The purpose of this study was to develop a scale instrument to allow us to establish the self-efficacies of elementary education teachers regarding their use of information technologies when educating their students. The study group comprised a total of 924 teachers from different branches working in central Ankara elementary schools. Based on the data acquired from the scales, exploratory and ...

This paper presents the development process of the measuring instrument for timely identification of elementary school pupils’ behavioural problems, with the aim of proper implementation of appropriate socio-pedagogical interventions.1 The key matter discussed in the paper is the Questionnaire for assessment of interventional needs of pupils – version for pupils, which is being developed and ev...

Merging science (IPA) and social studies (IPS) subjects into learning (IPAS) in elementary schools is challenging for teachers. This study aims to determine how teachers build students' understanding of IPAS subjects. The research method used descriptive qualitative through case studies. Data collection techniques using observation, in-depth interviews, documentation were SDIT At-Taqwa KPAD Ban...

When I visited Canadian elementary and secondary schools over the past 10 years, many teachers told me that it was difficult to get English-as-a-second language (ESL) parents involved in K-12 education. I was often asked by teachers, “Why don’t they show up at school?” The absence of ESL parents from school is often misinterpreted as parents’ lack of concern about their children’s education. Ho...

This paper describes the conceptual framework, methodology, and some results from a project on the Emotions of Teaching and Educational Change. It introduces the concepts of emotional intelligence, emotional labor, emotional understanding and emotional geographies. Drawing on interviews with 53 teachers in 15 schools, the paper then describes key di!erences in the emotional geographies of eleme...

In the early part of 1935 I had the privilege of visiting various Local Education Authorities in England and Scotland to learn of the provision made for the special education of backward children. During the summer months I was helping to arrange three courses for teachers of retarded and defective children, and more recently I have been engaged in investigating in detail the problem presented ...