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A comparison of peer, teacher and self-feedback on the reduction of language errors in student essays
Published 2016“…However, comparison of students' performance on lexical errors at the immediate post-test revealed that the self-feedback group significantly decreased this error percentage compared to the peer feedback group. …”
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An experimental study to measure the impact of a short-term disability awareness campaign on attitudes of primary school learners towards peers with physical disabilities
Published 2019“…Internationally, it is agreed upon that one key factor hindering inclusive education is negative peer attitudes (Lindsay & Edwards 2013). In order to achieve successful inclusion, one prerequisite that must be in place is peer education and training to increase acceptance of students with physical disabilities. …”
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Impact of Peer Mentoring Role on Mentors’ Personal Development and Leadership Practices: A study among Undergraduate Emirati Female Students at a Higher Education Institution in th...
Published 2019“…Results from the quantitative analysis demonstrated significant correlations among all SLPI subscales. Quantitative results provided evidence for the association of the peer mentoring role with the development of one’s leadership skills and practices. …”
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Brain Connectivity Analysis Under Semantic Vigilance and Enhanced Mental States
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Investigation of positive education implementation and its impact on students' wellbeing and academic self-efficacy in K-12 private schools in Dubai
Published 2022“…The findings revealed the following: 1) in recent years there has been increasing positive education implementation grounding in the recent international, national, local, and educational authority policies and initiatives. 2) absence of standardised local and school policy related to positive education implementation has led to the need for adaptability of positive education implementation across school. 3) there has been strong engagement of the internal school community (teachers, school leaders and students) with external school community (parents). 4) significant changes in the overall level DSWC indicators associated with social emotional wellbeing, life satisfaction, perseverance, feeling safe, and belonging to school. 5) insignificant changes associated with DSWC indicators associated with emotional regulation, happiness, optimism, academic self-concept, cognitive engagement, engagement (flow), peer belonging and school climate. 6) PASS assessment factors show increase in wellbeing, motivation and self-efficacy for regulation and decrease in academic self-efficacy. 7) significant increase in emotional, social wellbeing and academic self-efficacy among students due to positive education implementation as perceived by teachers, parents, and students.…”
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