Microsoft Word - !IEJEE_6_2_Editorial


 

 

 

International Electronic Journal of Elementary Education, 2014, 6(2) 
 

ISSN:1307-9298 
Copyright © IEJEE 
www.iejee.com 

 

 

 
 

Dear IEJEE reader, 

 

It’s a great pleasure for me to present you one of the most comprehensive issues of 
International Electronic Journal of Elementary Education; Volume 6, Issue 2.  

In eleven papers, eighteen scholars are addressing and exploring important 
educational topics like academic self-concept, developing reading skills among children 
with reading difficulties, theory of mind, self-concept, gender-role orientation, student’s 
perspective on leadership, children’s enjoyment, interest, and comprehension of 
graphic novels compared to heavily-illustrated and traditional novels, the role of non-
challenging education  and teacher control as factors for marginalization of students in 
diverse settings, teachers’ thinking styles and their attitutes to teaching, mathematic 
teacher candidates’ problem solving skills, a comparative study of education of 
linguistic minority students in Los Angeles and Oslo,  the role of drawings in evoking 
interest for a carrier as math teacher and underrepresentation of male in teacher 
education.  

International Electronic Journal of Elementary Education (IEJEE) is an open access 
journal. Papers published in IEJEE are accessible for everybody. IEJEE is an 
international, multi-disciplinary, peer-reviewed journal that is online published three 
times in a year.  One of our issues is an annual special issue with a clear focus on a 
given current and important topic.  

The topic of the next special issue of IEJEE is READING FLUENCY and the special 
issue editor is Dr. Timothy Rasinski, professor of literacy education at Kent State 
University, USA.  

IEJEE is abstracting or indexing in Scopus, ProQuest, DOAJ, Education Research 
Complete™, Google Scholar, EDNA, Index Copernicus, Norwegian Social Science 
Data Services, NewJour, Open J-Gate, Academic Journals Database. 

I thank to all of the authors of this issues. I also would like to express my deep gratitude 
to Dr. Turan TEMUR, Dumlupinar University, Turkey; Dr. Gökhan ÖZSOY, Aksaray 
University, Turkey; and Hasan TABAK, Gazi University, Turkey; H. Gül KURUYER, 
Aksaray University, Turkey; Mustafa BAKIR, Dumlupinar University, Turkey for their 
tirelessly works for coordination and  quality assurance of submission,  correspondence 
with authors, reviewing,  revision, and  publishing  processes. 

Sincerely, 

Kamil ÖZERK, University of Oslo 
 

Editor in Chief