Publisher: CCSE   (Total: 43 journals)   [Sort by number of followers]

Showing 1 - 43 of 43 Journals sorted alphabetically
Applied Physics Research     Open Access   (Followers: 6)
Asian Culture and History     Open Access   (Followers: 17)
Asian Social Science     Open Access   (Followers: 8)
Cancer and Clinical Oncology     Open Access   (Followers: 9)
Computer and Information Science     Open Access   (Followers: 14)
Earth Science Research     Open Access   (Followers: 10)
Energy and Environment Research     Open Access   (Followers: 14)
Engineering Management Research     Open Access   (Followers: 7)
English Language and Literature Studies     Open Access   (Followers: 25)
English Language Teaching     Open Access   (Followers: 32)
Environment and Natural Resources Research     Open Access   (Followers: 7)
Environment and Pollution     Open Access   (Followers: 14)
Global J. of Health Science     Open Access   (Followers: 10, SJR: 0.416, CiteScore: 1)
Higher Education Studies     Open Access   (Followers: 70)
Intl. Business Research     Open Access   (Followers: 7)
Intl. Education Studies     Open Access   (Followers: 10)
Intl. J. of Biology     Open Access   (Followers: 2)
Intl. J. of Business and Management     Open Access   (Followers: 21)
Intl. J. of Chemistry     Open Access   (Followers: 12)
Intl. J. of Economics and Finance     Open Access   (Followers: 17)
Intl. J. of English Linguistics     Open Access   (Followers: 12)
Intl. J. of Marketing Studies     Open Access   (Followers: 22)
Intl. J. of Psychological Studies     Open Access   (Followers: 6)
Intl. J. of Statistics and Probability     Open Access   (Followers: 5)
Intl. Law Research     Open Access   (Followers: 2)
J. of Agricultural Science     Open Access   (Followers: 14)
J. of Education and Learning     Open Access   (Followers: 3)
J. of Educational and Developmental Psychology     Open Access   (Followers: 19)
J. of Food Research     Open Access   (Followers: 5)
J. of Geography and Geology     Open Access   (Followers: 15)
J. of Management and Sustainability     Open Access   (Followers: 10)
J. of Materials Science Research     Open Access   (Followers: 8)
J. of Mathematics Research     Open Access   (Followers: 6)
J. of Molecular Biology Research     Open Access   (Followers: 3)
J. of Plant Studies     Open Access   (Followers: 1)
J. of Politics and Law     Open Access   (Followers: 11)
J. of Sustainable Development     Open Access   (Followers: 32)
Mechanical Engineering Research     Open Access   (Followers: 19)
Modern Applied Science     Open Access   (Followers: 2)
Network and Communication Technologies     Open Access   (Followers: 5)
Public Administration Research     Open Access   (Followers: 1)
Review of European Studies     Open Access   (Followers: 12)
Sustainable Agriculture Research     Open Access   (Followers: 6)
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Journal of Education and Learning
Number of Followers: 3  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1927-5250 - ISSN (Online) 1927-5269
Published by CCSE Homepage  [43 journals]
  • Reviewer Acknowledgements for Journal of Education and Learning, Vol. 10,
           No. 1

    • Abstract: Reviewer Acknowledgements for Journal of Education and Learning, Vol. 10, No. 1, 2021
      PubDate: Sun, 31 Jan 2021 08:22:09 +000
  • The Making of a Good Woman: Why Do Pre-School Girls in the KSA Have to
           Navigate Two Different Worlds to Survive Socially'

    • Abstract: The article discusses how young females navigate and develop a solid sense of two worlds in order to be perceived a ‘good girl’ that can be positioned within the society and maintain the female gender identity that is expected of them in the future. One world is where they are expected to show all the attributes of femininity and beauty and the other world is where they are required to develop a strong sense of ‘self-control’, to be ‘a good girl’ who complies with societal confinements and restrictions on their female body and mobility. This article has emerged from a doctorate research entitled: The Making of a Good Woman: Analysing children’s narratives on female gender identity and role in pre-school Saudi Arabia. It was a study into how female gender identity is constructed in the Kingdom of Saudi Arabia (KSA) by analysing children’s (young girls 4-6 years) perspectives within pre-school, exploring their perceptions of female identity and role in the KSA. Exploring the ways in which gender identities were interpreted and manifested; studying the influences, apparent ideologies and discourses that affect female gender construction. Through the analysis of the data, interesting results emerged that exposed the consideration of gender roles, permissible and non-permissible behaviour and attitudes, and the realisation that female gender is often constructed, in the KSA, through fear and restrictions.
      PubDate: Fri, 29 Jan 2021 03:38:38 +000
  • An Investigation into Anxiety about the Science Lesson Through a Mixed

    • Abstract: This study was conducted with a total of 158 students from 6th, 7th and 8th grades in two different secondary schools located in Siirt in the academic year of 2020-2021 to examine students’ anxiety about the science lesson in terms of various variables and to determine the reasons for science anxiety. The study was conducted on the basis of a mixed design. While quantitative data were collected using the “Science Anxiety Scale (SAS)” and qualitative data were collected using the “Anxiety Form”. Through the SAS, the anxiety levels of the students were determined and the relationship between the scale anxiety score and gender, grade levels, income levels and type of school was examined. The data collected by the SAS were analysed using the SPSS 26 package program. The content analysis of the data collected with the anxiety form was carried out. It was determined in the quantitative part of the research that there is no significant relationship between science anxiety and gender, 6th-grade students have higher science anxiety in the environmental sub-dimension compared to 7th and 8th-grades, and there is a significant relationship between family income level and type of school and anxiety scores, science anxiety decreased as the income level increased, and students studying at private school had less science anxiety. Based on the qualitative data of the study, anxieties of the study are mainly related to the science lesson, notably related to the exam, rote learning, hardness of lessons, the anxiety of falling behind in the class, and the homework. However, while some students have anxiety about the attitude and questions of teachers, others are instinctively anxious about giving wrong or no answers arising from attitudes and morale. While 3% of the students are anxious about everything, 14.9% are anxious about nothing. Their responses to the items of the questionnaire and the anxiety form are close in proportion, so it has been concluded that the quantitative and qualitative data of the study support each other.
      PubDate: Tue, 26 Jan 2021 09:17:12 +000
  • Comparing Pre-Service Teachers’ Self-Confidence Levels in Technological
           Pedagogical Content Knowledge in Terms of Several Variables

    • Abstract: This study aimed to investigate and compare pre-service teachers’ self-confidence in technological pedagogical content knowledge (TPACK) concerning their gender, department, and owned digital technologies. To achieve this goal, the survey method was conducted as part of a quantitative method design. Participants of the study consisted of 252 pre-service teachers from four different concentrations: physics, chemistry, biology, and german language teaching. TPACK Self Confidence Scale (TPACK-SCS), which was constructed by Graham, Burgoyne, Cantrell, Smith, and Harris (2009) and adapted to Turkish by Timur and Taşar (2011), was used as the data collection tool. TPACK-SCS is a scale with 4 sub-dimensions as Technological Pedagogical Content Knowledge (TPACK), Technological Pedagogical Knowledge (TPK), Technological Knowledge (TK), and Technological Content Knowledge (TCK). The Cronbach’s Alpha internal reliability coefficients of the scale were calculated between .78 and .94. Since the data obtained did not show normal distribution it was analyzed by Mann-Whitney U and Kruskal Wallis - H tests. According to the results, significant differences were found in the level of self-confidence and sub-dimensions of students’ TPACK according to gender, department, and owned digital technologies for education.
      PubDate: Tue, 26 Jan 2021 09:14:48 +000
  • Successful Online Learning Experience: Perceptions of Chinese
           Undergraduate Students

    • Abstract: This study explores perceptions of Chinese undergraduate students taking online courses amid the Covid-19 pandemic. Using semi-structured interviews after students’ completion of the online courses, the study yields certain findings. First, university administrators are expected to communicate more with students to hear their concerns and offer assistance accordingly. Second, instructors should incorporate more interactive activities to promote learning, create a relaxing learning environment, and provide a timely feedback to students. Third, undergraduate students should employ appropriate learning strategies that include: being an independent learner, making a self-regulated learning plan, managing time, and practicing self-motivation. Implications for online learning practices are discussed.
      PubDate: Mon, 18 Jan 2021 05:59:44 +000
  • Predictive Validity of Teaching Efficacy Beliefs on Teaching-Learning
           Conceptions: A Study of Physical Education Teacher Candidates

    • Abstract: This study aimed to determine the relationship between the teaching efficacy of physical education teacher candidates and their teaching-learning conceptions and to determine the validity of the level of teaching efficacy predicting teaching-learning conceptions. The study group consisted of 433 teacher candidates studying in physical education and sport teaching departments. The study revealed that teacher candidates’ teaching efficacy levels and their adoption of constructivist conceptions were high and that teacher efficacy levels were important predictors of teaching-learning conceptions.
      PubDate: Thu, 31 Dec 2020 09:35:30 +000
  • The Contribution of Meta-Cognitive Guidance to Building Geometry Teaching
           Units and Improving Classroom Teaching Processes

    • Abstract: In this paper, we examine the importance of building instructional units that incorporate metacognition intent processes that contribute to the development of geometric thinking. We show that the implementation of metacognition processes in the initial stages of constructing tailored instructional units will improve students’ geometric ability. The study was performed on middle school mathematics teachers of the ninth grade. The experiment we conducted shows that building instructional units that incorporate metacognition intent benefit learning processes on two levels: First, in the subject matter. Second, they contribute to a deeper understanding that improves student’s ability to connect related subjects to mathematical geometry. moreover, we will present a practical model that incorporates different aspects that could operate a guideline for middle school mathematics teachers.
      PubDate: Thu, 31 Dec 2020 09:34:19 +000
  • Understanding the Relationship Between Students’ Mathematics Anxiety
           Levels and Mathematics Performances at the Foundation Level

    • Abstract: For many students, mathematics is regarded as a challenging subject to learn and master in class. One of the significant factors contributing to the students’ difficulties in learning mathematics is caused by a phenomenon called mathematics anxiety. Mathematics anxiety is a feeling of unease and anxiety toward mathematics and it can be different from person-to-person. Understanding the effects of mathematics anxiety levels on students’ mathematics performances in class can be the key to help students’ mastery of mathematics. The aim of the study is to investigate the relationship between mathematics anxiety levels and students’ mathematics performances at the foundation level. A sample of 545 students from a local foundation centre was chosen for this study. Data collection via questionnaire was used where quantitative data were analysed using correlation, t-test, and descriptive analyses. The results showed that there was a weak positive correlation between students’ anxiety levels and the students’ mathematics performance in their final examination. Recommendations and future potential for this study were further discussed in this paper.
      PubDate: Thu, 31 Dec 2020 09:32:34 +000
  • The Development of English Competency-Based Curriculum Integrated with
           Local Community for High School Students

    • Abstract: The purposes of this research were to study needs of high school students and teachers on competency-based curriculum integrated with local community for high school students, develop a curriculum based on the needs, implement the developed curriculum, and evaluate the developed curriculum. The samples of the needs study stage consisted of 244 high school students, and 82 teachers in schools located in Ubon Ratchathani, and Warinchamrab Municipalities, gained by quota sampling, and those for the curriculum implementation consisted of 34 high school students studying at Luekamhan Warinchamrab School, in the second semester of academic year 2018, gained by cluster sampling. The research instruments were the developed curriculum, questionnaires for the students and the teachers, a test of English expression, a test of writing, and an attitude evaluation form. The findings revealed the students and the teachers rated their needs on competency-based curriculum at a higher level, the developed curriculum consisted of vision, mission to achieve the students’ competency through the aims, contents, and instructional procedures concentrated on practicing and the evaluation focused on performances, the students had significantly higher learning achievement and writing skills after the curriculum implementation than those before the implementation at the level .01. The developed curriculum was evaluated by the students at medium level of its feasibility.
      PubDate: Thu, 31 Dec 2020 09:30:49 +000
  • Education, Policy, and Juvenile Delinquents: A Mixed Methods Investigation
           During COVID-19

    • Abstract: COVID-19 mitigation efforts resulted in many schools making the transition to online and remote instruction. Juvenile delinquents, as a group, attained lower academic achievement before the pandemic, and little was known how juvenile delinquents’ education fared after schools ceased face-to-face instruction. Using a mixed methods approach, three steps were conducted to analyze the education of juvenile delinquents in the United States: a qualitative literature review, a grounded theory study of teachers’ concerns in traditional schools, and an instrumental case study of juvenile delinquents’ enrollment during COVID-19. Researchers and experts recommended the development of a community online and in remote instruction, but most teachers felt overwhelmed and unable to rise to the challenge. Juvenile delinquents responded by most students disappearing from school attendance rolls. A grand theme, to shift the nature of online learning, is offered based upon the convergence of the research findings. A theory of humanistic schooling online, centered on a community of learners with the dimensions of academics, physical health, social, and attention to the individual, offers to radically transform practices and past recommendations.
      PubDate: Thu, 31 Dec 2020 09:29:30 +000
  • Empirical Research on Leadership Capacity of Secondary Vocational Teachers
           in Yunnan Province of China

    • Abstract: Teacher leadership continues to be a growing educational reform initiative across the world. With the rapid development of Chinese language education, the role of teacher leadership in education reform is becoming more and more prominent. Based on the survey data of 104 teachers in a secondary vocational school in Yuxi City, this study investigated the level of teacher leadership capacity and discussed their promotion strategies. Based on Lambert’s (2003a) theory of teacher leadership capacity, the author developed a research questionnaire that including four structures of teacher leadership capacity, which focus on the vision, reflection and innovation, shared governance, supervision, and response to student achievement. This study adopted the five-likert point scale. Data analysis shows that the average scores of 17 items does not exceed 4.00 points, while the highest and lowest score are from “focus on the vision.” To improve the teacher leadership capacity, the study suggests that leaders should concentrate on the school’s vision as well as establish collaborative culture and atmosphere among teachers.
      PubDate: Thu, 17 Dec 2020 03:32:58 +000
  • Reinforcing the Importance of Maintaining Internship Support for College
           Student Engagement and Anticipated Employment

    • Abstract: The Covid-19 pandemic has created many challenges for universities around the world, including how to keep students engaged in their professional development, despite the challenges of remote learning and virtual student services. The goal of this study was to demonstrate the continued importance of Career Professional Development Center (CPDC) support (pre-pandemic to early stages of the pandemic) for business-related internships influencing student professional development engagement (PDE) and anticipated employment upon graduation. PDE encompasses typical CPDC resources (e.g., internship search support; involvement in student professional organizations (SPOs); professional development coaching; and job search assistance). A survey, the Senior Student Satisfaction Survey (SSSS) was deployed prior to graduation to business students. Using the SSSS, two separate samples of graduating business undergraduates at a Mid-Atlantic University in the United States were surveyed, in late Spring 2019 (pre-pandemic) and late Spring 2020 (early pandemic). Pre-pandemic survey results showed that students having at least one internship experience (versus none) were more likely to: join an SPO sooner; attend more SPO meetings/semester; complete their professional development sooner; and anticipate “by graduation” full-time employment. Despite the drop in survey participation due to the pandemic onset, results consistent with this were found with the early pandemic survey. Like other academic-related and campus services in the face of the pandemic, the business school CPDC is adapting to the new remote ways of operating and successfully transitioned their delivery mode to a 100% virtual model to meet the resource challenge of supporting student PDE. It is hoped that the ideas discussed will be useful to a wider audience.
      PubDate: Thu, 17 Dec 2020 03:32:10 +000
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762

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