Subjects -> EDUCATION (Total: 2309 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1959 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

HIGHER EDUCATION (140 journals)                     

Showing 1 - 141 of 141 Journals sorted alphabetically
+E Revista de Extensión Universitaria     Open Access   (Followers: 1)
Academic Leadership Journal     Open Access   (Followers: 34)
Academic Leadership Journal in Student Research     Open Access   (Followers: 4)
African Journal of Teacher Education     Open Access   (Followers: 4)
AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education     Open Access   (Followers: 19)
Ámbito Investigativo     Open Access   (Followers: 12)
American Journal of Engineering Education     Open Access   (Followers: 13)
Arab Journal For Quality Assurance in Higher Education     Open Access  
Arquivos do Museu Dinâmico Interdisciplinar     Open Access  
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
AUDEM : The International Journal of Higher Education and Democracy     Full-text available via subscription   (Followers: 12)
Aula Universitaria     Open Access  
Bangladesh Journal of Medical Education     Open Access   (Followers: 1)
Campus Virtuales     Open Access   (Followers: 3)
Canadian Medical Education Journal     Open Access   (Followers: 11)
Canadian Perspectives on Academic Integrity     Open Access  
Chronicle of Higher Education     Full-text available via subscription   (Followers: 30)
College Student Journal     Full-text available via subscription   (Followers: 7)
Critical Studies in Teaching and Learning (CriSTaL)     Open Access   (Followers: 16)
Educate~     Open Access   (Followers: 4)
Educational Research in Medical Sciences Journal     Open Access   (Followers: 4)
EDUMECENTRO     Open Access  
ENGEVISTA     Open Access  
Enhancing Learning in the Social Sciences     Open Access   (Followers: 7)
Ethics in Science and Environmental Politics     Hybrid Journal   (Followers: 5)
European Journal of Higher Education     Hybrid Journal   (Followers: 57)
Excellence in Higher Education     Open Access   (Followers: 40)
Extensión en red     Open Access  
Formación Universitaria     Open Access   (Followers: 4)
Higher Education Evaluation and Development     Open Access   (Followers: 8)
Higher Education for the Future     Full-text available via subscription   (Followers: 8)
Higher Education of Social Science     Open Access   (Followers: 5)
Higher Education Pedagogies     Open Access   (Followers: 19)
Higher Education Studies     Open Access   (Followers: 59)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 39)
Higher Learning Research Communications     Open Access   (Followers: 8)
Högre utbildning     Open Access  
Informing Faculty (IF)     Open Access   (Followers: 1)
Ingeniería Mecánica     Open Access   (Followers: 3)
Innovation in Teaching and Learning in Information and Computer Sciences     Open Access   (Followers: 5)
Integración y Conocimiento     Open Access  
International Journal for Educational Integrity     Open Access   (Followers: 2)
International Journal for Students as Partners     Open Access   (Followers: 1)
International Journal of African Higher Education     Open Access  
International Journal of Doctoral Studies     Open Access   (Followers: 7)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 30)
International Journal of Engineering Pedagogy     Open Access  
International Journal of Higher Education     Open Access   (Followers: 56)
International Journal of Higher Education and Sustainability     Hybrid Journal   (Followers: 5)
International Journal of Kinesiology in Higher Education     Hybrid Journal   (Followers: 1)
International Journal of STEM Education     Open Access   (Followers: 10)
International Journal of the First Year in Higher Education     Open Access   (Followers: 5)
International Research in Higher Education     Open Access   (Followers: 5)
Interpreter and Translator Trainer     Hybrid Journal   (Followers: 4)
ISAA Review     Full-text available via subscription   (Followers: 1)
J3eA     Open Access   (Followers: 2)
Jesuit Higher Education : A Journal     Open Access  
Journal for Education in the Built Environment     Open Access   (Followers: 3)
Journal for the Study of Postsecondary and Tertiary Education     Open Access  
Journal of Academic Writing     Open Access   (Followers: 6)
Journal of Advanced Academics     Hybrid Journal   (Followers: 9)
Journal of Applied Research in Higher Education     Hybrid Journal   (Followers: 49)
Journal of Biomedical Education     Open Access   (Followers: 2)
Journal of Collective Bargaining in the Academy     Open Access   (Followers: 1)
Journal of College Counseling     Partially Free   (Followers: 4)
Journal of College Teaching & Learning     Open Access   (Followers: 13)
Journal of Community Engagement and Higher Education     Open Access   (Followers: 12)
Journal of Critical Scholarship on Higher Education and Student Affairs     Open Access   (Followers: 2)
Journal of Learning Development in Higher Education     Open Access   (Followers: 38)
Journal of Microbiology & Biology Education     Open Access   (Followers: 7)
Journal of Nursing Education and Practice     Open Access   (Followers: 24)
Journal of Perspectives in Applied Academic Practice     Open Access   (Followers: 7)
Journal of Praxis in Higher Education : JPHE     Open Access   (Followers: 6)
Journal of Problem Based Learning in Higher Education     Open Access   (Followers: 11)
Journal of Science and Research     Open Access   (Followers: 2)
Journal of Service-Learning in Higher Education     Open Access   (Followers: 1)
Journal of Student Affairs in Africa     Open Access   (Followers: 1)
Journal of Student Engagement : Education Matters     Open Access   (Followers: 11)
Journal of Student Financial Aid     Open Access  
Journal of Teacher Education for Sustainability     Open Access   (Followers: 23)
Journal of Teaching and Learning for Graduate Employability     Open Access   (Followers: 1)
Journal of Technology and Science Education     Open Access   (Followers: 15)
Journal of the European Honors Council     Open Access  
Journal of University Teaching & Learning Practice     Open Access   (Followers: 44)
Journal of Veterinary Medical Education     Partially Free   (Followers: 11)
Journal of Women and Gender in Higher Education     Hybrid Journal   (Followers: 3)
Kentucky Journal of Excellence in College Teaching and Learning     Open Access   (Followers: 6)
Kentucky Journal of Higher Education Policy and Practice     Open Access   (Followers: 3)
Land Forces Academy Review     Open Access  
Maine Policy Review     Open Access   (Followers: 2)
Makerere Journal of Higher Education     Full-text available via subscription   (Followers: 2)
Marketing Education Review     Full-text available via subscription   (Followers: 6)
Marketing of Scientific and Research Organizations     Open Access  
Medical Teacher     Hybrid Journal   (Followers: 61)
Merrill Series on The Research Mission of Public Universities     Open Access  
National Teaching & Learning Forum The     Hybrid Journal  
Nauka i Szkolnictwo Wyższe     Open Access  
New Directions for Student Leadership     Hybrid Journal   (Followers: 4)
New Directions in the Teaching of Physical Sciences     Open Access   (Followers: 2)
Nordic Journal of Information Literacy in Higher Education     Open Access   (Followers: 24)
Nursing Education Perspectives     Hybrid Journal   (Followers: 19)
OUSL Journal     Open Access  
Papers in Postsecondary Learning and Teaching     Open Access  
Pedagogia Social. Revista Interuniversitaria     Open Access   (Followers: 1)
Pédagogie Médicale     Full-text available via subscription   (Followers: 2)
Perspectiva Educacional     Open Access   (Followers: 2)
Planet     Open Access   (Followers: 4)
Policy Reviews in Higher Education     Hybrid Journal   (Followers: 3)
Practical Assessment, Research, and Evaluation     Open Access  
PRISM : A Journal of Regional Engagement     Open Access   (Followers: 1)
Prompt : A Journal of Academic Writing Assignments     Open Access  
Recherche & formation     Open Access   (Followers: 1)
Recruiting & Retaining Adult Learners     Hybrid Journal   (Followers: 2)
Research Ethics     Open Access   (Followers: 8)
Research Integrity and Peer Review     Open Access  
Revista d'Innovació Docent Universitària     Open Access  
Revista de Ensino em Artes, Moda e Design     Open Access  
Revista de la Universidad de La Salle     Full-text available via subscription   (Followers: 11)
Revista Digital de Investigación en Docencia Universitaria     Open Access  
Revista Electronica Interuniversitaria de Formacion del Profesorado     Open Access  
Revista Gestão Universitária na América Latina - GUAL     Open Access  
Revista Interuniversitaria de Formacion de Profesorado     Open Access  
RT. A Journal on Research Policy and Evaluation     Open Access   (Followers: 2)
RU&SC. Revista de Universidad y Sociedad del Conocimiento     Open Access   (Followers: 1)
Strategic Enrollment Management Quarterly     Full-text available via subscription   (Followers: 3)
Student Engagement in Higher Education Journal     Open Access   (Followers: 6)
Student Journal of Professional Practice and Academic Research     Open Access  
Student Success : A journal exploring the experiences of students in tertiary education     Open Access   (Followers: 15)
Summer Academe : A Journal of Higher Education     Open Access  
Tartu Ülikooli ajaloo küsimusi     Open Access   (Followers: 1)
Teaching and Learning Inquiry : The ISSOTL Journal     Full-text available via subscription   (Followers: 17)
The Qualitative Report     Open Access   (Followers: 1)
Transformation in Higher Education     Open Access   (Followers: 4)
Trayectorias Universitarias     Open Access  
Triple Helix     Open Access   (Followers: 2)
Uniped     Open Access  
Universidad en Diálogo : Revista de Extensión     Open Access  
Universidades     Open Access  
Widening Participation and Lifelong Learning     Hybrid Journal   (Followers: 20)
Women in Higher Education     Hybrid Journal   (Followers: 6)
Университетское управление: практика и анализ     Open Access  

           

Similar Journals
Journal Cover
Journal of Advanced Academics
Number of Followers: 9  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1932-202X - ISSN (Online) 2162-9536
Published by Sage Publications Homepage  [1174 journals]
  • The State of Knowledge in Rural Gifted Education: A Systematic Literature
           Review

    • Free pre-print version: Loading...

      Authors: Jae Yup Jung, Geraldine Townend, Peta K. Hay, Susen R. Smith
      First page: 315
      Abstract: Journal of Advanced Academics, Ahead of Print.
      To outline the current state of empirical knowledge in rural gifted education, a systematic review of the international empirical literature was conducted with peer-reviewed journal articles published from 2000 to 2020. Six inclusion/exclusion criteria guided the searches that were undertaken of the ERIC and PsycINFO databases, six peer-reviewed journals in gifted education, and three peer-reviewed journals in rural education, along with the reference lists of the journal articles identified from the database and journal searches. The 103 journal articles that were eventually identified as meeting search criteria were thereafter analyzed to document key details, including the countries/regions of origin, publication outlets, authorship, approaches to data collection and analyses, and the major findings. A discussion of the key issues and trends in the identified studies, along with areas for focus in future investigations, concludes the review.
      Citation: Journal of Advanced Academics
      PubDate: 2022-02-15T05:43:20Z
      DOI: 10.1177/1932202X221076385
       
  • Reconsidering Achievement Goal Orientation for Undergraduate Honors
           Students

    • Free pre-print version: Loading...

      Authors: Angie L. Miller
      First page: 364
      Abstract: Journal of Advanced Academics, Ahead of Print.
      Previous research has suggested mixed results concerning gifted populations and achievement goal orientation. This study investigated achievement goal orientation in honors and general education undergraduate students, exploring the factor structure of a commonly used assessment and looking at ability level differences using two types of statistical analyses. Responses from 8,530 students across 15 different universities indicated that the Achievement Goal Questionnaire – Revised (AGQ-R) is an adequate measure of the construct for honors and general education students. While independent samples t-tests showed that honors students are higher for several orientations, these differences disappeared in follow-up regression analyses that controlled for demographic characteristics. These results support the importance of appropriate assessment tools and inclusion of control variables when looking for differences between gifted and non-gifted populations.
      Citation: Journal of Advanced Academics
      PubDate: 2022-03-18T07:51:13Z
      DOI: 10.1177/1932202X221086139
       
  • Equitable Identification of Underrepresented Gifted Students: The
           Relationship Between Students’ Academic Achievement and a Teacher-Rating
           Scale

    • Free pre-print version: Loading...

      Authors: Hyeseong Lee, Kristen Seward, Marcia Gentry
      First page: 400
      Abstract: Journal of Advanced Academics, Ahead of Print.
      Underrepresentation of students from low-income families and/or certain ethnic groups has been a persistent worldwide problem in the field of gifted education. Because teachers frequently serve as gatekeepers for students’ participation in gifted programming, their roles in the identification process are critical. In this study, 55 elementary school teachers in South Korea completed a teacher-rating scale (HOPE Scale; Peters & Gentry, 2012a) for all students (n = 1,157) in their classrooms, including their evaluation of each students’ reading and mathematics talents. Their ratings and talent evaluations were then compared to students’ reading and mathematics achievement scores to determine whether teachers’ ratings promoted more equitable identification of students from underrepresented groups. In addition, we explored the effects of combining various cut-off scores for each assessment for the identification of students from low-income and/or culturally diverse families.
      Citation: Journal of Advanced Academics
      PubDate: 2022-03-29T07:53:17Z
      DOI: 10.1177/1932202X221088816
       
  • Why Continuity of STEM-Medicine Participation Matters: Exploring a Culture
           of Transformation and the Optimization of College Socialization

    • Free pre-print version: Loading...

      Authors: Janet Rocha, Brian Cabral, Judith Landeros, Clyde W. Yancy
      First page: 433
      Abstract: Journal of Advanced Academics, Ahead of Print.
      This study examined the impact of an out-of-school science, technology, engineering, and mathematics-medicine (STEM-M) program in a large U.S. metropolitan area designed to support the learning, development, and educational resilience of high-achieving high school students of color. Students highlighted that a key aspect of the program was the cultivation of what we termed a “culture of transformation.” Using a multi-year study (2016–2019), we completed 72 interviews and conducted in-depth qualitative analysis across six cohorts of students (n = 37). In this article, we propose an expanded conceptual model of college socialization for students of color that leverages their engagement with (1) equitable resources, (2) relevant opportunities, (3) diverse knowledge, and (4) meaningful relationships. The relationship between early STEM-M career interest and youth socialization in related out-of-school activities that address larger societal inequities in school success and life and career outcomes warrants further study.
      Citation: Journal of Advanced Academics
      PubDate: 2022-06-30T06:22:17Z
      DOI: 10.1177/1932202X221098008
       
  • Influencers and Major Themes in a Gifted Education Community of Practice
           on Twitter

    • Free pre-print version: Loading...

      Authors: Erin Morris Miller, Jennifer L. Jolly, Jacqueline N. Latz, Kelsi Listman
      First page: 469
      Abstract: Journal of Advanced Academics, Ahead of Print.
      Twitter is a valuable resource for research because of its potential to provide insight into public opinion as well as to identify the most influential sources of information. Mixed-methods exploratory analysis was used to evaluate the discourse on Twitter regarding gifted education. The results of the quantitative analysis of the matrix of connections using NodeXL Pro indicate that gifted education Twitter is a cohesive network and that the top influencers are organizations and educational consultants. Sentiment analysis using Linguistics Inquiry and Word Count (LIWC2015, Pennebaker et al., 2015) software indicates that tweets related to gifted education have a mix of positive and negative emotive tone. The qualitative analyses suggest that gifted education professionals and parents engage in Twitter in similar ways to what has been described in past research: to share interesting articles and videos, to discuss current issues, promote one's ideas, and seek opportunities.
      Citation: Journal of Advanced Academics
      PubDate: 2022-05-11T07:33:57Z
      DOI: 10.1177/1932202X221099590
       
  • Factors That Help or Hinder the Development of Talent in Physics: A
           Qualitative Study of Gifted Finnish Upper Secondary School Students

    • Free pre-print version: Loading...

      Authors: Taina Makkonen, Jari Lavonen, Kirsi Tirri
      First page: 507
      Abstract: Journal of Advanced Academics, Ahead of Print.
      This qualitative study examined factors that gifted Finnish upper secondary school physics students (N = 24) identified as helping or hindering their talent development in physics. In-depth interviews captured students’ descriptions of critical incidents regarding their physics talent development at home, school, and in leisure time. The results show that most of the critical experiences the students identified were related to fostering talent development. Parental physics-specific support, motivated and gifted peers, digital and traditional physics-related media, certain teacher characteristics, and some instruction- and curriculum-based opportunities were among the factors the students considered supportive. The results also reveal several factors relating to family, school, and leisure time that hinder talent development. Moreover, the analysis highlights the students’ low interest in physics competitions. The findings can be used by administrators, teachers, and parents to identify the opportunities that best support the talent development of gifted physics students.
      Citation: Journal of Advanced Academics
      PubDate: 2022-07-06T01:33:56Z
      DOI: 10.1177/1932202X221111828
       
  • Promoting High-Achieving Students Through Differentiated Instruction in
           Mixed-Ability Classrooms—A Systematic Review

    • Free pre-print version: Loading...

      Authors: Lisa Ziernwald, Delia Hillmayr, Doris Holzberger
      First page: 540
      Abstract: Journal of Advanced Academics, Ahead of Print.
      Promoting high-achieving students plays an important role in the school context. Hence, one promising support measure within the mixed-ability classroom is differentiated instruction (DI). The current systematic review examined (1) the impact of DI on high-achieving students’ outcomes, (2) to what extent DI is used, (3) how useful teachers and high-achieving students perceive DI, and (4) which barriers and facilitators are encountered in DI’s implementation. Forty-nine studies from 2000 to 2019 were included. Differentiated instruction impacted high-achieving students’ academic achievement and motivational-affective characteristics predominantly positive. However, there was considerable heterogeneity between and within studies. Teachers typically did not use DI for high-achieving students proactively nor on a regular basis. However, teachers and high-achieving students perceived DI as valuable for encouraging high-achieving students. The barriers found might help to explain discrepancies between the extent of usage and the perceived utility, whereas the identified facilitators suggest how to overcome these barriers.
      Citation: Journal of Advanced Academics
      PubDate: 2022-07-29T07:31:02Z
      DOI: 10.1177/1932202X221112931
       
  • Gender Disparities in AP Computer Science Exams: Analysis of Trends in
           Participation and top Achievement

    • Free pre-print version: Loading...

      Authors: A. Kadir Bahar, Erdogan Kaya, Xiaolu Zhang
      First page: 574
      Abstract: Journal of Advanced Academics, Ahead of Print.
      Using the test scores of more than 1,000,000 students who participated in the Advanced Placement Computer Science (AP CS) exams from 1997 to 2020, this study examined the direction and magnitude of the trends in gender disparity in participation and top achievement in advanced exams. The findings indicated that the male-to-female ratio (MFR) among AP Computer Science (CS) exam participants declined from 4.87 to 2.26 between 1997 and 2020. Similarly, the MFR among top scorers (students who scored 5 out of 5) in any type of AP CS exams declined rapidly, in favor of female students, from 8.00 to 2.14 during the same period. Possible implications of these findings for educators, particularly for AP CS teachers and school counselors, were also discussed in the context of the underrepresentation of females in computing fields.
      Citation: Journal of Advanced Academics
      PubDate: 2022-08-16T05:13:42Z
      DOI: 10.1177/1932202X221119499
       
  • Qualitative Evaluation of the Science Curriculum Applied in Science and
           Art Centers (SACs) for Gifted Students in Turkey Within the Framework of
           the CIPP Approach

    • Free pre-print version: Loading...

      Authors: Nurettin Can Bodur, Cengiz Tuysuz, Ilker Ugulu
      First page: 604
      Abstract: Journal of Advanced Academics, Ahead of Print.
      This study was conducted using a qualitative approach as it aimed to evaluate the Science and Art Center Science Curriculum (SACSC), which was updated in 2020, within the framework of the context, input, process, and product (CIPP) approach by taking the opinions of science teachers working in Science and Art Centers (SACs) in Turkey. The data were collected according to the qualitative data collection method and a structured interview form was used as a data collection tool. The findings showed that science teachers working in SACs have generally negative views on SACSC based on the context dimension of the CIPP Model, while their views are generally positive based on input, process, and product dimensions. Based on the results of the research, it is recommended to conduct other comparative studies between the SACSC and similar curricula in other countries in order to reveal the relationship between the program components and the needs of children and society.
      Citation: Journal of Advanced Academics
      PubDate: 2022-08-16T05:14:03Z
      DOI: 10.1177/1932202X221119535
       
  • Talented Teachers’ Perceptions of an Intensive Summer Symposium and the
           Need for Differentiated Professional Learning

    • Free pre-print version: Loading...

      Authors: Cindy M. Gilson, Drew Polly, Kellan W. Strong
      First page: 636
      Abstract: Journal of Advanced Academics, Ahead of Print.
      Effective professional learning (PL) practices are essential for promoting experienced and talented teachers’ continued growth, and ultimately, supporting student achievement, including gifted students. In this qualitative case study, we interviewed and surveyed 32 public and private school PK-12 teachers, an Executive Director, and a Board Member about their experiences while participating in a week-long summer symposium designed to enhance talented teachers' expertise and leadership skills. Teachers were identified as talented and nominated to participate through a selection process. The topics, delivered by education experts through lecture, small group work, and large group discussion, focused on executive functioning research, professional self-reflection, and leadership. Data analysis illuminated teachers' critiques and suggestions for improvement of the symposium and a preference for more differentiated PL approaches. We discuss key implications for future research and applications of our research to the growing need for differentiated PL in the field of gifted education.
      Citation: Journal of Advanced Academics
      PubDate: 2022-08-11T06:34:07Z
      DOI: 10.1177/1932202X221119493
       
 
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