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  Subjects -> EDUCATION (Total: 1719 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (22 journals)
    - EDUCATION (1434 journals)
    - HIGHER EDUCATION (115 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 (1434 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: 1)
(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: 57)
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: 53)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 49)
Accounting & Finance     Hybrid Journal   (Followers: 46)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 14)
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: 55)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 38)
Action Research     Hybrid Journal   (Followers: 38)
Active Learning in Higher Education     Hybrid Journal   (Followers: 237)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 11)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 143)
Adult Education Quarterly     Hybrid Journal   (Followers: 137)
Advanced Education     Open Access   (Followers: 4)
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: 5)
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   (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)
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: 138)
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: 162)
American Journal of Educational Research     Open Access   (Followers: 53)
American Journal of Health Education     Hybrid Journal   (Followers: 26)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
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)
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: 33)
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: 18)
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: 5)
ASp     Open Access   (Followers: 2)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 124)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 35)
Assessment Update     Hybrid Journal   (Followers: 4)
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: 14)
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: 19)
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: 30)
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: 399)
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: 187)
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: 4)
Berkeley Review of Education     Open Access   (Followers: 4)
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: 42)
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: 167)
British Journal of Educational Studies     Hybrid Journal   (Followers: 150)
British Journal of Educational Technology     Hybrid Journal   (Followers: 126)
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: 38)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 11)
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: 98)
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: 23)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 14)
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: 9)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 2)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 24)
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: 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: 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: 17)
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)
Compass : Journal of Learning and Teaching     Open Access  

        1 2 3 4 5 6 7 8 | 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  [2353 journals]
  • Gender Gap Among High Achievers in Math and Implications for STEM Pipeline
    • Authors: Yisu Zhou; Xitao Fan; Xiaoxin Wei; Robert H. Tai
      Abstract: Abstract This study examined a new form of pervasive gender inequality: the gender gap among high achievers in math and considered its implication for developing STEM talents. Using the cross-nation Programme for International Student Achievement (PISA) data from both 2003 and 2012, we examined the mathematics gender gap among 15-year-old high achievers across ten countries/regions. We showed a consistent male advantage among the top performers in mathematics. Follow-up regression analyses revealed that the gap was associated with some socio-demographic and schooling/attitudinal variables, even after controlling for the background variables. We argue that education communities should acknowledge and address this form of gender inequality, as it could have ramifications for the science, technology, engineering, and mathematics (STEM) education pipeline. Educators and society in general still face challenges in closing the gender gap among high achievers in math with an aim to develop a gender-balanced STEM talent pool.
      PubDate: 2017-07-24
      DOI: 10.1007/s40299-017-0346-1
       
  • Impact of the Political, Economic, and Educational Contexts on Life
           Stories of Taiwanese EFL Teachers
    • Authors: Chih-Min Shih
      Abstract: Abstract Although numerous research projects have examined the lives of general education teachers, relevant studies in ESL/EFL are rare. The present study intends to fill this research gap, focusing on Taiwanese EFL teachers’ perceptions of the impact of the political, economic, and educational contexts on their lives. Thirty-eight EFL teachers in Taiwan, from diverse backgrounds, were involved in the study. Results showed that political contexts, such as divergent ideologies, and Taiwan’s capricious cross-strait relations with China, had influenced teachers’ careers. Economic contexts such as the economic depression, the M-shaped income distribution, and the relocation of labor-intensive industries to China have caused certain English language teaching markets to shrink and have had an impact on the life stories of EFL teachers. Educational contexts including the boom in universities and teacher education programs have also altered EFL teachers’ career paths. Overall, this study demonstrates that external contexts significantly affect some EFL teachers’ lives. More research can be conducted in different countries to shed light on this issue.
      PubDate: 2017-07-19
      DOI: 10.1007/s40299-017-0345-2
       
  • The Relationship Between Teachers’ Online Homework Guidance and
           Technological Pedagogical Content Knowledge About Educational Use of
           WebWeb
    • Authors: Ying Zhou; Ching Sing Chai; Jyh-Chong Liang; Mei Jin; Chin-Chung Tsai
      Abstract: Abstract The development of e-learning and digital campus has prompted more and more teachers to assign online homework to students. Consequently, teachers need to provide sufficient and relevant guidance for such homework. Teachers’ online homework guidance (TOHG) is conceptually connected with their level of technological pedagogical content knowledge about educational use of Web (TPACK-W). This study employed two questionnaires: a self-developed questionnaire for TOHG and a revised TPACK-W questionnaire to study how TOHG is associated with TPACK-W through correlation and regression analysis. Two hundred and eighty-four teacher participants from China who had experience in assigning online homework were asked to complete the questionnaires. This study validated the questionnaires and established significant relationship between the TOHG and TPACK-W. The study expanded current understanding of TPACK through the factors associated with online homework. The findings showed that the level of teachers’ online homework guidance was significantly related to their TPACK-W, and the two factors of Web-Pedagogical Knowledge and Web-Pedagogical-Content Knowledge in the TPACK-W questionnaire could predict the TOHG. Future teachers’ professional development for the construction of TPACK-W should include discussions and guidelines of online homework.
      PubDate: 2017-07-13
      DOI: 10.1007/s40299-017-0344-3
       
  • Understanding Interpersonal Meaning-Making in Chinese High School
           Students’ ESL Writing: A Systemic Functional Perspective
    • Authors: Wenhui Xuan; Xue’e Huang
      Abstract: Abstract Drawing on the framework of Modality from systemic functional linguistics, the present study aimed to explore adolescent ESL learners’ interpersonal meaning-making. Data were collected from 10 writing tasks completed by a group of 50 adolescent ESL learners in China. Functional text analysis was utilized to analyze the data, including Modality types, orientation, value, and polarity. The finding revealed that overuse of certain types of modal verbs is common in Chinese ESL learners’ writing, for instance, the case of “can”. Most of the modality deployed was simple and congruent. In conclusion, systematic introduction of Modality and the provision of more contexts for learners to practice them are highly recommended in such a context.
      PubDate: 2017-06-15
      DOI: 10.1007/s40299-017-0343-4
       
  • Exploring Novice EFL Teachers’ Classroom Assessment Literacy
           Development: A Three-Year Longitudinal Study
    • Authors: Hao Xu
      Abstract: Abstract This three-year longitudinal study examines the development of four Chinese novice EFL teachers’ classroom assessment literacy, which refers to teachers’ knowledge of and abilities to conduct classroom assessment and is reflected in their planned and improvised assessment practices. The dataset includes 26 classroom observations, 48 interviews, and 171 participants’ journal entries. Data analysis following the paradigmatic analytic procedures reveals three developmental stages for novice teachers’ classroom assessment literacy: the first stage features the acquisition of practical techniques for planned classroom assessment; the second stage allows novice teachers to gain a growing awareness to connect planned classroom assessment to teaching objectives, but the usefulness of assessment results in teaching adjustments was only confined to an improved plan of a future teaching situation; in the third stage, novice teachers are more inclined to conduct improvised formative assessment in teaching which shows immediate assessment-driven teaching improvements in response to dynamic classroom interactions.
      PubDate: 2017-06-05
      DOI: 10.1007/s40299-017-0342-5
       
  • Students’ Self-Efficacy and Attitudes Toward Web-Based Recipe Learning
           in Taiwan Culinary Education
    • Authors: Ching-Yeh Wang; Meng-Jung Tsai
      Abstract: Abstract The purpose of this study was to explore the relationships between the self-efficacies and the attitudes toward Web-based Recipe Learning (WRL) of 296 culinary college students in Taiwan. Factors of the WRL Self-Efficacy Scale and the WRL Attitudes Scale were identified in this study using exploratory factor analyses. Both scales showed a good inter-correlation matrix. Correlation and mediational effect analyses were used to examine the relationships between the students’ self-efficacy and attitudes, and several significant findings are reported. First, students’ self-efficacies had positive relations with their attitudes toward WRL. In addition, students’ ‘Ingredient Recognition’ self-efficacy was found to significantly predict the other two dimensions of self-efficacy: ‘Knife Skills’ and ‘Cooking Procedure.’ Moreover, students’ ‘Ingredient Recognition’ self-efficacy was found to significantly predict their WRL attitudes of ‘Usefulness’ via a mediated variable, ‘Cooking Procedure’ self-efficacy. To sum up, the results suggest that ‘Ingredient Recognition’ is a fundamental level of WRL self-efficacy, while both ‘Knife Skills’ and ‘Cooking Procedure’ are advanced levels of WRL self-efficacies. And, when considering the mediational effect, culinary college students’ self-efficacy for cooking procedure is an important mediator between the fundamental self-efficacy and attitudes in web-based culinary learning.
      PubDate: 2017-06-05
      DOI: 10.1007/s40299-017-0340-7
       
  • Understanding College Students’ Intrinsic Motivation and Social
           Interdependence in Intercultural Computer-Supported Collaborative Learning
           Between USA and China
    • Authors: Jason MacLeod; Harrison Hao Yang; Zongping Xiang
      Abstract: Abstract Research has identified the need for additional teaching strategies to address issues within intercultural computer-supported collaborative learning (iCSCL) environments. While some strategies have been proposed to support teacher effectiveness and student participation, to date no research has traced issues back to students’ underlying, intrinsic motivation for participation, or perception of social interdependence in small-group collaboration processes. To increase understanding of these critical aspects of learning, this study utilized a mixed methods approach to analyze the intrinsic motivation and social interdependence of 40 students enrolled in two universities, and participating in small-group intercultural computer-supported collaborations between the USA and China. The findings identified different sources of intrinsic motivation between the two cultures and five hierarchically different perceptions of social interdependence. The implications include the emergence of four teaching strategies which support the teachers’ ability of aligning students’ understanding of what type of participation is expected and motivating students’ interests to successfully participate in iCSCL environments.
      PubDate: 2017-05-31
      DOI: 10.1007/s40299-017-0341-6
       
  • Bringing Voluntary Financial Education in Emerging Economy: Role of
           Financial Socialization During Elementary Years
    • Authors: Ratna Candra Sari; P. L. Rika Fatimah; Suyanto
      Abstract: Abstract The level of financial literacy tends to be low in children, while information and financial education for children are very limited, especially in developing countries without mandatory financial education in schools. This study examined the effects of a classroom financial education program on financial knowledge. We used “Financial Intelligence Curriculum” designed for elementary school students from grade 1–6, focusing on the need and want, priority needs, income, spending, saving, and sharing. Using experimental method with pre-post-test and control group design, we found that the treatment group who received financial education has improved financial knowledge relative to the control group. The study provides evidence that elementary school students are appropriate targets for financial education and that it is necessary to develop mechanisms for effective learning to improve financial capability at an early age.
      PubDate: 2017-05-23
      DOI: 10.1007/s40299-017-0339-0
       
  • Self-Fulfillment in Higher Education: Contributions from Mastery Goal,
           Intrinsic Motivation, and Assertions
    • Authors: Ali Hosseini Baygi; Behzad Ghonsooly; Afsaneh Ghanizadeh
      Abstract: Abstract Effective learners are cognizant of their own basic needs and abilities so as to maximize their capabilities, dispositions, as well as potentialities up to become self-actualized individuals. To delve into the process of university students' self-actualization, we strived to amalgamate this construct with two motivational-associated factors, i.e., mastery goal and intrinsic motivation. To do so, a three-phase mixed-methods study was designed. In the first phase, the reliability and validity of the ‘Measurement of Actualization of Potential (MAP)’ (measuring five sub-scales, namely, openness to self, openness to others, openness to life, adaptability, and autonomy) were determined in the present study via a confirmatory factor analysis (CFA). In the second phase, our proposed model containing the three constructs was examined using a structural equation modeling (SEM). Eventually, to procure a deeper perception of self-fulfillment valence in actual behaviors, feelings, and assertions of the participants, a semi-structured interview was conducted on seven randomly selected participants from a general sample population of 253 Iranian university students in its first and second phases. The results demonstrated that the proposed model had a good fit with the empirical data. The contribution of mastery goal and intrinsic motivation was demonstrated in the model. It was also found that among the sub-scales of self-fulfillment, ‘openness to self’ had the highest association with intrinsic motivation followed by ‘openness to life.’ Mastery goal had the highest correlation with ‘openness to life’ followed by ‘autonomy.’ The analysis of interview protocol revealed that self-rating percentages of the delineated lists were all in congruence with the number of selected activities and traits the respondents preferred.
      PubDate: 2017-05-11
      DOI: 10.1007/s40299-017-0338-1
       
  • Challenges Encountered in a Chinese Immersion Program in the United States
    • Authors: Ya-Ling Chen; Ting-An Yang; Hsiuling Lydia Chen
      Abstract: Abstract The rapid rise of Asian economies has increased the popularity of learning Chinese language worldwide. Although CIP have become popular in the United States, research into these programs is scant. This study explores the practices and challenges of one such Chinese immersion program by using a case study methodology to gain in-depth insights. The case school is a state-funded nonprofit organization created by a group of community members. The main research participants were teachers of the kindergarten levels of immersion classes. The researchers used semistructured interviews, an online questionnaire, and document collection to obtain data. The main challenges faced by the CIPs are as follows: (1) difficulty in recruiting qualified teachers; (2) insufficient professional development; (3) difficulty in balancing content and language instruction; (4) insufficient use of Chinese; and (5) shortage of external resource support. Strategies to overcome these obstacles encountered in CIP have been discussed and suggested in this paper.
      PubDate: 2017-05-09
      DOI: 10.1007/s40299-017-0337-2
       
  • The Moderating Effects of Internet Parenting Styles on the Relationship
           Between Internet Parenting Behavior, Internet Expectancy, and Internet
           Addiction Tendency
    • Authors: Chien Chou; Yuan-Hsuan Lee
      Abstract: Abstract This study investigated the moderating effect of children’s perceived Internet parenting styles (IPS) on the relationship among their perceived Internet parenting behaviors (operationalized as warmth and control on Internet use from their parents), Internet expectancy (IE), and Internet addiction tendency (IAT). Participants were 3169 Taiwanese junior high school students ages 13–16. Results exhibited a dominance of both authoritative and authoritarian IPSs. Boys tended to perceive a permissive or neglectful IPS from their parents, while girls tended to perceive an authoritarian or authoritative IPS. IE and control had a consistent positive direct relationship with IAT across all IPS models. The hypothesized indirect effect was significant for the authoritarian parenting model from control to IAT and for the neglectful parenting model from both warmth and control to IAT. The study result implied that the quality of Internet parenting behaviors as demonstrated by different IPSs may be related with changes in students’ IE and IAT. Evidence from children’s amount of Internet use, their gender, and parental education level provided additional support on the study findings. The study results would shed light on the role of family function on students’ Internet use and provide suggestions on Internet parenting to reduce possible IAT.
      PubDate: 2017-05-02
      DOI: 10.1007/s40299-017-0334-5
       
  • 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
       
  • 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
       
  • 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
       
  • 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
       
  • 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
       
 
 
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