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Craig D. Murray, Fiona J.R. Eccles, Ian Garner, Cathal Doyle & Jane Simpson. (2024) Living with Parkinson’s in England during and beyond COVID-19 restrictions: a longitudinal qualitative study. Aging & Mental Health 28:1, pages 151-159.
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Rhett-Lawson Mohajer & Tara Rava Zolnikov. (2023) Instrument-breast: A psychoanalytic view on musicians’ perception of instruments. European Journal of Psychotherapy & Counselling 25:4, pages 388-404.
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Jee Hyun Kim. (2023) Art-based self-care during COVID-19. International Journal of Art Therapy 0:0, pages 1-10.
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Jeanette Zambrano, Erika A. Patall, Alana A. U. Kennedy, Crystal Aguilera & Nicole Yates. (2023) Qualitative Study of Urban High School Teachers’ Beliefs about Students’ Agentic Engagement. The Journal of Experimental Education 0:0, pages 1-22.
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Christine Greenhow, Charles R. Graham & Matthew J. Koehler. (2022) Foundations of online learning: Challenges and opportunities. Educational Psychologist 57:3, pages 131-147.
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Susan Bobbitt Nolen. (2020) Challenging research norms in educational psychology. Educational Psychologist 55:4, pages 267-272.
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Debra K. Meyer & Paul A. Schutz. (2020) Why talk about qualitative and mixed methods in educational psychology? Introduction to special issue. Educational Psychologist 55:4, pages 193-196.
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Ling Zhang, Richard Allen CarterJrJr, Jeffrey A. Greene & Matthew L. Bernacki. (2024) Unraveling Challenges with the Implementation of Universal Design for Learning: A Systematic Literature Review. Educational Psychology Review 36:1.
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Rhett-Lawson Mohajer & Tara Rava Zolnikov. (2023) The Psychoanalysis of Music Improvisation: A Phenomenological Qualitative Study. American Journal of Qualitative Research 7:3, pages 160-171.
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Nada Seva & Ivana Djeric. (2023) A phenomenological analysis of teacher experiences during professional learning on the implementation of the question formulation technique. Zbornik Instituta za pedagoska istrazivanja 55:1, pages 5-32.
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DeLeon L. Gray, Joanna N. Ali, Tamika L. McElveen & Martinique Sealy. (2022) The Cultural Significance of “We-Ness”: Motivationally Influential Practices Rooted in a Scholarly Agenda on Black Education. Educational Psychology Review 34:4, pages 1985-2013.
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Jeffrey A. Greene. (2022) What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?. Educational Psychology Review 34:4, pages 3011-3035.
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Susana Afonso, Ana Sofia Afonso, Aurora Simões Lopes & Ana Carolina de Souza Gonzalez. (2022) What Science Communication for Equitable Communication? From Conceptualizations to Reconceptualizations and Practices. Curator: The Museum Journal 65:4, pages 773-793.
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Molefi Motsoeneng. (2022) The lived experiences of elderly women accused of witchcraft in a rural community in South Africa. EUREKA: Social and Humanities:3, pages 112-118.
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Di Xuan, Delong Zhu & Wenhai Xu. (2021) The Teaching Pattern of Law Majors Using Artificial Intelligence and Deep Neural Network Under Educational Psychology. Frontiers in Psychology 12.
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Wen Qi, Xingru Dong & Xiaoran Xue. (2021) The Pygmalion Effect to Piano Teaching From the Perspective of Educational Psychology. Frontiers in Psychology 12.
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Nguyen Nhat Minh, Pham Cong Hiep, Nguyen Thi Ouynh & Phil Smith. (2020) INNOVATIVE ENTREPRENEURS AND THEIR NEGOTIATION BEHAVIOURS IN LAUNCHING NEW PRODUCTS. Humanities & Social Sciences Reviews 8:4, pages 1190-1203.
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