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Understanding the contribution of the use of proper language to thinking development and learning processes, served as the basis of this study. The purpose of this study is to learn from parents, teachers and teacher-trainees whether their view of efficient teaching also relies on the teacher’s use of proper language.

In total, 308 teacher-trainees, teachers and parents participated in this mixed-method study. Completing a questionnaire with open and closed questions, they were asked to rate a teacher’s professionalism via a written reflection, thereby gauging their perspectives in regard to important teacher characteristics.

The main finding was that teachers’ intercultural knowledge and understanding of their students’ diversity were perceived as significantly more important than their language register. Participants did not argue that language was not important, but did not necessarily refer to it while assessing the teacher’s professionalism. No significant differences were found between the chosen three groups of participants.

Although this study included a large number of participants, it is the first of its type. As far as is known, no other study has been published in regard to people evaluating teachers’ professionalism on the basis of their language level as expressed in written reflections.

From previous studies, it is taken for granted that people will evaluate teachers’ professionalism according to the language they use. Nevertheless, this study presents different perspectives that might allow the development of different and teaching and assessments methods.

This study aims to investigate basic/core principles and practical tools behind successful manuscript writing for education journals. Drawing on the insights of journal editors and related literature, this paper seeks to clarify the craft of preparing quality manuscripts to meet the expectations of academic journals.

This paper uses an interpretivist framework by incorporating a qualitative analysis of the literature with the authors’ experiences to identify key principles and issues in academic publishing. These narratives provide an empirical basis for understanding the mechanics and essence of effective manuscript crafting. The study integrates theoretical knowledge with actionable strategies, focusing on identifying the objectives and processes of writing, determining common challenges and directing readers toward comprehensive resources for guidance in article writing.

This study reveals that manuscript rejections often transcend technical shortcomings. Issues that are central to nonacceptance include misalignment with a journal’s thematic focus, absence of a coherent and persuasive argument, methodological weaknesses and insufficient evidence underpinning the assertions. Successful publication depends not just on data presentation and adherence to submission norms but also on developing a narrative that enriches the prevailing scholarly discourse. Our findings advocate for manuscripts that strike an appropriate balance between lucidity and analytical rigor, avoid superfluous technical language and express a mix of assertiveness and scholarly modesty.

Although there is literature on academic writing, very few recent articles have been uncovered that probe the intricacies of crafting education manuscripts and point to resources.

Inclusion of children with special needs into mainstream schools reflects a society’s view of their role as caregivers for all citizens, regardless of any understanding of the benefits that educating for inclusion might have. Although inclusion should be conducted throughout all areas of life, frequently people refer to it only as an academic process that teachers must be responsible for. Thus, such inclusion provides teachers with the opportunity to lead future generations towards the development of societies that indeed practice inclusion as a natural process. However, even if we decide to focus on the process only from the school perspective, in practice teachers cannot conduct it efficiently without proper training. This chapter is thus designed to promote the understanding of possible implications of the new inclusion policy in Israeli elementary schools which will allow the development of innovative and quality teacher-training programmes, and the quality of teaching in general.