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Citations to this Journal [345 citations: 1–100 of 324 articles]

Articles published in Education Research International have been cited 345 times. The following is a list of the 324 articles that have cited the articles published in Education Research International.

  • Debra K. Litzelman, Adrian Gardner, Robert M. Einterz, Philip Owiti, Charity Wambui, Jordan C. Huskins, Kathleen M. Schmitt-Wendholt, Geren S. Stone, Paul O. Ayuo, Thomas S. Inui, and Rachel A. Umoren, “On Becoming a Global Citizen: Transformative Learning Through Global Health Experiences,” Annals of Global Health, 2017. View at Publisher · View at Google Scholar
  • Jessica M. Kramer, and Ariel Schwartz, “Reducing Barriers to Patient-Reported Outcome Measures for People With Cognitive Impairments,” Archives of Physical Medicine and Rehabilitation, 2017. View at Publisher · View at Google Scholar
  • Chi-Yeung Lam, “The hope experience of young adults who fail in public examination,” Asia Pacific Journal of Counselling and Psychotherapy, pp. 1–19, 2017. View at Publisher · View at Google Scholar
  • Steven G. B. MacWhinnie, and Colin Mitchell, “English classroom reforms in Japan: a study of Japanese university EFL student anxiety and motivation,” Asian-Pacific Journal of Second and Foreign Language Education, vol. 2, no. 1, 2017. View at Publisher · View at Google Scholar
  • Morteza Teimourtash, and Massood YazdaniMoghaddam, “On the Plausibility of Bloom’s Higher Order Thinking Strategies on Learner Autonomy: The Paradigm Shift,” Asian-Pacific Journal of Second and Foreign Language Education, vol. 2, no. 1, 2017. View at Publisher · View at Google Scholar
  • Cigdem Sahin-Taskin, “Effects of active learning environments supported with self- and peer assessment on pre-service teachers’ pedagogical and self-efficacy beliefs,” Asia-Pacific Journal of Teacher Education, pp. 1–20, 2017. View at Publisher · View at Google Scholar
  • Kağan Kırcaburun, and Şule Betül Tosuntaş, “Cyberbullying perpetration among undergraduates: evidence of the roles of chronotype and sleep quality,” Biological Rhythm Research, pp. 1–19, 2017. View at Publisher · View at Google Scholar
  • Malcolm Thorburn, “Reconstructing Dewey: Habit, Embodiment and Health and Well-Being,” British Journal of Educational Studies, pp. 1–13, 2017. View at Publisher · View at Google Scholar
  • Inkeri Rissanen, and Youcef Sai, “A comparative study of how social cohesion is taught in Islamic religious education in Finland and Ireland,” British Journal of Religious Education, pp. 1–11, 2017. View at Publisher · View at Google Scholar
  • Fiona Affeldt, Sakari Tolppanen, Maija Aksela, and Ingo Eilks, “The potential of the non-formal educational sector for supporting chemistry learning and sustainability education for all students – a joint perspective from two cases in Finland and Germany,” Chem. Educ. Res. Pract., 2017. View at Publisher · View at Google Scholar
  • Keith S. Taber, “Building a library of chemistry education volumes,” Chem. Educ. Res. Pract., vol. 18, no. 4, pp. 513–517, 2017. View at Publisher · View at Google Scholar
  • Rocio Herrero Romero, James Hall, Lucie Cluver, and Franziska Meinck, “Can supportive parenting protect against school delay amongst violence-exposed adolescents in South Africa?,” Child Abuse & Neglect, 2017. View at Publisher · View at Google Scholar
  • Fuqun Huang, and Bin Liu, “Software defect prevention based on human error theories,” Chinese Journal of Aeronautics, 2017. View at Publisher · View at Google Scholar
  • Jayne Howell, ““The Dirt Came Up”: Domestic Service and Women's Agency in Oaxaca City, Mexico,” City & Society, 2017. View at Publisher · View at Google Scholar
  • Anahid Modrek, and Deanna Kuhn, “A cognitive cost of the need to achieve?,” Cognitive Development, vol. 44, pp. 12–20, 2017. View at Publisher · View at Google Scholar
  • Sofia B. Dias, Sofia J. Hadjileontiadou, José A. Diniz, and Leontios J. Hadjileontiadis, “Computer-based concept mapping combined with learning management system use: An explorative study under the self- and collaborative-mode,” Computers & Education, 2017. View at Publisher · View at Google Scholar
  • Constantinos M. Kokkinos, and Ilias Saripanidis, “A Lifestyle Exposure Perspective of Victimization through Facebook among University Students. Do Individual Differences Matter?,” Computers in Human Behavior, 2017. View at Publisher · View at Google Scholar
  • Santiago Yubero, Raúl Navarro, María Elche, Elisa Larrañaga, and Anastasio Ovejero, “Cyberbullying victimization in higher education: An exploratory analysis of its association with social and emotional factors among Spanish students,” Computers in Human Behavior, 2017. View at Publisher · View at Google Scholar
  • Jerome I. Rotgans, and Henk G. Schmidt, “Interest Development: Arousing Situational Interest Affects the Growth Trajectory of Individual Interest,” Contemporary Educational Psychology, 2017. View at Publisher · View at Google Scholar
  • Susan Hall, Gary Grant, Devinder Arora, Abdullah Karaksha, Amelia McFarland, Anna Lohning, and Shailendra Anoopkumar-Dukie, “A pilot study assessing the value of 3D printed molecular modelling tools for pharmacy student education,” Currents in Pharmacy Teaching and Learning, 2017. View at Publisher · View at Google Scholar
  • Keith S. Taber, “Identifying research foci to progress chemistry education as a field,” Educación Química, 2017. View at Publisher · View at Google Scholar
  • Amna Khan, Farzana Hayat Ahmad, and Muhammad Muddassir Malik, “Use of digital game based learning and gamification in secondary school science: The effect on student engagement, learning and gender difference,” Education and Information Technologies, 2017. View at Publisher · View at Google Scholar
  • Julia Mahfouz, Nikolaus J. Barkauskas, Erica B. Sausner, and Mindy L. Kornhaber, “Leadership Roles of Administration Under the Common Core Reform,” Education and Urban Society, pp. 001312451771430, 2017. View at Publisher · View at Google Scholar
  • Ingrid W. Schutte, Elanor Kamans, Marca V. C. Wolfensberger, and Wiel Veugelers, “Preparing Students for Global Citizenship: The Effects of a Dutch Undergraduate Honors Course,” Education Research International, vol. 2017, pp. 1–12, 2017. View at Publisher · View at Google Scholar
  • Gilman Jackson Nyamubi, “Determinants of Secondary School Teachers’ Job Satisfaction in Tanzania,” Education Research International, vol. 2017, pp. 1–7, 2017. View at Publisher · View at Google Scholar
  • Gillean McCluskey, “Closing the attainment gap in Scottish schools: Three challenges in an unequal society,” Education, Citizenship and Social Justice, pp. 174619791668346, 2017. View at Publisher · View at Google Scholar
  • Eunjin Seo, and You-kyung Lee, “Does enjoying friendship help or impede academic achievement? Academic and social intrinsic value profiles predict academic achievement,” Educational Psychology, pp. 1–17, 2017. View at Publisher · View at Google Scholar
  • Jan D. Vermunt, and Vincent Donche, “A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward,” Educational Psychology Review, 2017. View at Publisher · View at Google Scholar
  • Zi Yan, “How teachers’ beliefs and demographic variables impact on self-regulated learning instruction,” Educational Studies, pp. 1–14, 2017. View at Publisher · View at Google Scholar
  • E. Caroline Wylie, “ Winsight ™ Assessment System: Preliminary Theory of Action ,” ETS Research Report Series, 2017. View at Publisher · View at Google Scholar
  • Hans Englund, and Magnus Frostenson, “Managing performance evaluation uncertainties in schools: When teachers become struggling performers,” European Educational Research Journal, pp. 147490411769324, 2017. View at Publisher · View at Google Scholar
  • G. K. Suraishkumar, “Strategies to improve learning of all students in a class,” European Journal of Engineering Education, pp. 1–19, 2017. View at Publisher · View at Google Scholar
  • Zohreh Mahmoodi, Sara Esmaelzadeh- Saeieh, Razieh Lotfi, Monir Baradaran Eftekhari, Mahnaz Akbari Kamrani, Zahra Mehdizadeh Tourzani, and Katayoun Salehi, “The evaluation of a virtual education system based on the DeLone and McLean model:  A path analysis,” F1000Research, vol. 6, pp. 1631, 2017. View at Publisher · View at Google Scholar
  • Zohreh Mahmoodi, Sara Esmaelzadeh- Saeieh, Razieh Lotfi, Monir Baradaran Eftekhari, Mahnaz Akbari Kamrani, Zahra Mehdizadeh Tourzani, and Katayoun Salehi, “The evaluation of a virtual education system based on the DeLone and McLean model:  A path analysis,” F1000Research, vol. 6, pp. 1631, 2017. View at Publisher · View at Google Scholar
  • María Consuelo Sáiz-Manzanares, Isidoro Iván Cuesta Segura, Jesús Manuel Alegre Calderon, and Lorena Peñacoba Antona, “Effects of Different Types of Rubric-Based Feedback on Learning Outcomes,” Frontiers in Education, vol. 2, 2017. View at Publisher · View at Google Scholar
  • Ernesto Panadero, “A Review of Self-regulated Learning: Six Models and Four Directions for Research,” Frontiers in Psychology, vol. 8, 2017. View at Publisher · View at Google Scholar
  • Purificación Checa, and Alicia Abundis-Gutierrez, “Parenting and Temperament Influence on School Success in 9–13 Year Olds,” Frontiers in Psychology, vol. 8, 2017. View at Publisher · View at Google Scholar
  • David J. Shernof, Erik A. Ruzek, Alexander J. Sannella, Roberta Y. Schorr, Lina Sanchez-Wall, and Denise M. Bressler, “Student Engagement as a General Factor of Classroom Experience: Associations with Student Practices and Educational Outcomes in a University Gateway Course,” Frontiers in Psychology, vol. 8, 2017. View at Publisher · View at Google Scholar
  • Benito Yáñez-Araque, Felipe Hernández-Perlines, and Juan Moreno-Garcia, “From Training to Organizational Behavior: A Mediation Model through Absorptive and Innovative Capacities,” Frontiers in Psychology, vol. 8, 2017. View at Publisher · View at Google Scholar
  • Siegmar Otto, and Pamela Pensini, “Nature-based environmental education of children: Environmental knowledge and connectedness to nature, together, are related to ecological behaviour,” Global Environmental Change, vol. 47, pp. 88–94, 2017. View at Publisher · View at Google Scholar
  • Liesje Coertjens, Vincent Donche, Sven De Maeyer, Tine van Daal, and Peter Van Petegem, “The growth trend in learning strategies during the transition from secondary to higher education in Flanders,” Higher Education, 2017. View at Publisher · View at Google Scholar
  • Sanna Vehviläinen, Erika Löfström, and Anne Nevgi, “Dealing with plagiarism in the academic community: emotional engagement and moral distress,” Higher Education, 2017. View at Publisher · View at Google Scholar
  • Robert S. Buwule, and Shana R. Ponelis, “Perspectives on university library automation and national development in Uganda,” IFLA Journal, pp. 034003521771053, 2017. View at Publisher · View at Google Scholar
  • Anuleena Kimanen, and Elina Kuusisto, “How young people perceive factors that support or prevent understanding between worldviews: perspectives of Finnish lower secondary school pupils,” Intercultural Education, pp. 1–13, 2017. View at Publisher · View at Google Scholar
  • Laura V. S?nchez-Vincitore, Trey Avery, and Karen Froud, “Word-related N170 responses to implicit and explicit reading tasks in neoliterate adults,” International Journal of Behavioral Development, pp. 016502541771406, 2017. View at Publisher · View at Google Scholar
  • Uzma A. S. Shaikh, Alejandra J. Magana, Luis Neri, David Escobar-Castillejos, Julieta Noguez, and Bedrich Benes, “Undergraduate students’ conceptual interpretation and perceptions of haptic-enabled learning experiences,” International Journal of Educational Technology in Higher Education, vol. 14, no. 1, 2017. View at Publisher · View at Google Scholar
  • Wanda Cassidy, Chantal Faucher, and Margaret Jackson, “Adversity in University: Cyberbullying and Its Impacts on Students, Faculty and Administrators,” International Journal of Environmental Research and Public Health, vol. 14, no. 8, pp. 888, 2017. View at Publisher · View at Google Scholar
  • Ellie Fossey, Lisa Chaffey, Annie Venville, Priscilla Ennals, Jacinta Douglas, and Christine Bigby, “Navigating the complexity of disability support in tertiary education: perspectives of students and disability service staff,” International Journal of Inclusive Education, pp. 1–11, 2017. View at Publisher · View at Google Scholar
  • K. Prabha R. Jayawardena, Christina E. van Kraayenoord, and Annemaree Carroll, “Promoting Self-regulated Learning in Science: A Case Study of a Sri Lankan Secondary School Science Teacher,” International Journal of Information and Education Technology, vol. 7, no. 3, pp. 195–198, 2017. View at Publisher · View at Google Scholar
  • Sarah M. Coyne, Laura Stockdale, Jennifer Ruh Linder, David A. Nelson, Kevin M. Collier, and Lee W. Essig, “Pow! Boom! Kablam! Effects of Viewing Superhero Programs on Aggressive, Prosocial, and Defending Behaviors in Preschool Children,” Journal of Abnormal Child Psychology, 2017. View at Publisher · View at Google Scholar
  • A.J. Magana, and S. Balachandran, “Unpacking students' conceptualizations through haptic feedback,” Journal of Computer Assisted Learning, 2017. View at Publisher · View at Google Scholar
  • Carrie-Anne Myers, and Helen Cowie, “Bullying at University: The Social and Legal Contexts of Cyberbullying Among University Students,” Journal of Cross-Cultural Psychology, vol. 48, no. 8, pp. 1172–1182, 2017. View at Publisher · View at Google Scholar
  • Marie Evens, Charlotte Larmuseau, Katrien Dewaele, Leen Van Craesbeek, Jan Elen, and Fien Depaepe, “The Effects of a Systematically Designed Online Learning Environment on Preservice Teachers' Professional Knowledge,” Journal of Digital Learning in Teacher Education, vol. 33, no. 3, pp. 103–113, 2017. View at Publisher · View at Google Scholar
  • Kyle Gray, “Assessing Gains in Science Teaching Self-Efficacy After Completing an Inquiry-Based Earth Science Course,” Journal of Geoscience Education, vol. 65, no. 1, pp. 60–71, 2017. View at Publisher · View at Google Scholar
  • Emily Howell, Tracy Butler, and David Reinking, “Integrating Multimodal Arguments Into High School Writing Instruction,” Journal of Literacy Research, pp. 1086296X1770045, 2017. View at Publisher · View at Google Scholar
  • Foster Roberts, Christopher H. Thomas, Milorad M. Novicevic, Anthony Ammeter, Bart Garner, Paul Johnson, and Ifeoluwa Popoola, “Integrated Moral Conviction Theory of Student Cheating: An Empirical Test,” Journal of Management Education, pp. 105256291771068, 2017. View at Publisher · View at Google Scholar
  • Young-An Ra, and Jerry Trusty, “Impact of Social Support and Coping on Acculturation and Acculturative Stress of East Asian International Students,” Journal of Multicultural Counseling and Development, vol. 45, no. 4, pp. 276–291, 2017. View at Publisher · View at Google Scholar
  • Louise Stoll, and Marco Kools, “The school as a learning organisation: a review revisiting and extending a timely concept,” Journal of Professional Capital and Community, vol. 2, no. 1, pp. 2–17, 2017. View at Publisher · View at Google Scholar
  • Kirsi Tirri, and Elina Kuusisto, “How can purpose be taught?,” Journal of Religious Education, 2017. View at Publisher · View at Google Scholar
  • Carin Neitzel, and Lisa Connor, “Differences in Kindergartners’ Participation and Regulation Strategies Across Time and Instructional Contexts,” Journal of Research in Childhood Education, pp. 1–16, 2017. View at Publisher · View at Google Scholar
  • Carin Neitzel, and Lisa Connor, “Messages From the Milieu: Classroom Instruction and Context Influences on Elementary School Students’ Self-Regulated Learning Behaviors,” Journal of Research in Childhood Education, pp. 1–13, 2017. View at Publisher · View at Google Scholar
  • Sean Fanning, and Edgar Burns, “How an Antipodean Perspective of International Schooling Challenges Third Culture Kid (TCK) Conceptualisation,” Journal of Research in International Education, pp. 147524091772227, 2017. View at Publisher · View at Google Scholar
  • Timothy J. Cleary, Brittany Velardi, and Bracha Schnaidman, “Effects of the Self-Regulation Empowerment Program (SREP) on middle school students' strategic skills, self-efficacy, and mathematics achievement,” Journal of School Psychology, vol. 64, pp. 28–42, 2017. View at Publisher · View at Google Scholar
  • Alejandra J. Magana, and Sadhana Balachandran, “Students’ Development of Representational Competence Through the Sense of Touch,” Journal of Science Education and Technology, 2017. View at Publisher · View at Google Scholar
  • Tom Rosman, Anne-Kathrin Mayer, Martin Kerwer, and Günter Krampen, “The differential development of epistemic beliefs in psychology and computer science students: A four-wave longitudinal study,” Learning and Instruction, vol. 49, pp. 166–177, 2017. View at Publisher · View at Google Scholar
  • Joris J Berkhout, Esther Helmich, Pim W Teunissen, Cees P M van der Vleuten, and A Debbie C Jaarsma, “Context matters when striving to promote active and lifelong learning in medical education,” Medical Education, 2017. View at Publisher · View at Google Scholar
  • Deborah Murdoch-Eaton, and Lucy Bowen, “Feedback mapping – The curricular cornerstone of an “educational alliance”,” Medical Teacher, pp. 1–8, 2017. View at Publisher · View at Google Scholar
  • Li Liang, and Manzhen Yang, “Understanding Self-Regulated Learning within an EFL Online Formative Assessment Module,” Open Journal of Social Sciences, vol. 05, no. 08, pp. 312–320, 2017. View at Publisher · View at Google Scholar
  • Karolina Parding, Susan McGrath-Champ, and Meghan Stacey, “Teachers, school choice and competition: Lock-in effects within and between sectors,” Policy Futures in Education, pp. 147821031668835, 2017. View at Publisher · View at Google Scholar
  • Benjamin J. Lough, and Willy Oppenheim, “Revisiting reciprocity in international volunteering,” Progress in Development Studies, pp. 146499341771327, 2017. View at Publisher · View at Google Scholar
  • Helen Abadzi, “Turning a molehill into a mountain? How reading curricula are failing the poor worldwide,” Prospects, 2017. View at Publisher · View at Google Scholar
  • Wai Ming Cheung, Joseph W. I. Lam, Doreen W. H. Au, Wendy W. Y. So, Yanli Huang, and Hector W. H. Tsang, “Explaining student and home variance of Chinese reading achievement of the PIRLS 2011 Hong Kong,” Psychology in the Schools, 2017. View at Publisher · View at Google Scholar
  • Parvin Parhami Alamdari, and Mojgan Nickname, “The Effectiveness of Teaching Self-adjustment-based Learning Strategies in Understanding Students’ Competencies and Motivational Beliefs,” Razavi International Journal of Medicine, vol. InPress, no. InPress, 2017. View at Publisher · View at Google Scholar
  • Aviva Segal, Nina Howe, Ryan J. Persram, Sandra Martin-Chang, and Hildy Ross, ““I'll Show You How to Write My Name”: The Contribution of Naturalistic Sibling Teaching to the Home Literacy Environment,” Reading Research Quarterly, 2017. View at Publisher · View at Google Scholar
  • Joanne Orlando, “Teachers’ changing practices with information and communication technologies: an up-close, longitudinal analysis,” Research in Learning Technology, vol. 22, no. 1, pp. 21354, 2017. View at Publisher · View at Google Scholar
  • Tim O'Riordan, David E. Millard, and John Schulz, “How should we measure online learning activity?,” Research in Learning Technology, vol. 24, no. 1, pp. 30088, 2017. View at Publisher · View at Google Scholar
  • Tuğçe Günter, Nalan Akkuzu, and Şenol Alpat, “Understanding ‘green chemistry’ and ‘sustainability’: an example of problem-based learning (PBL),” Research in Science & Technological Education, pp. 1–21, 2017. View at Publisher · View at Google Scholar
  • Ayala Raviv, Sarit Cohen, and Ester Aflalo, “How Should Students Learn in the School Science Laboratory? The Benefits of Cooperative Learning,” Research in Science Education, 2017. View at Publisher · View at Google Scholar
  • Timothy J. Cleary, and Anastasia Kitsantas, “Motivation and Self-Regulated Learning Influences on Middle School Mathematics Achievement,” School Psychology Review, vol. 46, no. 1, pp. 88–107, 2017. View at Publisher · View at Google Scholar
  • S. B. Souza, A. M. Veiga Simão, A. I. Ferreira, and P. Costa Ferreira, “University students’ perceptions of campus climate, cyberbullying and cultural issues: implications for theory and practice,” Studies in Higher Education, pp. 1–16, 2017. View at Publisher · View at Google Scholar
  • Brady Michael Jack, and Huann-shyang Lin, “Making learning interesting and its application to the science classroom,” Studies in Science Education, pp. 1–28, 2017. View at Publisher · View at Google Scholar
  • Aldo Hernández Barrios, and Ángela Camargo Uribe, “Adaptación y validación del Inventario de Estrategias de Autorregulación en estudiantes universitarios,” Suma Psicológica, 2017. View at Publisher · View at Google Scholar
  • Sabre Cherkowski, and Leyton Schnellert, “Teacher, team, and school change through reciprocal learning,” Teacher Development, pp. 1–20, 2017. View at Publisher · View at Google Scholar
  • Daniel Åkerblom, and Mats Lindahl, “Authenticity and the relevance of discourse and figured worlds in secondary students' discussions of socioscientific issues,” Teaching and Teacher Education, vol. 65, pp. 205–214, 2017. View at Publisher · View at Google Scholar
  • Michael B. Pitt, Jennifer Watts, Christiana Russ, Gitanjli Arora, Sabrina M. Butteris, and Maneesh Batra, “Bidirectional Exchange in Global Health: Moving Toward True Global Health Partnership,” The American Journal of Tropical Medicine and Hygiene, vol. 97, no. 1, pp. 6–9, 2017. View at Publisher · View at Google Scholar
  • Hanne N. Bjørnsen, Geir A. Espnes, Mary-Elizabeth B. Eilertsen, Regine Ringdal, and Unni K. Moksnes, “The Relationship Between Positive Mental Health Literacy and Mental Well-Being Among Adolescents,” The Journal of School Nursing, pp. 105984051773212, 2017. View at Publisher · View at Google Scholar
  • Ashwini Deshpande, Alain Desrochers, Christopher Ksoll, and Abu S. Shonchoy, “The Impact of a Computer-based Adult Literacy Program on Literacy and Numeracy: Evidence from India,” World Development, 2017. View at Publisher · View at Google Scholar
  • Kym Simoncini, Barbara Pamphilon, and Katja Mikhailovich, “Place-Based Picture Books as an Adult Learning Tool: Supporting Agricultural Learning in Papua New Guinea,” Adult Learning, vol. 28, no. 2, pp. 61–68, 2016. View at Publisher · View at Google Scholar
  • Joris J. Berkhout, Pim W. Teunissen, Esther Helmich, Job van Exel, Cees P. M. van der Vleuten, and Debbie A. D. C. Jaarsma, “Patterns in clinical students’ self-regulated learning behavior: a Q-methodology study,” Advances in Health Sciences Education, 2016. View at Publisher · View at Google Scholar
  • 秋生 李, “Independent Development of Identity: Discourage and Encourage Factors,” Advances in Psychology, vol. 06, no. 04, pp. 359–366, 2016. View at Publisher · View at Google Scholar
  • Trinidad Garcia, Celestino Rodriguez, Paloma Gonzalez-Castro, David Alvarez-Garcia, and Julio-Antonio Gonzalez-Pienda, “Metacognition and executive functioning in Elementary School,” Anales De Psicologia, vol. 32, no. 2, pp. 474–483, 2016. View at Publisher · View at Google Scholar
  • Mahmoud M. Bakr, C. Mark Thompson, and Magdalena Massadiq, “Anatomical sciences: A foundation for a solid learning experience in dental technology and dental prosthetics,” Anatomical Sciences Education, 2016. View at Publisher · View at Google Scholar
  • Michail Ch. Sideris, Apostolos E. Papalois, Thanos Athanasiou, Ioannis Dimitropoulos, Korina Theodoraki, Francois Sousa Dos Santos, Georgios Paparoidamis, Nikolaos Staikoglou, Dimitrios Pissas, Peter C. Whitfield, Alexandros Rampotas, Savvas Papagrigoriadis, Vassilios Papalois, Georgios Zografos, and Georgios Tsoulfas, “Evaluating the educational environment of an International animal model-based wet lab course for undergraduate students,” Annals of Medicine and Surgery, 2016. View at Publisher · View at Google Scholar
  • Elham Akbari, Ahmad Naderi, Robert-Jan Simons, and Albert Pilot, “Student engagement and foreign language learning through online social networks,” Asian-Pacific Journal of Second and Foreign Language Education, vol. 1, no. 1, 2016. View at Publisher · View at Google Scholar
  • Cristina Almeida-Aguiar, and Ana Amélia Carvalho, “Exploring podcasting in heredity and evolution teaching,” Biochemistry and Molecular Biology Education, 2016. View at Publisher · View at Google Scholar
  • D. Jake Follmer, and Rayne A. Sperling, “The mediating role of metacognition in the relationship between executive function and self-regulated learning,” British Journal of Educational Psychology, 2016. View at Publisher · View at Google Scholar
  • Theodoros Gegios, Katerina Salta, and Spyros Koinis, “Investigating high-school chemical kinetics: the Greek chemistry textbook and students' difficulties,” Chem. Educ. Res. Pract., 2016. View at Publisher · View at Google Scholar
  • Keith S. Taber, “What is wrong with ‘practice’ papers,” Chem. Educ. Res. Pract., 2016. View at Publisher · View at Google Scholar
  • Marko Böhm, Sabina Eggert, Jan Barkmann, and Susanne Bögeholz, “Evaluating Sustainable Development solutions quantitatively: Competence modelling for GCE and ESD,” Citizenship, Social and Economics Education, vol. 15, no. 3, pp. 190–211, 2016. View at Publisher · View at Google Scholar
  • Hülya Yıdızlı, Ahmet Saban, and Bronwyn Frances Ewing, “The effect of self-regulated learning on sixth-grade Turkish students’ mathematics achievements and motivational beliefs,” Cogent Education, vol. 3, no. 1, pp. 1212456, 2016. View at Publisher · View at Google Scholar