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

American J. of Applied Mathematics and Statistics     Open Access   (Followers: 1)
American J. of Applied Psychology     Open Access   (Followers: 3)
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: 17)
American J. of Clinical Medicine Research     Open Access   (Followers: 5)
American J. of Educational Research     Open Access   (Followers: 28)
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: 2)
American J. of Food Science and Technology     Open Access   (Followers: 2)
American J. of Infectious Diseases and Microbiology     Open Access   (Followers: 14)
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: 3)
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   (Followers: 1)
American J. of Sensor Technology     Open Access  
American J. of Sports Science and Medicine     Open Access   (Followers: 1)
American J. of Water Resources     Open Access   (Followers: 1)
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: 5)
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   (Followers: 1)
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   (Followers: 1)
Wireless and Mobile Technologies     Open Access  
World J. of Agricultural Research     Open Access   (Followers: 1)
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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  This is an Open Access Journal Open Access journal
   ISSN (Print) 2327-6126 - ISSN (Online) 2327-6150
   Published by Science and Education Publishing Homepage  [72 journals]
  • The Comparative Study of Chinese Character Teaching between Chinese as
           First Language and Chinese as Second Language

    • Authors: Liu Yan; Tang Yingjuan, Cai Jing
      Pages: 1 - 4
      Abstract: Chinese character teaching as first language mainly refers to the Chinese elementary student's Chinese character literacy education in China, with the literacy teaching of low-grade students in primary school as the object of investigation. Chinese character teaching as a second language mainly refers to Chinese character teaching in teaching Chinese as foreign language, namely Chinese character teaching for non-native Chinese learners. The main purpose is to let the non-native Chinese learners can read Chinese characters and cultivate their Chinese written communication skills. This paper compares elementary school’s Chinese literacy education and teaching Chinese as second language and analyzes the connection and differences between them which can improve the teaching in Chinese as a second language.
      PubDate: 2015-01-03
      Issue No: Vol. 3, No. 1 (2015)
       
  • Sustainability in the Curriculum and Teaching of Economics: Transforming
           Introductory Macroeconomics

    • Authors: Madhavi Venkatesan
      Pages: 5 - 9
      Abstract: Present models of economic growth primarily focus on the role of expenditures as captured in the commonly cited economic indicator, gross domestic product (GDP), where GDP is defined as the sum of final goods and services sold within a country’s natural borders. Noting that a country’s expenditures are referred to as “aggregate expenditures” and that the majority of spending is specific to consumption or consumer spending, especially in the United States where this spending category is nearly two-thirds of annual GDP (other expenditure categories for GDP include investment spending, government spending and foreign spending as proxied by net exports), there exists a significant relationship between consumer expenditures and macroeconomic growth, justifying the standard acceptance of consumption-based expenditures as being a significant driver of economic expansion. Given the consumption and growth relationship, consumption values and behaviors have a significant impact on economic outcomes as well as other parameters including the environment and social and economic equity, where the latter are defined as relating to disparities between groups within a country, as well as across countries. Following a discussion of the impact of consumer-led growth on sustainability parameters: the environment, economic and social equity, this paper provides an explicit linkage between the measure of economic progress in universal use, GDP, and the degradation to common global resources, connecting the endogeneity present between the modeling of economic growth and the values and behaviors that support the outcome of the very same growth. A discussion of the present teaching methods specific to introductory macroeconomics provides the foundation for an innovative, replicable, and grant-funded case study for introducing sustainability. The curriculum variants discussed are not in widespread use and at present, there are no standard textbooks for the instruction of Principles of Macroeconomics that explicitly include sustainability and provide sustainability-based economic parameters for alternative evaluation to standard economic growth as presently and singularly enumerated in GDP. The value-augmenting outcome of the sustainability inclusive curriculum case study is captured in a qualitative assessment of student reaction and absorption of sustainability as a value and behavior catalyst and provided in summary form.
      PubDate: 2015-01-04
      Issue No: Vol. 3, No. 1 (2015)
       
  • On the Flip Side of the Coin: Thinking Dispositions in Learning Blogs

    • Authors: Kurtz Gila; Peleg Ela
      Pages: 16 - 19
      Abstract: This paper describes a study of a blog, a web 2.0 application, as a learning tool for promoting thinking dispositions. The study was conducted at the College for Academic Studies in Israel, in the Master Program of ICT and Learning. Data was collected from a sample of students' blogs using rubric for the study. The results show that students’ postings displayed evidence of thinking dispositions processes. In almost all blogs there were indications of a variety of thinking dispositions In addition, the findings indicate an increase in frequency of 2.3 representations of habits of mind during the period of this study.
      PubDate: 2015-01-05
      Issue No: Vol. 3, No. 1 (2015)
       
  • The Influences of Organizational Culture, Moral Hierarchy Level, and
           Motivation towards the Teacher’s Commitment

    • Authors: Pramudjono
      Pages: 20 - 24
      Abstract: In the process of improving educational standards, we often neglect the importance of teacher competence. In this case, teacher commitment is a substantial asset of teacher competence. Researchers assume that teacher commitment affects the student performance, in addition the educational quality. This study suggests that teacher’s commitment is affected by school organizational culture, moral hierarchy level, and motivation. Using questionnaire method and path analysis technique that measure 309 high school teachers in Samarinda, this research try to identify correlation between organizational culture, moral hierarchy level, motivation and teacher’s commitment. The results indicates that (1) organizational culture, moral hierarchy level, and motivation has influence on teacher’s commitment; (2) organizational culture has influence on motivation; and (3) level of moral hierarchy has influence on motivation. Moreover, the results suggest that distribution of reward can be employed to improve teacher’s commitment.
      PubDate: 2015-01-06
      Issue No: Vol. 3, No. 1 (2015)
       
  • Confucius and Plato on Virtue and its Implementation in Education for
           International Understanding: A Comparative Study

    • Authors: Yan Gao
      Pages: 25 - 30
      Abstract: In recent years, the Education for International Understanding (EIU) program has become popular in East Asia. The EIU program promotes “international understanding” and aims to cultivate people possessing characters and abilities that prompt mutual cultural respect and reduce conflicts through a variety of educational means. In EIU curricula the concept of virtue cultivation is targeted as the ultimate goal. Some scholars have claimed that we need a value system that is commonly accepted by countries to solve global conflict. But can a value system be commonly accepted across nations and cultures? The present study uses this question to compare two influential philosophers: Confucius and Plato, by examining their representations of virtue. The author found that although there are similarities in these two thinkers philosophies, the differences among these two ideological systems are considerable. Therefore, the author concludes that it is dangerous to assume we have one value system that is universally applicable. Based on my analysis, the author also makes recommendations for current EIU curricula. The author thinks the current EIU program needs to pay special attention to two layered goals. First, the basic layer: to let students know “the fact of others.” In addition to that, EIU program needs to pay attention on the deep-seated level: “the reason of the fact” to reach international understanding.
      PubDate: 2015-01-06
      Issue No: Vol. 3, No. 1 (2015)
       
  • Recent Curriculum Reforms at the Basic Education Level in Nigeria Aimed at
           Catching Them Young to Create Change

    • Authors: Charity O. Igbokwe
      Pages: 31 - 37
      Abstract: The Universal Basic Education (UBE) Programme was introduced in Nigeria in September, 1988. Following this, in 2008 the Federal Government of Nigeria, through the Nigerian Educational Research and Development Council (NERDC) developed and introduced the 9-Year Basic Education Curriculum (BEC) in schools by realigning all extant Primary and Junior Secondary School Curricula to meet the key targets of the UBE programme. In view of some contemporary and national concerns and to make the curriculum more practical, relevant, interest generating to the young learners and in line with global best practices, the 9-year BEC was recently revised in 2012 and its implementation has just commenced in September, 2014. This article is focused on the structure, special features and the implementation strategy of the Revised 9-Year Basic Education Curriculum with some emphasis on the Basic Science and Technology component as one of the key cluster subjects prepared with the aim of catching the young learner to love science, learn science and create change in the learners environment.
      PubDate: 2015-01-07
      Issue No: Vol. 3, No. 1 (2015)
       
  • Blogs as a Tool for the Development of Self-Regulated Learning Skills: A
           Project

    • Authors: Consuelo Martínez Priego; Guiomar Nocito Muñoz, Monika Ciesielkiewicz
      Pages: 38 - 42
      Abstract: In the last decade projects have been emerging aimed at promoting the competency of self-regulation through didactic resources included in college curriculum. The use of strategies for self-reflection and self-evaluation while the course material is being taught favors self-regulation of students and increases their level of self-efficacy regarding the content of the course. The goal of this didactic experience is to develop self-regulation learning skills through a systematic use of ICT’s, in particular, a blog as a teaching and learning tool. It was implemented as a part of Sociology of Education course whose content is mostly theoretical and requires an advanced level of reflection and internalization of concepts that were completely unfamiliar to the students. The experiment is designed to: [a] encourage well-organized and consistent work habits, by establishing sufficient periods of time for students that would give them enough autonomy to make decisions; [b] to promote reflection on topics covered in class; [c] to facilitate a dialogue among students that promotes reflection aimed at forming a learning community. Said project demonstrates that further research, both qualitative and quantitative in nature, on the impact of the use of blogs for the development of the competencies identified above, is not only possible but would likely provide very useful data.
      PubDate: 2015-01-08
      Issue No: Vol. 3, No. 1 (2015)
       
  • English Language Learning in a Community Setting: Creating Pathways for
           Civic Engagement

    • Authors: Melissa Lavitt; Diane Boothe
      Pages: 43 - 48
      Abstract: Actively engaging community members and incorporating a problem-based learning (PBL) model in a community setting strengthens English language acquisition. This transformational learning strategy is based on three elements; achieving success in English language learning (ELL) through innovative pedagogy, creating hands-on PBL real world activities to empower students, and supporting learning by building community partnerships and fostering collaboration. Community members actively engaged in robust ELL contribute economic, societal and cultural benefits and create new avenues to inspire creativity and enthusiasm for learning. By utilizing PBL methods that empower critical thinking and incorporate real world experiences and pathways for civic engagement, ELL becomes a collaborative effort rewarded by communication with community leaders who will challenge students and strengthen learning. Implementation of this innovative PBL multi-dimensional model engages and motivates all learners, including those from underserved populations, and provides the opportunity to build relationships and connect with community members in ways that they never thought possible. Integrated technologies can also be utilized to improve ELL instruction and build workplace skills across the spectrum of community responsibilities. Examples of ways to leverage a variety of community resources and professionals to transform ELL are provided. This approach can also be expanded to myriad contexts and disciplines incorporating content across the curriculum. The pedagogical potential including meaningful research opportunities and analytics, as well as strategies for ELL educators to frame best practices focused on the diverse learning needs of the students is discussed.
      PubDate: 2015-01-08
      Issue No: Vol. 3, No. 1 (2015)
       
  • Multidimensional Reliability of Instrument for Measuring Students’
           Attitudes Toward Statistics by Using Semantic Differential Scale

    • Authors: Gaguk Margono
      Pages: 49 - 53
      Abstract: The purpose of this paper is to compare multidimensional and unidimensional reliability of instrument of students’ attitude towards statisticsby using semantic differential scale. Few researches utilized multidimensional reliability measurement. Multidimensional reliability is calculated by using Confirmatory Factor Analysis (CFA) in Structural Equation Model (SEM) technique. The measurement and calculation described in this article deal with instrument of students’ attitude towards statistics.This instrument has been tried out to 150 students. It is found that multidimensional reliability has higher accuracy compared to the unidimensional one. Perhaps various formulas applying multidimensional reliability would be used in future research.
      PubDate: 2015-01-13
      Issue No: Vol. 3, No. 1 (2015)
       
  • The Dual Consequence of Discursive Practices on both the Learning and the
           Education in University’s Evaluation Practices

    • Authors: Michel DISPAGNE
      Pages: 54 - 61
      Abstract: This article is about the observation of a French institute of high education, the one of University of the French West Indies and Guiana. This institute is based in the American-Caribbean area and composed of three universities, based on three different French territories: Guiana, Guadeloupe and Martinique. The reflection concerns a discourses’ corpus within training in Master’s degree (MA, MS/MSc), that is also specific to the European higher education system. The discursive exploitation refers to the analysis of both the results of assessments that students obtained during the period 2009-2013 and the discourses of students and academics that intervene in the Master. The reflection enables to apprehend the uneasiness resulting of the gap between the ideal expected profile and the actual profile of the student in postgraduate training. Face this fact, we hypothesize that failures and even the lack of certain knowledge that appears at the necessary prerequisites to the two years of Master undertaken. The fact remains that in terms of results, various verbal reactions proceeding of the students’ language practice from one year to another, between 2009 and 2012, converge towards a same discourse namely that the operated investments, then the efforts realized have a low and even an absence of impact on the respective learning paths but also on the results obtained at the end of the assessments. Moreover, this discourse is not specific to the students that obtained the more disappointing results and therefore are referred. Actually, it is also the discourse of the students that are admitted. This can be explained by the fact that, indeed, notes given are beyond 10/20, the average note; however they are closed to it. This implies a success that appears very modest compared to the excellence expected.
      PubDate: 2015-01-19
      Issue No: Vol. 3, No. 1 (2015)
       
  • Technical and Vocational Education and Training (Tvet): Model for
           Addressing Skills Shortage in Nigerian Oil and Gas Industry

    • Authors: AYONMIKE. CHINYERE SHIRLEY
      Pages: 62 - 66
      Abstract: The purpose of the study is to ascertain the role of TVET stakeholders and the oil and gas industry in addressing skills shortage in the Nigerian oil and gas industries. Survey research design was used in this study and 300 respondents were drawn from TVET departments in tertiary institutions and technical colleges in Delta State, Nigeria. Two research questions were asked and two Null hypotheses were stated. A questionnaire was used for data collection. The questionnaire was validated by three lecturers. Using test-retest method, Cronbach reliability co-efficient of 0.81 was obtained. Data were analysed using mean for research questions and ANOVA at 0.05 level of significance for testing hypotheses. The study revealed amongst others that TVET stakeholders should identify the area of skills needs of oil and gas industry, review TVET curriculum content by integrating oil and gas courses into TVET programmes and the introduction of intensive oil and gas practical and training for TVET teachers and students through an effective partnership between TVET institutions and oil and gas industries in Nigeria. Hence it was recommended that there should be collaboration between TVET institutions and oil and gas industries.
      PubDate: 2015-01-20
      Issue No: Vol. 3, No. 1 (2015)
       
  • The Influence of Emotional Intelligence, Creativity, Work Ethic, to
           Service Quality of High School Library in the Minahasa Regency

    • Authors: Sylvana M.D. Maukar
      Pages: 67 - 79
      Abstract: The research objective was to prove the influence of emotional intelligence, creativity, work ethic to service quality of the high school library in the Minahasa Regency. This Research using quantitative approach with a survey method and the test hypothesis using Path Analysis. The population in this research are all of the librarians in the high school library of Minahasa regency. The samples in this research were the librarians with the amount of 70 respondents, that were taken technically simple random sampling. The result of the research and the test of hypothesis show that: (1) There is direct positive influence of the emotional intelligence toward the service quality of high school library in the Minahasa Regency. (2) There is direct positive influence of the creativity toward the service quality of high school libraries in the Minahasa Regency. (3) There is direct positive influence of the work ethic toward the service quality of the high school l ibraries in the Minahasa Regency. (4) There is direct positive influence of emotional intelligence toward the work ethic of high school libraries in the Minahasa Regency. (5) There is direct positive influence of the creativity toward the work ethic of high school libraries in the Minahasa Regency.
      PubDate: 2015-01-20
      Issue No: Vol. 3, No. 1 (2015)
       
  • Does Team Autonomy Increase or Decrees Team Implementation? The Role
           of Team Learning

    • Authors: Sarit Rashkovits
      Pages: 80 - 85
      Abstract: As the necessity for teams to implement different innovations is prominent, the study addresses the question of the effect of team autonomy on teams' innovation implementation. Team autonomy is usually considered as a beneficial job characteristic but it is still unclear whether it aligns with the necessity to make teams implement new technologies, work methods or other innovations. We argue for a positive effect of team autonomy on teams' innovation implementation through the process of team learning. The results from a sample of 61 work teams (414 employees- 61 team leaders and 353 team members) from different organizations support our hypotheses. The results indicate that team autonomy facilitates team learning, that team learning facilitates team implementation, and that team autonomy positively affects team innovation via team learning.
      PubDate: 2015-01-22
      Issue No: Vol. 3, No. 1 (2015)
       
  • English for University Students in Ethiopia: Implications of the Needs
           Analysis at Haramaya University, Ethiopia

    • Authors: Biniam Teka Gelan; Adinew Tadesse Degago, Deepika Nelson
      Pages: 86 - 92
      Abstract: The purpose of the study was to assess the English language needs of university students in a context, where English is used as the medium of instruction and general English courses are taught across all disciplines. To achieve this purpose, based on Hutchinson & Water’s target needs analysis approach, a 5-Point Likert Scale needs analysis questionnaires were designed and distributed to 152 medical science students at Haramaya university to determine the students’ frequency of English language use, their perceived importance of English for academic studies, their English language lacks, and areas of English they want training in. In addition, the general course materials taught to the students were evaluated to determine their suitability to the English need of the students. Descriptive statistics were employed in analyzing the quantitative data while content analysis was applied in analyzing the qualitative data. The results indicated the perceived importance of English for the students’ academic studies, their English language lacks and area in which they want training in. In addition, the study identified the inadequacy of the general English courses to meet the students’ English language needs. The study suggests that there is a need for English courses with an ESP orientation to meet the specific needs of students in their academic studies.
      PubDate: 2015-01-22
      Issue No: Vol. 3, No. 1 (2015)
       
  • Review of Women's Higher Education in Saudi Arabia

    • Authors: Yahya Al Alhareth; Ibtisam Al Dighrir, Yasra Al Alhareth
      Pages: 10 - 15
      Abstract: In spite of the barriers that stand in front of women’s education, their higher education opportunities have increased with the improvement of female higher education provision but the opportunities are still not able to provide the level of education needed to meet the demand of women or to provide equality of access across the country. Thereby, this paper will review the literature on women’s higher education in Saudi Arabia considering several different aspects including history, pedagogy, teaching methods and barriers.
      PubDate: 2014-01-05
      Issue No: Vol. 3, No. 1 (2014)
       
 
 
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