Vol. 18 No. 1 (2025): IEJEE

Articles

• Digital Technology Usage in Early Childhood: A Comparative Study of Omani and Emirati Children and Parents

  Afra Almansoori, Reem A. Y. Alhajji, Ahmet Sami Konca, Ahmet Simsar

  1-12

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• Towards an Empowering Education in Morocco: Primary School Teachers’ Pedagogical Practices and Implementation Challenges

  Fatima Zahra Lotfi, Tono Suwartono, Sri Nurhayati , Siti Chotimah

  13-24

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• The Contribution of Interactive Reading Activities to Children’s Listening Skills

  Şerife Cengiz, Erol Duran

  25-41

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• Measuring the Impact of Project-Based Learning with Indigenous Games on Social Cohesion Skills among Primary School Students in Indonesia

  Nurhayati Nurhayati, Jamaris Jamaris, Sufyarma Marsidin, Mudjiran Mudjiran, Darmansyah Darmansyah

  43-57

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• Teacher Training and Professional Development in Reading Instruction: A Comparative Study of GCC Countries

  Zainab A. Allaith

  59-73

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• Differences in High- and Low-Movement Integrating Elementary Classroom Teachers’ Physical Activity Promotion Attitudes and Perceived Competence

  Monica Eklund, Kurt Hubbard, Collin Webster

  75-88

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• An Examination of Immigrant Primary School Students’ Target Language Listening and Reading Anxiety

  Gizem Özel, Ayse Nur Kutluca Canbulat

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• The Use of Educational Technologies in Personalized Learning of Primary School Students

  Lin Zhenxiong, Larysa Slyvka, Тetiana Olynets, Daria Termenzhy, Volodymyr Huz

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• Designing a Metacognition–Social Complexity-Based Model for Science Subject in Elementary Education: A Comprehensive Needs Analysis Study

  Ferrinda Prafitasari, Haryanto, Woro Sri Hastuti

  123-137

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• What University Teachers Consider Important in Teaching Subject Didactics to Future Primary School Teachers

  Tiia Krass, Krista Uibu, Esta Sikkal

  139-149

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• The Views of Fourth Grade Primary School Pupils in Türkiye Regarding Their Self-Regulatory Writing Skills

  Rabia Karaman Oğuz, Hacer Ulu Bilim

  151-165

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• Determining the Effect of Data-Driven Decision-Making Training on the Transformation of Teacher Decisions for At-Risk Students

  Nilüfer Altun, Necdet Karasu

  167-183

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