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Publisher: Science and Education Publishing   (Total: 72 journals)

American J. of Applied Mathematics and Statistics     Open Access  
American J. of Applied Psychology     Open Access  
American J. of Biomedical Research     Open Access   (Followers: 3)
American J. of Cancer Prevention     Open Access   (Followers: 3)
American J. of Civil Engineering and Architecture     Open Access   (Followers: 16)
American J. of Clinical Medicine Research     Open Access   (Followers: 5)
American J. of Educational Research     Open Access   (Followers: 21)
American J. of Electrical and Electronic Engineering     Open Access   (Followers: 10)
American J. of Energy Research     Open Access   (Followers: 6)
American J. of Environmental Protection     Open Access   (Followers: 3)
American J. of Epidemiology and Infectious Disease     Open Access  
American J. of Food and Nutrition     Open Access   (Followers: 1)
American J. of Food Science and Technology     Open Access   (Followers: 2)
American J. of Infectious Diseases and Microbiology     Open Access   (Followers: 13)
American J. of Information Systems     Open Access  
American J. of Materials Engineering and Technology     Open Access  
American J. of Materials Science and Engineering     Open Access  
American J. of Mathematical Analysis     Open Access  
American J. of Mechanical Engineering     Open Access  
American J. of Medical and Biological Research     Open Access   (Followers: 4)
American J. of Medical Case Reports     Open Access  
American J. of Medical Sciences and Medicine     Open Access  
American J. of Medicine Studies     Open Access  
American J. of Microbiological Research     Open Access  
American J. of Modeling and Optimization     Open Access  
American J. of Nanomaterials     Open Access  
American J. of Numerical Analysis     Open Access  
American J. of Pharmacological Sciences     Open Access   (Followers: 1)
American J. of Public Health Research     Open Access   (Followers: 12)
American J. of Rural Development     Open Access  
American J. of Sensor Technology     Open Access  
American J. of Sports Science and Medicine     Open Access  
American J. of Water Resources     Open Access  
American J. of Zoological Research     Open Access  
Applied Ecology and Environmental Sciences     Open Access   (Followers: 10)
Automatic Control and Information Sciences     Open Access  
Biomedical Science and Engineering     Open Access  
Chemical Engineering and Science     Open Access   (Followers: 2)
Intl. J. of Celiac Disease     Open Access   (Followers: 2)
Intl. J. of Dental Sciences and Research     Open Access  
Intl. J. of Econometrics and Financial Management     Open Access  
Intl. J. of Physics     Open Access  
Intl. Transaction of Electrical and Computer Engineers System     Open Access  
J. of Automation and Control     Open Access  
J. of Biomedical Engineering and Technology     Open Access  
J. of Business and Management Sciences     Open Access  
J. of Cancer Research and Treatment     Open Access  
J. of Computer Networks     Open Access  
J. of Computer Sciences and Applications     Open Access  
J. of Environment Pollution and Human Health     Open Access  
J. of Finance and Accounting     Open Access  
J. of Finance and Economics     Open Access   (Followers: 4)
J. of Food and Nutrition Research     Open Access  
J. of Food Security     Open Access  
J. of Geosciences and Geomatics     Open Access  
J. of Materials Physics and Chemistry     Open Access  
J. of Mathematical Sciences and Applications     Open Access  
J. of Optoelectronics Engineering     Open Access  
J. of Polymer and Biopolymer Physics Chemistry     Open Access  
Materials Science and Metallurgy Engineering     Open Access  
Nanoscience and Nanotechnology Research     Open Access  
Physics and Materials Chemistry     Open Access  
Research in Plant Sciences     Open Access  
Research in Psychology and Behavioral Sciences     Open Access  
Sustainable Energy     Open Access  
Turkish J. of Analysis and Number Theory     Open Access  
Wireless and Mobile Technologies     Open Access  
World J. of Agricultural Research     Open Access  
World J. of Analytical Chemistry     Open Access  
World J. of Chemical Education     Open Access  
World J. of Environmental Engineering     Open Access  
World J. of Organic Chemistry     Open Access  
Journal Cover American Journal of Educational Research
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     ISSN (Print) 2327-6126 - ISSN (Online) 2327-6150
     Published by Science and Education Publishing Homepage  [72 journals]
  • Strategy Instruction for Macao EFL Students

    • Authors: Mei Lan Chan
      Pages: 990 - 1004
      Abstract: Strategy Instruction (SI) has been in much debate on its effectiveness on students’ language learning strategies (LLS) use, proficiency and the four main English skills (speaking, listening, writing and reading). In addition, most research studies on SI focus on one main English skill and train students with one or a few groups of LLS. Still fewer research has looked into the details of changes (or students’ learning processes) using diaries. This research used an embedded mixed methods quasi-experimental design to collect in-depth data to assess the effectiveness of SI on higher education nursing students’ changes of LLS, English achievement and learning processes. These quantitative and qualitative methods included questionnaires, group interviews, diaries, pre- and post-tests and class observations. One treatment group and one comparison group, a total of 59 university freshmen in Macao SAR participated in this study. All six groups of LLS (memory-related, cognitive, compensatory, metacognitive, affective and social) were taught and their effects on all four main English skills were discussed. Quantitatively, two groups (affective and compensatory) of LLS use and qualitatively, the learning processes of students had been improved after SI but no improvement was obtained in students’ achievement from the Oxford Placement Tests quantitatively. In this study, recommendations are made for utilizing SI in improving LLS in EFL.
      PubDate: 2014-11-02
      Issue No: Vol. 2, No. 11 (2014)
  • Teacher-Student Attachment and Student School Adaptation: A Variable
           Centered and Person Centered Analytical Approaches

    • Authors: David Granot
      Pages: 1005 - 1014
      Abstract: The present study followed the attachment perspective for assessing the contribution of teacher-student relationships to the explanation of student school adaptation. The study sample included 100 pairs comprised of Israeli homeroom teachers and their school-aged students (mean age=10.7 years). Participating teachers and students reported on their perceptions about their reciprocal relationships on dimensions used for the evaluation of parent-child attachment relationships, such as availability, acceptance, closeness, rejection, conflict, and dependence. Additionally, 56 of the children's subject-matter teachers reported on the children's school adaptation. Person-centered cluster analysis identified two teacher-student ad hoc attachment-like relationship groups: secure (n=72), characterized by high levels of acceptance and closeness, and by low levels of rejection, conflict, and dependency; and insecure (n=28), characterized by high levels of rejection, conflict, and dependence, and by low levels of acceptance and closeness. After controlling for children's socio-demographic indicators (gender, age, class size, and family socioeconomic status), analysis revealed that children in the secure teacher-student attachment-like group showed lower levels of behavior problems (externalizing, internalizing), difficulties in learning self-regulation, higher levels of frustration tolerance, task orientation, popularity among peers, and better academic achievement than did the children in the insecure teacher-student attachment-like group. Implications for educational counseling intervention for teachers and for research are discussed.
      PubDate: 2014-11-02
      Issue No: Vol. 2, No. 11 (2014)
  • “…it is not just a game”: Connecting with Culture
           through Traditional Indigenous Games

    • Authors: Maree DinanThompson; Juanita Sellwood, Kathryn Meldrum
      Pages: 1015 - 1022
      Abstract: Traditional Indigenous Games (TIGs) have been played in Indigenous Australian communities as a means of teaching children life skills as well as a general leisure pursuit. This paper presents the findings of a small study in one north Queensland public school, Australia, where school students engaged in TIG through their physical education (HPE) classes. Twelve regional games were introduced to students in years five and six. They were played in HPE classes with a focus on inclusivity and gaining an understanding of culture. A culminating TIG carnival was also conducted. Students reported that playing the games and participating in the carnival was a positive experience. All students described the nature of the games in traditional communities, not only as a means of teaching children life skills but as community social practice. Students’ participation resulted in enhanced cultural knowledge and cultural significance.
      PubDate: 2014-11-02
      Issue No: Vol. 2, No. 11 (2014)
  • Enhancing Transition and Empowering Students with Disabilities in Higher

    • Authors: Edith F. Miller; Julianne Albiero-Walton
      Pages: 1023 - 1028
      Abstract: College Achievement Training Seminars is a first-year transition program that consists of a series of 15 non-credit workshops with a mentoring component that pairs the first-year participants with upper-class or graduate mentors who are active members of Delta Alpha Pi International Honor Society, the primary collegiate honorary recognizing high-achieving students with disabilities. This qualitative, comparative study examined the first-semester grade point average and first-to-second year retention rates for students with disabilities who successfully completed College Achievement Training Seminars with those who were eligible for and invited to participate but chose not to attend. Participating students had a higher first-semester grade point average and higher first-to-second year retention rates. The mean aggregate retention rate over an eight-year period was 91% for students who completed College Achievement Training Seminars versus 52% for those who did not participate in the program.
      PubDate: 2014-11-02
      Issue No: Vol. 2, No. 11 (2014)
  • More than Spelling and Grammar: Students Who Prefer to Write Outperform
           Students Who Prefer to Present

    • Authors: Krassimir Yankulov
      Pages: 1029 - 1035
      Abstract: Oral presentations and posters are becoming key assignments in a growing number of university courses. While the enhancement of presentation skills is highly desirable, the learning benefits of these assignments have rarely been evaluated. Here I report the learning outcomes of students who prefer a presentation assignment versus students who prefer a writing assignment. Both groups are students in a 4th year molecular biology course. The period of analysis spans 7 years. The performance of these two cohorts (total of 393 students) has been measured by their marks in the midterm and final exams and by their engagement in class discussions. Statistical analysis of the data indicates that the writers have slightly but consistently outperformed the presenters. Considerations of teaching style variations could not explain the higher marks of the writers. These observations suggest that strong writing skills can provide a sizeable gain to overall learning skills and can enhance the overall learning outcomes.
      PubDate: 2014-11-02
      Issue No: Vol. 2, No. 11 (2014)
  • Effect of Blended Learning on Newly Nursing Student's Outcomes Regarding
           New Trends in Nursing Subject at Ain Shams University

    • Authors: Fathia Ahmed Mersal; Nahed Ahmed Mersal
      Pages: 1036 - 1043
      Abstract: Blended learning refers to a method of instruction that utilizes two or more complementary approaches to teach the same material. By combining classroom lectures, activities, discussions, and/or web-based modules. Aim: Examine the effect of blended learning on newly nursing student's outcomes regarding new trends in nursing subject at Ain Shams University. Hypothesis: The Students who will be exposed to blended learning (Study group) will have improved Outcomes compared to the Students in the control group who will be exposed to lecture regarding new trends in nursing subject. Design: A quasi experimental study design was utilized to accomplish the aim of this study. Setting: Faculty of Nursing Ain Shams University Cairo Egypt. Sample: Two purposive samples of all available first year students' from the previously mentioned study setting in 2012/2013 and 2013/2014 academic years as control group and study group respectively. Students were included in this study were from both gender, and willing to participate in the study. Tools for data collection: A self-administered structured questionnaire to assess demographic characteristics and learning needs, student's satisfaction questionnaire sheet, student's academic achievement sheet. Results: There was improvement regarding satisfactory level of achievement and decrease in the percent of poor and very poor of blended learning group with no statistical difference between two groups. There was improvement in student's satisfaction of blended learning group regarding the course and teaching method with highly statistical significant difference between two groups. Conclusions: blended learning improved newly nursing student's Outcomes both academic achievement and student's satisfaction than lecture regarding new trends in nursing subject at Ain Shams University. Recommendations: blended learning can be used to facilitate nursing education, more researches done to determine durability rate of the information of this methods.
      PubDate: 2014-11-03
      Issue No: Vol. 2, No. 11 (2014)
  • Teachertraining and the Development of First Language Reading Strategies

    • Authors: Carla Dimitre Dias Alves; Maria de Nazaré Castro Trigo Coimbra
      Pages: 1044 - 1049
      Abstract: This study concerns the professional development of first language teachers, in order to improve students´ reading skills. The research analyzes the implementation of The National Programme for Portuguese Teaching (NPPT), in primary schools, as well as its influence on teacher training. It is important to determine whether teachers’ reflective practices, about reading strategies, can improve students’ reading skills, as a result of continuous professional training. The study took place in 2012, in primary schools of Oporto, Portugal, using both quantitative and qualitative data, including a questionnaire and categorical analysis of teachers’ portfolios. The results show that the NPPT Programme helped to train teachers who, by changing and innovating their practices, improved primary students’ reading skills. Furthermore, the study confirmsthat teachers need continuous training, in order to strengthen first language reading strategies and improve teaching practices, using school community resources.
      PubDate: 2014-11-05
      Issue No: Vol. 2, No. 11 (2014)
  • An Exploration of the Effects of College EnglishTeacher Misbehaviors on
           Students’ Willingnessto Communicate in English Classes

    • Authors: Lisa Hsu
      Pages: 1050 - 1059
      Abstract: This study aims to investigate teachers’ inappropriate teaching misbehaviors in relation to students’ willingness to communicate (WTC) in English classes by positing a mediational effect of students’ affective learning. This study argues instead of an indirect effect on students’ affective learning from teachers’ misbehaviors—derisiveness, incompetence, irresponsibility, and non-immediacy—which occur in the classroom and could directly impact students’ WTC. The participants were asked to respond to three instruments designed for this study. Three hypotheses were posed and found that teacher misbehaviors were correlated negatively at a significant level on four aspects of students’ affective learning. Though teacher misbehavior only showed a minor negative relationship with students’ WTC, but SEM analysis indicated that students’ WTC was directly affected by teacher misbehavior than via indirect effect from students’ affective learning. Implications of these findings are addressed. The limitation and future research suggestions are discussed in the end.
      PubDate: 2014-11-11
      Issue No: Vol. 2, No. 11 (2014)
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