Publisher: Macrothink Institute   (Total: 47 journals)   [Sort by number of followers]

Showing 1 - 47 of 47 Journals sorted alphabetically
Aquatic Science and Technology     Open Access   (Followers: 4)
Asian J. of Finance & Accounting     Open Access   (Followers: 8)
Business and Economic Research     Open Access   (Followers: 10)
Business and Management Horizons     Open Access   (Followers: 9)
Business Management and Strategy     Open Access   (Followers: 38)
Case Studies in Business and Management     Open Access   (Followers: 11)
Education and Linguistics Research     Open Access   (Followers: 7)
Environmental Management and Sustainable Development     Open Access   (Followers: 11)
Global J. of Educational Studies     Open Access  
Human Resource Research     Open Access  
Intl. Finance and Banking     Open Access   (Followers: 4)
Intl. J. of Accounting and Financial Reporting     Open Access   (Followers: 10)
Intl. J. of Culture and History     Open Access   (Followers: 16)
Intl. J. of Education     Open Access   (Followers: 16)
Intl. J. of English Language Education     Open Access   (Followers: 14)
Intl. J. of Global Sustainability     Open Access   (Followers: 2)
Intl. J. of Human Resource Studies     Open Access   (Followers: 14)
Intl. J. of Industrial Marketing     Open Access   (Followers: 9)
Intl. J. of Learning and Development     Open Access   (Followers: 3)
Intl. J. of Linguistics     Open Access   (Followers: 13)
Intl. J. of Management Innovation Systems     Open Access  
Intl. J. of Regional Development     Open Access   (Followers: 1)
Intl. J. of Social Science Research     Open Access   (Followers: 11)
Intl. J. of Social Work     Open Access   (Followers: 21)
Intl. Research in Education     Open Access   (Followers: 7)
Issues in Economics and Business     Open Access  
Issues in Social Science     Open Access   (Followers: 4)
J. for the Study of English Linguistics     Open Access   (Followers: 5)
J. of Agricultural Studies     Open Access   (Followers: 1)
J. of Applied Biotechnology     Open Access   (Followers: 2)
J. of Asian Development     Open Access   (Followers: 2)
J. of Biology and Life Science     Open Access   (Followers: 1)
J. of Corporate Governance Research     Open Access   (Followers: 1)
J. of Education and Training     Open Access   (Followers: 5)
J. of Educational Issues     Open Access   (Followers: 1)
J. of Entrepreneurship and Business Innovation     Open Access   (Followers: 9)
J. of Environment and Ecology     Open Access   (Followers: 10)
J. of Food Industry     Open Access  
J. of Food Studies     Open Access   (Followers: 6)
J. of Management Research     Open Access   (Followers: 3)
J. of Public Administration and Governance     Open Access   (Followers: 24)
J. of Safety Studies     Open Access  
J. of Social Science Studies     Open Access   (Followers: 11)
J. of Studies in Education     Open Access   (Followers: 3)
Research in Applied Economics     Open Access   (Followers: 2)
Research in Business and Management     Open Access   (Followers: 1)
World J. of Business and Management     Open Access   (Followers: 1)
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Journal of Studies in Education
Number of Followers: 3  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2162-6952
Published by Macrothink Institute Homepage  [47 journals]
  • Prepared to Teach Using Technology, but Not Prepared to Teach Online: A
           Case of Early Childhood Pre-service Teachers in the United Arab Emirates

    • Authors: Lawrence Meda, Laila Mohebi
      Pages: 1 - 19
      Abstract: The global pandemic of COVID-19 has affected teacher training institutions across the globe and many of the pre-service teachers had to complete their field experiences online. The purpose of this article is to explore pre-service teachers’ preparedness to teach online, in the early childhood phase using technology. This paper is guided by two critical questions which focused on pre-service teachers’ experiences of conducting their field experience online and preparedness to teach young children using technology. Social Learning Theory was adopted as the theoretical framework for conducting the present study. The study was conducted using a qualitative case study within an interpretive paradigm. Twenty-five pre-service teachers were purposely selected to complete an open-ended questionnaire. Results revealed that pre-service teachers enjoyed online field experience because of its flexibility. In as much as they feel prepared to teach young children using technology on a face-to-face basis, the pre-service teachers paradoxically seem unprepared to teach online classes.
      PubDate: 2023-11-03
      DOI: 10.5296/jse.v13i4.21412
      Issue No: Vol. 13, No. 4 (2023)
  • Pronunciation Assessment: Traditional vs Modern Modes

    • Authors: Ali Babaeian
      Pages: 20 - 28
      Abstract: Pronunciation assessment is a crucial component of language teaching and learning. Nonetheless, there seems to be a lack of consensus on the best methods and criteria for evaluating learners’ pronunciation. This review provides an overview of the traditional and modern modes of pronunciation assessment, highlighting their strengths and limitations and their approaches to assessing pronunciation. Traditional modes solely rely on human raters’ judgments and linguistic knowledge and may be encroached upon on various grounds. Modern modes often use artificial intelligence, automatic speech recognition, and complicated programs to measure and score pronunciation features. The review concludes with some implications and future directions for modern modes of pronunciation assessment.
      PubDate: 2023-11-03
      DOI: 10.5296/jse.v13i4.21417
      Issue No: Vol. 13, No. 4 (2023)
  • Creation of Sustainable Cities through Digital Game: A Proposal for the
           Teaching of Geography

    • Authors: Janaína Iara Alves Pereira do Nascimento, Ana Silvia D’Alessandro, Janaína Aparecida Pereira Paiva, Estaner Claro Romão
      Pages: 29 - 41
      Abstract: The use of methodologies that approach the daily lives of students, generating greater engagement and meaningful learning, can become the key to education today. The current generation, the so-called Digital Natives, are attracted to activities that involve technologies, such as the use of digital games. The present research was carried out with 28 students, from the 7th year of Middle School, in a private school in the interior of the state of São Paulo, and it is qualitative-quantitative research, having the case study as an approach. Initially, the students answered a pre-test that sought to find out which concepts on the subject the students had already acquired before the application of the project. The chosen theme, within the Geography discipline, was the 2030 Agenda – Sustainable Development Goals, specifically SDG number 11 which deals with Sustainable Cities and Communities. After the pre-test, a sensitization class was held about the topic and proposed to them a research activity. After the socialization of the research, the proposal involving the Minecraft game was presented so that, through it, the students in teams could create a sustainable city, demonstrating the acquired knowledge. To measure the learning gains, the metric used was the rubric, established by the class teacher. As a result, the game contributed to stimulating creativity, solving problems, and overcoming challenges proposed through the criteria previously established. In the end, they presented their developed cities using video creation and editing. The results show a gain in learning since 80% of the students reached levels between intermediate and advanced.
      PubDate: 2023-11-08
      DOI: 10.5296/jse.v13i4.21424
      Issue No: Vol. 13, No. 4 (2023)
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Heriot-Watt University
Edinburgh, EH14 4AS, UK
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