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)

EDUCATION (1996 journals)            First | 1 2 3 4 5 6 7 8 | Last

Showing 601 - 800 of 857 Journals sorted alphabetically
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  
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: 2)
Globalisation, Societies and Education     Hybrid Journal   (Followers: 12)
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     Full-text available via subscription  
Grief Matters : The Australian Journal of Grief and Bereavement     Full-text available via subscription   (Followers: 12)
GSTF Journal on Education     Open Access  
Hachetetepé. Revista científica de Comunicación y Educación     Open Access  
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: 2)
Health Education & Behavior     Hybrid Journal   (Followers: 14)
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: 4)
Higher Education     Hybrid Journal   (Followers: 128)
Higher Education Abstracts     Full-text available via subscription   (Followers: 18)
Higher Education in Europe     Hybrid Journal   (Followers: 13)
Higher Education Policy     Hybrid Journal   (Followers: 31)
Higher Education Quarterly     Hybrid Journal   (Followers: 120)
Higher Education Research & Development     Hybrid Journal   (Followers: 127)
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: 38)
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  
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: 1)
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: 4)
Impacting Education : Journal on Transforming Professional Practice     Open Access   (Followers: 1)
Improvement : Jurnal Ilmiah Untuk Peningkatan Mutu Manajemen Pendidikan     Open Access  
Improving Schools     Hybrid Journal   (Followers: 6)
Indian Journal of Continuing Nursing Education     Open Access   (Followers: 3)
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: 1)
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: 1)
Indonesian Journal of Sociology and Education Policy     Open Access   (Followers: 1)
Indonesian Journal on Learning and Advanced Education     Open Access  
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: 35)
Innovations in Education and Teaching International     Hybrid Journal   (Followers: 24)
Innovations in Practice     Open Access  
Innovative Higher Education     Hybrid Journal   (Followers: 84)
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: 11)
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: 3)
Interdisciplinary Journal of Education Research     Open Access   (Followers: 3)
Interdisciplinary Journal of Information, Knowledge, and Management     Open Access   (Followers: 12)
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: 3)
International e-Journal of Educational Studies     Open Access  
International Education Studies     Open Access   (Followers: 7)
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: 7)
International Journal for Talent Development     Open Access  
International Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 9)
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: 1)
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  
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: 5)
International Journal of Culture and Modernity     Open Access  
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: 33)
International Journal of Distance Education Technologies     Full-text available via subscription   (Followers: 7)
International Journal of Early Childhood     Hybrid Journal   (Followers: 12)
International Journal of Early Years Education     Hybrid Journal   (Followers: 9)
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: 8)
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: 4)
International Journal of Educational Development     Hybrid Journal   (Followers: 14)
International Journal of Educational Psychology     Open Access   (Followers: 18)
International Journal of Educational Reform     Full-text available via subscription  
International Journal of Educational Research     Hybrid Journal   (Followers: 29)
International Journal of Educational Research Open     Open Access  
International Journal of Educational Technology     Open Access   (Followers: 10)
International Journal of Electrical Engineering Education     Hybrid Journal   (Followers: 5)
International Journal of Emerging Technologies in Learning     Open Access   (Followers: 10)
International Journal of English Language Education     Open Access   (Followers: 13)
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: 2)
International Journal of Health Administration and Education Congress (Sanitas Magisterium)     Open Access  
International Journal of Health Promotion and Education     Hybrid Journal   (Followers: 11)
International Journal of Holistic Early Learning and Development     Open Access   (Followers: 1)
International Journal of Inclusive Education     Hybrid Journal   (Followers: 26)
International Journal of Indonesian Education and Teaching     Open Access   (Followers: 1)
International Journal of Information and Operations Management Education     Hybrid Journal   (Followers: 6)
International Journal of Innovation in Education     Hybrid Journal   (Followers: 8)
International Journal of Innovative Research in Education     Open Access   (Followers: 1)
International Journal of Instructional Technology and Educational Studies     Open Access   (Followers: 1)
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: 23)
International Journal of Learning and Development     Open Access   (Followers: 3)
International Journal of Learning and Intellectual Capital     Hybrid Journal   (Followers: 1)
International Journal of Lifelong Education     Hybrid Journal   (Followers: 11)
International Journal of Lower Extremity Wounds     Hybrid Journal   (Followers: 4)
International Journal of Management Education     Hybrid Journal   (Followers: 11)
International Journal of Management in Education     Hybrid Journal   (Followers: 6)
International Journal of Mathematical Education in Science and Technology     Hybrid Journal   (Followers: 9)

  First | 1 2 3 4 5 6 7 8 | Last

Similar Journals
Journal Cover
International Journal of Education and Literacy Studies
Number of Followers: 7  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2202-9478 - ISSN (Online) 2201-568X
Published by Australian International Academic Centre Homepage  [8 journals]
  • Notes from the Editor

    • Authors: Vahid Nimehchisalem
      First page: 1
      Abstract: IJELS is pleased to release her second issue of Volume 10 that presents several research articles with very engaging topics and a book review.
      PubDate: 2022-04-30
      DOI: 10.7575/aiac.ijels.v.10n.2p.1
      Issue No: Vol. 10, No. 2 (2022)
       
  • The Relationship between Listening Motivation and Frequency of Listening
           Strategy Use

    • Authors: Onur Dölek
      Pages: 2 - 8
      Abstract: Using a relational screening model, the present study explores the relationship between listening motivation and frequency of listening strategy use. The study includes 224 secondary school students who attended the fifth and eighth-grade levels. The data are collected with the “Listening Motivation Scale” and “Listening Strategies Usage Frequency Scale”. T-test, the Pearson correlation coefficient, and linear regression analyses are used to analyze the data. The findings confirm (a) a moderate positive relationship between listening motivation and the level of listening strategy use and its sub-dimensions, (b) that listening motivation explains 19.4% of the change in the frequency of listening strategy use and significantly predicts the frequency, (c) that listening motivation and frequency of listening strategy use do not differ significantly in terms of “gender” and “grade level” variables, and (d) despite the differences in coefficient values   at the 5th and 8th-grade levels, the relationship between listening motivation and the frequency of listening strategy use is positive and statistically significant at the moderate level. The level of listening motivation should be increased by designing entertaining listening activities and actively involving students in the process. Thus, I can ensure that students use listening strategies more often and make more efforts to understand what they listen.
      PubDate: 2022-04-30
      DOI: 10.7575/aiac.ijels.v.10n.2p.2
      Issue No: Vol. 10, No. 2 (2022)
       
  • The Effect Of Reading Literacy Questioning Training On Turkish Language
           Teacher Candidates’ Pisa-Style Questions Preparation

    • Authors: Elif İstanbullu, Gökhan Arı
      Pages: 9 - 19
      Abstract: The purpose of the study was to test the effect of reading literacy questioning training on Turkish language teacher candidates’ PISA-style question preparation. The training was carried out with 55 volunteer Turkish teacher candidates studying at the Turkish Language Teaching undergraduate program of Bursa Uludağ University. The training sessions with participants within the framework of the study lasted for 7 weeks in the fall semester of the 2019-2020 academic year. The study was conducted with a nested experimental design, which is one of the mixed methods. As a data collection tool, a test with 6 texts for the participants to ask questions and classify them was used. Furthermore, a semi-structured interview form was used to specify the development of the participants in the training process. The data related to the test were analyzed using descriptive statistics, t-test, Wilcoxon signed-rank test and Cohen’s d formula, and the interview data were analyzed by the descriptive analysis method. Based on the analysis, the training had a significant effect on the participants’ preparation of PISA-style questions and in increasing the success of classifying PISA-style questions according to the PISA framework. It was found that there was a significant increase in the number of questions asked by the participants after the training and in the number of questions for high-level competencies. After the training, the participants stated that they considered themselves competent in classifying questions rather than preparing PISA-style questions. However, they also stated that the training period was insufficient. The research findings revealed that teacher candidates needed pre-service questioning training and this need should be met. It is recommended that longer period of time be devoted to training for future studies.
      PubDate: 2022-04-30
      DOI: 10.7575/aiac.ijels.v.10n.2p.9
      Issue No: Vol. 10, No. 2 (2022)
       
  • Examination of Turkish Teacher Candidates’ Critical Thinking
           Dispositions and Their Attitudes toward Book Reading Habits According to
           Various Variables

    • Authors: Nazife Elif KOÇER, Muharrem Kürşad YANGİL
      Pages: 20 - 30
      Abstract: This study aimed to determine the levels of Turkish teacher candidates’ critical thinking dispositions and their attitudes toward book reading habits, examine them according to various variables, and reveal the relationship between Turkish teacher candidates’ critical thinking dispositions and their attitudes toward book-reading habits. A relational survey model was used in this study. The study sample consists of 1st, 2nd, 3rd, and 4th-grade Turkish teacher candidates who studied in the Department of Turkish Education in the Faculty of Education of a state university in the spring semester of the 2019-2020 academic year. The research data were collected using the “Personal Information Form” prepared by the researchers, the “Critical Thinking Dispositions Scale” developed by Akbıyık (2002), and the “Attitude Scale towards Reading Habit” developed by Gömleksiz (2004). The valid 165 questionnaires were analyzed in statistical programs. As a result of analyzes, it was determined that the critical thinking dispositions of Turkish teacher candidates and their total attitudes towards their reading habits were slightly above the level of “I agree”. According to the results obtained, Turkish teacher candidates’ critical thinking dispositions differ significantly according to the average number of books read monthly and the grade point average variables. Attitudes toward book reading habits also differ significantly according to the average number of books read monthly and grade point average variables. Furthermore, there is a moderately positive and significant correlation between Turkish teacher candidates’ critical thinking dispositions and their attitudes toward book-reading habits.
      PubDate: 2022-04-30
      DOI: 10.7575/aiac.ijels.v.10n.2p.20
      Issue No: Vol. 10, No. 2 (2022)
       
  • Opinions of Social Studies Teachers on Distance Education

    • Authors: Furkan Altunay
      Pages: 31 - 40
      Abstract: The COVID-19 pandemic has affected the whole world, has caused serious problems in many areas. Undoubtedly, one of the most important of these areas is education. Education-teaching processes were continued remotely during the pandemic period, which caused the closure of schools almost all over the world. In this study, it is aimed to examine the views of social studies teachers, who have given lectures with the help of distance education during the pandemic period, about distance education. Phenomenology, which is one of the qualitative research designs, was used in the research. The study group of the research consists of 12 social studies teachers who work in a secondary school affiliated to the Ministry of National Education in the city of Bayburt and have given lessons with the help of distance education. A semi-structured interview form was used as a data collection tool to examine teachers’ views on distance education. The collected data were analyzed with thematic analysis method. The data obtained were shown in themes and the findings were supported by direct quotations from the views received from the participants. As a result of the study, it was demonstrated that the negative thoughts of the social studies teachers about distance education were higher than the positive thoughts, and they also expressed problems such as slow connection, internet infrastructure, low participation in the course and insufficient devices for accessing distance education. In addition, it was concluded that all of the participants agreed that social studies teachers should take in-service training, seminars and courses in order to improve themselves in the distance education process and using technology effectively. In this context, it is recommended to give educational seminars on technology literacy to social studies teacher candidates and teachers.
      PubDate: 2022-04-30
      DOI: 10.7575/aiac.ijels.v.10n.2p.31
      Issue No: Vol. 10, No. 2 (2022)
       
  • Prospective Turkish Teachers’ Opinions on Distance and Face-To-Face
           Education

    • Authors: Bünyamin Sari̇kaya, Süleyman Aydeniz
      Pages: 41 - 51
      Abstract: The COVID-19 pandemic has introduced many uncertainties into major aspects of global and national society, including education. Therefore, in a bid to support the continuation of education, Turkey, like many other countries in the world, has made it mandatory to shift to distance education in all school levels. But this mode of teaching, i.e. distance education, has also brought many new challenges, especially for students. Pandemic hit the students hardest. Thus, it would be necessary to know what challenges the students face during distance education. To that end, the current study aims to explore the opinions of university students on distance education. The study participants consisted of 94 undergraduate students, prospective Turkish teachers, studying Turkish in Muş Alparslan University in Turkey. The participants were asked to answer some questions. The questions were about the future of distance education, pros and cons of both education systems, and the most effective system for Turkish teaching. The questions were delivered via Google Forms. The data of this qualitative study was collected using a written opinion form developed by the researchers. In the analysis of research data, the descriptive data analysis technique was used. At the end of the study, the following conclusions were reached: distance education will replace face-to-face education; two education systems are not free from flaws; and Turkish classes should not be delivered through distance education.
      PubDate: 2022-04-30
      DOI: 10.7575/aiac.ijels.v.10n.2p.41
      Issue No: Vol. 10, No. 2 (2022)
       
  • Saudi Undergraduate Students’ Reasons for Transferring from Public
           University to Private University

    • Authors: Ziad ElJishi, Aya Dandachi
      Pages: 52 - 56
      Abstract: The purpose of this study was to investigate the reasons undergraduate students chose to transfer from a public university to a private university. For this case study, 32 undergraduate female students attending a private university in Jeddah, Saudi Arabia were surveyed and 15 were interviewed. The students were selected following a convenience sampling method. The research design was non-experimental case study; the method of data collection was concurrent explanatory mixed methods approach. The analysis of the data followed a thematic analysis approach. The results of the study indicated that the major reason students chose to transfer from a public university to a private university were: flexibility in their ability to choose a major, smaller classroom sizes, and overall better university environment. Moreover, students indicated that if private universities would lower their tuition, they would be able to attract more students. The implications of the study informs both public and private universities on undergraduate students’ preferences for enrolling at a university. In conclusion, if universities offered the needed programs, adequate university facilities, and in the case of private universities lower tuition, then they would be successful in attracting more students.
      PubDate: 2022-04-30
      DOI: 10.7575/aiac.ijels.v.10n.2p.52
      Issue No: Vol. 10, No. 2 (2022)
       
  • Emergency Remote Teaching During the COVID-19 Pandemic: The Case of Music
           Teachers in Turkey and England

    • Authors: Berkcan Kayaarslan, Gizem Berrak Taş Güzeloğlu, Yiğit Alp Onat, Omer Bilgehan Sonsel
      Pages: 57 - 64
      Abstract: The biggest and most devastating pandemic of the 21st century began to affect our world, with the Chinese Government reporting that a mysterious respiratory disease of unknown origin was detected in 2019. Education has been one of the areas most affected by this deadly disease, which spread all over the world in a short time. In this process, countries went into lockdown and changed the education model and switched to the “emergency remote teaching” model. Consequently, many students have been deprived of face-to-face education. According to UNESCO data, more than 1 billion students were affected on 13 April 2020 due to the disruption of education due to the pandemic. While face-to-face education is suspended in 7 countries today, approximately 37 million students are affected by this situation. In this research, the opinions of the music teachers working in primary and secondary public schools in Turkey and England during the emergency remote teaching about the process were taken. A sample group was formed with a total of 50 music teachers from Turkey and England. The opinions of the teachers were taken with a Likert-type interview form consisting of 6 sections and 22 questions and open-ended answers. According to these answers, the average duration of a lesson is almost equal in both countries, the lessons are generally taught from the same platforms and devices, the teachers in Turkey have more problems with the internet infrastructure during the process. While teachers’ opinions about the COVID-19 processes were generally negative, it was revealed that they developed themselves in digital literacy after the process. In addition, suggestions were received from the teachers for the development of possible new emergency remote music teaching after the process. It has been seen that teachers working in both countries agree on providing equal opportunities to students. At the same time, one of the most striking suggestions is to keep the online alternative education model always ready. This study is important in order to be better prepared for the new possible emergency distance music education.
      PubDate: 2022-04-30
      DOI: 10.7575/aiac.ijels.v.10n.2p.57
      Issue No: Vol. 10, No. 2 (2022)
       
  • Activity Suggestions to Develop Critical Reading and Writing Skills

    • Authors: Gülten Erkek
      Pages: 65 - 70
      Abstract: In today’s world, where reading is rare and media is trying to influence people in many ways, individuals encounter hundreds of propagandas or persuasive speeches, texts and presentations every day. Many topics such as questioning informative texts, interpreting ideas, and evaluating dialogues in daily life, require critical thinking skills. Developing our children’s critical reading and writing skills is necessary in order to prevent them from being negatively affected by the persuasion and propaganda works that we encounter every day. In this study, activities, which can be used by educators to improve reading and writing skills of secondary school students, have been prepared. Expert opinions on critical reading and writing activities were retrieved and the activities were finalized in accordance with these opinions. The activities prepared have been presented to the review of three field experts. All three of these field experts had more than fifteen years of experience in teaching and work under the Ministry of National Education, the three teachers work in an educational institution and besides, they have a doctorate in Turkish education and have received critical thinking education, all three of them are specialized academicians in Turkish education. Experts examined the characteristics of critical readers and critical writers in the literature. In literature, it has been observed that studies in on activities the field of critical thinking are limited. Therefore, it is considered that the activities prepared to improve critical reading and writing skills of secondary school students will contribute to critical thinking education.
      PubDate: 2022-04-30
      DOI: 10.7575/aiac.ijels.v.10n.2p.65
      Issue No: Vol. 10, No. 2 (2022)
       
  • Relationship between Social Studies Teacher Candidates’ Digital Literacy
           Self-Efficacy Levels and Information and Communication Technology
           Competencies

    • Authors: Mehmet ÇETİN, Tuğçe Gamze İŞÇİ
      Pages: 71 - 80
      Abstract: This research aims to determine the relationship between social studies teacher candidates’ digital literacy self-efficacy levels and their information and communication technology competencies. The research was conducted using the relational survey model, which is one of the quantitative research methods. The study group of the research consists of 187 pre-service teachers (137 female and 50 male) studying in the 1st, 2nd, 3rd and 4th grades of Social Studies Education Department in the Faculty of Education at Niğde Ömer Halisdemir University. The data of the research were collected through “Digital Literacy Self-Efficacy Scale of Pre-Teacher Teachers” that was developed by Ocak and Karakuş (2018), a Personal Information Form that was prepared by the researchers and “Candidate Information and Communication Technologies Scale” that was developed by Tondeur et al. (2017) and adapted into Turkish by Gökçearslan et al. (2018). It was concluded that there is a positive, moderately significant relationship between social studies teacher candidates’ information and communication technology competencies and digital literacy self-efficacy levels.
      PubDate: 2022-04-30
      DOI: 10.7575/aiac.ijels.v.10n.2p.71
      Issue No: Vol. 10, No. 2 (2022)
       
  • A Study on Turkish Books in Wattpad Platform using Tags and Popularity
           Rankings

    • Authors: Feyza TOKAT
      Pages: 81 - 91
      Abstract: Wattpad platform has reached a significant number of users in Turkey as well as in the world. Therefore, books written in Turkish on Wattpad are essential reference sources for researchers to determine the transformation and development of Turkish and popular literature in the digital environment. The tags are keywords assigned by the author and contain valuable information about the general characteristics of a book. The browse categories when sorted by hot listing option, give a popularity ranking of a category at the current time. Tags enable the readers to discover the book more easily and provides the book to be ranked on top of the popularity rankings. In this study, from the tags that are obtained from the top 10 books of popularity rankings of a 13-year-old user profile, it is aimed to analyze the subjects of interest of adolescent readers, their choices and the quality of the Turkish books that appeal to them. The tags are classified and it was determined that the most used tags among the classified groups were related to the genre of the story, the subject of the story, and the K-pop culture, respectively. This shows the effect of K-pop culture in Turkish books on Wattpad. It is also seen that words related to kinship and affinity names, professions and occupational names, media and social media communication tools, mature themes, venues, supernatural, and mythological elements, Watty Awards, gender and age, religions, personal, physical and age characteristics of protagonists, and reign are used as tags.
      PubDate: 2022-04-30
      DOI: 10.7575/aiac.ijels.v.10n.2p.81
      Issue No: Vol. 10, No. 2 (2022)
       
  • Crisis Management, Agile Leadership, and Organizational Culture in Primary
           Schools

    • Authors: Necati Çobanoğlu, Selçuk Demir
      Pages: 92 - 101
      Abstract: Educational organizations include intense human relations and social interaction. In this respect, the potential for the emergence of crises in educational organizations is quite high. In the literature, agile leadership is a significant type of leadership in which leaders possess an ability to take quick and correct decisions, cope with stress and psychological pressures, and remain calm while managing crises. In addition, a strong, established, and experienced organizational culture is essential in times of crisis. With these aspects, the variables of crisis management, agile leadership, and organizational culture are considered to be related to each other. The relationship between the variables of crisis management, agile leadership, and organizational culture, as well as the direction and size of this relationship, was examined. The study was designed in the correlational model. Teachers working in public primary schools in Malatya during the 2021-2022 academic year were included in the population of the study. In the study, 406 teachers determined by the random method were included in the sample. Data were collected through five-point Likert-type scales including “Crisis Management”, “Agile Leadership”, and “Organizational Culture”. Teachers reported that there was a moderate, positive, and significant relationship between crisis management, agile leadership, and organizational culture. In addition, it was concluded that the agile leadership of the principals and organizational culture could predict crisis management. It is recommended that agile leaders be employed in organizations, agile leadership training be provided, and strong and permanent/continuous cultures be established in organizations to avoid the negative effects of crises on organizations and employees in educational organizations.
      PubDate: 2022-04-30
      DOI: 10.7575/aiac.ijels.v.10n.2p.92
      Issue No: Vol. 10, No. 2 (2022)
       
  • Examining the Relationship between Mobbing and Organizational Cynicism

    • Authors: Ahmet AYIK
      Pages: 102 - 109
      Abstract: In this study, the relations between the experience level of bullying behaviors and organizational cynicism are explored, using the views of teachers. The study group comprised 235 teachers working in state secondary schools in the Meram municipality of Konya during the 2017–2018 academic year. The Negative Act Questionnaire-Revised and Organizational Cynicism Scale were used to collect the data. In this descriptive study, standard deviation, mean, Pearson product-moment correlation coefficient, and multiple linear regression analyses were used in the analysis of the data. It was observed that the levels of exposure to mobbing behavior and organizational cynicism of the participants in the study were low. It was furthermore shown that the dimensions (personal bullying, work-related bullying, and physical intimidation) of negative act questionnaire-revised have a positive and significant relation with all dimensions of organizational cynicism scale. According to the results of regression analysis, it was determined that the cognitive and affective dimensions of organizational cynicism scale are significantly and positively predicted by the personal bullying and work-related bullying dimensions of negative act questionnaire-revised, and all dimensions of negative act questionnaire-revised predict the behavioral dimension of organizational cynicism at a significant level. According to the results obtained from the research, as the levels of teachers’ exposure to mobbing behaviors decrease, their organizational cynicism levels also decrease. Exposure to mobbing behaviors has a strong predictive effect on organizational cynicism.
      PubDate: 2022-04-30
      DOI: 10.7575/aiac.ijels.v.10n.2p.102
      Issue No: Vol. 10, No. 2 (2022)
       
  • A Systematic Review of Studies on Augmented Reality Based Applications in
           Primary Education

    • Authors: Hakan Çetin
      Pages: 110 - 121
      Abstract: This research aims to examine the researches based on augmented reality-based applications conducted for primary school students between 2015-2021 and to determine the positive and negative effects of this applications on students. The document analysis method was used in the research. In this context, articles containing AR-based applications prepared for primary school students using the keywords “augmented reality”, “primary education”, “elementary education”, “teachers ‘and parents’ perceptions” were examined in ScienceDirect, ERIC, Sagepub and SpringerLink databases. As a result of the research, 48 articles were determined in accordance with the criteria. As a result of the content analysis, these studies were divided into seven different categories under the augmented reality theme: teacher and parent perceptions, reading and literacy skills, science education, special education, language education, mathematics education, and history/social sciences education. It has been observed that these practices improve students’ motivation, academic achievement and remembering skills, increase their vocabulary, help them develop a positive attitude towards lessons, and improve their spatial thinking and creativity skills. In addition, there are also studies that have negative results stating that it limits the imagination, requires a lot of time for the application, it prevents reading because it is distracting, there is no available amount of free AR-based applications, and there are inadequate professional support to teachers for the use of these applications.
      PubDate: 2022-04-30
      DOI: 10.7575/aiac.ijels.v.10n.2p.110
      Issue No: Vol. 10, No. 2 (2022)
       
  • Impact of Parental Migration on Education and Behavioural Outcomes of
           Children Left Behind in Southern Wollo

    • Authors: Getnet Tesfaw, Abebaw Minaye
      Pages: 122 - 130
      Abstract: The migration of parents is believed to be for the sake of children and families left behind. However, its impact on children left behind has been overlooked in Southern Wollo, Ethioipia. The impact of parental migration on the education and behavioral outcomes of children left behind has to be investigated in the migration-prone area. The objective of this study was to examine the impact of the migration of parent(s) on the education and behavioral outcomes of children left behind. A total of 622 children of migrating parents and children living with both parents were selected for this study. Data were gathered by using a strength and difficulty questionnaire (SDQ) from children of non-migrating parents and children whose either one or both parents migrated abroad in two weredas of southern Wollo, Ethiopia through the use of a stratified sampling method. Morover18 teachers were selected for an interview and focus group discussion to explore their perception of the influence of migration on the education and literacy of children. The results found that the mean score of LBC with parental migration was 15.86 (SD= 3.18) as compared to children living with intact families with a mean score of 12.06 (SD=3.20). The results of the study demonstrated that a significant mean difference was found between children of migrating parents and children living with both parents (F(1,620)= 219.25, p<.01). Interview and FGD results also demonstrated that children experienced isolation, longing, sadness, and lack of motivation in schooling following their parents’ migration. To mitigate the problem families, government, and non-government organizations that have a stake in children's well-being and education that can be affected by migration should discharge their responsibilities accordingly. It is necessary to look at the hidden costs of parental migration on children left behind.
      PubDate: 2022-04-30
      DOI: 10.7575/aiac.ijels.v.10n.2p.122
      Issue No: Vol. 10, No. 2 (2022)
       
  • Differentiated Scaffolding Strategies in Triangle Congruence: Their
           

    • Authors: Zyril Mae B. Masinading, Derren N. Gaylo
      Pages: 131 - 140
      Abstract: The benefits of differentiated scaffolding strategies on boosting academic performance and confidence in Mathematics learners were studied in this paper. Quasi-experimental research was conducted at a state university’s Secondary School Laboratory in the Philippines. It involved sixty Grade 8 learners, 30 from the control group and 30 from the experimental group. A panel of specialists assessed developed lessons on triangle congruence topics and the academic performance test and confidence scale. The developed lesson, test, and scale were improved after the panel of experts’ comments and suggestions were considered. The instruments were pilot tested and came out reliable; the academic performance test had a Cronbach alpha of 0.807, while the confidence scale in Mathematics had a Cronbach alpha of 0.810. In addition, the mean, standard deviation, One-way Analysis of Covariance (ANCOVA), and Pearson Product Moment Correlation were used to analyze the data. The findings demonstrated that when learners were taught using differentiated scaffolding strategies, their academic performance significantly increased at the Fairly Satisfactory level. However, when they were taught using conventional teaching strategies, their academic performance remained at Did Not Meet Expectations. The performance outcomes of both groups were significantly different. Also, there was no significant difference in learners’ confidence between the two groups when compared. Furthermore, there was a significant link between academic performance and confidence in Mathematics among students taught using differentiated scaffolding methodologies. Thus, concerns about increasing learners’ mathematical literacy may be addressed with differentiated scaffolding strategies.
      PubDate: 2022-04-30
      DOI: 10.7575/aiac.ijels.v.10n.2p.131
      Issue No: Vol. 10, No. 2 (2022)
       
  • The Common European Framework of Reference for Languages Literacy of
           Teachers Working in Turkish Teaching Centers

    • Authors: Aslı Fişekcioğlu
      Pages: 141 - 148
      Abstract: The Common European Framework of Reference for Languages, which will be briefly referred to as CEFR in this article, is accepted as a reference by academics working for the Council of Europe Committee on Languages. It sets the criteria for the teaching of any language as a foreign language. It aims to assess and evaluate foreign language acquisition, foreign language teaching, and foreign language levels in the world within certain criteria. In an attempt to determine the prevalence of the literacy of the Common European Framework of Reference for Languages among 88 randomly selected teachers teaching Turkish to foreigners, this study aims to explore, based on the concepts of information literacy and academic literacy, how well the framework is known and received by the teachers. The data revealing the perceptions of the teachers towards the concept of “CEFR” were analyzed and interpreted with the content analysis method. As it can be concluded from the results of the current study, more research is needed on CEFR literacy. In addition, teachers of Turkish as a foreign language should be encouraged to develop professionally and improve their CEFR literacy. This is indeed a key step for the future of teaching Turkish as a foreign language.
      PubDate: 2022-04-30
      DOI: 10.7575/aiac.ijels.v.10n.2p.141
      Issue No: Vol. 10, No. 2 (2022)
       
  • Tracer Study of Graduate School Graduates of a State Higher Education
           Institution in the Philippines from 2016 to 2020

    • Authors: Jonathan L. Dela Cruz
      Pages: 149 - 154
      Abstract: In a highly competitive global marketplace, the academic preparation of graduates provides them with better job opportunities and a higher chance of employment. With graduate studies, one will be more qualified, eligible, and competent to face new jobs and work assignments, especially when holding managerial positions. This study generally aimed to trace the graduates of a State Higher Education Institution in the Philippines. Specifically, it determined the profile of graduates, employment status, employability characteristics, the extent of contribution and applicability of the skills gained, assessed the graduate program offerings, and recommendations to improve the services of the Graduate School. The study used a descriptive research design. The study gathered data from ninety-two graduates of the three program offerings of the Graduate School. The questionnaire was used to gather the necessary data and analyzed using descriptive statistics such as frequency count and percentage, mean, and rank. Based on the result, graduates have a very high employability rate. There is a very high application of the competencies gained by the graduates specifically on the enhanced academic profession to their personal and professional growth; there is a very high assessment of graduates to the graduate program they enrolled in the College. The graduates recommended the offering of more terminal programs and improvement of facilities to improve the services of the Graduate School. With these conclusions, the study recommends a periodic review of the curriculum and continuous capability building of professors to make the programs more responsive and relevant to the needs of the students and the standards and requirements of the industry.
      PubDate: 2022-04-30
      DOI: 10.7575/aiac.ijels.v.10n.2p.149
      Issue No: Vol. 10, No. 2 (2022)
       
  • Turkish as A Foreign Language Instructors’ Perception Towards
           Homework

    • Authors: Erol Ogur, Şükrü Baştürk, Ersin Şahin
      Pages: 155 - 162
      Abstract: The purpose of this study is to investigate the views of instructors teaching Turkish language literacy to foreigners about the homework. For data collection, 175 instructors teaching at the Turkish Teaching Centers in Turkey in the 2021-2022 academic year participated. For the study group, the scale system in the “Google forms” software was utilized. Data were collected in 8 weeks. “The Scale of the Opinions of instructors Teaching Turkish Literacy to Foreigners about Homework” was a 3-point Likert type that consisted of 48 items. SPSS 24.0 program was used for analysis of the data. Together with descriptive statistical methods, t test was used for the comparisons of two groups with normal distribution and the ANOVA test was used for group comparisons of 3 and above. The instructors stated that the homework should be evaluated both as a process and as a content, that homework should be given for authentic as it would attract more attention of students, and that homework improved the reading and writing skills. While there was no statistically significant difference between the views of the instructors about homework by gender (p>.05), significant differences were found by graduation status (p<.05) and professional seniority (p<.05).
      PubDate: 2022-04-30
      DOI: 10.7575/aiac.ijels.v.10n.2p.155
      Issue No: Vol. 10, No. 2 (2022)
       
  • Book Review: Culture and Cultural Interaction in Foreign/Second Language
           Teaching Edited by Gülnur Aydin

    • Authors: İlke Altuntaş Gürsoy
      Pages: 163 - 164
      Abstract: Context is needed for communication to take place. Byram (1988) states that language does not have a context-free function; indeed, he is of the view that language refers to the context of culture. In this context, using language in the context of a certain communication and culture comes to the fore in foreign/second language teaching; specialization in different communication situations and contexts becomes more important than specializing in language structures. Reflecting cultural characteristics in language teaching and carrying out teaching activities in a cultural context gain importance. As the editor, Gülnur Aydın states in the foreword, the most fundamental reason for the emergence of the book is the necessity of transferring culture to language teaching environments. Moreover, the editor states that the intellectual preparation of the book started in a workshop held at a university in 2019 with the discussions in the context of language teaching and culture among the academics who are experts in the field. This book, which started to be designed at the workshop, went through the preparation phase and was published two years later.
      PubDate: 2022-04-30
      DOI: 10.7575/aiac.ijels.v.10n.2p.163
      Issue No: Vol. 10, No. 2 (2022)
       
 
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