The impact of teacher support on OLE in RFL learners: The chain mediating roles of classroom enjoyment and motivation by Yuejiao Li

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Teacher Support and Students’ Academic Resilience in Universal Secondary Education Schools in Luwero District, Uganda by Justine Nansamba, Wilson Mugizi, Joseph Rwothumio, Joshua Kimata Kato

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La collaboration entre équipes professionnelles et la différenciation des apprentissages : état des lieux d’un accompagnement des enseignants by Sabrin Housni, Marie Dumont, Gwendydd Piret, Audrey Kumps, Gaëtan Temperman, Bruno De Lièvre

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Supportive teachers, active students: Is teacher support a promising key to engaging students with and without migration backgrounds? by Simon Munk, Doris Holzberger, Ricardo Böheim, Tina Seidel

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How rural school teachers can support the learning adjustment of left‐behind children under the ‘double‐reduction’ policy by Xuedi Pi, Jianping Huang, Jiong Niu

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Upper Secondary School Students’ Learning at Work: The Effect on Agency in School by Maria Erss, Krista Loogma

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Teacher support and secondary school students’ learning engagement: A moderated mediation model by Yanhong Shao, Yongna Feng, Xi Zhao, Gang Liu, Lili Zhang

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EFL classroom learning environment at a Thai university: What variables matter for low-proficiency students? by Budi Waluyo, Safnil Arsyad

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“There isn’t much support given”: Rural teachers’ perception of curriculum implementation by Kevin L. Teise, Redouane Y. Februarie

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The role of teachers and administrators in supporting the adaptation of students with special needs in mainstream high schools by Amir Mahmood, Xiao Huang, Nadia Rehman

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