Collection
SDG 4 Quality Education Collection
- Submission status
- Open
- Open for submission from
- 01 July 2022
- Submission deadline
- 01 January 2030
Springer is calling for articles to our new Collection on Education for Sustainable Development and Global Citizenship, in support of the UN Sustainable Development Goal: SDG 4 which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
Education has an important role to play in giving learners the knowledge and skills needed to promote sustainable development. This collection creates a cross-disciplinary space for researchers and educators working across various types of education, from early childhood to vocational and higher education, as well as all the subject areas and educational psychology, focused on addressing this significant global issue. We bring together scholarship that supports the UN Sustainable Development Goals (UN SDGs), explores policy and community issues, and makes a difference to education for a sustainable future.
We encourage submissions including, but not limited to, the following topics:
- education for sustainable development and sustainable lifestyles
- human rights education
- education on gender equality
- peace education
- promotion of a culture of peace and nonviolence
- global citizenship
- intercultural education
- education for international understanding
- scientific literacy
- Future-oriented thinking
- inclusive education
We are happy to hear your ideas for short commentary or a collection of articles, please contact one of our publishers to discuss this before submitting.
Submission Procedure:
Submission is possible to the participating journal of your choice, please select TC: SDG4 - Quality Education in the electronic submission portal.. Accepted articles will be published in their respective journal, as well as highlighted on the Collection page. Please contact one of our publishers if you have further questions.
Publisher Contacts
Puja Dayal, publisher: STEM, Medical and Vocational Education
Lawrence Liu, publisher: STEM, Medical and Vocational Education
Jolanda Voogd, publisher: Language education, linguistics and learning
Editors
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Mei-Lan Lo
National Taiwan Normal University, Taiwan
Mei-Lan Lo is an associate professor in the Department of English, National Taiwan Normal University (NTNU). She was the director of the Foreign Language Education Division, Common Core Education Committee at NTNU from 2018 to 2019. Her research interests include teacher professional development, reading and writing instruction, bilingual education, and English as a medium of instruction. She has chaired some MOE funded projects and worked closely with bilingual teachers in Taiwan.
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Angela Wu
Mei-Zhen Wu is an assistant professor in the English Department of National Taiwan Normal University. She is currently the editor-in-chief of English Teaching & Learning. She teachers primarily oral related English classes for the undergraduate programs. Her research interest includes English as a second/foreign language listening and speaking through qualitative inquiry methods. In addition, she has been exploring the issues related to co-teaching methodology in Taiwan.
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R. Malatesha Joshi
Texas A&M University, USA
R. Malatesha Joshi, Ph.D., is the University Professor of Literacy Education and Educational Psychology at Texas A&M University, and the Editor of Reading and Writing and the monograph series Literacy Studies. He has received numerous national and international awards. His research focuses on Bilingualism and Biliteracy, Differential Diagnosis and Intervention of Reading and Spelling Problems, Literacy Acquisition in Different Languages, Literacy/Reading, Orthography and Dyslexia.
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Patricia A. Crawford , University of Pittsburgh, USA
Patricia A. Crawford is an associate professor in the Department of Teaching, Learning, and Leading, where she works in the Early Childhood Education and Language, Literacy, and Culture programs. She teaches a variety of courses related to literacy and learning, and mentors graduate students who are aspiring researchers and teacher educators. She also serves as coordinator of the Early Childhood Education program and is a faculty coordinator for the Pitt in Florence Early Childhood Education Study Abroad Program. She is Editor in Chief of Early Childhood Education Journal, an international publication of Springer Nature.
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Sabine Glock
University in Wuppertal, Germany
Sabine Glock works at the School of Education, Bergische Universität Wuppertal. Her research in Cognitive Science, Cognitive Psychology and Neuropsychology has a special focus on disadvantaged groups of students, especially immigrant students and students’ socio-economic status. She is the Editor-in-Chief of Social Psychology of Education since January 2022.
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Ali Kemal Tekin University of South Australia, Australia
Dr. Ali Kemal Tekin is a Professor and an international expert in the field of Early Childhood Education (ECE). He holds Masters and Ph.D. degrees from The Pennsylvania State University. He is an active researcher and has numerous publications and conference appearances and keynote speeches at international level over 25 countries. His research interests include family involvement, program development, early bilingual education, assessment & evaluation in ECE, motivation, and efficacy of ECE teachers, ECE development and policy, and play. He also serves international organizations such as UNESCO and NAEYC.
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Sherick A. Hughes University of North Carolina at Chapel Hill, USA
Sherick Hughes, MA, MPA, Ph.D., is the Samuel M. Holton Distinguished Professor of Education at The Univ. of North Carolina at Chapel Hill. He is one of the pre-eminent scholars of critical race studies, black education, and the social context of schooling in urban and rural settings. He has worked for over 20 years investigating and addressing equity issues at the intersection of theory, policy, and practice. He has applied a variety of research methods that inform international dialogues on how inequitable social structures are developed, reproduced, and resisted; including the processes of learning and unlearning intergroup Biases.
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Timothy Teo
Dr. Timothy Teo is a professor from the Department of Educational Psychology, Chinese University of Hong Kong. His research interests are inter-disciplinary and include both substantive and methodological areas, organized into three fields. These are ICT in Education (Technology acceptance and adoption; Internet Addiction; E-learning), Educational Psychology (Self-efficacy-teachers and students; Beliefs about teaching and learning; Meta-cognition), Music Education (Psychological processes of music teaching and learning), and Quantitative Methods (Psychometrics; Instrument development and validation; Cross-cultural measurement
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Sibel Erduran
Sibel Erduran is Professor of Science Education, Director of Research in the Department of Education and Fellow of St Cross College at Univ. of Oxford, UK. She is also Professor II at Univ. of Oslo, Norway. She serves as the President of the European Science Education Research Association; Editor-in-Chief of Science & Education and an Editor for International Journal of Science. Her work experience includes positions in the USA, Ireland as well as the UK. Her research interests focus on the infusion of epistemic practices of science in science education and she has a keen interest in the professional development of science teachers
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John M. Braxton
Peabody College of Education, Vanderbilt University, USA
John M. Braxton is Professor Emeritus, Higher Education Education Leadership and Policy Program, Peabody College of Vanderbilt University and Senior Resident Scholar, Tennessee Independent College and University Association. Professor Braxton has over 115 publications in the form of books, book chapters and referred journal articles He also is the recipient of two awards for outstanding contributions to knowledge that advance the understanding of higher education.
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Claire Howell Major
Claire Howell Major is Professor of Higher Education at the University of Alabama in Tuscaloosa, Alabama. Major has authored and co-authored several books, including Engaged Teaching: A Handbook for College Faculty, Interactive Lecturing, Student Engagement Techniques, Collaborative Learning Techniques, and Learning Assessment Techniques, Teaching Online: A Guide to Theory, Research, and Practice and Teaching for Learning: 101 Intentionally Designed Educational Techniques to Put Students on the Path to Success. She has made over 100 presentations word wide and is the co-founder of the K. Patricia Cross Academy
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Kent J. Crippen
Kent J. Crippen is a Prof. of STEM Education and an Irving and Rose Fien Endowed Professor in Education in the College of Education at the Univ. of Florida. His research involves addressing the grand challenge of an inclusive and robust STEM workforce through deep, on-going collaboration and mentoring focused on the design, development, and evaluation of innovative learning environments that couple networked learning technologies with authentic science and engineering experiences. The U.S. National Science Foundation, the National Inst. of Health, the Department of Education's Institute of Education Sciences have all funded his work
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Jean M Uasike Allen
Jean M Uasike Allen is of Tongan and European heritage, born and raised in South Auckland, Aotearoa-New Zealand. She has a passion for education and justice. As such, her research interests focus primarily on disrupting colonial ways of knowing and doing by centring Indigenous and Pacific knoweldges, privilege youth voices, critiquing whiteness, and employing arts-based methods as a means of exploring knowledge and re-presentation.
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Sereana Naepi
Dr. Sereana Naepi, a Pacific researcher based in Aotearoa New Zealand, is deeply committed to improving education and research systems. With a rich academic background that includes Waipapa Taumata Rau | University of Auckland, the University of British Columbia, Thompson Rivers University, and Matada Research, Dr. Naepi now shares her knowledge by teaching sociology at both undergraduate and graduate levels. Her research focuses on promoting equity in higher education, using a blend of quantitative and qualitative data to uncover the real challenges within academia.
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Lin Lin Lipsmeyer
Southern Methodist University, USA
Dr. Lin Lin Lipsmeyer is the Development Editor-in-Chief of the Educational Technology Research and Development (ETR&D) journal. Lin is Professor and Department Chair of Teaching and Learning at the Simmons School of Education and Human Development at Southern Methodist University. Her research, which focuses on Technology in Education and Immersive Learning, has resulted in over 110 refereed publications.
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Tristan Johnson
Boston College, USA
Dr. Tristan Johnson is the Research Editor-in-Chief for the Educational Technology Research and Development Journal. Tristan is an Associate Dean for Graduate Programs at Boston College. Tristan has had many diverse experiences in leading, managing, creating, and implementing a variety of online and tech tools, materials, and programs to support learning in applied and professional settings. He is proud to have had collaborative opportunities to apply his work to industry, government, and academia in a variety of settings including engineering, science, and education.
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Stewart Riddle
University of Southern Queensland, Australia
Stewart Riddle is an Associate Professor in the School of Education at the University of Southern Queensland. His research examines the democratisation of schooling systems, increasing access and equity in education and how schooling can respond to critical social issues in complex contemporary times.
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HAN Soonghee
HAN Soonghee is professor of education and lifelong learning in the Dept of Education at Seoul National Univ. He is currently the Editor-in-Chief of Asia Pacific Education Review. His academic works have focused mainly on the studies on popular education and critical adult education, learning society and learning ecosystem, and global and comparative studies in citizenship education. His recent research topics are about new educational systems designs for a learning society, and the institutionalization of lifelong learning systems in global level, and philosophical understanding of life-deep learning in in complex social systems.
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Hsin-Kai Wu
National Taiwan Normal University,Taiwan
Hsin-Kai Wu is a Chair Professor in Graduate Institute of Science Education at the National Taiwan Normal University and a Visiting Professor in the Faculty of Education at University of Johannesburg, South Africa. She serves as the Editor-in-Chief of International Journal of Science and Mathematics Education and an associate editor of Journal of Research in Science Teaching. Her research focuses on young children’s STEM education and secondary school students’ science learning in technology-enhanced learning environments and assessments.
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Kirsten Locke
Kirsten Locke is a philosopher and theorist in education who examines how educational ideas intersect with pedagogical practices, the forces at play in shaping educational sites and discourses, and the history of educational ideas in Aotearoa and beyond. Her work is increasingly centred in the context of Higher Education where she takes a feminist approach to applying questions related to knowledge production and power dynamics in the university, and the way the university is accessed and experienced differently by different groups, and particularly women.
Articles (143 in this collection)
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Covid-19 pandemic lockdowns and distance education in Australia: Positive experiences of migrant/refugee parents and future directions
Authors (first, second and last of 4)
- Amin Zaini
- Tebeje Molla
- Ruth Arber
- Content type: OriginalPaper
- Open Access
- Published: 29 March 2024
- The Australian Educational Researcher
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‘I am not alone’: enabling factors for Aboriginal and Torres Strait Islander PhD success
Authors (first, second and last of 4)
- Leanne Holt
- Cara Cross
- Connie Henson
- Content type: OriginalPaper
- Open Access
- Published: 23 March 2024
- The Australian Educational Researcher
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‘I want to make a difference’: Students co-researching school cultures of gender and sexuality
Authors
- Victoria Rawlings
- Content type: OriginalPaper
- Open Access
- Published: 21 March 2024
- The Australian Educational Researcher
- Pages: 869 - 888
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Deconstructing gendered approaches in ‘single-sex’ flexi schools: two Australian case studies
Authors
- Glenda McGregor
- Martin Mills
- Content type: OriginalPaper
- Open Access
- Published: 17 March 2024
- The Australian Educational Researcher
- Pages: 951 - 971
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‘Teaching up’ at school and home: young people’s contemporary gender perspectives
Authors
- Erika K. Smith
- Kerry H. Robinson
- Content type: OriginalPaper
- Open Access
- Published: 13 March 2024
- The Australian Educational Researcher
- Pages: 995 - 1013
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Gathering strengths and building capitals: engaging Chinese immigrant grandparents in a collaborative project
Authors
- Karen Guo
- Content type: OriginalPaper
- Open Access
- Published: 11 March 2024
- The Australian Educational Researcher
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Cultural Education in Transition: Re-envisaging National English Curricula of China from a Global Citizenship Perspective
Authors
- Tingting Sun
- Adcharawan Buripakdi
- Content type: Regular Article
- Published: 17 February 2024
- The Asia-Pacific Education Researcher
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A policy document analysis of student digital rights in the Australian schooling context
Authors
- Sean Groth
- Erica Southgate
- Content type: OriginalPaper
- Published: 14 February 2024
- The Australian Educational Researcher
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School uniforms that hurt: an Australian perspective on gendered mattering
Authors
- Melissa Joy Wolfe
- Content type: OriginalPaper
- Open Access
- Published: 14 February 2024
- The Australian Educational Researcher
- Pages: 909 - 927
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Why have Liberal-Progressive Philosophies of Education Caused Little Liberation or Progression for Māori?
Authors
- Maia Hetaraka
- Content type: Article
- Open Access
- Published: 14 February 2024
- New Zealand Journal of Educational Studies
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Agentic citizenship learning in China: official curriculum and student agency
Authors
- Jia Jiang
- Content type: OriginalPaper
- Published: 12 February 2024
- Asia Pacific Education Review
- Pages: 243 - 254
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The Making Friends Program: Impact on Social Acceptance in Inclusive Preschool Settings
Authors
- Tringa Shpendi Şirin
- Emine Ahmetoğlu
- Content type: Regular Article
- Published: 31 January 2024
- The Asia-Pacific Education Researcher
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The complexities of negotiating school choice for parents with gender diverse children
Authors
- Kellie Burns
- Brooke Manning
- Content type: OriginalPaper
- Published: 27 January 2024
- The Australian Educational Researcher
- Pages: 849 - 867
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Inclusive education in Japan and its role in international cooperation: analysis of a project for children with disabilities in Mongolia
Authors
- Subin Cho
- Jeehwan Park
- Content type: OriginalPaper
- Open Access
- Published: 11 January 2024
- Asia Pacific Education Review
- Pages: 229 - 242
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Supporting the inclusion of gender and sexuality diversity in schools: Auditing Australian education departmental policies
Authors
- Jacqueline Ullman
- Kate Manlik
- Tania Ferfolja
- Content type: OriginalPaper
- Open Access
- Published: 11 January 2024
- The Australian Educational Researcher
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Decolonising practice in teacher education in Australia: Reflections of shared leadership
Authors
- Rucelle Hughes
- Aleryk Fricker
- Content type: OriginalPaper
- Published: 02 January 2024
- The Australian Educational Researcher
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'Everyone would freak out, like they’ve never seen a boy before’: young people’s experiences of single-sex secondary schooling in NSW
Authors
- Susanne Gannon
- Content type: OriginalPaper
- Open Access
- Published: 22 December 2023
- The Australian Educational Researcher
- Pages: 929 - 949
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Updating Digital Citizenship Education for a Postdigital Society
Authors
- Jack Webster
- Content type: Article
- Published: 14 December 2023
- New Zealand Journal of Educational Studies
- Pages: 109 - 124
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Sexisms and Un/welcome Diversity in Australian Universities
Authors (first, second and last of 5)
- Emily M. Gray
- And Pasley
- Emma Fishwick
- Content type: OriginalPaper
- Published: 11 December 2023
- The Australian Educational Researcher
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Challenging Greek Primary Students’ Knowledge of Ocean Acidification Using the Carbon Cycle Context
Authors (first, second and last of 4)
- Theodora Boubonari
- Despoina-Niovi Papazoglou
- Theodoros Kevrekidis
- Content type: OriginalPaper
- Open Access
- Published: 21 November 2023
- International Journal of Science and Mathematics Education
- Pages: 1265 - 1288
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In-service teachers’ views on implementing inclusive practices in Hong Kong classrooms: Challenges and support needs
Authors
- Wing Sze Emily Chow
- Content type: OriginalPaper
- Published: 21 November 2023
- Asia Pacific Education Review
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The curriculum of privilege: elite private boys’ school alumni’s engagements with gender justice
Authors
- Claire E. Charles
- George Variyan
- Lucinda McKnight
- Content type: OriginalPaper
- Published: 16 November 2023
- The Australian Educational Researcher
- Pages: 1015 - 1033
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Collective pedagogical content knowledge for teaching sustainable development
Authors
- Annika Forsler
- Pernilla Nilsson
- Susanne Walan
- Content type: OriginalPaper
- Open Access
- Published: 04 November 2023
- International Journal of Science and Mathematics Education
- Pages: 1197 - 1214
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Reducing racism in education: embedding Indigenous perspectives in curriculum
Authors
- Gabrielle Murray
- Stacey Campton
- Content type: OriginalPaper
- Open Access
- Published: 02 November 2023
- The Australian Educational Researcher
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Closing special schools: lessons from Canada
Authors (first, second and last of 7)
- Glenys Mann
- Suzanne Carrington
- Callula Killingly
- Content type: OriginalPaper
- Open Access
- Published: 14 October 2023
- The Australian Educational Researcher
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Unveiling the power of critical multimodal literacy: exploring cultural difference in children’s literature through ‘The Proudest Blue — a Story of Hijab and Family’
Authors
- Jennifer Alford
- Areej Yousef
- Content type: Original Paper
- Open Access
- Published: 12 October 2023
- The Australian Journal of Language and Literacy
- Pages: 301 - 316
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The Role of English in Language Maintenance in Taiwan: a Threat or an Opportunity?
Authors
- Chia-Ying Yang
- Content type: Original Paper
- Open Access
- Published: 21 September 2023
- English Teaching & Learning
- Pages: 291 - 312
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Young Migrants’ Pluriliteracies Practices in an After-School Program in South Korea
Authors
- Jinsil Jang
- Content type: Original Paper
- Published: 21 September 2023
- English Teaching & Learning
- Pages: 313 - 335
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Developing and Validating the Attitudes Towards Inclusive Education Scale (AIES) Around Contemporary Paradigms of Inclusion
Authors
- Halis Sakız
- Naif Ergün
- İdris Göksu
- Content type: Regular Article
- Published: 21 September 2023
- The Asia-Pacific Education Researcher
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Not just in black and white: Aboriginal and Torres Strait Islander peoples in Australian children’s picture books
Authors (first, second and last of 5)
- Emerson Zerafa-Payne
- Martin Kerby
- Margaret Baguley
- Content type: Original Paper
- Open Access
- Published: 20 September 2023
- The Australian Journal of Language and Literacy
- Pages: 1 - 16
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Academic buoyancy among female secondary school students: An examination of predictors and outcomes up to age 22
Authors
- Rebecca J. Collie
- Kate Caldecott-Davis
- Andrew J. Martin
- Content type: OriginalPaper
- Open Access
- Published: 11 September 2023
- Social Psychology of Education
- Pages: 363 - 388
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Factors Influencing the Attrition and Retention of Special Education Teachers Based on Gender and Racial Differences
Authors (first, second and last of 5)
- LaRon A. Scott
- Nicholas Bell
- Meagan Dayton
- Content type: OriginalPaper
- Published: 05 September 2023
- The Urban Review
- Pages: 83 - 102
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Transitional pathways through middle school for First Nations students in the Northern Territory of Australia
Authors (first, second and last of 6)
- Abel Fekadu Dadi
- Vincent He
- Steven Guthridge
- Content type: OriginalPaper
- Open Access
- Published: 29 August 2023
- The Australian Educational Researcher
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Literacies in the English classroom: leveraging and extending the linguistic repertoire of all students
Authors
- Marianne Turner
- Ekaterina Tour
- Content type: Original Paper
- Open Access
- Published: 23 August 2023
- The Australian Journal of Language and Literacy
- Pages: 39 - 52
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Storying the earth: decolonising literacy education through the pedagogical imagination
Authors
- Lucinda McKnight
- Content type: Original Article
- Open Access
- Published: 15 August 2023
- The Australian Journal of Language and Literacy
- Pages: 257 - 269
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“Not in Our Daycare”? Commitments and Obstacles to Antiracism in Finnish ECEC
Authors
- Saara Loukola
- Content type: OriginalPaper
- Open Access
- Published: 14 August 2023
- Early Childhood Education Journal
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The Integration of Gender Equality (SDG 5) into University Teaching: the View from the Frontline
Authors
- Gladys Merma-Molina
- Mayra Urrea-Solano
- María J. Hernández-Amorós
- Content type: OriginalPaper
- Open Access
- Published: 14 August 2023
- Innovative Higher Education
- Pages: 419 - 452
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Platforms and possibilities: a scoping study of curriculum resources for global citizenship education
Authors
- Louise Gwenneth Phillips
- Liberty de Rivera
- Pauline Harris
- Content type: OriginalPaper
- Open Access
- Published: 08 August 2023
- The Australian Educational Researcher
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Student- and school-level perceived ICT competence and academic performance in Chinese rural schools: a multilevel analysis
Authors (first, second and last of 4)
- Wei Yang
- Xiao Yang
- Miaoyun Li
- Content type: OriginalPaper
- Published: 02 August 2023
- Asia Pacific Education Review
- Pages: 425 - 438
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Do the Behaviors of Early Childhood Education Teachers Promote Children's Progressive Autonomy? The Role of Interpersonal Emotional Regulation and its Consequences for Teachers' Occupational Well-Being
Authors
- Gabriela Etchebehere
- Antonio Crego
- David Martínez-Iñigo
- Content type: Original Paper
- Open Access
- Published: 26 July 2023
- International Journal of Early Childhood
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Teacher Use of Digital Stories to Promote Reflective Practice Supportive of Migrant and Refugee Children’s Sense of Belonging
Authors
- Elaine Khoo
- Linda Mitchell
- Maria Sammons
- Content type: OriginalPaper
- Open Access
- Published: 14 July 2023
- Early Childhood Education Journal
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Gender and the Social Cure in Undergraduate Physics Students: Physics Identity, Self-efficacy, Belonging, and Wellbeing
Authors (first, second and last of 5)
- Ewan Bottomley
- Vivienne Wild
- Antje Kohnle
- Content type: OriginalPaper
- Open Access
- Published: 08 July 2023
- International Journal of Science and Mathematics Education
- Pages: 721 - 735
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Advice from Māori Experts for Bicultural Early Childhood Education in Aotearoa New Zealand
Authors
- Ngaroma Williams
- Jo Fletcher
- Ting Ma
- Content type: Article
- Open Access
- Published: 04 July 2023
- New Zealand Journal of Educational Studies
- Pages: 271 - 290
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A world beyond self: empathy and pedagogy during times of global crisis
Authors
- Eliza Gates
- Jen Scott Curwood
- Content type: Original Paper
- Open Access
- Published: 16 June 2023
- The Australian Journal of Language and Literacy
- Pages: 195 - 209
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Spontaneous Change: Applying Zhuangzi’s Concept of Hua (化) to Global Citizenship
Authors
- Jing Dang
- Content type: OriginalPaper
- Open Access
- Published: 15 June 2023
- Asia Pacific Education Review
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Reduced in-person learning in COVID-19 widens student achievement gaps in schools
Authors
- Chol-Kyun Shin
- Youngeun An
- Soon-young Oh
- Content type: OriginalPaper
- Published: 09 June 2023
- Asia Pacific Education Review
- Pages: 45 - 55
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Using Storytelling to Develop Fraction Concepts with Culturally and Linguistically Diverse Learners
Authors (first, second and last of 4)
- Emily S. W. Sum
- Miranda K. Y. Wong
- Wee Tiong Seah
- Content type: OriginalPaper
- Published: 08 June 2023
- International Journal of Science and Mathematics Education
- Pages: 633 - 655
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Lifelong Learning in the Educational Setting: A Systematic Literature Review
Authors
- Win Phyu Thwe
- Anikó Kálmán
- Content type: Regular Article
- Open Access
- Published: 13 May 2023
- The Asia-Pacific Education Researcher
- Pages: 407 - 417
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How Do School Climate and Professional Development in Multicultural Education Impact Job Satisfaction and Teaching Efficacy for STEM Teachers of English Learners? A Path-Analysis
Authors (first, second and last of 5)
- Xuan Zhou
- Yolanda Padrón
- Sandra Acosta
- Content type: OriginalPaper
- Published: 09 May 2023
- International Journal of Science and Mathematics Education
- Pages: 447 - 468