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1
Social Constructivist Pedagogy in Business Studies Classrooms -- Teachers' Experiences and Practices
Social Constructivist Pedagogy in Business Studies Classrooms -- Teachers' Experiences and Practices
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Social Constructivist Pedagogy in Business Studies Classrooms -- Teachers' Experiences and Practices

Perspectives in education, 2023-06, Vol.41 (2), p.62-76 [Peer Reviewed Journal]

Copyright University of the Free State, Faculty of Education 2023 ;ISSN: 0258-2236 ;EISSN: 2519-593X ;DOI: 10.38140/pie.v41i2.7151

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2
The Challenges of Remote Area Elementary Schools in Thematic Curriculum Implementation
The Challenges of Remote Area Elementary Schools in Thematic Curriculum Implementation
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The Challenges of Remote Area Elementary Schools in Thematic Curriculum Implementation

International Journal of Instruction, 2022-04, Vol.15 (2), p.19-36

ISSN: 1694-609X ;EISSN: 1308-1470 ;DOI: 10.29333/iji.2022.1522a

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3
Investigating the relationship between parental attitudes toward reading, early literacy activities, and reading literacy in Arabic among Emirati children
Investigating the relationship between parental attitudes toward reading, early literacy activities, and reading literacy in Arabic among Emirati children
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Investigating the relationship between parental attitudes toward reading, early literacy activities, and reading literacy in Arabic among Emirati children

Large-scale Assessments in Education, 2023-12, Vol.11 (1), p.36-23, Article 36 [Peer Reviewed Journal]

The Author(s) 2023 ;The Author(s) 2023. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2196-0739 ;EISSN: 2196-0739 ;DOI: 10.1186/s40536-023-00187-3

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4
Discourse in curriculum policy enactment: a focus on leadership practices
Discourse in curriculum policy enactment: a focus on leadership practices
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Discourse in curriculum policy enactment: a focus on leadership practices

Perspectives in education, 2022-12, Vol.40 (4), p.262-275 [Peer Reviewed Journal]

Copyright University of the Free State, Faculty of Education 2022 ;ISSN: 0258-2236 ;EISSN: 2519-593X ;DOI: 10.38140/pie.v40i4.6003

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5
Exploring perceptions of parents in supporting learning during COVID-19 at a South African primary school
Exploring perceptions of parents in supporting learning during COVID-19 at a South African primary school
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Exploring perceptions of parents in supporting learning during COVID-19 at a South African primary school

Perspectives in education, 2022-12, Vol.40 (4), p.245-261 [Peer Reviewed Journal]

Copyright University of the Free State, Faculty of Education 2022 ;ISSN: 0258-2236 ;EISSN: 2519-593X ;DOI: 10.38140/pie.v40i4.6635

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6
Issues in Online Teaching: Elementary Teachers' Perspectives
Issues in Online Teaching: Elementary Teachers' Perspectives
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Issues in Online Teaching: Elementary Teachers' Perspectives

Journal of Education and Educational Development, 2022-12, Vol.9 (2), p.211-228 [Peer Reviewed Journal]

ISSN: 2310-0869 ;EISSN: 2313-3538 ;DOI: 10.22555/joeed.v9i2.613

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7
Educating Progressed Learners in Times of COVID-19: How Can Bricolage Help?
Educating Progressed Learners in Times of COVID-19: How Can Bricolage Help?
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Educating Progressed Learners in Times of COVID-19: How Can Bricolage Help?

Research in social sciences and technology, 2021-09, Vol.6 (2), p.22-36 [Peer Reviewed Journal]

ISSN: 2468-6891 ;EISSN: 2468-6891 ;DOI: 10.46303/ressat.2021.9

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8
From Confusion to Clarity: Two Early Years Teachers' Remote Learning Experience
From Confusion to Clarity: Two Early Years Teachers' Remote Learning Experience
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From Confusion to Clarity: Two Early Years Teachers' Remote Learning Experience

International electronic journal of elementary education, 2022-03, Vol.14 (4), p.475-489

2022. This work is published under https://creativecommons.org/licenses/by/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1307-9298 ;EISSN: 1307-9298 ;DOI: 10.26822/iejee.2022.257

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9
School Literacy Movement Program in Elementary School, Indonesia: Literature Review
School Literacy Movement Program in Elementary School, Indonesia: Literature Review
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School Literacy Movement Program in Elementary School, Indonesia: Literature Review

Journal of Education and Learning (EduLearn), 2022-08, Vol.16 (3), p.336

ISSN: 2089-9823 ;DOI: 10.11591/edulearn.v16i3.20383

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10
Digital literacy curriculum management in kindergarten
Digital literacy curriculum management in kindergarten
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Digital literacy curriculum management in kindergarten

Cypriot journal of educational sciences, 2021-01, Vol.16 (5), p.2115-2136 [Peer Reviewed Journal]

ISSN: 1305-905X ;EISSN: 1305-905X ;DOI: 10.18844/cjes.v16i5.6226

Digital Resources/Online E-Resources

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11
Using an online social media space to engage parents in student learning in the early-years: Enablers and impediments
Using an online social media space to engage parents in student learning in the early-years: Enablers and impediments
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Using an online social media space to engage parents in student learning in the early-years: Enablers and impediments

Digital education review, 2018-06 (33), p.87-104 [Peer Reviewed Journal]

2018. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI ;ISSN: 2013-9144 ;EISSN: 2013-9144 ;DOI: 10.1344/der.2018.33.87-104

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12
Experiences of teachers in implementing inclusion of learners with special education needs in selected Fort Beaufort District primary schools, South Africa
Experiences of teachers in implementing inclusion of learners with special education needs in selected Fort Beaufort District primary schools, South Africa
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Experiences of teachers in implementing inclusion of learners with special education needs in selected Fort Beaufort District primary schools, South Africa

Cogent education, 2019-01, Vol.6 (1), p.1703446 [Peer Reviewed Journal]

2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. 2019 ;2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2331-186X ;EISSN: 2331-186X ;DOI: 10.1080/2331186X.2019.1703446

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13
ETULay! Bridging the Learners’ Gap on Blended Learning through Nationwide Volunteer Online Tutoring Initiative
ETULay! Bridging the Learners’ Gap on Blended Learning through Nationwide Volunteer Online Tutoring Initiative
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ETULay! Bridging the Learners’ Gap on Blended Learning through Nationwide Volunteer Online Tutoring Initiative

Jurnal kependidikan (Mataram), 2022-03, Vol.8 (1), p.10-17 [Peer Reviewed Journal]

ISSN: 2442-7667 ;EISSN: 2442-7667 ;DOI: 10.33394/jk.v8i1.4777

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14
Child-Centred Teaching: Helping Each Child to Reach Their Full Potential
Child-Centred Teaching: Helping Each Child to Reach Their Full Potential
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Child-Centred Teaching: Helping Each Child to Reach Their Full Potential

Education sciences, 2021-06, Vol.11 (6), p.280 [Peer Reviewed Journal]

2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2227-7102 ;EISSN: 2227-7102 ;DOI: 10.3390/educsci11060280

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15
Factors influencing foundation phase rural teachers’ understanding and practices in selecting inclusive teaching strategies
Factors influencing foundation phase rural teachers’ understanding and practices in selecting inclusive teaching strategies
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Factors influencing foundation phase rural teachers’ understanding and practices in selecting inclusive teaching strategies

South African journal of childhood education, 2023, Vol.13 (1), p.1-11 [Peer Reviewed Journal]

COPYRIGHT 2023 African Online Scientific Information Systems (Pty) Ltd t/a AOSIS ;2023. This work is published under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;This work is licensed under a Creative Commons Attribution 4.0 International License. ;ISSN: 2223-7674 ;ISSN: 2223-7682 ;EISSN: 2223-7682 ;DOI: 10.4102/sajce.v13i1.991

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16
The experiences of homeschooling parents with mathematics
The experiences of homeschooling parents with mathematics
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The experiences of homeschooling parents with mathematics

Issues in educational research, 2021-06, Vol.31 (2), p.606-625 [Peer Reviewed Journal]

2021. This work is licensed under http://creativecommons.org/licenses/by-nd/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1837-6290 ;ISSN: 0313-7155 ;EISSN: 1837-6290

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17
Case study of isiXhosa-speaking Foundation Phase learners who experience barriers to learning in an English-medium disadvantaged Western Cape school
Case study of isiXhosa-speaking Foundation Phase learners who experience barriers to learning in an English-medium disadvantaged Western Cape school
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Case study of isiXhosa-speaking Foundation Phase learners who experience barriers to learning in an English-medium disadvantaged Western Cape school

South African journal of education, 2020-05, Vol.40 (2), p.1-9 [Peer Reviewed Journal]

COPYRIGHT 2020 Sabinet Online ;Copyright Education Association of South Africa May 2020 ;This work is licensed under a Creative Commons Attribution 4.0 International License. ;ISSN: 0256-0100 ;ISSN: 2076-3433 ;EISSN: 2076-3433 ;DOI: 10.15700/saje.v40n2a1455

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18
The Role of Parents' Interests and Attitudes in Motivating Them to Homeschool Their Children
The Role of Parents' Interests and Attitudes in Motivating Them to Homeschool Their Children
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The Role of Parents' Interests and Attitudes in Motivating Them to Homeschool Their Children

Journal of social studies education research, 2019, Vol.10 (1), p.156 [Peer Reviewed Journal]

ISSN: 1309-9108 ;EISSN: 1309-9108

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19
As of Academic Factors Underlying First Grade Retention in Primary Schools of North Khorasan
As of Academic Factors Underlying First Grade Retention in Primary Schools of North Khorasan
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As of Academic Factors Underlying First Grade Retention in Primary Schools of North Khorasan

International electronic journal of elementary education, 2020-03, Vol.12 (4), p.325-333

ISSN: 1307-9298 ;EISSN: 1307-9298 ;DOI: 10.26822/iejee.2020459462

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20
Setting Individual Goals for Pupils with Profound Intellectual and Multiple Disabilities—Engaging in the Activity Area-Based Curriculum Making
Setting Individual Goals for Pupils with Profound Intellectual and Multiple Disabilities—Engaging in the Activity Area-Based Curriculum Making
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Setting Individual Goals for Pupils with Profound Intellectual and Multiple Disabilities—Engaging in the Activity Area-Based Curriculum Making

Education sciences, 2021-09, Vol.11 (9), p.529 [Peer Reviewed Journal]

2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2227-7102 ;EISSN: 2227-7102 ;DOI: 10.3390/educsci11090529

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