International Journal of Educational Review <p>International Journal of Educational Review is published on 22 August 2019 with E-ISSN 2685-709X and P-ISSN 2685-905X by Study Program Doctor of Education, Faculty of Teacher Training and Education, Universitas Bengkulu, which disseminates the latest research findings from educational scientists in many fields of education. More detail, it focuses on publishing original research of educational management, social studies education, educational technology, natural science education, guidance and counseling, elementary education, linguistics education, early childhood education and mathematics education. It is a biannual journal issued on January and July. The editors welcome submissions of papers describing recent theoretical and experimental research related to (1) theoretical articles; (2) empirical studies; (3) practice-oriented papers; (4) case studies; (5) review of papers, books, and resources.</p> Unib Press en-US International Journal of Educational Review 2685-905X <a href="" rel="license"><img style="border-width: 0;" src="" alt="Creative Commons Licence" /></a><br />This work is licensed under a <a href="" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a>. Leveraging Assessment Information for Enhancing Professional Learning in Educational Contexts <p>This article endeavors to provide a conceptual exploration of the multifaceted utilization of assessment information to enrich the sphere of professional learning. Employing a methodical review of secondary sources such as scholarly journal articles, authoritative reports, and pertinent online resources, the study adopts a foundation of content and thematic analysis. The findings of this study underscore the cyclical nature of assessment, encapsulated within the plan-do-check-act paradigm, and emphasize the paramount significance of assessment information for the continuous development of educators. Moreover, a central revelation of this inquiry pertains to the indispensable role of systematically collected assessment information in bolstering the quality of education through informed and tailored professional learning initiatives within educational institutions.</p> Basudev Gautam Mani Ram Sharma Copyright (c) 2023 Basudev Gautam, Mani Ram Sharma 2023-09-12 2023-09-12 5 2 67 74 Interactions Between Able-Bodied and Disabled Pupils in Inclusive Public Elementary School in Togo <p>The aim of this research was to examine the interactions between teachers and pupils with disabilities in an inclusive school environment in Togo's public elementary school (EPP). The field survey covered 20 EPPs through 27 observations of inclusive classrooms and over a hundred interviews with teachers and children with disabilities (CWD). The field data show that relations between the two categories of pupils are cordial, given that able-bodied children do not mind sitting on the same bench in class, playing or eating with their disabled classmates.</p> Rita Kadanga Boussanlègue Tchable Copyright (c) 2023 Rita Kadanga, Boussanlègue Tchable 2023-09-12 2023-09-12 5 2 75 86