Publisher: Redfame Publishing   (Total: 7 journals)   [Sort by number of followers]

Showing 1 - 7 of 7 Journals sorted alphabetically
Applied Economics and Finance     Open Access   (Followers: 18)
Applied Finance and Accounting     Open Access   (Followers: 9)
Business and Management Studies     Open Access   (Followers: 20)
Intl. J. of Social Science Studies     Open Access   (Followers: 15)
J. of Education and Training Studies     Open Access   (Followers: 4)
Studies in Engineering and Technology     Open Access  
Studies in Media and Communication     Open Access   (Followers: 17, SJR: 0.401, CiteScore: 1)
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Journal of Education and Training Studies
Number of Followers: 4  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2324-805X - ISSN (Online) 2324-8068
Published by Redfame Publishing Homepage  [7 journals]
  • NEETs and “Structured Social Interventions” in Rural Areas: The Case
           of Thessaly in Greece

    • Authors: Christos Goulas; Nikos Fotopoulos, Kostas Boukouvalas, Polina Fatourou
      Abstract: This article aims at approaching the phenomenon of Young people Not in Education, Employment or Training (NEETs) using the empirical data from an action against unemployment in the region of Thessaly in Greece. The main purpose of the study was to examine the attitudes and perceptions of NEETs on important issues related to employment, training, entrepreneurship, as well as their main decisions and perspectives regarding their future. This approach tries to shape a multidimensional proposal which is linked to the core peculiarities of the region of Thessaly by highlighting the transition from “specialized individual action plans” to “structured social interventions”. In conclusion, it attempts to promote a structured and applicable policy framework, shedding light on the dimensions of a crucial social issue such as NEETs promoting the drastic role of structured interventions on local and regional level.
      PubDate: Sat, 13 Nov 2021 00:59:39 -080
  • Dexterity, Deliberateness, And Disposition: An Investigation of
           Instructional Strength for Early Literacy

    • Authors: Philip Sirinides; Abigail Gray
      Abstract: This mixed-methods study examines the relationship between an emergent conceptualization of teachers’ instructional strength and their students’ progress in early literacy. The conceptualization includes three components: a teacher’s deliberateness, their instructional dexterity, and a set of teacher dispositions that catalyse and maximize these attributes. Based on the results of qualitative inquiry, the authors developed a measure of individual teachers’ instructional strength according to this conceptualization. Regression analysis reveals that all three components are significant predictors of students’ growth in early literacy. The study includes 318 teachers and 1,181 students from 227 schools across the country.
      PubDate: Sat, 13 Nov 2021 00:54:53 -080
  • Virtually Uncharted Waters: How a Global Pandemic Has Taken Pre-Service
           Teachers out of Physical Classrooms and Perpetuated Pre-Identified Gaps in
           Preparedness for Working With Emergent Bilingual Students

    • Authors: Hannah Meineke
      Abstract: COVID-19 has changed the way of life for nearly every individual in the US. One of the greatest causes of familial and systematic turmoil has been the transition of K-12 schools to the uncharted waters of remote learning. When COVID-19 forced the termination of practicum placements for pre-service teachers, it also limited the opportunity for pre-service teachers to have in-person exposure to Emergent Bilingual Students (EBS), an essential piece of creating Knowledge, Skills, and Dispositions (KSDs) needed for their future classrooms. In this essay, I look back at research addressing the KSD gaps created through the lack of exposure pre-service teachers have when it comes to working with EBS. Building on previous research related to the KSDs gained from practicum placements with EBS, pre-service teacher gaps are identified, pandemic perpetuation of gaps are put forth, and potential solutions are named.
      PubDate: Fri, 12 Nov 2021 00:00:00 -080
  • Analysis of Verbal Interactions Between Brazilian Students in a Physics
           Investigative Activity Class With STS Approach: A Case Study

    • Authors: Roberto Barreto de Moraes; Deise Miranda Vianna
      Abstract: This article presents results on the analysis of verbal interactions of students from a federal public high school in Rio de Janeiro, Brazil, during an investigative activity class about the properties of magnets. This experimental assignment was part of a didactic sequence developed for the study of Electromagnetism, which was structured using a Science, Technology and Society (STS) approach combined with the investigative activities method, in which students divided into groups carried out a series of experimental essays on the contents that were presented to them. The objective was to determine if students were able and capable of structuring their own causal statements to a problem involving knowledge of Physics, when given the proper conditions to work with an experimental setup. Differently from the traditional transmission-reception didactic model, the STS didactic orientation seeks out to incorporate the scientific syllabus into the students' daily life relationships. A qualitative methodology was used from the transcriptions of video and digital audio recordings that were registered during classes, some scenes of an educational episode were selected and the verbal interactions of the students among themselves were analyzed, looking for some indicators that could identify whether scientific literacy was accomplished. Analysis showed evidence that students were able to construct meaning with their own words by reasoning about what was observed in the experiments performed.
      PubDate: Sun, 17 Oct 2021 21:46:31 -070
  • The Perceptions on Digital Citizenship Among Prospective Teachers: A
           Survey-Explorative Study in Westkalimantan-Indonesia

    • Authors: Tomo Djudin; Kartono Kartono
      Abstract: Digital citizenship has become a priority in education almost all over the world. This study aims to explore the level of perception of prospective teacher students regarding digital citizenship and analyze differences in the level of perception of digital citizenship in terms of gender, educational background, and various regional geographical characteristics. This research applies descriptive method with survey-explorative study. A total of 345 student teacher candidates in the sixth semester of the 2020/2021 Academic Year at Westkalimantan of Educational Personnel Education Institute (LPTK) were involved as samples. To explore the level of perceptions of digital citizenship of prospective teachers, this study adopted a questionnaire of Likert scale. Based on data analysis, it was found; (1) the perception profile of students (prospective teachers) about digital citizenship is quite varied; (2) there is no significant difference in the level of perceptions between female and male students; (3) there are significant differences in the level of student perception in terms of various educational backgrounds and geographical conditions from the area where they live. Prospective teachers  need to be trained on the knowledge, skills, and values of digital citizenship before they provide learning services in schools.
      PubDate: Mon, 11 Oct 2021 18:30:23 -070
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
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