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Publisher: Science and Education Publishing   (Total: 72 journals)   [Sort by number of followers]

Showing 1 - 72 of 72 Journals sorted alphabetically
American J. of Applied Mathematics and Statistics     Open Access   (Followers: 8)
American J. of Applied Psychology     Open Access   (Followers: 37)
American J. of Biomedical Research     Open Access   (Followers: 2)
American J. of Cancer Prevention     Open Access   (Followers: 8)
American J. of Civil Engineering and Architecture     Open Access   (Followers: 30)
American J. of Clinical Medicine Research     Open Access   (Followers: 6)
American J. of Educational Research     Open Access   (Followers: 57)
American J. of Electrical and Electronic Engineering     Open Access   (Followers: 24)
American J. of Energy Research     Open Access   (Followers: 10)
American J. of Environmental Protection     Open Access   (Followers: 8)
American J. of Epidemiology and Infectious Disease     Open Access   (Followers: 15)
American J. of Food and Nutrition     Open Access   (Followers: 35)
American J. of Food Science and Technology     Open Access   (Followers: 8)
American J. of Infectious Diseases and Microbiology     Open Access   (Followers: 22)
American J. of Information Systems     Open Access   (Followers: 7)
American J. of Materials Engineering and Technology     Open Access   (Followers: 3)
American J. of Materials Science and Engineering     Open Access   (Followers: 6)
American J. of Mathematical Analysis     Open Access  
American J. of Mechanical Engineering     Open Access   (Followers: 26)
American J. of Medical and Biological Research     Open Access   (Followers: 6)
American J. of Medical Case Reports     Open Access   (Followers: 1)
American J. of Medical Sciences and Medicine     Open Access   (Followers: 1)
American J. of Medicine Studies     Open Access  
American J. of Microbiological Research     Open Access   (Followers: 2)
American J. of Modeling and Optimization     Open Access   (Followers: 1)
American J. of Nanomaterials     Open Access   (Followers: 6)
American J. of Numerical Analysis     Open Access   (Followers: 3)
American J. of Pharmacological Sciences     Open Access   (Followers: 2)
American J. of Public Health Research     Open Access   (Followers: 29)
American J. of Rural Development     Open Access   (Followers: 5)
American J. of Sensor Technology     Open Access   (Followers: 4)
American J. of Sports Science and Medicine     Open Access   (Followers: 21)
American J. of Water Resources     Open Access   (Followers: 7)
American J. of Zoological Research     Open Access   (Followers: 1)
Applied Ecology and Environmental Sciences     Open Access   (Followers: 17)
Automatic Control and Information Sciences     Open Access   (Followers: 3)
Biomedical Science and Engineering     Open Access   (Followers: 4)
Chemical Engineering and Science     Open Access   (Followers: 19)
Intl. J. of Celiac Disease     Open Access   (Followers: 3)
Intl. J. of Dental Sciences and Research     Open Access   (Followers: 1)
Intl. J. of Econometrics and Financial Management     Open Access   (Followers: 4)
Intl. J. of Physics     Open Access   (Followers: 12)
Intl. Transaction of Electrical and Computer Engineers System     Open Access   (Followers: 2)
J. of Automation and Control     Open Access   (Followers: 6)
J. of Biomedical Engineering and Technology     Open Access   (Followers: 1)
J. of Business and Management Sciences     Open Access   (Followers: 1)
J. of Cancer Research and Treatment     Open Access   (Followers: 3)
J. of Computer Networks     Open Access   (Followers: 5)
J. of Computer Sciences and Applications     Open Access  
J. of Environment Pollution and Human Health     Open Access   (Followers: 4)
J. of Finance and Accounting     Open Access   (Followers: 7)
J. of Finance and Economics     Open Access   (Followers: 9)
J. of Food and Nutrition Research     Open Access   (Followers: 6, SJR: 0.334, h-index: 13)
J. of Food Security     Open Access   (Followers: 1)
J. of Geosciences and Geomatics     Open Access  
J. of Materials Physics and Chemistry     Open Access   (Followers: 2)
J. of Mathematical Sciences and Applications     Open Access   (Followers: 1)
J. of Optoelectronics Engineering     Open Access   (Followers: 2)
J. of Polymer and Biopolymer Physics Chemistry     Open Access   (Followers: 6)
Materials Science and Metallurgy Engineering     Open Access   (Followers: 5)
Nanoscience and Nanotechnology Research     Open Access   (Followers: 20)
Physics and Materials Chemistry     Open Access   (Followers: 2)
Research in Plant Sciences     Open Access  
Research in Psychology and Behavioral Sciences     Open Access   (Followers: 3)
Sustainable Energy     Open Access   (Followers: 3)
Turkish J. of Analysis and Number Theory     Open Access   (Followers: 1)
Wireless and Mobile Technologies     Open Access   (Followers: 5)
World J. of Agricultural Research     Open Access   (Followers: 1)
World J. of Analytical Chemistry     Open Access   (Followers: 2)
World J. of Chemical Education     Open Access   (Followers: 2)
World J. of Environmental Engineering     Open Access   (Followers: 2)
World J. of Organic Chemistry     Open Access   (Followers: 5)
Journal Cover American Journal of Educational Research
  [57 followers]  Follow
    
  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]
  • Research Funding Needs for African Engineers: Challenges and Perceptions

    • Authors: Eugine Makaya
      Pages: 933 - 938
      Abstract: Africa and sub-Saharan Africa in particular, with the exception of South Africa, have lately lagged behind in postgraduate research, an issue attributed to lack of research funding for engineering sciences. This paper investigated the funding needs of engineering sciences in Africa. Specifically, it established the funding needs of African engineering sciences, factors affecting higher learning institutions in securing research funding and assessed the prevalent engineering research needs for Africa. Key informants to this paper were postdoctoral candidates drawn from Cameroon, Ethiopia, Ivory Coast, Kenya, Nigeria, Tanzania, Uganda and Zimbabwe. Through a questionnaire survey, the study found out that Africa has the capacity to carry out high profile engineering researches but the funding needs are not fully met resulting in frustration, whose ripple effects culminate in brain drain. Institutional frameworks in many African countries have been found not favouring engineering sciences. Although efforts are being made, as evidenced by increase in scientific publications, the growth of Engineering Sciences lags behind other disciplines. Thus, the international community of research funders should forge partnerships and collaborations with engineering institutions in Africa for availing and putting to good use research funding.
      PubDate: 2017-9-26
      DOI: 10.12691/education-5-9-1
      Issue No: Vol. 5, No. 9 (2017)
       
  • Influence of Selected Factors on Students’ Attitude towards Physics in
           Public Secondary Schools

    • Authors: Nicholas Muriuki Nteere; Jacob Mwenda Kwaria, Newton Kiogora Kirimi
      Pages: 939 - 943
      Abstract: The study investigated students’ attitude towards selection of Physics in secondary schools. Questionnaires with items set to capture data on the study objectives were administered to three hundred and sixty one students selected proportionally and randomly from forty two public secondary schools. Physics teacher in each school was involved. The data collected was analyzed using descriptive parameters and few inferential statistics. Physics teacher as a role model and perceived subject abstractness by the students had significant influence on students’ attitude towards selection of Physics in Meru Central Sub County. It was concluded that, Physics teacher as a role model and perceived subject abstractness by the students played an important role on students’ attitude towards selection of Physics.
      PubDate: 2017-9-26
      DOI: 10.12691/education-5-9-2
      Issue No: Vol. 5, No. 9 (2017)
       
  • Learning with Each Other: Peer Learning as an Academic Culture among
           Graduate Students in Education

    • Authors: Gamal M. M. Mustafa
      Pages: 944 - 951
      Abstract: The major objective of the present study is to examine the extent to which peer learning is common among graduate students in educational programs in Saudi universities. Moreover, it also investigates the obstacles which may hinder spreading the culture of peer learning, and the proposals to overcome such obstacles from the graduate students’ perspectives. Data were collected through an electronic questionnaire conducted to a sample of 375 of graduate students in educational programs in Saudi universities. The major findings of the study revealed majority of respondents (69%) agree and strongly agree to the items of the questionnaire, while (12.4%) disagree and strongly disagree, and (21%) were neutral. The most agreed upon items in part (1) are: “I do feel embarrassed to ask my peers for new knowledge and information” and “I feel happy with the comments of my peers on my research and work papers. The most agreed upon items in part (2) are: “Lack of non-classroom activities that support the culture of peer learning” and “Lack of equipped classrooms of graduate students that support peer learning”. The most agreed upon items in part (3) are: “Urging professors to support and supervise academic discussions among students” and “Encouraging students to attend the seminars when their peers present their research proposals”.
      PubDate: 2017-9-27
      DOI: 10.12691/education-5-9-3
      Issue No: Vol. 5, No. 9 (2017)
       
  • Assessment of Institutional Initiative in Generating Alternative Funds to
           Sustain Library Services in Academic Libraries in Nigeria: The Cross River
           State Experience

    • Authors: Godwin B. Afebende
      Pages: 952 - 958
      Abstract: The study investigated the role of the parent institution and library in generating funds to facilitate library services in public academic libraries in Cross River State, Nigeria using survey research design. A questionnaire was built on a modified six-point Likert scale designed to measure sources of library funds variables through government/parent institution and internally generated sources. The instrument was administered on 30 senior management library staff from 5 academic institutions in the state. The internal consistency of the instrument lied in the range of (729 ≤ rxx ≤ .893) with across time stability in the range (729 ≤ ree .796) measured via Cronbach alpha and test-retest reliability. The study found that over reliance on government and parent institution for funding and a lack of initiative from libraries in generating added or alternative funds to sustain services. Requisite recommendations especially urging libraries to be proactive in looking onwards to generate funding.
      PubDate: 2017-9-28
      DOI: 10.12691/education-5-9-4
      Issue No: Vol. 5, No. 9 (2017)
       
  • Reforming Instructional Practices via Interactive Engagement, Deliberate
           Practice and Coaching in Professional Education Courses

    • Authors: Frances A. Abuso
      Pages: 959 - 964
      Abstract: Attempts to get Education students more actively involved in their own learning in professional education courses call for viable models of instruction. Hence, promotion of interactive engagement, deliberate practice and coaching in professional education courses are taken as instructional reforms to maximize Education students’ learning. Active learning approaches such as technology-enhanced learning, cooperative learning and project based approach make up a sustainable teaching-learning set up in professional education courses. Education students then view encouragement of teachers to do their best and keep on trying of prime importance. In addition, teachers’ provision of learning targets is likewise primarily valued by Education students in addition to receiving help and guidance from the teacher as well as additional instruction on concepts that they do not understand.
      PubDate: 2017-9-28
      DOI: 10.12691/education-5-9-5
      Issue No: Vol. 5, No. 9 (2017)
       
  • In the Interest of Students: A Model for Incorporating Financial Literacy
           into the Higher Education Classroom

    • Authors: Tobin Richardson
      Pages: 965 - 969
      Abstract: As student loan debt continues to rise, financial literacy among young adults who attend post-secondary education is becoming more and more imperative. While many colleges and universities acknowledge the significance of this issue, most do little to ensure that students understand the investment they are making or the impact borrowing will have on their future. This article explores a model for incorporating financial responsibility into first-year curriculum at a large research-intensive university. Information and discussion surrounding this topic was incorporated into a first-year seminar course in the College of Physical Activity and Sport Sciences at West Virginia University. The curriculum of this course carefully portrayed accurate data and other pertinent financial information in a manner that was age-and-experience appropriate and which could resonate with even young adults who, by and large, had little knowledge or familiarity with personal finance. Data collected through analysis of written reflections throughout the course and an end-of-course assessment indicated an overwhelming attentiveness and appreciation of learning about this topic.
      PubDate: 2017-9-28
      DOI: 10.12691/education-5-9-6
      Issue No: Vol. 5, No. 9 (2017)
       
  • Recycling as an Environmental Awareness Tool in Public Schools: Working
           with Waste and Building Values in a Brazilian City

    • Authors: Elissa Stephanie de Oliveira Torres; Rayssa Maria do Nascimento, Gyovanni Dhieymyson Oliveira Lima, Rosiane Leite dos Santos Soares, Juliano Keyton Dantas, Fábio André Bispo de Melo, Dany Geraldo Kramer
      Pages: 970 - 972
      Abstract: In Brazil, the generation of 78 million tons of waste annually occurs, 35.2% of municipalities dispose of it improperly, resulting in environmental risks and health. In socially disadvantaged regions, this problem intensifies, and it is opportune to take actions that can increase reuse / recycling and rational consumption. Thus, the present study aimed to carry out interventions, with this theme, in public schools of a Brazilian city. The interventions (lectures, talk wheels and workshops) approached rational consumption, waste classifications and recycling as central axes. 150 students were involved in the suggested activities, in which they have intense participation, developing dozens of products from recyclable materials, such as toys, educational games and objects holder. In this way, it was possible to conclude that these actions are relevant, in order to contribute to the appropriation of the contents by the students and their change of behavior as transforming agents of society, mitigating the problems associated with solid urban waste in their communities.
      PubDate: 2017-9-28
      DOI: 10.12691/education-5-9-7
      Issue No: Vol. 5, No. 9 (2017)
       
  • Software Development for Virtual Teaching of Medical Laboratory Skills

    • Authors: Arlends Chris; Diana Nomida Musnir, Atwi Suparman
      Pages: 973 - 976
      Abstract: This paper presents the development of software for virtually teaching of medical laboratory skills based on instructional model. This initial study focuses on the assessment models developed by Borg and Gall; Dick, Carey, and Carey. The sample of this study is 887 students of the 2007 to 2011 academic year. The surveys were conducted by requiring all participants to complete the questionnaire that has been prepared. The data were analyzed using descriptive statistics. The findings of this survey are: (1) From 34 medical skills, hematology laboratory skills is the most difficult (19,73%), (2) Twenty-seven medical skills are indicated as moderate skills to learn (0.11-17.25%) (3) Six skills which include glucometer, catheter, Ear-Nose-Throat examination, Visus examination and Thyroid examination are categorized as simple skills to learn. Based on the findings, a software application for virtual teaching of hematology laboratory skills for medical students is developed.
      PubDate: 2017-9-29
      DOI: 10.12691/education-5-9-8
      Issue No: Vol. 5, No. 9 (2017)
       
  • Attitude of Primary School Teachers towards Children with Attention
           Deficit and Hyperactivity Disorder (ADHD)

    • Authors: Chintal. Siva Sankar
      Pages: 977 - 983
      Abstract: Attention Deficit Hyperactivity Disorder (ADHD) is a common childhood mental health disorder. It is a specific learning disability in connection with heritable neuro-developmental disorder. It also influences social, academic, and/or occupational functioning. It is characterized by inattention, distractibility, hyperactivity and executive dysfunctions. It is caused by an interaction of a child’s inherent biology and his/her environment. It is widely agreed that medication alone is never a sufficient treatment. Positive learning environment is to be provided for children with ADHD. Fundamentally, primary school teachers need positive attitude on children with ADHD in order to create positive learning environment. Thus, the present investigator insightfully made the objective of the study as: to find out significant differences if any, in the attitude of primary school teachers towards children with ADHD due to variation in gender, educational qualification, teaching experience and locality. Null hypothesis was formulated in connection with objective. A sample of 160 teachers was drawn for this present study. Among the 160 teachers, male teachers (n1 = 80; 50%) & female teachers (n2 = 80; 50%); Rural teachers (n1 = 87; 54.37%) & Urban teachers (n2 = 73; 45.63%); teachers of Under Graduate qualification (n1 = 89; 55.62%) & teachers of Post Graduate qualification (n2 = 71; 44.38%); teachers having teaching experience of Below 10 Years (n1 = 86; 53.75% ) & teachers having teaching experience of 10 years & above 10 years(n2 = 74; 46.25%); were drawn randomly. The study also followed normative survey method. Attitude Scale on Attention Deficit and Hyperactivity Disorder (ASADHD) was constructed and developed using Likert method. Reliability and validity of the tool were 0.86 & 0.92 respectively. Data was collected and analyzed quantitatively with Mean, SD and t-test. The results of the study were: As per differential analysis, the calculated t-value (0.89) with regard to overall attitude (M1 =180.94, SD1=17.06; M2= 178.73, SD2 =13.85), P≤ 0.01 is insignificant. It revealed that that male and female teachers’ positive attitudes on Attention Deficit Hyperactivity Disorder (ADHD) did not differ in relation to concept, characteristics, causes, strategies and assessment of ADHD. It also revealed that there were no significant differences in primary school teachers’ positive attitudes towards attention deficit and hyperactivity disorder due to variation in gender, educational qualification, teaching experience and locality. As per mean values, male primary school teachers’ positive attitude towards children with ADHD (M1 =180.94) is higher than female primary school teachers’ positive attitude towards children with ADHD (M1 =178.73). Similarly, UG qualified primary school teachers’ positive attitude, primary school teachers’ of below 10 years teaching experience and rural primary school teachers’ positive attitude on children with ADHD were higher than the counter parts.
      PubDate: 2017-9-30
      DOI: 10.12691/education-5-9-9
      Issue No: Vol. 5, No. 9 (2017)
       
  • The Realistic of Mathematic Educational Approach (RME) toward the Ability
           of the Mathematic Connection of Junior High School in Bukhari Muslim Medan
           

    • Authors: Asril Rais Sirait; Zainal Azis
      Pages: 984 - 989
      Abstract: The purpose of this study was to determine the ability of the student mathematic connection by using the realistic of mathematic educational approach is better than conventional learning. This research used quasi-experimental design with two-group design, they were pretest-posttest. The sample of this study was taken from random class, that is taken 2 classes with total number 54 students. Class VII-1 as an experimental class which taught by using realistic mathematic approach that consists of 27 students, class VII-2 as control class which taught by using conventional learning that consists of 27 students. The instrument of this research used the essay test and observation. The result was analyzed by using t-test. After the learning is done, the data descriptions were collected on pres-test and post-test to determine students' mathematic connection ability during mathematic learning. The result showed that the ability of the students' mathematic connection by using the realistic of mathematic educational approach is better than conventional learning. Furthermore, based on the observation of student activity in the learning process by using the realistic of mathematic educational approach is very positive and they became more active than before.
      PubDate: 2017-10-12
      DOI: 10.12691/education-5-9-10
      Issue No: Vol. 5, No. 9 (2017)
       
 
 
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