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  Subjects -> EDUCATION (Total: 1751 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (22 journals)
    - EDUCATION (1463 journals)
    - HIGHER EDUCATION (118 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (28 journals)
    - SCHOOL ORGANIZATION (12 journals)
    - SPECIAL EDUCATION AND REHABILITATION (34 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (1463 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 2)
(Pensamiento), (palabra) y obra     Open Access  
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 5)
Academic Medicine     Full-text available via subscription   (Followers: 58)
Academic Psychiatry     Full-text available via subscription   (Followers: 22)
Academic Questions     Hybrid Journal   (Followers: 8)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 58)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 51)
Accounting & Finance     Hybrid Journal   (Followers: 47)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 17)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 4)
Across the Disciplines     Open Access   (Followers: 8)
Acta Didactica Norge     Open Access  
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 58)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 40)
Action Research     Hybrid Journal   (Followers: 42)
Active Learning in Higher Education     Hybrid Journal   (Followers: 298)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 12)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 155)
Adult Education Quarterly     Hybrid Journal   (Followers: 149)
Advanced Education     Open Access   (Followers: 7)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 22)
Advances in High Energy Physics     Open Access   (Followers: 19)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 6)
Africa Education Review     Partially Free   (Followers: 24)
African Journal of Chemical Education     Open Access   (Followers: 2)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 5)
African Journal of Health Professions Education     Open Access   (Followers: 6)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 1)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Akadémiai Értesítö     Full-text available via subscription  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Al-Jabar : Jurnal Pendidikan Matematika     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 20)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 13)
American Biology Teacher     Full-text available via subscription   (Followers: 13)
American Educational Research Journal     Hybrid Journal   (Followers: 146)
American Journal of Business Education     Open Access   (Followers: 10)
American Journal of Distance Education     Hybrid Journal   (Followers: 29)
American Journal of Education     Full-text available via subscription   (Followers: 170)
American Journal of Educational Research     Open Access   (Followers: 59)
American Journal of Health Education     Hybrid Journal   (Followers: 30)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 2)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 9)
Annals of Modern Education     Full-text available via subscription   (Followers: 3)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 14)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Arabia     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 20)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 33)
Arts Education Policy Review     Hybrid Journal   (Followers: 5)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 14)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 21)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 12)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 19)
Asian Association of Open Universities Journal     Open Access  
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 13)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 5)
ASp     Open Access   (Followers: 2)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 128)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 15)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 38)
Assessment Update     Hybrid Journal   (Followers: 4)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 18)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 4)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 8)
Australian Art Education     Full-text available via subscription   (Followers: 6)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 7)
Australian Educational Computing     Open Access   (Followers: 1)
Australian Educational Researcher     Hybrid Journal   (Followers: 22)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 13)
Australian Journal of Career Development     Hybrid Journal   (Followers: 2)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 33)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 4)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 3)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 406)
Australian Journal of Teacher Education     Open Access   (Followers: 22)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 2)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 3)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 197)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 4)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 5)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 2)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 7)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
BMC Medical Education     Open Access   (Followers: 41)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 7)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 176)
British Journal of Educational Studies     Hybrid Journal   (Followers: 145)
British Journal of Educational Technology     Hybrid Journal   (Followers: 128)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 50)
British Journal of Special Education     Hybrid Journal   (Followers: 43)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 12)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Business, Management and Education     Open Access   (Followers: 18)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação     Open Access  
Cadernos de Educação, Tecnologia e Sociedade     Open Access  
Cadernos de Pesquisa     Open Access  
Cadernos de Pesquisa     Open Access   (Followers: 2)
Cadernos de Pesquisa em Educação     Open Access   (Followers: 1)
Cadmo     Full-text available via subscription  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 96)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 9)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 8)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 15)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 8)
Canadian Journal of Higher Education     Open Access   (Followers: 24)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 15)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 10)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 20)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Catalejos. Revista sobre lectura, formación de lectores y literatura para niños     Open Access  
Catharsis : Journal of Arts Education     Open Access  
CELE Exchange, Centre for Effective Learning Environments     Full-text available via subscription   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 15)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 6)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription  
Chemistry Education Research and Practice     Free   (Followers: 5)
Chemistry in Education     Open Access   (Followers: 9)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 2)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 29)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 17)
Children's Literature in Education     Hybrid Journal   (Followers: 9)
Chinese Education & Society     Full-text available via subscription   (Followers: 2)
Christian Higher Education     Hybrid Journal   (Followers: 2)
Christian Perspectives in Education     Open Access   (Followers: 7)
Ciência & Educação (Bauru)     Open Access  
Ciência & Saúde Coletiva     Open Access   (Followers: 2)
Ciencia en Desarrollo     Open Access  
Ciencias Sociales y Educación     Open Access   (Followers: 2)
Citizenship, Social and Economics Education     Full-text available via subscription   (Followers: 5)
Classroom Discourse     Hybrid Journal   (Followers: 8)
Clinical Child and Family Psychology Review     Hybrid Journal   (Followers: 7)
Clio y Asociados     Open Access  
CME     Hybrid Journal   (Followers: 1)
Coaching: An International Journal of Theory, Research and Practice     Hybrid Journal   (Followers: 9)
Cogent Education     Open Access   (Followers: 2)
College Athletics and The Law     Hybrid Journal   (Followers: 1)
College Teaching     Hybrid Journal   (Followers: 13)
Colóquio Internacional de Educação e Seminário de Estratégias e Ações Multidisciplinares     Open Access  
Communication Disorders Quarterly     Hybrid Journal   (Followers: 14)
Communication Education     Hybrid Journal   (Followers: 20)
Communication Methods and Measures     Hybrid Journal   (Followers: 12)
Community College Journal of Research and Practice     Hybrid Journal   (Followers: 9)
Community College Review     Hybrid Journal   (Followers: 8)
Community Development     Hybrid Journal   (Followers: 19)
Community Literacy Journal     Partially Free   (Followers: 3)
Comparative Education     Hybrid Journal   (Followers: 30)
Comparative Education Review     Full-text available via subscription   (Followers: 33)
Comparative Professional Pedagogy     Open Access   (Followers: 3)
Compare: A journal of comparative education     Hybrid Journal   (Followers: 19)
Compass : Journal of Learning and Teaching     Open Access   (Followers: 1)

        1 2 3 4 5 6 7 8 | Last

Journal Cover Asia Pacific Education Review
  [SJR: 0.371]   [H-I: 17]   [12 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 1876-407X - ISSN (Online) 1598-1037
   Published by Springer-Verlag Homepage  [2352 journals]
  • Turkish student teachers’ attitudes toward teaching in university-based
           and alternative certification programs in Turkey
    • Authors: Erdem Aksoy
      Pages: 335 - 346
      Abstract: The objective of this study is to comparatively analyze the university-based and alternative teacher certification systems in Turkey in terms of the attitudes of trainee teachers toward the teaching profession, explore the reasons of choosing teaching as a career as well as analyze attitudes by gender, department, and graduating faculty type in the frame of dominant ideological and economical paradigms. For the study, rational screening model was used, employing mixed methods research strategy. Participants in the study were 208 trainee teachers from the departments at the faculty of educational sciences and 200 trainee teachers at alternative certification programs at the same university. As a result of this research, it was found that university-based trainee teachers have better attitudes than trainee teachers of alternative certification programs toward the teaching profession and that female trainee teachers in both groups had better attitudes toward the teaching profession. Further, it was found that university-based trainee teachers utilized intrinsic motivators more, whereas trainees at alternative certification programs mainly utilized extrinsic motivators for career choice. Thus, intrinsic motivations of student teachers need to be strengthened as without realizing and emphasizing the divine values and the respectability of the teaching profession, it would be impossible to raise a new generation of teachers with high levels of intrinsic motivation, and the result could be having an army of technicians aiming to earn more money or have a more comfortable life rather than intellectuals who believe in contributing to and making a change in the lives of students.
      PubDate: 2017-09-01
      DOI: 10.1007/s12564-017-9475-8
      Issue No: Vol. 18, No. 3 (2017)
       
  • Inequality of effort in an egalitarian education system
    • Authors: Ryoji Matsuoka
      Pages: 347 - 359
      Abstract: Japanese compulsory education is considered as relatively egalitarian since poorer regions receive more funding from the central government, which standardizes the quality of education nationwide. Nevertheless, the literature indicates socioeconomic status-based achievement and educational attainment gaps. As parts of explanations of these gaps, previous studies have indicated an association between students’ socioeconomic status and their study efforts, or inequality of effort. This study is the first to assess this phenomenon while the most critical mass education selection in Japan is approaching, building on relevant theoretical frameworks regarding educational expectations, including anticipatory socialization. To investigate inequality of effort among ninth-grade students, the study also examines the differences between students’ neighborhoods on the basis of mechanisms of neighborhood inequalities (i.e., social contagion and collective socialization). Overall, using multilevel modeling with nationally representative data from Japan, this study provides empirical evidence for inequality of effort and the role of post-secondary educational expectations at both the individual and neighborhood levels. This inequality of effort is observed despite the pressure that occurs about three months before the period of selections by high schools. In particular, students from advantaged families and community environments expect to pursue higher education and therefore tend to spend longer hours studying, whereas those from disadvantaged families and communities exert less effort. As Japan is not the only country where the relation between students’ socioeconomic status and efforts is evident, this study’s results may be applied to other societies to better understand mechanisms of intergenerational transmission of inequality.
      PubDate: 2017-09-01
      DOI: 10.1007/s12564-017-9474-9
      Issue No: Vol. 18, No. 3 (2017)
       
  • A comparative study of academic dishonesty among university students in
           Mainland China and Taiwan
    • Authors: Shu Ching Yang; Feng Kuang Chiang; Chiao Ling Huang
      Pages: 385 - 399
      Abstract: The purpose of this study was to compare the academic dishonesty (AD) experience of students from Mainland China and Taiwan. Specifically, we investigated students’ current self-reported personal AD, their perception of peers’ AD, the climate of academic integrity and their awareness of AD’s seriousness. Furthermore, we sought to explore the relationship between AD behavior and several variables. In total, 605 students from Mainland China (n = 368) and Taiwan (n = 237) were recruited to participate in the study. All the participants perceived that they were less involved in AD than their peers, and students from both areas ranked the gravity of AD offenses similarly. However, Chinese students generally reported higher rates of improper credit attribution, fraudulence, and falsification than their Taiwanese counterparts. Finally, two regression models revealed gender, perception of peer AD, and awareness of AD’s seriousness were significant variables in terms of predicting self-reported personal AD, and there existed interactions between the students’ perception of peer AD and gender. Witnessing peers’ misconduct influenced males more than females in terms of engaging in AD for both Mainland Chinese and Taiwanese students.
      PubDate: 2017-09-01
      DOI: 10.1007/s12564-017-9497-2
      Issue No: Vol. 18, No. 3 (2017)
       
  • Multivariate generalizability analysis of automated scoring for short
           answer items of social studies in large-scale assessment
    • Authors: Kyung Hee Sung; Eun Hee Noh; Kyong Hee Chon
      Pages: 425 - 437
      Abstract: With increased use of constructed response items in large scale assessments, the cost of scoring has been a major consideration (Noh et al. in KICE Report RRE 2012-6, 2012; Wainer and Thissen in Applied Measurement in Education 6:103–118, 1993). In response to the scoring cost issues, various forms of automated system for scoring constructed response items have been developed and used. The purpose of this research is to provide a comprehensive analysis for the generalizability of automated scoring results and compare it to that of scores produced by human raters. The results of this study provide evidence supporting the argument that the automated scoring system offers outcomes nearly as reliable as those produced by human scoring. Based on these findings, the automated scoring system appears to be a promising alternative to human scoring particularly for short factual answer items.
      PubDate: 2017-09-01
      DOI: 10.1007/s12564-017-9498-1
      Issue No: Vol. 18, No. 3 (2017)
       
  • Erratum to: Lost in travel or a different conception'
           (Mis-)appropriation of transformative learning theory in the Republic of
           Korea
    • Authors: Dae Joong Kang; Sungmin Cho
      Pages: 175 - 176
      PubDate: 2017-06-01
      DOI: 10.1007/s12564-017-9493-6
      Issue No: Vol. 18, No. 2 (2017)
       
  • A comparative study of the liberal arts tradition and Confucian tradition
           in education
    • Authors: Baoyan Cheng
      Abstract: In contrast to the continued decline and bleak future of liberal arts education and liberal arts colleges in Europe and America, there has been a revival of the liberal arts model in Asian countries in recent years. This paper compares the liberal arts tradition of education in the West and Confucian tradition of education in the East, in the aspects of educational goal, curriculum, and pedagogy, as well as the way both traditions are institutionalized. It makes connections between these humanistic approaches to demonstrate the common ground for the education of mankind: human beings need to develop meaning for life and to be able to relate to others in order to have a fulfilling life, and highlights the importance of such humanistic approaches as liberal arts education and the Confucian tradition in an increasingly utilitarian and vocation-oriented world.
      PubDate: 2017-11-09
      DOI: 10.1007/s12564-017-9505-6
       
  • Pivotal qualities for effective university leadership on the basis of a
           modified Australian model: the application of FIMIX-PLS and IPMA in the
           Malaysian academic context
    • Authors: Majid Ghasemy; Sufean Bin Hussin; Megat Ahmad Kamaluddin Bin Megat Daud; Ahmad Zabidi Bin Abdul Razak; Mohd Jamil Bin Maah
      Abstract: This study was undertaken to determine the extent to which leadership capabilities and managerial competencies explain leadership performance in Malaysian Higher Education context. Data were collected from academic leaders in 25 public and private universities and colleges using a few previously developed scales in Malaysian context. Next, the collected data through 368 surveys were screened thoroughly prior to the main analysis. A variance-based structural equation modeling approach was adopted and SmartPLS 3 was used to analyze the data, followed by running finite mixture segmentation and importance-performance map analysis. The results did disclose unobserved heterogeneity within the data. Through the study, two models namely low-current-tenure leaders and high-current-tenure leaders models were developed. Moreover, role-specific competency and change-oriented capability were identified as the major areas of improvement to be addressed by managerial activities based on low-current-tenure leaders and high-current-tenure leaders models, respectively.
      PubDate: 2017-11-06
      DOI: 10.1007/s12564-017-9504-7
       
  • Perceived teaching practice and its prediction of student engagement in
           Singapore
    • Authors: Wenshu Luo
      Abstract: This study examined teaching practice in Singapore mathematics classrooms and its prediction of student engagement. A large sample of Singapore Secondary 2 students first reported perceived teaching practice in their mathematics classrooms in Term 1 and their engagement in mathematics study in Term 2. Based on Rasch analysis of teaching practice, it was found that in general students perceived their mathematics teachers to be more learning-focused supportive than performance-focused controlling. Boys and low-achieving students from the normal stream perceived their teachers to be more performance-focused controlling. Hierarchical linear modeling found that at student level, students who perceived their teachers to be more performance-focused controlling reported higher classroom disruption, disorganization, and metacognitive self-regulation, and students who perceived their teachers to be more learning-focused supportive reported higher classroom attention and metacognitive self-regulation. At class level, perceived performance-focused teacher control positively predicted students’ disorganization. In addition, this study also found some cross-level interactions on classroom disruption. Theoretical and practical implications of the findings are discussed.
      PubDate: 2017-10-31
      DOI: 10.1007/s12564-017-9502-9
       
  • Talk, silence and anxiety during one-to-one tutorials: A cross-cultural
           comparative study of Japan and UK undergraduates’ tolerance of silence
    • Authors: Jim King; Atsuko Aono
      Abstract: This paper discusses the issue of tolerance of silence within university tutorials from a cross-cultural, comparative perspective. A mixed methods, quasi-experimental approach was employed to measure the length of silence which individual students from samples in Japan and the UK tolerated during a one-to-one staged encounter with their instructor. The comparison groups consisted of two first-year intact classes, one in Japan (n = 20) and one in the UK (n = 15), both of whom were studying for a Bachelor degree in English. During the tutorial encounter, the instructor refrained from speech from a set point in the meeting. Participants’ reactions to the period of silence which ensued were examined in detail using non-verbal coding and their length of silence tolerance was measured precisely. Contrary to the popular notion of the silent ‘East’ versus the garrulous ‘West’, the study’s quantitative findings revealed there was no significant difference in the length of silence students from both groups could tolerate during tutorials. Furthermore, self-reported feelings of discomfort during the silence were relatively high for both Japanese and UK participants, but length of silence was not found to be correlated with degree of discomfort. Qualitative data were collected from retrospective interviews examining what participants were thinking and feeling whilst the silent encounter was in progress. Testimony illustrating acute feelings of anxiety on the part of both UK and Japanese students was the primary theme to emerge in this phase of data collection. We propose the construct situational silence anxiety to describe such feelings of apprehension during situated encounters in which talk is expected but does not occur.
      PubDate: 2017-10-30
      DOI: 10.1007/s12564-017-9503-8
       
  • A review of research on teacher efficacy beliefs in the learner-centred
           pedagogy context: Themes, trends and issues
    • Authors: Wei Ching Lee; Victor Der-Thanq Chen; Li-Yi Wang
      Abstract: Accompanying the trend of schools moving from teacher-centred to learner-centred pedagogy (LCP) practices, researchers have argued that teachers switching from the one to the other may as a result make changes in their personal judgement of their own teaching competency. This review aims to provide a comprehensive overview of recent studies of teacher efficacy beliefs (TEB) in relation to the LCP context. We have adopted a grounded approach to review 34 published papers between January 2009 and April 2016. Six themes were identified from our analysis of the findings of these studies to delineate how TEB has been studied in the LCP context. By a comparison with other two influential reviews on TEB research, we have also identified three trends and five issues in TEB research in LCP context. Future research directions are proposed with the intent to engage researchers sharing the same interest in this field.
      PubDate: 2017-10-12
      DOI: 10.1007/s12564-017-9501-x
       
  • Research on the relation the characteristics of the faculty and the
           commitment to continuous improvement of motivations and student study
           processes
    • Authors: Kun-Dang Chen; Ping-Kuo Chen
      Abstract: This study focused on China’s higher education system and explored if personality traits were a mediator of the relationship between motivational mechanisms and continuous improvement, and further explored if leadership change was a moderator of the relationship between personality traits and continuous improvement of the motivations and student study processes. In this paper, partial least squares (PLS) was the primary methodology used to test mediation and moderation. This study analysed 350 samples even though a large sample may cause an evaluative error in the mediation effect when using PLS. For this reason, we further adopted the Sobel test to verify this effect. According to the test results, in addition to motivational mechanisms having a positive effect on continuous improvement of the motivations and student study processes, personality traits are a mediator that influences the effect of motivational mechanisms on the continuous improvement of the motivations and student study processes. Furthermore, we proved that leadership change is a moderator between personality traits and continuous improvement of the motivations and student study processes. In addition, we discussed the relationship between mediation and moderation effects of different personality traits and leadership change.
      PubDate: 2017-09-14
      DOI: 10.1007/s12564-017-9500-y
       
  • Workplace harassment among staff in higher education: a systematic review
    • Authors: Marcus A. Henning; Chen Zhou; Peter Adams; Fiona Moir; Jennifer Hobson; Charlene Hallett; Craig S. Webster
      Abstract: Workplace harassment in higher education adversely impacts workforce productivity and has deleterious health effects on victims. The aim of this study was to review the literature pertaining to workplace harassment in higher education. This systematic literature search was conducted in December 2013 and completed in January 2014. Refereed journal publications from 1994 to 2013 inclusive were identified. The strategy was conducted on seven major databases. A total of 3278 articles were initially screened, and after review 51 refereed journal articles were included in the final analysis. A thematic analysis identified six themes: causation, types, employee roles, measurement, consequences and interventions. The published evidence, mainly from North America, suggests that workplace harassment is prevalent in higher education, such as gender harassment, workplace bullying, and mobbing. This review highlighted issues associated with: (1) confirming direct causation of harassment due to the high prevalence of correlational research in this area; (2) establishing and standardising measures of harassment that would have cross-cultural applicability and validity; (3) the demand for more comparative research to cater for the globally mobile workforce; (4) the requirement for greater monitoring and evaluation of the efficacy of policies and programmes purporting to be effective in dealing with harassment in the higher education workplace; and (5) the need for more contextually laden research to examine the unique nuances operating in countries, such as those in the Asia Pacific region, not well represented in the literature.
      PubDate: 2017-08-28
      DOI: 10.1007/s12564-017-9499-0
       
  • Achievement goals, motivational self-talk, and academic engagement among
           Chinese students
    • Authors: Cen Wang; Sungok Serena Shim; Christopher A. Wolters
      Abstract: The present study investigated the mediating role of motivational self-talk strategies (i.e., mastery self-talk, extrinsic self-talk, and efficacy enhancement self-talk) in the relationships between achievement goals and academic engagement (i.e., involvement, withdrawal in the face of difficulties, avoidance of challenges, and disruptive behaviors) among 1096 10th grade students (43% male) in a selective Chinese high school. Structural equation models showed that total and desirable effects of mastery goals were partially mediated by motivational self-talk strategies. Performance approach goals were maladaptive and only weak partial mediation was found through motivational self-talk strategies. A similar pattern was observed with performance avoidance goals. Mastery self-talk and efficacy enhancement self-talk were related to positive patterns of engagement while extrinsic self-talk was related to maladaptive patterns of engagement. Theoretical, cultural, and practical implications are discussed.
      PubDate: 2017-06-20
      DOI: 10.1007/s12564-017-9495-4
       
  • When outbound mobility programs and service learning align in pre-service
           teacher education
    • Authors: Anne Power; Son Truong; Tonia Gray; Greg Downey; Tim Hall; Benjamin Jones
      Abstract: This project sought to investigate the learning that comes about from the intersection of outbound mobility experience programs (OMEs) with service learning in pre-service teacher education settings. The aim of the program of international service learning in the case study was to encourage pre-service teachers to rethink potentially ethnocentric assumptions. The guiding research question was, ‘What outcomes ensue from the combination of OMEs and service learning for pre-service teachers'’ The focus of the paper was on OMEs that took place in China and Malaysia. Findings included that the combined program aided development of global mindedness, learning by being there, teacher experience in a new context and the development of a professional identity in the participating students.
      PubDate: 2017-06-20
      DOI: 10.1007/s12564-017-9496-3
       
  • Examining early adolescents’ peer climate using descriptive and status
           norms on academic engagement and aggressive behavior in the classroom
    • Authors: Huiyoung Shin
      Abstract: This study is aimed to gain insights into adolescents’ classroom peer climate by examining descriptive and status norms of academic and social behaviors. Descriptive norm was assessed as the average score for each behavior and status norm was assessed using the correlation between each behavior and social status within each classroom. Expanded sets of academic and social behaviors (i.e., academic engagement, disruptive, overt and relational aggressive, bullying, and prosocial behavior) and three different social status of admired, popularity, and leader were examined. The sample was from 28 elementary school classrooms in South Korea (N = 736 at w1 and N = 677 at w2; 13 fifth and 13 sixth grade classrooms). Results indicated that descriptive norms for disruptive, relational aggressive, and bullying behavior became more positive over time across the school year. Status norms displayed distinct pattern for each social status. Although admired was associated with academic engagement and prosocial behavior, popularity and leader were associated with both positive and negative behaviors in both academic and social domain. Further, when adolescents increased their level of behaviors that are perceived to be important (i.e., associated with positive status norms) in their classrooms, they gained elevated social status over time across the school year.
      PubDate: 2017-06-09
      DOI: 10.1007/s12564-017-9494-5
       
  • The role of social capital at home and in school in academic achievement:
           The case of South Korea
    • Authors: Hyunwoo Yang
      Abstract: Using data from the Korean Educational Longitudinal Study of 2005–2007, the current study investigated the role of family and school social capital in students’ academic achievement in South Korea. Results showed that while some forms of family and school social capital were associated with increased math achievement, the effect of family social capital was greater than that of school social capital. Results also suggested that similar to parents who play a key role in shaping social capital at home, teachers may play an important role in building ecological school social capital such as collective school norms, which was found to affect students’ academic achievement. In addition, results found some interaction effects between family social capital and school social capital. Specifically, collective school norms were found to compensate the deficiency of parental involvement in school, while student–teacher relationships and academic emphasis had boosting effects with parental educational expectation on students’ academic achievement. Features of Korean education related to the distinctive role of family and school social capital in students’ academic achievement and policy implications were discussed.
      PubDate: 2017-05-17
      DOI: 10.1007/s12564-017-9492-7
       
  • Editorial: Building Theories on Adult Education and Lifelong Learning in
           East Asia
    • Authors: SoongHee Han
      PubDate: 2017-05-15
      DOI: 10.1007/s12564-017-9480-y
       
  • “Be useful to society”: parental academic involvement in rural to
           urban migrant children’s education in China
    • Authors: Lue Fang; Rachel C. F. Sun; Mantak Yuen
      Abstract: China’s rural to urban migration is the largest population movement in human history. To unpack the intertwining relationship between migration and education, previous research tended to view migrant children as one universally vulnerable category, while ignoring the potential disparity in family socialization and functioning. This study investigated how these rural to urban migrant children in Zhejiang, China, described the ways in which their parents are involved in their education. A total of 30 migrant children (4th–9th Grade, mean age = 13 years) participated in the interviews. The results suggested that although they shared similar socioeconomic background, the high-achieving migrant children reported more parental support in academic socialization at home and in school than did their low-achieving counterparts. The study highlighted the salient role of socio-cultural factors such as perceptions of societal demands in influencing parenting ideology and behavior. The study concluded that the substantial in-group variation in children’s educational experiences might be attributable to differences in parental educational values and parenting styles, which are shaped by the broader social milieu.
      PubDate: 2017-05-13
      DOI: 10.1007/s12564-017-9491-8
       
  • The impact of boarding on campus on the social-emotional competence of
           left-behind children in rural western China
    • Authors: Shutao Wang; Xuan Dong; Yaqing Mao
      Abstract: This study aimed to determine if boarding on campus benefited left-behind children’s social-emotional competence (SEC). We developed a SEC scale for the Chinese context and culture using exploratory factor analysis, confirmatory factor analysis, and reliability analysis. Data were collected from 6638 school-aged children from 74 rural boarding schools in 11 provinces in western China. The results indicated that children’s SEC was significantly affected by being left-behind, living on campus, and their cross-effects. Left-behind children had lower levels of SEC than those under parental guardianship. Children living on campus had fewer positive SEC skills than those who commuted between home and school. We also found that left-behind children living on campus had a higher negative SEC than left-behind children who were commuting every day. The SEC of left-behind but commuting children was higher than that of non-left-behind boarding school students. Food quality and caregivers’ service attitudes also significantly affected children’s SEC. Children who received good or medium quality food and good service from caregivers had higher SEC than those with poorer food and service. In conclusion, boarding on campus negatively affects left-behind children’s SEC. This suggests that more attention should be directed to the negative effects of boarding on campus, and boarding condition, and improving food quality and caregivers’ service.
      PubDate: 2017-05-02
      DOI: 10.1007/s12564-017-9476-7
       
  • Environment matters: exploring the relationships between the classroom
           environment and college students’ affect in mathematics learning in
           China
    • Authors: Wenlan Wang; Hongbiao Yin; Genshu Lu; Qiaoping Zhang
      Abstract: This study explored the relationships between Chinese college students’ perceptions of the classroom environment and some affective aspects in the study of mathematics. A total of 2529 students responded to three measures that were specifically designed to assess college students’ perceptions of the mathematics classroom environment, their emotional experiences and values of studying mathematics. Comparatively, the students had a higher score on the value of mathematics but lower scores on their emotional experiences of mathematics learning, and the characteristics of the classroom environment had some significant effects on the students’ emotional experiences and values of studying mathematics. The eight classroom environmental factors were categorised into three groups according to the nature and extent of their effects on students’ affect in mathematics learning. Although most classroom environmental factors had a positive impact on college students’ emotional experiences and values in the study of mathematics, the effects of two environmental factors, the difficulty of studying mathematics and teacher support, were of particular interest. Given these results, instructors are encouraged to leave more room for student autonomy, to adopt some innovative learning approaches to promote student collaboration and to pay close attention to the difficulty of the mathematics curricula and competition among students.
      PubDate: 2017-04-29
      DOI: 10.1007/s12564-017-9478-5
       
 
 
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