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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 Researcher
  [SJR: 0.353]   [H-I: 13]   [12 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  [2352 journals]
  • Understanding Interpersonal Meaning-Making in Chinese High School
           Students’ ESL Writing: A Systemic Functional Perspective
    • Authors: Wenhui Xuan; Xue’e Huang
      Pages: 227 - 238
      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: 2017-10-01
      DOI: 10.1007/s40299-017-0343-4
      Issue No: Vol. 26, No. 5 (2017)
       
  • The Relationship Between Teachers’ Online Homework Guidance and
           Technological Pedagogical Content Knowledge about Educational Use of Web
    • Authors: Ying Zhou; Ching Sing Chai; Jyh-Chong Liang; Mei Jin; Chin-Chung Tsai
      Pages: 239 - 247
      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: 2017-10-01
      DOI: 10.1007/s40299-017-0344-3
      Issue No: Vol. 26, No. 5 (2017)
       
  • Impact of the Political, Economic, and Educational Contexts on Life
           Stories of Taiwanese EFL Teachers
    • Authors: Chih-Min Shih
      Pages: 249 - 257
      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: 2017-10-01
      DOI: 10.1007/s40299-017-0345-2
      Issue No: Vol. 26, No. 5 (2017)
       
  • Gender Gap Among High Achievers in Math and Implications for STEM Pipeline
    • Authors: Yisu Zhou; Xitao Fan; Xiaoxin Wei; Robert H. Tai
      Pages: 259 - 269
      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: 2017-10-01
      DOI: 10.1007/s40299-017-0346-1
      Issue No: Vol. 26, No. 5 (2017)
       
  • Social Stratification and Studying Overseas: Empirical Evidence from
           Middle Schools in Beijing
    • Authors: Aiai Fan; Baoyan Cheng
      Abstract: Through analyzing original survey data from 1012 ninth graders at 9 middle schools collected in Beijing in 2015 and adopting the frameworks of social stratification and Effectively Maintained Inequality, this study examines the differential in the choice of and access to such educational resources as studying overseas among different social strata in China. Particular attention is paid to students from those groups which are at an advantage in building networks and mobilizing social resources, namely high-ranking officials, wealthy business owners, and white-collar professionals. By analyzing how different social strata differ in their willingness and plan to study overseas, this empirical study has shown that studying overseas, which is considered an option for pursuing high-quality educational resources, has proven to be such a tool for advantaged social classes to maintain their status and for disadvantaged social classes to climb up the social ladder.
      PubDate: 2017-11-13
      DOI: 10.1007/s40299-017-0361-2
       
  • The Value of Digital Storytelling as an L2 Narrative Practice
    • Authors: Heyoung Kim; Jang Ho Lee
      Abstract: The purpose of this study was to investigate the value of introducing digital storytelling (DST) into second language (L2) narrative practice, by examining the characteristics of L2 learners’ narrative when multimodality is added. To this end, the present study examined pairs of personal narrative scripts produced by 50 undergraduate L2 learners in DST, along with their self-created videos for DST presentation, as well as their narrative scripts developed in traditional (exclusively linguistic) modes. The participants’ narrative scripts and videos were analyzed based on the ‘good story’ framework, which consists of important dimensions to consider in the narrative genre. The findings demonstrate that L2 students’ narratives become better stories when they are practiced in DST, particularly in terms of expressing one’s feeling, showing awareness of the audience, and adding more details to the story. Also, the availability of multiple modes of expression was found to expand their narrative topics and elicit their stories and visions more powerfully. The authors conclude that an understanding of the unique features of DST enables teachers to use this new approach for enhancing L2 narrative skills in their learners.
      PubDate: 2017-11-13
      DOI: 10.1007/s40299-017-0360-3
       
  • Revisiting Code-Switching Practice in TESOL: A Critical Perspective
    • Authors: Hao Wang; Behzad Mansouri
      Abstract: In academic circles, the English Only view and Balanced view have established their grounds after volumes of work on the topic of code-switching in TESOL. With recent development in Critical Applied Linguistics, poststructural theory, postmodern theory, and the emergence of multilingualism, scholars have begun to view ELT as a constantly shifting dynamic approach to questions of language in multiple contexts, rather than a method, a set of techniques, or a fixed body of knowledge (Lin in Appl Linguist Rev 4(1):195–218, 2013). Therefore, this paper represents a crucial step in addressing the paucity of research on the criticality and sociopolitical nature of code-switching in TESOL by drawing from the constructs of identity (Peirce in TESOL Q 29(1):9–31, 1995), capital (Bourdieu in Soc Sci Inf 16(6):645–668, 1977), and critical pedagogy (Freire in Pedagogy of the oppressed, The Continuum Publishing, New York, 1970). The purpose of this article is to draw connections between code-switching, constructs of identity, and capital and reveal the power dynamics embedded in language learning process. We suggest that language teachers be cognizant of the sociopolitical aspect of code-switching and pay more attention to the multiple, fluid, and contradictory identities that are assigned, claimed, and negotiated by students in classrooms. In this paper, we elaborate on studies that view classroom codes-witching as social indexicality and identity construction, discuss the missing gap in the ongoing debate about code-switching, and provide some tangible pedagogical implications in ELT classrooms.
      PubDate: 2017-10-23
      DOI: 10.1007/s40299-017-0359-9
       
  • Structural Relationship Between L2 Learning (De)motivation, Resilience,
           and L2 Proficiency Among Korean College Students
    • Authors: Tae-Young Kim; Youngmi Kim; Ji-Young Kim
      Abstract: The purpose of the study is to explore the structural relationships among second language (L2) proficiency and the constructs of L2 learners’ resilience, motivation, and demotivation. A total of 869 undergraduate students in South Korea participated in the study. The data were analyzed by means of factor analysis, correlations, and structural equation modeling (SEM). The factor analysis identified seven resilience factors (life satisfaction, sociability, communicative efficacy, self-composure, strategic competence, metacognitive adaptation, and realistic optimism), six motivation factors (ought-to L2 self, ideal L2 self, instrumental motivation, parental support, academic motivation, awareness of importance), and six demotivation factors (negative perception of English-speaking countries, compulsory EFL learning, perceived inappropriateness of textbooks or tasks, low self-esteem, unsupportive learning environment, unsupportive teachers). The SEM corroborated that resilience, L2 learning motivation, and L2 learning demotivation contribute to L2 proficiency. L2 learning demotivation had more explanatory power for L2 proficiency than did L2 learning motivation. Resilience had both a direct and an indirect effect on L2 proficiency via L2 learning demotivation. The findings suggest that teachers should equip learners with strategies to manage adversity in L2 learning.
      PubDate: 2017-10-20
      DOI: 10.1007/s40299-017-0358-x
       
  • A Mixed Methods Evaluation of College English Writing: A Case Study in
           China
    • Authors: Hongjing Liao; Liwen Li
      Abstract: China’s recent curriculum reform of English as a foreign language programs has shifted toward an integration of language abilities and transferable skills such as intercultural skills. This study is part of an internal evaluation project that examines the implementation and impact of a newly reformed writing course at one of China’s top foreign studies universities. The study explores students’ acceptance and learning experiences of the course with specific focus on reform features. Applying a mixed methods approach, the study drew quantitative data from the student survey and test scores, and qualitative data from interviews and reflexive journals. Mixed analyses confirmed the design and suitability of the course. Findings indicated high appreciation of the course, statistically significant increase in test scores, and moderate improvement on intercultural skills.
      PubDate: 2017-10-17
      DOI: 10.1007/s40299-017-0357-y
       
  • Demotivation Experienced by English as Foreign Language (EFL) Learners in
           the Lao PDR
    • Authors: Vanhnaly Xaypanya; Shaik Abdul Malik Mohamed Ismail; Hui Min Low
      Abstract: Given the long establishment of English as an international lingua franca, the motivation of English learning among the English as foreign language (EFL) learners is still a challenging issue faced by EFL teachers in some contexts. In this study, a survey was conducted with 158 EFL learners in a university in the southern Lao PDR to explore factors that negatively impacted on their motivation to learn English. The results of factor analysis revealed that they reported five dimensions of demotivation in EFL learning, namely, difficulty to achieve linguistic accuracy, negative attitudes toward English, curriculum issues, lack of supports and resources, and foreign language anxiety. The findings of this study offered the directions to cultivate the motivation of EFL learning among the EFL learners in the Lao PDR. In addition, the findings also pointed to the possibility of viewing motivation and demotivation as the two ends of a continuum of L2 motivation; rather than describing these two notions using noncongruent frameworks as currently practiced by both L2 motivation and demotivation researchers.
      PubDate: 2017-09-07
      DOI: 10.1007/s40299-017-0355-0
       
  • Chinese Language Teachers’ Challenges in Teaching in U.S. Public
           Schools: A Dynamic Portrayal
    • Authors: Wei Liao; Rui Yuan; Hong Zhang
      Abstract: Teachers who teach in cross-cultural settings play a vital role in nurturing students’ appreciation of cultural diversity but they tend to experience tremendous challenges in their early years of teaching. To draw a dynamic portrayal of those challenges, this study primarily collected and analyzed 521 reflective journals written by 14 Chinese language teachers throughout their first 2 years of teaching in U.S. public schools. The study found that the teachers experienced a wide range of challenges in managing classrooms, developing curricular materials, crafting instructional strategies, assessing students, catering to learner differences, and collaborating with others. The seriousness of the challenges varied across areas and transformed differently over time. Cultural difference, school context, and teacher’s background and ongoing learning collectively contributed to the formation and transformation of the challenges. This paper concludes with practical implications on how to prepare and support teachers to work in cross-cultural settings.
      PubDate: 2017-09-01
      DOI: 10.1007/s40299-017-0356-z
       
  • How to Enhance Teachers’ Bullying Identification: A Comparison Among
           Providing a Training Program, a Written Definition, and a Definition with
           a Checklist of Bullying Characteristics
    • Authors: Li-Ming Chen; Yu-Hsien Sung; Wen Cheng
      Abstract: The purpose of this study was to investigate whether teachers’ ability to identify bullying incidents could be enhanced by offering bullying identification trainings. The participants of this study were 532 primary, middle, and high school teachers in Taiwan, who were recruited to participate in one of the four study groups (three treatment groups and one control group). Those in the three treatment groups were provided with the following interventions: a 1.5-h training on bullying identification (Group X); a definition including the features of bullying in written form (Group Y); and a written definition accompanied by checklist of three bullying characteristics for each scenario (Group Z). A 24-item Recognition of Bullying Incidents Questionnaire (RBIQ) was used in this study. Of these 24 scenarios, 12 were used to assess participants in the pre-test phase, and 12 were used for the post-test. The results, using a mixed-model two-way analysis of variance, indicated that the teachers in Group X were significantly better at bullying identification than those in other groups. Teachers in Group Z also were significantly better at bullying identification than teachers in Group Y and the control group. These results imply that merely providing a definition does little to enhance teachers’ ability to identify school bullying.
      PubDate: 2017-08-21
      DOI: 10.1007/s40299-017-0354-1
       
  • Validating an Instrument for EFL Learners’ Sources of Self-Efficacy,
           Academic Self-Efficacy and the Relation to English Proficiency
    • Authors: Chunping Zheng; Jyh-Chong Liang; Chin-Chung Tsai
      Abstract: Research on self-efficacy has been a productive field while limited studies have explored language learners’ formation of academic self-efficacy. This quantitative study developed an instrument with two questionnaires for assessing English as a foreign language (EFL) learners’ formation of self-efficacy and academic self-efficacy. It further investigated the complex relationship among learners’ sources of self-efficacy, academic self-efficacy and their English proficiency. The participants were 700 EFL learners at a comprehensive university in China, who took a compulsory language course for improving their overall English proficiency. The results validated the two questionnaires and further confirmed the correlations among the three constructs. It is very striking to see that the ‘social persuasion’ played the most significant and positive role for predicting learners’ academic self-efficacy and all aspects of English proficiency. Moreover, ‘physiological states’ were found as a negative predictor for explaining learners’ achievements in English listening and reading. The research highlights the importance of socio-cultural factors during learners’ formation of academic self-efficacy in China, particularly the significant roles played by the influential social agents. Implications are provided for reducing EFL learners’ physiological stress and sustaining their academic self-efficacy for improving their language proficiency.
      PubDate: 2017-08-18
      DOI: 10.1007/s40299-017-0352-3
       
  • Transformation of Participation and Learning: Three Case Studies of Young
           Learners Harnessing Mobile Technologies for Seamless Science Learning
    • Authors: Yancy Toh; Hyo-Jeong So; Peter Seow; Wenli Chen
      Abstract: The main goal of this research is to understand how young children use mobile technology such as smartphones to traverse different learning contexts and harness a constellation of resources to make sense of their science learning in daily lives. We adopted Rogoff’s sociocultural lens of transformation of participation that helps us understand how students’ science learning experiences can interact with their wide array of cognitive, social and cultural resources and be mediated through personal, interpersonal and cultural–institutional forces in formal and informal learning spaces. We present an analysis of three contrasting case illustrations of Primary 3 (aged 9–10) students in a Singapore ICT-enriched primary school, and discuss findings in relation to the virtuous and vicious cycles of learning trajectories. In conclusion, we contend that mobile technology, which is considered as a cultural tool and learning hub, has the potential to elevate learning, but this potential can only be realized under two conditions: (a) when learners have created the habit of mind for utilizing and harnessing cultural, epistemic and social resources to foster connections between formal and informal knowledge; and (b) when the use of mobile technology is situated within the broader knowledge bases that our current formal curriculum recognizes.
      PubDate: 2017-08-12
      DOI: 10.1007/s40299-017-0350-5
       
  • Listening Logs for Extensive Listening in a Self-regulated Environment
    • Authors: You-Jin Lee; Kyung-Whan Cha
      Abstract: Learner journals or diaries have been used in various educational contexts to motivate learning and learner reflection. This study examines how learner journals, especially listening logs for extensive listening in a self-regulated environment, affected university students’ listening proficiency, and how the students reported on their listening activities. Forty-two students who took an English listening practice course at a university kept a weekly listening log for a semester. They wrote their listening experience with various listening materials on different topics they chose. The TOEFL tests as pre-and post-tests were conducted to find out the effects of listening logs. A paired-samples test indicated there was a significant difference between the two tests. Analysis of listening logs showed that writing listening logs regularly influenced the students’ improved listening comprehension and facilitated motivation. Also, students reflected on their listening strategies, and became accustomed to listening to a variety of listening resources. In addition, students often mentioned learning logs built confidence in their own listening and helped them to manage their learning. Finally, the study discusses the educational implications for listening logs and makes suggestions for future research.
      PubDate: 2017-08-10
      DOI: 10.1007/s40299-017-0347-0
       
  • Relationship Between Different Combinations of Personality Traits and
           Motivation Mechanism: Change Leadership as Mediator
    • Authors: Kun-Dang Chen
      Abstract: The aim of this study is to identify combinations of different personality traits among teaching faculty and explore for which combinations college managers should use change leadership to mediate their cognition in a motivation mechanism and for which combinations doing so is not necessary. In this study, two-stage cluster analysis and partial least squares are the methods for identifying different combinations of personality traits and test mediation. This study uses 350 samples for analysis. From the test results, this study first identifies three combinations of personality traits, including “high central force but outgoing”, “middle–high central force but outgoing and a little nervousness”, and “synthesizing type”. The “highly central force but outgoing” and “middle–high central force but outgoing and a little nervousness” do not need to be mediated by change leadership, and teaching faculty who have these two combinations of personality traits will have positive attitudes or thoughts towards the motivation mechanism. Regarding the “synthesizing type”, those with this combination of personality traits will demonstrate complex attitudes, reactions, or thinking, and therefore, college managers should think about how to change their attitudes or behaviour through change leadership to communicate and guide them to accept the motivation mechanism.
      PubDate: 2017-08-10
      DOI: 10.1007/s40299-017-0351-4
       
  • Response, Resistance, or Restraint: A Triadic Model of Pre-service
           Teachers’ Perceptions on the (F)utility of Educational Therapy and Life
           Skills Education in ELT
    • Authors: Mansoor Tavakoli; Reza Zabihi; Momene Ghadiri
      Abstract: The improvement of mental health has been given considerable attention in educational settings since more than four decades. Accordingly, many programs were developed with the purpose of enabling children not only to deal with educational issues, but also to resolve their psychosocial problems. This study used an Explanatory Mixed-Methods Research Design to investigate the extent to which pre-service English teachers in Iran believed that educational therapy and life skills training should be included in English Language Teaching curricula. The collection of quantitative data was accomplished by administering the Life-Responsive Language Teaching Beliefs Questionnaire (LLTBQ) to 97 Iranian pre-service English teachers. Accordingly, among the four constructs of life-responsive language teaching (i.e., life-wise empowerment, adaptability enhancement, prosocial development, and life-over-language preference), teachers were more likely to highlight the importance of enhancing the adaptability enhancement and life-wise empowerment of language learners. The follow-up phase involved face-to-face interviews that were conducted with eight pre-service English teachers who were selected based on purposive sampling. While pre-service teachers’ responses to the questionnaire items as well as the initial comments provided by the interviewees indicated an overall interestedness on the part of most participants, their conceptions of what educational therapy and life skills training might actually entail appeared to be incomplete. Finally, the authors put forward a three-facet model of life-wise language teaching perceptions and a detailed hierarchy thereof.
      PubDate: 2017-08-09
      DOI: 10.1007/s40299-017-0353-2
       
  • Development of Physics Attitude Scale (PAS): An Instrument to Measure
           Students’ Attitudes Toward Physics
    • Authors: Daisy Kaur; Yi Zhao
      Abstract: The present study is focused on the detailed description of Physics Attitude Scale (PAS) to measure students’ attitudes toward physics. The development of this new instrument involved extensive interviews with both the experts as well as the students. This was followed by expert reviews and pilot testing of the instrument. The duly revised draft was used to collect responses from 624 students, aged 15–18 from Government Model Senior Secondary Schools, India. The factor analysis carried out on the resulting data revealed that the final form of the Physics Attitude Scale consists of five dimensions: Enthusiasm toward Physics, Physics Learning, Physics as a Process, Physics Teacher, and Physics as a Future Vocation. The content validity of the scale has been confirmed by the close agreement of experts on the statements. The reliability analysis showed that the scale consists of internally consistent items for each dimension. These findings demonstrate that the Physics Attitude Scale (PAS) possesses robust psychometric properties. It has been further found that a positive correlations exist between (a) enthusiasm toward physics and physics learning; (b) enthusiasm toward physics and physics as a process; (c) enthusiasm toward physics and physics as a future vocation; and (d) physics teacher and physics learning. Thus, the newly developed PAS can be used as an effective instrument by researchers and teachers to assess students’ attitudes toward physics.
      PubDate: 2017-08-09
      DOI: 10.1007/s40299-017-0349-y
       
  • Development and Validation of an Instrument to Measure Indonesian
           Pre-service Teachers’ Conceptions of Statistics
    • Authors: Khairiani Idris; Kai-Lin Yang
      Abstract: This article reports the results of a mixed-methods approach to develop and validate an instrument to measure Indonesian pre-service teachers’ conceptions of statistics. First, a phenomenographic study involving a sample of 44 participants uncovered six categories of conceptions of statistics. Second, an instrument of conceptions of statistics was developed on the basis of findings from the phenomenographic study. The instrument was initially piloted with 63 participants. Subsequently, an exploratory factor analysis involving 116 participants, followed by a confirmatory factor analysis involving 232 participants, was executed, suggesting a three-factor structure. In addition, three different types of conceptions of statistical data were identified from the integration of qualitative and quantitative studies. Contributions of the study and implications of the findings for further research and statistics education are discussed.
      PubDate: 2017-08-08
      DOI: 10.1007/s40299-017-0348-z
       
  • The Role of Parents in University Choice: Evidence from Vietnam
    • Authors: Luna Iacopini; Martin Hayden
      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
       
 
 
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