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Implications for educational practices are discussed.
We discuss scientific and educational implications of these results for understanding the development of social and emotional skills among adolescents and for educational practices designed to promote this development.
Yet, how educators negotiate inclusive practices for conflict-affected children in circumstances of social upheavals can be interesting, because, as Davies (2004) and Oduol (2014) point out, the global demand for 'good governance' for instance provides prescriptions for educational practices which may constrain teachers' attention to contextual reality and priorities.
Several key findings identified in the seminal National Research Council report How People Learn: Brain, Mind, Experience, and School National Research Councill, 2000) have implications for educational practices: Learning changes the physical structure and functional organization of the brain and people construct new knowledge and understanding based on what they already know and believe.
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Practical implications for educational practice are discussed.
Implications of these results for educational practice are being discussed.
It also offers suggestions for educational practice and future research.
Directions for future research and implications for educational practice are discussed.
Next steps for educational practice and research focused on supporting teachers in teaching about wealth and poverty are discussed.
Implications for educational practice and proposed modifications to the combined theory of personal epistemology development are discussed.
This chapter presents an overview of the assumptions and corollaries of the control-value theory of achievement emotions, as well as some of its implications for educational practice.
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Since I tried Ludwig back in 2017, I have been constantly using it in both editing and translation. Ever since, I suggest it to my translators at ProSciEditing.

Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com