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Open access

Research article

First published 2016-7

An Analysis of Turkish Pre-Service Teachers’ Knowledge of Autism Spectrum Disorder

Salih Rakap, Serife Balikci, Asiye Parlak-Rakap [...]

Sage Open

Retricted access

Research article

First published 2017-10

Pre-professional students’ explicit syntax knowledge: Preliminary analysis

Danielle Brimo, Tina Melamed

Child Language Teaching and Therapy

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Research article

First published 2023-07-02

The language of knowledge spaces in pre-topology 1

Fucai Lin, Tingyi Wu, Xiyan Cao [...]

Journal of Intelligent & Fuzzy Systems: Applications in Engineering and Technology

Retricted access

Research article

First published 2025-8

Pre-Service Teachers Lack Knowledge of ADHD,But Report Optimism for Supporting Students With ADHD

Anna Catherine Henley, Summer S. Braun

Journal of Attention Disorders

Retricted access

Research article

First published 2025-3

Assessing pre-service teachers’ willingness to receive formal training in integrating Indigenous knowledge into science education

Charity Esenam Anor

AlterNative: An International Journal of Indigenous Peoples

Open access

Research article

First published 2025-10

Towards Effective Phonics Instruction: A Needs Assessment of Pre-Service EFL Teacher Knowledge in Mainland China

Chen Min Jie, Wong Wei Lun, Warid Mihat

Sage Open

Open access

Review article

First published 2023

Knowledge and Attitude of Healthcare Providers on Managing Pre-Eclampsia and Eclampsia During Antenatal Care in Mwanza Region-Tanzania

Anna Sangito Pallangyo, Saada Ali Seif

Sage Open Nursing

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Research article

First published 2020-7

Hong Kong pre-service teachers’ attitudes towards and knowledge of children’s rights

Yan Lam Lo

Education,Citizenship and Social Justice

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Research article

First published 2025-11

Domain-General and Domain-Specific Antecedents of Pre-Algebraic Knowledge: Focusing on English-Language Learners With Word-Problem Difficulty

Xin Lin, Sarah R. Powell

Journal of Learning Disabilities

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Research article

First published 2024

The effect of task-based peer interaction and pre-task instruction on young EFL learners’ explicit and implicit knowledge of past tense: An intervention study

Elisabet Pladevall-Ballester, Eloi Puig-Mayenco, Montserrat Capdevila

Language Teaching Research

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