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Publisher: CCSE   (Total: 41 journals)   [Sort by number of followers]

Showing 1 - 41 of 41 Journals sorted alphabetically
Applied Physics Research     Open Access   (Followers: 6)
Asian Culture and History     Open Access   (Followers: 15)
Asian Social Science     Open Access   (Followers: 8)
Cancer and Clinical Oncology     Open Access   (Followers: 7)
Computer and Information Science     Open Access   (Followers: 14)
Earth Science Research     Open Access   (Followers: 9)
Energy and Environment Research     Open Access   (Followers: 12)
Engineering Management Research     Open Access   (Followers: 7)
English Language and Literature Studies     Open Access   (Followers: 21)
English Language Teaching     Open Access   (Followers: 31)
Environment and Natural Resources Research     Open Access   (Followers: 7)
Environment and Pollution     Open Access   (Followers: 12)
Global J. of Health Science     Open Access   (Followers: 10, SJR: 0.416, CiteScore: 1)
Higher Education Studies     Open Access   (Followers: 60)
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: 16)
Intl. J. of English Linguistics     Open Access   (Followers: 12)
Intl. J. of Marketing Studies     Open Access   (Followers: 20)
Intl. J. of Psychological Studies     Open Access   (Followers: 5)
Intl. J. of Statistics and Probability     Open Access   (Followers: 5)
J. of Agricultural Science     Open Access   (Followers: 13)
J. of Education and Learning     Open Access   (Followers: 3)
J. of Educational and Developmental Psychology     Open Access   (Followers: 17)
J. of Food Research     Open Access   (Followers: 3)
J. of Geography and Geology     Open Access   (Followers: 15)
J. of Management and Sustainability     Open Access   (Followers: 8)
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: 24)
Mechanical Engineering Research     Open Access   (Followers: 19)
Modern Applied Science     Open Access   (Followers: 2)
Network and Communication Technologies     Open Access   (Followers: 4)
Review of European Studies     Open Access   (Followers: 11)
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  [41 journals]
  • Reviewer Acknowledgements for Journal of Education and Learning, Vol. 8,
           No. 3

    • Abstract: Reviewer Acknowledgements for Journal of Education and Learning, Vol. 8, No. 3, 2019
      PubDate: Fri, 31 May 2019 09:50:15 +000
  • Mathematics Performance of the Students in Primary School: Comparison of
           Working Memory Capacity and Inhibition

    • Abstract: Research has highlighted the role of working memory and inhibition on the performance of pupils in mathematics. This study was an attempt to look into the relationship between executive function including working memory capacity and inhibition on the one hand and mathematical abilities on the other. 30 primary school students were selected from among the 4th graders, forming two groups of students with high achievement in mathematics (strong) and those with low achievement in mathematics (poor) with the closes possible reading ability and IQ. The two groups were compared with regards to working memory, which was measured via Wechsler intelligence test, and inhibition, which was measured using the Stroop test. The data collected for these measures were analyzed using ANOVA. The results of the T test showed that the poor group performance on inhibition and working memory was significantly lower than strong group. The findings indicate the importance of these actions (inhibition and working memory) on math performance of students.
      PubDate: Tue, 28 May 2019 03:32:38 +000
  • The Use of Reading Strategies Amongst Saudi University EFL Students

    • Abstract: This study examined the use of reading strategies amongst Saudi EFL university students, exploring which strategies are perceived to be the most frequently used. Additionally, this study also aimed to explore gender differences in Saudi EFL university students’ adoption of reading strategies. The total number of the participants in this study was 148 students (75 male, 73 female) and they completed a questionnaire on the use of reading strategies. The results revealed that Saudi EFL university students were aware of most types of reading strategies. No significant differences were found between male and female students in the use of reading strategies. A noteworthy finding was that most of the students were likely to spend limited time, only 15 minutes or less a day reading English texts.
      PubDate: Tue, 28 May 2019 03:29:29 +000
  • Teacher Perceptions of the New Mathematics and Science Curriculum: A Step
           Toward STEM Implementation in Saudi Arabia

    • Abstract: STEM education has become one of the most rapidly growing sectors in educational reform globally. Whilst the program was successfully implemented in most countries, unfortunately the introduction in Saudi Arabia was not as successful due to a lack of clarity in the description of its meaning, purpose and framework of application. Although STEM is commonly recognized as a way of strengthening mathematics and science curricula, its exact implications are still unclear for any intervention or modification in any of the subjects related to science, mathematics, engineering and Technology, (STEM) implementation. In 2009, the Ministry of Education (MOE) introduced a new mathematics and science curriculum in a joint effort with Obeikan Research Development Company, as an adapted series of science and mathematics textbooks. The new adapted curricula attempt to make meaningful connection between student’s lives and their educational experiences through the implementation of new teaching practices which include student centred investigation strategies and problem-based learning.
      PubDate: Tue, 28 May 2019 03:27:58 +000
  • Relationship Between Teacher Job Satisfaction and Productivity in the
           Asante Akim South District of the Ashanti Region of Ghana

    • Abstract: The aim of this study was to assess how basic school teachers’ job satisfaction relates to their productivity in the Asante Akim South District of the Ashanti Region of Ghana. The descriptive design was employed in conducting the study. The population covered all the Basic School teachers in the Asante Akim South District. The sample size was 217, made up of 179 males and 38 females. A questionnaire was used to collect data from respondents. Data analysis was done, using frequency and percentage counts as well as the Pearson Product Moment correlation. Key findings of the study indicated that majority (71.9%) of the respondents perceived that the government’s District Best Teacher award scheme only motivates a few teachers at the expense of the majority of teachers. Teachers’ level of job satisfaction shows a strong positive correlation with teacher productivity (r = 0.870, p = 0.020). In order to enhance teacher job satisfaction and productivity, it was recommended that the District Best Teacher award scheme should be made to cover at least 20% of teachers in the district instead of an individual so that majority of them would not feel unmotivated, neglected and unrecognized. Government should make teacher promotions and salaries relatively equitable and competitive with that of workers in other analogous institutions in the country in order to enhance their job satisfaction and productivity.
      PubDate: Mon, 20 May 2019 11:59:02 +000
  • The Status and Connotation of Senior High School Students’ Life Concept
           on the Background of Core Literacy

    • Abstract: In the document “Curriculum Standard of General Senior High School Curriculum and Biology (2017 ed.)” published in 2018, developing students’ core literacy as the fundamental task and value pursuit of current educational and teaching curriculum reform in China. Life concept is the key element of the core literacy of biology in senior high school. This paper expounds the position and value of life concept in the biology curriculum of senior high school, and analyses the connotation of life concept, which will provide an important reference for the effective cultivation of the life concept of senior high school students in the future.
      PubDate: Mon, 20 May 2019 11:55:46 +000
  • Benefits from 4th Year Surgical Course for Medical Students upon Reaching
           6th Year Surgical Course at the Faculty of Medicine, Umm Al-Qura

    • Abstract: The aim of the study was to evaluate the benefits from 4th year surgical course for medical students upon reaching 6th year surgical course. A questionnaire survey was conducted and questions regarding student satisfaction with the 4th year course and the benefits gained from this course in the 6th year were evaluated. Students were questioned regarding their interest in surgery as a career. A total of 67 students were enrolled in the study and the information collected from them was analyzed. The results showed that only 35 students reported in agreement of offering 1 surgery course; whereas, only 32 students reported in agreement of 2 surgery courses. The results also showed that only 26 students were interested in surgery as a career. The study emphasized on spreading awareness among students regarding surgery, and suggested that courses must be introduced in the curriculum to help students in their future decision making.
      PubDate: Mon, 20 May 2019 11:52:11 +000
  • Enhancing Students’ Accuracy in Tests and Understanding of the Main
           Ideas of Reading Materials by Retrieval Cues in the Textbook

    • Abstract: Since understanding reading assignments is important to succeeding in school, improving the way that text is arranged in books would be an efficient way to help students better understand the material and perform well on tests. In this study, we asked students to read two original and two rearranged historical passages, in which rephrased questions from the test of the passage were embedded in the reading. Those restated questions were embedded into the corresponding sections in the text where the answers for the questions were located. After the reading, they were tested on their understanding of the material with multiple choice questions. All participants took an identical test. According to the results, both groups’ accuracy was higher for the questions of the two rearranged passages in each group. In other words, the textbook makers should consider putting retrieval cues for the test into the textbook in order to make the textbooks more readable. Thus, the students’ retrieval of the concept and their performance on the test will be enhanced.
      PubDate: Mon, 20 May 2019 11:48:28 +000
  • Semantic Mapping or Rote Memorisation: Which Strategy Is More Effective
           for Students’ Acquisition and Memorization of L2 Vocabulary'

    • Abstract: The present paper aimed to compare the influence of two vocabulary teaching strategies on students’ vocabulary retention—roughly used in this paper to refer to the process of acquisition and memorisation. In particular, the strategies of semantic mapping and rote memorisation were compared and contrasted within a trail of evidence-based data gathered systematically from two ESL classes in an international school in the Emirate of Sharjah in the United Arab Emirates (UAE). The participants of the study were 30 male students who were in grade 12, the last stage of high school in the UAE educational system. The participants were randomly divided into two groups: a control group and an experimental group. In order to measure the impact of the two strategies under investigation on the students’ vocabulary retention, the two groups sat for a pre-test and a posttest. The intervention that took place between the two tests lasted for three weeks. The results showed that the students’ retrieval of the target vocabulary words improved as a result of implementing both strategies, but that the improvement which resulted from the use of semantic mapping overrode that which ensued from rote memorisation.
      PubDate: Mon, 20 May 2019 11:36:53 +000
  • The Building Blocks of a Model Learning System for Nigerian Schools

    • Abstract: The paper was written as part of the efforts to find solution to the the falling standard of education in Nigeria. The education stakeholders and government alike strongly held the view that the standards had fallen and recently the Minister of Education called for the declaration of a state of emergency in education in order to take extraordinary measures to restore the education system to its glorious past. Against that background, the paper was written to draw attention to the fundamental issues, principles and practices which largely determine the standards of education across the world. Often, the school system in Nigeria had paid less than required attention to such fundamental issues while focusing disproportionately on matters of funding and lack of infrastructure and facilities. It is the position of the paper that though funding, infrastructure and facilities are indispensable, a proper understanding of the fundamentals of the learning system and their proper management can empower schools to record high academic achievements irrespective of their settings and material circumstances. The paper therefore addressed themes such as learner characteristics, curriculum development, instructional resources, instructional strategy, teacher competency, learning assessment and reward system.
      PubDate: Mon, 20 May 2019 11:33:34 +000
  • The Teacher-Leader’s Image: Between Personal Characteristics and
           Strategies Empowering Learners

    • Abstract: The present article aims to throw some light and clarify the image of the “teacher leader” as it is seen from the viewpoint of graduates and trainees in the M. Ed. program at the Ohalo Academic College. This research offers a porthole through which it is possible to observe their future role. The main research questions examined (1) How is the image of the teacher-leader visualized by the research’s population' (2) What is the desired image of the teacher-leader as described by the respondents' Which leadership traits are seen by the respondents as the most dominant/meaningful' (3) Is there a difference between the respondents’ perception of the term “teacher-leader” and their perception of the term “teacher”' (4) Is it possible to identify a main pattern that emerges from the analysis of all the respondents’ answers to the statements and the open-ended questions'The responses to the research questions were derived from mixed method data collection and analysis. The research instrument was a validated questionnaire that was distributed to graduates and trainees in the studied program (N = 137). 54 questionnaires were completed. The main findings indicate that all the indices investigated in the quantitative part of the questionnaire, received high grades. Thus, the image of the teacher-leader is described as an exalted role, with distinguished characteristics and especially personal relations with pupils and their staff. The mean personal relationship index was the characteristic that received the highest grades (4.76). The reliability of the indices, as measured by Cronbach’s α (α = 0.853) was found to be very high. In the qualitative part of the questionnaire, respondents were asked to conduct a deep observation and express it in their own authentic words: the respondents’ “voice”. Analysis of the responses found that the most dominant categories related to the index of personal characteristics (49) in relation to the “teacher-leader” and the teacher. Two main axes were identified from the processing of the different findings: a high level for the index of interpersonal relations with pupils and colleagues, and the central position of personal characteristics. In short, analysis of all the findings identified that there was a main trend whereby the graduates and trainees of the program see the image of the teacher-leader as holding distinct personality traits for leadership. These characteristics were translated in practice into strategies for educational work that could empower pupils, which would be expressed in improved learning achievements.
      PubDate: Mon, 20 May 2019 11:32:12 +000
  • Evaluation of Learning Outcomes Through Multiple Choice Pre- and
           Post-Training Assessments

    • Abstract: Training programs, in industry, are a common way to increase awareness and change the behavior of individuals. The most popular way to determine the effectiveness of the training on learning outcomes is to administer assessments with Multiple Choice Questions (MCQ) to the participants, despite the fact that in this type of assessment it is difficult to separate true learning from guessing. This study specifically aims to quantify the effect of the inclusion of the ‘I don’t know’ (IDK) option on learning outcomes in a pre-/post-test assessment construct by introducing a ‘Control Question’ (CQ). The analysis was performed on training conducted for 1,474 participants. Results show a statistically significant reduction in the usage of the IDK option in the post-test assessment as compared to the pre-test assessment for all questions including the Control Question. This illustrates that participants are learning concepts taught in the training sessions but are also prone to guess more in the post-test assessment as compared to the pre-test assessment.
      PubDate: Mon, 20 May 2019 11:30:23 +000
  • Written Corrective Feedback as Practiced by Instructors of Writing in
           English at Najran University

    • Abstract: The present study aimed to address the extent to which faulty members and students at the department of English language at Najran University practice using the ways of written corrective feedback. The questionnaire, as the main study instrument was used to collect data while the descriptive analytical approach was used to analyze these collected data. Findings revealed that the direct way of correction, i.e., the identification of student’s errors by underlining or circling and then telling them how to correct such errors without allowing them the chance to figure out what the corrections are, was the most practiced way of written corrective feedback. Using Arabic, as it was students’ mother tongue, to show them their errors and then explain to them how to correct these errors was the second practiced way. Indirect correction like for example correcting student’s errors through writing in the margin that there was an error without giving them the correct answer was the least used way, as indicated by faculty members. Nevertheless, correcting students’ errors by coding the exact error in the text without giving them the correct answer was the least used way from students’ viewpoint. Moreover, findings showed that both faculty members and students were in favor of the comprehensive not the selective way of correction.
      PubDate: Fri, 10 May 2019 07:21:42 +000
  • Assessing the Correlation Between Academic Self-Concept and Mathematics
           Achievement in Secondary Schools in Nairobi County, Kenya

    • Abstract: Students in Kenya have been performing poorly in mathematics in both primary and secondary schools, with the majority of the students scoring below average. The purpose of this study was to explore the extent to which academic self-concept correlates with mathematics achievement of secondary school students in Nairobi County. The study targeted 9,641 Form 3 students in public secondary schools that had registered students for Kenya Certificate of Secondary Education examinations for the past three years. A sample of 500 respondents was drawn using stratified and simple random sampling. A questionnaire that included items from the Academic Self-Concept Questionnaire was used to measure academic self-concept. The average score in mathematics for three consecutive terms was used as the mathematics achievement for each participant. The results from the study showed that academic self-concept positively and significantly predicted mathematics achievement. Based on findings, this article includes recommendations on effective ways that teachers, parents, and other stakeholders can help increase students’ academic self-concept and boost students’ mathematics achievement.
      PubDate: Fri, 10 May 2019 07:20:07 +000
  • Argumentation-Based Learning in Social Studies Teaching

    • Abstract: An argument is the product that is produced as a result of the discussion to support a claim. Argumentation is a reasoning process in which arguments are generated by using claims, data and reasoning components. Argumentation-based learning is an effective approach that can be used to discuss ideas on sociological issues, and is particularly effective in teaching semi-structured problems, such as sociological issues. Social studies are the process of forming a bond based on proofs via social reality and getting dynamic information as a result. The aim of this study is to determine the place of argumentation-based learning in social studies teaching. Whether or not the argumentation-based learning approach is applied in social studies teaching constitutes the research problem. According to the data obtained from this study, it is thought that argumentation-based learning approach can be applied in social studies teaching. In this study, one of the qualitative research methods used in the document analysis method was used.
      PubDate: Sat, 30 Mar 2019 02:17:38 +000
  • Adaptation of the “Attitudes Toward Physical Activity Scale” for
           Higher Education Students in Turkey

    • Abstract: The purpose of this study was to adapt the “Attitudes toward Physical Activity Scale” (APAS) for Turkish higher education students. Study was conducted during 2018–2019 autumn semester at a public university in the central Anatolia region of Turkey. The APAS was applied to 1021 voluntary university students from eleven different faculties and departments of the university. Descriptive statistics, exploratory and confirmatory factor analyses, internal consistency coefficients were used in statistical analysis. Exploratory factor analysis revealed a six factor solution explaining 60.2% of the variance. Then, confirmatory factor analysis on the 38 items showed good fit to the 6-dimension model according to the goodness-of-fit criteria. The psychometric data of the scale showed that the Turkish version of the scale for higher education students reached the required levels. As a result, the “Attitudes toward Physical Activity Scale” can be used in reliable and valid way at higher education students in Turkey at national or cross-cultural studies in examining physical activity attitudes.
      PubDate: Fri, 29 Mar 2019 14:58:26 +000
  • Investigation of the Effect of Regular Exercise on Some Motoric Features
           in Children in the 7–12 Age Group

    • Abstract: The aim of this study was to investigate the effects of regular exercise on some motoric features in 7–12-year-old boys and girls in 8 weeks period of time. To the study 66 boys with an average age of 8, ± 7963, as 54 of them in research and 12 of them in control groups; 66 girls, 36 of them as research and 30 as control group, a total of 132 individuals who joins summer sports schools within the body of Muğla Sıtkı Koçman Directorate of Health, Culture and Sports with no health problems participated in the study. Two tests were applied to the children before and after the exercise program. Height, body weight, balance, flexibility, bounce force, explosive force, sit-up and 20m velocity measurements were performed to the participants. SPSS 21.00 package program was used for statistical evaluation of the obtained data. For paired comparisons, Paired Samples t test was applied to determine the effect of the independent variable on the dependent variable. In order to determine the difference between the groups, Independent samples t test was applied and the level of significance was set at p
      PubDate: Fri, 29 Mar 2019 14:54:46 +000
  • Potentialities of the Finnish Higher Educational Framework for the Middle
           East: Requirements, Challenges, and Perspectives—Case of Oman

    • Abstract: Studying the possibility of applying the Finnish Higher Education framework in the Middle East; the case of Oman requires an in-depth investigation and a clear focus on the main success factors. The research method uses the qualitative approach to study the points of views, feeling and assumptions of all the stakeholders in the Omani educational system and how teachers perceive the idea of applying the Finnish example. The results reveal that all participants are for using the Finnish Higher Education Framework in Oman. However, they see that the application should go through a strategic, constant long-term process along with the professional development of academic staff, the collaboration of all stakeholders and the support of the government are critical requirements.
      PubDate: Fri, 29 Mar 2019 14:51:53 +000
  • A Study on the University Placement System for Gifted Children in Turkey

    • Abstract: There is no special university entrance exam for gifted students in Turkey. Their only option is to complete the standard university entrance exam at the end of their final year in high school. This system of entrance exams does not benefit gifted students. Other universities around the world support such students in the following two ways: through honor programs and early college entrance systems. This paper examines these two types of programs that support gifted students, and it employs a cross-cultural comparison between Turkey and the United States, China, and Finland. Furthermore, the paper proposes a multi-step model for educating gifted students and for improving the university entrance exam process. The new type of entrance exam that we propose could be employed in Turkey to support gifted students entering university. By implementing the proposed university entrance system, gifted students will become more effective in life for themselves as well as society.
      PubDate: Fri, 29 Mar 2019 14:50:33 +000
  • Investigation of the Relationship Between the Dominant Brain Areas,
           Risk-Taking and Alexithymia of Outdoor Adventure Recreation Participants

    • Abstract: The aim of this study is to investigate the relationship between dominant brain areas, alexithymia and risk-taking behavior levels of nature and adventure recreation participants. The study was carried out on 652 outdoor adventure recreation participants in different categories (air, land, water) between the years 2016–2017. After meeting normality and homogeneity of data obtained from participants of nature and adventure recreation, it was based on the mediator influence analysis method, which was established by Baron and Kenny (1986, 1176), in order to determine whether alexithymia and extrovert thinking play a mediator role in the relationship between brain dominance and risk-taking behavior. In addition, the significance of stepwise regression analysis results was checked by Sobel Test. The results show that nature and adventure recreation participants with a high level of alexithymia and with extrovert personality tend to take more risks.
      PubDate: Fri, 29 Mar 2019 14:49:17 +000
  • What Skills Really Improve After a Flipped Educational Intervention to
           Train Medical Students and Residents to Break Bad News'

    • Abstract: Breaking bad news (BBN) is necessary in medical practice and requires training. The purpose of this study is to evaluate the efficacy and mainly explore the components involved in medical students’ and residents’ performance after a flipped educational intervention to train them to break bad news. A randomized controlled before-after study was conducted with 43 medical students and residents in the intervention group and 41 in the control group. The intervention combined an online multimedia program (DocCom) with a two-hour workshop. BBN performance was assessed at two clinical stations using Objective Structured Clinical Examination and analyzed using a mixed between-within subject analysis of variance. A factor analysis was conducted to analyze the performance by checklist components. The intervention group improved its overall performance in BBN over time (p = 0.000; Eta2 = 0.38) and when compared to the control group (p = 0.01; Eta2 = 0.12). The factor analysis revealed two main components: Factor 1—“giving bad news and responding with empathy”—and Factor 2—“using general communication skills”. Performance analysis by these components revealed that the improvement occurred mainly in Factor 1 (over time, p = 0.000; Eta2 = 0.48, group x time, p = 0.000; Eta2 = 0.38). The intervention combining DocCom Module 33 and a workshop had a moderate effect on the improvement of medical students’ and medical residents’ BBN overall performance in standardized encounters. This improvement was mainly related to communication skills for giving bad news and responding with empathy, in which the intervention effect was large over time and between groups.
      PubDate: Fri, 29 Mar 2019 14:47:06 +000
  • Overcoming Learning Difficulties with Smartphones in an Inclusive Primary
           Science Class

    • Abstract: This paper examines how pupils with learning difficulties (LDs) used smartphones as supportive learning tools in an inclusive science class and how the usage developed over a two-year period. The case study was conducted in a Finnish primary school, where nine LD pupils’ smartphone usage was followed in three science learning practices that supported LDs. The data consisted of repeated smartphone questionnaires, interviews, learning outcomes, and teachers’ memoranda. The content and co-occurrence network analysis revealed that the smartphone usage varied in different practices, and its benefits developed gradually during the research period. Research highlights that teachers’ and pupils’ engagement with a dedicated, collaborative, and long-lasting process of smartphone usage in teaching and learning enables the achievement of change.
      PubDate: Fri, 29 Mar 2019 14:43:25 +000
  • Why Has Japanese Educational Reform Come to a De Facto End'

    • Abstract: A reform of public education in Japan took place from the 1980s, coming to a de facto end in 2013. The reform, which affected large numbers of Japanese children, focused on creating a more flexible, relaxed form of education by reducing the amount included in the curriculum. However, the effects of this reform have been ambiguous, and we therefore aimed to assess them more accurately. We assessed the effects of the reform by looking at the private educational costs of households during the reform period, using the data from a time series survey conducted by the Japanese government. Our evidence shows that the auxiliary study expenses of children in public junior high schools increased steadily, and the proportion of children from households in the highest income group attending private junior high schools also rose during the reform period. This evidence indicates that the reform had unexpected results. It may have triggered a widening of children’s academic ability gap depending on household wealth. There is also no comprehensive evaluation of how pressure-free education affected the academic results of Japanese children. We drew some lessons from this experience to suggest what is needed for successful educational reform.
      PubDate: Fri, 29 Mar 2019 14:41:11 +000
  • Early Childhood Educators’ Perceptions of Dyslexia and Ability to
           Identify Students At-Risk

    • Abstract: This study primarily explored the perceptions of dyslexia held by early childhood educators teaching in Head Start centers. A secondary purpose was to investigate how early childhood educators in Head Start centers perceive the notion of risk for dyslexia and how they identify at-risk students in ways that are consist with the results of a research-based assessment instrument. A case study approach was used for this study of two Head Start centers, one in the state of New Jersey and one in the state of Pennsylvania. Two teachers in each center (n = 4) and a total of 19 preschoolers participated in the study. Data were gathered using semi-structured interviews, observations, a teacher rating scale, and the Preschool Early Literacy Indicator (PELI) assessment. Findings indicate that the Head Start teachers held the prevailing misconception that dyslexia is a visual processing disorder rather than a phonological processing disorder. The Head Start teachers did not view phonemic awareness as a key factor in identifying children at-risk for dyslexia. Participants had a high success rate in identifying students at-risk in the areas of alphabet knowledge and oral language, but not in phonemic awareness and vocabulary. The results suggest that the stereotypes of dyslexia are hard to dispel and that professional development for pre-service and in-service teachers in early literacy practices and dyslexia are needed.
      PubDate: Fri, 29 Mar 2019 14:39:22 +000
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