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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: 6)
Asian Culture and History     Open Access   (Followers: 15)
Asian Social Science     Open Access   (Followers: 8)
Cancer and Clinical Oncology     Open Access   (Followers: 7)
Computer and Information Science     Open Access   (Followers: 14)
Earth Science Research     Open Access   (Followers: 9)
Energy and Environment Research     Open Access   (Followers: 12)
Engineering Management Research     Open Access   (Followers: 7)
English Language and Literature Studies     Open Access   (Followers: 21)
English Language Teaching     Open Access   (Followers: 31)
Environment and Natural Resources Research     Open Access   (Followers: 7)
Environment and Pollution     Open Access   (Followers: 12)
Global J. of Health Science     Open Access   (Followers: 10, SJR: 0.416, CiteScore: 1)
Higher Education Studies     Open Access   (Followers: 60)
Intl. Business Research     Open Access   (Followers: 7)
Intl. Education Studies     Open Access   (Followers: 10)
Intl. J. of Biology     Open Access   (Followers: 2)
Intl. J. of Business and Management     Open Access   (Followers: 21)
Intl. J. of Chemistry     Open Access   (Followers: 12)
Intl. J. of Economics and Finance     Open Access   (Followers: 16)
Intl. J. of English Linguistics     Open Access   (Followers: 12)
Intl. J. of Marketing Studies     Open Access   (Followers: 20)
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: 13)
J. of Education and Learning     Open Access   (Followers: 3)
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: 15)
J. of Management and Sustainability     Open Access   (Followers: 8)
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: 24)
Mechanical Engineering Research     Open Access   (Followers: 19)
Modern Applied Science     Open Access   (Followers: 2)
Network and Communication Technologies     Open Access   (Followers: 4)
Review of European Studies     Open Access   (Followers: 11)
Sustainable Agriculture Research     Open Access   (Followers: 3)
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International Education Studies
Number of Followers: 10  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1913-9020 - ISSN (Online) 1913-9039
Published by CCSE Homepage  [41 journals]
  • Determination of Attitude Levels of Teachers Working in School for
           Disabled Students Toward the Sportive Activities of Mentally Disabled
           Individuals (Muş Province Example)

    • Authors: Serkan ZENGİN
      Abstract: The main aim of this study is to determine what factors affect the attitudes of teachers working in the special education school toward their occupations. In this study, effect of teachers was investigated in terms of gender, teaching domains, sports branches and age. It was carried out with the participations of totally 40 special education teachers working in the body of Mus Province National Education in 2018-2019 education-training year. The scale of attitude toward the sportive activities of mentally disabled individuals was developed by İlhan, Esentürk, and Yarımkaya (2016) (ZEBSEYTÖ). Validity and Reliability working sample was used. SPSS 23.0 package program was used in the analysis of data obtained and finding of the calculated values. It was determined that data do not show normal distribution by performing test of normality. For this reason, Mann Whitney-U test was used for the pairwise independent groups, error margin was taken 0.05 in this study. Once the attitude scale sub-dimensions were examined, no statistically significant difference was found between the genders. When the sub-dimensions of attitude scale were examined, no statistically significant difference was found between whether the participants engage in a sports branch or not. Significant difference was not seen in the participants in terms of doing sports and age.
      PubDate: Wed, 11 Sep 2019 04:13:06 +000
  • The GEMS Exams in Israel—Between Center and Periphery

    • Authors: Nitza Davidovitch
      Abstract: The relationship between input and output is one of the leading topics in modern educational discourse. In the current study, we focus on the GEMS (Growth and Effectiveness Measures for Schools) exams in Israel, which constitute a measure of a school’s scholastic achievements and its academic-social climate. The GEMS is the equivalent of exams such as the TIMSS and the PISA, used in other countries. The GEMS is a school supervisory tool of major importance operated by Israel’s Ministry of Education for improving scholastic achievements and academic-social climate in schools. As an objective indicator, GEMS scores open the field of education to competition. Data on all schools in Israel whose students take the GEMS also appear on the National Authority for Measurement and Assessment in Education (RAMA) website. This study aims to examine the reasons for the disparities in the GEMS results between Israel’s center and periphery and explores whether they can be reduced. Studies published on this issue in the last 16 years that explored these disparities, which are reflected in the extent of parental involvement and students’ educational deficits, were conducted on behalf of RAMA and under its supervision, and some were not sufficiently critical in their review of the efficacy of the GEMS exams. Identifying and understanding these causes is a significant step toward reducing the disparities which have important implications for future acquisition of a secondary and tertiary education. The research findings offer a practical contribution for policy makers in the educational system, while identifying elements of positive change in the schools.
      PubDate: Wed, 11 Sep 2019 04:11:16 +000
  • The Effect of Online Assessments on Students’ Attitudes Towards
           Undergraduate-Level Geography Courses

    • Authors: Ufuk Güven
      Abstract: The improvements in technology made technology tools invade almost every field, including education. Online assessment tools have various functions for students and teachers. Students are able to use their mobile devices in the classroom, while teachers are able to use the tools for formative and summative evaluation purposes and for getting to know their students. Teachers also get feedback on their instructional practices by analyzing student responses.Previous studies found that undergraduate students in Faculty of Education in Turkey do not have a very positive attitude for geography courses, because most of the students take geography courses almost every year until they enter the university. The aim of this study is to determine the effect of in-class online assessment tools on the attitudes of students at undergraduate level towards geography courses. In addition, the changes in students’ attitudes are examined for various variables. The study was designed in a quasi-experimental model with experiment and control groups. The study also implemented pre-tests and post-tests. Geography Attitude Scale developed by Sözen (2019) was used as data collection tool. The study’s sample consists of 70 students whose majors are Primary School Teacher in Faculty of Education. An online assessment tool was implemented for seven weeks in experiment group, while the control group did not receive the said tool. The study found that using online assessment tools significantly improved students’ attitude towards geography course.
      PubDate: Wed, 11 Sep 2019 04:08:53 +000
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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