Immigrants in Slovenia through the research prism of students of the Faculty of Education.
- Published in:
- CEPS Journal, 2022, v. 12, n. 4, p. 271, doi. 10.26529/cepsj.1573
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- Publication type:
- Article
Works matching IS 18559719 AND DT 2022 AND VI 12 AND IP 4
Results: 13
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Supporting Learners with Dyslexia in the ELT Classroom.
- Published in:
- CEPS Journal, 2022, v. 12, n. 4, p. 265, doi. 10.26529/cepsj.1574
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- Publication type:
- Article
3
Insights into Engineering Education Teaching Practice in Slovenian Primary Schools during the Covid-19 Pandemic: Distance Learning Model.
- Published in:
- CEPS Journal, 2022, v. 12, n. 4, p. 233, doi. 10.26529/cepsj.1153
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- Publication type:
- Article
4
The Collaborative Wall: A Technological Means to Improving the Teaching-Learning Process about Physics.
- Published in:
- CEPS Journal, 2022, v. 12, n. 4, p. 205, doi. 10.26529/cepsj.1167
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- Publication type:
- Article
5
Participation in Intervention Programmes of Children with Poor Reading Skills in Hungary.
- Published in:
- CEPS Journal, 2022, v. 12, n. 4, p. 181, doi. 10.26529/cepsj.1030
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- Publication type:
- Article
6
Dyslexia and English as a Foreign Language in Norwegian Primary Education: A Mixed Methods Intervention Study.
- Published in:
- CEPS Journal, 2022, v. 12, n. 4, p. 155, doi. 10.26529/cepsj.1459
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- Publication type:
- Article
7
Inclusive Teaching Practices with Learners with Dyslexia: Face-To-Face Training-Induced Changes in Foreign Language Teachers' Self-Efficacy Beliefs, Concerns and Attitudes.
- Published in:
- CEPS Journal, 2022, v. 12, n. 4, p. 129, doi. 10.26529/cepsj.1424
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- Publication type:
- Article
8
Undergraduate and Graduate Students' Beliefs about Dyslexia: Implications for Initial Foreign Language Teacher Education.
- Published in:
- CEPS Journal, 2022, v. 12, n. 4, p. 101, doi. 10.26529/cepsj.1432
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- Publication type:
- Article
9
Meeting the Needs of Learners with Specific Learning Difficulties in Online and Face-to-Face Language Classrooms: Teacher Beliefs and Practices.
- Published in:
- CEPS Journal, 2022, v. 12, n. 4, p. 75, doi. 10.26529/cepsj.1453
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- Publication type:
- Article
10
The Influence of Technology in Educating English Language Learners at-risk or with Disabilities: A Systematic Review.
- Published in:
- CEPS Journal, 2022, v. 12, n. 4, p. 53, doi. 10.26529/cepsj.1426
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- Publication type:
- Article
11
The Universal Genre Sphere: A Curricular Model Integrating GBA and UDL to Promote Equitable Academic Writing Instruction for EAL University Students.
- Published in:
- CEPS Journal, 2022, v. 12, n. 4, p. 35, doi. 10.26529/cepsj.1442
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- Publication type:
- Article
12
Disability, Inclusion and Language-in-Education Policy in the Global South: The Colombian Context.
- Published in:
- CEPS Journal, 2022, v. 12, n. 4, p. 13, doi. 10.26529/cepsj.1441
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- Publication type:
- Article
13
Teaching English as a Foreign/Second Language Students with Specific Learning Difficulties.
- Published in:
- CEPS Journal, 2022, v. 12, n. 4, p. 7, doi. 10.26529/cepsj.1575
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- Publication type:
- Article