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

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Applied Economics and Finance     Open Access   (Followers: 15)
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: 16, 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]
  • Creating Complexity in the Elementary Mathematics Classroom

    • Authors: Evan Throop Robinson
      Pages: 1 - 22
      Abstract: Complexity thinking provides a unique perspective on classroom interactions, student engagement and classroom management as well as insight into innovative pedagogies for teachers in the elementary mathematics classroom. A novel meeting strategy for classroom organization offers teachers the opportunity to observe complexity in action and to promote student participation through mathematical conversations thereby building the learning community and fostering the discourse of mathematics. The intervention of mathematical conversations created conditions for complexity in an elementary classroom and provided qualitative data for analysis. Transcripts and classroom mapping showed increased student engagement with students afforded more freedom, mobility and choice to host or participate in small-group conversations. An analytic framework indicated three types of conversations emerging: sharing information, building knowledge and exploring possibilities as well as instances of blocking behavior. Findings suggest possibilities for building student capacity for conversation skills, disciplinary integration and differentiating learning significantly for students.
      PubDate: 2021-02-20
      DOI: 10.11114/jets.v9i3.5129
      Issue No: Vol. 9, No. 3 (2021)
  • Teaching During Covid: The Effectiveness of the HyFlex Classroom in a 300
           Level Statistics Class

    • Authors: PJ Verrecchia, Mary J. McGlinchey
      Pages: 23 - 27
      Abstract: This study compares a 300 level statistics class taught using a HyFlex classroom to the same class taught one year earlier in the traditional, face to face method. While one quiz score was better for the face to face class, the HyFlex class did better than the traditional class on one quiz and final the examination. Every other point of comparison showed no difference between the classes.
      PubDate: 2021-03-02
      DOI: 10.11114/jets.v9i3.5146
      Issue No: Vol. 9, No. 3 (2021)
  • Psychometric Evaluation of the Satisfaction With Life Scale (SWLS) in

    • Authors: Narmin Osmanli, Anar Babayev, Ikram Rustamov, Kerim M. Munir
      Pages: 28 - 35
      Abstract: The Satisfaction With Life Scale (SWLS) is a globally recognized scale for the measurement of subjective well-being in more than thirty six languages. Currently there is no adapted version of the SWLS in Azerbaijani language. The aim of the present study was to complete forward and backward translations of the SWLS and maintaining equivalence to examine its psychometric properties in a sample of 374 subjects in Azerbaijan. The results showed that the Azerbaijani version of SWLS had good internal consistency (Cronbach’s α = 0.81) with confirmatory factor analysis showing a single factorial structure. The findings suggest that theAzerbaijani version of the SWLS is a valid instrument to use among Azerbaijan samples.
      PubDate: 2021-03-07
      DOI: 10.11114/jets.v9i3.5103
      Issue No: Vol. 9, No. 3 (2021)
  • Encounters with Racism; The Need for Courageous Conversations in
           Australian Initial Teacher Education Programs to Address Racial Inequality
           for Aboriginal Peoples

    • Authors: Sheelagh Daniels-Mayes
      Pages: 36 - 46
      Abstract: The strategy of courageous conversations is offered as a means of addressing racial inequity experienced by Australian Aboriginal peoples evident in society’s institutions like education. Despite teacher preparation programs efforts to prepare pre-service teachers for diversity in the classroom, the issue of racism remains problematic. The denial of racism existing in contemporary times is commonplace. Alternatively, rather than being understood as a collective and active colonial and cultural inheritance, racism has been thoroughly reconstructed as an individual moral aberration. Dialogues about racism are often difficult and may create discomfort, raise feelings of indifference, guilt, resistance, shame, and mistrust that lead to avoidance or denial allowing ‘white’ people to remain ignorant that racial issues are endemic. Such denial and avoidance is a privilege not afforded to Aboriginal peoples who have been racially constructed and measured since the onset of dispossessing colonisation in the late 18th century. To not speak of racism and how it intersects with structural inequity for Australian Aboriginal students, serves only to perpetuate dominant racialised narratives that produce and reproduce ‘white’ privilege. This paper draws on and repurposes quantitative data gathered through a two-year critical ethnographic investigation that sought to identify and document what does successful teaching of Aboriginal high school students look like and what challenges do successful teachers encounter' The research quickly revealed the many guises of racism being encountered by teachers and students, personally and professionally, overtly and covertly, within and beyond the school gates. In this paper, narratives of encounters with racism shared by participants are provided to demonstrate the need for intentional and explicit courageous conversations in our schools that start in the Initial Teacher Education classroom.
      PubDate: 2021-03-07
      DOI: 10.11114/jets.v9i3.5183
      Issue No: Vol. 9, No. 3 (2021)
  • The Kick-Smart Program: A Randomised Feasibility Trial Evaluating the
           Feasibility and Efficacy of a Primary-School Based Martial Arts Program
           Integrating Mathematics, Physical Fitness and Well-Being

    • Authors: Louis David Burt, Nicholas Riley, Robert John Parkes, Narelle Eather
      Pages: 47 - 57
      Abstract: The objective of this study was to evaluate the feasibility and efficacy of the ‘Kick-Smart’ martial arts programme using a randomised controlled-trial conducted in one Australian primary school. Kick-Smart involved children 9-11yrs (n= 46) randomised into treatment or wait-list control conditions. Kick-Smart consisted of 2x60min curriculum sessions/week for 6-weeks during school hours. Positive feedback was received from students and teachers regarding program enjoyment, perceived benefits and future plans. Significant treatment effects favouring the Kick-Smart group for muscular fitness and mathematics achievement demonstrates preliminary efficacy. Findings indicate Kick-Smart is feasible for delivery in a primary school setting and effective for improving selected fitness and academic outcomes. Further evidence for the effectiveness of Kick-Smart via a larger randomised control trial is recommended.
      PubDate: 2021-03-07
      DOI: 10.11114/jets.v9i3.5142
      Issue No: Vol. 9, No. 3 (2021)
  • Reviewer Acknowledgements

    • Authors: Robert Smith
      First page: 58
      Abstract: Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 9, Number 3  Alphonce John Amuli, ADEM, TanzaniaChosang Tendhar, Hackensack Meridian School of Medicine, USAGianpiero Greco, University of Study of Bari, ItalyHassan Shaaban, Atomic energy Authority, EgyptHossein Chaharbashloo, Kharazmi University, IranJohn Cowan, Edinburgh Napier University, UKJohn Mark Asio, Gordon College, PhilippinesLaura Bruno, The College of New Jersey, USAMichael Baron, University of Melbourne, AustraliaMinh Duc Duong, Thai Nguyen University, VietnamMuhammad Haris Effendi-Hasibuan, Universitas Jambi, IndonesiaMustafa Çakır, Marmara University, TurkeyThada Jantakoon, Rajabhat Maha Sarakham University, ThailandVeronica Rosa, University Rome, ItalyVeronica Velasco Gonzalez, University of Valladolid, Spain Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAE-mail 1: jets@redfame.comE-mail 2: jets@redfame.orgURL:
      PubDate: 2021-03-07
      DOI: 10.11114/jets.v9i3.5184
      Issue No: Vol. 9, No. 3 (2021)
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