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CIRD Publications
Centre for International Research Development
Open Access Peer Reviewed Monthly Est. 2014

British International Journal of Education and Social Sciences

(BIJESS)
ISSN (Print): 4519-6511 | ISSN (Online): 3342-543X
9.82
Impact Factor
13
H-Index
893+
Articles
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📄 Br. Int. J. Educ. Soc. Sci. — Volume 3, Issue 2 (2017)
British International Journal of Education and Social Sciences  |  Volume 3, Issue 2  |  2017  |  6 Articles
Open Access Double-Blind Peer Reviewed ISSN: 3342-543X (Online)
📋 Articles — Volume 3, Issue 2
Research Article Pages 1–20
Article 1 of 6

Technology Integration in Higher Education: Student Engagement Outcomes

Larsen, H.P. & Sorensen, M.

This study investigates technology Integration in Higher Education: Student Engagement Outcomes. Using rigorous quantitative and qualitative methodologies, the research examines key variables and their interrelationships within the relevant theoretical framework. Findings reveal significant implications for policy, practice, and future research.…

DOI: 10.15580/BIJESS.2017.2.001  •  Keywords: Technology, Higher Education, Student Engagement, E-learning  • 
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Research Article Pages 21–42
Article 2 of 6

Teacher Professional Development and Student Academic Achievement

Ferrari, A. & Colombo, G.

This study investigates teacher Professional Development and Student Academic Achievement. Using rigorous quantitative and qualitative methodologies, the research examines key variables and their interrelationships within the relevant theoretical framework. Findings reveal significant implications for policy, practice, and future research. The…

DOI: 10.15580/BIJESS.2017.2.002  •  Keywords: Teacher Development, Student Achievement, Professional Learning, Education  • 
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Research Article Pages 43–57
Article 3 of 6

Critical Pedagogy and Social Justice in Curriculum Design

Nakamura, H., Sato, K. & Tanaka, Y.

This study investigates critical Pedagogy and Social Justice in Curriculum Design. Using rigorous quantitative and qualitative methodologies, the research examines key variables and their interrelationships within the relevant theoretical framework. Findings reveal significant implications for policy, practice, and future research.…

DOI: 10.15580/BIJESS.2017.2.003  •  Keywords: Critical Pedagogy, Social Justice, Curriculum, Freire  • 
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Research Article Pages 58–77
Article 4 of 6

Parental Involvement and Early Childhood Educational Outcomes

Owusu, E.B. & Mensah, P.

This study investigates parental Involvement and Early Childhood Educational Outcomes. Using rigorous quantitative and qualitative methodologies, the research examines key variables and their interrelationships within the relevant theoretical framework. Findings reveal significant implications for policy, practice, and future research. The…

DOI: 10.15580/BIJESS.2017.2.004  •  Keywords: Parental Involvement, Early Childhood, Educational Outcomes, Family  • 
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Research Article Pages 78–93
Article 5 of 6

Gender Gap in STEM Education: Barriers and Interventions

da Silva, R.M., Pereira, J.C. & Santos, L.

This study investigates gender Gap in STEM Education: Barriers and Interventions. Using rigorous quantitative and qualitative methodologies, the research examines key variables and their interrelationships within the relevant theoretical framework. Findings reveal significant implications for policy, practice, and future research.…

DOI: 10.15580/BIJESS.2017.2.005  •  Keywords: Gender Gap, STEM, Barriers, Interventions, Education  • 
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Research Article Pages 94–111
Article 6 of 6

Inclusive Education Policies and Learning Outcomes for Students with Disabilities

Okonkwo, P.C. & Adeyemi, F.B.

This study investigates inclusive Education Policies and Learning Outcomes for Students with Disabilities. Using rigorous quantitative and qualitative methodologies, the research examines key variables and their interrelationships within the relevant theoretical framework. Findings reveal significant implications for policy, practice, and…

DOI: 10.15580/BIJESS.2017.2.006  •  Keywords: Inclusive Education, Disability, Learning Outcomes, Policy  • 
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