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)

EDUCATION (1959 journals)            First | 1 2 3 4 5 6 7 8 | Last

Showing 601 - 800 of 857 Journals sorted alphabetically
Foro de Profesores de E/LE     Open Access  
FORUM     Open Access  
Forum Oświatowe     Open Access  
Frontiers in Education     Open Access   (Followers: 4)
Frontline     Full-text available via subscription   (Followers: 18)
Frontline Learning Research     Open Access   (Followers: 2)
Frühe Bildung     Hybrid Journal   (Followers: 3)
Ganesha Journal     Open Access  
Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi     Open Access  
Gelanggang Pendidikan Jasmani Indonesia     Open Access  
Geographical Education     Full-text available via subscription   (Followers: 2)
Georgia Educational Researcher     Open Access  
Georgia Journal of College Student Affairs     Open Access   (Followers: 1)
Gestión de la educación     Open Access  
Gifted Child Quarterly     Hybrid Journal   (Followers: 6)
Gifted Education International     Hybrid Journal   (Followers: 7)
Global Education Review     Open Access   (Followers: 3)
Global Journal of Educational Research     Full-text available via subscription   (Followers: 2)
Global Journal of Educational Studies     Open Access  
Global Studies of Childhood     Full-text available via subscription   (Followers: 3)
Globalisation, Societies and Education     Hybrid Journal   (Followers: 14)
Góndola, Enseñanza y Aprendizaje de las Ciencias. (Bogotá, Colombia)     Open Access  
Graduate School Journal Chiang Rai Rajabhat University     Open Access  
Greater Faculties: A Review of Teaching and Learning     Open Access  
Grief Matters : The Australian Journal of Grief and Bereavement     Full-text available via subscription   (Followers: 14)
GSTF Journal on Education     Open Access  
Hachetetepé. Revista científica de Comunicación y Educación     Open Access   (Followers: 1)
HAMUT'AY     Open Access  
Harvard Educational Review     Full-text available via subscription   (Followers: 21)
HCU Journal     Open Access  
Headteacher Update     Full-text available via subscription   (Followers: 4)
Health Education & Behavior     Hybrid Journal   (Followers: 15)
Health Education Research     Hybrid Journal   (Followers: 18)
Health Professions Education     Open Access   (Followers: 2)
Herausforderung Lehrer_innenbildung     Open Access  
High Ability Studies     Hybrid Journal   (Followers: 3)
High School Journal     Full-text available via subscription   (Followers: 7)
Higher Education     Hybrid Journal   (Followers: 159)
Higher Education Abstracts     Full-text available via subscription   (Followers: 19)
Higher Education in Europe     Hybrid Journal   (Followers: 14)
Higher Education Policy     Hybrid Journal   (Followers: 34)
Higher Education Quarterly     Hybrid Journal   (Followers: 148)
Higher Education Research & Development     Hybrid Journal   (Followers: 164)
Hikma : Journal of Islamic Theology and Religious Education     Hybrid Journal  
Histoire de l'éducation     Open Access   (Followers: 5)
História & Ensino     Open Access  
Historical and Social-educational Ideas     Open Access  
Historical Studies in Education / Revue d'histoire de l'éducation     Open Access   (Followers: 3)
History of Education Quarterly     Hybrid Journal   (Followers: 11)
History of Education Review     Hybrid Journal   (Followers: 10)
History of Education: Journal of the History of Education Society     Hybrid Journal   (Followers: 41)
HONAI : International Journal for Educational, Social, Political & Cultural Studies     Open Access  
Hoosier Science Teacher     Open Access  
Horyzonty Wychowania     Open Access  
HOW Journal     Open Access  
HSE - Social and Education History     Open Access  
Human Studies: a collection of scientific articles of the Drohobych Ivan Franko State Pedagogical University. Series of “Pedagogy”     Open Access  
Humanidades : Revista de la Universidad de Montevideo     Open Access   (Followers: 1)
Huria : Journal of the Open University of Tanzania     Full-text available via subscription   (Followers: 2)
i.e. : inquiry in education     Open Access  
IALLT Journal of Language Learning Technologies     Open Access   (Followers: 2)
Ibriez : Jurnal Kependidikan Dasar Islam Berbasis Sains     Open Access  
IE Revista de Investigación Educativa de la REDIECH     Open Access  
IEEE Potentials     Full-text available via subscription   (Followers: 42)
IEEE Revista Iberoamericana de Tecnologias del Aprendizaje     Hybrid Journal  
IEEE Transactions on Education     Hybrid Journal   (Followers: 11)
IJ-ATL (International Journal of Arabic Teaching and Learning)     Open Access   (Followers: 1)
IJEE (Indonesian Journal of English Education)     Open Access  
IJEM - International Journal of Educational Leadership and Management     Open Access   (Followers: 13)
IJERI : International Journal of Educational Research and Innovation     Open Access   (Followers: 1)
IJLRES : International Journal on Language Research and Education Studies     Open Access  
IJOLTL : Indonesian Journal of Language Teaching and Linguistics     Open Access  
Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan     Open Access  
Imagens da Educação     Open Access  
Impact : The Philosophy of Education Society of Great Britain     Free   (Followers: 5)
Impacting Education : Journal on Transforming Professional Practice     Open Access   (Followers: 2)
Improvement : Jurnal Ilmiah Untuk Peningkatan Mutu Manajemen Pendidikan     Open Access  
Improving Schools     Hybrid Journal   (Followers: 6)
Indian Journal of Continuing Nursing Education     Open Access  
Indivisa. Boletin de Estudios e Investigacion     Open Access  
INDONESIA : Jurnal Pembelajaran Bahasa dan Sastra Indonesia     Open Access  
Indonesia Performance Journal     Open Access  
Indonesian Basic Education Journal     Open Access  
Indonesian Journal Of Civil Engineering Education     Open Access  
Indonesian Journal of Contemporary Education     Open Access  
Indonesian Journal of Curriculum and Educational Technology Studies     Open Access   (Followers: 2)
Indonesian Journal of Early Childhood Education Studies     Open Access   (Followers: 2)
Indonesian Journal of Educational Review     Open Access   (Followers: 1)
Indonesian Journal of Educational Studies     Open Access  
Indonesian Journal of Guidance and Counseling     Open Access  
Indonesian Journal of Learning Education and Counseling     Open Access  
Indonesian Journal of Pharmaceutical Education     Open Access  
Indonesian Journal of Science and Mathematics Education     Open Access   (Followers: 2)
Indonesian Journal of Sociology and Education Policy     Open Access   (Followers: 1)
Indonesian Journal on Learning and Advanced Education     Open Access   (Followers: 1)
Industrial Management & Data Systems     Hybrid Journal   (Followers: 8)
Industry and Higher Education     Full-text available via subscription   (Followers: 10)
Infancia y Aprendizaje : Journal for the Study of Education and Development     Hybrid Journal  
Infancias Imágenes     Open Access  
Inferensi : Jurnal Penelitian Sosial Keagamaan     Open Access  
INFORMS Transactions on Education     Open Access  
Innoeduca. International Journal of Technology and Educational Innovation     Open Access  
Innovación educativa     Open Access  
Innovaciones Educativas     Open Access  
Innovation in Language Learning and Teaching     Hybrid Journal   (Followers: 38)
Innovations in Education and Teaching International     Hybrid Journal   (Followers: 26)
Innovations in Practice     Open Access  
Innovative Higher Education     Hybrid Journal   (Followers: 88)
Innovative Journal of Curriculum and Educational Technology     Open Access   (Followers: 6)
İnönü Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
İnönü University Journal of the Graduate School of Education     Open Access  
INOPENDAS : Jurnal Ilmiah Kependidikan     Open Access  
Inspiramatika     Open Access  
Instructional Science     Hybrid Journal   (Followers: 13)
Integral Transforms and Special Functions     Hybrid Journal  
Interacções     Open Access  
InterActions: UCLA Journal of Education and Information     Open Access   (Followers: 12)
Interchange     Hybrid Journal   (Followers: 2)
Intercultural Education     Hybrid Journal   (Followers: 10)
Interdisciplinaridade. Revista do Grupo de Estudos e Pesquisa em Interdisciplinaridade     Open Access  
Interdisciplinary Journal of e-Skills and Lifelong Learning     Open Access   (Followers: 4)
Interdisciplinary Journal of Education Research     Open Access   (Followers: 3)
Interdisciplinary Journal of Information, Knowledge, and Management     Open Access   (Followers: 13)
Interdisciplinary Journal of Problem-based Learning     Open Access   (Followers: 5)
Interdisciplinary Research in Education     Open Access   (Followers: 1)
Interdyscyplinarne Konteksty Pedagogiki Specjalnej     Open Access  
Interespe. Interdisciplinaridade e Espiritualidade na Educação     Open Access  
Interface - Comunicação, Saúde, Educação     Open Access   (Followers: 1)
Interfaces : Revista de Extensão da UFMG     Open Access  
Interfaces da Educação     Open Access  
International Developments     Open Access   (Followers: 4)
International e-Journal of Educational Studies     Open Access  
International Education Studies     Open Access   (Followers: 8)
International Educational Research     Open Access   (Followers: 1)
International Electronic Journal of Environmental Education     Open Access   (Followers: 1)
International Journal for 21st Century Education     Open Access  
International Journal for Educational and Vocational Guidance     Hybrid Journal   (Followers: 7)
International Journal for Educational Integrity     Open Access   (Followers: 2)
International Journal for Lesson and Learning Studies     Hybrid Journal   (Followers: 2)
International Journal for Research in Vocational Education and Training     Open Access   (Followers: 8)
International Journal for Talent Development     Open Access  
International Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 11)
International Journal of Academic Research in Education     Open Access   (Followers: 2)
International Journal of Active Learning     Open Access  
International Journal of Advanced Multidisciplinary Research and Review     Open Access  
International Journal of Aquatic Research and Education     Hybrid Journal  
International Journal of Art & Design Education     Hybrid Journal   (Followers: 24)
International Journal of Assessment Tools in Education     Open Access   (Followers: 3)
International Journal of Bilingual Education and Bilingualism     Hybrid Journal   (Followers: 20)
International Journal of Bullying Prevention     Hybrid Journal   (Followers: 2)
International Journal of Business, Humanities, Education and Social Sciences     Open Access   (Followers: 1)
International Journal of Child Care and Education Policy     Open Access   (Followers: 3)
International Journal of Chinese Education     Hybrid Journal   (Followers: 1)
International Journal of Christianity & Education     Full-text available via subscription   (Followers: 2)
International Journal of Cognitive Research in Science, Engineering and Education     Open Access   (Followers: 8)
International Journal of Comparative Education and Development     Hybrid Journal   (Followers: 3)
International Journal of Construction Education and Research     Hybrid Journal   (Followers: 2)
International Journal of Contemporary Educational Research     Open Access   (Followers: 1)
International Journal of Continuing Engineering Education and Life-Long Learning     Hybrid Journal   (Followers: 4)
International Journal of Critical Pedagogy     Open Access   (Followers: 7)
International Journal of Culture and Modernity     Open Access   (Followers: 3)
International Journal of Curriculum and Instruction (IJCI)     Open Access   (Followers: 3)
International Journal of Cyber Ethics in Education     Full-text available via subscription   (Followers: 2)
International Journal of Designs for Learning     Open Access   (Followers: 6)
International Journal of Disability, Development and Education     Hybrid Journal   (Followers: 36)
International Journal of Distance Education Technologies     Full-text available via subscription   (Followers: 7)
International Journal of Early Childhood     Hybrid Journal   (Followers: 13)
International Journal of Early Years Education     Hybrid Journal   (Followers: 13)
International Journal of Education     Open Access   (Followers: 16)
International Journal of Education and Development using Information and Communication Technology     Open Access   (Followers: 9)
International Journal of Education and Literacy Studies     Open Access   (Followers: 7)
International Journal of Education in Mathematics, Science and Technology     Open Access   (Followers: 11)
International Journal of Education Policy and Leadership     Open Access   (Followers: 1)
International Journal of Educational Administration and Policy Studies     Open Access   (Followers: 7)
International Journal of Educational and Psychological Researches     Open Access   (Followers: 5)
International Journal of Educational Development     Hybrid Journal   (Followers: 14)
International Journal of Educational Psychology     Open Access   (Followers: 20)
International Journal of Educational Reform     Full-text available via subscription  
International Journal of Educational Research     Hybrid Journal   (Followers: 30)
International Journal of Educational Research Open     Open Access  
International Journal of Educational Technology     Open Access   (Followers: 11)
International Journal of Electrical Engineering Education     Hybrid Journal   (Followers: 6)
International Journal of Emerging Technologies in Learning     Open Access   (Followers: 11)
International Journal of English Language Education     Open Access   (Followers: 14)
International Journal of English Language Teaching     Open Access   (Followers: 4)
International Journal of Ethics Education     Hybrid Journal   (Followers: 1)
International Journal of Evaluation and Research in Education     Open Access   (Followers: 5)
International Journal of Foreign Language Teaching and Research     Open Access   (Followers: 3)
International Journal of Health Administration and Education Congress (Sanitas Magisterium)     Open Access  
International Journal of Health Promotion and Education     Hybrid Journal   (Followers: 13)
International Journal of Holistic Early Learning and Development     Open Access   (Followers: 1)
International Journal of Inclusive Education     Hybrid Journal   (Followers: 32)
International Journal of Indonesian Education and Teaching     Open Access   (Followers: 1)
International Journal of Information and Operations Management Education     Hybrid Journal   (Followers: 7)
International Journal of Innovation in Education     Hybrid Journal   (Followers: 9)
International Journal of Innovative Research in Education     Open Access   (Followers: 1)
International Journal of Instructional Technology and Educational Studies     Open Access   (Followers: 3)
International Journal of Knowledge and Learning     Hybrid Journal   (Followers: 4)
International Journal of Language Teaching and Education     Open Access  
International Journal of Leadership in Education: Theory and Practice     Hybrid Journal   (Followers: 24)

  First | 1 2 3 4 5 6 7 8 | Last

Similar Journals
Journal Cover
i.e. : inquiry in education
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2154-6282
Published by National-Louis University Homepage  [1 journal]
  • Inquiry in Education Fall 2022 Reviewer Acknowledgements

    • Authors: Antonina Lukenchuk
      PubDate: Mon, 05 Dec 2022 12:05:36 PST
       
  • Impact of a Free-Choice (‘Genius Time’) Inquiry Project on Student
           Skill-Building, Agency, and Motivation

    • Authors: Sam Woolford
      Abstract: Student investment in learning is often stronger when learning incorporates student choice, ‘real-world’ authenticity, and creativity. This action research investigated the impact of a particular tool for emphasizing these elements in learning: A free-choice, or ‘Genius Time,’ project in which middle school students in an independent all-boys school were asked to develop and carry out an individual project to investigate anything of their choosing, as part of their regular science class. This study aimed to determine how a project like this could impact student skill-building, self-efficacy, motivation, and student learning through the practice of inquiry. Through surveys, student self-assessment, student interviews, and teacher journaling, the results showed that this project was successful in building essential ‘21st Century’ skills, such as initiative, risk-taking, persistence, and resilience. In addition, students were engaged in meaningful inquiry learning because they were required to exercise and grow their own agency for learning, including their self-efficacy. Finally, this project may have facilitated a shift in participant personal motivation toward more intrinsic (rather than extrinsic) factors. These findings support a larger body of research and reporting about the effectiveness of project-based learning, and free-choice or passion projects in particular, to engage students with inquiry in meaningful ways.
      PubDate: Mon, 05 Dec 2022 12:05:23 PST
       
  • An Investigation of Primary Mathematics Teachers’ Questioning Skills

    • Authors: HÜLYA YILDIZLI et al.
      Abstract: This study aims to investigate the primary school mathematics teachers’ questioning skills in class. It also includes observation of the questioning skills of two primary school mathematics teachers. This mixed-methods research study follows an explanatory sequential design. Initially, quantitative data were collected from 265 primary school mathematics teachers through a questioning survey developed by the researchers. On the other hand, qualitative data were obtained by observing two teachers who answered this survey and were easily accessible to the researchers for six weeks. One of the researchers was in the role of participant-observer in this observation process, and both teachers were observed for six weeks. Findings from the survey show that mathematics teachers’ in-class questioning skills are at a good level. However, the observation results yielded findings that contradicted the survey results. The survey findings indicate that the item on teachers’ use of open questions had a higher mean value than the item on closed-ended questions; however, the observations showed that teachers used closed questions more than open questions. While teachers’ use of rhetorical and managerial questions in the survey data was moderate, it was quite high in the observational data.
      PubDate: Mon, 05 Dec 2022 12:05:09 PST
       
  • EdTec Tour of What’s Possible: Challenging Concepts of Technology Use in
           the Classroom Through BreakoutEDU

    • Authors: Jon M. Clausen
      Abstract: While teacher education candidates and faculty have improved their knowledge and skills with technology, challenges remain regarding their understanding of how to integrate technology effectively within their pedagogical practices. One solution is to provide models of purposeful technology integration within instruction that embeds digital pedagogy throughout the learning process. This paper describes how a teacher education program is addressing the need to engage candidates and faculty around issues of technology integration and adoption. This is done through participation in a Breakout EDU game focused on introducing candidates, and faculty to what might be possible when integrating technology within their instructional practices. Throughout the paper, we describe how restructured instructional spaces and the Breakout EDU game model technology integration and has initiated change within the teacher preparation program.
      PubDate: Mon, 05 Dec 2022 12:04:57 PST
       
  • Practices and constraints of teacher professional learning in a
           centralized education system

    • Authors: Ramazan Cansoy et al.
      Abstract: This study examined Teacher Professional Learning (TPL) practices and obstacles identified by 17 elementary school teachers in Turkey, a country with a centralized education system. The study employed a qualitative method to gather specific reflections from individuals. Research findings revealed that a variety of professional learning activities take place in schools through sharing teaching practices, offering and/or seeking collegial assistance, experimenting with alternative teaching methods, and using the internet effectively. Findings also indicated that several constraints hinder TPL at Turkish schools. First, teachers lack sufficient time at school to collaborate and share regularly. Since teachers see classrooms as private spaces, they do not observe their colleagues’ lessons. Second, school-based teacher professional development programs are inadequate and ineffective. Third, bureaucracy causes unnecessary waste of time. Fourth, lack of equipment in some schools makes it difficult for teachers to try new teaching techniques. Finally, meetings for cooperation between schools in the same region are unproductive.
      PubDate: Mon, 05 Dec 2022 12:04:43 PST
       
  • The Impact and Utilization of Reading Interventionists

    • Authors: Kristi Allen et al.
      Abstract: The purpose of this qualitative, semi-structured interview study was to explore the role of a reading interventionist within an elementary school setting to help bring increased clarity to the responsibilities of a reading interventionist. Research questions focused on the role and impact reading interventionists when working with developing readers at the elementary level. Twelve reading interventionists from around the United States were chosen to participate in the interview. Multiple data sources were used including audio recordings transcribed, follow-up questions, and memos. Elementary schools have implemented a Response to Intervention model where reading interventionists focused on Tier 2 and Tier 3 students. They had multiple duties and responsibilities within the school, including working with all school personnel and providing data sources to drive intervention. Limitations included all female interviewees and limited participants due to emotionally and physically demanding times in teaching. This study recommends that administrators acknowledge the heavy workload that is expected of reading interventionists and provide proper training needed to adequately support students and staff.
      PubDate: Mon, 05 Dec 2022 12:04:30 PST
       
  • A Mixed-Method Examination of Early Childhood Teachers’ Pedagogical
           Competency Profile

    • Authors: HASAN DİLEK et al.
      Abstract: Teacher competency is a key research area because of the strong link between child development and the quality of early childhood education. This study aims to examine early childhood teachers’ self-reported pedagogical competency profiles and to determine the factors affecting their profiles. To reach that aim, a mixed-method study was designed as an explanatory sequential design. The participants comprised 290 early childhood teachers for the quantitative portion and 15 for the qualitative. The Early Childhood Teachers Competencies Assessment Rubric and an interview form, both developed and proved valid and reliable by researchers, were used. Two-step cluster analysis and inductive content analysis approaches were used to analyze the data. Some important findings are as follows: the teachers were grouped into high-, mid-, and low-competence clusters based mainly on the differences in the areas of instructional technology and educational planning competency. As the teachers indicated, social and individual factors determine their competency profiles. Furthermore, the teachers explained about their ongoing professional development endeavors to improve their competency profiles. The results of the study are discussed in detail, and suggestions are presented for planners/practitioners of teacher professional development programs, curriculum developers and faculty members at higher education institutions, and policymakers at the national and international levels in the hard way to reach out to more qualified early childhood education.
      PubDate: Mon, 05 Dec 2022 12:04:15 PST
       
  • Examining Preservice Mathematics Teachers’ Technological Pedagogical
           Content Knowledge Development in The Natural Setting of A Teacher
           Preparation Program

    • Authors: Büşra Kartal
      Abstract: This study examined preservice elementary mathematics teachers’ technological pedagogical content knowledge (TPACK) development throughout their final year in the natural setting of a teacher preparation program. Data were collected from thirty-eight preservice teachers via a TPACK self-assessment scale with seven subdomains at the beginning and end of the final year. Descriptive statistics, correlation and regression analysis were used. Results showed that participants had significantly positive gains in their PK, TK, TPK, PCK, and TPACK with medium to large effect sizes. Correlation analysis indicated that participants developed a more integrative understanding of TPACK. Participants’ TCK, TPK, and PCK were significant predictors of their TPACK at the end of the program. The teacher preparation program seems to support preservice teachers’ pedagogical thinking primarily. Therefore, it is suggested to enhance the technological aspects of the program.
      PubDate: Mon, 05 Dec 2022 12:04:03 PST
       
  • The Impact of Teacher Research on Classroom Practice and Teacher Autonomy

    • Authors: Connie DiLucchio et al.
      Abstract: :
      Faculty instructors of a master’s level teacher research course share findings from a study on the impact of teacher researcher on classroom practice and teacher autonomy.
      Authors describe the M.Ed. program and research capstone course where graduate students (practicing teachers) complete a semester-long research project. They share their qualitative inquiry examining the impact of teacher research on participants who completed teacher research 2010-2018. Findings derived from surveys and interviews suggest that teachers (a) adapt their instructional practices and their thinking about learners’ needs and (b) develop confidence and a greater sense of autonomy following a semester-long research experience.
      Authors suggest implications for teachers, administrators, and the field of teacher research.
      PubDate: Mon, 05 Dec 2022 12:03:49 PST
       
  • Investigating the Effect of Differentiated Instruction on Academic
           Achievement and Self-Directed Learning Readiness in an Online Teaching
           Profession Course

    • Authors: Fatma Özüdoğru Dr.
      Abstract: This research investigated the effect of differentiated instruction on Turkish preservice teachers’ academic achievement and self-directed learning readiness in an online teaching profession course. The study utilized a pretest-posttest control group design. Data were collected through an achievement test and a self-directed learning readiness scale. The independent samples t-test, paired samples t-test and analysis of covariance were used to analyze the data. The findings revealed that online differentiated instruction had a significant impact on the academic achievement of preservice teachers while it did not create a significant difference in terms of self-directed learning readiness. As a reult, it is seen essential for teacher educators to conduct differentiated instruction in order to enhance preservice teachers’ academic achievement and motivate them to use this approach in their future classes. It is also suggested that preservice teachers be provided with sufficient scaffolding to improve their self-directed learning readiness.
      PubDate: Mon, 05 Dec 2022 12:03:36 PST
       
  • Standing In the Gap, Post COVID-19

    • Authors: Carol Burg
      Abstract: Editorial for Fall 2022 issue.
      PubDate: Mon, 05 Dec 2022 12:03:28 PST
       
  • Reviewer Acknowledgement

    • Authors: Antonina Lukenchuk
      PubDate: Thu, 26 May 2022 14:23:41 PDT
       
  • Developing Critical Reflection and Inquiry Among Teacher Candidates in an
           Elementary Mathematics Methods Course

    • Authors: Bilge Cerezci et al.
      Abstract: This study explores how past and present experiences with mathematics interact as teacher candidates engage in a series of critical inquiry and reflection opportunities embedded in a mathematics methods course. The study involved 28 teacher candidates enrolled in an undergraduate education program within a large university. Data were collected through a series of written reflections and semi-structured interviews. The results reveal that the teacher candidates possess a wide variety of feelings towards mathematics, yet they are often influenced by how they were taught as students. Further, negative experiences with mathematics appear to be more prevalent than positive ones. Opportunities for critical inquiry and reflective thinking allowed the participants to develop new understandings about teaching and learning mathematics. Overall, the findings indicate that there are meaningful pedagogical opportunities for giving teacher candidates opportunities to revisit previous experience, construct new meaning, and challenge old assumptions about teaching and learning mathematics.
      PubDate: Thu, 26 May 2022 14:23:29 PDT
       
  • Elementary School Teachers' Experiences of Distance Education during
           the COVID-19 Pandemic in Turkey

    • Authors: İLHAN İLTER et al.
      Abstract: In this qualitative case study, we investigated teachers' experiences of distance education during the COVID-19 pandemic in Turkey. Participants were 69 elementary school teachers at varying levels of experience. The purpose of the study was to explore elementary school teachers' experiences regarding advantages and challenges of distance education, and the deficiencies in learning outcomes that they observed in their students during the instructional processes. To explore the teachers’ experiences, we conducted semi-structured interviews with them. We analyzed the data obtained from the interviews using the coding analysis method. The results show that participants quickly learned how to use technological platforms, improved their technological literacy skills, and ensured the continuity of education for students through online learning opportunities. Participants also addressed the challenges they were confronted with in the process of adjustment. Most challenges included inequality of opportunities, problems with technology, insufficient socialization, amotivation, low involvement and poor preparation for online education, as well as non-authentic interaction. Participants stated that they observed a decrease in students' reading comprehension and writing skills, an increase in mathematical operation errors, inability to achieve high-level goals, and a decrease in their motivation to learn during distance education. For this reason, they did not believe that distance education met adequately students’ needs, educational and pedagogical standards.
      PubDate: Thu, 26 May 2022 14:23:16 PDT
       
  • Reconciling Critical Theory and Spirituality in Educational Leadership

    • Authors: Chet Nath Panta et al.
      Abstract: This paper showcases how spiritual engagement with critical awareness helps to bring about reforms at school being comprehensive, just, and inclusive as far as possible. It further looks for the reconciliation of spirituality and criticality so as to deconstruct deep seated leadership myths via dimensions of critical spirituality, namely critical self-reflection, deconstructive interpretation, performative creativity, transformative action, and relational self and autoethnography. Reconciling spirituality with critical perspective inspires to have a critical and holistic understanding of engaged spirituality and leadership theorising critical spirituality as an ontological and epistemic praxis to connect inner world to the outer social reality and materiality. It appears that adherence to spirituality through critical engagement helps to create a vibrant educational leadership space issuing a sense of optimism, utopian envisioning, challenging the taken for granted assumptions, and embracing spiritual diversity.
      PubDate: Thu, 26 May 2022 14:23:04 PDT
       
  • The Impact of Organizational Climate on Organizational Creativity in
           Educational Institutions

    • Authors: Suzan CANLI et al.
      Abstract: The present study aimed to investigate the impact of organizational climate on organizational creativity based on the perceptions of teachers employed in secondary education institutions. The study sample included 275 teachers assigned with the cluster sampling method. “Organizational Creativity Scale” and “School Climate Scale” were employed to collect the study data. Descriptive and hierarchical regression analyses were used to analyze the study data. The study findings demonstrated that organizational climate affects organizational creativity and sub-dimensions. It was found that organizational climate affects administrative creativity the most and individual creativity the least. Organizational climate dimensions that affected organizational creativity were leadership and interaction, and sincerity. Organizational climate dimensions that affected individual creativity were democracy and commitment to school, achievement factors, and conflict. The organizational climate dimension that affected administrative creativity was leadership and interaction. Organizational climate dimensions that affected social creativity were leadership and interaction, and sincerity.
      PubDate: Thu, 26 May 2022 14:22:52 PDT
       
  • Metacognition Enhancing Strategies in Science Classrooms: Science
           Teachers’ Practices

    • Authors: Nazlıcan Durukan et al.
      Abstract: In this study, we aimed to determine metacognition strategies that science teachers use in science lessons and activities they can perform within the scope of these strategies. We used an instrumental qualitative case study design. Research data were collected from science teachers working in public schools during the 2018-2019 academic years. Research findings revealed that science teachers' definitions related to the metacognition concept are developed and compatible with the definitions in the literature. We also found that science teachers use most of the metacognition-enhancing strategies proposed in the literature. In this context, results showed that science teachers generally do plan before the lesson, encourage their students to ask original questions and think for themselves, motivate their students to evaluate their learning experiences based on multiple criteria, hearten their students to empathize and be motivated, help their students to cope with the difficulties, create environments where students can reflect their ideas, try to make students aware of their behaviors, ask their students to explain their statements, perform role-playing and drama activities and try to be a role model for their students. However, science teachers use journal-keeping strategies less than other strategies. We believe that the research can make a significant contribution to the literature and serve as a substantial resource for especially young teachers to gain a solid background in metacognition and how it can be incorporated into one’s teaching practice.
      PubDate: Thu, 26 May 2022 14:22:39 PDT
       
  • Pre-Service Teachers’ E-learning Styles and Attitudes towards
           E-learning

    • Authors: Gül Özüdoğru
      Abstract: This study aimed to investigate pre-service teachers’ e-learning styles and their attitudes towards e-learning and present the relationship between them via correlational survey model, one of the quantitative methods. The study group was composed of 322 pre-service teachers. Demographic Information Form, E-learning Styles Scale and Attitude Scale towards E-learning were used online to collect data at the the fall semester of the 2020-2021 academic year when training was carried out completely in the form of distance education due to the COVID-19 pandemic. Pre-service teachers were found to have the highest e-learning style score in the independent learning style. Their attitudes towards e-learning were above average. It was found that independent learning style differed by gender and verbal and logical learning styles differed by department. While there was no difference in the attitude towards e-learning by gender, a significant difference was found by department and the their place of residence. A low level positive correlation was identified between pre-service teachers’ attitudes towards e-learning and visual-auditory, social, independent and logical learning styles.
      PubDate: Thu, 26 May 2022 14:22:26 PDT
       
  • Examining the Interplay between English Language Teachers’ Mindset and
           Researcher Self-Efficacy Beliefs in the Use of Action Research

    • Authors: ILKNUR EGINLI et al.
      Abstract: Action research offers teachers an empowering and transformative experience of professional engagement. Teachers engaging in action research are argued to develop their inquiry skills and to adopt a growth mindset in contrast to a fixed mindset. This study explored the complex relationship between teachers'-researcher self-efficacy beliefs and growth mindset hypothesizing that action research can impact.The participants of this study were composed of 219 practicing English language teachers who have had varying degrees of action research engagement during or after their graduate programs in English Language Teaching. A quantitative research design was used, and two questionnaires were employed. The findings showed that while teachers’ researcher efficacy beliefs are dramatically raised with the increase in their action research involvement, there was no noticeable relationship between teachers’ mindset and teacher-researcher self-efficacy beliefs. We drew critical implications for language teachers and provided recommendations for a sustainable engagement in action research, which could impact both self-efficacy and mindset.
      PubDate: Thu, 26 May 2022 14:22:14 PDT
       
  • PRE-SERVICE SCIENCE TEACHERS’ FAVORITE SCIENTISTS

    • Authors: GONCA HARMAN
      Abstract: The purpose of this study is to investigate pre-service science teachers’ favorite scientists. This study was conducted according to a screening model. The study group consisted of 199 volunteer pre-service teachers who were attending in the Science Education Department at a state university in Turkey. Of the total pre-service science teachers, 56 were first grade, 57 second grade, 55 third grade, 31 fourth grade, 172 female, and 27 male. In the study, I asked, “Who is your favorite scientist' Why' Please, write your reason.” and pre-service science teachers wrote their favorite scientist with reasons. Data obtained was analyzed by using content analysis method. As a result of the research, it was seen that pre-service science teachers wrote 28 different scientists. Eight scientists were Turkish-Islamic and 20 were foreign. 27 scientists were male, one was female. Six female pre-service science teachers wrote Marie Curie as their favorite scientist. Pre-service science teachers’ favorite scientists were mostly foreign both at grade levels and in general total. The most written favorite scientists were Aziz Sancar, Ibn-i Sina, Albert Einstein, Isaac Newton and Nikola Tesla.
      PubDate: Thu, 26 May 2022 14:22:01 PDT
       
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
 


Your IP address: 3.214.184.223
 
Home (Search)
API
About JournalTOCs
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-