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Cancer and Clinical Oncology     Open Access   (Followers: 9)
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English Language Teaching     Open Access   (Followers: 32)
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Global J. of Health Science     Open Access   (Followers: 10, SJR: 0.416, CiteScore: 1)
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Intl. J. of Biology     Open Access   (Followers: 2)
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Intl. J. of English Linguistics     Open Access   (Followers: 12)
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Intl. J. of Psychological Studies     Open Access   (Followers: 6)
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Intl. Law Research     Open Access   (Followers: 2)
J. of Agricultural Science     Open Access   (Followers: 14)
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J. of Educational and Developmental Psychology     Open Access   (Followers: 19)
J. of Food Research     Open Access   (Followers: 4)
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J. of Management and Sustainability     Open Access   (Followers: 9)
J. of Materials Science Research     Open Access   (Followers: 8)
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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: 31)
Mechanical Engineering Research     Open Access   (Followers: 19)
Modern Applied Science     Open Access   (Followers: 2)
Network and Communication Technologies     Open Access   (Followers: 4)
Public Administration Research     Open Access   (Followers: 1)
Review of European Studies     Open Access   (Followers: 12)
Sustainable Agriculture Research     Open Access   (Followers: 3)
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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. 9,
           No. 5

    • Abstract: Reviewer Acknowledgements for Journal of Education and Learning, Vol. 9, No. 5, 2020
      PubDate: Thu, 01 Oct 2020 00:51:08 +000
       
  • Factors Influencing Students’ Decision to Drop Out of Online Courses
           in Brazil

    • Abstract: In recent years, e-learning has been the fastest growing educational form in students' numbers, and this industry's market revenue (Lee, Choi, &Kim, 2013). Despite this growth, concern about the significantly higher student dropout rate of students in online courses as compared with conventional learning environments has increased. Brazil has also registered a significant increase in the number of students interested in this type of education, but the dropout rate is a considerable concern to institutions. This study’s objective was to identify the relevant variables behind online students’ dropout decision in Brazil. After a literature review that determined the ten most recurrent and relevant variables, we heard professional e-learning experts. They indicated, from their standpoint, what the most pertinent variables influencing dropout would be. Based on this, we conducted a quantitative survey with e-learning students, considering the factors indicated in the literature on this subject and educational professionals’ indications. This study's contribution was to verify that the quality support is extraordinarily relevant and has a high correlation with students' perception of Usefulness, the quality of Course Content, and ease of System Use.
      PubDate: Wed, 30 Sep 2020 10:48:55 +000
       
  • Investigation of Perceptions Concerning Leadership Roles of Physical
           Education and Sport Teachers

    • Abstract: This study aims to investigate the perceptions of physical education and sport teachers who work in the city Bayburt concerning teacher leadership roles in terms of various variables. The population of the study consists of 42 physical education and sport teachers who work in the city Bayburt. Sampling has not been used as the whole population is included. The chapter in which the perceptions of teachers have been evaluated is used from The Scale of Perception and Expectation Identification Concerning Teacher Leadership which was developed by Beycioğlu (2009) to identify the perceptions of physical education and sport teachers concerning teacher leadership. According to the test of analysis of independent sample t-test, it is identified that female teachers have higher averages than male teachers at institutional development subscale and scale total point. Furthermore, it is found that physical education and sport teachers who have a less than 10 years experience have higher averages compared to those who have a more than 10 years experience at institutional development, professional development, collaboration among colleagues’ subscales and scale total point (p < .05). As a result, it can be stated that physical education and sport teachers who have a less than 10 years experience take part more in performing studies that are based on collaboration, creating an impact on the students and colleagues with model behavior and performing executive activities as compared to teachers who have 10 years and more experience.
      PubDate: Wed, 30 Sep 2020 10:47:02 +000
       
  • Investigation of the Factors That Effect the University Students’
           Desperation Levels (Kafkas University Example)

    • Abstract: The desperation is a kind of negative foresight on the contrary of positive foresight for the future. That is to say, to some extend, and it is an emotional situation having negative expectations for the future. The aim of the study, determination the factors that are affecting the university students’ desperation levels. This study was conducted to examine the students of Kafkas university despite levels for the future. The sampling groups of this study were the students of Kafkas University Education Faculty educated at Physical Education and Sports Department (25 students), Basic Mathematics Teaching Department (25 students), Science Teaching Department (25 students), and Social Studies Teacher’s Department (25 students) 4th class totally 100 participant students in 2016-2017 academic year. The sampling group was selected using simple random—the data handed with the help of the data collecting scale evaluated by using the SPSS Package Program. The preferences are “Yes (Correct) and No (Wrong)”. As a result of this study, there wasn’t a meaningful difference in the participant students’ desperation levels according to the variables. Students’ desperation level means were lower than p < 0.05.
      PubDate: Wed, 30 Sep 2020 10:44:53 +000
       
  • Achievement Emotions in Mathematics: Design and Evidence of Validity of a
           Self-Report Scale

    • Abstract: The Inventory of Emotions Experienced by Adolescents when Solving Mathematical Tasks (INETAM, for its acronym in Spanish), measures four influential emotions related to Math performance: Enthusiasm, Frustration, Enjoyment, and Boredom. Content validity, construct validation and item calibration analyses were performed to obtain evidence of its validity, using a sample of 448 adolescents enrolled in ninth grade. Factor analysis showed adequate reliability coefficients and fit indices. Calibration analysis showed that the items are highly informative and discriminate between response levels. Regression analysis indicated that emotions are predictors of math achievement. INETAM is solid psychometrically, suitable for measuring academic emotions of adolescents, and can contribute to improve our understanding of their influence on academic achievement in mathematics.
      PubDate: Tue, 29 Sep 2020 02:18:37 +000
       
  • Adolescent Drug Use in Connecticut Private High Schools: Zero Tolerance,
           Contextual Peer Influence, and Deterrence Effectiveness

    • Abstract: After the 1994 Gun-Free School Act, schools expanded the use of zero-tolerance policies with all Connecticut private high schools implementing punitive drug and alcohol policies. Based on the criminological theory of deterrence, zero-tolerance policies deliver severe and certain punishments designed to deter rational actors from engaging in problem behaviors. Existing research suggests that adolescents perceive rewards more strongly around peers and lack impulse control, raising the possibility that peer pressure may override rational deterrence in an adolescents’ decision-making process. An “immune group” of adolescents predisposed to ignore punitive deterrents may play a sizable role in inducing peer drug use. If peer influence supersedes deterrence in a significant number of cases, adolescents who are affected both by deterrents and peer pressure may be at a higher risk of following the example of the “immune group.” This study raises the question of whether Connecticut private high school students’ drug use is correlated with perceptions of punishment mandated by school policy and contextual peer influences. A questionnaire that measured students’ drug use on a scale of 1 to 4, perceived severity and likelihood of punishment from 0 to 10, and interaction with drug using peers from 0 to 10, was completed by 50 respondents. The study found no correlations between student drug use and perception of punishment likelihood and severity but found contextual peer influences to be positively associated with expected student drug use in the future. While the results of this study are limited to Connecticut private high school students, the observed tendency in students to disregard risks and pursue peer-involved drug use may be generalized in adolescents. Even in places where school discipline is not a wide issue, the impact of contextual factors like peer influence must be reconceptualized in thinking about school drug policies.
      PubDate: Sun, 27 Sep 2020 09:38:14 +000
       
  • Examining the Attitudes of Classroom Teachers Towards Sports: Example of
           Kırşehir Province

    • Abstract: The purpose of this research is to determine the attitudes of classroom teachers towards sports. Within this scope, in the first part of this study, it is aimed to describe the attitudes of classroom teachers towards sports. In the second part of the study, it was investigated whether gender, participation in sports activities and years of service differ significantly on the attitudes of classroom teachers towards sports. The screening method was used in this research. The study was carried out with 308 classroom teachers working in Kırşehir. They participated in the study on a volunteer basis. “Personal Information Form” and “The Sports-Oriented Attitude Scale” were used in the data collection process. When testing the research data, a 0.05 significance level was taken. In the analysis of the data, the items related to the sub-problem were grouped and Mann Whitney U and Kruskall Wallis techniques were used together with descriptive statistics such as frequency (f), percent (%), weighted mean (X̅) and standard deviation (SD). The attitudes of classroom teachers towards sports generally high (X̅ = 4.42). While their attitudes towards sports do not differ significantly according to their gender (U = 10381,500; p> .05); it differs significantly according to their participation in sports activities (U = 8686,000; p < .05) and years of service (X2 = 8,364; p < .05). Research results show that attitudes of classroom teachers towards sports are generally at a high level. However, it was concluded that the attitudes of classroom teachers towards sports differed significantly according to their participation in sports activities and years of service, but did not differ by gender.
      PubDate: Thu, 24 Sep 2020 12:49:09 +000
       
  • The Relationship Between Fear of Missing Out (FoMO) Levels and
           Cyberloafing Behaviour of Teachers

    • Abstract: The purpose of this research was to investigate the relationship between teachers’ fear of missing out (FoMO) levels and their cyberloafing behaviour and to reveal whether teachers’ FoMO and their cyberloafing behaviour differ according to their gender. The sample of the research consisted of 702 secondary school teachers working in state schools within the borders of Istanbul in 2019-2020 education year. According to the research, it was identified that the level of teachers’ FoMO levels and cyberloafing behaviours were moderate. It was detected that teachers’ FoMO levels differed significantly according to gender. With this result, male teachers’ FoMO levels were higher than female teachers’ FoMO levels. Similarly, it was observed that there was a significant difference between teachers’ cyberloafing behaviour and gender. According to this result, it was found that male teachers’ mean score of cyberloafing behaviour was higher than female teachers’ mean score of cyberloafing behaviour in all sub-scales. In addition, a positive significant relationship between teachers’ FoMO and their cyberloafing behaviour was observed.
      PubDate: Thu, 17 Sep 2020 09:45:00 +000
       
  • An Occupation in Search of Identity—What Is School Counseling'

    • Abstract: This study will focus on the professional identity of school counseling, which is a key function in Israeli schools. Forming a professional identity is part of the process of professional development that begins with academic training and continues throughout one’s professional career. Professional identity distinguishes between different occupations and provides practitioners with a safe base that lets them better understand their work and form a team spirit within their field of occupation. The research literature indicates an association between one’s professional identity and her professional functioning and success, sense of stability, confidence, and pride in practicing the occupation. The professional identity of school counseling is related to gender. This is a predominantly female occupation and most of its practitioners in Israel are women.Few studies have been conducted on the professional identity of school counselors (Note 1) and its impact on the quality of their work. It appears that the definition of the school counselor’s role is neither clear nor unambiguous, both in Israel and elsewhere, and this affects the professional identity of counselors and the quality of their work. The current study included semi-structured interviews with 15 school counselors, in which they spoke about the structure of their work, their professional vision, satisfaction, and sense of self-fulfillment as a result of their job, as well as their professional self-efficacy.The research findings show that the structure of the counselor’s work, her role definition and workload, are related to her professional identity, including how she perceives the counseling occupation, her satisfaction and sense of self-fulfillment. Based on the interviews, no differences were found between the narratives of counselors with different levels of seniority in the profession with regard to professional identity, satisfaction, and self-fulfillment. The research findings indicate the need to define the school counseling occupation and its place in the school in order to help school counselors establish a clearer professional identity, with the aim of adapting the role to the challenges of the school system in the 21st century, in the world in general and in Israel in particular.
      PubDate: Thu, 17 Sep 2020 08:43:32 +000
       
  • Testing the Effect of UNIV1000 on Retention in a Regional University in
           the US

    • Abstract: Student retention is a major concern for many universities. We use observational data from a regional university located in Alabama to test whether taking a first-year seminar improves student retention rates. Using a linear probit model, we find that taking a first-year seminar course is negatively correlated with retention rates, after controlling for several confounding effects. We perform survival analysis and find that the students who take first year seminar courses have a better survival rate for retention than those that do not take the course. We also find that other macro and micro economic factors are equally important in improving student retention rates, such as labor market opportunities and competition from similar universities.
      PubDate: Wed, 16 Sep 2020 10:26:23 +000
       
  • Reality of Linguistic Competencies of Pre-Service and In-Service Female
           Physical Education Teachers in the Sultanate of Oman

    • Abstract: This study aims to identify the acquisition of linguistic competencies by pre-service physical education teachers at the College of Education, Sultan Qaboos University, and in-service physical education teachers in Muscat and Dhofar Governorates in Oman, as well as any statistical differences between these two groups. The population of the study consisted of 30 pre-service teachers and 28 in-service teachers. The observation card instrument was used to collect data. The results showed that the acquisition level of the linguistic competencies of pre-service physical education teachers was medium. However, the acquisition level of the linguistic competencies of in-service physical education teachers was high. Furthermore, there were significant differences between the acquisition level of linguistic competencies in pre-service and in-service teachers in favor of in-service teachers. Based on these findings, we recommend developing these competencies in pre-service teachers during the teacher education program by focusing particularly on planning, implementation, and assessment.
      PubDate: Sat, 12 Sep 2020 08:44:57 +000
       
  • The Examination of Teachers’ Levels of Organizational Happiness

    • Abstract: This study aims to investigate the levels of organizational happiness of teachers working in primary, secondary, and high schools and to determine whether there is a significant difference in terms of some demographic characteristics. The screening model was employed in the study. The study population consists of teachers working in the Küçükçekmece, Bağcılar, Avcılar, and Esenyurt districts during the 2017-2018 academic year. The sample of the study comprises 297 teachers working in the Küçükçekmece, Bağcılar, Avcılar, and Esenyurt districts and selected via the convenience/incidental sampling method. In the study, the “Personal Information Form” created by the researchers and the “School Happiness Scale” developed by Bulut (2015) were used as data collection tools. The SPSS packaged software was used in the data analysis. According to the results of the data analysis, teachers’ general happiness perceptions and organizational happiness perceptions were observed to be high according to the subdimensions of management processes, attitudes towards the teaching profession, communication, commitment and economic provision of the School Happiness Scale. Teachers’ perceptions of organizational happiness differed significantly according to the level of education taught by teachers in the subdimensions of management processes and economic provision of the School Happiness Scale. Teachers’ perceptions of organizational happiness differed significantly according to professional seniority in the management processes subdimension of the School Happiness Scale. Teachers’ perceptions of organizational happiness differed significantly in the subdimensions of management processes, attitudes towards the teaching profession, commitment, and economic provision of the School Happiness Scale and according to the branch variable in the overall total. Teachers’ perceptions of organizational happiness did not differ significantly according to the variables of gender, educational status, age, and seniority in the school where they worked.
      PubDate: Sat, 12 Sep 2020 04:02:16 +000
       
  • Saudi University Students’ Perceptions of Service Quality in Higher
           Education

    • Abstract: Higher education institutions (HEIs), like any other organizations, consider the customer experience to be an intrinsic component of their strategic plans, decision-making processes, and development. In the higher education (HE) context, the students are the customers and demand high service quality to inform their decisions. This article evaluates the perception of quality of service (QoS) in a HE setting from the perspective of students studying at King Khalid University (KKU) in the Kingdom of Saudi Arabia (KSA). A modified service quality (SERVQUAL) instrument is used to measure five constructs: tangibles, reliability, responsiveness, assurance, and empathy. The research also assesses whether there is a connection between the participants’ responses and key demographic variables. Permission was granted to distribute 500 questionnaires to all the students in the selected college. Of these, 350 questionnaires were returned, and 298 were deemed useful. The data collected to assess perceptions of QoS was analyzed using SPSS, a t-test, and a cutoff point (3.4). The table of variance analysis and ETA square identified relationships between the participants’ answers and the demographic variables. Evaluation of all the services was lower than predicted. The highest rated construct was assurance with mean (3.0116), responsiveness with mean (2.8465), tangibles with mean (2.7843), reliability with mean (2.6914), and empathy with mean (2.5558). There were statistically significant differences found in the students’ evaluation for the first dimension (tangibles) associated with gender difference, with the average evaluation by male students being (2.9532), and the average evaluation by female students (2.6685); otherwise demographic characteristics had no statistically significant influence on students’ evaluations.
      PubDate: Sat, 12 Sep 2020 04:00:28 +000
       
  • Assessment of Training Effectiveness Adjusted for Learning (ATEAL) Part
           II: Practical Application

    • Abstract: Safety training programs are a popular method, in industry globally, to increase awareness of risks to employees and employers and plays a critical part in reducing safety incidents. The most frequently used method to assess the effectiveness of the training is to have the participants answer Multiple Choice Question (MCQ) and True/False (T/F) questions after the training. The metrics used to report the outcome of the assessments have drawbacks that make it difficult for the trainer and organization to easily identify the concepts that need more focus and those that do not. The goal of this research study is to compare how the methods used to measure training effectiveness of concepts in Level 2 post training assessment differ in how they assess training effectiveness using actual training results. Pre- and Post-training assessments were administered to the participants in 3 different utility industries and were analyzed for training effectiveness using the traditional metrics as well as using ATEAL method. The results were then compared and detailed recommendations of the best and least learned concepts by industry are presented based on these comparative analyses. The ATEAL method is further used to quantify the opportunities for improvement in the training programs based on the participant prior knowledge and any negative training impact observed. Results of the comparison of the various methods show that the proposed ATEAL method provides a quick, accurate and easy way to assesses the effectiveness of the training of concepts and the method identified that for 40% of the concepts trained a higher percentage of participants exhibited more prior knowledge than positive learning and for 6% of the concepts a higher percentage exhibited negative training. These results also provide a directional guide on the improvements that can be made to improve the training effectiveness of the programs. Additionally, it also shows that the ATEAL method can be used in any learning environment where there is a pre-/post-test evaluation of the change and is not limited in application to MCQ and T/F questions.
      PubDate: Sat, 12 Sep 2020 03:59:06 +000
       
  • Assessment of Training Effectiveness Adjusted for Learning (ATEAL) Part I:
           Method Development and Validation

    • Abstract: Training programs are a popular method, in industry globally, to increase awareness of desired concepts to employees and employers and play a critical part in changing or supporting performance improvements. The predominant method to assess the effectiveness of training programs is to have the participants answer Multiple Choice Question (MCQ) and True/False (T/F) questions after the training; however, the metrics typically used to report the outcome of such assessments have drawbacks that make it difficult for the trainer and organization to easily identify the concepts that need more focus and those that do not. This study introduces measures of the Assessment of Training Effectiveness Adjusted for Learning (ATEAL) method, which compensate the assessment scores for prior knowledge and negative training impact in quantifying the effectiveness of each concept taught. The results of this method are compared to the results of the most popular methods currently used. A simulation of various scenarios and the training effectiveness metrics that result from them is used to illustrate the sensitivity and limitation of each method. Results show that the proposed coefficients are more sensitive in detecting prior knowledge and negative training impact. Additionally, the proposed ATEAL method provides a quick and easy way to assess the effectiveness of the training concept based on the assessment results and provides a directional guide on the changes that need to be made to improve the training program for the participants. A companion paper expands the concepts using results from actual training sessions in multiple industries.
      PubDate: Sat, 12 Sep 2020 03:57:13 +000
       
  • Teachers’ Perceived Knowledge and Confidence Regarding Adolescent
           Concussion Management

    • Abstract: Teachers play an important role in facilitating a student’s return to school after a concussion. Currently, there is limited evidence on teachers’ experiences and their role in managing concussions in the classroom. This study investigated teachers’ perceived knowledge and confidence regarding concussion recognition and management. A cross-sectional design was used for this online survey of secondary school teachers in the United States. Practicing teachers self-reported being moderately knowledgeable and confident in their knowledge of concussion signs and symptoms. Whereas teachers were moderately knowledgeable and confident in their knowledge of academic support strategies after a student’s concussion, teachers were minimally knowledgeable and confident in their knowledge of the criteria for the student’s return to school and activity. Personal history of concussion and participation in formal concussion education were associated with increases in teachers’ perceived knowledge and confidence regarding concussion and its management process. Overall, teachers believed it was important to learn about concussions to support a student’s return to school. Therefore, integration of concussion education into preservice teacher education programs and in-service trainings is recommended. Providing teachers with practical resources on academic adjustments can enhance the support provided to symptomatic students, reduce misconceptions about concussion, and facilitate dialogue among stakeholders involved in the management of concussions.
      PubDate: Wed, 19 Aug 2020 02:23:58 +000
       
  • Educational Preferences Among Conservatives and Liberals in the United
           States: A Quantitative Survey Study

    • Abstract: The purpose of this quantitative survey research study was to explore educational preferences among individuals of conservative and liberal political orientation and of both genders in the United States of America with a 13-questionnaire survey that includes questions relating to different educational preferences. The literature review has revealed previously conducted research study that suggest that individuals of conservative and liberal political orientation may have psychological differences in the domain of emotions, attention, self-control, and cognition. However, the literature review did not reveal research studies that explored educational preferences between individuals with conservative and liberal political orientation in the United States. The results suggest that statistically significant difference exists in the preference to study abroad (χ ² (1, N = 200) = 3.739, p = 0.05). Additional differences, but without a statistically significant differences, were found in the preferences to read fiction and non-fiction genre, perform physically and non-physically challenging activities, perform reading and written assignments, and study in instructional settings where ration between the teachers and technology is uneven.
      PubDate: Mon, 17 Aug 2020 23:46:20 +000
       
  • From a Triangular to a Pentagonal Model in Teachers Training Practicum

    • Abstract: Teacher-training has been developed through a complex weave of processes, models and theories, founded on experiences in educational settings. In 2015, the Academia Class program was added to teacher-training programs in Israeli academic colleges and universities and added new ways of thinking about student teachers’ practical experience. The program was widely implemented and became the flagship for teacher-training processes in Israel. As part of the program, student teachers and education students in their third year of studies participate in broad practical training for 12-16 weekly hours (for a year) in various educational institutions. Some of the changes engendered meaningful insights and processes that helped to reshape training processes. This article is derived from qualitative research that was involved in forming new models in teacher training, and offered an improved and enhanced approach to clinical practicum.Traditional pedagogic instruction is based on a “triangular instruction model” (student/teacher trainer/pedagogic instructor). The present study aims to expand this model by offering a new “pentagonal model.” The pentagonal model incorporates the following roles: student/coach-teacher/pedagogic instructor/coordinator teacher/academic instructor. The proposed model creates an ecosystem based on teacher-training processes and reinforces reciprocal connections, and different figures in new roles. It aims to connect the loose ends among the various participants involved in the practicum process in a more comprehensive and holistic manner. The practicum is performed in real time in the education field, in a clinical manner and is very meaningful for the future teachers’ work.Research method: Qualitative action research, documenting the expansion of the practical experience model at Ohalo College in northern Isrel. The proposed model is based on the authors’ experience from the past five years, as recorded in protocols, and work papers, as well as many meetings and discussions. It is important to emphasize that the model was tested and gradually improved, becoming refined through a dynamic process using feedback between the college and its students, and between the teachers and the instructors and pedagogic instructors. Participants included more than 500 students, 500 school and kindergarten teachers, and 40 pedagogic instructors, instructors, lecturers and others in relevant roles.The theoretical framework for the model relies on the concept of Pedagogic Content Knowledge (PCK), which emphasizes and reinforces pedagogic activity in the context of disciplinary knowledge content. In our opinion, the implementation of the model according to the approach described below creates a stable foundation for the student teacher practicum, in a manner appropriate given the current winds of change. The model should be applied in conjunction with essential changes in structural and behavioral policies necessitated by the Academia Class program.
      PubDate: Mon, 17 Aug 2020 09:45:23 +000
       
  • An Experimental Study of a Software Based Teaching Methodology in an
           Undergraduate Negotiation Course

    • Abstract: Cross-cultural negotiation courses have been taught for many years both at graduate and undergraduate levels, using conventional pedagogical approaches such as classroom-based lectures, material readings, and paper-pencil based negotiation exercises. In the contemporary world of higher education, it is often expressed by the faculty that students show lack of enthusiasm, interest, and motivation to actively participate in such learning activities. Moreover, semesters after semesters faculty find students becoming less and less engaged in conventional learning activities. In this learning atmosphere, as teachers, we find it really challenging to create and maintain a minimum level of the required interest in students and motivate them to pay attention, ask questions, and participate actively in classroom sessions. Therefore, in this study we propose to the faculty who are teaching negotiation related courses to use software-based teaching strategy in order to engage students in a more enjoyable manner and provide them with an interactive learning environment.
      PubDate: Mon, 17 Aug 2020 09:43:49 +000
       
  • Availability of ISTE Digital Citizenship Standards Among Middle and High
           School Students and Its Relation to Internet Self-Efficacy

    • Abstract: The purpose of this study was to gauge the level of availability of ISTE Digital Citizenship standards among middle and high school students in Riyadh, Saudi Arabia. The research employed a quantitative survey approach to measuring the availability of elements of digital citizenship. The survey was administered to a sample of 394 students from several middle and high schools. The survey items were built based on the four domains of digital citizenship by ISTE (Digital identity, Ethical behavior, Intellectual property, and Digital privacy and security). Findings revealed that students showing a high level of availability of digital citizenship in the first and second domains, as well as showing a high level of Internet self-efficacy. Based on the findings, it was recommended to put more emphasis on promoting digital citizenship among middle and high school students, especially raising awareness about intellectual property rights, cybersecurity, online bullying, digital identity, and good interaction with others over the Internet.
      PubDate: Mon, 17 Aug 2020 09:42:12 +000
       
  • Activating Culturally Empathic Motivation in Diverse Students

    • Abstract: School motivation as a construct is increasingly surfacing in classrooms across the United States. The research on achievement and intrinsic motivation has become more complex, given contemporary inquiries on trauma-informed practices, special education-related services. With the absence of culturally empathic practices, each of these factors can potentially add another barrier and impact those involved in the learning process. The need for schools to develop dynamic multi-disciplinary teams that capitalize on relational energy to provide support and increase student motivation remains necessary. Schools explore creative ways to prioritize relationships before rigor to see improvements in student motivation and the attainment of student learning outcomes. Low self-worth, falling short of expectations, or completely missing the mark magnifies the differences between self-perception and one’s identity as perceived by others. To combat deficit-based models of engagement, the researchers analyzed culturally empathic motivation in diverse students. Teacher expectations, modeling, and enthusiasm need to be apparent to students, and teachers’ efficacy needs to embrace the idea that all students can learn. Teacher quality, learning climate, and powerful instruction are vital to designing a productive learning environment that motivates students to learn. In a positive learning climate, the teacher and the students work together as a community of learners to help everyone achieve. Motivation plays a significant role in the creation of experiences that enhance the development of empathic awareness. Taking a deeper look at motivation interventions through a holistic ecological lens that is both culturally intelligent and trauma-informed will create a strength-based collaborative learning perspective.
      PubDate: Mon, 17 Aug 2020 09:40:02 +000
       
  • The Relationship Between Students’ Research Motivation, Capacity for
           Independent Work, and Research Outputs: Defining the Good Advisee Using
           Natural Language Processing

    • Abstract: The current study is an exploratory study designed to examine the traits that are considered essential or important for research students, from the perspective of student advisors. The study addresses the broad question of whether and how academic faculty members select research students when seeking to maximize their own research outputs and achieving their own research goals.We employ a mixedmethods design, which incorporates content analysis based on Natural Language Processing techniques, and Structural Equation Modeling (SEM) to assess our model’s goodness of fit. Prominent traits that faculty members used to assess research candidates are investigated and discussed.
      PubDate: Mon, 17 Aug 2020 09:37:12 +000
       
  • Patterns of Technological Pedagogical and Content Knowledge in
           Preservice-Teachers’ Literacy Lesson Planning

    • Abstract: This study explored the patterns of Technological Pedagogical and Content Knowledge (TPACK) in 45 preservice teachers’ literacy lesson plans that integrated digital texts or tools. A priori coding and content analysis were used to identify preservice teachers’ demonstrations of combinations of TPACK constructs. Findings indicated that preservice teachers demonstrated TPACK (41%) and combined Technological Content Knowledge and Pedagogical Content Knowledge most frequently (42%), Pedagogical Content Knowledge less frequently (13%), and other patterns rarely, combined Technological Content Knowledge and Technological Pedagogical Knowledge (1%), Technological Content Knowledge (1%), Technological Pedagogical Knowledge (0%) and combined Pedagogical Content Knowledge and Technological Pedagogical Knowledge (0%). This study cohered with previous research that found just under half of teachers demonstrated TPACK. However, it differed from previous studies that did not show patterns of Pedagogical Content Knowledge but Technological Pedagogical Knowledge, as our data showed Pedagogical Content Knowledge but not Technological Pedagogical Knowledge. Finally, it extended previous research by identifying patterns of literacy preservice teachers’ demonstrations of TPACK in their elementary literacy lesson plans. It also demonstrated new ways of combining TPACK constructs (i.e., Technological Content Knowledge and Pedagogical Content Knowledge, Technological Content Knowledge and Technological Pedagogical Knowledge, and Pedagogical Content Knowledge and Technological Pedagogical Knowledge), which when used to code the data resulted in a more comprehensive definition of TPACK. Only 2% of the lesson plans did not demonstrate any of the combinations.
      PubDate: Sat, 18 Jul 2020 05:38:28 +000
       
  • The Development of Online Learning in Israeli Higher Education

    • Abstract: The COVID-19 pandemic that swept through the world in 2020 and forced the various higher education institutions in Israel and around the world to promptly embrace the online teaching method, placed on the agenda the question of this method’s efficacy as well as deliberations regarding its future implications. The current study reviews the development of online teaching in Israel’s higher education and examines whether this development derives from an organized and well-formulated public policy with a view to the future or is the result of the constraints and various actors within the free market. In addition, the study presents a case study of an academic institution, examining the opinions of students with regard to the benefits and shortcomings of online teaching. The research findings indicate that the development of online teaching in Israel is the result of needs, constraints, and opportunities that emerged in the free market rather than a result of organized public policy by the Ministry of Education and the Council for Higher Education. Consequently, the study presents the various implications of these unregulated developments for the quality of teaching and for student satisfaction. The study illuminates a thorough discussion that should be conducted by movers of higher education and academic institutions concerning a new effective designation of the campuses following the COVID-19 crisis as well as the distinction between virtual and real-life dimensions of academic teaching.
      PubDate: Wed, 15 Jul 2020 08:47:54 +000
       
 
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