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Volume 11 | December 2024
Editorial
| Editorial | |
| Ying Zhang | 1-5 |
Theme 1: Teacher Professional Development
| Self-Directed and Self-Regulated Learning in Professional Development (SDRL-PD): an Integrated Paradigm | |
| Roy Jun Yi Tan | 6-15 |
| Teacher Education NGOs in India: Agents of Change in a Complex System | |
| Tamara Philip | 16-29 |
Theme 2: Equity and Access in K12 Education
| Learning how to “Tease da Otha’ Race:” Ethnic-Racial Socialization through Multicultural Literature | |
| Kourtney Kawano | 30-44 |
| Teachers’ Perceptions About the Mission Buniyaad Programme – A Large-Scale Foundational Literacy and Numeracy Initiative in Delhi Government Schools | |
| Nidhi Panchal | 45-63 |
| Shifting Settler-Teacher Mindsets: Critical Self-Reflection on Positionality, Bias, and Privilege | |
| Gabriel J. Andrews | 64-77 |
| The Prevent Duty in Primary Education: A Comparative Study | |
| Lizzie Mansell | 78-89 |
| Gender Euphoria, Affirmation, and Joy: Positive Approaches to Transgender Youth in Educational Settings | |
| Batya Reich | 90-99 |
| Rewriting the rules of the school uniform: Insights into power and policy in Tanzania | |
| Regina Guzman Correa | 100-108 |
Theme 3: Students’ Learning & Curriculum Development
| “Talk to me about the LEGO!” A qualitative exploration of autistic students’ experiences with LEGO-Based Therapy | |
| Kyleigh Marie Kai-Li Melville | 109-128 |
| Students’ Strengths Use and Engagement: Exploring the Mediating Role of Basic Psychological Needs | |
| Boseok Kim and Jongho Shin | 129-142 |
| Learner Agency in Feedback: A Review of Conceptualisations and Related Constructs | |
| Lee Min | 143-158 |
| Mindful Parenting and Adolescents’ Behaviour Problems: The Moderating Role of Family Structure | |
| Qijia Wang | 159-175 |
Theme 4: Language Education and Children’s Literature
| How Young Readers Comprehend Multilayered Diegetic Worlds: A Case Study of Cloudland | |
| Astrid Y. Xiao | 176-187 |
| Stories that Heal: How Storytelling Aided Child Trauma Recovery in The Space Between Before and After | |
| Rose Zhang | 188-195 |
| L2 Motivation and Identity in Chinese Students Learning a Second Language | |
| Chuanmei Lin and Cameron Smith | 196-206 |
| Pragmatics in the Saudi EFL Classroom: Investigating Textbook Content and Teachers’ Perceptions and Practices | |
| Noura Almehaidly | 207-221 |
| Midas syndrome? Commognition as a lens for research on how stem sentences feature in a primary mathematics classroom | |
| Tazreen Kassim-Lowe | 222-235 |
Theme 5: Art Education & Mathematics Education
| Manga Otaku meets Lynda Barry: Bodily Making Comics for Finding Yourself | |
| Anju Kinoshita | 236-247 |
| A preliminary small-scale enquiry into student agency in a Master of Fine Arts Programme in Hong Kong: An ecological perspective | |
| Yilin Tang | 248-263 |
Theme 6: Higher Education
| The Path to Higher Education After Incarceration: A Qualitative Case Study with Project Rebound Students | |
| Tatev Sarkissyan | 264-277 |
| Exploring the Use of Multi-Session, Group-Based Self-Compassion Interventions for University Students: A Systematic Review | |
| Max Conor Robinson-Auer and Luz María Gutiérrez Menéndez | 278-294 |
| Educational Leadership in Crisis and Conflict: A Case Study on Ukrainian Educational Leadership and Institutional Adaptability | |
| Kristalena Herman | 295-309 |
| Understanding Equity and Access in the Expansion of Higher Education in Myanmar | |
| Lin Wai Phyo | 310-331 |
| Understanding Equity and Access in the Expansion of Higher Education in Myanmar | |
| Yiran Ma | 332-346 |