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Publisher: CCSE   (Total: 41 journals)   [Sort by number of followers]

Showing 1 - 41 of 41 Journals sorted alphabetically
Applied Physics Research     Open Access   (Followers: 3)
Asian Culture and History     Open Access   (Followers: 12)
Asian Social Science     Open Access   (Followers: 6, SJR: 0.187, h-index: 11)
Cancer and Clinical Oncology     Open Access   (Followers: 5)
Computer and Information Science     Open Access   (Followers: 13)
Earth Science Research     Open Access   (Followers: 7)
Energy and Environment Research     Open Access   (Followers: 13)
Engineering Management Research     Open Access   (Followers: 7)
English Language and Literature Studies     Open Access   (Followers: 18)
English Language Teaching     Open Access   (Followers: 31, SJR: 0.253, h-index: 6)
Environment and Natural Resources Research     Open Access   (Followers: 11)
Environment and Pollution     Open Access   (Followers: 11)
Global J. of Health Science     Open Access   (Followers: 9, SJR: 0.369, h-index: 9)
Higher Education Studies     Open Access   (Followers: 50)
Intl. Business Research     Open Access   (Followers: 6)
Intl. Education Studies     Open Access   (Followers: 11, SJR: 0.2, h-index: 6)
Intl. J. of Biology     Open Access   (Followers: 2)
Intl. J. of Business and Management     Open Access   (Followers: 17)
Intl. J. of Chemistry     Open Access   (Followers: 11)
Intl. J. of Economics and Finance     Open Access   (Followers: 14)
Intl. J. of English Linguistics     Open Access   (Followers: 11)
Intl. J. of Marketing Studies     Open Access   (Followers: 17)
Intl. J. of Psychological Studies     Open Access   (Followers: 5)
Intl. J. of Statistics and Probability     Open Access   (Followers: 5)
J. of Agricultural Science     Open Access   (Followers: 7)
J. of Education and Learning     Open Access   (Followers: 2)
J. of Educational and Developmental Psychology     Open Access   (Followers: 17)
J. of Food Research     Open Access   (Followers: 3)
J. of Geography and Geology     Open Access   (Followers: 16)
J. of Management and Sustainability     Open Access   (Followers: 9)
J. of Materials Science Research     Open Access   (Followers: 8)
J. of Mathematics Research     Open Access   (Followers: 6)
J. of Molecular Biology Research     Open Access   (Followers: 3)
J. of Plant Studies     Open Access   (Followers: 1)
J. of Politics and Law     Open Access   (Followers: 11)
J. of Sustainable Development     Open Access   (Followers: 16, SJR: 0.138, h-index: 2)
Mechanical Engineering Research     Open Access   (Followers: 15)
Modern Applied Science     Open Access   (Followers: 2, SJR: 0.178, h-index: 10)
Network and Communication Technologies     Open Access   (Followers: 6)
Review of European Studies     Open Access   (Followers: 9, SJR: 0.165, h-index: 9)
Sustainable Agriculture Research     Open Access   (Followers: 2)
Journal Cover International Education Studies
  [SJR: 0.2]   [H-I: 6]   [11 followers]  Follow
  This is an Open Access Journal Open Access journal
   ISSN (Print) 1913-9020 - ISSN (Online) 1913-9039
   Published by CCSE Homepage  [41 journals]
  • Prospective Primary Teachers’ Mathematics Anxiety-Apprehension and
           Its Causes

    • Authors: Emine Ozdemir, Burcu Sezginsoy Seker
      First page: 1
      Abstract: The study aims to investigate the mathematics anxiety-apprehension of prospective primary school teachers and its causes. The mathematics anxiety-apprehension of the prospective primary school teachers was analyzed using a number of variables. The prospective teachers were asked to provide written answers to open-ended questions about the causes of their mathematics anxiety. The study used mixed method research design. The quantitative data for the prospective teachers’ mathematics anxiety-apprehension were collected using the Mathematics Anxiety-Apprehension Scale developed by Ikegulu (1998) and translated into Turkish with validity-reliability analyses by Ozdemir and Gur (2011). The qualitative part of the study used the phenomenological method, and the prospective teachers’ metaphors for aspects of mathematics were collected as data. The participants in the study were third- and fourth-grade prospective teachers studying in the Primary Education Department of the Necatibey Faculty of Education at Balikesir University. They were chosen by simple random sampling. The independent samples t-test was computed to analyze the quantitative data, and descriptive statistics were used for the qualitative data. The study found that the mathematics anxiety-apprehension of prospective primary school teachers who were Anatolian high school graduates was significantly lower. Mathematics anxiety-apprehension did not vary by gender, and the third-grade prospective teachers had significantly higher mathematics anxiety-apprehension. The causes of the prospective primary school teachers’ mathematics anxiety-apprehension were found to be related to teachers, prospective teachers, the examination system, mathematics program-related and school facilities-related causes. The prospective primary school teachers often used metaphors such as life, crossword puzzle, game and human for each sub-theme, and 166 metaphors for mathematics were identified. The themes with the highest number of metaphors were basic principles of mathematics teaching, basic mathematical skills and mathematical knowledge, respectively.
      PubDate: 2017-10-29
      DOI: 10.5539/ies.v10n11p1
      Issue No: Vol. 10, No. 11 (2017)
  • Transfer of Mother Tongue Rhetoric among Undergraduate Students in Second
           Language Writing

    • Authors: Narges Saffari, Shahrina Md Noordin, Subarna Sivapalan, Nahid Zahedpisheh
      First page: 23
      Abstract: Mother tongue rhetoric transfer is unavoidable in ESL writings, especially for Iranian ESL learners, since Persian and English language is quite different. The paper discusses the negative transfer of mother tongue rhetoric in Iranian undergraduate ESL learners’ writings from the perspectives of choosing rhetorical structure in English and Persian writing. In this regard, 50 intermediate undergraduate Iranian students who are a bachelor in engineering fields at two private higher education institutions located in Malaysia, are selected as participants to give their opinion about which style they prefer to use for both English and Persian writing. Statistical analysis of the participants' performance indicates that Iranian undergraduate students use the same rhetorical pattern for their both Persian and English writing and there is no consideration regarding the knowledge of L1 and L2 differences. The results also state that above 70% of the participants prefer to give a general comment about the topic and encourage readers at the end of the writing in their English and Persian essays.
      PubDate: 2017-10-29
      DOI: 10.5539/ies.v10n11p23
      Issue No: Vol. 10, No. 11 (2017)
  • The Metaphorical Perceptions of Teacher Candidates Attending the
           Pedagogical Formation Program on Academic Staff—Gazi University Sample

    • Authors: A. Selcen Arslangilay, Mehmet Taspinar
      First page: 33
      Abstract: Teacher training in Turkey has a long history with various practices. It has taken a different dimension with training teachers through pedagogical formation program certificates that last for a short time. The aim of this research is to reveal the metaphors of teacher candidates attending pedagogical formation program towards the academic staff. The research was designed with qualitative model and phenomenology design was used. The sample of the study group was composed of 392 teacher candidates. Teacher candidates were asked to fill in the sentence; “Academic staff during the pedagogical formation program is like ….….; because …………………”. The data analysis was conducted with qualitative methods. The academic staff is described in 11 basic categories. Most of these categories are made of positive behaviors composing 86.47% as guiding, advisor and counselor, the resource of knowledge and experience, constructive and developer, multi-perspective, self-developing, open to change, respectful, patient, tolerant and democratic, role model, using effective body language and presentation techniques. The remaining 4 categories are made of metaphors presenting the negative behaviors of academic staff reflecting 14.03% of teacher candidates: just narrating, not communicating enough, authoritative and oppressive, behaving inconsistently and irresponsive, non-communicative and with high ego.
      PubDate: 2017-10-29
      DOI: 10.5539/ies.v10n11p33
      Issue No: Vol. 10, No. 11 (2017)
  • Longitudinal Study of EFL Students Using the Systemic Functional
           Linguistics Method

    • Authors: Akiko Nagao
      First page: 47
      Abstract: This study examined the progress of English as a foreign language (EFL) writers using the instructional framework of systemic functional linguistics (SFL) and the communities of practice (CoPs) model. The study participants comprised 11 first-year undergraduate students in Japan with intermediate-level English proficiency who were exposed to SFL in a single EFL classroom (CoP). The participants’ genre understanding and meaning-making decisions when writing discussion essays were studied over two semester-long courses. To do so, their developmental changes were analyzed using pre- and post-instructional writing tasks. In particular, their ability to convey interpersonal meaning, such as through the use of modal verbs, was examined and compared between the pre- and post-tasks. To triangulate the findings, participants’ genre awareness in relation to discussion essays was also examined using in-depth qualitative analysis of their self-reflective texts and peer assessments, based on a grounded theory approach. In the pre-writing task, it was apparent that the learners lacked understanding of the components of discussion essay writing. However, analysis of their post-instructional tasks revealed that most had begun to apply the language components required to convey interpersonal meaning in their discussion genre texts. These results suggest that the changes in learner’s genre awareness and knowledge affected the lexicogrammatical features they used when writing discussion essays. Thus, this study concludes that applying the SFL framework to writing instruction enhanced EFL learners’ awareness of textual meaning and their understanding of the function of discussion essay texts.
      PubDate: 2017-10-29
      DOI: 10.5539/ies.v10n11p47
      Issue No: Vol. 10, No. 11 (2017)
  • The Efficacy of a PD Program on Enhancing On-The-Job Teaching Skills

    • Authors: Gihan Sidky
      First page: 63
      Abstract: This study assessed the methods of teaching English course taught at the general diploma at the college of Graduate Studies in Education, Cairo University in light of English teachers’ needs and expectations. The Methodology course was reconstructed using the premises of students centered teaching techniques and taking into consideration what is identified by teachers as their basic needs to improve teachers’ linguistic skills and to allow teachers to get acquainted with recent teaching techniques that focus on enhancing the qualifications of the graduate students. The participants in the study were 50 English teachers who graduated from faculties of tongues and arts, English major. They were studying to get a general diploma in education. Some of them had different years of English teaching experience and others never taught in their life. Three instruments were implemented to elicit teachers’ needs from the methods of teaching English course: a pilot study to elicit teachers’ needs and expectations of the methodology course and a directed questionnaire that resulted in a number of suggested topics to be included in the methodology course. A pre and a posttest were administered before and after the implementation of the program to record changes in teachers’ knowledge and skills due to the application of the revised course. Teachers’ responses showed that the participants were dissatisfied with the topics and applications offered by the methods of teaching English course in its first form and suggested a number of topics and applications to be added to satisfy their future needs and expectations. The program was revised and reconstructed in light of teachers’ needs and it was taught for two semesters during the academic year 2014/ 2015. The results showed a noticeable improvement in teachers’ knowledge and skills, which were manifested in teachers’ responses to the posttest.
      PubDate: 2017-10-29
      DOI: 10.5539/ies.v10n11p63
      Issue No: Vol. 10, No. 11 (2017)
  • The Relationship between Higher Order Thinking Skills and Academic
           Performance of Student in Mathematics Instruction

    • Authors: Benidiktus Tanujaya, Jeinne Mumu, Gaguk Margono
      First page: 78
      Abstract: Higher order thinking skills (HOTS) is one of important aspects in education. Students with high level of higher order thinking skills tend to be more successful. However, do this phenomenon also happen in the learning of Mathematics' To answer this question, this research aims to study the relationship between HOTS and students' academic performance in Mathematics instruction. The research is conducted by occupying correlation research method on 41 students of mathematics education in university of Papua who had already completed 120 credits. The instrument in a test format for HOTS measurement has two main indicators; the critical thinking skill and creative thinking skill. Students are selected as research subjects, and are asked to do 9 questions of HOTS test in 60 minutes. The holistic rubric is used to assess the higher order thinking skills of students. The results of research show that these two variables have a high value of correlation (r = 0.814) and the regression equation is grade point average = 2,105 + 0,017 HOTS. Both of statistics show that there is a significant relationship between HOTS and students' academic achievement.
      PubDate: 2017-10-29
      DOI: 10.5539/ies.v10n11p78
      Issue No: Vol. 10, No. 11 (2017)
  • Physical Education Teachers’ Views about Character Education

    • Authors: Erkut Tutkun, Ilyas Gorgut, Ibrahim Erdemir
      First page: 86
      Abstract: The purpose of this study is to find out the views of teachers of physical education about how they define character education, whether they think national education curriculum and the curriculum of private schools are suitable for character education and whether they think character education can be applied in physical education lessons. Case report design was used in this study which was prepared with qualitative research method. The sample group of the study consists of 6 physical education teachers working in 3 secondary schools and 2 high schools of Kutahya city center which were determined with easily accessible case sampling method, which is one of the purposive sampling methods. Individual interviews which lasted for an average of 15-20 minutes were conducted with physical education teachers within the context of semi-structured interview technique. The participants were informed that the interviews would be voice recorded and later their expressions would be written down to avoid data loss and after necessary permissions were taken, the interviews were recorded. Descriptive and content analysis methods were used to analyze the expressions which were converted into text. The results of the analyses showed that physical education teachers defined character education as changes that occurred in individuals’ behaviors first in the family, then at school and the education conducted to teach individuals socially accepted and correct behaviors. In addition, it was found that the teachers stated that the current curriculum of the country and also physical education curriculum were not suitable for character education; however, since it is a social lesson and since participants are continuously active and in communication, physical education lessons can be more effective than other lessons in terms of character development.
      PubDate: 2017-10-29
      DOI: 10.5539/ies.v10n11p86
      Issue No: Vol. 10, No. 11 (2017)
  • The Effectiveness of Blackboard-Based Blended Teaching in the Development
           of Academic Achievement, Study Skills and Self-Confidence among Students
           of Princess Nourah bint Abdulrahman University

    • Authors: Wadha H. Al-Otaibi
      First page: 100
      Abstract: The present study aimed to investigate the effectiveness of blended teaching, based on the e-learning management system “Blackboard”, in the development of academic achievement, study skills and self-confidence among the students of Princess Nourah bint Abdulrahman University (PNU). The study sample consisted of (38) female students who were specialized in primary classroom at the University. The participants were randomly selected, where the experimental group was (21) female students who were taught the course of “Science Teaching Strategies” by blended teaching based on the e-learning management system “Blackboard”, and the control group was (17) ones who studied the course by the traditional method of teaching. Pre and post tests for academic achievement, the scale of study skills and the scale of self-confidence were applied to the participants. The results showed statistically significant differences at the level of (α ≤ 0.05) between the average scores of the students of the two groups in the academic achievement test in favor of the experimental group. Eta squared (η2) was (0.75) rated very high effect. There were no statistically significant differences in both the degree of university study skills and self-confidence.
      PubDate: 2017-10-29
      DOI: 10.5539/ies.v10n11p100
      Issue No: Vol. 10, No. 11 (2017)
  • Fighting Illiteracy in the Arab World

    • Authors: Muwafaq Abu Hammud, Amani G. Jarrar
      First page: 116
      Abstract: Illiteracy in the Arab world is becoming an urgent necessity particularly facing problems of poverty, ignorance, extremism, which impede the required economic, social, political and cultural development processes. Extremism, violence and terrorism, in the Arab world, can only be eliminated by spreading of knowledge, fighting illiteracy. The study shows that illiteracy rate among males in the Arab world is 25% for males, (46%) for Females. Results of the study show that if the educational situation in all Arab countries does not change, illiteracy rates will increase in the Arab world, and the number of illiterates in the Arab world will reach 49 million in the category of age of 15 years, and by 2024,it may reach 5.5 million of youth (15 - 24 years). The study identifies factors affecting the rise of illiteracy in the Arab world, particularly: Low economic level of many Arab countries, the growing security, political turmoil and internal problems experienced by most Arab countries, Social reasons, and random policies and contradiction in the trends and areas of combating illiteracy. The study concluded that illiteracy has a significant impact on social behavior, and that democracy, political participation, violence, cultural development, respect, pluralism, and accepting diversity, are all affected by illiteracy. The study recommends that Arab governments must formulate clear strategies linked to development plans to save 100 million Arab citizens who suffer from illiteracy, and ignorance. Illiteracy is to be taken seriously because it entails misunderstanding democracy, lack of youth interest in political affairs, corruption, and therefore the absence of comprehensive reform programs.
      PubDate: 2017-10-29
      DOI: 10.5539/ies.v10n11p116
      Issue No: Vol. 10, No. 11 (2017)
  • Analysis of the Problems in Language Teachers’ Action Research

    • Authors: Ligang Han
      First page: 123
      Abstract: In-service language teachers’ professional development is a crucial factor that influences the teaching and learning effectiveness. Educational action research is considered by many researchers and scholars as an effective way or approach for language teachers’ professional development. This article reports a case study of in-service English language teachers doing action research within a collaborative action research project. The focus of the case study is upon investigating the problems and difficulties that English language teachers encounter in doing action research and some solutions to the problems are provided. This research sheds light on the practice and application of educational action research.
      PubDate: 2017-10-29
      DOI: 10.5539/ies.v10n11p123
      Issue No: Vol. 10, No. 11 (2017)
  • Relationship between Students’ Perception toward the Teaching and
           Learning Methods of Mathematics’ Lecturer and Their Achievement in
           Pre-University Studies

    • Authors: Nor Amalina Ahmad, Farah Liyana Azizan, Nur Fazliana Rahim, Nor Hayati Jaya, Norhunaini Mohd Shaipullah, Emmerline Shelda Siaw
      First page: 129
      Abstract: The academic performance of students is affected by many factors, including effectiveness in teaching, the subjects taught and the environment as well as the facilities provided. The purpose of this study is to determine the relationship between students’ perceptions of the teaching and learning towards the lecturers with their achievements in Mathematics at the Centre for Pre University Studies. The study was a descriptive study in which a survey research design was adopted. A total of 841 students from the centre participated in the study. The data were collected through student’s questionnaire. The questionnaires consisted of 26 questions. 5-Likert Scale questionnaires used in this study focused on the five categories of students’ perceptions; teaching, evaluations, subjects, guidance and environment dimensions. The findings revealed that there is no significant correlation between the average scores of students’ perceptions of teaching and learning towards the Mathematics lecturer with the average scores Mathematics achievement of the students. The study also revealed that there are no significant differences between the average scores of male and female students’ perceptions of the effectiveness of teaching and learning of the Mathematics lecturer. The findings of this study show that the lecturer can improve their teaching skills and techniques that are appropriate to the students.
      PubDate: 2017-10-29
      DOI: 10.5539/ies.v10n11p129
      Issue No: Vol. 10, No. 11 (2017)
  • Technology and Early Science Education: Examining Generalist Primary
           School Teachers’ Views on Tacit Knowledge Assessment Tools

    • Authors: Michael Hast
      First page: 135
      Abstract: For some time a central issue has occupied early science education discussions – primary student classroom experiences and the resulting attitudes towards science. This has in part been linked to generalist teachers’ own knowledge of science topics and pedagogical confidence. Recent research in cognitive development has examined the role of so-called tacit knowledge and its potential benefits for supporting conceptual development in children. However, the incorporation of such tools would depend on teachers’ willingness to use it. Taking a qualitative approach through interviews, the present study examined 12 generalist primary school teachers’ views on science education and their perceptions of tacit knowledge assessment as an approach to facilitating conceptual change. The overall results indicate positive attitudes embedded within a model centred on trust and responsibility of learning. These findings support the use of relevant software for teaching children by emphasising the willingness of teachers to use such technology, which has further consequences for continuing professional development of classroom teachers who do not have formal science backgrounds, which in turn should promote science achievements among students.
      PubDate: 2017-10-29
      DOI: 10.5539/ies.v10n11p135
      Issue No: Vol. 10, No. 11 (2017)
  • Consolidating the University Career Service System in Taiwan

    • Authors: Hsuan-Fu Ho, Tien-Ling Hu
      First page: 148
      Abstract: The university graduate unemployment rate reached a record high of 6% in 2009 in Taiwan; paradoxically, business managers complained that they could not find enough qualified employees. The mismatch between knowledge taught in universities and the requests of the job market has been criticized as the main reason for the escalation of the university graduate unemployment rate. To alleviate the aforementioned crisis, this research endeavored to identify the major career services that should be provided by universities, calculate the relative importance of each career service, and determine which department should be responsible for what career services. The analytic hierarchy process (AHP) was adopted as the major research method, and a self-developed questionnaire was administered to 30 university faculty and 50 students. The results indicated that real work place practice and internships were rated as the most important career service that should be carried out by universities immediately. Moreover, the career center and academic department office are the most important offices in accomplishing the career services.
      PubDate: 2017-10-29
      DOI: 10.5539/ies.v10n11p148
      Issue No: Vol. 10, No. 11 (2017)
  • Teachers’ Views on the Implementation of the English Language
           Proficiency Programme in Namibia

    • Authors: Elizabeth N. Ngololo, Haaveshe Nekongo-Nielsen
      First page: 155
      Abstract: The study explores teachers’ views on the impact of the English Language Proficiency Programme in Namibian schools that was implemented over a period of five years, from 2011 to 2015. The program aimed at improving teachers’ proficiency in English. The summative evaluation was conducted in 2016 in the following five (5) regions: Erongo, Hardap, Khomas, Ohangwena and Omusati, selected on the basis of the level of participation and accessibility. The evaluation focused on the following aspects of the project: program development, program implementation and administration as well as assessment of learning outcomes. The study followed a qualitative approach using document analysis to inform the development of evaluation instruments and a phenomenological design to assess teachers’ lived experiences during program implementation. Data was collected through focus group discussions among teachers. The study established that teachers did not appreciate the program as it was ill-planned, irrelevant to their needs and disturbed their daily routines. Nevertheless, a few teachers embraced the program and reported positive benefits in terms of teachers’ career development goals. The study recommends the revision of the program in terms of content and implementation procedures. In addition, teachers’ support systems, learning materials and the mode of delivery need improvement to effectively enhance teaching and learning in Namibian schools.
      PubDate: 2017-10-29
      DOI: 10.5539/ies.v10n11p155
      Issue No: Vol. 10, No. 11 (2017)
  • Reviewer Acknowledgements for International Education Studies, Vol. 10,
           No. 11

    • Authors: Chris Lee
      First page: 164
      Abstract: Reviewer acknowledgements for International Education Studies, Vol. 10, No. 11, 2017.
      PubDate: 2017-10-29
      DOI: 10.5539/ies.v10n11p164
      Issue No: Vol. 10, No. 11 (2017)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
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