Publisher: Macrothink Institute   (Total: 47 journals)   [Sort by number of followers]

Showing 1 - 47 of 47 Journals sorted alphabetically
Aquatic Science and Technology     Open Access   (Followers: 4)
Asian J. of Finance & Accounting     Open Access   (Followers: 16)
Business and Economic Research     Open Access   (Followers: 12)
Business and Management Horizons     Open Access   (Followers: 14)
Business Management and Strategy     Open Access   (Followers: 48)
Case Studies in Business and Management     Open Access   (Followers: 15)
Education and Linguistics Research     Open Access   (Followers: 6)
Environmental Management and Sustainable Development     Open Access   (Followers: 11)
Global J. of Educational Studies     Open Access  
Human Resource Research     Open Access   (Followers: 1)
Intl. Finance and Banking     Open Access   (Followers: 3)
Intl. J. of Accounting and Financial Reporting     Open Access   (Followers: 17)
Intl. J. of Culture and History     Open Access   (Followers: 14)
Intl. J. of Education     Open Access   (Followers: 17)
Intl. J. of English Language Education     Open Access   (Followers: 14)
Intl. J. of Global Sustainability     Open Access   (Followers: 4)
Intl. J. of Human Resource Studies     Open Access   (Followers: 17)
Intl. J. of Industrial Marketing     Open Access   (Followers: 6)
Intl. J. of Learning and Development     Open Access   (Followers: 5)
Intl. J. of Linguistics     Open Access   (Followers: 12)
Intl. J. of Management Innovation Systems     Open Access  
Intl. J. of Regional Development     Open Access   (Followers: 1)
Intl. J. of Social Science Research     Open Access   (Followers: 14)
Intl. J. of Social Work     Open Access   (Followers: 25)
Intl. Research in Education     Open Access   (Followers: 6)
Issues in Economics and Business     Open Access  
Issues in Social Science     Open Access   (Followers: 5)
J. for the Study of English Linguistics     Open Access   (Followers: 6)
J. of Agricultural Studies     Open Access   (Followers: 5)
J. of Applied Biotechnology     Open Access   (Followers: 2)
J. of Asian Development     Open Access   (Followers: 2)
J. of Biology and Life Science     Open Access   (Followers: 2)
J. of Corporate Governance Research     Open Access  
J. of Education and Training     Open Access   (Followers: 4)
J. of Educational Issues     Open Access  
J. of Entrepreneurship and Business Innovation     Open Access   (Followers: 8)
J. of Environment and Ecology     Open Access   (Followers: 10)
J. of Food Industry     Open Access   (Followers: 2)
J. of Food Studies     Open Access   (Followers: 6)
J. of Management Research     Open Access   (Followers: 5)
J. of Public Administration and Governance     Open Access   (Followers: 29)
J. of Safety Studies     Open Access   (Followers: 1)
J. of Social Science Studies     Open Access   (Followers: 13)
J. of Studies in Education     Open Access   (Followers: 4)
Research in Applied Economics     Open Access   (Followers: 3)
Research in Business and Management     Open Access   (Followers: 2)
World J. of Business and Management     Open Access   (Followers: 2)
Similar Journals
Journal Cover
Journal of Education and Training
Number of Followers: 4  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2330-9709
Published by Macrothink Institute Homepage  [47 journals]
  • Undergraduate Student Thriving: An Assessment and Comparison of Nutrition
           Science and Dietetics Students

    • Authors: David Edens, Erik Froyen
      Pages: 1 - 13
      Abstract: This study utilizes the Thriving Quotient to determine the factors of student thriving for students in a nutrition and dietetics program at a large university in Southern California. Additionally, the study compared these students to the national averages for the factors of thriving. The Thriving Quotient assesses student levels of engagement, academic determination, positive perspective, social connectedness, and diverse citizenship. The largest influence on thriving for the sample population were engagement and academic determination. Comparisons to the national average and implications on practice are discussed.
      PubDate: 2020-08-21
      DOI: 10.5296/jet.v7i2.16320
      Issue No: Vol. 7, No. 2 (2020)
       
  • From Social Research to Education and Training - Campaigns to Raising
           Public Awareness of Hazards

    • Authors: Barbara Szykula Piec, Izabella Grabowska Lepczak, Monika Wojakowska
      Pages: 14 - 35
      Abstract: The education of society regarding safety is in fact the cheapest, smartest and most effective form of preventing danger. It constitutes a fundamental way of building the population’s safety. It also has a great influence upon the attitudes, values, knowledge and skills required for proper behaviour in case of danger.The article describes the education process consisting in the transfer of knowledge and teaching skills in order to take specific actions, as well as forms and tools to raise the level of social awareness, especially in terms of perceiving actions, and a list of references showing the flow of social research, its purpose, and the tools used. Most of the elements, however, are shown in the list of possibilities to use tools on a very large scale, in the form of social campaigns. An example is given of a practical approach to all departments and goals for raising the level of social opinion in Transcarpathia and of hazadrs occurring in that area and ways to counteract them.
      PubDate: 2020-08-21
      DOI: 10.5296/jet.v7i2.16323
      Issue No: Vol. 7, No. 2 (2020)
       
  • Erasmus+ and Vocational Secondary Education: Analyzing Participating
           Students’ Views. A Case Study of Students’ Mobility in the Prefecture
           of Preveza, Greece

    • Authors: Aggelos Kavasakalis, Maria Tzima
      Pages: 36 - 62
      Abstract: After the advent of the knowledge society there has been a lot of debate, among countries and supranational organizations, on the promotion of lifelong learning policies and cooperation policies on education and training issues. In this context, training policies and mobility programmes at all levels of education and/or training are high on the international political agenda.At the same time, it is well known that vocational education and training is inextricably linked to the labour market and undoubtedly to employability (Stamelos, Vasilopoulos, Kavasakalis, 2015). Within this broader framework, many policies and programmes have been developed and implemented at European level to defend this objective, with the most contemporary of them, Erasmus+. This article presents a case study of a students’ mobility programme.In detail, the purpose of this article is to investigate and analyse the participating students’ views in individual mobility actions under the Erasmus+ programme in secondary vocational education in theprefectureofPreveza, regarding the effectiveness in achieving the objectives set by the programme itself.The text is divided into two subsections. The first section analyses the most important parameters of the issue at European and national level, as well as the basic structures and actions implemented within the framework of the European Erasmus+ Programme, while the second presents the research methodology and the primary results extracted from the descriptive and statistical analysis of the research tool, i.e. the questionnaire answered by Erasmus+ participants after the mobility.
      PubDate: 2020-08-21
      DOI: 10.5296/jet.v7i2.16736
      Issue No: Vol. 7, No. 2 (2020)
       
  • Technology Integration: Teaching Elementary Deaf Student English Language
           Arts

    • Authors: Bailey K. Gates, Millicent M. Musyoka
      Pages: 63 - 76
      Abstract: This study examined an elementary deaf education teacher’s experiences and practices regarding the integration of technology into an English/Language Arts (ELAR) classroom. Most deaf students experience challenges acquiring and learning English as a second language. Research continues to indicate deaf students graduate high school with a fourth-grade reading level. Specifically, the study investigated how technology was used to support the development of English/Language Arts skills in deaf students based on McCrory’s model on technological integration (McCrory, 2006). McCrory’s (2016) technology integration model is used to identify the teacher knowledge and use of technology. The model includes four components: representation, information, transformation, and collaboration. Using a qualitative case study design, data was collected using interviews, surveys, and observations. The data collected focused on the teacher only and did not include the students. The analysis showed how the ELAR teacher used technology to teach deaf students in relation to the four components of McCrory’s model. Implications for K-12 teacher preparation and professional development are discussed.
      PubDate: 2020-08-21
      DOI: 10.5296/jet.v7i2.17566
      Issue No: Vol. 7, No. 2 (2020)
       
  • The Influence of Representational Formats and Learner Modality Preferences
           on Instructional Efficiency Using Interactive Video Tutorials

    • Authors: Chun-Ying Chen
      Pages: 77 - 93
      Abstract: This study investigated how to create effective interactive video tutorials for learning computer-based tasks. The role of learner modality preferences was also considered. A 4 × 4 between-subjects factorial design was employed to examine the influence of instruction representational formats (noninteractive static, interactive static, interactive visual-only video with onscreen text, interactive video with audio narration) and learner modality preferences (visual, aural, read/write, multimodal) on instructional efficiency. Instructional efficiency was a combined effect of test performance and perceived cognitive load during learning. The results suggested that implementing interactivity into the video tutorials tended to increase transfer performance, and the role of modality preferences was related to learners’ perceived cognitive load. The significant interaction effect on transfer efficiency indicated: (a) the auditory preference tended to exhibit better transfer efficiency with the narrated video, and (b) the read/write preference tended to exhibit better transfer efficiency with both the noninteractive static format and the captioned video. This study highlighted the importance of considering individual differences in modality preferences, particularly that of auditory and read/write learners.
      PubDate: 2020-08-22
      DOI: 10.5296/jet.v7i2.17415
      Issue No: Vol. 7, No. 2 (2020)
       
 
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