Vol. 14, No. 11 (2021), International Education Studies

• • Developmental Changes in Metacognitive Strategy in Japanese Elementary School Children
  • •  Ryo Okada   
    • p1
    •  PDF 
      
• • Evaluation of Cognitive Flexibility and Goal Orientation Levels of Students Preparing for Special Talent Exam
  • •  Yasemin YALÇIN   
    •  Hasanali Kağan KURNAZ   
    • p10
    •  PDF 
      
• • Pedagogical Analysis of the Baroque Period Piano Repertoire: Example of Italy
  • •  İzzet Yücetoker   
    • p19
    •  PDF 
      
• • Developing Student Work Experience Programmes Within the European Higher Education Area Framework: The Role of Social Partners
  • •  Dimitrios Skiadas   
    •  Sofia Boutsiouki   
    •  Vasileios Koniaris   
    •  Konstantinos Zafiropoulos   
    •  Marianthi Karatsiori   
    • p31
    •  PDF 
      
• • Art and Design Education in the Times of the Coronavirus (Covid-19) Pandemic in Turkey
  • •  Evrim Caglayan   
    • p43
    •  PDF 
      
• • Opinions and Recommendations of Academics Training Special Education Teachers About Applicability of Integration in Turkey
  • •  Mehmet İNCE   
    •  Ahmet YIKMIŞ   
    • p54
    •  PDF 
      
• • Developing the Program to Strengthen Working Achievement Motivation Competencies of Welfare School’s Teachers
  • •  Suraphan Weerason   
    •  Kowat Tesaputa   
    •  Anong Phuetsing   
    • p75
    •  PDF 
      
• • Using a Simultaneous Prompting Procedure to Improve the Quality of the Writing of Three Students with Learning Disabilities
  • •  Kerstin Nobel   
    •  Anne Barwasser   
    •  Matthias Grünke   
    •  Kristie Asaro-Saddler   
    •  Bruce Saddler   
    • p81
    •  PDF 
      
• • A Common Framework for Artificial Intelligence in Higher Education (AAI-HE Model)
  • •  Thiti Jantakun   
    •  Kitsadaporn Jantakun   
    •  Thada Jantakoon   
    • p94
    •  PDF 
      
• • Reviewer Acknowledgements for International Education Studies, Vol. 14, No. 11
  • •  Chris Lee   
    • p104
    •  PDF 
      

This work is licensed under a Creative Commons Attribution 4.0 License.