Countries, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Teaching Methods, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Teacher Attitudes, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Models, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, English (Second Language), Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Second Language Learning, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Control Groups, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Experimental Groups, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Writing Instruction, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Curriculum Design, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, Curriculum Development, Writing Skills, Writing Improvement, Foreign Countries, Teaching Methods, Teacher Attitudes, Models, English (Second Language), Second Language Learning, Control Groups, Experimental Groups, Writing Instruction, Curriculum Design, Curriculum Development, BeliefsIran

  • Source: International Journal of Instruction, v12 n2 p33-50 Apr 2019. 18 pp.

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