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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: 4)
Asian Culture and History     Open Access   (Followers: 11)
Asian Social Science     Open Access   (Followers: 7, SJR: 0.187, h-index: 11)
Cancer and Clinical Oncology     Open Access   (Followers: 6)
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: 19)
English Language Teaching     Open Access   (Followers: 29, SJR: 0.253, h-index: 6)
Environment and Natural Resources Research     Open Access   (Followers: 7)
Environment and Pollution     Open Access   (Followers: 10)
Global J. of Health Science     Open Access   (Followers: 10, SJR: 0.369, h-index: 9)
Higher Education Studies     Open Access   (Followers: 51)
Intl. Business Research     Open Access   (Followers: 6)
Intl. Education Studies     Open Access   (Followers: 10, SJR: 0.2, h-index: 6)
Intl. J. of Biology     Open Access   (Followers: 2)
Intl. J. of Business and Management     Open Access   (Followers: 16)
Intl. J. of Chemistry     Open Access   (Followers: 10)
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: 18)
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: 11)
J. of Education and Learning     Open Access   (Followers: 2)
J. of Educational and Developmental Psychology     Open Access   (Followers: 16)
J. of Food Research     Open Access   (Followers: 3)
J. of Geography and Geology     Open Access   (Followers: 14)
J. of Management and Sustainability     Open Access   (Followers: 8)
J. of Materials Science Research     Open Access   (Followers: 9)
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: 10)
J. of Sustainable Development     Open Access   (Followers: 18, 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: 4)
Review of European Studies     Open Access   (Followers: 11, SJR: 0.165, h-index: 9)
Sustainable Agriculture Research     Open Access   (Followers: 3)
Journal Cover International Education Studies
  [SJR: 0.2]   [H-I: 6]   [10 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]
  • The Occupational Expectations of Undergraduate Students in the
           Conservatory Piano Majors

    • Authors: Deniz Beste CEVIK KILIC, Talia Ozlem BALTACILAR BAYOGLU, Ebru GUNER CANBEY
      First page: 1
      Abstract: An expectation is the belief that a certain action will lead to a given outcome. It is noteworthy to reveal individuals’ expectations from their future occupations. The quality and success of education are undoubtedly related to meeting their occupational expectations in the future. In this regard, it is of critical importance to investigate the occupational expectations of undergraduate students in the conservatory piano majors. Therefore, this study aims to reveal the occupational expectations of these students. Semi-structured interviews were conducted with seven students in the study. Based on the results, some suggestions were made for eliminating the elements negatively affecting the occupational expectations of undergraduate students in the conservatory piano majors at least in the education process.
      PubDate: 2017-12-09
      DOI: 10.5539/ies.v11n1p1
      Issue No: Vol. 11, No. 1 (2017)
  • Toward Better Goal Clarity in Instruction: How Focus On Content, Social
           Exchange and Active Learning Supports Teachers in Improving Dialogic
           Teaching Practices

    • Authors: Martina Alles, Tina Seidel, Alexander Gröschner
      First page: 11
      Abstract: Goal clarity is an essential element of classroom dialogue and a component of effective instruction. Until now, teachers have been struggling to implement goal clarity in the classroom dialogue. In the present study, we investigated the classroom practice of teachers in a video-based intervention called the Dialogic Video Cycle (DVC) and compared it to the classroom practice of teachers in a traditional control group. We conducted video analysis (N = 20 lessons) of teaching practices at the beginning (pre-test) and at the end of the school year (post-test). Furthermore, we performed video analysis of intervention group teacher discussions during DVC meetings (N = 6 meetings). Comparative analysis between groups revealed changes in teaching practices towards better goal clarity for DVC teachers in comparison to the traditional control group. In-depth analysis of teacher discussions during DVC meetings showed that teachers continuously focused on goal clarity as the content of teacher professional development (TPD). They shared learning experiences and were actively involved in TPD learning activities. The study illustrates how components of effective TPD programs (content focus, social and active learning) translated into redefining and changing the teaching practice.
      PubDate: 2017-12-22
      DOI: 10.5539/ies.v11n1p11
      Issue No: Vol. 11, No. 1 (2017)

    • Authors: fulya türk
      First page: 25
      Abstract: The purpose of this study was to examine the effects of conflict resolution, peace education and peer mediation on the conflict resolution skills of students via meta-analysis method.23 studies were determined to be in accordance with the study criteria. According to research findings conflict resolution, peace education and peer mediation education programs have a wide range of effect on the conflict resolution skills of students. In addition to this, the education program, education level, the type of application, publication type , the duration of application have been examined and evaluated. As a result, it can be stated that conflict resolution, peace education or peer mediation is effective in the constructive development of conflict resolution skills of the students.
      PubDate: 2017-12-22
      DOI: 10.5539/ies.v11n1p25
      Issue No: Vol. 11, No. 1 (2017)
  • The Effectiveness of Using Online Blogging for Students’ Individual
           and Group Writing

    • Authors: Hashem A. Alsamadani
      First page: 44
      Abstract: The current research study investigates the effectiveness of online blogging for students’ individual and group writing skills. The participants were divided into individual learners and group learners. They produced pre-writing and post-writing samples through blogging practices. The study conducted lasted for 14 weeks so that blogging could be optimized. The results of the study reveal that unlike traditional ways of improving writing skills, blogging has revolutionized EFL pedagogy and methodology (learning and teaching). Blogging-based writing practice is more participatory and interactive in that learners can dramatically improve their writing skills in terms of content, word choice, style, language mechanics and the like. The learner-blogger becomes aware that the arbiter is no longer the classroom teacher, the audience or readership. This study recommends that blogging be part of writing classes and be incorporated into school curricula. This essentially requires pedagogical consideration of the design of blogging-based writing materials.
      PubDate: 2017-12-22
      DOI: 10.5539/ies.v11n1p44
      Issue No: Vol. 11, No. 1 (2017)
  • Learner Views about Cooperative Learning in Social Learning Networks

    • Authors: Serkan Cankaya, Eyup Yunkul
      First page: 52
      Abstract: The purpose of this study was to reveal the attitudes and views of university students about the use of Edmodo as a cooperative learning environment. In the research process, the students were divided into groups of 4 or 5 within the scope of a course given in the department of Computer Education and Instructional Technology. For each group, Edmodo small groups were formed, and the students used these Edmodo small groups to share and communicate with their group friends in relation to the group tasks assigned to them within the scope of the study. This process lasted one academic term. As the data collection tool, an online cooperative learning attitude scale and a semi-structured interview form were used. At the end of the academic term, 15 students were interviewed about their cooperative learning experiences within the scope of the course as well as about how they made use of Edmodo in the process. The results demonstrated that the students had positive attitudes towards online cooperative learning. The findings obtained via the qualitative data analysis were examined under the headings of “social networks used”, “preferences of forming groups”, “communication within group” and “views about the courses executed via Edmodo”.
      PubDate: 2017-12-22
      DOI: 10.5539/ies.v11n1p52
      Issue No: Vol. 11, No. 1 (2017)
  • Effect of Video-Cases on the Acquisition of Situated Knowledge of Teachers

    • Authors: Walter M. Geerts, Henderien W. Steenbeek, Paul L. C. van Geert
      First page: 64
      Abstract: Video footage is frequently used at teacher education. According to Sherin and Dyer (2017), this is often done in a way that contradicts recent studies. According to them, video is suitable for observing and interpreting interactions in the classroom. This contributes to their situated knowledge, which allows expert teachers to act intuitively, immediately and effectively. Situated knowledge is used to give form (design patterns) and direction (educational purposes) to a teacher’s actions. Design patterns consist of solutions for recurring problems. In the current research, we investigated whether a course in classroom management either with or without video cases contributes more to the development of situated knowledge, design patterns and educational purposes. The pre- and posttest are based on a written advice, given out by 41 students of the Dutch hbo-teacher training with an average age of 22, to the main character of a video case, in addition to an interview and observation report. The results indicate that the use of video cases does not lead to an increase in the number of educational purposes. There is an increase, however, in the design pattern ‘classroom management’. By internalizing this design pattern, the divide between theory, practical experiences and the identity of the teacher is bridged. Although the classroom management theme dominated the video case and course, the results indicate that a targeted use of video cases in teacher education is effective in promoting the development of situated knowledge.
      PubDate: 2017-12-22
      DOI: 10.5539/ies.v11n1p64
      Issue No: Vol. 11, No. 1 (2017)
  • What Makes a Change Unsuccessful through the Eyes of Teachers

    • Authors: Sabiha Odabasi Cimer
      First page: 81
      Abstract: Over the past two decades, Turkey has initiated a reform movement to change her classroom assessment system to accommodate performance-based alternative assessment methods in schools. However, research investigating the impact of assessment reform on learning and teaching in schools report that performance assessment approaches have not been implemented effectively. This study investigated the teacher related factors behind the adoption decisions of teachers of these changes introduced. Data for the study were collected through interviews with 53 biology teachers in 24 schools. According to the findings, teachers’ lack of self-agency, superficial understanding of the ideas introduced, mistrust that the innovations will work in practice, skepticism about the need for a change and inadequate knowledge and abilities as a result of ineffective dissemination and professional guidance were the main factors affecting the success of the reform. Suggestions to overcome barriers to reform and implications of the findings in managing change are presented and discussed at the end of the paper.
      PubDate: 2017-12-22
      DOI: 10.5539/ies.v11n1p81
      Issue No: Vol. 11, No. 1 (2017)
  • The Relationship between Affective and Social Isolation among
           Undergraduate Students

    • Authors: Ahmad M. Alghraibeh, Noof M. Bni Juieed
      First page: 89
      Abstract: We examined the correlation between social isolation and affective isolation among 457 undergraduate students using a stratified cluster sampling technique. Participants comprised 221 men and 236 women, all of whom were either first- or fourth-year students enrolled in various majors at King Saud University. Means, standard deviations, Pearson (Spearman) correlations, z-values, a regression analysis, and an analysis of variance were used to address the study questions: (Are there significant differences (α ≤ .05) in affective isolation per sex and academic level' Does the interaction between sex and academic level have a significant impact on affective isolation' What is the nature of the relationship between affective isolation and overall social isolation and its dimensions' Are there significant differences (α = .05) in the relationship per sex and academic level' Does affective isolation contribute towards the prediction of social isolation'). Significant differences regarding sex were found, as men showed more affective isolation. Significant differences were also found regarding the interaction between sex and academic level on affective isolation. However, the correlations between the social isolation dimensions of self-confidence, family containment and communication, and interaction with friends with affective isolation were negative. In addition, affective isolation predicted social isolation among students.
      PubDate: 2017-12-22
      DOI: 10.5539/ies.v11n1p89
      Issue No: Vol. 11, No. 1 (2017)
  • Classroom Teacher Candidates’ Metaphoric Perceptions Regarding the
           Concepts of Reading and Writing: A Comparative Analysis

    • Authors: Emine Gul OZENC, Mehmet OZENC
      First page: 100
      Abstract: The purpose of this study is to determine and compare candidate classroom teachers’ metaphoric perceptions about reading and writing. The study was conducted with teacher candidates who were studying at Omer Halisdemir University’s Department of Elementary Education in Nigde/Turkey during 2016-2017 academic year. A total of 266 1st, 2nd, 3rd and 4th grade candidate classroom teachers participated in the study. The study design was organized according to phenomenological design. According to the study findings, teacher candidates created 23 metaphoric categories in reading, 17 in writing and 15 in both reading and writing. The most categories developed by classroom candidate teachers on the concept of reading is necessity. As to writing; the most categories developed by classroom candidate teachers on the concept of writing is on expressing feelings. The category with the least metaphor about writing concept is the negativity and watching. The common metaphors used by the classroom teacher candidates regarding the concepts of reading and writing are mostly gathered in the categories of water and its derivatives and life. Whereas the category with the least common metaphors about is infinity. Another result of the research is that the teacher candidates produce a more negative number of metaphorical concepts in the writing concept. Metaphors on the concept of writing are outpouring, effusion and the man himself. As a result, metaphors can be used as a research tool to determine teacher candidates' perceptions and opinions about reading and writing.
      PubDate: 2017-12-22
      DOI: 10.5539/ies.v11n1p100
      Issue No: Vol. 11, No. 1 (2017)
  • An Investigation of Pre-Service Primary School Teachers’ Attitudes
           towards Digital Technology and Digital Citizenship Levels in Terms of Some

    • Authors: Serdar Ciftci, Soner Aladag
      First page: 111
      Abstract:  This study aims at investigating the relationship between pre-service primary school teachers’ attitudes towards digital technology and digital citizenship scale levels. The research was designed in descriptive survey model. The data collection tools were “Attitude Scale for Digital Technology” (ASDT) developed by Cabi (2016) and “Digital Citizenship Scale” (DCS) developed by Isman and Gungoren (2014). Some of the research findings are as follows: While there is a statistically insignificant difference between pre-service teachers’ scores from two scales in terms of the variable of gender, the variable of class creates a statistically significant difference between the scores from two scales. The scores from the Attitude Scale for Digital Technology was not affected by the number of years pre-service teachers had spent using the Internet, whereas the same variable affected their Digital Citizenship Scale scores. When the correlations were analyzed, it was seen the relationship between digital attitude and digital citizenship was positive and significant, i.e. as the digital attitude scores of the participants increase, so do their digital citizenship scores.
      PubDate: 2017-12-22
      DOI: 10.5539/ies.v11n1p111
      Issue No: Vol. 11, No. 1 (2017)
  • Direct Problem-Based Learning (DPBL): A Framework for Integrating Direct
           Instruction and Problem-Based Learning Approach

    • Authors: Sri Winarno, Kalaiarasi Sonai Muthu, Lew Sook Ling
      First page: 119
      Abstract: Direct instruction approach has been widely used in higher education. Many studies revealed that direct instruction improved students’ knowledge. The characteristics of direct instruction include the subject delivered through face-to-face interaction with the lecturers and materials that sequenced deliberately and taught explicitly. However, direct instruction resulted in low creative thinking and teamwork skills among students. Therefore, problem-based learning activities were adapted to reform and create an innovation of a direct instruction approach in developing the new situation.Objective: This study aimed at exploring lecturers’ and students’ perspectives towards Direct Problem-Based Learning (DPBL) activities as a new approach for activities in the classroom.Design: A quasi-experimental design was used.Participants: Third-year students (N = 276) who signed up for Computer Networks subject from Dian Nuswantoro University, Indonesia and five lecturers were involved.Findings and Results: Learning outcomes were significantly positively (Sig. p=.00). Creative thinking skills score increased 8.4%, Teamwork skills score increased 11.5%, and knowledge score increased 25.9% of DPBL approach. The majority of students have difficulties in the direct instruction approach 4.71(.472). Whereas, 1.99(.655) students have low difficulty in DPBL approach. Expert participants agreed that DPBL approach can enhance creative thinking and teamwork skills  4.70(.50).
      PubDate: 2017-12-29
      DOI: 10.5539/ies.v11n1p119
      Issue No: Vol. 11, No. 1 (2017)
  • Effectiveness of a Selective Advising Program in Reducing the Degree of
           Compulsive Buying Behavior among Umm Al-Qura Female Students

    • Authors: Sawzan S. Basyouni
      First page: 127
      Abstract: The present study is an attempt to investigate the effectiveness of a selective advising program in reducing the degree of Compulsive Buying Behavior among female students, Faculty of Education at Umm al-Qura University. The sample consisted of (200) female students to verify the validity and reliability of the tool. The quasi-experimental method was utilized through two groups (experimental and control). The results indicated high rates of compulsive buying among the participants (18-30) years, where there was a great difference between the items of the scale and a great desire for buying for many reasons. The study results showed that there are statistically significant differences between the mean scores of experimental and control groups at the pre- and post-test in the compulsive buying scale, significant at (0.005) in favor of the pre- and post-test. There are also statistically significant differences between the mean scores of the experimental group at the pre- and post-test in the compulsive buying scale, significant at (0.005) in favor of the post-test, i.e. the selective advising program decreased the rate of Compulsive Buying Behavior. The results also showed that there are no statistically significant differences between the mean of the experimental group ranks in the post- and follow-up test, which reveals that the advising program is being effective.
      PubDate: 2017-12-29
      DOI: 10.5539/ies.v11n1p127
      Issue No: Vol. 11, No. 1 (2017)
  • ‘Professionalism’ in Second and Foreign Language Teaching: A
           qualitative research synthesis

    • Authors: Anchalee Jansem
      First page: 141
      Abstract: This qualitative research synthesis concludes and displays pictures of professionalism in second/foreign language education. Adopting Weed’s processes as the methodological framework for doing qualitative research synthesis, the researcher employed seven steps, from retrieving to selecting studies directly associated with professionalism. The findings identify the notion of professionalism in language education, external factors affecting professionalism, concerns about professionalism, and teachers as essential agents of professionalism.
      PubDate: 2017-12-29
      DOI: 10.5539/ies.v11n1p141
      Issue No: Vol. 11, No. 1 (2017)
  • Improving Junior High School Students’ Spatial Reasoning Ability Through
           Model Eliciting Activities with Cabri 3D

    • Authors: Hartatiana Hartatiana, Darhim Darhim, Elah Nurlaelah
      First page: 148
      Abstract: One of students’ abilities which can facilitate them to understand geometric concepts is spatial reasoning ability. Spatial reasoning ability can be defined as an ability involving someone’s cognitive processing to present and manipulate spatial figures, relationship, and figure formations. This research aims to find out significant difference on students’ spatial reasoning ability between students who are given Model Eliciting Activities with Cabri 3D (MEAC) and those who are only given Model Eliciting Activities (MEA). Quasi experimental design is used in this research which involves 143 junior high school students as the sample. The result of this research shows that students who are given Model Eliciting Activities with Cabri 3D have better spatial reasoning ability than those who are given Model Eliciting Activities. It is suggested for Matematics teachers to implement instruction with Model Eliciting Activities with Cabri 3D.
      PubDate: 2017-12-29
      DOI: 10.5539/ies.v11n1p148
      Issue No: Vol. 11, No. 1 (2017)
  • Religious Education in Public Schools in Western Europe

    • Authors: Mercedes Llorent-Vaquero
      First page: 155
      Abstract: Christianity is one of the cultural and ethical cornerstones of Europe. In the European Union (EU) there is no overarching policy on religious education (RE) in the school system. The authors use a comparative methodology to analyze the constitutions of Western European countries in relation to different aspects of RE. Specifically, it is focused in Germany, Austria, Belgium, France, Ireland, Luxembourg and the Netherlands. Whereas the right to religious freedom for all is clearly established in these constitutions, obvious differences are revealed in the legal provisions for and attitudes towards religious education. For example, the legal framework of this education has been included in the constitutions of all the analyzed countries, except in the case of France. Also, optional subjects are on offer in Germany, Belgium, the Netherlands, and Luxembourg, however no alternative subjects to RE are on offer in Austria. In this sense, the authors defend that it is essential to open up the academic dialogue about religious and spiritual issues.
      PubDate: 2017-12-29
      DOI: 10.5539/ies.v11n1p155
      Issue No: Vol. 11, No. 1 (2017)
  • The Effectiveness of Neurological Impress Method on Reading Fluency of
           Students with Learning Disabilities in Amman, Jordan

    • Authors: Ayed H. Ziadat, Mohammad Soud A. AL-Awan
      First page: 165
      Abstract: The aim of this study was to evaluate the effectiveness of Neurological Impress Method (NIM) on reading fluency of students with learning disabilities in Amman, Jordan. A sample of forty students (boys and girls) between the ages 10-12 years old with learning disabilities were selected from the Fourth Amman Educational Directorate in the Hashemite Kingdom of Jordan.Students focused groups in this research were separated into two different groups including the satisfactory controlled group. The participants were taught for one complete semester. Two hypotheses were formulated to guide this research.Statistical analysis to the gathered data revealed that the focused group of students who were trained according to the scheduled strategy to improve students reading ability or became more fluent in reading.Full analyses were applied using the T-test on all available data, indicating that students who were trained according to the scheduled strategy.The study found out that the strategy reduced the reading fluency deficiency in teens with different levels of learning disabilities. Consequently, it was recommended that the strategy can be used to improve reading fluency of students with learning disabilities.
      PubDate: 2017-12-29
      DOI: 10.5539/ies.v11n1p165
      Issue No: Vol. 11, No. 1 (2017)
  • Kalosara Revitalization as an Ethno-Pedagogical Media in the Development
           of Character of Junior High School Students

    • Authors: Anwar Anwar, I Ketut Suardika, Mursidin T., Abdul Rauf Suleiman, Muhammad Syukur
      First page: 172
      Abstract: The aims of the research are (1) to identify types of character through kalosara revitalization as an ethno-pedagogical media in social sciences (IPS) learning at junior high school (SMP), (2) to develop strategy of kalosara revitalization as an ethno-pedagogical media in the development of characters of students, and (3) to develop a model of student character education through kalosara revitalization in IPS learning in SMP as an ethno-pedagogical media. The research is conducted through naturalistic approach. The research subjects are social science teachers at the junior high school, junior high school principals, and local public figures. Data collection is conducted at SMP Negeri 1 Wawotobi representing a heterogenous student group. Data was collected qualitatively using domain and taxonomy analysis models. Research result indicates that: (a) there are 74 values identified and distributed in 18 types of character that can be developed through kalosara revitalization as an ethno-pedagogical media in social sciences learning in junior high school, (b) kalosara revitalization strategy, as an ethno-pedagogical media in the development of characters, is conducted in form of integration in each theme and sub-theme in the syllabus of social sciences subject, (c) The character education development model through kalosara values as an ethno-pedagogical media indicates that there are three strengths of the model, i.e.: it elevates the local culture into national culture, it is a scientific model, and it is easy to understand and implement by teachers and students.
      PubDate: 2017-12-29
      DOI: 10.5539/ies.v11n1p172
      Issue No: Vol. 11, No. 1 (2017)
  • Reviewer Acknowledgements for International Education Studies, Vol. 11,
           No. 1

    • Authors: Chris Lee
      First page: 184
      Abstract: Reviewer acknowledgements for International Education Studies, Vol. 11, No. 1, 2018.
      PubDate: 2017-12-29
      DOI: 10.5539/ies.v11n1p184
      Issue No: Vol. 11, No. 1 (2017)
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Heriot-Watt University
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