Acknowledgement of reviewers by Senior Editors

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Impact of using virtual and concrete manipulatives on students’ learning of fractions by Nabil Kamal Al Farra, Shashidhar Belbase, Hassan Tairab, Ahmad Qablan, Maxwell Peprah Opoku, Samir K. Safi

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The effect of strategy-based instruction on motivation, self-regulated learning, and reading comprehension ability of Iranian EFL learning by Rezvan Kavani, Alireza Amjadiparvar

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An investigation of elementary preservice teachers’ self-efficacy for teaching mathematics by Rebecca McMahon Giles, Kelly O. Byrd, Angelia Bendolph

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The ‘person of moral growth’: a model of moral development based on personalist virtue ethics by Manuel Joaquín Fernández González, Kleio Akrivou

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Motivations of Indian students to pursue a STEM Master’s program abroad: insights from a qualitative study by Sanjay Krishnapratap Pawar, Ruby S. Chanda

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An Arduino-based interactive tool for pain education: a pilot study by Erick Javier Argüello-Prada, Angie Natalia Barón Gómez

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Shaping a sustainable future: a study of teachers’ perspectives on environmental education awareness by Muhammad Imran, Norah Almusharraf

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Tech talk: Development of a conceptual framework to enhance sport students’ communication skills and content learning through vlogs as an assessment tool by Liandi van den Berg, Jacobus M. de Villiers

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Effects of office hours on the academic performance of students in Mogadishu universities, Somalia by Ahmed Absuge Gabow, Abdirahman Ibrahim Abdi

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Biology students at work: Using blogs to investigate personal epistemologies by Torstein Nielsen Hole, G. Velle, H. Riese, A. Raaheim, A. L. Simonelli

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Does pedagogical documentation support maternal reminiscing conversations? by Bethany Fleck, Aaron S. Richmond, Jordace Sanderson, Sara Yacovetta

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Social media and English language writing performances of a Ghanaian ESL class: The nexus by Ramos Asafo-Adjei, Ronald Osei Mensah, Ernest Kwesi Klu, Enock Swanzy-Impraim

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Instructional challenges of incorporating aspects of critical literacy work in digitalised classrooms by Lisa Molin, Anna-Lena Godhe, Annika Lantz-Andersson

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Interest in STEM among children with a low socio-economic status: further support for the STEM-CIS-instrument through the adapted Dutch STEM-LIT measuring instrument by A. S. Grimmon, J. Cramer, D. Yazilitas, I. Smeets, P. De Bruyckere

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The cascade model of teachers’ continuing professional development in Kenya: A time for change? by Harry Kipkemoi Bett

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Exploring Iranian collective teacher efficacy beliefs in different ELT settings through developing a context–specific English language teacher collective efficacy scale by Farahnaz Abedini, Mohammad Sadegh Bagheri, Firooz Sadighi

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Mapping sustainability of professional development in four Norwegian lower-secondary schools by Siv M. Gamlem, Ingrid Helleve

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Navigating the tech frontier: a systematic review of technology integration in mathematics education by Angga Hidayat, Pipit Firmanti

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Context-based teaching and learning practices in upper primary science classrooms in East Gojjam administrative Zone, Ethiopia by Gebeyaw Teshager, Alemayehu Bishaw, Asrat Dagnew

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