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: 3)
Asian J. of Finance & Accounting     Open Access   (Followers: 8)
Business and Economic Research     Open Access   (Followers: 9)
Business and Management Horizons     Open Access   (Followers: 9)
Business Management and Strategy     Open Access   (Followers: 37)
Case Studies in Business and Management     Open Access   (Followers: 12)
Education and Linguistics Research     Open Access   (Followers: 5)
Environmental Management and Sustainable Development     Open Access   (Followers: 10)
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: 13)
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: 13)
Intl. J. of Industrial Marketing     Open Access   (Followers: 7)
Intl. J. of Learning and Development     Open Access   (Followers: 3)
Intl. J. of Linguistics     Open Access   (Followers: 12)
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: 19)
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)
Similar Journals
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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]
  • Research on the Reform Countermeasures and Implementation Path of Primary
           and Secondary School Language Education in Hong Kong SAR, China

    • Authors: Yang Feng, Xiya Wang
      Pages: 1 - 16
      Abstract: According to a questionnaire and interview survey of 689 students, teachers, and parents from six primary and secondary schools in Hong Kong, China, both public and government-funded schools use traditional Chinese teaching materials and Cantonese as the medium of instruction, while private schools use original English textbooks and English as the medium of instruction. All schools' self-selected teaching materials and teachers have a major colonial education legacy, in that they do not objectively introduce the growth process of Chinese culture and socialism, affecting students' ability to acquire a correct world outlook and ideal. In everyday life, students primarily speak Cantonese, and their Putonghua proficiency is poor. In Hong Kong, the competition for college entrance exams and jobs is fierce, and nearly half of students see no hope and expect to migrate to the mainland for university and employment in order to advance. This study proposed specific reform strategies and implementation methods for language teaching in Hong Kong primary and secondary schools to increase patriotism, university enrolment, and employment rates among Hong Kong students.
      PubDate: 2022-06-05
      DOI: 10.5296/jse.v12i3.19883
      Issue No: Vol. 12, No. 3 (2022)
  • Assessing Mathematics and Science Self-Efficacy Beliefs for Teaching

    • Authors: Edmund Anamboi Aduko, Emmanuel Issah Azuuga, Adakudugu Edward Apenen, Anthony Baawuo
      Pages: 17 - 32
      Abstract: The study used a questionnaire survey to collect quantitative data from respondents. The independent variables of interest were level of math and science self-efficacy beliefs, as well as self-efficacy for teaching math and science. The questionnaire survey was voluntarily completed by 60 teachers, comprising 45 male and 15 female. The respondents ranged in age from 19 to 38 years. The findings of the study revealed that the mathematics and science teachers at the basic school had high level of self-efficacy beliefs. The study further discovered that though not strong, there is a positive relationship between math and science teachers’ self-efficacy and their ability to teach math and science. The findings also found that math and science teachers’ scores on the MSSEB scale for mathematics and science self-efficacy beliefs were generally higher than their scores on the SETMS scale for self-efficacy for teaching mathematics and science. The ability to effectively explain math /science concepts to students received the lowest mean rating in comparison to others. Teachers' self-efficacy beliefs and self-efficacy can be important considerations for teacher professional development training as a powerful intervening factor for teacher effectiveness and student performance outcomes.
      PubDate: 2022-07-13
      DOI: 10.5296/jse.v12i3.20010
      Issue No: Vol. 12, No. 3 (2022)
  • A Guideline to Respecting the Staff Members and the Administration to
           Students in the Educational Stages and Its Impact on Their Motivation for
           Academic Achievement--A Qualitative Study

    • Authors: Fatma El Zhraa Salem Mahmoud
      Pages: 33 - 54
      Abstract: The current study sought to launch a guideline for how the staff and the administration members treat students respectfully in the different educational stages. Given the importance of effective communication in the educational process and achieving the goals of learning efficiently, there is a need to develop practical guidelines for how all members of the educational system deal with students since they are the target group of the educational process.Considering the recent global changes and the successive effects on the educational system, the practices within the education system have been similarly affected. Some students refrained from completing their scientific studies due to maltreatment by the administration or some staff members in many educational institutions. Accordingly, the motivation and passion for scientific research and learning decreased. Hence, it requires interventions by those in charge of the educational system to set ethical and academic adjustments for the staff members and administration. They should be more attractive elements for students for learning and scientific research than be factors for reluctance and expulsion outside the educational organization.Consequently, preparing a guideline that includes practices and moral situations for dealing with the students at various educational levels may be purposeful in improving dealing with their students with respect.
      PubDate: 2022-08-08
      DOI: 10.5296/jse.v12i3.20043
      Issue No: Vol. 12, No. 3 (2022)
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Heriot-Watt University
Edinburgh, EH14 4AS, UK
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