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Publisher: Hindawi   (Total: 281 journals)

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Showing 1 - 200 of 281 Journals sorted alphabetically
Abstract and Applied Analysis     Open Access   (Followers: 3, SJR: 0.512, h-index: 32)
Active and Passive Electronic Components     Open Access   (Followers: 7, SJR: 0.157, h-index: 15)
Advances in Acoustics and Vibration     Open Access   (Followers: 33, SJR: 0.259, h-index: 6)
Advances in Aerospace Engineering     Open Access   (Followers: 52)
Advances in Agriculture     Open Access   (Followers: 8)
Advances in Artificial Intelligence     Open Access   (Followers: 15)
Advances in Astronomy     Open Access   (Followers: 33, SJR: 0.351, h-index: 17)
Advances in Bioinformatics     Open Access   (Followers: 17, SJR: 0.421, h-index: 8)
Advances in Chemistry     Open Access   (Followers: 20)
Advances in Civil Engineering     Open Access   (Followers: 37, SJR: 0.338, h-index: 8)
Advances in Condensed Matter Physics     Open Access   (Followers: 10, SJR: 0.248, h-index: 10)
Advances in Decision Sciences     Open Access   (Followers: 3, SJR: 0.231, h-index: 6)
Advances in Electronics     Open Access   (Followers: 63)
Advances in Fuzzy Systems     Open Access   (Followers: 5, SJR: 0.258, h-index: 7)
Advances in Hematology     Open Access   (Followers: 10, SJR: 0.892, h-index: 18)
Advances in High Energy Physics     Open Access   (Followers: 18, SJR: 0.892, h-index: 19)
Advances in Human-Computer Interaction     Open Access   (Followers: 19, SJR: 0.439, h-index: 9)
Advances in Materials Science and Engineering     Open Access   (Followers: 30, SJR: 0.263, h-index: 11)
Advances in Mathematical Physics     Open Access   (Followers: 3, SJR: 0.332, h-index: 10)
Advances in Medicine     Open Access   (Followers: 2)
Advances in Meteorology     Open Access   (Followers: 19, SJR: 0.498, h-index: 10)
Advances in Multimedia     Open Access   (Followers: 1, SJR: 0.191, h-index: 10)
Advances in Nonlinear Optics     Open Access   (Followers: 6)
Advances in Numerical Analysis     Open Access   (Followers: 4)
Advances in Nursing     Open Access   (Followers: 27)
Advances in Operations Research     Open Access   (Followers: 12, SJR: 0.343, h-index: 7)
Advances in Optical Technologies     Open Access   (Followers: 3, SJR: 0.283, h-index: 16)
Advances in OptoElectronics     Open Access   (Followers: 5, SJR: 0.973, h-index: 16)
Advances in Orthopedics     Open Access   (Followers: 8)
Advances in Pharmacological Sciences     Open Access   (Followers: 7, SJR: 0.695, h-index: 13)
Advances in Physical Chemistry     Open Access   (Followers: 9, SJR: 0.297, h-index: 7)
Advances in Power Electronics     Open Access   (Followers: 29, SJR: 0.26, h-index: 6)
Advances in Preventive Medicine     Open Access   (Followers: 5)
Advances in Public Health     Open Access   (Followers: 23)
Advances in Software Engineering     Open Access   (Followers: 10)
Advances in Tribology     Open Access   (Followers: 12, SJR: 0.267, h-index: 6)
Advances in Urology     Open Access   (Followers: 9, SJR: 0.629, h-index: 16)
Advances in Virology     Open Access   (Followers: 7, SJR: 1.04, h-index: 12)
AIDS Research and Treatment     Open Access   (Followers: 3, SJR: 1.125, h-index: 14)
Analytical Cellular Pathology     Open Access   (Followers: 2, SJR: 0.334, h-index: 12)
Anatomy Research Intl.     Open Access   (Followers: 2)
Anemia     Open Access   (Followers: 5, SJR: 0.991, h-index: 11)
Anesthesiology Research and Practice     Open Access   (Followers: 13, SJR: 0.513, h-index: 12)
Applied and Environmental Soil Science     Open Access   (Followers: 16, SJR: 0.53, h-index: 9)
Applied Bionics and Biomechanics     Open Access   (Followers: 8, SJR: 0.23, h-index: 13)
Applied Computational Intelligence and Soft Computing     Open Access   (Followers: 11)
Archaea     Open Access   (Followers: 3, SJR: 1.248, h-index: 27)
Arthritis     Open Access   (Followers: 5)
Autism Research and Treatment     Open Access   (Followers: 25)
Autoimmune Diseases     Open Access   (Followers: 3, SJR: 0.909, h-index: 17)
Behavioural Neurology     Open Access   (Followers: 9, SJR: 0.696, h-index: 34)
Biochemistry Research Intl.     Open Access   (Followers: 6, SJR: 1.085, h-index: 17)
Bioinorganic Chemistry and Applications     Open Access   (Followers: 9, SJR: 0.286, h-index: 19)
BioMed Research Intl.     Open Access   (Followers: 4, SJR: 0.725, h-index: 59)
Biotechnology Research Intl.     Open Access   (Followers: 1)
Bone Marrow Research     Open Access   (Followers: 2)
Canadian J. of Gastroenterology & Hepatology     Open Access   (Followers: 5, SJR: 0.856, h-index: 53)
Canadian J. of Infectious Diseases and Medical Microbiology     Open Access   (Followers: 5, SJR: 0.409, h-index: 25)
Canadian Respiratory J.     Open Access   (Followers: 1, SJR: 0.503, h-index: 42)
Cardiology Research and Practice     Open Access   (Followers: 8, SJR: 0.941, h-index: 17)
Case Reports in Anesthesiology     Open Access   (Followers: 10)
Case Reports in Cardiology     Open Access   (Followers: 3)
Case Reports in Critical Care     Open Access   (Followers: 8)
Case Reports in Dentistry     Open Access   (Followers: 5)
Case Reports in Dermatological Medicine     Open Access   (Followers: 2)
Case Reports in Emergency Medicine     Open Access   (Followers: 14)
Case Reports in Endocrinology     Open Access   (Followers: 1, SJR: 0.326, h-index: 1)
Case Reports in Gastrointestinal Medicine     Open Access   (Followers: 2)
Case Reports in Genetics     Open Access   (Followers: 1)
Case Reports in Hematology     Open Access   (Followers: 5)
Case Reports in Hepatology     Open Access   (Followers: 1)
Case Reports in Immunology     Open Access   (Followers: 4)
Case Reports in Infectious Diseases     Open Access   (Followers: 5)
Case Reports in Medicine     Open Access   (Followers: 2)
Case Reports in Nephrology     Open Access   (Followers: 4)
Case Reports in Neurological Medicine     Open Access   (Followers: 1)
Case Reports in Obstetrics and Gynecology     Open Access   (Followers: 10)
Case Reports in Oncological Medicine     Open Access   (Followers: 2)
Case Reports in Ophthalmological Medicine     Open Access   (Followers: 3)
Case Reports in Orthopedics     Open Access   (Followers: 5)
Case Reports in Otolaryngology     Open Access   (Followers: 6)
Case Reports in Pathology     Open Access   (Followers: 5)
Case Reports in Pediatrics     Open Access   (Followers: 6)
Case Reports in Psychiatry     Open Access   (Followers: 12)
Case Reports in Pulmonology     Open Access   (Followers: 3)
Case Reports in Radiology     Open Access   (Followers: 8)
Case Reports in Rheumatology     Open Access   (Followers: 5)
Case Reports in Surgery     Open Access   (Followers: 11)
Case Reports in Transplantation     Open Access  
Case Reports in Urology     Open Access   (Followers: 8)
Case Reports in Vascular Medicine     Open Access  
Case Reports in Veterinary Medicine     Open Access   (Followers: 6)
Child Development Research     Open Access   (Followers: 16)
Chinese J. of Engineering     Open Access   (Followers: 2)
Chinese J. of Mathematics     Open Access  
Cholesterol     Open Access   (Followers: 1, SJR: 0.906, h-index: 12)
Chromatography Research Intl.     Open Access   (Followers: 6)
Complexity     Hybrid Journal   (Followers: 6, SJR: 0.526, h-index: 27)
Computational and Mathematical Methods in Medicine     Open Access   (Followers: 2, SJR: 0.415, h-index: 22)
Computational Intelligence and Neuroscience     Open Access   (Followers: 10, SJR: 0.232, h-index: 30)
Contrast Media & Molecular Imaging     Open Access   (Followers: 3, SJR: 0.932, h-index: 34)
Critical Care Research and Practice     Open Access   (Followers: 10, SJR: 0.916, h-index: 14)
Current Gerontology and Geriatrics Research     Open Access   (Followers: 9, SJR: 0.8, h-index: 12)
Depression Research and Treatment     Open Access   (Followers: 13, SJR: 0.77, h-index: 11)
Dermatology Research and Practice     Open Access   (Followers: 3, SJR: 0.576, h-index: 15)
Diagnostic and Therapeutic Endoscopy     Open Access   (SJR: 0.651, h-index: 18)
Discrete Dynamics in Nature and Society     Open Access   (Followers: 5, SJR: 0.323, h-index: 24)
Disease Markers     Open Access   (Followers: 1, SJR: 0.774, h-index: 49)
Education Research Intl.     Open Access   (Followers: 19)
Emergency Medicine Intl.     Open Access   (Followers: 7)
Enzyme Research     Open Access   (Followers: 3, SJR: 0.457, h-index: 18)
Evidence-based Complementary and Alternative Medicine     Open Access   (Followers: 20, SJR: 0.615, h-index: 50)
Experimental Diabetes Research     Open Access   (Followers: 14, SJR: 1.591, h-index: 30)
Gastroenterology Research and Practice     Open Access   (Followers: 2, SJR: 0.664, h-index: 21)
Genetics Research Intl.     Open Access   (Followers: 1)
Geofluids     Open Access   (Followers: 4, SJR: 0.693, h-index: 38)
HPB Surgery     Open Access   (Followers: 4, SJR: 0.798, h-index: 22)
Infectious Diseases in Obstetrics and Gynecology     Open Access   (Followers: 5, SJR: 0.976, h-index: 34)
Interdisciplinary Perspectives on Infectious Diseases     Open Access   (Followers: 1, SJR: 0.763, h-index: 15)
Intl. J. of Aerospace Engineering     Open Access   (Followers: 71, SJR: 0.241, h-index: 6)
Intl. J. of Agronomy     Open Access   (Followers: 5, SJR: 0.223, h-index: 2)
Intl. J. of Alzheimer's Disease     Open Access   (Followers: 11, SJR: 1.193, h-index: 25)
Intl. J. of Analysis     Open Access  
Intl. J. of Analytical Chemistry     Open Access   (Followers: 20, SJR: 0.157, h-index: 2)
Intl. J. of Antennas and Propagation     Open Access   (Followers: 11, SJR: 0.385, h-index: 15)
Intl. J. of Atmospheric Sciences     Open Access   (Followers: 21)
Intl. J. of Biodiversity     Open Access   (Followers: 4)
Intl. J. of Biomaterials     Open Access   (Followers: 4, SJR: 0.485, h-index: 10)
Intl. J. of Biomedical Imaging     Open Access   (Followers: 3, SJR: 0.581, h-index: 23)
Intl. J. of Breast Cancer     Open Access   (Followers: 13)
Intl. J. of Cell Biology     Open Access   (Followers: 3, SJR: 2.658, h-index: 25)
Intl. J. of Chemical Engineering     Open Access   (Followers: 7, SJR: 0.361, h-index: 10)
Intl. J. of Chronic Diseases     Open Access   (Followers: 1)
Intl. J. of Computer Games Technology     Open Access   (Followers: 9, SJR: 0.213, h-index: 12)
Intl. J. of Corrosion     Open Access   (Followers: 10, SJR: 0.19, h-index: 7)
Intl. J. of Dentistry     Open Access   (Followers: 6, SJR: 0.558, h-index: 11)
Intl. J. of Differential Equations     Open Access   (Followers: 7, SJR: 0.363, h-index: 11)
Intl. J. of Digital Multimedia Broadcasting     Open Access   (Followers: 5, SJR: 0.144, h-index: 10)
Intl. J. of Electrochemistry     Open Access   (Followers: 8)
Intl. J. of Endocrinology     Open Access   (Followers: 3, SJR: 0.961, h-index: 24)
Intl. J. of Engineering Mathematics     Open Access   (Followers: 5)
Intl. J. of Food Science     Open Access   (Followers: 3)
Intl. J. of Forestry Research     Open Access   (Followers: 3)
Intl. J. of Genomics     Open Access   (Followers: 2, SJR: 0.721, h-index: 7)
Intl. J. of Hepatology     Open Access   (Followers: 4)
Intl. J. of Hypertension     Open Access   (Followers: 6, SJR: 0.823, h-index: 20)
Intl. J. of Inflammation     Open Access   (SJR: 0.876, h-index: 14)
Intl. J. of Mathematics and Mathematical Sciences     Open Access   (Followers: 3, SJR: 0.346, h-index: 27)
Intl. J. of Medicinal Chemistry     Open Access   (Followers: 5)
Intl. J. of Microbiology     Open Access   (Followers: 4, SJR: 1.006, h-index: 18)
Intl. J. of Navigation and Observation     Open Access   (Followers: 20, SJR: 0.411, h-index: 7)
Intl. J. of Nephrology     Open Access   (Followers: 1, SJR: 0.926, h-index: 14)
Intl. J. of Optics     Open Access   (Followers: 7, SJR: 0.262, h-index: 7)
Intl. J. of Otolaryngology     Open Access   (Followers: 3)
Intl. J. of Pediatrics     Open Access   (Followers: 5)
Intl. J. of Peptides     Open Access   (Followers: 4, SJR: 0.73, h-index: 16)
Intl. J. of Photoenergy     Open Access   (Followers: 2, SJR: 0.348, h-index: 28)
Intl. J. of Plant Genomics     Open Access   (Followers: 4, SJR: 1.578, h-index: 20)
Intl. J. of Polymer Science     Open Access   (Followers: 24, SJR: 0.265, h-index: 11)
Intl. J. of Population Research     Open Access   (Followers: 2)
Intl. J. of Quality, Statistics, and Reliability     Open Access   (Followers: 15, SJR: 0.345, h-index: 4)
Intl. J. of Reconfigurable Computing     Open Access   (SJR: 0.182, h-index: 8)
Intl. J. of Reproductive Medicine     Open Access   (Followers: 4)
Intl. J. of Rheumatology     Open Access   (Followers: 4, SJR: 1.015, h-index: 18)
Intl. J. of Rotating Machinery     Open Access   (Followers: 2, SJR: 0.402, h-index: 19)
Intl. J. of Spectroscopy     Open Access   (Followers: 6)
Intl. J. of Stochastic Analysis     Open Access   (Followers: 3, SJR: 0.234, h-index: 19)
Intl. J. of Surgical Oncology     Open Access   (Followers: 1, SJR: 0.753, h-index: 11)
Intl. J. of Telemedicine and Applications     Open Access   (Followers: 4, SJR: 0.757, h-index: 14)
Intl. J. of Vascular Medicine     Open Access   (SJR: 0.865, h-index: 16)
Intl. J. of Zoology     Open Access   (Followers: 1, SJR: 0.389, h-index: 8)
Intl. Scholarly Research Notices     Open Access   (Followers: 190)
ISRN Astronomy and Astrophysics     Open Access   (Followers: 6)
J. of Addiction     Open Access   (Followers: 12)
J. of Advanced Transportation     Hybrid Journal   (Followers: 12, SJR: 0.911, h-index: 24)
J. of Aging Research     Open Access   (Followers: 6, SJR: 1.259, h-index: 23)
J. of Analytical Methods in Chemistry     Open Access   (Followers: 1, SJR: 0.296, h-index: 13)
J. of Applied Chemistry     Open Access   (Followers: 4)
J. of Applied Mathematics     Open Access   (Followers: 2, SJR: 0.341, h-index: 22)
J. of Biomedical Education     Open Access   (Followers: 3)
J. of Blood Transfusion     Open Access   (Followers: 1)
J. of Botany     Open Access   (Followers: 3, SJR: 0.101, h-index: 2)
J. of Cancer Epidemiology     Open Access   (Followers: 5, SJR: 1.427, h-index: 12)
J. of Chemistry     Open Access   (Followers: 5, SJR: 0.225, h-index: 11)
J. of Combustion     Open Access   (Followers: 22, SJR: 0.27, h-index: 8)
J. of Complex Analysis     Open Access   (Followers: 3)
J. of Composites     Open Access   (Followers: 80)
J. of Computer Networks and Communications     Open Access   (Followers: 4, SJR: 0.257, h-index: 8)
J. of Construction Engineering     Open Access   (Followers: 8)
J. of Control Science and Engineering     Open Access   (Followers: 1, SJR: 0.299, h-index: 9)
J. of Diabetes Research     Open Access   (Followers: 12, SJR: 1.024, h-index: 13)
J. of Drug Delivery     Open Access   (Followers: 6, SJR: 4.523, h-index: 2)
J. of Electrical and Computer Engineering     Open Access   (Followers: 9, SJR: 0.225, h-index: 10)
J. of Energy     Open Access   (Followers: 2)
J. of Engineering     Open Access  
J. of Environmental and Public Health     Open Access   (Followers: 15, SJR: 1.136, h-index: 16)
J. of Food Quality     Hybrid Journal   (Followers: 7, SJR: 0.497, h-index: 30)
J. of Function Spaces     Open Access   (SJR: 0.414, h-index: 10)
J. of Geological Research     Open Access   (Followers: 1)
J. of Healthcare Engineering     Open Access   (Followers: 3, SJR: 0.345, h-index: 10)

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Journal Cover Education Research International
  [19 followers]  Follow
    
  This is an Open Access Journal Open Access journal
   ISSN (Print) 2090-4002 - ISSN (Online) 2090-4010
   Published by Hindawi Homepage  [281 journals]
  • Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education
           Program: Implications for Instructional Leadership

    • Abstract: The opinions of general education secondary school teachers in seven select schools involved in a pilot inclusive education program in the Northwest Region of Cameroon were sought. The findings reveal that most teachers in Cameroon still prefer separate special education institutions to inclusive ones. These conclusions contradict earlier research which showed that resistance to integrated classrooms was emanating from beliefs and customs. Teachers with some training on teaching students with disabilities and more experienced and highly educated teachers were more supportive of inclusive education indicating that resistance to the practice is linked to inadequate or complete lack of teachers’ preparedness. Younger, less experienced teachers with no training in special education indicated less enthusiasm regarding the benefits of inclusion, their ability to manage integrated classrooms, and teach students with disabilities. The implication of these findings for future research, institutional support systems, institutional policies, and overall instructional leadership is discussed in this article.
      PubDate: Sun, 01 Apr 2018 00:00:00 +000
       
  • Impact of Cooperative Learning Approaches on Students’ Academic
           Achievement and Laboratory Proficiency in Biology Subject in Selected
           Rural Schools, Ethiopia

    • Abstract: The main objective of this study was to evaluate the impact of cooperative learning methods on students’ academic achievement and laboratory proficiency in biology subject. Quasi-experimental control group interrupted time series design was employed. Data pertaining to these variables were collected from 369 students and 18 biology teachers in three schools. A series of biological tests and semistructured questionnaire were used to collect data. Multivariate analysis (two-way ANOVA) was used to analyze the test scores exposed by teaching methods, and semistructured questionnaire was administered to comprehend factors that hamper the successive execution of CL. Hence, multivariate analysis revealed that there was no significant () difference in the pretest score of the learner academic performance; however, there were significant differences () in the posttest results by teaching methods, but not by schools. Correspondingly, there were significant differences in the pretest and posttest () results of the students’ laboratory proficiency by teaching methods. The results exemplify that there was significant learning gain obtained via CLAD followed by cooperative discussion group (CDG). The result from the questionnaire survey showed that the number of students, lack of laboratory equipment, and so on hamper consecutive execution of CL.
      PubDate: Sun, 01 Apr 2018 00:00:00 +000
       
  • No Gender Difference in Foreign Medical Students’ Hematology
           Clerkship

    • Abstract: Hematology is a difficult aspect of medicine for students to learn. Students need hematology clerkship training to develop their clinical skills. The influence of gender on different teaching methods and performance in foreign medical students is still unknown, especially in hematology clerkship. To address this issue, we tested performance differences between foreign male and female students in clinical practice. Twenty-two foreign medical students attended a two-week hematology clerkship in Fujian Medical University Union Hospital. The lecture-based learning (LBL) method and mixed team-based learning (MTBL) method were used in hematology clerkship. Eight foreign students were assigned to LBL group, and fourteen foreign medical students were assigned to MTBL group. Our previous work found that MTBL methods benefit both foreign medical students and Chinese postgraduates. In this study, practice scores and case-writing scores were analyzed between boys and girls. The results showed that the mean of scores in practice test scores and case writing scores was not significantly different between genders (), as well as subgroup analysis in LBL and MTBL groups (). This study indicated that practice test scores and case-writing scores in hematology clerkship were the same between boys and girls, which were not related to teaching methods. This study also indicated that both genders can benefit from the new MTBL teaching methods.
      PubDate: Tue, 13 Mar 2018 09:26:52 +000
       
  • The Assessment of Written Phrasal Constructs and Grammar of Deaf and Hard
           of Hearing Students with Varying Expressive Language Abilities

    • Abstract: The purpose of this study was to examine the written phrasal constructs and grammar usage of deaf and hard of hearing students with varying expressive language skills. Twenty-nine d/hh middle school students attending a residential school for the deaf were divided into three language groups: students using spoken English, ASL/English bilinguals, and language delayed learners. Personal narrative writing samples were collected at the beginning, middle, and end of the academic year. The samples were divided into T-units and coded for language variables, including word efficiency ratio (WER) scores according to the Structural Analysis of Written Language (SAWL) and phrasal errors. The repeated measures ANOVA for WER III showed a statistically significant main effect with no between-subjects factor, demonstrating that students from all three language groups made positive gains in their written outcomes over one academic year. There was a reduction in phrasal errors over the course of the year for all language groups. Differences in word efficiency ratio scores by language groups are discussed. Findings from this study suggest that SAWL is an effective tool in assessing the grammaticality of written compositions for d/hh students with varying language abilities over time. Instructional implications are discussed.
      PubDate: Tue, 13 Mar 2018 08:22:00 +000
       
  • The Road Less Traveled in Elementary Physical Education: Exploring Human
           Relationship Skills in Adventure-Based Learning

    • Abstract: Teachers who are looking for ways to develop social and emotional learning with their students can use a curriculum model called Adventure-Based Learning (ABL). ABL consists of structured physical activities (cooperative in nature) with periods of reflection. The purpose of this study was to explore elementary physical education students’ lived experience with intrapersonal and interpersonal relationship skills (IIRS) from an ABL unit of instruction. The aim of this study was to determine the credibility of an existing ABL student learning outcome model for use at the elementary school level in the United States. Findings indicated that the elementary students were able to connect, value, develop, and transfer the four IIRS over the course of the ABL unit. The findings provide plausible evidence that IIRS outcomes from the implementation of an ABL unit of instruction are possible to achieve at the elementary school level. Studies that further investigate student outcomes from participation in ABL at the elementary school level are recommended.
      PubDate: Mon, 26 Feb 2018 08:37:05 +000
       
  • Assessment of Student Performance for Course Examination Using Rasch
           Measurement Model: A Case Study of Information Technology Fundamentals
           Course

    • Abstract: This paper describes a measurement model that is used to measure the student performance in the final examination of Information Technology (IT) Fundamentals (IT280) course in the Information Technology (IT) Department, College of Computer & Information Sciences (CCIS), Al-Imam Mohammad Ibn Saud Islamic University (IMSIU). The assessment model is developed based on students’ mark entries of final exam results for the second year IT students, which are compiled and tabulated for evaluation using Rasch Measurement Model, and it can be used to measure the students’ performance towards the final examination of the course. A study on 150 second year students (male = 52; female = 98) was conducted to measure students’ knowledge and understanding for IT280 course according to the three level of Bloom’s Taxonomy. The results concluded that students can be categorized as poor (10%), moderate (42%), good (18%), and successful (24%) to achieve Level 3 of Bloom’s Taxonomy. This study shows that the students’ performance for the set of IT280 final exam questions was comparatively good. The result generated from this study can be used to guide us to determine the appropriate improvement of teaching method and the quality of question prepared.
      PubDate: Mon, 19 Feb 2018 00:00:00 +000
       
  • The Need for Focused Literacy Training in the Medical School Curriculum: A
           Cross-Sectional Study of Undergraduate Students

    • Abstract: Introduction. Medical education programs have increasingly included compulsory research skills components but rarely include explicit academic literacy instruction for medical research. This article presents results from a project that developed methods of bridging the gap between textbook literacy and scientific literacy in a setting where English coexists with the local language. Methods. A paper-based, revised version of a validated self-report instrument (32 questions) designed to assess readers’ metacognitive awareness and perceived use of academic reading strategies was used to collect information about medical students’ awareness of reading strategies in English for academic purposes. Results. Students reported a total overall average of 3.25 (scale 1–5) for reading strategy use, falling within a medium range for usage. They reported using problem-solving reading strategies to the greatest extent (3.76), with global reading strategies (3.29) being second, and support reading strategies (2.85) to the least extent. Based on the data, a curricular intervention was designed to support critical reading of empirical literature in English. Conclusion. The results from this study suggest the need for inclusion of focused training on academic and scientific literacy, in particular, strategy instruction in relation to foreign language reading comprehension skills in medical school curricula.
      PubDate: Tue, 19 Dec 2017 00:00:00 +000
       
  • Educational Technology in Iranian High Schools: EFL Teachers’ Attitudes,
           Perceived Competence, and Actual Use

    • Abstract: It goes without saying that technology has influenced virtually all spheres of our lives, and teaching English as a foreign language (EFL) is not an exception to this rule. Also, teachers’ undeniable and decisive role in the integration of technology into teaching is not to be taken a blind eye on. With this in mind, this study explored Iranian high school EFL teachers’ attitudes toward, their perceived competency in, and their actual use of instructional technology in their classrooms. 120 randomly selected junior and senior high school Iranian EFL teachers filled out The Survey of High School EFL Teachers’ Attitudes toward Computer Technology. Over 600 junior and senior high school students filled out Students’ Questionnaire Surveying the Use of Educational Technology by English Teachers in Classrooms. The results indicated that even though Iranian teachers have an overall positive attitude toward (computer) technology, they are not sufficiently competent to use it in their classes, and this lack of competence may be one of the main barriers to the full use of technology in their classes.
      PubDate: Fri, 01 Dec 2017 00:00:00 +000
       
  • Education for Creativity and Talent Development in the 21st Century

    • PubDate: Thu, 16 Nov 2017 00:00:00 +000
       
  • Entrepreneurship Education with Impact: Opening the Black Box

    • PubDate: Wed, 01 Nov 2017 00:00:00 +000
       
  • Hands-On Math and Art Exhibition Promoting Science Attitudes and
           Educational Plans

    • Abstract: The current science, technology, engineering, art, math education (STEAM) approach emphasizes integration of abstract science and mathematical ideas for concrete solutions by art. The main aim was to find out how experience of learning mathematics differed between the contexts of school and an informal Math and Art Exhibition. The study participants () were 12-13 years old from Finland. Several valid questionnaires and tests were applied (e.g., SRQ-A, RAVEN) in pre- and postdesign showing a good reliability. The results based on General Linear Modeling and Structural Equation Path Modeling underline the motivational effects. The experience of the effectiveness of hands-on learning at school and at the exhibition was not consistent across the subgroups. The lowest achieving group appreciated the exhibition alternative for math learning compared to learning math at school. The boys considered the exhibition to be more useful than the girls as it fostered their science and technology attitudes. However, for the girls, the attractiveness of the exhibition, the experienced situation motivation, was much more strongly connected to the attitudes on science and technology and the worthiness of mathematics. Interestingly, the pupils experienced that even this short informal learning intervention affected their science and technology attitudes and educational plans.
      PubDate: Wed, 18 Oct 2017 00:00:00 +000
       
  • A Novel Heart-Centered, Gratitude-Meditation Intervention to Increase
           Well-Being among Adolescents

    • Abstract: Population studies paint a dismal picture of the mental health status of adolescents, in the US and worldwide. Positive psychology, which takes a preventative approach to keeping individuals in higher states of well-being, is being implemented increasingly among youth, with the goal of avoiding future mental health and psychological problems. In this study, a novel intervention, which fused the practice of meditation with gratitude visualizations, was tested among adolescents. The purpose of this quasi-experimental study was to determine the extent to which the intervention affected life satisfaction, school satisfaction, and measured gratitude, among a culturally diverse cohort of adolescents. Instrumentation consisted of three positive psychology measures—the Student Life Satisfaction Scale, the School Satisfaction Subscale, and the Gratitude Questionnaire-Six-Item Form. Participants were randomly assigned either to the delayed-intervention, no-treatment control group or to the experimental group. The four-week intervention was manualized primarily from the heart-centered gratitude visualizations outlined in a happiness and positive emotions handbook, The Jewels of Happiness: Inspiration and Wisdom to Guide Your Life-Journey. The intervention significantly affected life satisfaction, school satisfaction, and gratitude of the experimental group, when compared to the control group. Medium to large effect sizes were detected using the ANCOVA statistical test.
      PubDate: Mon, 16 Oct 2017 00:00:00 +000
       
  • Complex Problems in Entrepreneurship Education: Examining Complex
           Problem-Solving in the Application of Opportunity Identification

    • Abstract: In opening up the black box of what entrepreneurship education (EE) should be about, this study focuses on the exploration of relationships between two constructs: opportunity identification (OI) and complex problem-solving (CPS). OI, as a domain-specific capability, is at the core of entrepreneurship research, whereas CPS is a more domain-general skill. On a conceptual level, there are reasons to believe that CPS skills can help individuals to identify potential opportunities in dynamic and nontransparent environments. Therefore, we empirically investigated whether CPS relates to OI among 113 masters students. Data is analyzed using multiple regressions. The results show that CPS predicts the number of concrete ideas that students generate, suggesting that having CPS skills supports the generation of detailed, potential business ideas of good quality. The results of the current study suggest that training CPS, as a more domain-general skill, could be a valuable part of what should be taught in EE.
      PubDate: Sun, 15 Oct 2017 00:00:00 +000
       
  • Teacher Informal Collaboration for Professional Improvement: Beliefs,
           Contexts, and Experience

    • Abstract: The article presents results of a study on teachers’ views, beliefs, and experience on school-based informal collaboration for professional improvement. It explores the relationship of teacher beliefs in the collective efficacy of their colleagues and school’s capital and culture with their beliefs and experience in school-based collaborative learning. The key source of evidence used is a survey of 1025 primary and secondary teachers in three geographical regions of Chile. Main results show that teachers hold positive beliefs about the collective efficacy of their colleagues and students in their schools but more negative ones regarding the contribution of parents. In terms of collaboration, teachers hold positive beliefs in general about its role for professional learning but indeed engage more in the “weaker” types of collaboration such as “sharing ideas” and “talking about teaching problems” and less in the more demanding ones such as “mutual lesson observation” and “team teaching.” Differences in teachers’ views, beliefs, and experience were examined in terms of level of teaching (primary/secondary), urban/rural location, school type (public and private), and school size.
      PubDate: Thu, 12 Oct 2017 06:45:14 +000
       
  • Coexisting Needs: Paradoxes in Collegial Reflection—The Development of a
           Pragmatic Method for Reflection

    • Abstract: This paper addresses a feasibility study of a method for recurrent collegial reflection. A qualitative approach, using a participatory research design, was adopted. The collegial reflection was implemented in a school, in a middle-sized municipality in southern Sweden, with 21 teachers participating in the intervention. Data collection included digital recordings of collegial reflection, open questions by mail, and individual interviews. Findings indicated one major theme, paradoxes in the design of the collegial reflection, and three categories: wanting to decide and wanting to be guided; meeting each other as teachers and/or as persons; and looking for the safe and/or looking for the new. Before implementing the method in another context, management needs to appreciate these contradictory experiences, allow for voluntary participation, address participants’ expectations, and allocate time and tasks. This study implicates that collegial reflection may contribute to teachers’ professional development, and it is thereby relevant to teachers’ classroom practice and pupils’ learning. We conclude that, by creating a structure which supports teachers’ collegial reflection, the school may function as a supportive environment, which may contribute to teacher retention.
      PubDate: Thu, 28 Sep 2017 13:34:11 +000
       
  • In Search of Alignment: A Review of Impact Studies in Entrepreneurship
           Education

    • Abstract: This study uses the concept of alignment as a framework to examine empirical research on the impact of entrepreneurship education interventions on students. Alignment assumes that effective instruction requires congruence between three instructional components: intended outcomes, instructional processes, and assessment criteria. Given the extant diversity and complexity of entrepreneurship education impact, scholars have not been able to explain how teaching approaches and methods are being adjusted to the variety of expected outcomes. In order to address this gap, we critically reviewed the published empirical studies on entrepreneurship education impact in 20 journals over a 15-year period (2000–2015). We found 16 empirical studies that met our inclusion criteria. Our findings revealed that teaching objectives, teaching methods, and teaching content receive scant attention from researchers. This study will be of value to scholars researching the impact of heterogeneous entrepreneurship education practices and approaches on individuals. Our analytical framework could contribute to less contradictory findings of entrepreneurship education impact studies. We also identify research limitations and suggest avenues for future research.
      PubDate: Wed, 27 Sep 2017 00:00:00 +000
       
  • Threshold Effects of Creative Problem-Solving Attributes on Creativity in
           the Math Abilities of Taiwanese Upper Elementary Students

    • Abstract: This study aimed to help determine what the typology of math creative problem-solving is. Different from studies that have discussed the threshold effect between creativity and intelligence, this research investigated the threshold effect between creativity and other attributes. The typology of the math creative problem-solving abilities of 409 fifth- and sixth-grade Taiwanese students was identified and compared in this study. A Creative Problem-Solving Attribute Instrument was devised for this study, with the aim of measuring students’ perceptions on their motivation, knowledge, and skills, both in general and in specific domains. Divergent and convergent thinking were also measured. Cluster analyses yielded three creative problem-solving typologies: High, Medium, and Low. The High Attribute group scored significantly higher in the Math Creative Problem-Solving Ability Test than did the Medium Attribute and Low Attribute groups. The results suggest a threshold effect from several attributes—divergent thinking, convergent thinking, motivation, general knowledge and skills, domain-specific knowledge and skills, and environment—on students’ creative problem-solving abilities. Balanced development of attributes may be an important consideration in nurturing creativity in children.
      PubDate: Tue, 19 Sep 2017 00:00:00 +000
       
  • Development of Emotional Skills through Interdisciplinary Practices
           Integrated into a University Curriculum

    • Abstract: The emotional profile of university students has been related to both academic performance and professional success. Such evidence has led higher education professionals to ask whether students can be trained in emotional skills at university stage. However, learning specific emotional skills requires a considerable investment of time from students. This paper presents an intervention aimed at developing emotional skills through interdisciplinary teamwork, without adding specific courses that could decrease the time that students devote to their core studies. The results indicated that working in interdisciplinary teams improved the level of emotional skills without hindering the attainment of academic objectives.
      PubDate: Mon, 28 Aug 2017 00:00:00 +000
       
  • Preparing Students for Global Citizenship: The Effects of a Dutch
           Undergraduate Honors Course

    • Abstract: Using a mixed method approach, this case study investigates effects on the participating students () of an undergraduate honors course in the Netherlands, aimed at global justice citizenship. Knowledge about effects of global citizenship courses is still limited. The Ethical Sensitivity Scale Questionnaire and the Global Citizenship Scale were used in a pre- and posttest design to measure possible development in the moral and civic domain among the participants of the course. In the qualitative part, deductive content analyses of students’ work and students’ written reflection on the course, utilizing the theory-based curriculum guidelines Global Justice Citizenship Education, were performed. In addition, a follow-up blog and interview were analyzed to learn students’ perception on the effects of the course after half a year. Quantitative results show increased ethical sensitivity as well as global civic engagement and global competence among the participants. Qualitative results point in the same direction and provide deeper insights in the content of students’ learning and the perceived impact of the course on their attitudes and behavior. Results are discussed in relation to theory on justice-oriented global citizenship and honors pedagogies.
      PubDate: Sun, 27 Aug 2017 00:00:00 +000
       
  • Competence Models as a Tool for Conceptualizing the Systematic Process of
           Entrepreneurship Competence Development

    • Abstract: Entrepreneurship Education (EE) is believed to be an important key to supporting learners to become entrepreneurial, which means it needs to be approached systematically. Competence models provide a platform to meaningfully embed varying interpretations, learning outcomes, and roles of EE and allow educators and other stakeholders to apply EE systematically throughout all education levels. The aim of this study was to understand how systematic entrepreneurship competence development throughout the education levels is conceptualized in different EE competence models. In other words, what are the critical aspects to consider while constructing systematic competence models for EE purposes' The results of the analysis of the competence models help educators, school boards, policymakers, local municipalities, researchers, and other relevant stakeholders to obtain a clearer understanding of how EE learning outcomes can be systematically achieved at all education levels. However, lacking empirical proof regarding the impact of the models’ application, these models represent the “optimal set” of expected competencies for specific education levels and types. In its original form, a competence model established for a specific education system is unlikely to fit the needs and aims of other education systems. Thus, it is recommended that any model be adapted to a specific need and with a focus on learning outcomes.
      PubDate: Sun, 13 Aug 2017 00:00:00 +000
       
  • How Do School Children and Adolescents Perceive the Nature of Talent
           Development' A Case Study from Finland

    • Abstract: This article examines how school children and adolescents () perceive the nature of talent development. More particularly it is investigated whether students perceive intelligence and giftedness as developing or as inherent and how students’ perspectives on talent development are related to their learning outcomes. Participants were students in elementary (), lower secondary (), and upper secondary school (). The results showed that students perceived the nature of intelligence as more malleable than giftedness. Along with this domain-specific variance, there were also age and gender related differences in students’ perceptions. By examining the relation between implicit beliefs and students’ academic achievements, it was found that growth-oriented views about intelligence, but fixed ideas about giftedness, indicated higher math grades. The results suggest that the relationship between implicit beliefs and academic outcomes might not be as straightforward as previous studies have suggested.
      PubDate: Mon, 07 Aug 2017 09:40:21 +000
       
  • The Better You Feel the Better You Learn: Do Warm Colours and Rounded
           Shapes Enhance Learning Outcome in Multimedia Learning'

    • Abstract: The aim of the present study was to examine whether fostering positive activating affect during multimedia learning enhances learning outcome. University students were randomly assigned to either a multimedia learning environment designed to induce positive activating affect through the use of “warm” colours and rounded shapes () or an affectively neutral environment that used achromatic colours and sharp edges (). Participants learned about the topic of functional neuroanatomy for 20 minutes and had to answer several questions for comprehension and transfer afterwards. Affective states as well as achievement goal orientations were investigated before and after the learning phase using questionnaires. The results show that participants in the affectively positive environment were superior in comprehension as well as transfer when initial affect was strong. Preexperimental positive affect was therefore a predictor of comprehension and a moderator for transfer. Goal orientations did not influence these effects. The findings support the idea that positive affect, induced through the design of the particular multimedia learning environment, can facilitate performance if initial affective states are taken into account.
      PubDate: Sun, 06 Aug 2017 08:58:35 +000
       
  • Opportunities to Learn for Teachers’ Self-Efficacy and Enthusiasm

    • Abstract: The aim of this study was to identify opportunities to learn for teachers’ motivational orientations. Motivational orientations are relevant characteristics of psychological functioning, which are important for the behavior of a teacher and mandatory for effective teaching. We focus on three domains: self-efficacy, subject-specific enthusiasm, and enthusiasm for teaching the subject. Self-efficacy covers the belief of an individual that he or she is capable of performing required behaviors to produce a desired outcome. Teacher enthusiasm is an affective teacher orientation that is related to a specific subject and to teaching this specific subject. Different opportunities to learn are considered for teachers’ motivational orientations. Since teacher education particularly focuses on the acquisition of professional knowledge, we added a further exploratory focus to the study and investigated the relationships between motivational orientations and professional knowledge (content knowledge and pedagogical content knowledge). 134 biology teachers participated in the study. The results reveal that teacher education at university, the attendance in professional development courses, and self-study provide opportunities to learn for self-efficacy and enthusiasm for teaching the subject. Moreover, we found self-efficacy and subject-specific enthusiasm to be positively related to pedagogical content knowledge.
      PubDate: Sun, 06 Aug 2017 08:37:18 +000
       
  • Creativity as a Stepping Stone towards Developing Other Competencies in
           Classrooms

    • Abstract: Creativity, as a 21st-century skill, has gained more interest these past years and has become one of the key competencies to be implemented in classrooms. However, some studies highlight teachers’ difficulties to integrate it in a classroom context. For instance, introducing creativity in overloaded school curricula may be a hindrance to developing it. Teachers have to implement other 21st-century competencies (the 4Cs) at the same time as well. These educational objectives can be considerable in terms of time and means for teachers and thus do not encourage them to develop these competencies. The purpose of this article is to present links, essentially theoretical, made by researchers between creativity and other 21st-century skills (e.g., critical thinking, metacognition, and collaboration). We considered that if creativity shares some characteristics with other competencies, it can be possible that, by applying only a teaching-for-creativity approach in classroom, we can also contribute to developing the other “C” as well. So choosing only creativity can be a way for teachers to develop their pupils’ skills without falling behind in their curriculum. In this article, we will also discuss our hypothesis taking into account limits from teachers’ classroom practices. Teachers’ training, evaluation, and everyday practices will be considered.
      PubDate: Tue, 01 Aug 2017 06:04:52 +000
       
  • Psychometric Properties and Validation of the Arabic Academic Performance
           Rating Scale

    • Abstract: Aim. To validate the Arabic version of Academic Performance Rating Scale. Method. Translation and test-retest reliability were computed. Exploratory factor analysis and Rasch analysis were conducted to report on the validity. EFA factor structures were evaluated using a Scree plot and the standard multiple criteria included eigenvalue greater than 1. Average measures and step measures were ordered and the mean-square outfit statistic for each category was also evaluated. Results. Cronbach’s Alpha value of 0.90 was obtained. No differences across category of educational levels were seen (). Pattern matrix analysis revealed items to be significantly correlated with each other with a chi square goodness of fit value 0.02. Results supported the interpretation of adequate fit of items, since the infit ZSTD (1.55–0.46), outfit ZSTD (1.59–0.99), infit MNSQ (0.74–1.47), and outfit MNSQ (0.50–1.37) for the items were within acceptable ranges. Conclusion. Valid and reliable A-APRS-15 can be used in future studies to see its relation with other variables such as general health and oral health.
      PubDate: Mon, 31 Jul 2017 11:23:27 +000
       
  • Teacher Learning within a Multinational Project in an Upper Secondary
           School

    • Abstract: In this case study, we investigated teachers’ professional learning within a multinational project in an upper secondary school. The aim of the study was to investigate how the participating teachers adopted and applied the trialogical approach (TLA) in their pedagogical practices and their challenges in doing that. The mixed method approach was used for data collection and analysis. About one-fourth of the teachers participated in the activities, ten females and three males. Three groups were identified, based on their activity in the project: pilot teachers, active adopters, and adopters. Altogether 79 students (38 males and 41 females) answered a questionnaire concerning the pedagogical practices. The pedagogical revisions were well in line with TLA; the revised courses as well as new iterations and new ideas were indicators of the teachers’ creative implementation processes. However, some of the TLA ideas were more difficult to apply in an upper secondary school context; for example, the implementation of ideas involving cross-fertilization with other organizations and cultures was rare. In order to learn new pedagogical practices, teachers need organized time for collaborative planning, for reflecting, and for sharing.
      PubDate: Tue, 18 Jul 2017 00:00:00 +000
       
  • Training Online Physical Educators: A Phenomenological Case Study

    • Abstract: Online physical education (OLPE) presents a unique set of challenges in translating traditional physical education to a digital space, all while meeting the same benchmarks, curriculum, and assessment standards of traditional courses. Currently, limited research exists investigating how physical educators are formally trained to deliver content online. Therefore, the purpose of this study was to describe the experiences and perceptions of students and instructor of a graduate-level OLPE teacher education (OLPETE) methods course. A phenomenographic research design was employed to examine the social phenomenon of one OLPETE methods course at a midwest midmajor college. Participants in this study were an instructor of OLPETE methods course and former students who had completed the course. Data for the case study were collected through semistructured interviews and inductive content analysis was employed to analyze the qualitative data. Results revealed four categories describing the lived experiences of those involved: (1) Modeling Online Instructional Practices, (2) Instructor and Student Interactions, (3) Transitioning Pedagogical and Content Knowledge Online, and (4) Navigating Instructional Tools and Technology.
      PubDate: Sun, 16 Jul 2017 09:35:23 +000
       
  • Moodle: Teaching Strategies in Distance Education in Oral Medicine

    • Abstract: Objective. The current model of education has been suffering changes, undergoing renovations, and seeking using and enjoying increasingly technological resources, as, for example, the Learning Management System (LMS). One of the most used LMS platforms is the Modular Object Oriented Dynamic Learning Environment (Moodle). This article proposes to demonstrate how Moodle platform was introduced in the subject of Stomatology through a clear and objective methodology. Study Design. In six months, 49 undergraduate students enrolled in stomatology subject accessed Moodle platform 2067 times and performed 02 evaluation exams at Discipline of Stomatology. Statistical analysis was performed by paired t-test (comparison between number of access times before the first evaluation and number of access times before the second evaluation), Wilcoxon test (student’s grade on the first and second evaluation), and Pearson correlation test (correlation between the number of access times before the first evaluation and the first grade, correlation between the number of access times before the second evaluation and the second grade, and correlation between the variation of the number of access times and the variation of the student’s grade). Results and Conclusion. The digital platform Moodle was associated with better grade for those students who access it for more times () and was able to supply the needs of the students and help them to obtain information about the subject during the entire semester (6 months).
      PubDate: Wed, 05 Jul 2017 10:19:37 +000
       
  • Teachers’ Experiences with Networked Classrooms in Norway

    • Abstract: The aim of this study, based on response on a questionnaire from 65 teachers in upper secondary schools, is to gain insight into how teachers experience and practice their role as leaders in the digital classroom. Research shows that teachers seldom are asked about their opinions concerning use of technical device. From 2007 all Norwegian students in upper secondary schools were given a computer from the authorities. Politicians argued for pedagogical use of ICT, for example, through interactive device like social networking sites. However, recent national reports show that teachers mainly use ICT for administrative and not for pedagogical purposes. Findings from the current study show that teachers adjust the technology to their existing pedagogy and continue their existing practice. To a small extent the technology’s interactive abilities are utilized. Technological device is powerful. Possible consequences of placing technology on every student’s desk are discussed. The teachers’ future concern is to control Internet and to have possibilities to develop and discuss pedagogical use of technology in classrooms with their colleagues.
      PubDate: Tue, 04 Jul 2017 09:47:44 +000
       
  • Stressors and Coping Strategies of the Saudi Nursing Students in the
           Clinical Training: A Cross-Sectional Study

    • Abstract: Nursing students often encounter high levels of stress through clinical practice that may cause psychological or emotional problems during their professional life eventually affecting the quality of patient care they provide. The aims of the current study were to identify the level and types of stress perceived by nursing students in their clinical practice and to identify the coping strategies that students used to relieve their stress. A descriptive, cross-sectional design was used in this study. A total of 200 students who were enrolled in the nursing program were taken as study respondents. Research data were collected using the Perceived Stress Scale (PSS) and the Coping Behavior Inventory (CBI). Data was analyzed using one-way ANOVA test, Pearson’s test, and independent sample -test on SPSS version 22. Findings indicated that nursing students experienced a high level of stress. The most common coping strategy utilized by the students was problem solving, while avoidance was the least frequently used one. Saudi nursing students experienced stress levels above the mean in clinical training. The most common stressors were related to assignments and workload. The study recommends that clinical curriculum requirements and the workload of nursing students should be reviewed.
      PubDate: Wed, 14 Jun 2017 06:17:31 +000
       
 
 
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