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  Subjects -> EDUCATION (Total: 1675 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (21 journals)
    - EDUCATION (1395 journals)
    - HIGHER EDUCATION (113 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (3 journals)
    - ONLINE EDUCATION (27 journals)
    - SCHOOL ORGANIZATION (12 journals)
    - SPECIAL EDUCATION AND REHABILITATION (34 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (1395 journals)                  1 2 3 4 5 6 7 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 6)
Academic Medicine     Full-text available via subscription   (Followers: 58)
Academic Psychiatry     Full-text available via subscription   (Followers: 22)
Academic Questions     Hybrid Journal   (Followers: 7)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 52)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 47)
Accounting & Finance     Hybrid Journal   (Followers: 41)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 13)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 3)
Across the Disciplines     Open Access   (Followers: 7)
Acta Didactica Norge     Open Access  
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 54)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 38)
Action Research     Hybrid Journal   (Followers: 38)
Active Learning in Higher Education     Hybrid Journal   (Followers: 229)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 11)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 135)
Adult Education Quarterly     Hybrid Journal   (Followers: 134)
Advanced Education     Open Access   (Followers: 4)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 23)
Advances in High Energy Physics     Open Access   (Followers: 21)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 2)
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: 4)
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  
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 Ibtida : Jurnal Pendidikan Guru MI     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 18)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 11)
American Biology Teacher     Full-text available via subscription   (Followers: 12)
American Educational Research Journal     Hybrid Journal   (Followers: 131)
American Journal of Business Education     Open Access   (Followers: 10)
American Journal of Distance Education     Hybrid Journal   (Followers: 28)
American Journal of Education     Full-text available via subscription   (Followers: 153)
American Journal of Educational Research     Open Access   (Followers: 53)
American Journal of Health Education     Hybrid Journal   (Followers: 25)
American Journal of Physics     Full-text available via subscription   (Followers: 55)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 1)
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)
Annual Review of Economics     Full-text available via subscription   (Followers: 29)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 13)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 20)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 29)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 14)
Asia Pacific Education Review     Hybrid Journal   (Followers: 9)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 17)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 11)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 18)
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: 11)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 6)
ASp     Open Access   (Followers: 1)
Assessing Writing     Hybrid Journal   (Followers: 10)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 117)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 35)
Assessment Update     Hybrid Journal   (Followers: 5)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Tajdid : Jurnal Ilmu Tarbiyah     Open Access   (Followers: 2)
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 11)
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: 6)
Australian Educational Computing     Open Access  
Australian Educational Researcher     Hybrid Journal   (Followers: 18)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 12)
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: 28)
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: 375)
Australian Journal of Teacher Education     Open Access   (Followers: 21)
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: 2)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 3)
Autism     Hybrid Journal   (Followers: 176)
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)
Berkeley Review of Education     Open Access   (Followers: 4)
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 2)
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 6)
BMC Medical Education     Open Access   (Followers: 40)
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: 155)
British Journal of Educational Studies     Hybrid Journal   (Followers: 129)
British Journal of Educational Technology     Hybrid Journal   (Followers: 120)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 45)
British Journal of Special Education     Hybrid Journal   (Followers: 36)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 10)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Business, Management and Education     Open Access   (Followers: 17)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
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  
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: 97)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 8)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 7)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 13)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 5)
Canadian Journal of Higher Education     Open Access   (Followers: 22)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 12)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 9)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 18)
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: 14)
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: 8)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 1)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 25)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 15)
Children's Literature in Education     Hybrid Journal   (Followers: 8)
Chinese Education & Society     Full-text available via subscription   (Followers: 2)
Christian Higher Education     Hybrid Journal   (Followers: 2)
Christian Perspectives in Education     Open Access   (Followers: 6)
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: 1)
College Athletics and The Law     Hybrid Journal   (Followers: 1)
College Teaching     Hybrid Journal   (Followers: 12)
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: 19)
Communication Methods and Measures     Hybrid Journal   (Followers: 11)
Community College Journal of Research and Practice     Hybrid Journal   (Followers: 8)
Community College Review     Hybrid Journal   (Followers: 7)
Community Development     Hybrid Journal   (Followers: 16)
Community Literacy Journal     Partially Free   (Followers: 2)
Comparative Education     Hybrid Journal   (Followers: 27)
Comparative Education Review     Full-text available via subscription   (Followers: 32)
Comparative Professional Pedagogy     Open Access   (Followers: 2)
Compare: A journal of comparative education     Hybrid Journal   (Followers: 19)
Computer Applications in Engineering Education     Hybrid Journal   (Followers: 6)
Computer Science Education     Hybrid Journal   (Followers: 12)
Computers & Education     Hybrid Journal   (Followers: 123)
Computers in the Schools     Hybrid Journal   (Followers: 7)
Conhecimento & Diversidade     Open Access  

        1 2 3 4 5 6 7 | Last

Journal Cover Asia-Pacific Education Researcher
  [SJR: 0.353]   [H-I: 13]   [11 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0119-5646 - ISSN (Online) 2243-7908
   Published by Springer-Verlag Homepage  [2340 journals]
  • Modified Flipped Classroom Instructional Model in “Learning Sciences”
           Course for Graduate Students
    • Authors: Feng-Kuang Chiang; Chen Chen
      Pages: 1 - 10
      Abstract: Abstract Using the method of design-based research, this study examines the three-year application of the modified flipped classroom model in a postgraduate course on learning sciences. In the modified flipped classroom, students form learning communities in groups. Before class, they read literature, raise questions, and discuss material both online and offline; in class, in an innovative modification to the traditional flipped classroom, students in the teaching group deliver content to their classmates and organize classroom activities; and after class, students conduct empirical research and complete research reports in groups. Through qualitative and quantitative analysis, it is found that the modified flipped classroom can effectively bring out students’ initiative and improve both their learning satisfaction and empirical research abilities. Group-based lesson design and empirical research are found to be the most rewarding activities for students. Finally, recommendations for the application of the modified flipped classroom to postgraduate teaching in the areas of learning platform, course content, teaching methods, and teacher–student interaction are proposed.
      PubDate: 2017-04-01
      DOI: 10.1007/s40299-016-0321-2
      Issue No: Vol. 26, No. 1-2 (2017)
       
  • Investigating Teachers’ Pedagogical Experiences with Tablet Integration
           in Korean Rural Schools
    • Authors: Hye Jeong Kim; Hyeoncheol Kim
      Pages: 107 - 116
      Abstract: Abstract The goal of this study is to explore the perceptions of teachers in Korean rural schools regarding teaching and learning, including technology preparedness, performance, demanding activities, difficulties, and continuing integration in tablet-based interactive classrooms. A survey instrument was designed, and responses were analyzed from 54 teachers who participated in a social contribution project for rural schools. The results indicate that student preparedness is significantly correlated with the frequent integration of tablets in classroom lessons. Furthermore, the most frequent types of pedagogical activities performed using tablets in the classroom are activities intended to motivate students. Teachers noted that their continuing integration of lessons with tablets was correlated with their beliefs about the applicability of tablets for lessons, students’ satisfaction with previous lessons, students’ expectations and requests, and the teacher’s personal interests. This research contributes to the literature on tablet integration by extending existing findings to the study of rural schools with limited educational resources. Moreover, this study provides implications for educators and school administrators who are interested in supporting teachers and their instruction using tablets and relevant technologies.
      PubDate: 2017-04-01
      DOI: 10.1007/s40299-017-0331-8
      Issue No: Vol. 26, No. 1-2 (2017)
       
  • The Role of Parents in University Choice: Evidence from Vietnam
    • Authors: Luna Iacopini; Martin Hayden
      Abstract: Abstract This paper reports on the ways in which a selected group of parents in Vietnam decided which university one of their children should attend. Drawing upon narrative accounts provided by 16 parents of recent graduates from three universities in Hanoi, the paper seeks to elucidate the kinds of considerations taken into account by parents in their decision-making and the nature of the parent–child relationships that were evident in the process. The paper presents a classification of parent–child relationships concerning the matter of university choice in Vietnam.
      PubDate: 2017-04-28
      DOI: 10.1007/s40299-017-0335-4
       
  • Pre-service English Teachers’ Reticent Beliefs Towards Oral
           Participation in EAP Classrooms
    • Authors: Ruey Shing Soo; Hock Seng Goh
      Abstract: Abstract The purpose of this study was to investigate pre-service English teachers’ reticent beliefs towards oral participation in English for Academic Purpose classrooms. To this end, 144 Malaysian pre-service English teachers enrolled in a teacher-training programme participated as respondents in a survey conducted using the Reticent Belief Index. They were all diagnosed with high level of reticence prior to the study. In addition, 24 pre-service teachers, selected randomly from among the survey participants, took part in focus group discussions. The results of the study revealed that the majority of the pre-service English teachers subscribed to eight beliefs that are presumed to be associated with reticent behaviour. Additionally, a newly identified belief, ‘Kiasuim’ was also found to cause the pre-service teachers being reticent in the class. The results of the study point to the importance of alleviating pre-service teachers’ reticent behaviour via a remedial course which incorporates the elements of modifying reticent beliefs.
      PubDate: 2017-04-27
      DOI: 10.1007/s40299-017-0336-3
       
  • “Bringing Life to Learning”: A Study of Active Learning in
           Hospitality Education
    • Authors: Salott Chau; Catherine Cheung
      Abstract: Abstract Active learning connects students to the real life situations they will encounter in their future jobs. In hospitality education, active learning implements various lively, fun activities to introduce practical scenarios students may experience in their hospitality careers. This study identifies 18 essential active-learning items of hospitality education through a comprehensive literature review and in-depth personal and focus group interviews with 19 hospitality educators and eight hospitality students in Asia. This paper discusses the potential benefits of using active learning, and its relationship with two major student engagement themes: “knowledge seeking” and “skills enhancement.”
      PubDate: 2017-04-20
      DOI: 10.1007/s40299-017-0333-6
       
  • Teachers’ Priorities for Change in Australian Schools to Support
           Staff Well-Being
    • Authors: Adam Garrick; Anita S. Mak; Stuart Cathcart; Peter C. Winwood; Arnold B. Bakker; Kurt Lushington
      Abstract: Abstract This study explored Australian school teachers’ priorities for change within schools in order to support staff psychological well-being. We began by holding a focus group and, in corroborating with the existing literature on stressors reported by school teachers, identified seven key areas for change in schools that teachers thought would most support their well-being at work. An online survey was then conducted with teachers from across Australia (N = 960), who ranked each of these suggestions in order of importance. Results found that the most important needs for change according to teachers were smaller class sizes and improved measures for student behaviour management. These results offer insight into areas for organisational change that teachers think are most important for their own well-being. We discuss the findings in relation to psychological research as well as current issues within the Australian education sector.
      PubDate: 2017-04-03
      DOI: 10.1007/s40299-017-0332-7
       
  • Developing Pedagogical Content Knowledge (PCK) Through Module Team
           Collaboration: A Case Study of Business English Teachers in China
    • Authors: Peng Wu; Shulin Yu
      Abstract: Abstract Informed by literature on developing pedagogical content knowledge (PCK) through teacher collaboration, this study aims to investigate the trajectory of PCK development among business English teachers through module team collaboration in Chinese context. Drawing upon multiple sources of data including observation, semi-structured interview, and teaching materials from three case teachers, this study explores how PCK components were developed in one academic year when case teachers participated in module team collaborative activities. The findings show the individual differences among the three participants in their PCK development and reveal that two key PCK components—Knowledge of students’ understanding and Knowledge of instructional strategies have developed through teacher collaboration. This study suggests the collective inquiry in teacher collaboration.
      PubDate: 2017-02-07
      DOI: 10.1007/s40299-017-0330-9
       
  • Cultural Historical Activity Theory (CHAT): Influenced Case Research of a
           Philippine Physics Class
    • Authors: Marie Paz E. Morales
      Abstract: Abstract The study critically explored the case of Pangasinan learners’ physics learning process using culture and language-influenced curriculum materials in physics (CLI-CMP). Case research using cultural historical activity theory (CHAT) designed the study to provide unique ideas on how socio-cultural theory, a recent field of study of Physics Education Research, works best and contributes through a bottom-up approach to the body of knowledge in this research area. Sampled 48 grade 10 participants and their physics teacher, a Pangasinan native, used the designed CLI-CMP for 10 weeks to determine how effective the tool is in addressing student misconceptions in physics. Data gathered from the design and development of the CLI-CMP, classroom observations, interviews, and focus-group-discussions extracted information on how the customized curriculum materials provided means of meaning making and conceptual change, which may eventually lead to achieving scientific literacy. The results show that better conceptual understanding observed in the physics class may be significantly due to the socio-culturally influenced curriculum materials. Further analysis using CHAT framework (methodical level) determined the coherence and progressive characteristics of the activities in a particular physics unit which matched Engeström’s expansive learning cycle and served as a suited tool to mediate the subject to the object and to the goal attainment. Exploration of the learning process using the epistemological level of analysis of CHAT framework provided how the mediating tool may have addressed the noted student misconception emphasizing learning science as participatory to the community and socio-culturally influenced.
      PubDate: 2017-01-23
      DOI: 10.1007/s40299-017-0329-2
       
  • English Language Learners’ Big Five Personality Characteristics and
           Their Preference for Isolated or Integrated Form-Focused Instruction
    • Authors: Hossein Navidinia; Zeinab Beidokhti; Nargess Hekmati
      Abstract: Abstract This study aims to investigate the predictive power of personality traits for EFL students’ preference for isolated or integrated form-focused instruction (FFI). Participants were 160 Iranian EFL university students. Results indicated that students’ personality traits, as measured by Costa and McCrae (Revised NEO Personality inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) professional manual, Psychological Assessment Resources Inc., Odessa, FL, 1992) NEO-FFI, were significantly related to students’ preference for isolated or integrated grammar instruction as assessed by Student Preference for Grammar Instruction Questionnaire developed by Spada et al. (System, 37(1):70–81, 2009). Multiple regression analyses indicated that NEO-FFI variables of extroversion, agreeableness, and open to experience were significant positive predictors of EFL students’ preferences for integrated FFI while neuroticism had a negative relationship with that. Furthermore, NEO-FFI variables of conscientiousness and neuroticism were significant positive predictors of students’ preferences for isolated FFI while extroversion and open to experience had a negative relationship with it. The results were discussed and the implications were made with regard to individual differences in educational contexts.
      PubDate: 2017-01-21
      DOI: 10.1007/s40299-017-0328-3
       
  • Efficacy of an Academic Vocabulary Intervention for Low-Income Children
    • Authors: Min-Jin Kim
      Abstract: Abstract The purpose of this study was to investigate the effect of a storybook-based academic vocabulary learning intervention for young children from low-income families. The transition to primary school is particularly challenging for low-income children. To help smooth this transition, this study implemented an academic vocabulary learning program using storybook-based activities. High-frequency general academic vocabulary was extracted from a corpus compiled from transcripts of kindergarten and primary-level classroom instruction, primary-level textbooks, and lesson plans presented in kindergarten curriculum guidelines. An experimental group was provided with opportunities to learn the target academic vocabulary while reading storybooks and participating in follow-up activities, when a control group participated in regular shared storybook reading sessions. The study found that the experimental group showed significantly more growth than the control group in knowledge of the target academic vocabulary.
      PubDate: 2017-01-16
      DOI: 10.1007/s40299-017-0325-6
       
  • From Test Performance to Language Use: Using Self-Assessment to Validate a
           High-Stakes English Proficiency Test
    • Authors: Jinsong Fan; Xun Yan
      Abstract: Abstract Despite the profusion of studies into the factor structure of language tests, limited research is currently available on the relationship between test performance and language use in TLU domains. Utilizing the structural equation modeling approach, this study set out to investigate the factor structure of a high-stakes university-based English proficiency test, and then modeled the relationship between test takers’ performance and their ability to use language in TLU domains. A self-assessment (SA) inventory was developed and validated to capture test takers’ ability to use language in TLU domains. The results showed that the higher-order factor model best fit both the test and SA data. Structural regression analysis indicated a moderately strong relationship between students’ general EFL ability and the SA latent factor. The results of this study lend empirical support to the construct and predictive validity of the test, both of which are deemed crucial to its overall validity argument. The results also shed light on the utility of SA to capture language use in TLU domains as well as the use of SA for test validation purposes.
      PubDate: 2017-01-13
      DOI: 10.1007/s40299-017-0327-4
       
  • Native and Non-native Teachers’ Perceptions of Error Gravity: The
           Effects of Cultural and Educational Factors
    • Authors: Zhenhui Rao; Xin Li
      Abstract: Abstract This study investigates the perceptions of error gravity by native and non-native teachers of English in a Chinese context. Drawing on the data collected from a questionnaire, we examined the practices of error evaluation by 22 native English-speaking (NES) teachers and 25 non-native English-speaking (NNES) teachers. Participants were asked to identify student errors based on a random selection of fifty compositions written by Chinese university students, correct the errors of the sentences, and indicate which errors they considered the most serious. General comparison of error evaluation between the two groups of teachers reveals that NES teachers are generally more tolerant of student errors and rely more on intelligibility rather than rule infringement. An in-depth analysis of these findings suggests that these differences are closely connected with the participants’ cultural belief, educational background, teaching style, and English proficiency.
      PubDate: 2017-01-07
      DOI: 10.1007/s40299-017-0326-5
       
  • Erratum to: Malaysian Students’ Performance in Mathematics Literacy in
           PISA from Gender and Socioeconomic Status Perspectives
    • Authors: Lei Mee Thien
      Pages: 907 - 907
      PubDate: 2016-12-01
      DOI: 10.1007/s40299-016-0299-9
      Issue No: Vol. 25, No. 5-6 (2016)
       
  • Enhancement of Higher Degree Candidates’ Research Literacy: A Pilot
           Study of International Students
    • Authors: Jinghe Han; James Schuurmans-Stekhoven
      Abstract: Abstract Research literacy (RL) training for higher degree research (HDR) students has been reduced to information technology focus by librarians and as writing practice in research supervision which is an ‘underdress’ for the issue. This paper argues that holistic research literacy training support should be provided to HDR students, especially those from Asia, being regarded as having serious plagiarism problem in their research study. A three-step framework that covers technological searching and locating, accurate understanding and interpretation, and critical evaluation and synthesis of information was developed and examined in this study. Two cohorts of Asian HDR students enrolled in an Australian university were involved through a parallel group, pre–post test design. One group progressed with ‘supervision-as-usual’ (SAU), whilst the other received SAU plus formal research literacy workshops. Supplementary data were also collected from the intervention cohort through focus group interviews. Data reveal that an early stage of intervention, using the holistic RL framework developed in this research, can largely improve students’ skills with technological searching and locating of information. Data also indicate that students also improved in the aspects of interpreting and synthesising information but this improvement was not as great. This is partly due to their use of English as the second language. This study suggests that language elements should be integrated into the RL framework for students with English as the second language.
      PubDate: 2016-12-22
      DOI: 10.1007/s40299-016-0324-z
       
  • Learning About Diversity in Hong Kong: Multiculturalism in Liberal Studies
           Textbooks
    • Authors: Liz Jackson
      Abstract: Abstract Improving mainstream perceptions of diversity in Hong Kong is fundamental to enhancing equality and human rights in the society in the future. The importance of mainstream members of society learning to recognize diversity with less prejudice undergirds many of the aims of a recent educational reform, Liberal Studies. This paper evaluates the capacity of Liberal Studies to educate for multicultural understanding of cultural difference. Its primary data source is Liberal Studies textbooks, and it employs a qualitative content analysis to consider how diversity and ethnic, cultural, and religious differences are represented in the texts. The analysis is complemented by an examination of related resources teachers may use in the classroom (and are encouraged to use by the Hong Kong Curriculum Development Council): mainstream news articles and resources from the (government-provided) Web-based Resource Platform for Liberal Studies. The voices and views of some practicing teachers and pre-service teacher education students related to multicultural Liberal Studies resources are also included to provide a balanced picture. Based on this analysis, multicultural education as provided in major resources within the Liberal Studies curriculum appears inadequate. As diversity is reflected upon in resources analyzed here most often as problematic and stereotypical, interventions are needed if Liberal Studies is to enable multicultural appreciation and understanding among students in Hong Kong in the future.
      PubDate: 2016-12-08
      DOI: 10.1007/s40299-016-0323-0
       
  • Cross-Sectional Study on Chinese Secondary School Students’ Epistemic
           Beliefs and Fallacy Identification
    • Authors: Wincy W. S. Lee; Victor C. W. Chan
      Abstract: Abstract Individuals hold different epistemic beliefs at different ages, and these beliefs can affect a wide range of reasoning tasks. The present study examined Chinese secondary school students’ epistemic beliefs at different grade levels, and how these related to the students’ abilities to identify various forms of fallacy with the use of a cross-sectional design. One hundred and forty-six Chinese secondary school students (Grade 7 N = 32, Grade 9 N = 40, Grade 10 N = 36, and Grade 11 N = 38) completed a 14-item Epistemic Beliefs Questionnaire and a set of fallacy tasks. CFA showed that the questionnaire measured the four dimensions of the secondary school student samples adequately. A non-linear trend of epistemic beliefs across different grades was found and analyses using MANOVA showed significant grade differences in the dimension of Certainty (Grade 7 vs. 10 vs. 11). χ 2 tests showed only significant grade difference in the fallacy of Appeal to Authority (Grade 7 vs Grade 9; Grade 7 vs. 10). Finally, only grade, but not epistemic beliefs, predicted fallacy identification (Appeal to Authority) when all variables were considered in the ordinal logistic regression model. The issue of epistemic dimensions change and students’ informal reasoning ability are discussed in light of the Chinese culture.
      PubDate: 2016-12-02
      DOI: 10.1007/s40299-016-0322-1
       
  • Directions in Language Policy Research and Practice
    • Authors: James W. Tollefson
      PubDate: 2016-10-27
      DOI: 10.1007/s40299-016-0319-9
       
  • Language Policy Research in East Asia: Global Challenges and Local
           Responses
    • Authors: Xuesong Gao
      PubDate: 2016-10-22
      DOI: 10.1007/s40299-016-0320-3
       
  • Analyzing the Social Knowledge Construction and Online Searching Behavior
           of High School Learners During a Collaborative Problem Solving Learning
           Activity: a Multi-Dimensional Behavioral Pattern Analysis
    • Authors: Che-Li Lin; Huei-Tse Hou; Chin-Chung Tsai
      Abstract: Abstract The present study aims to explore the behavioral patterns of the social knowledge construction process and the online searching behaviors in a collaborative problem solving learning activity for high school students, and further compares the different behavioral patterns of the high- and low-performing teams. A total of 78 high school students from two schools participated. This study applied sequential analysis to analyze the students’ social knowledge construction and online searching behavior from a large amount of screen-recording data. Interestingly, the results indicate that social interaction that is irrelevant to the discussion task is significantly correlated with academic-related discussion content. Reaching a higher cognitive level of social knowledge construction (e.g., reaching agreement or applying newly constructed meaning) contributes to a successful team project. For online searching behavior, the high-performing teams exhibited systematic online searching behavior and concentrated on the task, while the low-performing teams displayed chaotic searching behavior and were distracted from the task at hand, and seemed to rarely propose their searched results or ideas in their discussions. Based on the results, several possible explanations and suggestions are proposed including the need to promote more adaptive motivation and to provide scaffolding for collaborative skills.
      PubDate: 2016-09-29
      DOI: 10.1007/s40299-016-0317-y
       
  • Saving Shanghai Dialect: A Case for Bottom-Up Language Planning in China
    • Authors: Qi Shen
      Abstract: Abstract This paper examines the dynamic interplay between language policy and local stakeholders in the process of dialect planning in the city of Shanghai, in the context of social tensions surrounding the decline of Shanghai dialect in mainland China. A process-oriented Language Management Theory (LMT) model is adopted as the analytical framework to reveal the interactive facet of micro language planning. Drawing on in-depth interviews and document analysis, the paper analyzes and interprets ten key players’ perceptions and experiences in relation to the ‘saving Shanghai dialect’ movement. Qualitative data analysis demonstrates five stages in the dialect planning process and reveals how individuals’ agency, when struggling and striving for local language rights, exert bottom-up influence upon language policy-making. The findings also unravel the social political duality between macro structure and individual agency. The paper ends with a discussion on the need to negotiate the individual agency in a more interactive and democratic dialog with predefined policy constraints. This study may have implications for multilingual/multidialectal contexts in other geographical locations where linguistic diversity in the local contexts is encountering shifts in language use and language changes. Besides, this study may also enrich applicability of the LMT framework which reveals the interactive and dynamic process by unbundling individual responses and influences on language planning.
      PubDate: 2016-09-20
      DOI: 10.1007/s40299-016-0312-3
       
 
 
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