Vol. 9, No. 12 (2016), International Education Studies

• • Can Activity Projects Improve Children’s Wellbeing during the Transition to Secondary Education?
  • •  Jane Akister   
    •  Hannah Guest   
    •  Sarah Burch   
    • p1
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• • The Failure to Construct Proof Based on Assimilation and Accommodation Framework from Piaget
  • •  Syukma Netti   
    •  Toto Nusantara   
    •  Subanji Subanji   
    •  Abadyo Abadyo   
    •  Lathiful Anwar   
    • p12
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• • The Path to Becoming a Resident Assistant at a Japanese University
  • •  Graham Robson   
    • p23
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• • The Vietnamese Values System: A Blend of Oriental, Western and Socialist Values
  • •  Quynh Nguyen   
    • p32
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• • Academic Engagement: An Overview of Its Definitions, Dimensions, and Major Conceptualisations
  • •  Oqab Alrashidi   
    •  Huy Phan   
    •  Bing Ngu   
    • p41
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• • Social and Academic Support and Adaptation to College: Exploring the Relationships between Indicators’ College Students
  • •  Azita Turkpour   
    •  Vali Mehdinezhad   
    • p53
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• • Universal Beliefs and Specific Practices: Students’ Math Self-Efficacy and Related Factors in the United States and China
  • •  Yin Wu   
    • p61
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• • Study of Life Education for College Freshmen in China
  • •  Jianfeng Zhang   
    •  Xuefei Li   
    • p75
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• • The Relationship between Teachers’ Trust in Students and Classroom Discipline Beliefs
  • •  Yaser Arslan   
    •  Soner Polat   
    • p81
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• • The Relationship between Teachers’ School Commitment and School Culture
  • •  Erkan KIRAL   
    •  Omer KACAR   
    • p90
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• • The University and the Voluntary Work Culture: Reality and Perspective
  • •  Mohammed Almaraee   
    • p109
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• • Learners’ Perceptions of the Use of Mobile Technology in a Task-Based Language Teaching Experience
  • •  Simone Calabrich   
    • p120
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• • Curricular Content for Pupils’ Mental Health
  • •  Seyed Ebadi   
    •  Narges Keshtiaray   
    •  Asghar Aghaei   
    •  Alireza Yousefy   
    • p137
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• • Explaining Ideal Teacher Competences in the Islamic Republic of Iran—Based on the Revolutionary Documentations of Its Education and Pedagogical System
  • •  Pooran Khorooshi   
    •  Ahmad Isfahany   
    •  Sayed Mirshahjafari   
    •  Nematollah Mosapour   
    • p148
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• • The Effect of Perceived Spiritual Leadership on Envy Management of Faculty Members through the Role of Professional Development Mediation and Job Satisfaction
  • •  Zarin Haris   
    •  Reza Saidabadi   
    •  Kiumars Niazazari   
    • p157
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• • Teacher’s Differentiated Instruction Practices and Implementation Challenges for Learning Disabilities in Jordan
  • •  Karam Siam   
    •  Mayada Al-Natour   
    • p167
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• • Assessment of Matrix Multiplication Learning with a Rule-Based Analytical Model–A Bayesian Network Representation
  • •  Zhidong Zhang   
    • p182
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• • Investigating the Psychological Well-Being and Job Satisfaction Levels in Different Occupations
  • •  Isa Isgor   
    •  Namik Haspolat   
    • p194
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• • Citizenship Education in Ecuador: Perceptions of Students and Teachers
  • •  Andres Chavez   
    • p206
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• • Responding to the Need for Re-Conceptualizing Second Language Teacher Education: The Potential of a Sociocultural Perspective
  • •  Minh Hue Nguyen   
    • p219
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• • An Examination of Attachment Status of Preschool Children
  • •  Gokcen ILDIZ   
    •  Emine AHMETOGLU   
    • p232
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• • Development of Educational Management System in Small Primary School
  • •  Yupayao Alsammarry   
    •  Chaiyuth Sirisuthi   
    •  Surat Duangcharthom   
    • p244
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• • Inductive/Deductive Learning by Considering the Role of Gender—A Case Study of Iranian French-Learners
  • •  Rouhollah Rahmatian   
    •  Fatemeh Zarekar   
    • p254
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• • Reviewer Acknowledgements for International Education Studies, Vol. 9, No. 12
  • •  Chris Lee   
    • p268
    •  PDF 
      

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