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The general laws of the school career of disadvantaged students have been studied by Hungarian researchers for decades (Kozma 1975, Papp 1997, Liskó 2002, Imre 2002ab, etc.). In Hungary, there are several remedial education programmes for the disadvantaged and talent development programmes for the gifted Many tanodas (special afternoon schools offering extra-curricular activities) were established in Hungary when the country's accession to the European Union brought about an increase in the...
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This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity...
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A Framework for Rigorously Identifying Research Gaps in Qualitative Literature ReviewsMã, C. - 2015
Identifying research gaps is a fundamental goal of literature reviewing. While it is widely acknowledged that literature reviews should identify research gaps, there are no methodological guidelines for how to identify research gaps in qualitative literature reviews ensuring rigor and replicability. Our study addresses this gap and proposes a framework that should help scholars in this endeavor without stifling creativity. To develop the framework we thoroughly analyze the state-of-the-art...
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"UNESCO has recently published the third volume of its Education on the Move series, a series dedicated to the analysis of key trends in education with the hope of inspiring dialogue among policy makers, educators and other key stakeholders on the challenges of education for tomorrow. The latest publication, entitled Unleashing the Potential: Transforming Technical and Vocational Education and Training is focused entirely on issues related to technical and vocational education and training...
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This paper explores the construction of dominant models of gender among students in the Vocational-Technical. In the backdrop of dominant narratives that structure gender policies and practices in schooling in Zimbabwe, the paper elaborates upon how students' daily experiences in workrooms perpetuate the feminisation and masculinisation of fields of study such as DT and HESs in ways that inhibit the learning and achievement of boys and girls in these subjects. The argument in this paper is...
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