Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 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)

TEACHING METHODS AND CURRICULUM (38 journals)

Showing 1 - 34 of 34 Journals sorted alphabetically
Action in Teacher Education     Hybrid Journal   (Followers: 81)
Ámbito Investigativo     Open Access   (Followers: 10)
Éducation & Didactique     Open Access   (Followers: 4)
Educational Studies in Mathematics     Hybrid Journal   (Followers: 17)
Forum Exegese und Hochschuldidaktik: Verstehen von Anfang an     Full-text available via subscription  
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 40)
Interactive Technology and Smart Education     Hybrid Journal   (Followers: 12)
International Journal of Education through Art     Hybrid Journal   (Followers: 16)
International Journal of Learning and Change     Hybrid Journal   (Followers: 13)
International Journal of Mentoring and Coaching in Education     Hybrid Journal   (Followers: 30)
International Journal of Mobile Learning and Organisation     Hybrid Journal   (Followers: 16)
ISAA Review     Full-text available via subscription   (Followers: 1)
Jahrbuch für Pädagogik     Full-text available via subscription   (Followers: 2)
Journal of Applied Research in Higher Education     Hybrid Journal   (Followers: 49)
Journal of Immersion and Content-Based Language     Hybrid Journal   (Followers: 6)
Journal of Learning Spaces     Open Access   (Followers: 14)
Journal of Montessori Research     Open Access   (Followers: 6)
Journal of Teacher Education for Sustainability     Open Access   (Followers: 23)
Journal of University Teaching & Learning Practice     Open Access   (Followers: 44)
Jurnal Pendidikan Nonformal     Open Access  
Medical Teacher     Hybrid Journal   (Followers: 60)
Middle School Journal     Hybrid Journal   (Followers: 4)
Mimbar Sekolah Dasar     Open Access  
Profile Issues in Teachers´ Professional Development     Open Access   (Followers: 6)
Psychology Learning & Teaching     Full-text available via subscription   (Followers: 10)
Reading and Writing     Hybrid Journal   (Followers: 21)
Revue française de pédagogie     Open Access   (Followers: 4)
RMLE Research in Middle Level Education     Open Access   (Followers: 2)
Teaching Mathematics     Full-text available via subscription   (Followers: 10)
Technology of Education Journal     Open Access   (Followers: 8)
Tréma     Open Access   (Followers: 1)
Writing & Pedagogy     Hybrid Journal   (Followers: 17)
Yearbook of the National Society for the Study of Education     Hybrid Journal   (Followers: 2)
Zeitschrift für Psychodrama und Soziometrie     Hybrid Journal   (Followers: 1)
Similar Journals
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International Journal of Learning and Change
Journal Prestige (SJR): 0.189
Number of Followers: 13  
 
Hybrid Journal Hybrid journal   * Containing 1 Open Access Open Access article(s) in this issue *
ISSN (Print) 1740-2875 - ISSN (Online) 1740-2883
Published by Inderscience Publishers Homepage  [451 journals]
  • Effect of metacognitive learning strategies on English language
           performance among students in Kenya

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      Authors: Justine Momanyi Omare, Peter J.O. Aloka, Robert Onyango Ochieng
      Pages: 357 - 373
      Abstract: The study investigated the effect of metacognitive learning strategies on academic performance in English language among students in public secondary schools in Kenya. The study adopted Solomon four-group experimental design. The participants comprised 283 Grade 11 students from four public secondary schools. The study utilised a modified standardised metacognitive learning strategy questionnaire (MLSQ) to measure the use of metacognitive learning strategies by students in English language. Cronbach's alpha (α) was computed to investigate the internal consistency of the questionnaire and the overall reliability coefficient of α = 0.827 was reported. The findings is that there is significant difference between experimental group posttest scores (Group-3) and control group posttest scores (Group-4), t(53) = -8.095 (p < .05). The conclusion is that metacognitive learning strategies are effective in enhancing student's academic performance in English language. Teachers of English language should therefore utilise metacognitive learning strategy during instruction in schools.
      Keywords: effect; metacognitive learning strategies; academic performance; English language; students; Kenya
      Citation: International Journal of Learning and Change, Vol. 14, No. 4 (2022) pp. 357 - 373
      PubDate: 2022-07-27T23:20:50-05:00
      DOI: 10.1504/IJLC.2022.124471
      Issue No: Vol. 14, No. 4 (2022)
       
  • Challenges and opportunities for the development of schools as learning
           organisations in the Greek context

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      Authors: Manolis Koutouzis, Asimina Papazoglou
      Pages: 374 - 389
      Abstract: Greece is going through a transitional period. The severe socio-economic crisis has left its mark on the country while the pandemic crisis is undoubtedly going to delay the recovery. This conceptual paper aims to explore the 'school as a learning organisation' (SLO) in the Greek context, analyse challenges and opportunities for transforming Greek schools into SLOs and outline the roadmap for such a crucial transformation. Specifically, it includes a theoretical discussion on the applicability of the SLO concept in the Greek context, combining an in-depth analysis of the extant literature and four key aspects that should be considered for developing SLOs in Greece. Developing SLOs can lead to school effectiveness and improve Greece's well-being. Integrating the learning philosophy into their daily practice, schools in Greece will enhance teachers' professional development, work effectiveness and well-being, as well as students' well-being and academic performance. However, specific steps need to be taken, in both school and system level, to support this development.
      Keywords: Greek context; school as learning organisation; SLO; socio-economic crisis; pandemic crisis; roadmap; change
      Citation: International Journal of Learning and Change, Vol. 14, No. 4 (2022) pp. 374 - 389
      PubDate: 2022-07-27T23:20:50-05:00
      DOI: 10.1504/IJLC.2022.124465
      Issue No: Vol. 14, No. 4 (2022)
       
  • Qualitative study on critical traits of teacher for effective teaching in
           higher education institutions

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      Authors: Amit Joshi, Preeti Bhaskar
      Pages: 390 - 408
      Abstract: Not only intelligence quotient (IQ) makes a good teacher, but also there are other traits required by teachers for effective teaching. This present study aims to identify the effective critical traits of teachers in higher education institutions (HEIs) and intends to outline the framework for effective teaching. Interpretative phenomenological analysis (IPA) of qualitative research methodology has been used in this research. In this research, teachers from HEIs have been selected as the respondents to understand the critical traits required for effective teaching. This research found that teachers' passion, self-efficacy, creativity, humour, paralanguage, and immediacy are critical traits for effective teaching. The teaching framework highlights that each critical trait has an impact in the classroom management and students' performance.
      Keywords: critical teachers' traits; effective teaching; higher education institutions; HEIs; interpretative phenomenological analysis; IPA
      Citation: International Journal of Learning and Change, Vol. 14, No. 4 (2022) pp. 390 - 408
      PubDate: 2022-07-27T23:20:50-05:00
      DOI: 10.1504/IJLC.2022.124466
      Issue No: Vol. 14, No. 4 (2022)
       
  • Research skills and academic efficiency relationship: Al Ain
           University case

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      Authors: Suad Abdalkareem Alwaely, Tarek Al-Yateem, Abdallah J. Abusalma
      Pages: 409 - 427
      Abstract: The importance of university research for technological and social development is steadily growing all over the world. Therefore, continuous evaluation and enhancement of university instructors' efficiency and competence are crucial. This study intended to assess the efficiency of educators of the Faculty of Education at Al Ain University and identify the extent to which they possess scientific research skills according to the educators themselves. This research aimed at examining the nature of the relationship between research abilities and efficiency and educator's gender, academic rank, and teaching experience. To achieve these objectives, the authors designed separate scales for scientific research skills and efficiency evaluation and applied them to 38 instructors of the Faculty of Education at Al Ain University (UAE). It was found that faculty members' extent of possessing scientific research skills and efficiency in self-assessment of educators was moderate. Statistically significant Pearson correlation differences were found between the self-assessment of research abilities and gender (in favour of the males, .830), academic rank (in favour of those of the professor rank – .616), and teaching experience (in favour of those with 10+ years of experience – .614). No statistically significant correlation was revealed between the respondents' gender (significance level 0.636) and efficiency (significance level 0.614).
      Keywords: university efficiency; faculty members; education development; university evaluation; scientific research skills
      Citation: International Journal of Learning and Change, Vol. 14, No. 4 (2022) pp. 409 - 427
      PubDate: 2022-07-27T23:20:50-05:00
      DOI: 10.1504/IJLC.2022.124467
      Issue No: Vol. 14, No. 4 (2022)
       
  • Experimental design for data collection to study the association between
           sports participation and academic achievement

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      Authors: Suad Abdalkareem Alwaely, Tarek Al-Yateem, Abdallah J. Abusalma
      Pages: 428 - 443
      Abstract: This study focuses on the experimental design concept to test the association between academic achievement and sports participation of secondary students. This association was tested using qualitative and quantitative data analysis through a case study. Findings displayed a similarity with the conceptual model by Fejgin (1994), with three strategies being identical: daily attendance, expansion of energy and school engagement. Additionally, inculcating patience, motivation to engage in learning, and improving concentration on studies were identified, extending an improved model to be used for future studies. Although a small sample was used in the study, findings reveal that participation in sport activities resulted in a direct academic improvement for 60% and progress from a lower average to higher average for 20% of students. Based on the extended model, data gathering instruments were designed for an extensive study which will provide empirical evidence to students, parents, teachers, school administrators and curriculum planners to make informed decisions.
      Keywords: academic achievement; daily attendance; expansion of energy; experimental design; school engagement; sport participation
      Citation: International Journal of Learning and Change, Vol. 14, No. 4 (2022) pp. 428 - 443
      PubDate: 2022-07-27T23:20:50-05:00
      DOI: 10.1504/IJLC.2022.124469
      Issue No: Vol. 14, No. 4 (2022)
       
  • The impact of verbal and mathematical intelligences as well as visual and
           auditory learning styles on students' academic achievements

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      Authors: Nazyktere Hasani, Nazmi Xhomara
      Pages: 444 - 468
      Abstract: The study aimed to investigate the relationship between verbal and mathematical intelligences, visual and auditory learning styles and students' achievements, as well as the impact of verbal and mathematical intelligences, and visual and auditory learning styles on students' achievements. A non-equivalent control group post-test-only quasi-experimental research design was used in the study. A structured questionnaire was used to gather the primary data from the students in the study. The results indicated that verbal-linguistic intelligence and logical-mathematical intelligence are predictors of students' academic achievements. It is found that the visual learning style as an independent variable is not a predictor of students' academic achievements. Meanwhile, the study revealed that the auditory learning style as an independent variable is a predictor of students' academic achievements. It is found that, the total variance of students' academic achievements explained by the verbal and mathematical intelligences, visual and auditory learning styles, (the whole model) is 14.5%. The study also revealed that verbal-linguistic intelligence explains 33.1% of the variance; logical-mathematical intelligence explains 1.6% of the variance; visual learning style explains 2.4% of the variance; and auditory learning style explains 19.6% of the variance in students' academic achievements.
      Keywords: verbal intelligence; mathematical intelligence; visual learning style; auditory learning style; academic achievements
      Citation: International Journal of Learning and Change, Vol. 14, No. 4 (2022) pp. 444 - 468
      PubDate: 2022-07-27T23:20:50-05:00
      DOI: 10.1504/IJLC.2022.124468
      Issue No: Vol. 14, No. 4 (2022)
       
  • Changes of assessment in remote learning: educators' perceptions
           and findings

         This is an Open Access Article Open Access Article

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      Authors: Nazyktere Hasani, Nazmi Xhomara
      Pages: 469 - 484
      Abstract: In the spring of 2020, the learning process globally was reorganised using online technologies that support a new strategy 'emergency remote learning'. At present, it is unclear how long emergency remote teaching and learning will need to be in place. As a consequence of recent health safety measures the teaching and learning activities have changed, including student assessment. The aim of this paper is to explore educators' perceptions of the changes in assessment and feedback. A survey of educators in Latvia was conducted, as well as two focus group discussions. The main findings examine such important aspects as the importance of feedback, the possibilities and use of technology, and well-designed assignments. One initial finding of this review is that Latvian educators have reviewed, supplemented and developed assignments to deal with this new situation. In summation, this study aims to strengthen the understanding of learning and assessment when emergency remote teaching and learning is utilised.
      Keywords: assessment; assignments; changes; emergency remote learning; feedback; technologies in assessment
      Citation: International Journal of Learning and Change, Vol. 14, No. 4 (2022) pp. 469 - 484
      PubDate: 2022-07-27T23:20:50-05:00
      DOI: 10.1504/IJLC.2022.124485
      Issue No: Vol. 14, No. 4 (2022)
       
 
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