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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)
Similar Journals
Journal Cover
Journal of Educational and Developmental Psychology
Number of Followers: 17  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1927-0526 - ISSN (Online) 1927-0534
Published by CCSE Homepage  [41 journals]
  • Reviewer Acknowledgements for Journal of Educational and Developmental
           Psychology, Vol. 9, No. 1

    • Abstract: Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 9, No. 1, 2019.
      PubDate: Wed, 05 Jun 2019 21:51:27 +000
       
  • Illustration and Text Comprehension: Tales Study for Primary Students

    • Abstract: Essential for the individual’s successful adaptation in the society, text comprehension is a cognitive activity more and more complicated to the child (Blanc & Brouillet, 2005). However, these understanding difficulties get better with the age (Boisclair, Makdissi, Sanchez, Fortier, & Sirois, 2004; Segui & Léveillé, 1977). The present study, working on the principle that illustration is beneficial to the comprehension process (Ammari, 2015; Blanc & Tapiero, 2002; Gyselinck, 1995, 1996; Gyselinck & Tardieu, 1993; Reinwein, 1988; Rizk Batien, 2009; Vezin, 1986), has proposed to study the effect, the role of this one on comprehension to the children through tales. Two groups of students aged from 7 to 9 years old read two short stories, illustrated or not. Two tests were also submitted to them: the task of understanding and highlighting important words and/or ideas. The results obtained show clearly the positive effect of the illustration on the students’ performances and testify thus to the fact that illustration can be used as a palliative to the understanding difficulties of to the children.
      PubDate: Thu, 30 May 2019 13:13:07 +000
       
  • More Than a Teacher: Understanding the Teacher-Learner Relationship in a
           Public High-School in South Africa

    • Abstract: Teaching is considered a caring occupation due to the nature of the interaction between teachers and learners (Hocschild, 1983). Care giving can be a demanding task, however, emotional labour invested in the occupation – with regards to their relationships with learners – contributes to job satisfaction, commitment and be emotionally rewarding. The proximity or distance of these relationships are dependent on five emotional geographies, namely socio-cultural, moral, professional, physical, and political relatability (Hargreaves, 2001). This paper draws on a case study of teachers at a former Model C high-school in South Africa to examine the formation and development of relationships formed between the teacher and learner. The article suggests that teachers adopt three additional roles outside that of teaching. These roles, the coach, counsellor, and parental figure, foster emotional understanding (Denzin, 1984) between the teacher and learners, which creates a positive classroom climate. These roles are deemed necessary for the fulfilment of successful relationships with learners. However, there are challenges which teachers face when attempting to develop these bonds with learners, which include a negative classroom climate, socio-cultural distance, and sexual harassment – faced by women teachers.
      PubDate: Fri, 26 Apr 2019 13:58:20 +000
       
  • Cultivation of Polytechnic-Industry Linkage for Development and Delivery
           of Curriculum for Technical Education: A Case Study of The Federal
           Polytechnic, Ilaro

    • Abstract: The implication of the unsuitability of young Nigerian graduates for available jobs in the industry raises the question as to the appropriateness of the training received while in school. It has exacerbated the unemployment problem in the Country, and it is worrisome. Of a necessity in curriculum development and delivery, therefore is the adoption of an approach that takes cognizance of the job function of the graduates in the industry and/or workplace and the skills required to perform on the job. In other words, the curriculum must target the job market demand and needs. This paper reports on the development of a demand-led curriculum in National Diploma Cement Engineering Technology through the partnership of the Federal Polytechnic, Ilaro with Cement Industry, Cement Training Institute of Nigeria, Manufacturers Association of Nigeria, and the National Board for Technical Education. The paper concludes that the emerging graduates from the implementation of the curriculum would have acquired the appropriate skills for the job, and would be acceptable and fit to perform effectively in the industry. Besides, opportunities for earning industry research income and reputation through the provision of research support to the industry is an added benefit derivable from the linkage.
      PubDate: Fri, 26 Apr 2019 05:43:34 +000
       
  • On the (Ir)Relevance of Psychological Research: Students versus Scientists
           and Implications for Teaching

    • Abstract: Research articles are widely used in the training of undergraduate students. Editors and reviewers of the top scientific psychology journals influence the development in the field by publishing certain articles and rejecting others, probably assuming that the published articles are empirically sound and theoretically highly relevant. The current study investigated if published articles are indeed regarded as relevant by a sample of 393 psychology undergraduate students from a university in the Southeast of the United States. The students’ age ranged between 18 and 57 (M = 23, SD = 6.05) and 84% were female. Students received brief statements about potential research studies and rated them regarding relevance, not knowing that the summaries were from actual research studies published in peer-reviewed journals. Results showed that (1) overall, research articles were regarded as generally irrelevant, (2) applied articles were regarded as more relevant than basic research articles, (3) ratings did not differ based on gender or age, and (4) the more advanced students were in the Psychology program, the higher their relevance ratings were for applied research as compared to basic research. Results are comforting or disturbing; comforting, because students might not have the professional expertise to make such relevance judgments; disturbing, because results might indicate how specialized and insulated journals have become by not addressing topics relevant to a wider population. Results also have implications for teaching research methods and experimental psychology courses.
      PubDate: Sat, 13 Apr 2019 12:30:06 +000
       
  • Effectiveness and Social Validity of FBAs for Youth At-Risk or With High
           Incidence Disabilities: A Meta-Analysis

    • Abstract: This meta-analysis examined the effectiveness and social validity of 44 functional behavioral assessment (FBA) studies using single case research designs (SCRDs) conducted with youth displaying challenging behaviors or had high incidence disabilities. Three effect sizes were calculated: standard mean difference (SMD), Tau-U, and improvement rate difference (IRD). Fisher’s conservative dual criterion (CDC), which is a statistical aid to visual analysis, was also applied. Social validity was assessed by using indicators described by Kazdin (2010). Effect sizes were in ranges indicating moderate to large effects. Approximately 71% of AB contrasts reflected CDC systematic change. However, only 44% of studies assessed social validity. There were no significant differences in effectiveness of interventions whether or not a functional analysis was conducted nor whether the controlling function was escape or attention. Results are discussed in terms of FBA implementation issues related to social validity and the necessity for conducting a functional analysis for these youth.
      PubDate: Thu, 28 Feb 2019 05:10:38 +000
       
  • The Effectiveness of Sandplay Therapy to Improve Students’ Self-Esteem:
           A Preliminary Study in Brunei Darul Salam

    • Abstract: Purpose: This research was conducted to identify the effectiveness of sandplay therapy to improve students’ self-esteem among students. Methods: The sample was 16 students for experimental group, who received sandplay therapy, in comparison to the 16 students from control group who did not receive any treatment intervention. The instrument used in this research was Self-Esteem Inventory developed by Coopersmith. Data were analyzed using SPSS version 22 using Manova Repeated Measure Method, pre-test and post-test instruments. Results: The results from multivariate Pillai’s Trace test shows the main effect of the sandplay therapy from the post-test is significant F (5, 11) = 41.372, p
      PubDate: Fri, 14 Dec 2018 11:47:51 +000
       
  • Assessing Primary School Teachers’s Knowledge of Specific Learning
           Disabilities in the Kingdom of Saudi Arabia

    • Abstract: PURPOSE: Children with Learning disabilities require exceptional attention from family, their social circle and teachers. Because moral support and learning are initiated in the school environment by teachers (Padmavathi & Lalitha, 2009), the aim of this study is to evaluate primary school teachers’ knowledge about special learning disabilities in the Kingdom of Saudi Arabia.MATERIAL & METHOD: A sample of 902 primary private and puplic school teachers from 78 schools across different regions of Saudi Arabia was selected using a convenience sampling technique. Teachers’ knowledge about learning disabilities was surveyed electronically using a structured knowledge 40-item questionnaire on learning disabilities. A descriptive and quantitative approach was used to assess their knowledge. SPSS v21 was used to analyze the data.RESULTS: The study found that a majority of primary school teachers have average knowledge about specific learning disabilities. Consequently, teachers’ range of knowledge has statistically significant impact on their level of knowledge. The study correspondingly shows a significant relationship between levels of knowledge and socio-demographic variables, but no statistically significant difference in the knowledge level of male and female teachers regarding learning disabilities.CONCLUSION: Teachers do not have adequate knowledge regarding learning disabilities, and do not know what should be done when facing such issue. Teachers’ knowledge about learning disabilities is insuficient, because their academic training did not include any courses about it. As a consequence, education lawmakers should arrange appropriate teacher training or structured learning programs regarding learning disability concepts, assessment, diagnosis and identification for such teachers.
      PubDate: Sun, 18 Nov 2018 15:44:28 +000
       
  • Do Children Recognize That Kinship Relationships Have an Innate Biological
           Basis'

    • Abstract: Three studies were conducted to investigate if four and five year old children recognize that kinship relationships are determined by biological associations and not environmental conditions. All three studies employed the “switched-at-birth” task. Study 1 investigated if children and adults recognize who the biological parents and siblings are. Study 2 examined preschoolers’ and adults’ recognition of who the biological parents and siblings are when step parents and step siblings were introduced into the family. Study 3 examined if children and adults extend their knowledge of kinship relationships to non-human creatures. For Studies 1 and 2, results indicated that preschoolers and adults have a robust and accurate biological model of kinship for both biological parents and sibling relationships. However in Study 3, preschoolers had a more difficult time recognizing biological sibling relationships than biological parent relationships in the presence of step parents and step siblings for non-human biological creatures. In totality, these results suggest that even young children (like adults) have a robust theory of kinship when reasoning about human relationships. However children’s model of kinship is fragile and still developing when reasoning and extending their knowledge about humans to non-human species.
      PubDate: Mon, 12 Nov 2018 04:08:44 +000
       
 
 
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