The International Journal of Learner Diversity and Identities

Publisher： Common Ground Publishing

Founded in： 2013

Total resources： 16

E-ISSN： 2327-2627

ISSN： 2327-0128

Subject： G4 Education

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The International Journal of Learner Diversity and Identities

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Effectiveness of Mindfulness-based Interventions with Children and Adolescents with Disabilities

The International Journal of Learner Diversity and Identities , Vol. 23, Iss. 2, 2016-01 , pp. 9-29

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Explicit Teaching of Reading Fluency and Students’ Reading Comprehension in Elementary School

The International Journal of Learner Diversity and Identities , Vol. 23, Iss. 2, 2016-01 , pp. 31-40

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Researching Inclusively with College Students with Intellectual Disabilities

The International Journal of Learner Diversity and Identities , Vol. 22, Iss. 3, 2015-01 , pp. 37-50

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Teacher Self-efficacy and Attributions of the Educational Outcomes of Students with Specific Learning Disabilities

The International Journal of Learner Diversity and Identities , Vol. 22, Iss. 3, 2015-01 , pp. 1-15

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Postsecondary Education and Employment Outcomes of Students with Fetal Alcohol Spectrum Disorder in Canada

The International Journal of Learner Diversity and Identities , Vol. 21, Iss. 2, 2015-01 , pp. 1-8

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An Investigation into the Impact of Increased University Tuition Fees in the UK on University Aspirations among Students of Varied Ethnicity and Socio-economic Status

The International Journal of Learner Diversity and Identities , Vol. 22, Iss. 3, 2015-01 , pp. 25-35

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Math Anxiety among High School Students

The International Journal of Learner Diversity and Identities , Vol. 22, Iss. 3, 2015-01 , pp. 17-23

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Understanding Urban Students through Self-exploration

The International Journal of Learner Diversity and Identities , Vol. 21, Iss. 2, 2015-01 , pp. 9-16

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A Fruitful Inter-contextualisation

The International Journal of Learner Diversity and Identities , Vol. 22, Iss. 2, 2015-01 , pp. 21-34

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Unlocking Creativity in the Instruction of Exceptional Students

The International Journal of Learner Diversity and Identities , Vol. 22, Iss. 2, 2015-01 , pp. 1-8

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