https://orcid.org/0000-0001-9961-9433
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Francisco Javier Palacios-Hidalgo & Cristina A. Huertas-Abril. (2024) Teachers as Actors of Change: Comparing the Attitudes of Teachers in Spain and the UK Towards LGBTIQ+ Teaching. European Education 56:1, pages 50-65.
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Yajun Wu, Xia Kang & Lisheng Li. (2023) Teacher-student relationship quality, school psychological capital, and academic engagement in Chinese EFL learning context: a mediation analysis. Interactive Learning Environments 0:0, pages 1-14.
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Articles from other publishers (5)
Andrej Naterer, Miran Lavrič, Rudi Klanjšek, Tibor Rutar & Vanesa Korže. (2023) The Effects of a Targeted Intervention on Descriptive and Prescriptive Gender Stereotypes among Primary School Teachers. Journal of Educational Studies 22:4, pages 93-114.
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Gulsah Kutuk. (2023) Understanding Gender Stereotypes in the Context of Foreign Language Learning through the Lens of Social Cognitive Theory. TESOL Quarterly.
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Masatoshi Sato. 2022. Instructed Second Language Acquisition Research Methods. Instructed Second Language Acquisition Research Methods
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Gulsah Kutuk, David W. Putwain, Linda K. Kaye & Bethan Garrett. (2021) Relations between gender stereotyping and foreign language attainment: The mediating role of language learners’ anxiety and self‐efficacy. British Journal of Educational Psychology 92:1, pages 212-235.
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Francisco Javier Palacios-Hidalgo. (2020) Video-based Analysis of Pre-Service Primary Bilingual Teachers' Perceptions about the Inclusion of Gender and LGBT+ Issues in the EFL Classroom. Video-based Analysis of Pre-Service Primary Bilingual Teachers' Perceptions about the Inclusion of Gender and LGBT+ Issues in the EFL Classroom.