for Journals by Title or ISSN
for Articles by Keywords
help

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: 33)
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: 23)
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: 11)
American J. of Food and Nutrition     Open Access   (Followers: 26)
American J. of Food Science and Technology     Open Access   (Followers: 5)
American J. of Infectious Diseases and Microbiology     Open Access   (Followers: 18)
American J. of Information Systems     Open Access   (Followers: 6)
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: 24)
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: 5)
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: 27)
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: 20)
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: 15)
Automatic Control and Information Sciences     Open Access   (Followers: 2)
Biomedical Science and Engineering     Open Access   (Followers: 4)
Chemical Engineering and Science     Open Access   (Followers: 17)
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: 6, 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]
  • An Investigation of Psychosocial Support and Participation of Learners
           Affected by HIV/AIDS in Baringo Central Sub-County

    • Authors: Alice limo; Robert Kandie Kibowen
      Pages: 344 - 349
      Abstract: HIV/AIDS was declared a national disaster and health emergency in Kenya in the year 1999 and it has caused a lot of effects on education for children in the country. The existing literature indicates that children affected by Acquired Immune Deficiency Syndrome, require support activities in their institutions. The study was guide by the following objective: To identify effects of schools’ psychosocial support on participation of learners affected by HIV/AIDS in Baringo central sub-county. The study adopted mixed methodology, and Descriptive Survey research design as an overall plan for collecting data in order to answer the research questions. The study was guided by General Systems Theory. A theory which states that each an every concept is a system. The study employed stratified random sampling to select teachers from both private and public pre-schools. In this case, eight teachers from private schools and 94 teachers from public schools were selected. The target population was 507 pre-school teachers and head teachers. The researcher took a sample of 102 pre-school teachers and head teachers. A total of 34 head teachers and 68 pre-school teachers participated in the study. Data was collected was coded and analyzed through Statistical Package for the Social Science (SPSS) version. The study yielded both quantitative and qualitative data. The qualitative data were presented through tables. The study yielded both primary and secondary data where primary data were obtained through questionnaires while secondary data were collected from books and internet sources. The instruments were piloted in three pre-schools. The collected data was analyzed using descriptive statistical technique which includes mean, mode percentages and frequencies. Data was presented using tables and pie charts. The findings of this study revealed that it would be useful to the policy makers to develop policy intervention measures that will ensure that there are redress mechanism to enhance access to education among children affected by HIV/AIDS. The study is beneficial to the communities, headteachers, teachers and learners in their efforts towards sustainable education in accordance with the Sustainable Development Goals.
      PubDate: 2017-4-10
      Issue No: Vol. 5, No. 4 (2017)
       
  • Relationship between Peer Group Influence and Students’ Academic
           Achievement in Chemistry at Secondary School Level

    • Authors: Jack Gladys Uzezi; Gamnjoh Dennis Deya
      Pages: 350 - 356
      Abstract: The research was designed to examine the relationship between peer group influence and academic achievement of secondary school chemistry students in some selected secondary schools in Jalingo metropolis of Taraba State. The study employed a survey- Causal-comparative research design in line with its appropriateness to the research problem. A sample of 120 students comprising of equal number of male and female students were selected randomly from three secondary schools. A 15-item questionnaire Peer Group Influence Assessment Questionnaire and Chemistry Achievement Test containing 50-items was administered to the students. The data were analyzed using means, standard deviation in answering the research questions and t-test and Person Product Moment Correlation were used in testing the hypotheses. The result from the study showed that; there is significant difference between students that belong to peer group and those that do not belong to peer group on the academic achievement of chemistry; there was no significant difference between the academic achievement of male and female chemistry students that are involved in peer group; and there is a positive and significant relationship between peer group influence and academic achievement of students in chemistry. It was therefore recommended that; school authorities/teachers should pay attention towards encouraging peer group activities in schools especially in the area of group discussion.
      PubDate: 2017-4-10
      Issue No: Vol. 5, No. 4 (2017)
       
  • A Needs Analysis for Poetry Appreciation Textbooks in Universitites: An
           Exploratory Study

    • Authors: Oktaviani Windra Puspita; Andayani, Herman J. Waluyo, Muhammad Rohmadi
      Pages: 357 - 361
      Abstract: The objective of this study is to describe the needs for poetry appreciation textbooks in universities over the years. To collect data, researchers used a qualitative descriptive method and an interview technique involving university students and lecturers. The results of data analysis show that both university students and lecturers need textbooks on the poetry appreciation. Within a needs analysis framework, lecturers had a clear mode of perceptions of what they had been doing in terms of using poetry textbooks and talked about reasons why they focused on the literary appreciation. The use of poetry appreciation textbooks in lectures they deliver can help university students instill knowledge on the poetry appreciation through which they can pursue critical ideas, self-appreciation demands and character education values. In-class literary events are also grounded in interactive practices in which university students cooperate with each other in a range of lecturing activities: poetry reading, writing and discussing. This pedagogy implies that educational needs for poetry appreciation contribute to classroom literary culture, provision of poetry textbooks and university students’ engagement in poetry-related learning activities.
      PubDate: 2017-4-12
      Issue No: Vol. 5, No. 4 (2017)
       
  • Educational Efficacy of Derivation Method for Partial Differential
           Equations in Thermodynamics

    • Authors: Tetsuya Kanagawa; Hisao Taira
      Pages: 362 - 366
      Abstract: One of the mathematical difficulties with regard to thermodynamics for undergraduate university students is the treatment of the total differential, which contains partial derivatives. The conventional treatment suppresses the derivation of the partial differential equations (e.g., energy equation and Mayer’s relation), reducing the student’s understanding of the physical aspects of thermodynamics. This paper proposes a systematic method for of deriving the partial differential equations in thermodynamics, based on both the total differential and the appropriate selection of independent variables of the thermodynamic state variables. To demonstrate our method, the energy equation and Mayer’s relation are derived via the systematic approach, and students’ misunderstandings concerning the derivation process are presented. The results of a questionnaire administered to evaluate student opinions indicate that our proposed method is effective.
      PubDate: 2017-4-12
      Issue No: Vol. 5, No. 4 (2017)
       
  • The Main Determinants of Moroccan Students' Outcomes

    • Authors: Liouaeddine Mariem; Bijou Mohammed, Naji Faîrouz
      Pages: 367 - 383
      Abstract: The main purpose of the present article is to highlight the major factors affecting Moroccan students’ outcomes in the second year of college (8th grade) and the sixth year of primary school (6th grade) using the Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study (PIRLS) (2011) databases compiled by the International Association for the Evaluation of Educational Achievement (IEA). The use of a multilevel approach is appropriate in our case study because it enables us to deal with the hierarchical structure of the data at two levels. The two levels in our case study are the student level and the school level. The method of Multiple imputation by chained equations (MICE) was applied to impute missing values contained in the student background, home, and school data files, and the endogeneity problem that results from the use of multilevel modeling was solved using the Hausman–Taylor instrumental variables estimator. The results show that Moroccan students’ outcomes are impacted by individual as well as contextual characteristics. More precisely, the index “school emphasis on academic success,” which is related to information about the student, parents, teachers, curricula, and educational goals, seems to play a key role in explaining Moroccan students’ academic performance.
      PubDate: 2017-4-13
      Issue No: Vol. 5, No. 4 (2017)
       
  • Educational Neuroscience, Educational Psychology, and Classroom Pedagogy
           as a System

    • Authors: Alexander Vaninsky
      Pages: 384 - 391
      Abstract: This paper introduces a view of educational process as a 3-layer system comprising human brain, personality psychology, and classroom pedagogy. It aims to present a classroom as a place where educational neuroscience and educational psychology meet to result in effective pedagogy. The paper demonstrates the advantages of such approach for mathematics education. Among them are understanding of mathematical anxiety as a defensive reaction of the brain on operating memory overflow, finding gifted and talented students objectively, assertion of possible limitations on the educational goals given unfavorable conditions, restricted time of information perception, limited liability of teachers and instructors for the success of their students, and opportunities for better outcomes when group learning, peer leadership, or cross-discipline teaching and learning are implemented. As examples of applications, a technology - based teaching technique MARTA and Virtual/Augmented Reality are discussed.
      PubDate: 2017-4-14
      Issue No: Vol. 5, No. 4 (2017)
       
  • An Exploration of Perceptions and Understanding of the Purpose of CRE and
           the Consequential CRE Pedagogies in Uganda

    • Authors: Bweyale Josephine
      Pages: 392 - 399
      Abstract: Religion is a fundamental phenomenon in Uganda. It is perceived to be a foundation for spiritual growth and morals in Uganda. Religious education is thus central in Uganda’s education system. However, this article concerns the perception and understanding of the purpose of CRE as school subject. Using qualitative methods, CRE teachers, priests and document analysis were used to collect data. Research reveals that there is no differentiation between purposes of religion as a faith and CRE as a school subject. The study unveils that the church influences CRE, dictates that CRE follows confessional pedagogies and that CRE should be compulsory.
      PubDate: 2017-4-15
      Issue No: Vol. 5, No. 4 (2017)
       
 
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
 
Home (Search)
Subjects A-Z
Publishers A-Z
Customise
APIs
Your IP address: 54.224.225.228
 
About JournalTOCs
API
Help
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-2016