for Journals by Title or ISSN
for Articles by Keywords

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: 7)
American J. of Applied Psychology     Open Access   (Followers: 29)
American J. of Biomedical Research     Open Access   (Followers: 1)
American J. of Cancer Prevention     Open Access   (Followers: 8)
American J. of Civil Engineering and Architecture     Open Access   (Followers: 28)
American J. of Clinical Medicine Research     Open Access   (Followers: 5)
American J. of Educational Research     Open Access   (Followers: 52)
American J. of Electrical and Electronic Engineering     Open Access   (Followers: 22)
American J. of Energy Research     Open Access   (Followers: 9)
American J. of Environmental Protection     Open Access   (Followers: 7)
American J. of Epidemiology and Infectious Disease     Open Access   (Followers: 10)
American J. of Food and Nutrition     Open Access   (Followers: 23)
American J. of Food Science and Technology     Open Access   (Followers: 5)
American J. of Infectious Diseases and Microbiology     Open Access   (Followers: 17)
American J. of Information Systems     Open Access   (Followers: 5)
American J. of Materials Engineering and Technology     Open Access   (Followers: 2)
American J. of Materials Science and Engineering     Open Access   (Followers: 4)
American J. of Mathematical Analysis     Open Access  
American J. of Mechanical Engineering     Open Access   (Followers: 22)
American J. of Medical and Biological Research     Open Access   (Followers: 5)
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   (Followers: 2)
American J. of Modeling and Optimization     Open Access   (Followers: 1)
American J. of Nanomaterials     Open Access   (Followers: 4)
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: 26)
American J. of Rural Development     Open Access   (Followers: 3)
American J. of Sensor Technology     Open Access   (Followers: 2)
American J. of Sports Science and Medicine     Open Access   (Followers: 21)
American J. of Water Resources     Open Access   (Followers: 5)
American J. of Zoological Research     Open Access   (Followers: 1)
Applied Ecology and Environmental Sciences     Open Access   (Followers: 16)
Automatic Control and Information Sciences     Open Access   (Followers: 1)
Biomedical Science and Engineering     Open Access   (Followers: 4)
Chemical Engineering and Science     Open Access   (Followers: 16)
Intl. J. of Celiac Disease     Open Access   (Followers: 2)
Intl. J. of Dental Sciences and Research     Open Access   (Followers: 1)
Intl. J. of Econometrics and Financial Management     Open Access   (Followers: 3)
Intl. J. of Physics     Open Access   (Followers: 11)
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: 4)
J. of Computer Sciences and Applications     Open Access  
J. of Environment Pollution and Human Health     Open Access   (Followers: 3)
J. of Finance and Accounting     Open Access   (Followers: 5)
J. of Finance and Economics     Open Access   (Followers: 9)
J. of Food and Nutrition Research     Open Access   (Followers: 5, SJR: 0.334, h-index: 13)
J. of Food Security     Open Access  
J. of Geosciences and Geomatics     Open Access  
J. of Materials Physics and Chemistry     Open Access   (Followers: 1)
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: 4)
Materials Science and Metallurgy Engineering     Open Access   (Followers: 5)
Nanoscience and Nanotechnology Research     Open Access   (Followers: 19)
Physics and Materials Chemistry     Open Access   (Followers: 1)
Research in Plant Sciences     Open Access  
Research in Psychology and Behavioral Sciences     Open Access   (Followers: 2)
Sustainable Energy     Open Access   (Followers: 1)
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  
World J. of Analytical Chemistry     Open Access   (Followers: 1)
World J. of Chemical Education     Open Access   (Followers: 1)
World J. of Environmental Engineering     Open Access   (Followers: 2)
World J. of Organic Chemistry     Open Access   (Followers: 3)
Journal Cover American Journal of Educational Research
  [52 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]
  • Managing the Uncertainty in the van Hiele Levels of Geometric Reasoning

    • Authors: Michael Gr. Voskoglou
      Pages: 109 - 113
      Abstract: Student group total possibilistic uncertainty and probabilistic uncertainty are calculated for evaluating the student acquisition of the van Hiele levels of geometric reasoning and an example is presented illustrating our results.
      PubDate: 2017-2-4
      Issue No: Vol. 5, No. 2 (2017)
  • The e-portfolio in a Kindergarten Classroom: Adopting Alternative
           Assessment Methods through Action Research

    • Authors: Malamatenia Tsirika; Domna – Mika Kakana, Aikaterinh Michalopoulou
      Pages: 114 - 123
      Abstract: The purpose of this work is to develop, implement and evaluate e-portfolio as an alternative method of assessment in a kindergarten classroom. This research follows the methodology of qualitative research and specifically action research. Particularly, the e-portfolio was designed by the teacher-researcher as a website using state-of-the-art technology in order to present to the parents the best works of their children in the classroom. The participants of this survey were students of a small kindergarten classroom in a private school in Trikala, Greece, during the school year 2014-2015. Initially, a portfolio tool was implemented within the classroom in a paper format at the start of the school year and after three months, a fully functional implementation of an e-portfolio was used throughout the rest of the school year. The evaluation of the utility of the e-portfolio was conducted by the teacher-researcher in several layers, including participant observation on a daily basis (calendar), semi-structured individual interviews with children and open-ended questionnaire combined with semi-structured interviews with the parents. The data collected throughout this procedure, were processed and categorized using thematic content analysis. The thematic areas that emerged from this analysis concerned the application of the e-portfolio, the attitude of the children, the children’s emotions, emotions of their family environment, the frequency the e-portfolio was used, peer relationships, child - family interaction and general feedback about the e-portfolio. The results reveal a positive attitude towards the promotion of self assessment and peer assessment through the use of the e-portfolio. Furthermore, the parents showed great interest for the e-portfolio tool and reacted positively in using it. As a result, the e-portfolio was proved to be successfully implemented in a kindergarten classroom, and its application revealed that the peer assessment among the classmates helped the children to develop the process of self assessment at a high level.
      PubDate: 2017-2-5
      Issue No: Vol. 5, No. 2 (2017)
  • Exploring Teachers' Views on Including Children with Special Educational
           Needs in Greece: Implication for Inclusive Counseling

    • Authors: Kourkoutas E; Stavrou P.-D, Loizidou N.
      Pages: 124 - 130
      Abstract: As the model of inclusive education gains ground over the approach of special classrooms and special schools, the percentage of students with Special Educational Needs (SEN) attending regular classes along with their typically developed peers gradually increases. Under this scope, teachers and school psychologists are required to broaden the spectrum of their knowledge and skills in order to provide a supportive classroom environment that could foster the academic and social inclusion of students with SEN. The aim of this qualitative study was to explore, through semi-structured interviewing, the views of 30 Greek teachers, working with SEN students aged from 7-12 years old, on inclusive education. The content analysis of the data revealed that, according to teachers, the factors favoring inclusion revolve around building a strong relationship with the child, family and professionals working in the school context, as well as adequate information and training concerning SEN. On the contrary, factors hindering inclusion mostly concerned practical difficulties, such as overcrowded classrooms, delayed diagnoses and lack of reliable measures of evaluation. Overall, although Greek teachers appeared to be favorable towards inclusive education, they seemed to underestimate some aspects of inclusion practice regarded as key elements by the contemporary literature. What emerged from this study, was the need for additional training, psychosocial support and psychoeducation of Greek teachers working in the field of inclusive education.
      PubDate: 2017-2-8
      Issue No: Vol. 5, No. 2 (2017)
  • School Based Programs for Socio-emotional Development of Children with or
           without Difficulties: Promoting Resilience

    • Authors: Stavrou P.D; Kourkoutas E.
      Pages: 131 - 137
      Abstract: Contemporary research and the ecosystemic psychological approach both underline the role of school community in promoting psychological resilience and well-being of students, especially in case of students with socio-emotional difficulties. The aim of this study is to provide a description and evaluation of school based programs for prevention or intervention in case of students with socio-emotional difficulties, as well as school based programs that promote resilience and psychosocial well-being for the general student population. Overall, effective school based programs seem to be characterized by a holistic approach of students¡¯ symptoms, interpreting them as a reaction to problematic relationships between children with difficulties and their teachers, family and school. Under this scope, interventions are collaboratively implemented by the educational staff, mental health professionals and family, and aim at the development of a supportive school climate that promotes resilience and cultivates students¡¯ sense of belonging to their school, especially in case of students with socio-emotional difficulties, to create a system of social-emotional support for students, teachers and parents in need that could form the foundation of resilient schools and classrooms.
      PubDate: 2017-2-8
      Issue No: Vol. 5, No. 2 (2017)
  • Validation and Application of an Instrument to Assess Attitudes and
           Difficulties that Forensic Science Students Present during Forensic

    • Authors: Ileana M. Petra Micu; Zoraida García Castillo, Ana M. Sosa Reyes, Mariana Fouilloux Morales, Gabriela Hernández Cárdenas, Patricia M. Herrera Saint Leu
      Pages: 138 - 143
      Abstract: The School of Forensic Science of the Universidad National Autonomous of Mexico was created in 2013. Internationally, no publications were found in which the students respond to experiences posed by certain activities during their forensic practice. A Likert style instrument was developed and was validated with 269 medical students, and subject to analysis of reliability to determine the alpha de Cronbach and Varimax factor analysis, then it was applied 56 forensic science students. Results: an Alpha of.732 and it explained 47.7% of the total variance in six components: motivation, negative reactions, anxiety somatization, perceptions, aversion, and professional profile. Over 70% regarded their practice in a positive way leaving 20 to 30% with doubts and conflicts. Conclusions. While the group under study is small, the results open an important field to explore the personality that these future professionals have and if necessary to offer appropriate help to overcome these problems.
      PubDate: 2017-2-9
      Issue No: Vol. 5, No. 2 (2017)
  • The Effect of CSI Movies on Students’ Chemistry Achievement and
           Attitude towards Chemistry

    • Authors: Maria Euleen Z. Pastor; Maria Teresa M. Fajardo
      Pages: 144 - 149
      Abstract: The study aimed to determine the effects of Crime Scene Investigation (CSI) Movies on students’ achievement and attitude towards chemistry. A total of 233 students from the BS Criminology and BSED Education programs enrolled in a general chemistry course were randomly assigned to experimental and control groups. The findings of an ANCOVA analysis indicated that students exposed first to CSI movies before the lecture performed better in the achievement test than students who belong to the control group and students exposed to CSI movies after the lecture. Attitude towards chemistry is found to be very positive. However, the attitude of the students did not vary significantly. Properly selected CSI movies may have served as motivation to learn the chemistry concepts. The study recommends the use of well-selected movies and videos to expose students to the application of chemistry concepts in the real world. Moreover, classroom experience must be varied and focused on the latest updates in chemistry and in chemistry education to motivate students for chemistry.
      PubDate: 2017-2-10
      Issue No: Vol. 5, No. 2 (2017)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
Home (Search)
Subjects A-Z
Publishers A-Z
Your IP address:
About JournalTOCs
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-2016