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: 6)
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: 14)
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: 20)
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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Global Journal of Educational Studies
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2377-3936
Published by Macrothink Institute Homepage  [47 journals]
  • The Effectiveness of Digital Interactive Electronic Activities in Distance
           Learning (Online) in Light of the Spread of the Virus (Covid 19) in the
           Faculty of Basic Education in Kuwait

    • Authors: Abdul Aziz Dakhil Al-Anzi
      Abstract: The study aimed to reveal the Effectiveness of digital interactive electronic activities in distance learning (online) in light of the spread of the virus (Covid 19) in the Faculty of Basic Education in Kuwait. The study adopted the descriptive survey method. The sample consisted of 393 students, randomly selected from the Faculty of Basic Education of the General Authority for Applied Education and Training. The researcher prepared a questionnaire that measures the Effectiveness of digital interactive electronic activities in distance learning (online), formed from (34) paragraphs. The results showed the Effectiveness of digital interactive electronic activities in distance learning (online) in light of the spread of the virus (Covid 19) in Kuwait. They came on average, with the average computational of the tool as a whole(3.33), and paragraphs came at the medium and high level with calculation averages ranging from  (2.46-4.37), The results showed no statistically significant differences (= 0.05) attributable to the effect of sex. a
      PubDate: Mon, 28 Nov 2022 00:00:00 -080
       
  • Promoting 21st Century Skills in English Language Teaching: A Pedagogical
           Transformation in Ivory Coast

    • Authors: Mahona Joseph Paschal; Saman Ange-Michel Gougou
      Abstract: This study intended to understand English teachers’ experiences through 21st century skills in English Language Teaching (ELT) for a pedagogical transformation. In the world, many teaching challenges that negatively affect the English Language Teaching (ELT) effectiveness could be teaching approach, class size, technology integration, multilingualism, teaching resources, and opportunities of practices. Thus, the integration of the 21st century skills encounter some contextual challenges. The study used qualitative approach and a case study design to investigate the experiences of English Language teachers in Ivory Coast, a West Africa francophone country. Through a constructivist perspective, this case study applies the semi directive interview to evaluate the integration of 21st pedagogical skills in ELT in the Ivorian context. Participants used in this study were teachers’ educators from public schools, private schools, vocational and independent educative institutions to understand the ELT experience in various context. Findings revealed that 21st Century pedagogy is promoting in Teachers practices and that results in positive learning engagement. Yet, many contextual challenges and issues affect the effectiveness of ELT. The study recommended that a pedagogical transformation requires a communicative approach and lifelong learning to provide opportunities to update teaching and learning strategies for an effective language skills acquisition by all the learners and education system stakeholders.
      PubDate: Wed, 05 Oct 2022 00:00:00 -070
       
  • The Integration of the Information and Communication Technology at Primary
           School in Tunisia: A Hope or a Project

    • Authors: Mourad Bahloul; Noelle Monin, Sami Khecharem
      Abstract: Digital education is one of the most important tools that should be employed in the normal situation in all societies because of its role in facilitating the learning environment and the education process. Currently, with the spread of the Corona virus epidemic, all educational institutions, including schools, universities and scientific institutes, have been closed in an emergency and sudden manner which has made it necessary for educational institutions to search for new and innovative ways and methods for the continuity of the educational process. The best way to achieve this is to resort distance education which many universities and scientific institutes were able to use and became required by this emergency situation. But were these institutions are have been prepared for this sudden use of digital education tools' Did they perform their role' Are the teachers and students ready for this major and qualitative change in education'This article offers an analysis of the use of information and communication technology in primary school in Tunisia between theory and practice. The research showed that the teachers in our sample are not attracted by digital culture in their teaching practices because they have not acquired techno-pédagogical skills that allow them to script and evaluate learning via digital technology and they don’t receive a real support from pédagogical team.
      PubDate: Tue, 20 Sep 2022 20:10:31 -070
       
  • Evaluation of the Quality of Education and Care Programs for Children
           under the Age of 3 in Greece

    • Authors: Eleni Sotiropoulou; Georgios Stroungis Venetas, Vasiliki Giannakou, Chrysoula Kasapi
      Abstract: In recent years, the quality of education and care programs for children under the age of 3 has become an important issue of concern to both researchers and the policy-making community. Many organizations such as the OECD and UNICEF highlight the undeniable right of all children to have access to high-quality education and the long-term benefits for their holistic development. The purpose of this study is to explore the views of 426 educators from Greece on the quality of education and care programs for children under the age of 3. To conduct the survey, a questionnaire with 4 rating scales and 33 items was constructed and then posted on the official page of the national association of educators in social networks. This method for collecting the sample was chosen by the researchers due to the Covid-19 limitations of nurseries at the time of the survey. The results of the survey showed that the quality of the programs was at a relatively moderate level. The highest scores were for the scales for interactions created within the nurseries and the educational activities, while the lowest scores were for 'standards' for services and space requirements and staff-related conditions. Finally, the researchers anticipate that the results of the survey will provide useful information for educators to reflect on and will also contribute to the scientific literature on the quality of programs for children of that age group.
      PubDate: Fri, 05 Aug 2022 00:00:00 -070
       
  • Fairy Tale as a Pedagogical Tool for Children under the Age of 3:
           Educators’ Views and Practices

    • Authors: Eleni Sotiropoulou; Chrysoula Kasapi
      Abstract: Fairy tales are undoubtedly the most popular type of literature for children, as they offer pleasure and allow them to travel to unique and fantasy places. However, their value is not limited to entertainment alone, as there are multiple additional benefits from children's exposure to fairy tales: Fairy tales can contribute to children's holistic development and therefore they are an excellent pedagogical tool for educators. The aim of this study is to evaluate the views of 213 educators working in nursery schools in Attica (Greece), on the contribution of fairy tales in the development of children under 3 years of age, using a research questionnaire with close-ended questions. Also, this study explores the techniques used by the educators to introduce fairy tales in the pedagogical process, and the domains targeted to attain children's development by using these fictional narrations. The results of the research show that educators use the fairy tale in children under 3 years of age, primarily to improve the domain of their language development and the most common technique for introducing the fairy tale into pedagogical practice is simply storytelling. Finally, the present study attempts to contribute to research bibliography, showing the importance of fairy tales to a child’s development and at the same time fill the research gap that exists for children under 3 years of age.
      PubDate: Mon, 01 Aug 2022 19:47:00 -070
       
  • Exploring Educators’ Views on the Impact of Covid-19 Pandemic in the
           Development of Children under the Age of 3

    • Authors: Eleni Sotiropoulou; Georgios Stroungis Venetas, Anastasia Bercovits, Vasiliki Giannakou
      Abstract: The covid-19 pandemic affected the lives of all people worldwide. The unprecedented situations faced by people of all ages affected their mental and physical health. In this context, children are an especially vulnerable group as their development is in full swing and they have not yet acquired the skills to cope with stressful situations. Therefore, the purpose of this study is to explore the views of 31 educators working in Attica (Greece) regarding the changes they observe in the development of children under the age of 3. In addition, the research addresses the type of activities that cannot be carried out in nurseries due to covid -19 health protocols, the alternative methods used by the educators and their suggestions for future interventions. The research instrument used was the semi-structured interview and the data was analyzed using thematic analysis. The results of the study show that the educators observe changes in the social, emotional and language domains of children's development. Specifically, children seem to suffer from strong attachment, anxiety, hyperactivity, inability to regulate emotions, fear of social interactions, and slow vocabulary development-especially foreign students. The researchers anticipate that the results of the present study will contribute to the investigation of the developmental implications of the covid-19 pandemic in children under 3 years old and provide useful information to educators for future interventions in nurseries.
      PubDate: Mon, 01 Aug 2022 19:47:00 -070
       
 
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