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

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Applied Physics Research     Open Access   (Followers: 6)
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: 14)
Earth Science Research     Open Access   (Followers: 10)
Energy and Environment Research     Open Access   (Followers: 14)
Engineering Management Research     Open Access   (Followers: 7)
English Language and Literature Studies     Open Access   (Followers: 25)
English Language Teaching     Open Access   (Followers: 32)
Environment and Natural Resources Research     Open Access   (Followers: 8)
Environment and Pollution     Open Access   (Followers: 14)
Global J. of Health Science     Open Access   (Followers: 11, SJR: 0.416, CiteScore: 1)
Higher Education Studies     Open Access   (Followers: 70)
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: 18)
Intl. J. of English Linguistics     Open Access   (Followers: 12)
Intl. J. of Marketing Studies     Open Access   (Followers: 22)
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: 11)
J. of Sustainable Development     Open Access   (Followers: 32)
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: 1)
Review of European Studies     Open Access   (Followers: 12)
Sustainable Agriculture Research     Open Access   (Followers: 6)
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Journal of Education and Learning
Number of Followers: 3  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1927-5250 - ISSN (Online) 1927-5269
Published by CCSE Homepage  [43 journals]
  • Reviewer Acknowledgements for Journal of Education and Learning, Vol. 10,
           No. 2

    • Abstract: Reviewer Acknowledgements for Journal of Education and Learning, Vol. 10, No. 2, 2021
      PubDate: Tue, 30 Mar 2021 14:48:53 +000
  • Views of Sports Sciences Students About Distance Education During
           Covid-19: SWOT Analysis

    • Abstract: This study is aimed to examine the views of the students of the Faculty of Sports Sciences on distance education with SWOT analysis and to evaluate the current circumstance. The phenomenology design was used in the study. The research group consisted of 62 students studying at Afyon Kocatepe University Faculty of Sport Sciences located in a town in the Aegean region in Turkey. In collecting the data, the personal information form created by the researchers and the semi-structured interview form was used, and the data obtained were analyzed by content analysis and descriptive analysis technique. As a result of the findings, it was seen that the views of the students studying in the field of sports sciences on the strengths of distance education provided the best conditions in the Covid-19 process, gained experience in synchronous-online courses and the online system, and to reinforce the knowledge by making use of projects and assignments. Views on the weaknesses of distance education were expressed as the inability of every student to benefit from the right to education under equal conditions, difficulties in accessing the internet, and lack of materials. Besides, the views on the opportunities of distance education were determined as good management of the process, planning the applied courses face-to-face, that is, choosing the hybrid system, motivating the students for the assignments and projects, and making up compensatory programs applied to solve the problems. Socialization of students, unsuitable working environment, anxiety, and negative views of the society towards the education system were recorded as threats and dangers.
      PubDate: Tue, 23 Mar 2021 06:53:37 +000
  • An Investigation on Self-Handicapping Levels of Sport Management Students

    • Abstract: This study aims to determine the self-handicapping levels of sports management department students. Furthermore, the study endeavors analyzing the sports management students’ self-handicapping level by gender, grade, grade point average, and exercise status. The study group analyzed with the survey method comprise 158 students enrolled in the Faculty of Sports Science for Sport Management Department at Erciyes University, Kayseri/Turkey during the 2018-2019 academic year. The study utilizes “Self-Handicapping Scale” developed by Jones and Rhodewalt (1982) and adapted to Turkish by Akın, Abacı and Akın (2010) as the data collection tool. The SPSS program was used for data analysis. The results indicate that the sports management students’ self-handicapping level in the study group was “moderate”. Moreover, the self-handicapping levels of the sports management students in the study group did not differ significantly by gender, grade, age and exercise status (p> 0.05). However, it was discovered that self-handicapping levels significantly differ by grade point average (p < 0.05).
      PubDate: Fri, 12 Mar 2021 04:24:40 +000
  • History Teachers’ Opinions about the Treatment of Values Education

    • Abstract: One of the most common concepts in the field of education in the 21st century is undoubtedly values education. In addition to the procedures related to values education in schools, the acquisitions and processes related to values education are constantly updated in each curriculum. In this process, history lesson curriculums have been one of the courses in which the procedures related to education of values have been started. As well as the explanations and information in the programs, how values education is handled in the lessons, teachers’ studies and observations are also important. In this study, teachers’ opinions were asked about the treatment of values education in history lessons. For this reason, a study was conducted with 30 history teachers using a semi-structured interview form in October-December 2019. In the findings obtained in the study; providing alternative activity examples instead of providing only definitions and knowledge in history curriculum and textbooks, processing case studies about Turkish culture in accordance with the level, ensuring accessibility of materials in schools and providing materials free of charge, conducting activities that can prevent peer bullying, activities and operations on women’s rights attention was drawn to issues such as increasing the cooperation between teacher-family and students.
      PubDate: Fri, 12 Mar 2021 04:22:35 +000
  • Knowledge Provision Model Through Distance Learning Method for Promoting
           Quality of Life of the Elderly in Rural Areas of Thailand

    • Abstract: Thailand is becoming an elderly society like many countries in the world. The number of elderly people is increasing continuously every year. In order to enable the elderly to live with good quality of life in the rapidly changing society, knowledge and information related to their health and living factors are considered to be necessary for them. Therefore, this study was carried out in order to develop a model of knowledge provision for promoting quality of life of the elderly in rural areas of the country. The samples were drawn from every region of the country which included 480 elderly people, 480 elderly caretakers, and 160 people representing the community leaders, community committee members and staff of local government agencies. Both quantitative and qualitative methods were employed for data collection. The study found that there were five areas of knowledge for promoting quality of life of the elderly: physical health, mental health, social relationship, economic, and learning. The model of knowledge provision to the elderly synthesized from the study could enable the elderly to gain necessary knowledge deemed useful for promoting their quality of life. The elderly, the elderly care caretakers and related people were found to be satisfied with the model.
      PubDate: Thu, 11 Mar 2021 04:13:17 +000
  • Principals’ Difficulties at Female Saudi Secondary Schools

    • Abstract: Teaching supervision is carried out by principals, and its purpose is to evaluate teachers’ teaching practices in the classroom. This study addresses a gap in the teaching supervision literature, which relates to the fact that studies in the teaching supervision literature have overlooked the obstacles principals face when supervising teachers in Saudi Arabia. The study was conducted over 10 days. Using semi-structured interviews, the data was collected from seven female principals in secondary schools. The results showed that the obstacles faced by principals fall into the following two categories: (a) obstacles to supervision caused by some teachers’ unhappiness about being observed in the classroom; and because some of them fail to admit to having faults; and (b) obstacles that centre on the classroom environment itself, including noisy students, boring classes, a large number of students, small classrooms, the large number of teachers in a single school, and having to supervise all the subjects.These findings indicate that: (a) principals encounter certain obstacles to supervising teachers which affect the quality of the supervision itself; and (b) supervision planners may be motivated to consider the obstacles faced by principals in their supervision of teachers, so having this information can be crucial for improving principals’ performance of supervision in Saudi Arabia.
      PubDate: Thu, 11 Mar 2021 04:12:07 +000
  • States, Institutions, and Literacy Rates in Early-Modern Western Europe

    • Abstract: The purpose of the paper is to develop the theory that structural or procedural changes in institutions precede changes in education in a society. It examines the development of pre-modern institutions in Western Europe in the 16th and 17th centuries and the influences this had on growth in literacy rates within these states. Literacy rates in Western European countries during the Middle Ages were below twenty percent of the population. For most countries, literacy rates did not experience significant increases until the Enlightenment and industrialization. Two early exceptions to this broad trend were the Netherlands and England, which had achieved literacy rates above fifty percent of their populations by the mid-seventeenth century. The explanations for these divergent trends are the structural changes in formal institutions that embodied capital markets, protected private property, and overall established the initial steps in developing modern political institutions. This created incentives to invest more in schools per capita as well as incentives for a middle class to invest more in literacy and numeracy skills for a market-exchange economy that was becoming more specialized in division of labor.
      PubDate: Thu, 04 Mar 2021 04:15:36 +000
  • Undergraduate Students’ Use of Metacognitive Strategies While Reading
           and the Relationship Between Strategy Use and Reading Comprehension Skills

    • Abstract: Background: Lately in national and international reports, there has been an increasing interest on the significance of the development of reading skills. Countries are facing the problem of a decrease in reading habits (Niemann, 2016; Iyengar, 2007). Method: This study examines the perceived use of metacognitive strategies among undergraduate students during reading, which encompasses the use of metacognitive strategies before, during and after reading. The sample group comprised 236 students at Primary Education (PE) and Social Studies Teaching (SST), Language & Literature (LL) and Sociology departments during 2014–2015 academic year. The data were collected using the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and reading comprehension achievement tests (informative and narrative).Results: Overall strategy use among the sample group was “high”. Whether there was a significant difference among students’ perceived use of strategies in reading based on gender, grade, faculty and department was investigated. The results indicated a significant difference based on gender and grade level. Finally, it was found that as the reading comprehension increased in narrative texts, so did the strategy use in overall scale as well as in Global Reading Strategies and Problem Solving Strategies sub-scales. Conclusion: The findings indicated gender differences in the use of reading strategies. It can be suggested that students be provided with reading strategies training that considers the gender differences in the use of metacognitive strategies in reading. In addition, based on the grade difference between freshmen and senior students, in favor of senior students and arising from including strategy use training in the curriculum, reading and learning strategies training could be provided for students during undergraduate education.
      PubDate: Thu, 25 Feb 2021 02:50:04 +000
  • Development of Candidate Teachers’ Problem Solving Ability With the
           Audience Response System

    • Abstract: In this study, the Audience Response System was investigated as an additional tool for interaction, and its effects on the educational environment were examined. The system was implemented at the Faculty of Sports Sciences of Trakya University in the fall semester of the 2019-2020 academic year. A pre-test of 20 questions, which was asked in the educational sciences section of the public personnel selection examination and had a similar item difficulty index, was applied to the experimental and control groups prior to the implementation of the ARS. Then, the experimental group was asked to solve the educational sciences questions with the help of the ARS-supported lectures, which were delivered 4 h a week for a total of 16 h. The same implementation was imposed on the control group without the ARS support and with the classical recitation method. A post-test of 20 questions with a similar item difficulty index was administered to both groups after this test. Data were analyzed using the SPSS 25.0 package program. A t-test was used to determine the differences between the arithmetic mean of the pre-test and post-test scores of the students. Because the unequaled control group method was used in the experiment design, the “ANOVA for Repeated Measurements” was used for intragroup and intergroup comparisons. In conclusion, it was determined that the implementation of interactive interaction technologies in the educational environment will capture the interest of students and amplify their motivation levels. The results of the study support the conclusion that the ARS system stimulates the sensory organs in terms of understanding the subject, thereby increasing the level of learning.
      PubDate: Sun, 21 Feb 2021 08:22:17 +000
  • Exploring the Influence of Teacher-Student Interaction on University
           Students’ Self-Efficacy in the Flipped Classroom

    • Abstract: The purpose of this study is to explore the impact of teacher-student interaction on undergraduate students’ self-efficacy in a Chinese university setting. Students came from natural science, management, economics, medicine, engineering and humanities. The empirical results demonstrate that teacher-student interaction has positive impact on students’ self-efficacy and their preference of the flipped classroom. Furthermore, the positive relationship between teacher-student interaction and students’ self-efficacy is partially mediated by students’ preference of the flipped classroom. Educators should focus on student-centered learning and motivate students’ preference of the flipped classroom. Students should be encouraged to actively participate in the flipped learning as well. It contributes to the reform of the flipped classroom and improvement of teaching quality in the universities.
      PubDate: Sun, 21 Feb 2021 08:20:50 +000
  • Comparison of State and Private Elementary School Students’ Motivational
           Attitudes Towards the English Course-Adana Province Example in Turkey

    • Abstract: The role of motivation in foreign language teaching has been a debated issue for long years. One of the problematic issues is the motivation problem encountered in foreign language courses. Because, the most important factor affecting academic success is motivation. Most researchers argued that as the motivation level increases, the level of foreign language learning will increase and students will learn foreign languages more easily. In this research, motivation attitudes of state and private elementary school students in foreign language courses in Turkey were examined. At the same time, the relationship between foreign language and motivation attitude of state and private elementary school students was tried to be determined. The sample of the research is 747 students in 5th, 6th, 7th and 8th grades selected by random sampling from a Private Elementary School and a State Elementary School in Adana Province, Turkey, in 2018-2019 academic year. In the research, the participants were applied the Academic Motivation Scale-AMS and there was a significant effect on the motivation of different school type (state and private), gender, school and primary school was not examined. The difference between motivation levels of the students in state and private schools was tried to be determined. In the study, Pearson Product Moment Correlation Coefficiency and Independent Sample t-test Analysis were performed by using Statistical Package for Social Sciences—SPSS 22 Programme. According to the results, it was found that the motivation level differed according to the gender and school type.
      PubDate: Sun, 21 Feb 2021 08:19:20 +000
  • Case Study of the Parents’ Perception of the School Climate of a Rural
           Primary School in Tangshan, Hebei Province, China

    • Abstract: The main aim of this study was to find out the perceptions of the parents about the rural school climate. This study was set in a selected rural primary school located in Hebei Province, in China. Data were collected using questionnaires and a semi-structured interview protocol. 103 parents participated in the questionnaire and 10 parents were invited to take part in the focus group interview. The findings in the questionnaires had revealed that parents had positive perceptions of the rural school climate. Inferential statistics further showed that there was no significant difference in parents’ perceptions based on education level, and the male parents’ perceptions of school administrators, teachers, and students were higher than the female parents. The focus group interview further revealed that parents felt that the rural schools were unable to establish a complete school curriculum, lacked a sufficient number of teachers, had a shortfall of adequate infrastructure, had school violence, inadequate extracurricular activities, and programs.
      PubDate: Sun, 21 Feb 2021 08:16:44 +000
  • The Effect of School Climate on Pre-Service Physical Education Teachers’
           Burnout Syndrome: The Mediator and Regulatory Role of Class Level

    • Abstract: The main purpose of this study is to examine the mediating and regulatory role of current classroom levels in the relationship between the school climate as perceived by prospective physical education and sports course teachers and their feelings of burnout. The participants in this study included 303 teaching students, 144 women, and 159 men. The school climate scale and the school burnout scale were used to collect data. Hypotheses were tested using correlation and regression-based path analysis. The results showed that there is a negative significant relationship between perceived school climate at 1st, 2nd and 4th grade levels and school burnout, and a positive significant relationship between perceived school climate at the 3rd grade level and school burnout. In the relationship between the perceived school climate and feelings of burnout, class level has a mediating and regulatory effect. In addition, it has been determined that higher class level strengthens the feeling of burnout, while a low level weakens this feeling. By comparing the obtained results with the findings in the literature, suggestions were made to sports education researchers.
      PubDate: Tue, 16 Feb 2021 11:50:36 +000
  • Culture and Conversation: Rethinking Brown v. Board of Education a
           Postponed Commitment to Educational Equality

    • Abstract: The Brown v. Board of Education (1954) decision was a significant change in social justice and human rights. There is ongoing debate about public education not as a private commodity but as a public good that must be made available on equal terms. Recently, schools are entering an era of second-generation segregation. Poor outcomes, language acquisition programs preventing access to college-readiness courses, and teacher quality are causes for concern. Research on second-generation segregation found that African-American children experience lower rates of academic achievement than their White peers. This was a case study analysis to investigate the impact of teacher preparation and culturally relevant practices related to educational opportunities. The results hold implications on misconceptions of educational improvements for Black children and identify the need to increase cultural responsiveness and an intentional focus on students’ assets and needs.
      PubDate: Wed, 10 Feb 2021 04:11:01 +000
  • Exploring Omani EFL Students’ Perceptions of the Newly Adopted Online
           Learning Platforms at the University of Technology and Applied

    • Abstract: Due to the rapid advancement of the relevant technology and the COVID-19 health pandemic, educational institutions have had to adapt to ongoing and ever-changing circumstances at a very rapid rate. Thus, the Moodle and Microsoft Teams platforms are being used by teachers to more directly teach students, as well as fulfilling its initial role in providing a supplementary tool to maintain, the convention of independent learning. The current study explores the perceptions of a group of Omani students who are currently enrolled in the English Language Center of the University of Sciences and Applied Technology, Salalah campus, (hereafter referred to as UTAS) regarding the new online learning platforms, i.e. Moodle and Microsoft Teams. To this end, a questionnaire was adopted from Rojabi’s (2020) study to measure the perceptions of the students towards both Moodle and Microsoft Teams platforms. A sample of 100 students was randomly selected from the population. The findings of the study have offered some important suggestions on how to improve the existing online platforms and pave the way for further research to be conducted in the same area.
      PubDate: Thu, 04 Feb 2021 03:00:25 +000
  • Row-by-Column, Plexiglass & Zoom, Oh My! A K-12 COVID-19 Storm / A

    • Abstract: We are 21 years into the 21st century, and educational practices across North America were woefully unprepared to ‘flip the switch’ to online learning; at times no education occurred at all, not online or onsite. The COVID-19 pandemic disruptor storm peeled off the layers of blindfolds time accrued in an instant. Issues included three areas. Area one—unpreparedness: digital illiteracy relative to online learning and corresponding teaching models, equity issues pertaining to internet access and computer access, platforms that varied and were unreliable. Area two—inconsistent: (if any) guidelines on how to teach onsite, or those from a disease control group dictating a six-foot distancing, masks, plexiglass, and row-by-column with eyes facing forward (back to a 19th century teaching didactic model), and smaller class sizes. Area three-time/space continuum: the combining of online and onsite, teaching loads, and maintenance. This ‘alpha’ research study tried to capture a historic moment in time. A Human-centered Research Design (HcRD) protocol with three techniques to mitigate bias was used: (1) online survey, (2) focused interviews, and (3) crowd-sourced photographic content across two countries—USA and Canada as a convenience sample. The findings will reveal a ‘just-in-time’ snap shot of the tactics used pre- and current-, as well as ideas for post-pandemic—this research’s differentiator. The storm of COVID-19 played unprecedented havoc on schools across North America, but there are important learnings and these, along with some insights will be shared.
      PubDate: Thu, 04 Feb 2021 02:59:06 +000
  • Are Chapter 31 Military Veterans Returning to College More Likely to
           Choose Intrinsically-oriented Versus Extrinsically-oriented Majors'

    • Abstract: Helping military veterans successfully transition to civilian life is an important issue. Education can help with this transition. No prior studies were found on the general type of undergraduate major United States (US) Chapter 31 veterans enroll in. Chapter 31 provides tuition benefits to help entitled transitioning military veterans, with service-connected disabilities, go to college to obtain a degree. Self-determination theory (SDT) suggests two general categories of majors, intrinsic (I) versus extrinsic (E). Intrinsic motivation emphasizes doing a task for its inherent satisfaction, while extrinsic motivation targets doing the same task to achieve external rewards, such as compensation. Archival data was analyzed using small samples of undergraduate Chapter 31 military veterans in 2016, 2018 and 2020. Overall, the results supported the research question, i.e., Chapter 31 veterans will be more likely to choose intrinsically motivating versus extrinsically motivating college majors. Results, including limitations and suggestions for future research are discussed.
      PubDate: Fri, 01 Jan 2021 13:03:14 +000
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