Vol. 11, No. 5 (2022), Journal of Education and Learning

• • Exploring the Colgate Model: A Case Study of the Role of Crisis and Risk Communication in Higher Education
  • •  Thomas Barker   
    •  Jasmine Kellogg   
    • p1
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• • A Quantitative Study of Undergraduate Students’ Anxiety
  • •  Liqin Tang   
    •  John Matt   
    •  Rezvan Khoshlessan   
    •  Kumer Pial Das   
    •  Cathy Allard   
    • p15
    •  PDF 
      
• • Learning Through Crisis Epistemologies: Recognising, Managing and Designing New Spaces and Bodies
  • •  Wanchen Shi   
    • p31
    •  PDF 
      
• • What Apps Do Postsecondary Students with Attention Deficit Hyperactivity Disorder Actually Find Helpful for Doing Schoolwork? An Empirical Study
  • •  Catherine S. Fichten   
    •  Alice Havel   
    •  Mary Jorgensen   
    •  Susie Wileman   
    •  Maegan Harvison   
    •  Rosie Arcuri   
    •  Olivia Ruffolo   
    • p44
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• • Factors Influential to Teacher Candidates’ Decision to Pursue Special Education Careers
  • •  Philip D. Nordness   
    •  Elizabeth M. Leader-Janssen   
    •  Kristine D. Swain   
    •  Diedra A. Reeves   
    • p55
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• • Evidence-Based Practices in Special Education: A Reflection on the Philosophy, Research and Teaching
  • •  Chi Cheng Wu   
    •  Jiraporn Chano   
    •  Herli Salim   
    •  Jeffrey Kritzer   
    • p64
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• • The Effect of Word Part Strategy Instruction on the Vocabulary Knowledge of Thai Primary School Learners
  • •  Nuttiya Bubchaiya   
    •  Apisak Sukying   
    • p70
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• • Curriculum Evaluation: Measuring the Learning Outcomes and Satisfaction Levels of Thai Adult Learners with an English for Cultural Tourism Communication Course, Suphan Buri, Thailand
  • •  Thaweesak Chanpradit   
    • p82
    •  PDF 
      
• • Quantitative Courses in Higher Education: A Comparison Between Asynchronous and Synchronous Distance Learning
  • •  Yaron Ghilay   
    • p93
    •  PDF 
      
• • The Development of a Training Package for Student-Teacher Counseling Skills
  • •  Patcharin Katsatasri   
    • p107
    •  PDF 
      
• • Challenges Faced by Classroom Teachers in Distance Learning for Students with Attention Deficit Hyperactivity During COVID-19 Pandemic
  • •  Salwa Mostafa Khusheim   
    • p113
    •  PDF 
      
• • Do You Want This Double or Single Spaced? Transactional Versus Transformational Questions
  • •  Emmett Lombard   
    • p124
    •  PDF 
      
• • Academic Adjustment in the UK University: A Case of Chinese Students’ Direct-Entry as International Students
  • •  Li Li   
    •  Jingya Zhang   
    • p131
    •  PDF 
      
• • Thai Language Curriculum to Enhance Creativity Thinking Skills for Primary School Students
  • •  Pakkhapon Khamying   
    •  Jiraporn Chano   
    •  Wantanee Boonla   
    •  Bussayarat Nithideechaiwarachok   
    • p142
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• • The Use of 5 Step Technique (QSCCS) in Developing Grade 9 Students’ Summary Writing Skills
  • •  Supunnee Sudson   
    •  Autthapon Intasena   
    •  Thussaneewan Srimunta   
    • p153
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• • Teacher Professional Qualification in Early Childhood Education and Its Influence on Promotion Rates in Public Primary Schools in Embu County, Kenya
  • •  Anastasia Kamwitha   
    •  Ibrahim Khatete   
    •  Andrew Riechi   
    •  Juliet Njeri Muasya   
    • p159
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• • International Students’ Perceptions of Interactive Academic Justice and Their Relation to Academic Achievement
  • •  Ehab Elsayed Ahmed Aly   
    • p173
    •  PDF 
      
• • A Survey of Estonian Video Game Industry Needs
  • •  Raimond-Hendrik Tunnel   
    •  Ulrich Norbisrath   
    • p183
    •  PDF 
      
• • The Effects of Deductive Learning Activities With Games on the Topic of “Single Variable Linear Equations” of Mathematics on Learning Achievement of 7th Grade Students
  • •  Phatchayaporn Taiyasut   
    •  Apantee Poonputta   
    • p193
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• • Reviewer Acknowledgements for Journal of Education and Learning, Vol. 11, No. 5
  • •  Grace Lin   
    • p201
    •  PDF 
      

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