(Weingourt, Maruyama, Sawada, & Yoshino, 2001). Intimate Partner Violence threatens the lives of women socioeconomic well-being, security, and the lives of millions of women globally each year (McAllister, & Roberts-Lewis, 2010). Women of every class, color, socioeconomic status, and religious association experience the affects of intimate partner violence is frequent, complex, and far-reaching with social and economic consequences (Ringel, & Park, 2008). Interpersonal violence
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(2011) 648e656 Contents lists available at ScienceDirect Teaching and Teacher Education journal homepage: www.elsevier.com/locate/tate Teachers’ critical incidents: Ethical dilemmas in teaching practice Orly Shapira-Lishchinsky 1 Department of Educational Administration, Leadership and Policy, School of Education, Bar-Ilan University, Ramat-Gan 52900, Israel a r t i c l e i n f o a b s t r a c t Article history: Received 21 March 2010 Received in revised form 10 November 2010 Accepted 11 November
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The International Journal Of Humanities & Social Studies (ISSN 2321 -9203) www.theijhss.com THE INTERNATIONAL JOURNAL OF HUMANITIES & SOCIAL STUDIES Teacher Absenteeism and its Impact on Quality Education: A Case Study of the Public Schools in the Abesim Circuit of the Sunyani Municipality Samuel Tieku Gyansah Lecturer, Centre for Continuing Education, University of Cape Coast, Ghana Gabriel Esilfie Lecturer, Centre for Continuing Education, University of Cape Coast, Ghana Agnes
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510305 research-article2013 SGOXXX10.1177/2158244013510305Hilpert et al.Hilpert et al. Article Evidence for the Latent Factor Structure of the MSLQ: A New Conceptualization of an Established Questionnaire SAGE Open – October-December 2013: 1 10 © The Author(s) 2013 DOI: 10.1177/2158244013510305 sgo.sagepub.com Jonathan C. Hilpert1, Jennifer Stempien2, Katrien J. van der Hoeven Kraft3, and Jenefer Husman4 Abstract The Motivated Strategies for Learning Questionnaire (MSLQ)
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Assessment and classroom learning By Black, Paul, Wiliam, Dylan, Assessment in Education: Principles, Policy & Practice Mar1998, Vol. 5, Issue 1 ABSTRACT This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self-assessment are considered alongside
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countries: a review of the evidence Marc Suhrcke, School of Medicine, Health Policy and Practice, University of East Anglia, United Kingdom Carmen de Paz Nieves, Fundación Ideas, Madrid, Spain ISBN 978 92 890 0220 2 Keywords HEALTH BEHAVIOR - HEALTH STATUS - EDUCATIONAL STATUS - RISK FACTORS - SOCIOECONOMIC FACTORS - REVIEW LITERATURE Suggested citation Suhrcke M, de Paz Nieves C (2011). The impact of health and health behaviours on educational outcomes in highincome countries: a review of the evidence
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Jennifer A. Livingston © 1997 by Jennifer A. Livingston "Metacognition" is one of the latest buzz words in educational psychology, but what exactly is metacognition? The length and abstract nature of the word makes it sound intimidating, yet its not as daunting a concept as it might seem. We engage in metacognitive activities everyday. Metacognition enables us to be successful learners, and has been associated with intelligence (e.g., Borkowski, Carr, & Pressley, 1987; Sternberg, 1984, 1986a
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1 │ Issue 7 │ May 2015 AMERICAN RESEARCH THOUGHTS ISSN: 2392 – 876X Impact Factor: 2.0178 (UIF) Available online at: www.researchthoughts.us http://dx.doi.org/10.6084/m9.figshare.1424783 ISSUES AND ALTERNATIVE OF UGC: A CONTEMPORARY REVIEW Dr. Tapas Pal1 and Dr. Shyamsundar Bairagya2 Visva-Bharati, India 1 Associate Professor, Dept. Of Education, Visva-Bharati, India 2 Abstract: UGC has splendor activities in respect of conducting of sixteen autonomous statutory institutions
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Assessment and classroom learning By Black, Paul, Wiliam, Dylan, Assessment in Education: Principles, Policy & Practice Mar1998, Vol. 5, Issue 1 ABSTRACT This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self-assessment are considered alongside
Words: 35394 - Pages: 142
Journal of Education for International Development 2.2 July 2006 THE GIRLS' STIPEND PROGRAM IN BANGLADESH Janet Raynor, University of London Institute of Education Kate Wesson, Open University, Milton Keynes Citation Raynor, Janet, Wesson, Kate (2006). The Girls’ Stipend Program in Bangladesh. Journal of Education for International Development 2:2. Retrieved from http://www.equip123.net/JEID/articles/3/Girls’StipendPrograminBangladesh.pdf on [insert month] [insert day], [insert year]. Abstract
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