This study investigates the socio-cultural experiences of Chinese international graduate students in a Canadian university. Specifically, this research explores the multiple challenges of their engagement in and out of the classroom as it relates to their language and culture. Qualitative data was collected by interviewing students and staff at…

This study examines the effectiveness of GeoGebra in enhancing students' conceptual understanding of points, lines, and angles within a socio-cultural learning context. A quasi-experimental, nonequivalent pretest-posttest design was utilized, involving 279 first-year secondary school students from four public schools in Rwanda. Participants were…

In post-conflict and transitional settings, adolescents are important civic and political actors as potential peacebuilders. Policy and programming often focus on promoting prosocial outcomes for these younger generations, but there has been growing attention to their perspectives and psychological development. Drawing on theory in developmental…

The purpose of the study is to understand how Japanese women become social entrepreneurs. The challenges in fostering women's entrepreneurship include socio-cultural traditional views on women's roles and expectations and insufficient support systems. Despite such challenges, the rise of Japanese women as social entrepreneurs has been observed in…

Objective: The needs and experiences of Chinese international students in the context of secondary education have been largely under-researched. Tertiary education research has shown international student populations are particularly susceptible to acculturative stressors, loneliness, and isolation in host cultures therefore it is important to…

This study aims to develop a conceptual framework regarding practitioner knowledge and describe how one mathematics teacher generates her practitioner knowledge based on the framework. The characteristic of this framework is a combination of static and dynamic aspects of knowledge based on the teacher's perception and interpretation. The research…

The challenges facing non-native English-speaking students (NNESSs) in adapting to the conventions of academic writing at the tertiary level in English-medium institutions have been widely canvassed in scholarly research. Nonetheless, there does not appear to be a great deal of research that investigates the experiences of Arabic-speaking students…

This qualitative study aims to uncover the characteristics of teacher professional development (TPD) among professional groups of Vietnamese primary schools in the context of educational reform in the light of a sociocultural perspective. Data were collected from 12 participants from four primary schools in Central Vietnam using in-depth…

The present study examined the professional identity development of five student-teachers in the context of team-teaching. Data were collected from stimulated recall sessions, semi-structured interviews, and reflective reports, which were analyzed through thematic analysis. Findings indicate that the student-teachers' professional identity was…

The Common European Framework of Reference for Languages (CEFR) (Council of Europe 2001). Offers a comprehensive framework for learning, teaching, and assessment, promoting transparency and coherence in language education. Central to the CEFR is its action-oriented approach, which views language as situated social action and positions learners as…

Parenting a child with Special Educational Needs (SEN) presents numerous challenges for families. For immigrant parents, these challenges can be particularly difficult to overcome when faced with structural, cultural and linguistic barriers. This qualitative study explored the lived experiences of eight Eastern European immigrants parenting a…

Focusing on how a world of possibilities is opened up by language learners themselves, imagination has been regarded as an elusive but indispensable element in second language (L2) education. Drawing on notions of international posture (Yashima 2002), Ideal L2 Self (Dörnyei 2009), and imagined communities (Norton 2001), we theorised imagination…

Despite increased governmental support and attention, improved collaboration with community-based professionals, and enhanced teacher knowledge and training in Hong Kong, studies continue to reveal the unreadiness or even resistance of kindergarten teachers to include children with special educational needs (SENs) in their classrooms. This study…

Research on pre-service and novice teachers shows that their school learning experiences play a role in developing their pedagogical beliefs. However, whether these experiences continue to influence teachers' beliefs as they become more experienced requires further investigation. This study aimed to examine how the school language learning…

The subject of psychological and sociocultural factors influencing English language learning has attracted a great deal of pedagogy researchers' attention. The purpose of this experimental research was to investigate Thai EFL students' silence in the classroom during the pre-and-post implementation of the communicative language teaching approach…