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Policy borrowing and developing knowledge economies in GCC countries: a critique from a Human Capital Theory perspective

Asia Pacific Education Review, 2021, 22(1), 69, pp.77-88

2021

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Using social capital to develop South African principals and schools

Prospects (Paris), 2022-12, Vol.52 (3-4), p.405-420

Romanowski, Michael H.

2022

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Education transferring and decentralized reforms: The case of Qatar

Prospects (Paris), 2022-12, Vol.52 (3-4), p.285-298

2022

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Drawing lessons from PISA: Qatar’s use of PISA results

Prospects (Paris), 2024-03, Vol.54 (1), p.221-240

2024

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The reconstruction of academic identity through language policy: a narrative approach

Asian Englishes, 2021-09, Vol.23 (3), p.313-329

2021

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Do EFL Teachers Reduce the Reading Gap in Qatar? A Study of Strategy Instruction in Government Schools

International Journal of Learning, Teaching and Educational Research, 2021-11, Vol.20 (11), p.494-515

2021

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Novice Teachers’ Challenges and Coping Strategies in Qatari Government Schools

International Journal of Learning, Teaching and Educational Research, 2020-09, Vol.19 (9), p.118-142

2020

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Burnout of Primary Teachers in Qatar Government Schools during an Era of Educational Reform

International Journal of Learning, Teaching and Educational Research, 2019-10, Vol.18 (10), p.1-19

2019

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Faculty perceptions of academic freedom at a GCC university

Prospects (Paris), 2010-12, Vol.40 (4), p.481-497

2010

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Students, Mobile Devices and Classrooms: A comparison of US and Arab Undergraduate Students in a Middle Eastern University

Higher education studies, 2017-08, Vol.7 (3), p.181

2017

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Policy borrowing and developing knowledge economies in GCC countries: a critique from a Human Capital Theory perspective

Asia Pacific education review, 2021-03, p.77-88

2021

Volltextzugriff (PDF)

A Habermasian Analysis of Qatar's National Teacher Professional Standards

International journal of education (Las Vegas, Nev.), 2014-03, Vol.6 (1), p.108

Romanowski, Michael H

2014

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The impact of Qatar national professional standards: Teachers’ perspectives

International journal of research studies in education, 2014-01, Vol.3 (2)

2014

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Teaching in the PostCOVID-19 Era: World Education Dilemmas, Teaching Innovations and Solutions in the Age of Crisis

Volltextzugriff (PDF)

How Critical Thinking is Taught in Qatari Independent Schools’ Social Studies Classrooms: Teachers’ Perspectives

International journal of education (Las Vegas, Nev.), 2012-02, Vol.4 (1)

2012

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What Schools Can Do to Fight Cheating

The Education digest, 2008-11, Vol.74 (3), p.38

Romanowski, Michael H

2008

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Early years education in Qatar: The good practice guide in theory and practice

International journal of research studies in education, 2015-06, Vol.4 (5)

2015

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Teacher professional knowledge and development for reflective and inclusive practices

Edited By Ismail Hussein Amzat, Nena Padilla-Valdez

2017

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Qatar’s Educational Reform: The Experiences and Perceptions of Principals, Teachers and Parents

International journal of education (Las Vegas, Nev.), 2013-08, Vol.5 (3), p.108

2013

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Making the Strange Familiar and the Familiar Strange: A Critical Reflection on Teacher Educators and the Coronavirus Crisis

Teaching in the PostCOVID-19 Era, p.651-660

Volltextzugriff (PDF)

Addressing Christianity in American History: Are Textbooks Improving?

Mid-western educational researcher (Akron, Ohio : 1991), 2001, Vol.14 (2), p.21

Romanowski, Michael H

2001

Volltextzugriff (PDF)

Teacher's Lives and Beliefs: Influences That Shape the Teaching of U.S. History

Mid-western educational researcher (Akron, Ohio : 1991), 1998, Vol.11 (2), p.2

Romanowski, Michael H

1998

Volltextzugriff (PDF)

Social Justice and the Engineering Profession: Challenging Engineering Education to Move Beyond the Technical

Advances in Engineering Education in the Middle East and North Africa, p.409-428

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Teachers’ reflective practices within a Gulf Cooperation Council context: Knowledge, beliefs, and challenges

Teacher Professional Knowledge and Development for Reflective and Inclusive Practices, 2017, p.101-112

1, 2017

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Endangering Democracy With High-Stakes Testing

School Administrator, 2008-01, Vol.65 (1), p.48

Romanowski, Michael H

2008

Volltextzugriff (PDF)

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Policy borrowing and developing knowledge economies in GCC countries: a critique from a Human Capital Theory perspective

Using social capital to develop South African principals and schools

Education transferring and decentralized reforms: The case of Qatar

Drawing lessons from PISA: Qatar’s use of PISA results

The reconstruction of academic identity through language policy: a narrative approach

Do EFL Teachers Reduce the Reading Gap in Qatar? A Study of Strategy Instruction in Government Schools

Novice Teachers’ Challenges and Coping Strategies in Qatari Government Schools

Burnout of Primary Teachers in Qatar Government Schools during an Era of Educational Reform

Faculty perceptions of academic freedom at a GCC university

Students, Mobile Devices and Classrooms: A comparison of US and Arab Undergraduate Students in a Middle Eastern University

Policy borrowing and developing knowledge economies in GCC countries: a critique from a Human Capital Theory perspective

A Habermasian Analysis of Qatar's National Teacher Professional Standards

The impact of Qatar national professional standards: Teachers’ perspectives

Teaching in the PostCOVID-19 Era: World Education Dilemmas, Teaching Innovations and Solutions in the Age of Crisis

How Critical Thinking is Taught in Qatari Independent Schools’ Social Studies Classrooms: Teachers’ Perspectives

What Schools Can Do to Fight Cheating

Early years education in Qatar: The good practice guide in theory and practice

Teacher professional knowledge and development for reflective and inclusive practices

Qatar’s Educational Reform: The Experiences and Perceptions of Principals, Teachers and Parents

Making the Strange Familiar and the Familiar Strange: A Critical Reflection on Teacher Educators and the Coronavirus Crisis

Addressing Christianity in American History: Are Textbooks Improving?

Teacher's Lives and Beliefs: Influences That Shape the Teaching of U.S. History

Social Justice and the Engineering Profession: Challenging Engineering Education to Move Beyond the Technical

Teachers’ reflective practices within a Gulf Cooperation Council context: Knowledge, beliefs, and challenges

Endangering Democracy With High-Stakes Testing

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