A study of school systems practising case management to address non-attendance and other issues in Japanese elementary and junior high schools

2024-8-29

Unravelling the interplay of self-efficacy, self-regulation, metacognition in alleviating math anxiety among primary school student: a conditional process analysis

2024-8-28

Parental involvement in early literacy development: narratives from Indonesian low-income parents

2024-8-15

Building cooperative learning competence in resistant pupils: strategies for teachers

2024-8-3

Self-learning in the digital age: insights from high SES primary school students in Türkiye and Azerbaijan

2024-7-31

To what extent do primary school children understand photosynthesis?: a study of children’s drawings with follow-up interviews

2024-7-29

Challenging South African early childhood development teachers’ perceptions and pedagogical practices regarding gender

2024-7-27

The relationship between teachers’ engagement in school-based continuous professional development and their readiness for change in the Injibara City Administration primary schools of Ethiopia

2024-7-25

Primary education students’ beliefs about the nature of mathematics, self-efficacy, and mathematics educators; a descriptive study from Indonesia

2024-7-20

Classroom coping strategies of children with motor difficulties

2024-7-11

Student leadership development within the primary years: perceptions of leaders and teachers in an Eastern European International School

2024-7-11

Building community online during the COVID-19 pandemic: facilitating networks of support in the early primary years from the perspectives of key stakeholders in Canada

2024-7-11

Peer feedback and learning: a case study with 8th-grade Portuguese students

2024-7-4

Antecedents and prevalence of destructive leadership behaviour: the case in primary and middle level schools

2024-6-27

How does taking a praxis-based decolonising approach to primary history education impact pupils’ perceptions of Romans and Roman Britain?

2024-6-25

How can reading and writing be promoted in Anglophone West Africa? Evidence from new perspective: a word of mouth from experts in basic education

2024-6-17

Informal book talk: digging beneath the surface

2024-6-17

Exploring culturally responsive teaching: a multi-stakeholder perspectives on enhancing children's school readiness: a qualitative study

2024-6-17

Exploring teachers teaching reading comprehension: knowledge, behaviours and attitudes

2024-6-13

Teachers’ perceptions about digital storytelling and its pedagogical usage. The improvement of minority children’s classroom engagement

2024-6-13

Thinking and learning through images: a review of research related to visual literacy, children’s reading and children’s literature

2024-6-7

Evidence-based recommendations for teaching writing

2024-6-5

Editorial

2024-5-31

The role of oral language in the dialogic primary classroom

2024-5-30

Characterising affective and situational dimensions of creativity in the primary classroom through a posthuman lens

2024-5-27

Understanding literacy as human practice: exploring stories about (people like) us

2024-5-27

What sits, what sticks: moving into lived, disruptive, co-produced filmmaking practices in literacy classrooms

2024-5-24

Shared reading aloud to enhance language and literacy

2024-5-23

Applying the Fliperentiation approach to teaching geography in primary education: students’ and parents’ perceptions

2024-5-21

Teachers’ belief and practice in environmental education: evidence from an Indonesian Islamic primary school

2024-5-15

Technology use and integration in state-funded primary schools: a structural equation model

2024-5-12

‘Guys, guys, guys, do you think this is important?’: a case study of successful remote collaborative problem-solving in two primary schools using multitouch technology

2024-5-6

Research and evaluation methods in special education <b>Research and evaluation methods in special education</b> , by Donna M. Martens and John A. McLaughlin, Thousand Oaks, CA, Corwin Press, 2004, 257 pp., $40.00 (ebook), $96.95 (hardcover), $44.95 (paperback), ISBN:9780761946526, Online ISBN:9781412985666

2024-5-3

From perception to practice: how Chinese teachers perceive and implement differentiated instruction in primary and secondary schools

2024-4-25

Reflective professional learning practices of Ethiopian primary school teachers: the gap between practice and theory

2024-4-25

‘ <i>It’s not fair’</i> : hearing the voices of young children

2024-4-18

Impact of self-efficacy and professional identity on Japanese early childhood education and care (ECEC) teachers’ absenteeism tendency and turnover intention

2024-4-18

Beyond the classroom walls: exploring parental involvement on children’s interest development in EFL learning (A case from Indonesia)

2024-4-12

Correction

2024-4-11

A logic of care in / of / for voice: tuning-in, enacting and assembling in student voice practices and education

2024-4-8

Experiences of the Polish teachers of primary schools in working with war refugee students from Ukraine – selected problems, limitations and implications for pedagogical practice

2024-4-8

‘Because it’s your education, not mine’: a retrospective on student voice in curriculum decisions and school policy

2024-4-8

‘Our opinions really matter': conceptualising and operationalising authentic student voice through negotiated integrated curriculum

2024-4-2

Promoting cognitive skills in AI-supported learning environments: the integration of bloom’s taxonomy

2024-4-1

Educational commons facilitating student voice: an ethnographic approach

2024-3-27

A rights-based exploration of children’s pedagogic voice in the classroom

2024-3-27

Student participation in Irish primary schools

2024-3-27

Understanding and operationalising the voices of children in reimagining the future of education

2024-3-26

Art technology as a means of preparing competent teachers for pre-school activities

2024-3-25

Primary School Leadership in Cambodia Context-Bound Teaching and Leading <b>Primary School Leadership in Cambodia Context-Bound Teaching and Leading</b> , by Thida Khaeng, Tom O’Donoghue, and Simon Clarke, Cham, Switzerland, Springer International Publishing AG, 2018, 264 pp., £ 74.89 (eBook), ISBN 978-3-319-76324-8

2024-3-21