for Journals by Title or ISSN
for Articles by Keywords
help
  Subjects -> EDUCATION (Total: 1900 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (24 journals)
    - EDUCATION (1602 journals)
    - HIGHER EDUCATION (122 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (30 journals)
    - SCHOOL ORGANIZATION (13 journals)
    - SPECIAL EDUCATION AND REHABILITATION (35 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (1602 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   (Followers: 2)
@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: 62)
Academic Psychiatry     Full-text available via subscription   (Followers: 23)
Academic Questions     Hybrid Journal   (Followers: 8)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 60)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 50)
Accounting & Finance     Hybrid Journal   (Followers: 52)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 18)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 5)
Acta Didactica Norge     Open Access   (Followers: 1)
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 60)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 39)
Action Research     Hybrid Journal   (Followers: 45)
Active Learning in Higher Education     Hybrid Journal   (Followers: 268)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 14)
Administration & Society     Hybrid Journal   (Followers: 13)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 166)
Adult Education Quarterly     Hybrid Journal   (Followers: 152)
Advanced Education     Open Access   (Followers: 9)
Advances in Building Education     Open Access   (Followers: 3)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 27)
Advances in High Energy Physics     Open Access   (Followers: 18)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 7)
Africa Education Review     Partially Free   (Followers: 24)
African Journal of Chemical Education     Open Access   (Followers: 3)
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: 2)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Akadémiai Értesítö     Full-text available via subscription  
Aksiologiya : Jurnal Pengabdian Kepada Masyarakat     Open Access  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 17)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 13)
American Biology Teacher     Full-text available via subscription   (Followers: 14)
American Educational Research Journal     Hybrid Journal   (Followers: 160)
American Journal of Business Education     Open Access   (Followers: 12)
American Journal of Distance Education     Hybrid Journal   (Followers: 30)
American Journal of Education     Full-text available via subscription   (Followers: 177)
American Journal of Educational Research     Open Access   (Followers: 60)
American Journal of Health Education     Hybrid Journal   (Followers: 30)
American Journal of Physics     Full-text available via subscription   (Followers: 53)
American String Teacher     Full-text available via subscription   (Followers: 1)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 3)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 10)
Annals of Modern Education     Full-text available via subscription   (Followers: 4)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 15)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Arabia     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 21)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 35)
Arts Education Policy Review     Hybrid Journal   (Followers: 5)
Artseduca : Revista electrónica de educación en las ARTES     Open Access  
ASHE Higher Education Reports     Hybrid Journal   (Followers: 16)
Asia Pacific Education Review     Hybrid Journal   (Followers: 11)
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: 22)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 14)
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: 139)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 41)
Assessment Update     Hybrid Journal   (Followers: 4)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 19)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 5)
Australasian Journal of Special Education     Full-text available via subscription   (Followers: 7)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 5)
Australian Art Education     Full-text available via subscription   (Followers: 7)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 8)
Australian Educational Computing     Open Access   (Followers: 1)
Australian Educational Researcher     Hybrid Journal   (Followers: 23)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 15)
Australian Journal of Career Development     Hybrid Journal   (Followers: 3)
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 Environmental Education     Full-text available via subscription   (Followers: 7)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 9)
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: 443)
Australian Journal of Teacher Education     Open Access   (Followers: 21)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 6)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 4)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 242)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Bahastra     Open Access  
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 6)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 4)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 4)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 7)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BMC Medical Education     Open Access   (Followers: 42)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 10)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
BOSAPARIS : Pendidikan Kesejahteraan Keluarga     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 183)
British Journal of Educational Studies     Hybrid Journal   (Followers: 152)
British Journal of Educational Technology     Hybrid Journal   (Followers: 146)
British Journal of Music Education     Hybrid Journal   (Followers: 23)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 51)
British Journal of Special Education     Hybrid Journal   (Followers: 47)
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: 17)
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   (Followers: 1)
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Cakrawala Pendidikan     Open Access  
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 95)
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: 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: 16)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 10)
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: 16)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 4)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription   (Followers: 1)
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: 3)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 30)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 16)
Children's Literature in Education     Hybrid Journal   (Followers: 10)
Chinese Education & Society     Full-text available via subscription   (Followers: 4)
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: 4)
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  

        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  [2350 journals]
  • Exploring the Orientation and Use of Textbook Lingua-Cultural Resources to
           Teach and Learn English for Lingua Franca Communication
    • Authors: Melissa H. Yu
      Abstract: Despite textbooks serving as a primary educational resource, they are not inclusive. While the argument that the native speaker (NS) lingua-cultural approach or dominance in textbooks may impede English as a lingua franca (ELF)-aware teaching and learning has been accepted by some scholars, this assertion is supported by little empirical evidence obtained from the evaluation of its impact on classroom practice. Besides, English language teaching (ELT) researchers have suggested different ways to use textbooks for communicative teaching and these suggestions have not yet been contested from an ELF perspective. Thus, this paper aims to address these concerns. Questionnaire surveys, textbook analysis, classroom observations, and interviews are employed to conduct an ethnographic inquiry into classroom practice in order to obtain local knowledge about how the NS-based textbooks are used and whether the advice of ELT researchers on using textbooks encourage or discourage ELF-aware pedagogy in local contexts. The results show a minimum impact of the NS approach and of the US dominance on ELF-related classroom practice because teachers and students critically evaluate and skillfully use NS-based textbook and US lingua-cultural resources. Additionally, NS-based textbooks alone do not determine ELF-aware classroom practice. It is how teachers and students rely on and use NS resources in the textbooks that determine how ELF-aware teaching and learning is realized. Lastly, certain strategies for using textbooks and lingua-cultural resources suggested by ELT and ELF scholars effectively facilitate ELF-aware classroom practice. However, not all the pedagogical suggestions proposed by the previous studies are feasible in the teaching situations studied herein.
      PubDate: 2018-04-23
      DOI: 10.1007/s40299-018-0381-6
       
  • Augmented Reality Plus Concept Map Technique to Teach Children with ASD to
           Use Social Cues When Meeting and Greeting
    • Authors: I-Jui Lee; Chien-Hsu Chen; Chuan-Po Wang; Chi-Hsuan Chung
      Abstract: Autism spectrum disorders (ASD) are characterized by a reduced ability to appropriately express social greetings. Studies have indicated that individuals with ASD might not recognize the crucial nonverbal cues that usually aid social interaction. Social reciprocity depends on the ability to empathize with others, to be aware of emotional and interpersonal cues, and to respond appropriately; it requires joint attention and nonverbal social skills. Fortunately, there is evidence-based research which shows that augmented reality (AR) attracts the attention of children with ASD and allows them to focus on social cues. AR has also been proved effective for teaching social skills. However, there is a lack of appropriate instructional scaffolds in AR applications to help students organize learning materials. Therefore, in this study, we use AR combined with concept map (CM) strategy as a training tool to focus on the standard nonverbal social cues to teach children with ASD how to appropriately reciprocate when they greet others. The learner can integrate the AR with CM strategy to visually conceptualize the social scenarios in a tabletop role-play training platform. Single-subject research with a multiple-baselines across-subject design was used in this study. Our results showed substantial increases in the children’s target responses during the intervention phases compared with the baseline phases. Generalization probes were administered during baseline (4–8 sessions for 0.5–1 month), intervention (10 sessions for 1.2 months), and maintenance phases (4–8 sessions for 0.5–1 month) to assess the generalization and maintenance of learned skills. The three-phase test data suggest that the AR with CM intervention was moderately effective in teaching the target greeting responses to children with ASD. The practical and developmental implications of the findings are discussed.
      PubDate: 2018-04-19
      DOI: 10.1007/s40299-018-0382-5
       
  • Motivational Strategies of University Students in New Zealand: The Role of
           Ethnicity
    • Authors: Farzad Radmehr; Hon Luamanuvao Winnie Laban; John Overton; Leon Bakker
      Abstract: This study explores motivational strategies of university student from five different main ethnic groups in New Zealand (NZ). To explore students’ motivational strategies, a self-administered questionnaire was adapted. The study sample included 1854 students from a NZ university who participated in the survey. The findings showed that there were significant differences in the motivational strategies of Pasifika, Asian, and pākeha (NZ European) students. For instance, Pasifika and Asian students were more inclined to be motivated by extrinsic factors, such as the desire to satisfy familial expectations, than Māori or pākeha students. We argue that tertiary institutions should be aware of these complex ethnic dimensions to student motivation and learning, and promote relevant professional training concerning the differences between ethnic groups.
      PubDate: 2018-04-17
      DOI: 10.1007/s40299-018-0383-4
       
  • Assessing Taiwanese College Students’ Intercultural Sensitivity, EFL
           Interests, Attitudes Toward Native English Speakers, Ethnocentrism, and
           Their Interrelation
    • Authors: Ya-Chen Su
      Abstract: The development of travel opportunities and technology in the 21st century has brought people from different cultures and countries more opportunities to closely interact. The purposes of the study are to assess the degree of Taiwanese college students’ intercultural sensitivities, ethnocentrism, and attitudes toward native English speakers (NES) and English-as-a-foreign language (EF) interests. This study also examines the interrelationships between intercultural sensitivities and a range of variables (learners’ ethnocentrism, EFL interests, and attitudes toward NES) and the significant predictors affecting the development of intercultural sensitivity. A total of 1191 college students participated in this study. Three instruments, the Intercultural Sensitivity Scale (Chen and Starosta in Hum Commun 3:1–15, 2000), the General Ethnocentrism Scale (Neuliep and McCroskey in J Intercult Commun Res 31:201–215, 1997), and the Attitudes and Motivation Test Battery (Gardner et al. 1974, London, Ontario: University of Western Ontario) were modified and used for data collection. Descriptive statistics, t test, correlational analysis, and Multiple Regression were employed for data analysis. Results found that among four dimensions of intercultural sensitivity, the highest correlations are between learners’ interaction engagement and confidence. EFL interests, attitudes toward NES, and ethnocentrism are significantly related with intercultural sensitivity, where each variable is a significant predictor for intercultural sensitivity development.
      PubDate: 2018-04-12
      DOI: 10.1007/s40299-018-0380-7
       
  • High School Students’ Perceptions of English Teachers’ Knowledge in
           Technology-Supported Class Environments
    • Authors: Hsueh-Hua Chuang; Chao-Ju Ho; Chih-Yuan Weng; Han-Chin Liu
      Abstract: This study used a structural equation model to investigate the endogenous structure of high school students’ perceptions of the knowledge possessed by English teachers who handle technology-supported classes in Taiwan. We developed a validated survey composed of four constructs, namely, subject matter knowledge (SMK, 5 items), knowledge of students’ understanding (KSU, 4 items), technological knowledge (TK, 6 items), and technological pedagogical content knowledge (TPACK, 6 items). The survey was administered to 287 respondents from four target English teachers’ classes at the end of the semester in January 2015. Further analysis based on the structural equation model indicates that students’ perceptions of teachers’ TK and KSU directly affect TPACK. SMK and KSU are indirectly related to TPACK with the association significantly mediated by TK.
      PubDate: 2018-04-02
      DOI: 10.1007/s40299-018-0378-1
       
  • An Action Research on Computer-Mediated Communication (CMC) Peer Feedback
           in EFL Writing Context
    • Authors: Qi Xu; Shulin Yu
      Abstract: While a number of previous studies have examined the effects and benefits of computer-mediated communication (CMC) peer feedback, little research has taken an action research approach to track the process of EFL students’ learning in CMC peer feedback. In this article, we describe an action research project conducted with 26 second-year students majoring in business English at a Chinese university. This project aims to enhance EFL students’ engagement with peer feedback activities and to help them improve their writing through CMC peer feedback. The analysis of multiple sources of data including questionnaires, interviews, blog-based peer comments, student writing assignments, classroom observations, and teacher reflections illustrates how blog-based CMC peer feedback can be a pedagogical and collaborative learning activity in EFL writing classrooms and how peer feedback training can enhance students’ engagement with peer feedback tasks. Implications for implementing CMC peer feedback in EFL writing contexts are provided in the paper.
      PubDate: 2018-04-02
      DOI: 10.1007/s40299-018-0379-0
       
  • Effect of Proficiency Pairing on L2 Learners’ Language Learning and
           Scaffolding in Collaborative Writing
    • Authors: Ruiying Niu; Lin Jiang; Yuan Deng
      Abstract: In L2 pedagogy, collaborative writing has been employed as a task for facilitating language learning, and language proficiency is often taken as a primary yardstick for pairing learners. Yet studies about the effect of proficiency pairing on language learning in pair writing have obtained mixed findings, and few studies have examined how proficiency pairing affects learners’ scaffolding strategy use. The present study, following a sociocognitive approach, investigated the effects of proficiency pairing on Chinese EFL learners’ language learning and scaffolding strategy use in pair writing. The study recruited three groups, respectively, including four high–high pairs, four high–low pairs, and four low–low pairs. An analysis of the 12 dyads’ dialogues elicited from pair writing revealed that low–low pairs produced more language-related episodes (LREs) and resorted to more scaffolding strategies than high–high and high-low pairs did while high–high and high-low pairs successfully resolved more LREs than low–low pairs did. The findings were discussed with reference to such mediating variables as task nature, interaction pattern, and task orientation. Pedagogical implications were drawn in the conclusion.
      PubDate: 2018-03-31
      DOI: 10.1007/s40299-018-0377-2
       
  • Literacy and Connected Learning Within a Participatory Culture: Linkages
           to Collective Intelligence Efficacy and Civic Engagement
    • Authors: Su-Yen Chen
      Abstract: Researchers have indicated that the widespread adoption of digital technologies has changed the way we interact with each other and distinguishes digital natives from their older counterparts. Since young people are actively engaged in participatory cultures, this study aims to explore the linkages of aspects of literacy and principles of connected learning to their collective intelligence efficacy and civic engagement. With a sample of 304 Taiwanese college students, the findings suggest that there are three aspects of the expanded conception of literacy. While literacy as readers and information users, as well as literacy as authors and information creators are both linked to collective intelligence efficacy, the third aspect of critical literacy, which reflects an epistemological shift to cope with the participatory information environment, is linked to young people’s civic engagement, defined by political expression in various forms and by achieving social change in creative ways. Among the four principles of connected learning, however, the principle of fostering a sense of shared purpose mediated by new media and online communities is strongly associated with collected intelligence efficacy, defined by how young people perceive their capability for collaborating with others and making contributions. Overall, the findings provide empirical support for associations among notions/variables with broadened perspectives and re-conceptualizations that are insightful for understanding the Net generation’s new social practices.
      PubDate: 2018-03-15
      DOI: 10.1007/s40299-018-0375-4
       
  • Study-Abroad Experiences of Two South Korean Undergraduate Students in an
           English-Speaking and a Non-English-Speaking Country
    • Authors: Miyoung Nam
      Abstract: Benefits of the study-abroad (SA) experience have been reported in many studies. However, most prior studies on EFL students’ SA experiences track students in relatively short ESL programs during school vacation months. In addition, EFL learners’ SA experiences in non-English-speaking countries, where English is not the L1, remain underexplored. Applying case study methodology and gathering data from monthly reports during SA, and pre- and post-SA interviews, this study aimed to investigate SA experiences of two South Korean undergraduate students in two different SA environments with respect to the impact of the participants’ choice of SA destination on the SA experience and the participants’ interactions with the SA environment. The SA destination had a significant impact on the student in Finland. Dealing with a third language and failing the language course, the student in Finland had to leave the program earlier than planned. The student in Australia took great advantage of social networks she established through diverse venues, which enriched her SA experience and facilitated her learning. It is particularly meaningful that the present study broadened the scope of SA research, as it extended the context to “other” regions.
      PubDate: 2018-03-09
      DOI: 10.1007/s40299-018-0376-3
       
  • The Marketability of Technical Graduates from Higher Educational
           Institutions (HEIs) Offering Technical and Vocational Education and
           Training (TVET): A Case from Malaysia
    • Authors: Jegatheesan Rajadurai; Noraina Mazuin Sapuan; Salina Daud; Nurazariah Abidin
      Abstract: Technical, Vocational Education and Training has been viewed as a means of developing a nation. The marketability of technical graduates is reliant on whether these graduates possess the attributes demanded by their respective industries. Hence, this study aims to investigate the gap between the key attributes of Higher Education Institutions’ (HEIs’) technical graduates and their actual performance of these attributes in employment as assessed by the Human Resource Managers. The dimensions of these attributes are investigated in four main areas, namely knowledge, skills, abilities and personality. Structured questionnaires were distributed to the Human Resource Managers of listed companies in Malaysia that employed technical graduates. The importance performance analysis, a form of quadrant analysis, was employed to analyse the data. The results show that all items pertaining to the personality dimension were placed in the quadrant “keep up the good work” (high importance/high performance). The knowledge dimension consisting of tacit and explicit knowledge types was placed in the “concentrate here” quadrant (high importance/low performance). Skills (soft skills and hard skills) and intellectual abilities were placed in the “low priority” quadrant. Physical ability was the only item placed in the “possible overkill” quadrant. HEIs should take immediate action to review the attributes located in the “concentrate here” and the “possible overkill” quadrants. This approach will enable HEIs to take corrective action and instigate efforts to improve the attributes considered to be important in producing marketable technical graduates to support the human capital required by the nation to be a developed nation by the year 2020.
      PubDate: 2018-02-17
      DOI: 10.1007/s40299-018-0372-7
       
  • The Micropolitics of Student Teachers’ Professional Vulnerability During
           Teaching Practicums: A Chinese Perspective
    • Authors: Gang Zhu; Hersh Waxman; Hector Rivera; Lynn M. Burlbaw
      Abstract: This research examines Chinese student teachers’ professional vulnerability through the lens of micropolitical theory. First, this research illustrates the participants’ five aspects of professional vulnerability during teaching practicums, which includes establishing professional relationships, negotiating the feasibility and ethics of different pedagogical approaches, conflicting commitment and responsibilities, peripheral positions and conflicting interests, and the politics of practicum implementation. Second, this study reveals how the participants navigate the hierarchical power dynamics embedded in the teaching practicums. Third, this study demonstrates that the micropolitical realities of the teaching practicums affect the Chinese STs’ professional vulnerabilities. The implications for improving teaching practicums, especially student teaching in China and beyond, are discussed.
      PubDate: 2018-02-13
      DOI: 10.1007/s40299-018-0374-5
       
  • Identifying Key Influencers of Professional Identity Development of Asian
           International STEM Graduate Students in the United States
    • Authors: John Jongho Park; Yu-Chuan Chuang; Eric S. Hald
      Abstract: This qualitative study involves tracking the process by which Asian STEM (Science, Technology, Engineering, and Math) graduate students encounter graduate studies as they build professional identities. We derived data from interviews and observations of 27 Asian international STEM graduate students at various stages of their graduate careers at a large research university located in the United States. The following research question guided this investigation: What are key influencers of STEM students’ professional identity' We conducted this study using a qualitative grounded theory approach, and we developed a central professional identity development model from emergent themes that related to the central phenomenon. Findings indicated Asian international STEM graduate students’ previous work experiences, disciplinary skills acquisition, English proficiency, and socialization with peers and faculty advisors were significant influential factors to their professional identity development. These influencers interacted to both positively facilitate and negatively hinder the student’s progress toward professional identity development. Together, this work suggests academic socialization is a crucial factor for student success and professional identity development.
      PubDate: 2018-02-08
      DOI: 10.1007/s40299-018-0373-6
       
  • The Mediating Effect of ICT Usage on the Relationship Between Students’
           Socioeconomic Status and Achievement
    • Authors: Chi Chiao; Chiung-Hui Chiu
      Abstract: To find out if information and communication technology (ICT) could narrow the achievement gaps among students caused by variations in their socioeconomic status, this study examines the mediating mechanism of ICT use between students’ socioeconomic status (SES) and achievement. Data from the 2012 East Asia Program for International Student Assessment (PISA) were used for the structural equation modeling estimations, drawing on the work of 31,161 students. The results showed that using ICT for information retrieval and social interaction could widen the achievement gaps caused by variations in SES. This study also found that gender could significantly moderate the positive relationship between students’ SES and ICT usage for learning, as well as for social interaction.
      PubDate: 2018-02-03
      DOI: 10.1007/s40299-018-0370-9
       
  • Flow in the Academic Domain: The Role of Perfectionism and Engagement
    • Authors: Tajana Ljubin-Golub; Majda Rijavec; Lana Jurčec
      Abstract: The tendency to experience flow (flow proneness) is previously found to be associated with both some personality traits and engagement. In this study, we hypothesized a positive relationship between adaptive perfectionism and academic flow, a negative relationship between maladaptive perfectionism and flow, and also postulated the mediating role of academic engagement in the relationship between perfectionism and academic flow. The sample comprised 288 university students majoring in primary education. Several questionnaires were administered to assess flow in the academic domain, perfectionism, and engagement. As expected, adaptive perfectionism, namely high standards, was positively related to a higher level of academic flow, and the relationship was mediated by higher behavioral and cognitive engagement. Also as expected, maladaptive perfectionism, namely discrepancy, was negatively related to academic flow, and the relationship was mediated by negative emotional (anxious) engagement. The study provides empirical support for the relationship between academic flow and perfectionism, suggesting engagement as a possible mechanism for this relationship.
      PubDate: 2018-02-02
      DOI: 10.1007/s40299-018-0369-2
       
  • The Self-assessment Practice Scale (SaPS) for Students: Development and
           Psychometric Studies
    • Authors: Zi Yan
      Abstract: This paper describes the development and psychometric evaluation of the Self-assessment Practice Scale (SaPS), an instrument for assessing students’ actions when engaged in self-assessment. Adopting a theory-driven approach, the SaPS was developed in line with the self-assessment process proposed by Yan and Brown (Assess Eval High Educ, 42(8):1247–1262, 2017). The survey was conducted with a total of 2906 Hong Kong students ranging from Primary 4 to Secondary 3. Two complementary analytical approaches, i.e., factor analysis and Rasch analysis, were applied to investigate the psychometric properties of the SaPS. Exploratory factor analysis revealed a three-factor model, while confirmatory factor analysis supported both three-factor and four-factor solutions. Rasch analysis provided further evidence of the psychometric quality of the four subscales in terms of dimensionality of the SaPS, the rating scale effectiveness, and item fit statistics. The final version of the SaPS contains 20 items in four subscales assessing students’ actions in self-assessment including seeking external feedback through monitoring, seeking external feedback through inquiry, seeking internal feedback, and self-reflection.
      PubDate: 2018-02-02
      DOI: 10.1007/s40299-018-0371-8
       
  • The Fairness of a Graduate School Admission Test in China: Voices from
           Administrators, Teachers, and Test-Takers
    • Authors: Xiaomei Song
      Abstract: Fairness and social justice has been the subject of much discussion in educational research, and concerns about fairness are paramount in the milieu of high-stakes admission testing. This study explored stakeholders’ perceptions of the fairness of a high-stakes graduate school admission test, the Graduate School Entrance English Examination (GSEEE) that decides whether students may have a chance to gain admission into master’s programs in China. By interviewing three groups—program administrators, English teachers, and test-takers, the study found different groups had different knowledge about the test. While there was much fairness concern regarding item quality, standardized administration, and scoring practices, the three groups expressed their acceptance and support toward the use of the GSEEE. In the end, the paper questioned whether the GSEEE truly achieved its selection purpose, given its flawed estimates of test-takers’ English proficiency due to unfair treatment in item quality, administration, and scoring, as perceived by those participants.
      PubDate: 2018-01-18
      DOI: 10.1007/s40299-018-0367-4
       
  • What is Reflective Teaching' Lessons Learned from ELT Teachers from
           the Philippines
    • Authors: Paolo Nino Valdez; Jocelyn Amor Navera; Jerico Juan Esteron
      Abstract: Reflection is an essential dimension of effective teaching. It prompts classroom teachers to subject themselves to a process of self-observation or self-evaluation. By reflecting on what they do in the classroom, teachers specifically explore their teaching practices and beliefs and whether these, indeed, work. This then may lead teachers to continue or modify their teaching strategies for the improvement of their class instruction. Grounded on the notions of reflective practice (in: Kumaradivelu 2003; Freeman 2002; Borg 2003), this brief report aims to share insights from a case study conducted in the Philippines. Initially, the study presents challenges teachers face in the Philippine education system in terms of actualizing reflective teaching. Using a case study approach among teachers taking a master’s class on English Language Teaching issues, the presentation proceeds with discussing the teachers’ views on reflective teaching and the existing challenges faced in actualizing this practice in their respective contexts. The presentation further identifies teachers’ contrasting views about existing theoretical viewpoints on reflective teaching that may serve as potential areas for further investigation.
      PubDate: 2018-01-11
      DOI: 10.1007/s40299-018-0368-3
       
  • Towards Improving Kindergarten Teachers’ Practices Regarding the
           Integration of ICT into Early Years Settings
    • Authors: Fathi Ihmeideh; Fatima Al-Maadadi
      Abstract: There is mounting evidence that information and communication technology (ICT) has the potential to support children’s development and early learning when used effectively, appropriately, and intentionally. In an attempt to improve teachers’ performance in integrating ICT into early learning, this study was designed to examine the effect of ICT training programmes on teachers’ perceptions and practices by integrating ICT into early learning settings. It also explored the types of ICT practices that teachers implement in their classrooms. Additionally, it sought to identify the obstacles faced by teachers when they attempt to integrate ICT into their teaching practice. The study used a case study approach, comprising two sources of information: interviews and classroom observations utilised before and after the training programme. Results revealed that the ICT integration training programme had an impact on teachers’ perceptions and practices as it increased teachers’ awareness and understanding of the value and applications of ICT tools in children’s learning. Teachers’ practices have positively changed because of using ICTs and the training programme helped teachers improve the quality of their ICT practices. Finally, the training programme was beneficial in reducing the obstacles which were hindering the integration of ICT into teaching practices. The study highlights the need for more and better ICT training programmes for early childhood teachers so as to increase the successful integration of ICT within early years settings.
      PubDate: 2018-01-03
      DOI: 10.1007/s40299-017-0366-x
       
  • Exploring the Relationship Between University Students’ Conceptions of
           and Approaches to Learning Mass Communication in Taiwan
    • Authors: Wen-Lung Huang; Jyh-Chong Liang; Chin-Chung Tsai
      Abstract: Previous studies have revealed the close relationship between students’ conceptions of and approaches to learning. However, few studies have explored this relationship in the field of learning mass communication. Therefore, this study aims to explore the relationships between students’ conceptions of learning mass communication (COLMC) and approaches to learning mass communication (ALMC). The two questionnaires were validated using a sample of 362 Taiwanese university students. Eight factors were derived from the COLMC questionnaire (“Memorizing,” “Aiming for examination,” “Video production,” “Integrated marketing communication,” “Increase of knowledge,” “Applying,” “Understanding,” and “Seeing in a new way”), and five factors were derived from the ALMC questionnaire (“Deep motive,” “Deep strategy,” “Surface motive,” “Surface strategy-narrow study target,” and “Surface strategy-rote learning”). Two newly developed factors, “Video production” and “Integrated marketing communication” were added to COLMC as unique features for mass communication students. The results indicated that these two questionnaires exhibited adequate reliability for assessing students’ conceptions of and approaches to learning mass communication. It was also found that the “Memorizing” and “Aiming for examination” factors in COLMC predicted students’ surface strategies in learning mass communication. In addition, students with conceptions of “Integrated marketing communication” tended to adopt deep motive for learning mass communication. In conclusion, this study revealed the relationships between students’ COLMC and ALMC in Taiwan. Furthermore, it may provide mass communication teachers with a better understanding of how students’ conceptions of learning relate to their approaches to learning mass communication.
      PubDate: 2017-12-07
      DOI: 10.1007/s40299-017-0364-z
       
  • 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
       
 
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
 
Home (Search)
Subjects A-Z
Publishers A-Z
Customise
APIs
Your IP address: 54.224.151.24
 
About JournalTOCs
API
Help
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-