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Abstract Background Autism Spectrum Disorder (ASD), a neurodevelopmental condition, has become a major concern for both developed and underdeveloped countries since the condition is associated with significant caregiver, family, and financial burdens. Approaches to educating these children, especially in their preschool years, are burdensome and demanding for both parents and teachers. Although it is recommended that children with ASD receive inclusive, age-appropriate education in mainstream school settings, there are barriers in Ghana. This study explored barriers faced by preschool teachers in implementing and adhering to inclusive education for children with ASD. Methods The study employed an exploratory descriptive qualitative design to sample 17 participants in the Greater Accra Region using a purposive sampling technique. Data was collected through an in-depth virtual interview and analyzed using content analysis. Results The study identified inadequate parental cooperation, poor ASD knowledge of the teachers, socio-cultural and political issues, and a lack of collaboration with other professionals as major barriers thwarting the success of inclusive education for children with ASD in Ghana. Conclusion These barriers affect effective and successful adherence to inclusive education for children with ASD, and as such, we recommend orientation and special training for teachers, the provision of resources for effective child inclusion, and the creation of ASD awareness during the training of pre-school teachers.

Background: Autism Spectrum Disorder (ASD), a neurodevelopmental condition, has become a major concern for both developed and underdeveloped countries since the condition is associated with significant caregiver, family, and financial burdens. Approaches to educating these children, especially in their preschool years, are burdensome and demanding for both parents and teachers. Although it is recommended that children with ASD receive inclusive, age-appropriate education in mainstream school settings, there are barriers in Ghana. This study explored barriers faced by preschool teachers in implementing and adhering to inclusive education for children with ASD. Methods: The study employed an exploratory descriptive qualitative design to sample 17 participants in the Greater Accra Region using a purposive sampling technique. Data was collected through an in-depth virtual interview and analyzed using content analysis. Results: The study identified inadequate parental cooperation, poor ASD knowledge of the teachers, socio-cultural and political issues, and a lack of collaboration with other professionals as major barriers thwarting the success of inclusive education for children with ASD in Ghana. Conclusion: These barriers affect effective and successful adherence to inclusive education for children with ASD, and as such, we recommend orientation and special training for teachers, the provision of resources for effective child inclusion, and the creation of ASD awareness during the training of pre-school teachers. [ABSTRACT FROM AUTHOR]

Copyright of Western Anatolia Journal of Educational Sciences (WAJES) / Batı Anadolu Eğitim Bilimleri Dergisi is the property of Dokuz Eylul University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The importance of information and communication technology (ICT) in education has been increasingly acknowledged due to advancements in technology. Prior research has explored several perspectives on the "use of ICT in early childhood education (ECE) and has highlighted many obstacles to its implementation in the classroom setting". The synthesis of these research does not lean towards a singular perspective or definitive result, so allowing for further investigation of the issue at a more profound level. This systematic literature review seeks to enhance the current body of knowledge on teachers' attitudes toward the efficacy of using ICT in ECE classrooms. By using PRISMA procedures, a total of 12 studies were selected to investigate the perspectives of teachers about the use of ICT, the current methods employed, and the efficacy of teaching at ECE level. The study's findings indicate that, in general, teachers exhibit a significant propensity toward the use of ICT in ECE. However, the implementation of ICT in classrooms is constrained by several factors. [ABSTRACT FROM AUTHOR]

Copyright of Social Sciences Studies is the property of Social Sciences Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Starting from the perception of a child as a researcher from the very birth, the research nature of his/her learning, the importance of the community for the learning and development of a preschool child, the goal of this research is to consider pre-school teachers' perspective and learning opportunities through research with children in the community. The research used descriptive method and research technique - scaling. The following research instrument was used: an assessment scale. Twenty pre-school teachers participated in the research. The research indicates that learning through research with children in the community is integrated into the educational process, that pre-school teachers recognize and know the value of this approach and that they mostly have the support of the community. The importance is also highlighted of recognizing challenges through reviewing practice and dealing with them in order to work continuously on improving learning through research with children in the community.

Copyright of International Journal of Innovation in Science & Mathematics Education is the property of Institute for Innovation in Science & Mathematics Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents the results of the psycho-pedagogical experiment carried out in two kindergartens in Galati, on a sample comprising 4 teachers, 12 preschool children with autism and 74 inclusive preschool children. The study aimed to investigate the development process of the integrative system in early education by ensuring the interdependence between material resources, human resources and methodological resources existing in institutions implementing this type of training. The research is of value because it was carried out on an age segment that is little researched and explored, but which is of overwhelming importance in the development of preschool children with ASD in all aspects: psychological, social and emotional. It has been scientifically and practically demonstrated that a thorough training of teachers in mainstream education is required to ensure a successful integrated approach through a rigorous, well-founded intervention in accordance with the specific characteristics of children with ASD and their educational needs.

Abstract Background Safe and healthy learning environment in pre-schools has received increased attention in promoting the well-being of pre-school children. However, pediatric injuries have remained one of the leading causes of childhood morbidity and mortality around the globe. Empowering pre-school teachers with first aid competencies have been identified as being of potential strategy against pediatric health burdens of problem. This study tested the effect of established pediatric first aid training on pre-school teachers’ knowledge, attitude, and intention to practice first aid management to pre-school children in Zanzibar. Methods Uncontrolled quasi-experimental design with a quantitative research approach was conducted in Teachers’ Resource Centers among 120 preschool teachers at Pemba Island, Zanzibar. First aid training was facilitated based on the prescribed guidelines and standards of materials adapted from the American Academy of Pediatrics and implemented. The intervention was preceded by a baseline assessment using structured questionnaires adopted from previous studies that served as the main data collection tool. Results Participants’ mean age was 32 years ± 6.2 with 84.2% of the sample being females. Given the training, post-test findings demonstrated a significant increase (p

Copyright of Journal of Research in Elementary Education / Temel Eğitim Araştırmaları Dergisi (TEAD) is the property of Marmara University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The concept of human nature has been in the centre of philosophy for a very long time. From ancient times to the postmodern world, people have sought to understand the nature of humanity. Different schools and thoughts in philosophy were in consistency with their definitions of human nature. The concept holds its significance for education, too for various learning theories take up humanity from different perspectives. With those in mind, the study seeks a relevance – if any – between teachers’ concepts of human nature and their teaching practices. The study was designed as a qualitative phenomenological study. The participants of the study consist of 5 female pre-school teachers. Semistructured interviews and observations were implemented to understand whether teachers’ concepts of human nature direct their teaching practices. The findings suggest that there is a close link between pre-school teachers’ human nature concepts and their teaching practices. [ABSTRACT FROM AUTHOR]

This research was carried out to examine the cultural literacy of preschool teachers who have students from different cultures in their classrooms. In the present study, a qualitative research method was used to examine teachers' cultural literacy in detail. The participants of the study are preschool teachers who work with children from different cultures. A semi-structured interview form for teachers was used as a data collection tool. Research findings show that preschool teachers have insufficient knowledge about the culture of their students from different cultures and they have prejudices against the culture. As a result, teachers' getting to know different cultures and not interacting with families from these cultures affected their creation of a culture-sensitive educational environment in their classrooms. Similarly, it is observed that teachers keep their educational expectations and goals regarding children from different cultures low on the basis of their prejudices. [ABSTRACT FROM AUTHOR]

Background: Safe and healthy learning environment in pre-schools has received increased attention in promoting the well-being of pre-school children. However, pediatric injuries have remained one of the leading causes of childhood morbidity and mortality around the globe. Empowering pre-school teachers with first aid competencies have been identified as being of potential strategy against pediatric health burdens of problem. This study tested the effect of established pediatric first aid training on pre-school teachers' knowledge, attitude, and intention to practice first aid management to pre-school children in Zanzibar.  METHODS: Uncontrolled quasi-experimental design with a quantitative research approach was conducted in Teachers' Resource Centers among 120 preschool teachers at Pemba Island, Zanzibar. First aid training was facilitated based on the prescribed guidelines and standards of materials adapted from the American Academy of Pediatrics and implemented. The intervention was preceded by a baseline assessment using structured questionnaires adopted from previous studies that served as the main data collection tool.Results: Participants' mean age was 32 years ± 6.2 with 84.2% of the sample being females. Given the training, post-test findings demonstrated a significant increase (p < 0.01) in participants' first aid management scores with mean differences of M = 15.08 ± 5.34 (Knowledge), M = 26.99 ± 6.587 (Attitude), and (M = 4.76 ± 0.648 (Intentional practice).Conclusion: The established pediatric first aid training can enhance the spectrum of managing pediatric injuries among preschool teachers in Zanzibar. Ongoing public health services opportunities should be structured within teachers' continuous learning against pediatric injuries in Zanzibar-Tanzania. [ABSTRACT FROM AUTHOR]

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkiye Klinikleri Journal of Health Sciences / Türkiye Klinikleri Sağlık Bilimleri Dergisi is the property of Turkiye Klinikleri and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

本研究旨在探究「反思性對話」運作的歷程與促進教保服務人員專業的開展。關於反思性對話運作的概念，理念層面主要以文獻探討作為立論的根基，並輔以在現場實務層面的運作歷程，研究者透過現場觀察、深度訪談、研究者和參與者的反思札記以及教保服務人員的教學相關對話與文件，歷時一年進行資料的蒐集，並以主題分析法進行分析，以獲得反思性對話運作策略與促進教保服務人員專業發展的情形。本研究發現反思性對 話的方法與策略為：反思性對話的進行需建立在信任的關係基礎，內容從參與者的經驗開始切入，讓教保服務人員對反思性對話意涵與運作有所知覺，強調教保服務人員與專業文本進行反思與對話的歷程，鼓勵教保服務人員對其「意識流」有所覺察、強調「教學中」與「教學中反思之交互作用的再思」之對話運作，透過由口說、書寫、自我、社群、專業（理論）文本與交相運作後的反思與對話；而個案教保服務人員專業開展的情形為：從無意識耗時耗力的反思，逐漸到具覺察性的習慣性反思、教師課程意識的提升與反思性教學實務，激發出教師的教學熱情。 The aims of this study were to explore the mechanics of reflective conversations and promote the practice of reflective teaching among pre-school teachers. To examine the concept of reflective conversations, we conducted a literature review to develop the theoretical framework and observed reflective conversation practices on-site to obtain practical insights. Over a period of one year, we collected data from on-site observations, in-depth interviews, reflective journals kept by the researchers and participants, teaching-related conversations, and documents of preschool teachers. The collected data subsequently underwent thematic analysis to determine strategies of reflective conversation practices and to provide suggestions for promoting preschool teachers’ professional development. The methods of reflective conversations determined in this study are outlined as follows： developing reflective conversations through a trust-based relationship；initiating conversations with topics that a participant is familiar with；encouraging pre-school teachers to understand the meaning and mechanics of reflective conversations, to use professional texts for the reflection and conversation processes, and to pay attention to their streams of consciousness；emphasizing the mechanics of conversations developed between the teaching process and the reinterpretation of the reflections on their teaching；and developing reflections and conversations through the interaction between speaking, writing, self, communities, and professional（theoretical）texts. By observing the reflective teaching practices of the teacher participants, we obtained the following findings： initially, the teachers found reflections to be a time-consuming and demanding process and did not develop an awareness of their reflections；however, the teachers developed an awareness of and became accustomed to their reflections gradually. Moreover, increasing teacher awareness of courses and their reflective teaching practices might stimulate their enthusiasm toward teaching.

The main purpose of this study is to investigate pre-school teachers' creativity perceptions through metaphors. This study is a pheno-menological study that is qualitative in nature. The participants were 250 pre-school teachers who worked in the central towns of Adana/Turkey. Data were collected through the Metaphor Questionnaire about the concept of creativity. The data were analyzed using qualitative analysis methods. Results showed that the teachers produced 78 metaphors about creativity. An analysis of the findings in terms of creativity concepts showed that the teachers tried to explain creativity through metaphors about freedom and imagination, which are necessary for creativity. The metaphors produced by the teachers about creativity perceptions were collected under 7 conceptual categories. An analysis of the metaphors used by the teachers, as well as the explanations they provided, indicated that the pre-school teachers did not perceive creativity necessarily including originality. [ABSTRACT FROM AUTHOR]

Copyright of Studia Paedagogica is the property of Masaryk University, Faculty of Arts and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Picture books occupy an important place in the life of a child both in family and in school. As a unique combination of illustration and text in a pedagogical mode, picture books teach, incite creative imagination and enrich the cognitive and socio-emotional world of a child. The goal of our research is increase understanding the place and the role of genre diverse picture books in Montenegrin pre-schools in the current context. Pre-school teachers noted key challenges in the use of picture books in pre-school practice in general and singled out proposals for more efficient application. In this paper, we deal with parents’ participation in mediating picture books` content and values to pre-schoolers. We took our research sample from the population of teachers in pre-schools of central, northern and southern region of Montenegro. Our research included 209 pre-school teachers from five kindergartens and 93 respondents from the three institutions, which we interviewed during the seminars. We combined elements of both quantitative and qualitative surveying and interviewing. Our research indicates a significant and continued use of genre-diverse picture books, but also an absence of new titles, technical support in the selection of high-quality books, domestic authors and vague criteria in the selection of books, as well as a lack of parental involvement in the selection of books.

ÖZ: Bu araştırmada okulöncesi öğretmenlerinin ve öğretmen adaylarının mesleği bilinçli seçmeleri ile mesleğe yönelik tutumları arasındaki ilişki incelenmiştir. Araştırmanın örneklemini, 200 okulöncesi öğretmeni ile 278 öğretmen adayı oluşturmaktadır. Bu çalışma, ilişkisel tarama modelindedir. Çalışmada tutumları belirlemek amacıyla Çetin (2006) tarafından geliştirilen “Öğretmenlik Mesleği Tutum Ölçeği” kullanılmıştır. Araştırma sonucunda okulöncesi öğretmenlerinin, çalışma süreleri ve mesleki kıdemleri açısından mesleğe yönelik tutumlarının anlamlı farklılık gösterdiği gözlenmiştir. Okulöncesi öğretmenlerinin ve öğretmen adaylarının mesleğe yönelik tutumlarının orta düzeyde olduğu saptanmıştır. Okulöncesi öğretmen ve öğretmen adaylarının bilinçli tercih yapmaları ile mesleğe yönelik tutum değer alt boyutu ve toplam tutum puanları arasındaki ilişkinin yüksek düzeyde, olumlu ve anlamlı olduğu ancak sevgi ve uyum alt boyutunda, olumsuz, anlamsız bir ilişkinin olduğu saptanmıştır. Elde edilen sonuçlar ilgili literatür ışığında tartışılmıştır. ABSTRACT: In the present study the relationship between pre-school teachers’ and pre-school teacher candidates’ informed choices of teaching profession and their attitudes towards teaching are investigated. 200 pre-school teachers and 278 pre-school teacher candidates form the sample of the study. It is found that the pre-school teachers’ and pre-school teacher candidates’ attitudes towards profession is at medium-level. The relation between the value sub-dimensions and total attitude scores of pre-school teacher’s and pre-school teacher candidates’ informed choices of teaching profession and their attitudes towards teaching are at high-level, positive and meaningful. However, regarding sub-dimensions of love and harmony, a negative and meaningless relation is determined.

From the standpoint of a systemic approach, the paper considers the co-operation between families and pre-school institutions. It indicates the relevance and topicality of this issue in a time of reform which aims to build a quality pre-school education. The paper advocates the process supportive model of partnership between parents and pre-school teachers that places focus on the quality of their interrelations.The research aim was to examine parental satisfaction with the co-operation with pre-school teachers. Research results have shown a high degree of respondents’ agreement with the assertions relating to parental satisfaction with the co-operation with a pre-school institution. The research data obtained on a sample of parents with college and university degrees are indicative because they expressed the lowest level of satisfaction with such co-operation. However, respondents within this category have highly assessed the assertions relating to parental involvement in the work of a pre-school institution and pre-school teachers’ acknowledgment of parental recommendations, which is encouraging form the standpoint of developing a partnership between parents and pre-school teachers. Pedagogical implications of the research can be observed from a theoretical standpoint in terms of inspiring other researchers to further delve into relationships between family and the system of pre-school education and upbringing, especially from a standpoint of numerous determinants which shape those relations. Implications for the pedagogical practice are reflected in perceiving that the category of highly educated parents comprises a significant force that can initiate changes concerning the co-operation between parents and pre-school teachers in terms of establishing and developing partner relationships and other topical changes in the field of pre-school education and upbringing. [ABSTRACT FROM AUTHOR]

University studies, among other things, are aimed at enabling primary school teachers and pre-school teachers to support the development of mathematical competences of young learners. Although mathematics content knowledge is a major component of the professional body of knowledge required for teaching mathematics, teachers’ professional beliefs on what mathematics is and how mathematics is learned have a significant mediating effect on teachers’ success in providing genuine opportunities for learning meaningful mathematics. The research goal of the study conducted at the beginning of the second semester, when students encounter their first mathematics course for teachers, was to analyze the prospective teachers’ beliefs on the nature of mathematics and on mathematics learning. The student questionnaire consisted of parts of the questionnaire used in the international study TEDS-M and of a small number of mathematics items designed to verify the answers given by the questionnaire respondents. The results revealed a difference between the self-professed beliefs of the students and the approaches they used to respond to the mathematics items. These findings point to the need for providing specific learning opportunities within initial teacher education to help future teachers in developing coherent mathematical knowledge for teaching and consistent professional beliefs.

Copyright of Japanese Journal of Clinical Educational Psychology: JJCEP is the property of Japanese Society of Clinical Educational Psychology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study aimed to scrutinize the views of pre-school teachers on children's readiness for reading and writing in relation with the classroom environment and the practices. This case study adopted descriptive design based on the qualitative data. The participants of the study comprised 47 pre-school teachers, who were selected via purposive sampling method. The data were collected using a semi-structured interview form, and analyzed via content analysis technique. The results obtained from the study showed that in order to support children's readiness for reading and writing skills in the pre-school period, both classroom environment, and activities played a significant role in attracting the attention of children, and preparing them for their primary school period. [ABSTRACT FROM AUTHOR]

In this study, it is aimed to determine the classroom management strategies used by preschool teachers and to detect how useful they find these strategies. The screening model, which is among the quantitative research methods, was used in the study. The study group constitutes of 72 pre-school teachers, who work private and state kindergartens in Ankara and who take part in TUBITAK Project entitled the "Incredible Years (The Incredible Years-IY) Teacher Classroom Management Adaptation Program of Classroom: Turkey Sample". Teacher Classroom Management Strategies Questionnaire and the Personal Information Form were used as data collection tools in this study. In this study, only the data on the Specific Teaching Techniques Scale of the questionnaire were evaluated. Descriptive statistics and paired samples t-test were used to evaluate the data. As a result of the study, it was found that teachers used both developing and compulsive dimensions as classroom management strategies. However, teachers reported that although the developing dimension of classroom management strategies was more beneficial than the compulsive dimension, they did not frequently use strategies for the developing dimension. As a result, it has been determined that preschool teachers use compulsive classroom management strategies more frequently although they do not find it useful. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Journal of Social Research / Turkiye Sosyal Arastirmalar Dergisi is the property of Turkish Journal of Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Child & Development (J-CAD) / Çocuk ve Gelişim Dergisi (ÇG-D) is the property of Hatice Bekir and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We aimed to explore pre-school teachers' understanding of socio-emotional development in early childhood and the role it plays in school readiness. Informants were 12 pre-school teachers from Cape Town, South Africa (coloured/mixed race = 12). The teachers completed semi-structured interviews on their understanding of socio-emotional development, the role that they think socio-emotional development plays in preparing the child for school, and what social and emotional skills are essential for school readiness. A thematic analysis of the data suggested that the teachers' perceive socio-emotional development among pre-school children to be characterised by the children's inter- and intrapersonal skills such as the expression of emotion, communication skills, problem solving, and sharing. The teachers also perceived the children's learning, social experiences, and learning environment adaptation competencies as important indicators of their socio-emotional development. [ABSTRACT FROM AUTHOR]

Abstract Background The 2012 London declaration which committed to “sustaining, expanding and extending drug access programmes to ensure the necessary supply of drugs and other interventions to help control soil-transmitted helminths (STH) by 2020” has seen many countries in Africa roll out mass drug administration (MDA) especially among school age children. In Kenya, however, during the National school-based deworming exercise, pre-school aged children (PSAC) have to access treatment at primary schools as the pre-school teachers are not trained to carry out deworming. With studies being conducted on the effectiveness of MDAs, the experiences of key education stakeholders which could improve the programme by giving best practices, and challenges experienced have not been documented. Methods This was a cross-sectional qualitative study using Focus group discussions (FGDs) and Key informant interviews (KIIs). It was conducted in 4 sub-counties with high STH prevalence at the Kenyan coast (Matuga, Malindi, Lunga Lunga and Msambweni) to understand best practices for implementing MDA among PSAC.FGDs categorized by gender were conducted among local community members, whereas KIIs involved pre-school teachers, primary school teachers, community health extension workers (CHEWs) and opinion leaders. Participants were purposefully selected with the saturation model determining the number of interviews and focus groups. Voice data collected was transcribed verbatim then coded and analyzed using ATLAS.Ti version 6. Results Majority of the primary school teachers and CHEWs reported that they were satisfied with the method of mobilization used and the training tools. This was however not echoed by the pre-school teachers, parents and chiefs who complained of being left out of the process. Best practices mentioned included timely drug delivery, support from pre-school teachers, and management of side effects. Overcrowding during the drug administration day, complexity of the forms (for instance the ‘S form’) and long distance between schools were mentioned as challenges. Conclusion There is need to utilize better sensitization methods to include the local administration as well as the parents for better uptake of the drugs. Extending deworming training to pre-school teachers will enhance the national deworming programme.

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Yüzüncü Yıl University, Faculty of Education is the property of Yuzuncu Yil University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of OPUS - International Journal of Society Researches is the property of OPUS - International Journal of Society Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pegem Journal of Education & Instruction / Pegem Egitim ve Ögretim is the property of Pegem Journal of Education & Instruction / Pegem Egitim ve Ogretim and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dokuz Eylul University Journal of Graduate School of Social Sciences is the property of Dokuz Eylul University Graduate School of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of International Social Research is the property of Journal of International Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Journal of International Social Research is the property of Journal of International Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It has been determined that beliefs about language learning are significant for the learning and teaching process, and that learners may differ in their beliefs towards learning a new language. Similarly, student-teachers of different subjects may differ in their beliefs about language learning. The main aim of this study was thus to investigate pre-service preschool teachers’, primary school teachers’, and special education teachers’ beliefs about foreign language learning in Slovenia. Three different areas were researched more closely: beliefs about foreign language aptitude, beliefs about the nature of learning and beliefs about foreign language motivations and expectations. The BALLI questionnaire was used to gather data, with responses provided by170 first-year students. The results show that despite attending different teacher training study programmes, students do not differ significantly in their beliefs about language learning; however, in comparison to other studies, the results imply that learners from different cultures see language learning differently.

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)