Publisher: CCSE   (Total: 43 journals)   [Sort by number of followers]

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Applied Physics Research     Open Access   (Followers: 7)
Asian Culture and History     Open Access   (Followers: 17)
Asian Social Science     Open Access   (Followers: 7)
Cancer and Clinical Oncology     Open Access   (Followers: 9)
Computer and Information Science     Open Access   (Followers: 17)
Earth Science Research     Open Access   (Followers: 12)
Energy and Environment Research     Open Access   (Followers: 14)
Engineering Management Research     Open Access   (Followers: 7)
English Language and Literature Studies     Open Access   (Followers: 26)
English Language Teaching     Open Access   (Followers: 33)
Environment and Natural Resources Research     Open Access   (Followers: 9)
Environment and Pollution     Open Access   (Followers: 13)
Global J. of Health Science     Open Access   (Followers: 12, SJR: 0.416, CiteScore: 1)
Higher Education Studies     Open Access   (Followers: 71)
Intl. Business Research     Open Access   (Followers: 8)
Intl. Education Studies     Open Access   (Followers: 10)
Intl. J. of Biology     Open Access   (Followers: 2)
Intl. J. of Business and Management     Open Access   (Followers: 22)
Intl. J. of Chemistry     Open Access   (Followers: 12)
Intl. J. of Economics and Finance     Open Access   (Followers: 18)
Intl. J. of English Linguistics     Open Access   (Followers: 12)
Intl. J. of Marketing Studies     Open Access   (Followers: 23)
Intl. J. of Psychological Studies     Open Access   (Followers: 6)
Intl. J. of Statistics and Probability     Open Access   (Followers: 5)
Intl. Law Research     Open Access   (Followers: 2)
J. of Agricultural Science     Open Access   (Followers: 14)
J. of Education and Learning     Open Access   (Followers: 3)
J. of Educational and Developmental Psychology     Open Access   (Followers: 19)
J. of Food Research     Open Access   (Followers: 5)
J. of Geography and Geology     Open Access   (Followers: 15)
J. of Management and Sustainability     Open Access   (Followers: 10)
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: 13)
J. of Sustainable Development     Open Access   (Followers: 33)
Mechanical Engineering Research     Open Access   (Followers: 19)
Modern Applied Science     Open Access   (Followers: 2)
Network and Communication Technologies     Open Access   (Followers: 5)
Public Administration Research     Open Access   (Followers: 2)
Review of European Studies     Open Access   (Followers: 12)
Sustainable Agriculture Research     Open Access   (Followers: 6)
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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  [43 journals]
  • Reviewer Acknowledgements for International Education Studies, Vol. 14,
           No. 10

    • Authors: Chris Lee
      Abstract: Reviewer acknowledgements for International Education Studies, Vol. 14, No. 10, 2021.
      PubDate: Sun, 26 Sep 2021 08:23:30 +000
       
  • The Relationships Between Music Performance Anxiety and the Mindfulness
           Levels of Music Teacher Candidates

    • Authors: Birsen Jelen
      Abstract: In this study the relationships between the Music Performance Anxiety (MPA) levels and mindfulness levels of Music Teacher Candidates (MTC) were investigated. A large sample of undergraduate students (N = 524) from seven different universities from around Turkey took place in the study. The data was collected with both Kenny’s MPA inventory and the Five Facets Mindfulness Questionnaire. The Pearson Moments Correlation Coefficient was used in determining the relationships between the MPA and mindfulness levels of the MTC. To determine whether the MPA of students and mindfulness differ in terms of piano lesson achievement and daily piano practice time (DPPT) variables, a variance analysis (ANOVA) and a Kruskal Wallis H test analyses were used. Students’ mindfulness levels were negatively correlated with their MPA levels. Their piano lesson achievement levels had positive relationship with mindfulness and a negative relationship with their MPA. Similarly, their DPPT had a positive relationship with mindfulness and a negative relationship with MPA.
      PubDate: Sun, 26 Sep 2021 08:21:24 +000
       
  • Are Self-Talk and Mental Toughness Level Prerequisites Besides the Kick
           Boxing Education Level in Athletes'

    • Authors: Yasemin YALÇIN
      Abstract: The aim of this study is to determine the relationship between self-talk and mental toughness levels of kickboxers and to compare the differences between the self-talk and mental toughness of the athletes according to the independent variables obtained from the personal information of the athletes participating in the research. The study group of the research consists of athletes who participated in kickboxing competitions in Turkey (n=223). 120 (53.8%) of the athletes are women and 103 (46.2%) are men. In the study, the “Self-Talk Questionnaire” adapted to the Turkish athlete population by Engür (2011) and the “Sport Mental Toughness Questionnaire” adapted to Turkish by Altıntaş and Bayar Koruç (2016) is used. It is decided whether the data met the prerequisites of the parametric tests by examining the Skewness and Kurtosis values (normal distribution of the data) and the Levene test (equality of variance) results. As a result, correlation analysis is used to determine the relationships between the variables, and t-test and ANOVA analyses are used to determine the differences. As a result of the research, it is determined that there is a positive and significant relationship between self-talk and mental toughness. Mental toughness is accepted as a term that trainers, managers and athletes attach importance to, and it is considered a prerequisite for sportive success. The fact that there is a positive and significant relationship between self-talk and mental toughness suggests that self-talk is also a predictor of performance. At the point of achieving success, the inner messages that the athlete will give themselves will increase their mental toughness and will be reflected in the sports environment, training or competition.
      PubDate: Sun, 26 Sep 2021 08:18:27 +000
       
  • Study on Internationalization Strategy of China’s New Business Education
           in the Background of Digital Economy

    • Authors: Tianshuo Zhang
      Abstract: As the global economy is undergoing transformation and upgrading in the background of the digital economy, it leads to a reformation of business education in the new context, which brings the concept of new business education in China. One of the significant features of the new business education is multidisciplinary teaching and learning. Meanwhile, it is closely related to strategic decision-making in disciplinary program design, research design, faculty recruitment, teaching models, and international strategies. Benefited from the internationalization of higher education in past years, traditional business education has gained an advantage in introducing international students, teachers, and resources and building global cooperation platforms, including international visits and multiple studies in an international context. However, it cannot meet the demand for cultivating talents in the era of the digital economy. This paper starts with the connotation and feature of new business education, discussing internationalization strategy with a fresh perspective and unique positioning. Meanwhile, it aims to provide a theoretical and practical value for China’s business schools with internationalization strategy making in the background of the digital economy.
      PubDate: Sun, 26 Sep 2021 08:16:18 +000
       
  • Educational Change in Saudi Arabia: Insights from One USA/KSA Teacher
           Professional Development Collaborative

    • Authors: Adil Bentahar
      Abstract: Teacher professional development (PD) programs ideally evaluate how professional learning experiences empower teachers to be effective change agents in their disciplines and communities. The Khbrat [“experiences” in Arabic] program is a year-long, global teacher PD initiative launched by the Saudi Ministry of Education. The goal is to change the mindset of Saudi teachers through immersive experiences in the U.S. K-12 schools and university academic culture so that they can participate as effective “change agents” in the transformation of Saudi schools. Our mixed-methods study examined the impact of the Khbrat program on Saudi teachers’ leadership, classroom experiences, and sociocultural levels; the findings inspire new directions for program design with key insights into teacher PD program evaluation.
      PubDate: Sun, 26 Sep 2021 08:13:13 +000
       
  • Digital Assessment Literacy: The Need of Online Assessment Literacy and
           Online Assessment Literate Educators

    • Authors: Farhat N. Husain
      Abstract: Creation of reliable online assessments have always been a concern by educators, this research article provides an idea for providing professionals training development for creating online assessments for the inexperienced assessment literate teachers. The research has placed the importance on the training of the educators in the assessment literacy with a proposed model of utilization of Educational framework to create digital online assignments using IT integrated tools. This paper uses mixed method research and examines the need of training for the creation of reliable assessments and assessment literate educators which will caters to the different students’ abilities. To further explore and understand the training needs of the assessment literacy, this research provides an insight of the year 2020 result analysis, as it might add a new dimension towards the professional development for the online assessment literacy skills. The collected data was used as descriptive, inferential data which was further analyzed and compared to the pretest and the current collected primary data. The purpose of this study shows the importance of the online assessment literacy and the need of assessment literate trained educators who might support in identifying the training needs of online assessment with help of Bloom’s Model in connection with the digital Bloom’s taxonomy. As some experienced educators lack the need of literacy training skills in the online assessments, this proposed model would be beneficial for the educators, and could prepare them as future trainers.
      PubDate: Sat, 18 Sep 2021 11:45:07 +000
       
  • Turkish Teachers’ Attitudes Towards Distance Learning During the
           Covid-19 Pandemic

    • Authors: Sedat Karagul
      Abstract: All schools in Turkey have switched to distance learning since the onset of the pandemic. This paper investigated Turkish teachers’ attitudes towards distance learning based on different variables. This study adopted a mixed research design employing both quantitative and qualitative data collection methods. The sample consisted of 292 Turkish teachers. The qualitative stage involved 292 Turkish teachers, while the qualitative stage involved ten Turkish teachers. Data were collected using a demographic characteristics questionnaire and the Distance Learning Attitude Scale (DLAS) developed by Ağır (2007). Frequency, percentage, arithmetic mean, and standard deviation were used for analysis. A t-test was used to determine whether participants’ attitudes towards distance learning differed by “gender” and “degree.” An ANOVA was used to determine whether participants’ attitudes towards distance learning differed by “work experience” and “knowledge and experience in distance learning.” The Mann-Whitney U test was used to determine whether participants’ attitudes towards distance learning differed by “school type.” A Scheffe’s Test was used to make posthoc comparisons to determine the source of significant differences. Qualitative data were collected through focus group interviews using a semi-structured interview form (n=10). The qualitative data were analyzed using content analysis. The results showed that participants had positive attitudes towards some aspects of distance learning, whereas they had negative attitudes towards others. Their DLAS scores significantly differed by “school type,” “work experience,” and “knowledge and experience in distance learning” but not by “gender” and “degree.”
      PubDate: Sat, 18 Sep 2021 11:39:10 +000
       
  • Evaluation of Students’ Remote Learning Experience of Learning Arabic as
           a Second Language During the Covid-19 Pandemic

    • Authors: Sultan Almelhes
      Abstract: The emergence of the Covid-19 global pandemic was followed by restrictions on social contact and interaction. Online remote learning was implemented all levels of school and universities in Saudi Arabia. In tertiary education, where Arabic is taught as a second language (ASL) with extensive interaction between the teacher and students, remote learning has specific advantages and disadvantages. This study aimed to investigate the success of remote learning, its influence upon learners’ attitudes, and its potential difficulties in implementation. Quantitative research was conducted on a sample of 236 students who had combined experiences of offline and online study during 2020 in their second semester at the Arabic Language Institute for Non-Native Speakers’. An online survey was administered consisting of three domains: students’ satisfaction with remote learning, obstacles faced, and students’ perceptions towards evaluation; students’ responses were measured using a Likert scale. The results demonstrated that there was hesitation about student satisfaction, as the result was moderate in general. Moreover, the study revealed difficulties included internet connection issues, the access and availability of remote learning, insufficiency in personal expression, and difficulties with technological devices. The results also showed that the students were dissatisfied regarding to the evaluation and assessment methods used in remote learning.
      PubDate: Sat, 18 Sep 2021 11:34:51 +000
       
  • Views of Academic Staff on Physical Education and Sports Teaching
           Undergraduate Program

    • Authors: Berna Karakoc
      Abstract: The general purpose of this study is to find out the views of academic staff working in schools of Physical Education and Sports or faculties of Sports Sciences regarding the physical education and sports teaching undergraduate program. While finding out the views of academic staff, the physical education and sports teaching undergraduate program was examined within 5 different themes under the titles of general evaluation of the program, evaluation of the learning-teaching process, advantages of the program, disadvantages of the program and recommendations relating to the program. Under the theme general evaluation of the program, 4 different sub-themes were examined separately as evaluation of applied courses, evaluation of courses on teaching profession, evaluation of courses on content knowledge and evaluation of general culture and elective courses. The most frequently used qualitative research method, interview technique, was used in the study. A total of 12 academic staff were interviewed. The interviews were voice recorded and transcribed. The transcribed data were evaluated with descriptive analysis method and coded. Interpretations were made by using codes. As a result in general the academic staff stated their views the need to increase the number of applied courses, opening new applied courses, increasing the number of field-specific theoretical courses and updating the program and also their views that vocational courses were sufficient and physical infrastructure was insufficient.
      PubDate: Wed, 08 Sep 2021 05:34:54 +000
       
  • Evaluating Experiential Learning Approaches for Asian Students at North
           American Universities

    • Authors: Wei Song
      Abstract: In recent years, experiential learning modality has become an integral part of business education in international programs. Although extensive research has been conducted in the experimental learning arena, the research regarding international students, especially the rapidly growing number of Asian students, with a significant percentage from China, is still limited. This study utilized a mixed-methods design using Kolb Experiential Learning Theory (ELT) to investigate the preferred experiential learning (EL) pedagogical practices for Asian students while studying at North American universities. This study revealed that students with a positive attitude toward EL could fundamentally strengthen their learning outcomes. In contrast, well-balanced learning styles should be emphasized instead of ranking the priority of learning preferences or taking only one learning approach. The limitations of the study and the future direction of related research are also presented.
      PubDate: Wed, 08 Sep 2021 05:33:20 +000
       
  • Reviewing of Teachers’ Professional Competencies for Inclusive
           Education

    • Authors: Şule Fırat Durdukoca
      Abstract: This study aims to review the professional competencies of classroom teachers for inclusive education according to different variables, to obtain information about teachers’ in-class practices and to evaluate their perceptions of professional competencies in depth. The research is a mixed-method study and carried out using the trilinguation. The quantitative data were collected from 203 classroom teachers and the qualitative data from 58 teachers. The data were collected using the “Professional Competency Scale for Teachers on Inclusion” and a semi-structured interview form. The validity and reliability studies of the scale were repeated. The research determined that the professional competencies of participating teachers regarding inclusive education are at a high level, professional competency does not differ according to the variables of gender and seniority, and the professional competency levels of teachers regarding inclusive education differ according to the number of students affected by disability. Besides, it was determined that participant teachers carried out similar classroom practices for their students affected by disability and generally, had a perception that not every student could learn.
      PubDate: Wed, 08 Sep 2021 05:30:25 +000
       
 
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