Center for Educational Policy Studies Journal

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Announcements

Call for papers: Special Issue - Innovation in Learning and Teaching in Higher Education

2022-08-31

Vol. 13, Special Issue (October 2023)

Issue Editors: Tomaž Deželan, Maja Hosta, Janez Vogrinc

Read more about Call for papers: Special Issue - Innovation in Learning and Teaching in Higher Education

Call for papers: The Responses of Social Pedagogy on the Contemporary Challenges of Youth Transitions

2022-04-14

Call for papers: Evidence-informed Inclusive Education - Enablers, Barriers, and Innovations

2022-04-14

Call for papers: Contemporary Issues and Challenges in Computer Science Education

2022-02-15

Call for papers: Toward Fulfilling the Gap between Arts Policy and Practice

2022-02-15

Call for papers: Teacher Education in the Nexus Between Digital Transformation and Internationalisation

2022-02-15

Call for papers: Discrimination of Children in Vulnerable Situations in Education: Current State of Affairs and Strategies for Overcoming It

2022-02-15

Call for papers: Gender Equality in Education during the COVID-19 Pandemic: Experiences and Lessons to Learn

2022-02-15

Call for papers: Diversity in Science toward Social Inclusion

2022-02-15

CALL for VARIA PAPERS (non-focus articles) of the CEPS Journal

2020-04-24

Current Issue

Vol 12 No 4 (2022): Teaching English as a Foreign/Second Language Students with Specific Learning Difficulties

Published: 2022-12-28

Full Issue

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EDITORIAL

Teaching English as a Foreign/Second Language Students with Specific Learning Difficulties

Karmen Pižorn, Milena Košak Babuder

7-11
- PDF

FOCUS

Disability, Inclusion and Language-in-Education Policy in the Global South: The Colombian Context

Rosa Dene David, Kimberley Brown

13-33
- PDF
The Universal Genre Sphere: A Curricular Model Integrating GBA and UDL to Promote Equitable Academic Writing Instruction for EAL University Students

Rosa Dene David, Carl Edlund Anderson

35-52
- PDF
The Influence of Technology in Educating English Language Learners at-risk or with Disabilities: A Systematic Review

Yizhe Jiang, Qian Wang, Zhenjie Weng

53-74
- PDF
Meeting the Needs of Learners with Specific Learning Difficulties in Online and Face-to-Face Language Classrooms: Teacher Beliefs and Practices

Oksana Afitska, Nur Ehsan Mohd Said

75-100
- PDF
Undergraduate and Graduate Students’ Beliefs about Dyslexia: Implications for Initial Foreign Language Teacher Education

Alma Žero, Karmen Pižorn

101-127
- PDF
Inclusive Teaching Practices with Learners with Dyslexia: Face-To-Face Training-Induced Changes in Foreign Language Teachers’ Self-Efficacy Beliefs, Concerns and Attitudes

Joanna Nijakowska

129-154
- PDF
Dyslexia and English as a Foreign Language in Norwegian Primary Education: A Mixed Methods Intervention Study

Christopher Flaten Jarsve, Dina Tsagari

155-180
- PDF

VARIA

Participation in Intervention Programmes of Children with Poor Reading Skills in Hungary

Zsóka Sipos, János Steklács

181-203
- PDF
The Collaborative Wall: A Technological Means to Improving the Teaching-Learning Process about Physics

Ricardo-Adán Salas-Rueda, Gustavo De-La-Cruz-Martínez, Clara Alvarado-Zamorano, Estefanía Prieto-Larios

205-231
- PDF
Insights into Engineering Education Teaching Practice in Slovenian Primary Schools during the Covid-19 Pandemic: Distance Learning Model

Bernarda Urankar, Janez Jamšek

233-264
- PDF

REVIEW

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