|
cyberbullying |
4 |
|
school leadership |
4 |
|
academic achievement |
3 |
|
challenges |
3 |
|
curriculum |
3 |
|
pisa |
3 |
|
adolescent |
2 |
|
class token system |
2 |
|
cognitive-emotional regulation |
2 |
|
confucian heritage cultures |
2 |
|
covid-19 |
2 |
|
digital badges-and-points |
2 |
|
digital divides |
2 |
|
digital literacy |
2 |
|
digital parenting |
2 |
|
digital resilience |
2 |
|
digital technology |
2 |
|
engagement |
2 |
|
english as second language |
2 |
|
equity |
2 |
|
gamification |
2 |
|
gender difference |
2 |
|
home |
2 |
|
information technology |
2 |
|
learning enjoyment |
2 |
|
mathematics achievement |
2 |
|
mental health |
2 |
|
meta-analysis |
2 |
|
pandemic |
2 |
|
parent |
2 |
|
parent-child relationship |
2 |
|
parental mediation |
2 |
|
primary school students |
2 |
|
principals |
2 |
|
reading |
2 |
|
school |
2 |
|
school closure |
2 |
|
school context |
2 |
|
school disruption |
2 |
|
ses |
2 |
|
sex differences |
2 |
|
socioeconomic status |
2 |
|
speaking |
2 |
|
two-part model |
2 |
|
umbrella review |
2 |
|
well-being |
2 |
|
wellbeing |
2 |
|
ability grouping |
1 |
|
academic achievement -- social aspects |
1 |
|
academic and islamic education |
1 |
|
achievement |
1 |
|
action research |
1 |
|
agency |
1 |
|
asian |
1 |
|
asian parenting |
1 |
|
aspires |
1 |
|
autonomy |
1 |
|
background |
1 |
|
bourdieu |
1 |
|
causal inference |
1 |
|
classroom discussions |
1 |
|
co-use |
1 |
|
conceptual |
1 |
|
confucian |
1 |
|
context |
1 |
|
contingency theory |
1 |
|
critical success factors |
1 |
|
cultural capital |
1 |
|
developmental state-neoliberalism |
1 |
|
digital use |
1 |
|
digital wellbeing |
1 |
|
economic growth |
1 |
|
education |
1 |
|
educational anthropology |
1 |
|
educational attainment |
1 |
|
educational stages |
1 |
|
evaluative standards |
1 |
|
factor analysis |
1 |
|
family processes |
1 |
|
family socioeconomic status |
1 |
|
gender inequality |
1 |
|
government |
1 |
|
grade levels |
1 |
|
high-performing |
1 |
|
higher education attainment |
1 |
|
higher education expansion |
1 |
|
home involvement |
1 |
|
homework |
1 |
|
instructional leadership |
1 |
|
islamic religious schools |
1 |
|
job markets |
1 |
|
knowledge-based economy |
1 |
|
latent profile analysis |
1 |
|
leadership |
1 |
|
leadership models |
1 |
|
leadership practices |
1 |
|
legitimacy |
1 |
|
madrasahs |
1 |
|
mediation |
1 |
|
meritocracy |
1 |
|
methodological quality |
1 |
|
moderators |
1 |
|
multi-ethnic |
1 |
|
national education |
1 |
|
parental autonomy-support |
1 |
|
parental control |
1 |
|
parental involvement |
1 |
|
parental involvement in education |
1 |
|
parenting |
1 |
|
policymaking |
1 |
|
programme for international student assessment |
1 |
|
psle |
1 |
|
rasch |
1 |
|
reading achievement |
1 |
|
religion |
1 |
|
religious education |
1 |
|
resources |
1 |
|
scalability |
1 |
|
school involvement |
1 |
|
science self-efficacy |
1 |
|
second-order meta-analysis |
1 |
|
secondary schools |
1 |
|
secular schools |
1 |
|
secularization of schools |
1 |
|
silent students |
1 |
|
singapore |
1 |
|
singapore education |
1 |
|
social compact |
1 |
|
social harmony |
1 |
|
socio-political-cultural values |
1 |
|
staff development |
1 |
|
state and school context to religion |
1 |
|
state educational reforms and religion |
1 |
|
state interest |
1 |
|
steering |
1 |
|
structure |
1 |
|
student achievement |
1 |
|
student engagement |
1 |
|
student learning |
1 |
|
succession |
1 |
|
sustainability |
1 |
|
teacher and principal professionalization |
1 |
|
teachers’ instructional practices |
1 |
|
twenty-first century knowledge-based economy |
1 |
|
twenty-first century skills |
1 |
|
typology |
1 |
|
work competencies |
1 |
