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

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Cancer and Clinical Oncology     Open Access   (Followers: 9)
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English Language Teaching     Open Access   (Followers: 29)
Environment and Natural Resources Research     Open Access   (Followers: 5)
Environment and Pollution     Open Access   (Followers: 10)
Global J. of Health Science     Open Access   (Followers: 5, SJR: 0.416, CiteScore: 1)
Higher Education Studies     Open Access   (Followers: 58)
Intl. Business Research     Open Access   (Followers: 6)
Intl. Education Studies     Open Access   (Followers: 7)
Intl. J. of Biology     Open Access   (Followers: 1)
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Intl. J. of Chemistry     Open Access   (Followers: 10)
Intl. J. of Economics and Finance     Open Access   (Followers: 12)
Intl. J. of English Linguistics     Open Access   (Followers: 8)
Intl. J. of Marketing Studies     Open Access   (Followers: 12)
Intl. J. of Psychological Studies     Open Access   (Followers: 4)
Intl. J. of Statistics and Probability     Open Access   (Followers: 3)
Intl. Law Research     Open Access  
J. of Agricultural Science     Open Access   (Followers: 4)
J. of Education and Learning     Open Access   (Followers: 2)
J. of Educational and Developmental Psychology     Open Access   (Followers: 15)
J. of Food Research     Open Access   (Followers: 3)
J. of Geography and Geology     Open Access   (Followers: 12)
J. of Management and Sustainability     Open Access   (Followers: 7)
J. of Materials Science Research     Open Access   (Followers: 7)
J. of Mathematics Research     Open Access  
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: 9)
J. of Sustainable Development     Open Access   (Followers: 24)
Mechanical Engineering Research     Open Access   (Followers: 17)
Modern Applied Science     Open Access   (Followers: 1)
Network and Communication Technologies     Open Access   (Followers: 4)
Public Administration Research     Open Access   (Followers: 1)
Review of European Studies     Open Access   (Followers: 12)
Sustainable Agriculture Research     Open Access   (Followers: 3)
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Journal of Education and Learning
Number of Followers: 2  

  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. 11,
           No. 2

    • Abstract: Reviewer Acknowledgements for Journal of Education and Learning, Vol. 11, No. 2, 2022
      PubDate: Thu, 31 Mar 2022 09:15:36 +000
  • “Self-Learning French Coursebooks” as Part of French Education in Post
           Tanzimat Era of the Ottoman Empire

    • Abstract: French teaching in Ottoman Turkey found its actual speed with the Tanzimat period (the political reforms made in the ottoman state in 1839). Until the proclamation of the Republic, and even until the 1950s, French was considered the leading carrier of Western culture and civilization in Turkey, and teaching French was deemed necessary. However, it cannot be said that this was a very successful and sufficient period for French and foreign language teaching in general. Failure to fulfill the primary conditions of language teaching, such as teacher, material, and method, has been the main problem of foreign language teaching. When the lack of schooling is added, “self-learning French” books have emerged as an opportunity for teaching French, although they are not many. The five books discussed in the article, written in Turkish using the Arabic alphabet between 1867 and 1928, mostly describe the basic pronunciation rules, word types, sentence features, and grammatical information of French, starting with the alphabet, in a plain language and style. Although there was a good variety of French-Turkish dictionaries at that time, since economic conditions did not allow everyone to acquire a glossary, and even if there was an opportunity, which dictionary to choose is a different problem, as a standard feature in all of them, the vocabulary parts of the books were kept very wide. Books; It has been seen that both of them are successful when the measures such as showing the pronunciation of French words, grammatical knowledge that is not suffocating, broad vocabulary, the relevance of French and Turkish translation texts, page structure, language, and simplicity of expression are taken into account.
      PubDate: Mon, 14 Mar 2022 14:44:13 +000
  • A Hypothesis of Reading Instruction as a Cause of Dyslexia

    • Abstract: Dyslexia is a reading disability affecting a large number of people worldwide. People with dyslexia have at least normal levels of intelligence, yet they nevertheless have significant difficulties with reading. Dyslexia is known to have genetic causes; however, some researchers believe that there are also environmental factors at play. Specifically, the way in which a child is taught to read can possibly influence whether or not that child ultimately ends up with dyslexia or other reading difficulties. This paper presents the hypothesis that the way a child is taught to read can be a major factor in the development of dyslexia. There has been speculation about this idea in previous literature, but that speculation has been based only on anecdotes and case studies; empirical research is added in this paper. This hypothesis is based on research showing that certain approaches to teaching reading can induce difficulties with phonetic skills (in other words, difficulty associating written letters with spoken sounds in a language that uses an alphabetic writing system) and fMRI-measurable brain patterns matching those of people with dyslexia. Additionally relevant is that those approaches are widespread in the English-speaking world—most specifically in the United States. Reading difficulties not related to phonetic skills would not be implicated in this hypothesis. The literature justifying this hypothesis is discussed, as well as the challenges to the hypothesis and a way that it can be tested. The importance of proposing this hypothesis is that if flawed reading instruction is indeed one primary cause of dyslexia, then reform in elementary schools is vital.
      PubDate: Fri, 04 Mar 2022 02:50:42 +000
  • 21st Century Skills: Education & Values, Academy, Community and Research
           Development and Implementation of the EACH Program

    • Abstract: The social, economic and technological changes of the 21st century have increased the awareness of teachers and educational researchers of the importance of a relevant and interesting learning environment, collaborative learning, personalization and values in education. However, most of the currently available programs focus on only one of these changes, making it difficult for the education system to implement all the changes together. In addition, the programs focus mainly on the pedagogical aspects and not on the constraints of the system. As a result, many of today’s programs are pedagogically correct, but are very difficult to implement in educational systems.The EACH model is unique in that it focuses on the combination of the learning environment, collaborative learning, personalization and values in education, and is designed in a way that takes into account the constraints of the educational system.The assimilation of the model in Herzliya brought with it a reinforcement of pedagogical processes with an emphasis on the learning skills required of a scholar in the 21st century.Accordingly, the EACH model is an implementable program for every municipal education system. The model uses a city’s resources to provide learners with a meaningful learning experience and provides them with tools and learning and thinking skills that are adapted to the complex reality of the 21st century. The EACH model is based on four principles: (1) education & values, (2) academy, (3) community, and (4) research. The model has been successfully applied in the city of Herzliya, Israel, and is recommended for other cities around the world. 
      PubDate: Fri, 11 Feb 2022 04:44:08 +000
  • The Degree of Contribution of Patterns of Mothers’ Treatment to the
           Emotional Balance of Kindergarten Children

    • Abstract: This study aimed to identify the degree of contribution of mothers’ treatment patterns to the emotional balance of kindergarten children and to achieve the objectives of the study; two scales were built: a questionnaire to measure mothers’ treatment patterns and a questionnaire to measure the emotional balance of kindergarten children after ensuring their validity and reliability. The study sample consisted of 195 children aged 5-6 who were selected from the private kindergartens of the Naour Brigade in Amman Governorate in Jordan. After using arithmetic means, standard deviations, Pearson correlation coefficient, and multiple regression analysis, the results of the study reached the following:
      The most common treatment pattern for mothers was the democratic one.
      The level of emotional balance among kindergarten children was average.
      The results showed a positive, statistically significant correlation at the significance level (α = 0.05) between the total score of the emotional balance scale for kindergarten children and the democratic treatment pattern of mothers.
      The results revealed a statistically significant negative correlation at the significance level (α = 0.05) between the total score of the emotional balance scale for kindergarten children and the two types of mothers’ authoritarian and abusive treatment.
      The regression analysis results revealed that the patterns of mothers’ treatment contribute to the emotional balance of kindergarten children by 34.2%.
      The patterns of mothers’ treatment contributed in varying proportions to the emotional balance of kindergarten children, the highest of which was the authoritarian pattern, then the neglectful pattern, and finally the democratic pattern.
      PubDate: Sat, 05 Feb 2022 05:34:20 +000
  • Private Tutoring’s Role on Helping Students: An Analyzation of
           Educational Panel Survey from a Junior High School in the Chinese Rural

    • Abstract: Based on a panel survey filled by seventh grade students, who studied in Shaxi Middle School located in Shaxi, Yunnan, China, after completing a semester of Online English Peer Tutoring Program, the research applied the data collected, including English Exam grades and background information, with Regression and Z-score to analyze the effectiveness of Private Tutoring. The analysis yields the following findings: private tutoring is effective for all students regardless of natural abilities and gender. By putting gender and mid-term exam grades into the regression, participants have an average of 2.161 percent points higher than non-participants. Also, male students benefit more from tutoring.
      PubDate: Sat, 05 Feb 2022 05:30:56 +000
  • Problems and Needs in Instructing Literacy and Fluency of Reading and
           Writing Skills of Thai L1 Young Learners

    • Abstract: The purposes of the current study were 1) to investigate problems in instructing literacy and fluency of reading and writing of Thai L1 young learners, and 2) to investigate needs in instructing literacy and fluency of reading and writing of Thai L1 young learners. There were 2 groups of participants including a group of 15 samples answering a questionnaire and a group of 10 samples taking part in an interview session. The instruments were 1) a questionnaire and 2) a structured interview to study problems in instructing literacy and fluency of reading and writing skills of Thai young learners and 3) a questionnaire and 4) a structured interview to study needs in instructing literacy and fluency of reading and writing skills of Thai young learners. The quantitative data were analyzed using percentages, mean scores, and standard deviation. Meanwhile, the results of the interview were analyzed by a qualitative analysis method. The results of the study show that 1) problems in instructing literacy and fluency of reading and writing skills of Thai L1 young learners are the learners’ knowledge in textual language systems in terms of spelling, meaning, and uses in both receptive and productive manners; 2) needs in instructing literacy and fluency of reading and writing skills of Thai L1 young learners rely on finding possible solutions to solve these problems considering the nature of young learners’ learning.
      PubDate: Mon, 24 Jan 2022 01:48:42 +000
  • Learning Achievement Improvement of 1st Grade Students by Using
           Problem-Based Learning (PBL) on TPACK MODEL

    • Abstract: The objectives of the research were: 1) to develop the lesson plans for “Weight and Measurement” of Mathematics by using Problem-Based Learning on TPACK MODEL based on the efficiency of the process and the overall result (E1/E2) at the established criteria of 75/75; 2) to compare the students’ learning achievement in “Weight and Measurement” of the 1st grade students before and after by using Problem-Based Learning on TPACK MODEL; 3) to study the students’ satisfaction with Problem-Based Learning on TPACK MODEL. The research samples were thirty-five 1st grade students of class 1 in the 1st semester of the academic year 2020 at Sanambin School in Khon Kaen Province. They were selected by purposive sampling. The instruments used in this study were lesson plans, an achievement test, and a questionnaire on students’ satisfaction. The statistics used for analyzing the collected data were mean, standard deviation, percentage, and gain score. The research results showed that 1) the average efficiency of the lesson plans for “Weight and Measurement” by using Problem-Based Learning on TPACK MODEL with exercises was 85.54/78.71, which was higher than theestablished criteria. 2) The mean score of the 1st grade students for “Weight and Measurement” of Mathematics after using Problem-Based Learning on TPACK MODEL was significantly higher than that of before using the Problem-Based Learning Model. 3) The overall satisfaction of the students with the Problem-Based Learning on TPACK MODEL for “Weight and Measurement was at a high level.
      PubDate: Tue, 18 Jan 2022 08:26:37 +000
  • Who Is Who in the Teaching of Sex Education' A Lesson Learned from the
           'Safuu' Oromo Tradition of East Africa

    • Abstract: The 2020 National Center for Education Statistics (NCES) data show that there are a total of 130,930 k-12 public schools in the United States of America (U.S.A), serving approximately 48.1 million students. The demographic breakdown of the student population includes 22 million (45.7%) Whites; 13. Million (32 %) Hispanic; 17.2 million (14%) African American; 2.6 million (5.4%) Asian, 2.2 million (4.6%) students two or more races; and 0.4 million (0.8%) American Indian/ Alaska Native students. Adding sex education to the public school curriculum was primarily to make elementary and secondary school students aware of sexually transmitted diseases and teenage pregnancy. Although comprehensive sexuality education has been operational in all 50 states for decades, the program's quality and comprehensiveness vary considerably from state to state due to a series of obstacles. The author of this article proposes an alternative or at least supplemental approach to the current comprehensive sex education.
      PubDate: Mon, 10 Jan 2022 02:57:28 +000
  • Development of Teachers’ Professional Identity as a Second Career in the
           M.Teach Program as a Lever to Empower the Future Education System

    • Abstract: The Dovrat Committee (2004) in Israel, pointed up the need for radical change in teacher training programs and recommended introducing school reform programs, such as the New Horizons and the Courage to Change reforms, implemented in the Israeli education system over recent years. The article reviews future teachers’ needs that necessitate changes in the education provided by teacher training colleges. It describes research examining teachers’ professional identity development and desirable characteristics for the future teacher. Participants were 23 student-teachers studying in an M.Teach degree course. The research investigated their attitudes and perceptions concerning the image of the future teacher.
      PubDate: Fri, 07 Jan 2022 04:16:55 +000
  • Health Literacy and Preventive Behaviors of Undergraduate University
           Students During the COVID-19 Pandemic

    • Abstract: The situation of the coronavirus (COVID-19) pandemic is full of unpredictability, uncertainty about the severity of the disease, and incorrect information. Therefore, health literacy preparation is the key to preventing COVID-19 and having the correct health behaviors. The objectives of this study were 1) to study health literacy on COVID-19 and prevention behaviors of COVID-19 among undergraduate students at Mahasarakham University, and 2) to compare health literacy on COVID-19 and prevention behaviors of COVID-19 among undergraduate students at Mahasarakham University, classified by genders, academic years, grade point averages (GPAs), and faculty groups. The participants were 417 undergraduate students at Mahasarakham University chosen by stratified random sampling and simple random sampling. The research instruments were as follows: the questionnaire on health literacy on COVID-19 and the questionnaire on COVID-19 prevention’s behavior. The data were analyzed using percentage (%), mean (M), standard deviation (S.D.), independent sample t-test, one-way ANOVA. The findings revealed that 1) undergraduate students were well versed in health literacy for the COVID-19 infection and their prevention behaviors of COVID-19 infection were at a good level (M = 90.06, S.D. = 9.54; M = 86.87, S.D. = 11.50) and 2) female undergraduate students had statistically higher mean scores on COVID-19 health literacy scores and COVID-19 prevention’s behaviors than males. Students from the health sciences faculty group had statistically significantly higher average health literacy scores on COVID-19 infection than those from the technology sciences faculty group.
      PubDate: Fri, 07 Jan 2022 04:15:27 +000
  • Closing the Achievement Gap in the Classroom Through Culturally Relevant

    • Abstract: It has been shown that Culturally Relevant Pedagogy is beneficial in schools with a wide range of populations because of its emphasis on academic achievement for all students, cultural competency, and social justice issues. This study focused on teachers’ perceptions about how to use a Culturally Relevant Pedagogy model in the classroom. Interviews with 20 in-service teachers across eight states revealed the following themes: (a) teachers’ ideas about Culturally Relevant Pedagogy and the classroom environment, and (b) school and district support on Culturally Relevant Pedagogy and social community, resources, and teachers’ training to understand Culturally Relevant Pedagogy. This paper explores themes to reveal how in-service teachers perceived their preparedness to teach using CRP strategies in the classroom. In order to close the achievement gap, a paradigm change is required. It is necessary to employ CRP strategies to create this change and integrate students’ everyday life with classroom learning objectives so that achievement disparity in classrooms may be reduced. English Language Learners (ELLs), students with low socio-economic status, and racial/ethnic minorities were the focus of this study.
      PubDate: Fri, 07 Jan 2022 04:13:25 +000
  • Creating Autonomy in the Advance of Teacher and Moral Educator Development

    • Abstract: The demand for character development in many of the Western World’s public schools is increasing. Yet there are substantive steps being taken beyond manipulating student behavior in rigidly constructed contexts. Unfortunately manipulating behavior only develops self-interest as the measure of all good and might makes right the legitimation of authority. Yet as any anthropologist can explain it is role-modeling family and village elders that decides which of two instincts will dominate human development: self-interest or cooperation (Tomasello, 2019). As Aristotle famously observed, it makes no small difference what habits humans develop rather, it makes all the difference. But to be truly conducive to moral development those habits must reflect autonomous conviction to develop organizational well-being over the pandemonium self-interest leads towards. The Moral Self-assessment Protocol discussed herein creates the conditions for teacher and other leaders to track their own moral development to role model for those growing into organization membership, in schools, cities, states, countries and businesses.
      PubDate: Fri, 07 Jan 2022 04:13:04 +000
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