Abstract
References
- Akkaş, B., E., Ocak, G., & Ocak, İ. (2020). Parents’ views of preschool children on EBA and other distance education activities during the covid-19 outbreak. International Social Sciences Education Journal, 6(2), 185-214. https://doi.org/10.47615/issej.835211
Cross-cultural examination of early childhood and elementary teachers’ practices during emergency online instruction
Abstract
This research aimed to study the experiences of early childhood and elementary teachers in the U.S. and Turkiye as they transitioned to different modes of instruction during COVID-19 school closings. The researchers focused on the modes of teaching, support the teachers received, assessment, meeting the needs of students with special needs, and parental involvement. The researchers used a semi-structured survey instrument. Ninety-eight early childhood and early elementary teachers from Turkey and 155 counterparts from Northeastern U.S. responded to the survey. Results showed that teachers in the U.S. and Turkiye had similar experiences in all the focus areas. These results bring to light areas the teachers need assistance to be better prepared for such transitions in the future.
References
- Akkaş, B., E., Ocak, G., & Ocak, İ. (2020). Parents’ views of preschool children on EBA and other distance education activities during the covid-19 outbreak. International Social Sciences Education Journal, 6(2), 185-214. https://doi.org/10.47615/issej.835211
Details
| Primary Language | English |
|---|---|
| Subjects | Other Fields of Education (Other) |
| Journal Section | Articles |
| Authors | |
| Early Pub Date | September 18, 2024 |
| Publication Date | October 18, 2024 |
| Submission Date | January 11, 2024 |
| Acceptance Date | September 18, 2024 |
| Published in Issue | Year 2024 |
Cite
International Journal of Educational Research Review (ISSN:2458-9322)
International Journal of Educational Research Review publishes scholarly articles that are of general significance to the education research community and that come from a wide range of areas. The International Journal of Educational Research Review aims to provide a forum for scholarly understanding of the field of education. Articles focus upon concepts, research, review and practices that emphasizes the intersections between education research and other fields, raises new questions, and develops innovative approaches to our understandings of pressing issues.
The range of topics covered in the International Journal of Educational Research Review include; read full aims and scope; https://www.ijere.com/page/journal-scopes
Peer Review Policy: All articles in this journal will undergo initial editor screening, rigorous double-anonymous peer review, and review by the editorial board.
Double-blind peer review
International Journal of Educational Research Review follows a double-blind reviewing procedure. This means that the author will remain anonymous to the reviewers throughout peer review. It is the responsibility of the author to anonymize the manuscript and any associated materials. read full Peer Review Policy; https://www.ijere.com/page/peer-review-policy
Ownership and management
IJERE journal is hosted by Dergipark/Tubitak. IJERE Journal is published with the support of Sakarya University Faculty of Education/TURKEY.
Governing body
Editor in Chief
Dr. Serhat Arslan, Gazi University, serhatarslan@gazi.edu.tr , Turkey
read full Governing body /Ownership and management/ Editorial board member ; https://www.ijere.com/page/editorial-board
Copyright and licensing
Copyright Statement
Copyright violation is an important, and possibly related, ethical issue. Authors should check their manuscripts for possible breaches of copyright law (e.g., where permissions are needed for quotations, artwork or tables taken from other publications or from other freely available sources on the Internet) and secure the necessary permissions before submission to International Journal of Educational Research Review.
read full Copyright and licensing; https://www.ijere.com/page/copyright-and-licensing-open-access-statement