Research on Preschool and Primary Education: Announcements

Acknowledgement of Outstanding Reviewers in 2024 Research on Preschool and Primary Education

Research on Preschool and Primary Education — 2025-01-07

In the year of 2024, there were 28 papers submitted to Research on Preschool and Primary Education (RPPE) while 6 papers (21.4%) were rejected in the initial review. 161 scholars were invited to conduct the double-blind peer review, while 101 of them completed the assigned referring work. We selected 38 reviewers who performed review rigorously and thoroughly by raising questions or doubts and providing the constructive suggestions to the authors for further improvement.

We would like to extend our gratitude and heartfelt thanks to these outstanding reviewers for volunteering their time and expertise to maintain the integrity and high quality of our journal publication and for their great contributions to the scientific publishing to ensure the public trust in scientific research.

The Outstanding Reviewers in 2024 for RPPE are announced in the order of time as below:

Zeljka Knezevic

(Radiation Chemistry and Dosimetry, Ruđer Bošković Institute, Croatia)

Quan Thuan Kieu

(National Economics University, Vietnam)

Farah Hussan Sahib

(Universiti Malaysia Terengganu, Malaysia)

Sofia Avgitidou

(School of Philosophy and Education, Aristotle University of Thessaloniki, Greece)

Bujar Adili

(University of Tetova, North Macedonia)

Eva Treiber

(University of Bamberg, Germany)

Svenja Bruhn

(University of Duisburg-Essen, Germany)

Francine Smolucha

(Independent scholar, USA)

Panaoura Rita

(Department of Education, Frederick University, Cyprus)

Tianshi Hao

(Pepperdine University, USA)

Ji Young Lee

(American University, USA)

Ema Kristina Demir

(Center for Educational Leadership and Excellence, Stockholm School of Economics, Sweden)

Vasiliki Chrysikou

(Department of Special Education, University of Thessaly, Greece)

Guofang Li

(Department of Language and Literacy Education, University of British Columbia, Canada)

Yucheng Cao

(College of Education, Middle Tennessee State University, USA)

Nicel Masaroğulları

(Faculty of Education, Guidance and Psychological Counselling Department, Near East University, Cyprus)

Peter Kesting

(Aarhus University, Danmark)

Nadia Koltcheva

(New Bulgarian University, Bulgaria)

Grist Cathy L.

(Early Childhood Education, Western Carolina University, USA)

Thompson Hannah R.

(UC Berkeley School of Public Health, USA)

Erol Ahmet

(Batman University, Turkey)

Karyn Allee

(Elementary Education, Mercer University, USA)

Pacheco-Costa Alejandra

(University of Seville, Spain)

Slutsky Ruslan

(Department of Early Childhood, Physical, and Special Education,University of Toledo, USA)

Habeeb Kawthar

(Kuwait University, Kuwait)

Siqi Zhang

(Stanford Center on China's Economy and Institutions, Stanford University, USA)

Sue Elliot

(Early Childhood Education, University of New England, Australia)

Papadakis Stamatis

(Department of Preschool Education, University of Crete, Greece)

Konstantinos Ravanis

(Physics Education, University of Patras, USA)

Asaoka Hiroshi

(Hiroshima University, Japan)

Nitz Jannik

(Department of Special Education and Rehabilitation, University of Cologne, Germany)

Smith Matthew

(University of Wolverhampton, UK)

Raposo Frederico Zarazaga

(Higher Education, Universidade Europeia, Portugal)

Uzenat Morgane

(Department of Administration and Foundations of Education, University of Montreal, Canada)

Yaacob Nik Rosila Nik

(School of Educational Studies, University Sains Malaysia, Malaysia)

Gencten Vahide Yigit

(Pre-school educatio, Adiyaman University, Turkey)

Koroglu Alper Yusuf

(Child Development, Karamanoğlu Mehmetbey University, Turkey)

Considerations for improving pedagogical didactic skills in teaching physical education in Preschool and Primary Education

Research on Preschool and Primary Education — 2023-01-13

-- A special issue of Research on Preschool and Primary Education

Submission deadline: September 30, 2023

Guest Editors:

Prof. Dr. Luís Branquinho

Sport Department, Higher Institute of Educational Sciences of the Douro, Penafiel, Portugal

Prof. Dr. Pedro Forte

Sport Department, Higher Institute of Educational Science of the Douro, Penafiel, Portugal

Prof. Dr. Joana Ribeiro

Sport Department, Higher Institute of Educational Science of the Douro, Penafiel, Portugal

Prof. Dr. Jose E. Teixeira

Superior School of Education of the Polytechnic Institute of Bragança, Portugal

Prof. Dr. Ricardo Ferraz

Department of Sport Sciences, University of Beira Interior, Covilhã, Portugal

Special Issue Introduction:

It is now widely accepted that Physical Education plays a leading role in the development of motor, psychological and social behaviors in preschool and primary school children. For these reasons, the structured development of children through physical activity continues to be an emerging theme of special interest to contemporary society.

Due to the constant technological evolution, the need emerges to adjust the subject's curricula in schools with innovative and captivating contents that accompany this evolution and enhance the students' teaching-learning process. In this sense, technological evolution calls for its insertion in the curricular reformulations that are in progress. Even so, for the transition to be efficient, it is also necessary for teachers to be equipped with didactic and pedagogical skills to enhance these transformations.

The purpose of this Special Issue of RPPE is to deepen research on innovative teaching models in Physical Education that encourage the development of healthy habits, enhance the development of motor behavior, cognitive skills, decision-making abilities and social inclusion. In addition, it also aims to deepen knowledge about training processes for teachers using innovative methodologies.

Manuscripts describing innovative teaching models and methodologies as an alternative to traditional methods are highly recommended. Research related to practical evidence of the benefits of using innovative methodologies are also recommended, as well as proposals for training programs for teachers with an emphasis on technological integration in the teaching process. In this Special Issue, both of original research and review are encouraged. We believe that this Special Issue may be of great interest for the development of Physical Education teaching in Preschool and Primary Education.

Potential topics include, but are not limited to:

- Physical education: didactic and methodological dimensions of teaching

- Pedagogical didactic recommendations for the transition between study cycles

- Learning theories and innovative pedagogical development models

- Analysis and development of strategies to encourage the practice of physical activity using technological innovation.

- Benefits of the use and technological resources for the promotion of health and well-being in Preschool and Primary Education

Keywords

Preschool and Primary Education

Teaching models

Pedagogical innovation

Teacher training

Submission information:

For author instruction, please refer to

https://ojs.luminescience.cn/RPPE/about/submissions

For online submission: https://ojs.luminescience.cn/RPPE/login

Submission deadline: September 30, 2023

Article processing charge: Free

Contact: editor-rppe@luminescience-press.com

Call for papers for special issue of Research on Preschool and Primary Education

Research on Preschool and Primary Education — 2022-10-27

''The continuity of preschool and primary school setting (focused in digital time of Covid-19) and student's transition from one grade to another''

-- A special issue of Research on Preschool and Primary Education

Submission deadline: April 30, 2023

Guest Editors:

Professor Zoi Apostolou

Department of Preschool Education Sciences and Educational Design, University of the Aegean, Greece.

Associate Professor Fatih Aydoğdu

Department of Child Development, Health Services Vocational School, Erzincan Binali Yıldırım University, Erzincan, Turkey.

Associate Professor Xia Li

Early Childhood and Art Education, Brooklyn College of City University of New York, USA.

Special Issue Introduction:

World health crisis caused by the Covid-19 poses a big challenge and its consequences throughout the world have social, cultural, economic and educational ramifications. Worldwide, preschool teachers are required to develop the students' learning experience in a new digital environment. In a recently new educational setting, in which all educators ‘forced’ to continue their educational practices as to ensure for their students a smooth transition from one level to another, two transitions processes implemented. The first one concerns the move from face-to-face teaching to remote teaching and the second one concerns the pre-schoolers’ transition from kindergarten to the first-grade of primary school.

In this context, one question arises regarding teaching practices in the period of the Covid-19 pandemic to preschool children aged 4-6 years old through remote teaching, that is the degree of convergence of these practices with the corresponding practices of traditional face-to-face teaching. How could preschool teachers ensure the smooth transition of children from kindergarten to primary school in a remote teaching setting?

The purpose of this Special Issue is to expand research and further discussion on service delivery models that promote blended practices in programs for young children (especially during digital time of Covid-19) as to ensure the conditions of continuity of programs (preschool and primary school) and for the smooth transition of students from kindergarten to primary school.

Manuscripts that describe early childhood models that have blended theory and practices, traditional and alternative (digital tools) teaching methods are encouraged. Research manuscripts that provide evidence that teaching practices during digital time of Covid-19 benefit all young children or disrupt the continuity of preschool and primary school programmes are welcome. We welcome results of theoretical and empirical research aimed at understanding of preschool and school-children continuity, as well as transformation of educational systems in different countries during digital time. In this Special Issue, original research articles and reviews are welcome. We hope that this Special Issue will contain worldwide perspectives on the topic of blending teaching practices in digital time to serve transition and continuity.

Research areas may include (but not limited to) the following:

-The continuity between early childhood and primary school programs as the key for a smoother transition for students from kindergarten to primary school (generally and mainly in digital time)

-Collaboration practices of teachers and other stakeholders for a smooth transition of students from one grade to another (generally and mainly in digital time)

-Pedagogical approaches to facilitate a more positive and smooth transition process for students from one grade to another (generally and mainly in digital time)

-Teacher’s views for the transition practices cultivated at Covid-19 educational setting

-Ensuring a smooth transition of students from one grade to another

-Problems and teaching transformations that had to be made at educational practices in a school setting during digital time of Covid-19