Somalia has one of the lowest rates of primary school enrollment. Curriculum development and implementation are both a strategic process and a policy challenge in this regard. Several factors appear to be influencing the curriculum implementation process in Somalia, including syllabus, a lack of resources, time allocation for education, teacher training, teacher and policymaker attitudes, and a lack of training material. The study's goal is to identify factors influencing curriculum implementation in post-conflict Somali primary education. The specific objectives include identifying major challenges in the implementation of the primary school curriculum in post-conflict Somalia, as well as determining the core issues of teachers in implementing the primary school curriculum in post-conflict Somalia and recommending measures to overcome challenges in the implementation of the primary school curriculum in post-conflict Somalia. A descriptive research design was used in the study. The study employed a quantitative approach. The target populations were 5,054 respondents, with a sample size of 505 respondents among them. A questionnaire was used to collect primary data from respondents for the study. The collected data was coded and analyzed using SPSS, a statistical package for social scientists. According to the study's findings, descriptive analysis revealed that a lack of infrastructure, materials, and a teacher shortage were significant challenges for teachers. The study also showed that curriculum implementation had a positive and significant effect on students' skills and knowledge. According to the study, effective communication and collaboration among stakeholders are required to address these challenges. Keywords: Curriculum Implementation, Post Conflict, Somali, Primary Education
{"title":"Factors Affecting Curriculum Implementation in Post Conflict Somali Primary Education","authors":"","doi":"10.53819/81018102t30111","DOIUrl":"https://doi.org/10.53819/81018102t30111","url":null,"abstract":"Somalia has one of the lowest rates of primary school enrollment. Curriculum development and implementation are both a strategic process and a policy challenge in this regard. Several factors appear to be influencing the curriculum implementation process in Somalia, including syllabus, a lack of resources, time allocation for education, teacher training, teacher and policymaker attitudes, and a lack of training material. The study's goal is to identify factors influencing curriculum implementation in post-conflict Somali primary education. The specific objectives include identifying major challenges in the implementation of the primary school curriculum in post-conflict Somalia, as well as determining the core issues of teachers in implementing the primary school curriculum in post-conflict Somalia and recommending measures to overcome challenges in the implementation of the primary school curriculum in post-conflict Somalia. A descriptive research design was used in the study. The study employed a quantitative approach. The target populations were 5,054 respondents, with a sample size of 505 respondents among them. A questionnaire was used to collect primary data from respondents for the study. The collected data was coded and analyzed using SPSS, a statistical package for social scientists. According to the study's findings, descriptive analysis revealed that a lack of infrastructure, materials, and a teacher shortage were significant challenges for teachers. The study also showed that curriculum implementation had a positive and significant effect on students' skills and knowledge. According to the study, effective communication and collaboration among stakeholders are required to address these challenges. Keywords: Curriculum Implementation, Post Conflict, Somali, Primary Education","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136155464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-24DOI: 10.1177/00220574231197364
Christopher Hudson
This paper focuses on the development of professional learning communities (PLCs) in schools, which are communities of educators tasked with improving student learning outcomes. The purpose of this paper is twofold. First, the paper explores the central tenets of an effective PLC and contributes a definition of the concept to address much of contextual ambiguity found within the literature. Secondly, the paper employs this definition to inform the development of a conceptual framework for understanding effective PLC operation in schools, which can be used as a guide for PLC implementation at both the school and system levels.
{"title":"A Conceptual Framework for Understanding Effective Professional Learning Community (PLC) Operation in Schools","authors":"Christopher Hudson","doi":"10.1177/00220574231197364","DOIUrl":"https://doi.org/10.1177/00220574231197364","url":null,"abstract":"This paper focuses on the development of professional learning communities (PLCs) in schools, which are communities of educators tasked with improving student learning outcomes. The purpose of this paper is twofold. First, the paper explores the central tenets of an effective PLC and contributes a definition of the concept to address much of contextual ambiguity found within the literature. Secondly, the paper employs this definition to inform the development of a conceptual framework for understanding effective PLC operation in schools, which can be used as a guide for PLC implementation at both the school and system levels.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135464923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-22DOI: 10.1177/00220574231196558
Andrew Kwok, Megan Svajda-Hardy, Valerie Hill-Jackson, S. Hutchins
Effective recruitment and retention strategies of teachers remain elusive for school districts. This study examines the pilot implementation of a year-long teacher residency program throughout four high-needs districts. This program embeds eight residents in these schools and provides various teacher preparation supports to support these beginning professionals to sustain within the classroom. We interview district administrators about their recruitment and retention efforts, and then document how the teacher residents experienced these structures throughout their residency year. Findings have implications for improving this innovative and increasingly implemented teacher pipeline structure towards raising the quality and diversifying the workforce.
{"title":"Exploring a Teacher Residency as a Recruitment and Retention Strategy for High-Need Districts","authors":"Andrew Kwok, Megan Svajda-Hardy, Valerie Hill-Jackson, S. Hutchins","doi":"10.1177/00220574231196558","DOIUrl":"https://doi.org/10.1177/00220574231196558","url":null,"abstract":"Effective recruitment and retention strategies of teachers remain elusive for school districts. This study examines the pilot implementation of a year-long teacher residency program throughout four high-needs districts. This program embeds eight residents in these schools and provides various teacher preparation supports to support these beginning professionals to sustain within the classroom. We interview district administrators about their recruitment and retention efforts, and then document how the teacher residents experienced these structures throughout their residency year. Findings have implications for improving this innovative and increasingly implemented teacher pipeline structure towards raising the quality and diversifying the workforce.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85012631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study delved into the impact of AI-powered adaptive learning platforms on student performance within the context of Chinese classrooms. Utilizing a comprehensive retrospective approach, the research examined the effects of these innovative platforms on academic achievements, engagement levels, and overall learning outcomes. In the past decade, the integration of artificial intelligence (AI) into educational technology has revolutionized traditional teaching methods. Adaptive learning platforms, driven by AI algorithms, customize learning experiences to cater to individual student needs and learning paces. This study examined a diverse range of Chinese classrooms, encompassing various grade levels and subjects, to ascertain the widespread influence of such platforms. Data collection involved the analysis of historical student performance data from multiple academic years. The study assessed both quantitative metrics, such as test scores and grade improvements, and qualitative indicators, including student feedback and engagement patterns. Through rigorous statistical analyses, the study established correlations between the utilization of AI-powered adaptive learning platforms and enhanced student performance. The findings revealed a significant positive association between the integration of AI-powered platforms and student outcomes. Students exposed to personalized learning experiences exhibited improved academic achievements compared to those in traditional classrooms. Furthermore, the study identified heightened levels of engagement and motivation, as the adaptability of these platforms catered to individual learning preferences. In conclusion, this research underscores the transformative role of AI-powered adaptive learning platforms in Chinese classrooms, highlighting their ability to elevate student performance and engagement. As China continues to embrace technological advancements in education, this study offers valuable insights into the evolution of pedagogical approaches and their positive outcomes on student learning in the past. Keywords: AI-powered, Adaptive learning platforms, Student performance, Chinese classrooms, Influence
{"title":"The Influence of AI-Powered Adaptive Learning Platforms on Student Performance in Chinese Classrooms","authors":"Qiong Z. Luo","doi":"10.53819/81018102t4181","DOIUrl":"https://doi.org/10.53819/81018102t4181","url":null,"abstract":"This study delved into the impact of AI-powered adaptive learning platforms on student performance within the context of Chinese classrooms. Utilizing a comprehensive retrospective approach, the research examined the effects of these innovative platforms on academic achievements, engagement levels, and overall learning outcomes. In the past decade, the integration of artificial intelligence (AI) into educational technology has revolutionized traditional teaching methods. Adaptive learning platforms, driven by AI algorithms, customize learning experiences to cater to individual student needs and learning paces. This study examined a diverse range of Chinese classrooms, encompassing various grade levels and subjects, to ascertain the widespread influence of such platforms. Data collection involved the analysis of historical student performance data from multiple academic years. The study assessed both quantitative metrics, such as test scores and grade improvements, and qualitative indicators, including student feedback and engagement patterns. Through rigorous statistical analyses, the study established correlations between the utilization of AI-powered adaptive learning platforms and enhanced student performance. The findings revealed a significant positive association between the integration of AI-powered platforms and student outcomes. Students exposed to personalized learning experiences exhibited improved academic achievements compared to those in traditional classrooms. Furthermore, the study identified heightened levels of engagement and motivation, as the adaptability of these platforms catered to individual learning preferences. In conclusion, this research underscores the transformative role of AI-powered adaptive learning platforms in Chinese classrooms, highlighting their ability to elevate student performance and engagement. As China continues to embrace technological advancements in education, this study offers valuable insights into the evolution of pedagogical approaches and their positive outcomes on student learning in the past. Keywords: AI-powered, Adaptive learning platforms, Student performance, Chinese classrooms, Influence","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81599239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explored the consequences of mobile learning applications on the study habits and academic performance of college students throughout the United States. The surge in smartphone usage and the availability of diverse educational apps prompted a departure from conventional learning methodologies. This review synthesized an array of scholarly literature to illuminate the ramifications of this paradigm shift. Through a meticulous analysis of academic articles, research reports, and educational journals, the study identified prevalent patterns in the utilization of mobile learning apps among college students. It delved into the transformation of study habits, including alterations in reading methodologies, note-taking practices, and interactions with course materials. Furthermore, the review critically evaluated the influence of mobile apps on academic performance indicators such as grades, examination scores, and retention rates. The synthesis pointed to the multifaceted impacts of mobile learning apps on students' educational experiences. It explored the advantages, encompassing augmented access to learning resources, heightened interactivity, and tailored learning trajectories. Conversely, it also addressed potential challenges, such as digital diversions, diminished face-to-face interactions, and concerns about the precision of information. The study unveiled diverse factors that influenced the adoption and effectiveness of mobile learning apps, encompassing technological acumen, app design, and pedagogical strategies. Furthermore, the review contextualized its discoveries within the broader sphere of higher education, taking into account institutional policies, instructor attitudes, and student preferences. The study points to the necessity for a well-balanced approach that harnessed the benefits while addressing potential drawbacks. By providing insights into the evolving educational landscape, this study established a foundation for educators, institutions, and app developers to make informed choices concerning the integration of mobile technology into the learning milieu. Keywords: Mobile Learning Apps, Study Habits, Academic Performance, College Students, United States.
{"title":"Impact of Mobile Learning Apps on Study Habits and Academic Performance of College Students in the United States: A Review of Literature","authors":"Linda Darling Hattie","doi":"10.53819/81018102t4182","DOIUrl":"https://doi.org/10.53819/81018102t4182","url":null,"abstract":"This study explored the consequences of mobile learning applications on the study habits and academic performance of college students throughout the United States. The surge in smartphone usage and the availability of diverse educational apps prompted a departure from conventional learning methodologies. This review synthesized an array of scholarly literature to illuminate the ramifications of this paradigm shift. Through a meticulous analysis of academic articles, research reports, and educational journals, the study identified prevalent patterns in the utilization of mobile learning apps among college students. It delved into the transformation of study habits, including alterations in reading methodologies, note-taking practices, and interactions with course materials. Furthermore, the review critically evaluated the influence of mobile apps on academic performance indicators such as grades, examination scores, and retention rates. The synthesis pointed to the multifaceted impacts of mobile learning apps on students' educational experiences. It explored the advantages, encompassing augmented access to learning resources, heightened interactivity, and tailored learning trajectories. Conversely, it also addressed potential challenges, such as digital diversions, diminished face-to-face interactions, and concerns about the precision of information. The study unveiled diverse factors that influenced the adoption and effectiveness of mobile learning apps, encompassing technological acumen, app design, and pedagogical strategies. Furthermore, the review contextualized its discoveries within the broader sphere of higher education, taking into account institutional policies, instructor attitudes, and student preferences. The study points to the necessity for a well-balanced approach that harnessed the benefits while addressing potential drawbacks. By providing insights into the evolving educational landscape, this study established a foundation for educators, institutions, and app developers to make informed choices concerning the integration of mobile technology into the learning milieu. Keywords: Mobile Learning Apps, Study Habits, Academic Performance, College Students, United States.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75695640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The use of information and communication technology English equip student-teachers with the necessary pedagogical knowledge and terminologies to function well in their teaching career. The purpose of this study is to expose student-teachers to the right expressions in relation to ICT-English to adequately prepare them to excel in the teaching of ICT and the English language in order to meet the needs of the 21st century learners. Most of the researchers have focused on the pedagogical relevance of ICT-English language to teachers of English language to the neglect of the impact of ICT-English on the learners. In order to better meet the demands of the existing markets, common knowledge of the global language (ICT English) is believed to play a crucial role in more successful transactions internationally. In today's world, globalization and competitiveness has put more emphasis on preparing students (future specialists) to be innovative, think critically and effectively solve the world's problems. This paper equips students with the historical background of ICT, literature review, the needs, specialist discourse, materials, findings and conclusions. The researcher relied on mixed methodology and used questionnaire and interview guide as tools for the data collection. There is no field in this modern age that does not use ICT. We can even say that every establishment today depends largely on the use of ICT. Hence, education in any field would be incomplete without ICT knowledge. As such, ICT language and for that matter ICT English, has become a prerequisite skill to our development. Findings show that most the student –teachers now have mastery of phrasal verbs that have been formed through the combination of ICT terminologies with a verb and a preposition or adverb, or both. Most colleges of education employ the use of sophisticated ICT equipment and have in their custody projectors, laptops, mobile phones and drives. Keywords: Information, Communication, Technology, ICT English, Student-teachers
{"title":"The Use of Information and Communication Technology English in Colleges' of Education in Ghana: The Case of Upper West Region","authors":"James Zinteng","doi":"10.53819/81018102t4179","DOIUrl":"https://doi.org/10.53819/81018102t4179","url":null,"abstract":"The use of information and communication technology English equip student-teachers with the necessary pedagogical knowledge and terminologies to function well in their teaching career. The purpose of this study is to expose student-teachers to the right expressions in relation to ICT-English to adequately prepare them to excel in the teaching of ICT and the English language in order to meet the needs of the 21st century learners. Most of the researchers have focused on the pedagogical relevance of ICT-English language to teachers of English language to the neglect of the impact of ICT-English on the learners. In order to better meet the demands of the existing markets, common knowledge of the global language (ICT English) is believed to play a crucial role in more successful transactions internationally. In today's world, globalization and competitiveness has put more emphasis on preparing students (future specialists) to be innovative, think critically and effectively solve the world's problems. This paper equips students with the historical background of ICT, literature review, the needs, specialist discourse, materials, findings and conclusions. The researcher relied on mixed methodology and used questionnaire and interview guide as tools for the data collection. There is no field in this modern age that does not use ICT. We can even say that every establishment today depends largely on the use of ICT. Hence, education in any field would be incomplete without ICT knowledge. As such, ICT language and for that matter ICT English, has become a prerequisite skill to our development. Findings show that most the student –teachers now have mastery of phrasal verbs that have been formed through the combination of ICT terminologies with a verb and a preposition or adverb, or both. Most colleges of education employ the use of sophisticated ICT equipment and have in their custody projectors, laptops, mobile phones and drives. Keywords: Information, Communication, Technology, ICT English, Student-teachers","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135015243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Instructional Materials Usage and Students’ Academic Performance in Selected Ordinary Level Public Schools in Gasabo District in Rwanda","authors":"","doi":"10.53819/81018102t5212","DOIUrl":"https://doi.org/10.53819/81018102t5212","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77175182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"School Leadership Practices and Students’ Academic Competence in TVET Secondary Schools in Rwanda","authors":"","doi":"10.53819/81018102t5213","DOIUrl":"https://doi.org/10.53819/81018102t5213","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90959583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-24DOI: 10.1177/00220574231190925
Matthew S. McCluskey
Teacher turnover remains considerably higher at Charter Management Organizations (CMOs), despite initially high perceptions of fit at the time of hire. Grounded in an emerging branch-off of job embeddedness theory—teacher embeddedness—this multi-site case study of one urban CMO used interviews of departed teachers and principals and focus groups of new and veteran teachers to determine the predominating factors of reduced feelings of embeddedness and, ultimately, turnover. Findings indicate that teacher embeddedness is threatened by methods the CMO has proliferated as “best practice” and factors researchers have empirically correlated with turnover.
{"title":"Leave Like a Champion: Teacher Embeddedness and Turnover at an Urban “No-Excuses” Charter Management Organization","authors":"Matthew S. McCluskey","doi":"10.1177/00220574231190925","DOIUrl":"https://doi.org/10.1177/00220574231190925","url":null,"abstract":"Teacher turnover remains considerably higher at Charter Management Organizations (CMOs), despite initially high perceptions of fit at the time of hire. Grounded in an emerging branch-off of job embeddedness theory—teacher embeddedness—this multi-site case study of one urban CMO used interviews of departed teachers and principals and focus groups of new and veteran teachers to determine the predominating factors of reduced feelings of embeddedness and, ultimately, turnover. Findings indicate that teacher embeddedness is threatened by methods the CMO has proliferated as “best practice” and factors researchers have empirically correlated with turnover.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83232651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-22DOI: 10.1177/00220574231190935
Vonna L. Hemmler, Allison W. Kenney, Susan Dulong Langley, E. J. Gubbins, C. Callahan, Del Siegle
Pacing guides are commonplace yet controversial in American public schools. For teachers who question their usefulness, one means to circumvent them is to exercise autonomy in pedagogical decision-making, though doing so comes with challenges. Through interviews, we examined how 87 gifted and general education 4th and 5th grade math and reading/language arts teachers in one large, diverse public school district expressed their autonomy and reported enacting it in their classrooms. Findings indicated teachers’ perceptions of autonomy differed, and their reported pacing guide deviations also differed accordingly. We discuss implications for those in environments where use of pacing guides is mandated.
{"title":"Elementary Teachers’ Perceptions and Reported Enactment of Autonomy From Prescribed Pacing Guides","authors":"Vonna L. Hemmler, Allison W. Kenney, Susan Dulong Langley, E. J. Gubbins, C. Callahan, Del Siegle","doi":"10.1177/00220574231190935","DOIUrl":"https://doi.org/10.1177/00220574231190935","url":null,"abstract":"Pacing guides are commonplace yet controversial in American public schools. For teachers who question their usefulness, one means to circumvent them is to exercise autonomy in pedagogical decision-making, though doing so comes with challenges. Through interviews, we examined how 87 gifted and general education 4th and 5th grade math and reading/language arts teachers in one large, diverse public school district expressed their autonomy and reported enacting it in their classrooms. Findings indicated teachers’ perceptions of autonomy differed, and their reported pacing guide deviations also differed accordingly. We discuss implications for those in environments where use of pacing guides is mandated.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74276177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：