Pub Date : 2021-12-07DOI: 10.37870/joqie.v11i18.275
Ibrahim Bouabdallah
Les cursus de formation des enseignants incluant des stages de terrain sont parmi les variables d’ajustement des systèmes éducatifs. Au Maroc, les stagiaires achèvent des activités pratiques qui relèvent de multiples dispositifs de formation. Cependant, les établissements de stage ont montré une faible contribution pour assurer le développement professionnel. Une méta-analyse de trente documents a été effectuée pour établir l’état actuel des formations pratiques des enseignants de demain. Les résultats montrent une insuffisance des stages en formation initiale pour acquérir le métier d’enseignant. Les activités en situation réelle mises en œuvre dans les centres de formation présentaient de multiples indices de réussite par rapport à celles adoptées pour le recrutement régional. Les établissements d’accueil font face à des contraintes structurales.
{"title":"La formation pratique des enseignants du 21ème siècle au Maroc","authors":"Ibrahim Bouabdallah","doi":"10.37870/joqie.v11i18.275","DOIUrl":"https://doi.org/10.37870/joqie.v11i18.275","url":null,"abstract":"Les cursus de formation des enseignants incluant des stages de terrain sont parmi les variables d’ajustement des systèmes éducatifs. Au Maroc, les stagiaires achèvent des activités pratiques qui relèvent de multiples dispositifs de formation. Cependant, les établissements de stage ont montré une faible contribution pour assurer le développement professionnel. Une méta-analyse de trente documents a été effectuée pour établir l’état actuel des formations pratiques des enseignants de demain. Les résultats montrent une insuffisance des stages en formation initiale pour acquérir le métier d’enseignant. Les activités en situation réelle mises en œuvre dans les centres de formation présentaient de multiples indices de réussite par rapport à celles adoptées pour le recrutement régional. Les établissements d’accueil font face à des contraintes structurales.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42677756","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 : 2021-12-07DOI: 10.37870/joqie.v11i18.265
Michael Asamani Pobbi
This research investigated the effects of attitude and beliefs, subjective norms, and perceived behavioural control on parents’ home-based and school-based involvement in child education. The paper reports quantitative findings from a cross-sectional survey based on a concurrent mixed design. Primary data was collected from five hundred and sixty (560) parents who were selected randomly from deprived and non-deprived districts across six regions of Ghana. The Cronbach α of reliability for attitude and belief, perceived behavioural control, subjective norm, home-based and school-based involvement exceeded the minimum threshold. Results from structural equation modelling analysis based on a bootstrapping technique reveal that the model of the study was confirmed, as the data showed equivalence to model assessment measures including CFI = 0.979, TLI = 0.975, GFI = 0.942, AGFI = 0.922, RMSEA = 0.049, χ2/df = 2.292. The finding of the study indicated that attitude and beliefs, subjective norms, perceived behavioural control of parents significantly impact home-based involvement, whiles perceived behavioural control and subjective norms of parents had significantly impact on school-based involvement.
{"title":"Investigating Impact of Parental Motivations and Involvement within a Developing Country","authors":"Michael Asamani Pobbi","doi":"10.37870/joqie.v11i18.265","DOIUrl":"https://doi.org/10.37870/joqie.v11i18.265","url":null,"abstract":"This research investigated the effects of attitude and beliefs, subjective norms, and perceived behavioural control on parents’ home-based and school-based involvement in child education. The paper reports quantitative findings from a cross-sectional survey based on a concurrent mixed design. Primary data was collected from five hundred and sixty (560) parents who were selected randomly from deprived and non-deprived districts across six regions of Ghana. The Cronbach α of reliability for attitude and belief, perceived behavioural control, subjective norm, home-based and school-based involvement exceeded the minimum threshold. Results from structural equation modelling analysis based on a bootstrapping technique reveal that the model of the study was confirmed, as the data showed equivalence to model assessment measures including CFI = 0.979, TLI = 0.975, GFI = 0.942, AGFI = 0.922, RMSEA = 0.049, χ2/df = 2.292. The finding of the study indicated that attitude and beliefs, subjective norms, perceived behavioural control of parents significantly impact home-based involvement, whiles perceived behavioural control and subjective norms of parents had significantly impact on school-based involvement.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46373010","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 : 2021-12-07DOI: 10.37870/joqie.v11i18.270
Aziz Moummou
Language policy and planning (LPP) has undergone an epistemological turn. Early LPP works approached linguistic diversity as a problem; especially for the newly independent states, but in today’s globalized world, multilingualism is the norm. A major issue that characterizes contemporary LPP in Morocco and needs further investigation is the interaction between macro-policies and local practices. Most top down language policies face resistance from speech communities. The purpose of this paper is to illuminate the role of micro-planning and local agents in implementing a workable language policy. The aim is to reduce the gap between LPP research and local practices by using an ethnographic approach. Ruiz orientational model and Spolsky’s management theory provide a rich theoretical framework. Micro-planning can translate central policies into local practices.
{"title":"Microplanning and Language Policy in Morocco","authors":"Aziz Moummou","doi":"10.37870/joqie.v11i18.270","DOIUrl":"https://doi.org/10.37870/joqie.v11i18.270","url":null,"abstract":"Language policy and planning (LPP) has undergone an epistemological turn. Early LPP works approached linguistic diversity as a problem; especially for the newly independent states, but in today’s globalized world, multilingualism is the norm. A major issue that characterizes contemporary LPP in Morocco and needs further investigation is the interaction between macro-policies and local practices. Most top down language policies face resistance from speech communities. The purpose of this paper is to illuminate the role of micro-planning and local agents in implementing a workable language policy. The aim is to reduce the gap between LPP research and local practices by using an ethnographic approach. Ruiz orientational model and Spolsky’s management theory provide a rich theoretical framework. Micro-planning can translate central policies into local practices.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45642028","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 : 2021-12-07DOI: 10.37870/joqie.v11i18.266
Yassin Meklach, A. Merzouki
The secondary school performance of Ghomara’s students (coastal area of Chefchaouen province, Rif Mountain, Morocco) is deeply influenced by the cultivation of cannabis practiced by many Ghomarian families. To highlight this relationship, a field study was conducted with students, their parents, and other stakeholders through the adoption of a quantitative and qualitative sociological approach. It then appears that most of the students, especially boys, from cannabis families had annual averages assessment marks (AAM) less than 10/20. These marks do not allow them to continue their schooling. In addition, other factors are added to aggravate the already precarious situation, such as the need for manpower to carry out family farming activities, the social reluctance towards education, the inadequacy of education system to the labour market and the mistrust of the local population to the reforms of the national education system recently proposed by the government.
{"title":"Cannabis cultivation as a factor influencing scholastic performance","authors":"Yassin Meklach, A. Merzouki","doi":"10.37870/joqie.v11i18.266","DOIUrl":"https://doi.org/10.37870/joqie.v11i18.266","url":null,"abstract":"The secondary school performance of Ghomara’s students (coastal area of Chefchaouen province, Rif Mountain, Morocco) is deeply influenced by the cultivation of cannabis practiced by many Ghomarian families. To highlight this relationship, a field study was conducted with students, their parents, and other stakeholders through the adoption of a quantitative and qualitative sociological approach. It then appears that most of the students, especially boys, from cannabis families had annual averages assessment marks (AAM) less than 10/20. These marks do not allow them to continue their schooling. In addition, other factors are added to aggravate the already precarious situation, such as the need for manpower to carry out family farming activities, the social reluctance towards education, the inadequacy of education system to the labour market and the mistrust of the local population to the reforms of the national education system recently proposed by the government.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46935724","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 : 2021-05-15DOI: 10.37870/JOQIE.V11I17.252
D. Shiwani
The study investigated effect of head teachers’ partnerships collaboration on inclusive education implementation. Bartalanffy (1969) open systems advocates for head teachers to coordinate partnerships to address the lack of support systems for inclusive education. Descriptive survey was applied, and Chi-square tested the null hypothesis. Questionnaires were administered to 71 head teachers and 297 teachers, supplemented by document analysis. Interview was used on eight Quality Assurance Standards Officers (QASOs) and four Education Assessment Resource Centre Officers (EARCs). Quantitative data was coded and analysed using descriptive statistics, and presented in frequency tables and bar graphs. Qualitative data was coded, transcribed and presented in narrative form. Quantitative and qualitative data findings were discussed in juxtaposition with confirming or refuting the research evidence, and reinforcing the interpretation. The study established that majority of schools lacked well- structured coordinated partnerships. This implied that there was low partnership participation in schools’ programs as referenced by head teachers and teachers on provision for specialized teaching and learning resources, 63.4% and 63.3%; assessment of learners, 64.8% and 70.4%; funds outsourcing, 69% and 69.7%. It was recommended that head teachers should increase capacities in partnerships collaboration, and institute well-structured coordinated framework for partnerships engagement for effective inclusive education implementation.
{"title":"Effect of head teachers’ partnerships collaboration on inclusive education implementation","authors":"D. Shiwani","doi":"10.37870/JOQIE.V11I17.252","DOIUrl":"https://doi.org/10.37870/JOQIE.V11I17.252","url":null,"abstract":"The study investigated effect of head teachers’ partnerships collaboration on inclusive education implementation. Bartalanffy (1969) open systems advocates for head teachers to coordinate partnerships to address the lack of support systems for inclusive education. Descriptive survey was applied, and Chi-square tested the null hypothesis. Questionnaires were administered to 71 head teachers and 297 teachers, supplemented by document analysis. Interview was used on eight Quality Assurance Standards Officers (QASOs) and four Education Assessment Resource Centre Officers (EARCs). Quantitative data was coded and analysed using descriptive statistics, and presented in frequency tables and bar graphs. Qualitative data was coded, transcribed and presented in narrative form. Quantitative and qualitative data findings were discussed in juxtaposition with confirming or refuting the research evidence, and reinforcing the interpretation. The study established that majority of schools lacked well- structured coordinated partnerships. This implied that there was low partnership participation in schools’ programs as referenced by head teachers and teachers on provision for specialized teaching and learning resources, 63.4% and 63.3%; assessment of learners, 64.8% and 70.4%; funds outsourcing, 69% and 69.7%. It was recommended that head teachers should increase capacities in partnerships collaboration, and institute well-structured coordinated framework for partnerships engagement for effective inclusive education implementation.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41270040","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 : 2021-05-15DOI: 10.37870/JOQIE.V11I17.249
J. Zaffran, Maud Aigle
La lutte contre le décrochage à l’université recueille un large consensus auprès des différents acteurs politiques et universitaires. Quels que soient les référentiels, la nécessité d’un changement des conditions d’accompagnement des étudiants est souvent rappelée, avec à l’appui le taux de réussite en fin de 1re année de licence qui reste insuffisant et les abandons sont en nombre importants. Or, la manière de présenter publiquement le problème mélange les situations d’abandon définitif des études, de réorientation et d’interruption provisoire des études. Qui décroche réellement à l’université et combien sont-ils vraiment ? Notre communication a deux objectifs. Le premier objectif est de présenter les résultats d’une vaste enquête par questionnaire menée à l’échelle d’une région auprès des sortants sans diplôme. Au regard de ces résultats, le second objectif est de pointer les facteurs explicatifs du décrochage à l’université mais surtout de souligner la nature processuelle du problème.
{"title":"Qui « décroche » de l’université ? Le cas des étudiants de la région Aquitaine (France)","authors":"J. Zaffran, Maud Aigle","doi":"10.37870/JOQIE.V11I17.249","DOIUrl":"https://doi.org/10.37870/JOQIE.V11I17.249","url":null,"abstract":"La lutte contre le décrochage à l’université recueille un large consensus auprès des différents acteurs politiques et universitaires. Quels que soient les référentiels, la nécessité d’un changement des conditions d’accompagnement des étudiants est souvent rappelée, avec à l’appui le taux de réussite en fin de 1re année de licence qui reste insuffisant et les abandons sont en nombre importants. Or, la manière de présenter publiquement le problème mélange les situations d’abandon définitif des études, de réorientation et d’interruption provisoire des études. Qui décroche réellement à l’université et combien sont-ils vraiment ? Notre communication a deux objectifs. Le premier objectif est de présenter les résultats d’une vaste enquête par questionnaire menée à l’échelle d’une région auprès des sortants sans diplôme. Au regard de ces résultats, le second objectif est de pointer les facteurs explicatifs du décrochage à l’université mais surtout de souligner la nature processuelle du problème.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44714422","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 : 2021-05-05DOI: 10.37870/JOQIE.V11I17.258
S. Loua
Le travail s’articule autour des questions suivantes : Quelles sont les pesanteurs socioculturelles qui expliquent le décrochage scolaire rapide des filles au Mali ? Quelles alternatives d’amélioration ont été mises en place ? Quelles sont les limites des politiques publiques jusqu’ici engagées ? L’objectif visé est pluriel car, il s’agit entre autres, d’analyser la situation scolaire des jeunes filles maliennes, de saisir les raisons de leur décrochage, de décrypter les politiques publiques en la matière et de dégager quelques perspectives d’amélioration.
{"title":"Décrochage scolaire des jeunes filles au Mali : contraintes et défis","authors":"S. Loua","doi":"10.37870/JOQIE.V11I17.258","DOIUrl":"https://doi.org/10.37870/JOQIE.V11I17.258","url":null,"abstract":"Le travail s’articule autour des questions suivantes : Quelles sont les pesanteurs socioculturelles qui expliquent le décrochage scolaire rapide des filles au Mali ? Quelles alternatives d’amélioration ont été mises en place ? Quelles sont les limites des politiques publiques jusqu’ici engagées ? L’objectif visé est pluriel car, il s’agit entre autres, d’analyser la situation scolaire des jeunes filles maliennes, de saisir les raisons de leur décrochage, de décrypter les politiques publiques en la matière et de dégager quelques perspectives d’amélioration.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43508036","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 : 2021-05-05DOI: 10.37870/JOQIE.V11I17.256
T. Diallo, Mouhamadou Fall
L’objectif de cet article est d’apporter une contribution au débat sur le droit à l’éducation de l’enfant. Précisément, notre propos est d’étudier les raisons d’abandon scolaire des jeunes enfants fréquentant l’école primaire à partir des données de la dernière enquête nationale de suivi de la pauvreté. Pour ce faire, nous avons d’abord utilisé les statistiques bivariées et les méthodes de l’analyse en composantes principales et de la classification ascendante hiérarchique pour effectuer une analyse de type descriptif des enfants décrocheurs, et avons ensuite identifié les facteurs explicatifs de l’abandon scolaire à l’aide d’un modèle LOGIT. La démarche retenue a permis de mettre en évidence un certain nombre de résultats. Il est ressorti de l’étude que l’abandon est un phénomène à caractère multidimensionnel et que la plupart des enfants quittent l’école avant d’atteindre la dernière classe du cycle primaire. Les caractéristiques individuelles (en particulier l’âge et le sexe de l’enfant) et familiales (notamment le niveau d’éducation, la catégorie socioprofessionnelle et la religion du chef de ménage), ainsi que les mauvais résultats scolaires (en l’occurrence l’échec à l’examen) sont les principaux déterminants de l’abandon scolaire des jeunes enfants au Sénégal.
{"title":"Droit à l’éducation de l’enfant : une mise en perspective à travers la question de l’abandon scolaire au Sénégal","authors":"T. Diallo, Mouhamadou Fall","doi":"10.37870/JOQIE.V11I17.256","DOIUrl":"https://doi.org/10.37870/JOQIE.V11I17.256","url":null,"abstract":"L’objectif de cet article est d’apporter une contribution au débat sur le droit à l’éducation de l’enfant. Précisément, notre propos est d’étudier les raisons d’abandon scolaire des jeunes enfants fréquentant l’école primaire à partir des données de la dernière enquête nationale de suivi de la pauvreté. Pour ce faire, nous avons d’abord utilisé les statistiques bivariées et les méthodes de l’analyse en composantes principales et de la classification ascendante hiérarchique pour effectuer une analyse de type descriptif des enfants décrocheurs, et avons ensuite identifié les facteurs explicatifs de l’abandon scolaire à l’aide d’un modèle LOGIT. La démarche retenue a permis de mettre en évidence un certain nombre de résultats. Il est ressorti de l’étude que l’abandon est un phénomène à caractère multidimensionnel et que la plupart des enfants quittent l’école avant d’atteindre la dernière classe du cycle primaire. Les caractéristiques individuelles (en particulier l’âge et le sexe de l’enfant) et familiales (notamment le niveau d’éducation, la catégorie socioprofessionnelle et la religion du chef de ménage), ainsi que les mauvais résultats scolaires (en l’occurrence l’échec à l’examen) sont les principaux déterminants de l’abandon scolaire des jeunes enfants au Sénégal.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49660423","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 : 2021-05-05DOI: 10.37870/JOQIE.V11I17.251
M. Khasawneh
This study aims at identifying, analysing, and classifying the mistakes that students make in grades (second, third, and fourth) in the elementary stage in Aseer in reading aloud and developing a proposed program to treat these errors. The study used the experimental approach. The study sample consisted of (72) male and female students from the study population, representing the three grade levels. 24 students (12 males and 12 females) were taken from each grade, and the study sample was taken from seven schools. The results of the study showed that there are no statistically significant differences in students ’reading errors due to the gender variable. The prevalence of reading errors in students’ readings is not related to males or females or vice versa. Despite the difference between the reader's gender and the teacher’s gender, the differences came free of any clear statistical significance. The study revealed statistically significant differences in students’ mastery of some reading skills due to the gender variable. The skills that showed differences are observing punctuation, meaning skills, and reading speed. Females were better than males in these skills, and there were no statistically significant differences in the remaining reading skills between the genders. The study recommended preparing training courses to familiarize male and female teachers with the latest findings of studies related to reading to employ them in educational situations and providing teachers with methods to diagnose students' weakness in reading.
{"title":"An Electronic training program to treat errors of reading aloud in the English language among students with learning difficulties during the emerging Covid-19","authors":"M. Khasawneh","doi":"10.37870/JOQIE.V11I17.251","DOIUrl":"https://doi.org/10.37870/JOQIE.V11I17.251","url":null,"abstract":"This study aims at identifying, analysing, and classifying the mistakes that students make in grades (second, third, and fourth) in the elementary stage in Aseer in reading aloud and developing a proposed program to treat these errors. The study used the experimental approach. The study sample consisted of (72) male and female students from the study population, representing the three grade levels. 24 students (12 males and 12 females) were taken from each grade, and the study sample was taken from seven schools. The results of the study showed that there are no statistically significant differences in students ’reading errors due to the gender variable. The prevalence of reading errors in students’ readings is not related to males or females or vice versa. Despite the difference between the reader's gender and the teacher’s gender, the differences came free of any clear statistical significance. The study revealed statistically significant differences in students’ mastery of some reading skills due to the gender variable. The skills that showed differences are observing punctuation, meaning skills, and reading speed. Females were better than males in these skills, and there were no statistically significant differences in the remaining reading skills between the genders. The study recommended preparing training courses to familiarize male and female teachers with the latest findings of studies related to reading to employ them in educational situations and providing teachers with methods to diagnose students' weakness in reading.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47807930","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":"Education systems facing the challenges of covid-19","authors":"","doi":"10.37870/joqie.v10i16","DOIUrl":"https://doi.org/10.37870/joqie.v10i16","url":null,"abstract":"","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44829048","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}
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