Vol. 13 No. 4 (2021): IEJEE

Dear IEEJE Readers,

We are entering a second Covid-19 year.

Humanity is facing unique challenges. The covid-19 pandemic continues to have a negative impact on many sectors in all countries. Our health is under constant threat. Educational activities are carried out under uncertainty, and our socialization are restricted.

Published: 2021-04-24

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Articles

How Primary Teachers Use Games to Support Their Teaching of Mathematics

James A Russo, Leicha Bragg, Toby Russo
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The Effect of Interactive Reading Aloud on Student Reading Comprehension, Reading Motivation and Reading Fluency

Sümeyra Ceyhan, Mustafa Yıldız
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A Systematic Review of Studies on Classroom Management from 1980 to 2019

Kıvanç Bozkuş
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Investigation of Effects of Cognitive Strategies and Metacognitive Functions on Mathematical Problem-Solving Performance of Students with or Without Learning Disabilities

Ufuk Özkubat, Emine Rüya Özmen
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Theater Arts as a Beneficial and Educational Venue in Identifying and Providing Therapeutic Coping Skills for Early Childhood Adversities: A Systematic Review of the Literature A Systematic Review of the Literature

Stephanie Solis Schnyder, Diana Monsivais Wico, Tonya Huber
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Agile Approach in Training Future Primary School Teachers for Resolving Complex Pedagogical Situation

Olha Komar , Yuliіa Сhuchalina, Alla Kramarenko, Tamara Torchynska, Iryna Shevchuk
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Developmental Trajectory of Korean Adolescents’ Multicultural Receptivity Applying a Latent Growth Model

Sungsim Lee, JuSung Jun
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Development of a Primary School Teacher on Philosophy with Children: An Action Research

Celal Boyraz, Burçin Türkcan
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A Comparative Analysis of Fraction Addition and Subtraction Contents in the Mathematics Textbooks in the U.S. and South Korea

Sunghwan Hwang, Sheunghyun Yeo, Taekwon Son
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“In Fact, We Can All Decide”: An Action Research on the Participation Right of Young Children

Tuğçe Akyol
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Investigating the Concern Level of Special Education Teachers Regarding Their Own Children

Alpaslan Karabulut
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Contextualised, not Neoliberalised Professionalism in Early Childhood Education and Care: Effects of Prescribed Notions of Quality on Educator Confidence in Australia Effects of Prescribed Notions of Quality on Educator Confidence

Marg Rogers
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Analysis of Longitudinal Relationship among Elementary and Middle School Students’ Multicultural Acceptance, Self-concept, and Community Consciousness using the Latent Growth Model

Eun Ju Choi, Lee Kyung-Hwa
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Vol. 13 No. 4 (2021): IEJEE

Full Issue

Articles

How Primary Teachers Use Games to Support Their Teaching of Mathematics

The Effect of Interactive Reading Aloud on Student Reading Comprehension, Reading Motivation and Reading Fluency

A Systematic Review of Studies on Classroom Management from 1980 to 2019

Investigation of Effects of Cognitive Strategies and Metacognitive Functions on Mathematical Problem-Solving Performance of Students with or Without Learning Disabilities

Theater Arts as a Beneficial and Educational Venue in Identifying and Providing Therapeutic Coping Skills for Early Childhood Adversities: A Systematic Review of the Literature A Systematic Review of the Literature

Agile Approach in Training Future Primary School Teachers for Resolving Complex Pedagogical Situation

Developmental Trajectory of Korean Adolescents’ Multicultural Receptivity Applying a Latent Growth Model

Development of a Primary School Teacher on Philosophy with Children: An Action Research

A Comparative Analysis of Fraction Addition and Subtraction Contents in the Mathematics Textbooks in the U.S. and South Korea

“In Fact, We Can All Decide”: An Action Research on the Participation Right of Young Children

Investigating the Concern Level of Special Education Teachers Regarding Their Own Children

Contextualised, not Neoliberalised Professionalism in Early Childhood Education and Care: Effects of Prescribed Notions of Quality on Educator Confidence in Australia Effects of Prescribed Notions of Quality on Educator Confidence

Analysis of Longitudinal Relationship among Elementary and Middle School Students’ Multicultural Acceptance, Self-concept, and Community Consciousness using the Latent Growth Model

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