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 401 - 600 of 857 Journals sorted alphabetically
Educació i Història : Revista d'Història de l'Educació     Open Access  
Educacion     Open Access   (Followers: 1)
Educación     Open Access   (Followers: 1)
Educación Física y Ciencia     Open Access  
Educación Química     Open Access   (Followers: 1)
Educación y Educadores     Open Access  
Educación y Humanismo     Open Access  
Educación, Lenguaje y Sociedad     Open Access  
Educar     Open Access  
Educare : International Journal for Educational Studies     Open Access   (Followers: 1)
Educate~     Open Access   (Followers: 4)
Educating Young Children: Learning and Teaching in the Early Childhood Years     Full-text available via subscription   (Followers: 16)
Education     Open Access   (Followers: 9)
Education     Full-text available via subscription   (Followers: 7)
Education + Training     Hybrid Journal   (Followers: 23)
Education 3-13     Hybrid Journal   (Followers: 16)
Education and Culture     Open Access   (Followers: 7)
Education and Information Technologies     Hybrid Journal   (Followers: 53)
Education and Linguistics Research     Open Access   (Followers: 4)
Education and Society     Full-text available via subscription   (Followers: 9)
Education and the Law     Hybrid Journal   (Followers: 16)
Education and Treatment of Children     Full-text available via subscription   (Followers: 4)
Education and Urban Society     Hybrid Journal   (Followers: 14)
Education as Change     Hybrid Journal   (Followers: 13)
Education Economics     Hybrid Journal   (Followers: 8)
Éducation et francophonie     Full-text available via subscription   (Followers: 1)
Éducation et socialisation     Open Access   (Followers: 1)
Education Finance and Policy     Hybrid Journal   (Followers: 22)
Education for Chemical Engineers     Hybrid Journal   (Followers: 5)
Education for Primary Care     Full-text available via subscription   (Followers: 16)
Éducation francophone en milieu minoritaire     Open Access  
Education in the Health Professions     Open Access  
Education in the Knowledge Society     Open Access   (Followers: 1)
Education in the Knowledge Society     Open Access   (Followers: 1)
Education Inquiry     Open Access   (Followers: 6)
Education Next     Partially Free   (Followers: 1)
Education Policy Analysis Archives     Open Access   (Followers: 12)
Education Reform Journal     Open Access   (Followers: 5)
Éducation relative à l'environnement     Open Access  
Education Research International     Open Access   (Followers: 19)
Education Review // Reseñas Educativas     Open Access   (Followers: 1)
Education, Business and Society : Contemporary Middle Eastern Issues     Hybrid Journal   (Followers: 1)
Education, Citizenship and Social Justice     Hybrid Journal   (Followers: 16)
Education, Knowledge and Economy: A journal for education and social enterprise     Hybrid Journal   (Followers: 19)
Education, Research and Perspectives     Full-text available via subscription   (Followers: 15)
Educational Action Research     Hybrid Journal   (Followers: 20)
Educational Administration Quarterly     Hybrid Journal   (Followers: 19)
Educational and Developmental Psychologist     Hybrid Journal   (Followers: 9)
Educational and Psychological Measurement     Hybrid Journal   (Followers: 17)
Educational Assessment     Hybrid Journal   (Followers: 19)
Educational Assessment, Evaluation and Accountability     Hybrid Journal   (Followers: 24)
Educational Considerations     Open Access  
Educational Evaluation and Policy Analysis     Hybrid Journal   (Followers: 25)
Educational Gerontology     Hybrid Journal   (Followers: 10)
Educational Guidance and Counseling Development Journal     Open Access   (Followers: 2)
Educational Leader (Pemimpin Pendidikan)     Open Access  
Educational Management Administration & Leadership     Hybrid Journal   (Followers: 28)
Educational Measurement: Issues and Practice     Hybrid Journal   (Followers: 8)
Educational Media International     Hybrid Journal   (Followers: 5)
Educational Neuroscience     Full-text available via subscription   (Followers: 2)
Educational Policy     Hybrid Journal   (Followers: 21)
Educational Practice and Theory     Full-text available via subscription   (Followers: 4)
Educational Psychologist     Hybrid Journal   (Followers: 27)
Educational Reflective Practices     Full-text available via subscription   (Followers: 2)
Educational Research     Hybrid Journal   (Followers: 117)
Educational Research for Policy and Practice     Hybrid Journal   (Followers: 10)
Educational Research Review     Hybrid Journal   (Followers: 116)
Educational Researcher     Hybrid Journal   (Followers: 131)
Educational Review     Hybrid Journal   (Followers: 27)
Educational Studies     Hybrid Journal   (Followers: 18)
Educational Studies : A Journal of the American Educational Studies Association     Hybrid Journal   (Followers: 7)
Educational Technology Research and Development     Partially Free   (Followers: 45)
Educationis     Open Access  
Educator     Open Access  
Educazione sentimentale     Full-text available via subscription  
Edufisika : Jurnal Pendidikan Fisika     Open Access  
Edukacyjna Analiza Transakcyjna     Open Access  
Edukasi     Open Access  
Edukasi : Jurnal Pendidikan Islam     Open Access  
Edukasi Journal     Open Access  
EduLite : Journal of English Education, Literature and Culture     Open Access  
Edumatica : Jurnal Pendidikan Matematika     Open Access  
EduMatSains     Open Access  
Edunomic Jurnal Pendidikan Ekonomi     Open Access  
edureligia : Pendidikan Agama Islam i     Open Access  
EduSol     Open Access  
Edutech     Open Access  
Eesti Haridusteaduste Ajakiri. Estonian Journal of Education     Open Access  
Effective Education     Hybrid Journal   (Followers: 5)
EĞİTİM VE BİLİM     Open Access   (Followers: 1)
Ejovoc (Electronic Journal of Vocational Colleges)     Open Access  
eJRIEPS : Ejournal de la recherche sur l'intervention en éducation physique et sport     Open Access  
Eklektika : Jurnal Pemikiran dan Penelitian Administrasi Pendidikan     Open Access  
El Guiniguada. Revista de investigaciones y experiencias en Ciencias de la Educación     Open Access  
El-Hikmah     Open Access   (Followers: 1)
Electronic Journal of Education Sciences     Open Access   (Followers: 1)
Electronic Journal of Research in Educational Psychology / Revista Electrónica de Investigación Psicoeducativa y Psicopedagógica     Open Access   (Followers: 8)
Elementary School Journal     Full-text available via subscription   (Followers: 5)
Elementary School Journal PGSD FIP UNIMED     Open Access  
ELT Forum : Journal of English Language Teaching     Open Access   (Followers: 11)
ELT Journal     Hybrid Journal   (Followers: 25)
ELT Worldwide     Open Access  
ELT-Lectura     Open Access  
Eltin Journal : Journal of English Language Teaching in Indonesia     Open Access  
Em Teia : Revista de Educação Matemática e Tecnológica Iberoamericana     Open Access  
Emotional and Behavioural Difficulties     Hybrid Journal   (Followers: 6)
En Blanco y Negro     Open Access  
En Líneas Generales     Open Access  
Encounters in Theory and History of Education     Open Access  
Encuentro Educacional     Open Access  
Encuentros     Open Access  
Encuentros : Revista de Ciencias Humanas, Teoría Social y Pensamiento Crítico     Open Access  
Encuentros Multidisciplinares     Open Access  
Engaged Scholar Journal : Community-Engaged Research, Teaching, and Learning     Open Access  
English Education Journal     Open Access   (Followers: 2)
English for Specific Purposes     Hybrid Journal   (Followers: 12)
English Franca : Academic Journal of English Language and Education     Open Access  
English in Aotearoa     Full-text available via subscription   (Followers: 2)
English in Australia     Full-text available via subscription   (Followers: 2)
English in Education     Hybrid Journal   (Followers: 12)
English Language Teaching     Open Access   (Followers: 29)
English Teaching & Learning     Hybrid Journal   (Followers: 5)
English Teaching: Practice & Critique     Hybrid Journal   (Followers: 1)
Englisia Journal     Open Access  
Enlace Universitario     Open Access  
Enletawa Journal     Open Access  
Enrollment Management Report     Hybrid Journal   (Followers: 1)
Ensaio Avaliação e Políticas Públicas em Educação     Open Access  
Ensaio Pesquisa em Educação em Ciências     Open Access  
Ensayos : Revista de la Facultad de Educación de Albacete     Open Access  
Ensayos Pedagógicos     Open Access  
Enseñanza de las Ciencias : Revista de Investigación y Experiencias Didácticas     Open Access  
Enseñanza de las Ciencias Sociales     Open Access  
Ensino em Perspectivas     Open Access  
Entramados : educación y sociedad     Open Access  
Entrelinhas     Open Access  
Entrepreneurship Education     Hybrid Journal   (Followers: 1)
Entrepreneurship Education and Pedagogy (EE&P)     Full-text available via subscription   (Followers: 1)
Environmental Education Research     Hybrid Journal   (Followers: 16)
Equine Veterinary Education     Hybrid Journal   (Followers: 10)
Equity & Excellence in Education     Hybrid Journal   (Followers: 11)
Erciyes Journal of Education     Open Access   (Followers: 1)
Erwachsenenbildung     Full-text available via subscription  
Escuela Abierta     Partially Free  
Espacio, Tiempo y Educación     Open Access  
Espacios en Blanco : Revista de educación     Open Access  
Estudios Pedagogicos (Valdivia)     Open Access  
Estudios sobre Educación     Open Access  
Estudos Históricos     Open Access   (Followers: 1)
ETD - Educação Temática Digital     Open Access  
Eternal (English, Teaching, Learning & Research Journal)     Open Access   (Followers: 2)
Ethics and Education     Hybrid Journal   (Followers: 14)
Ethiopian Journal of Education and Sciences     Open Access   (Followers: 5)
Éthique en éducation et en formation : Les Dossiers du GREE     Open Access  
Ethnography and Education: New for 2006     Hybrid Journal   (Followers: 10)
Euclid     Open Access  
European Early Childhood Education Research Journal     Hybrid Journal   (Followers: 13)
European Education     Full-text available via subscription   (Followers: 8)
European Educational Research Journal     Full-text available via subscription   (Followers: 18)
European Journal of Education     Hybrid Journal   (Followers: 32)
European Journal of Engineering Education     Hybrid Journal   (Followers: 9)
European Journal of Investigation in Health, Psychology and Education     Open Access   (Followers: 5)
European Journal of Open, Distance and E-Learning     Open Access   (Followers: 4)
European Journal of Open, Distance and E-Learning - EURODL     Open Access   (Followers: 10)
European Journal of Psychology of Education     Hybrid Journal   (Followers: 7)
European Journal of Special Needs Education     Hybrid Journal   (Followers: 11)
European Journal of Teacher Education     Hybrid Journal   (Followers: 25)
European Physical Education Review     Hybrid Journal   (Followers: 8)
Evaluation     Hybrid Journal   (Followers: 19)
Evaluation & Research in Education     Hybrid Journal   (Followers: 18)
Evolution : Education and Outreach     Open Access   (Followers: 3)
Exceptionality     Hybrid Journal   (Followers: 2)
Extensão em Ação     Open Access  
Extensio : Revista Eletrônica de Extensão     Open Access  
Facets     Open Access  
FAISCA. Revista de Altas Capacidades     Open Access  
Fawawi : English Education Journal     Open Access  
FEM : Revista de la Fundación Educación Médica     Open Access  
Feminist Teacher     Full-text available via subscription   (Followers: 1)
Filosofia e Educação     Open Access  
Filozofia Publiczna i Edukacja Demokratyczna     Open Access  
Fırat Üniversitesi Sosyal Bilimler Dergisi     Open Access  
FIRE : Forum of International Research in Education     Open Access   (Followers: 1)
First Opinions-Second Reactions (FOSR)     Open Access  
Florea : Jurnal Biologi dan Pembelajarannya     Open Access  
Florida Journal of Educational Research     Open Access   (Followers: 1)
Focus on Autism and Other Developmental Disabilities     Hybrid Journal   (Followers: 17)
Focus on Exceptional Children     Open Access  
Focus on Health Professional Education : A Multi-disciplinary Journal     Full-text available via subscription   (Followers: 6)
Fokus Konseling     Open Access  
Form@re - Open Journal per la formazione in rete     Open Access  
Formação Docente : Associação Nacional de Pós-Graduação e Pesquisa em Educação     Open Access  
Foro de Educación     Open Access  
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)

  First | 1 2 3 4 5 6 7 8 | Last

Similar Journals
Journal Cover
Educational Research for Policy and Practice
Journal Prestige (SJR): 0.302
Citation Impact (citeScore): 1
Number of Followers: 10  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1570-2081 - ISSN (Online) 1573-1723
Published by Springer-Verlag Homepage  [2469 journals]
  • How teachers experience assessment tension and its effect on formative
           assessment practices

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      Abstract: Abstract Formative assessment (FA) has been a popular discourse in education, but its potential benefit is fundamentally dependent on teachers’ willingness to make changes to their classroom practices. These changes bring about much assessment tension (AT). This paper argues that how well teachers experience and manage AT determines the efficacy of their FA practices. Past studies have warned that AT experienced by teachers is complex and problematic. Therefore, it would be useful to investigate the variation of AT experienced by teachers, and how well they are dealing with these tensions. This phenomenographic research examines the use of FA in the context of different ways that AT is experienced. Findings on teachers’ conceptions of AT are presented, and each is then discussed for insights into teachers’ meanings and practices of assessment. In particular, instances of how AT hindered or helped FA are identified to highlight more productive ways of understanding and using assessment to support students’ learning. Implications of the research findings for the Singapore Teaching Practice (STP) will be discussed.
      PubDate: 2022-05-09
       
  • Students’ engagement across a typology of teacher feedback practices

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      Abstract: Abstract The provision of feedback is widely practised as part of formative assessment. However, studies that examine the impact of feedback are usually from the teachers’ perspective, focusing on why and how they provide feedback. Fewer studies examine feedback from the students’ perspective, especially in the way they experience, make sense of and take up their teachers’ feedback. This paper provides empirical evidence of student engagement with different patterns of teacher feedback in their written essays. Data were gathered from 45 students (from 5 different schools) through group interviews and analysis of student artefacts from three rounds of writing tasks. The findings on affective, behavioural and cognitive engagement surfaced the conditions that will contribute to students’ will and skill to act on their teachers’ feedback. The implications on both teacher and student assessment literacy are discussed. The discussion will provide professional development providers and policy makers with new perspectives of and approaches to strengthening formative assessment practices in ways that are more cognizant of students’ experience of feedback.
      PubDate: 2022-04-27
       
  • The KUSF and the NCAA: a comparative study of national collegiate sport
           organizations' academic policies

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      Abstract: Abstract The purpose of this comparative study was to investigate and compare the academic policies of the Korean University Sport Federation (KUSF) and the National Collegiate Athletic Association (NCAA). A qualitative, multiple case study design was utilized for this study. Specifically, in-depth interviews were completed with current South Korean (N = 3) and US (N = 3) college women's tennis players to understand their experiences and perceptions linked to the KUSF's and NCAA’s academic policies. A total of three distinct themes emerged with US student-athletes: (a) academic advisor involvement, (b) academic regulations, and (c) study hall. One theme emerged with South Korean student-athletes: absence of academic support. The results of this study provide practical insights to administrators of South Korean intercollegiate athletics regarding their academic policies.
      PubDate: 2022-04-14
       
  • Beyond teaching: Montessori education initiatives of public preschool
           teachers in Turkey

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      Abstract: Abstract This qualitative study reveals the experiences of teachers who work in public preschools using their initiative and effort to implement Montessori education in their classes. Data were collected from five Montessori-inspired teachers from different cities in Turkey. Study teachers were well known for their Montessori practices. Since they were in different regions, they were interviewed by conference call. The researchers asked them to explain experiences related to difficulties they encountered while applying the Montessori method, as well as the outcomes they obtained. Results showed that despite reactions from their colleagues in terms of material procurement, activities, and teaching styles, they continued to practice the Montessori philosophy. Although this initiative is a difficult process, teachers willingly preparing and using resources and supports effectively can create positive outcomes for the educators, families, and children. The experiences and efforts of the teachers in this study will provide support to new initiating teachers and reveal the need to develop educational policies that support different educational approaches.
      PubDate: 2022-03-09
       
  • International teaching internships for future teachers: potential and
           challenges for learning

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      Abstract: Abstract Internationalisation of the higher education system continues to have a strong impact on national education policies. From an international perspective, learning to teach in globally competent and culturally responsive ways is a core element of teacher education. For this purpose, academically and practice-oriented student teacher exchange programmes have been established. It is often taken for granted that corresponding internships abroad offer positive learning experiences, but research shows that these expectations are frequently not met. This paper; therefore, investigates if and how learning takes place in multi-week international internships, what shapes, enables, limits or obstructs this learning. The investigation is based on a qualitative-hermeneutic approach with data collected from group discussions and analysed according to the documentary method. The analyses led to two ‘ideal types’: the first is based on learning from contrasts and includes sub-types in which the student teachers’ perceptions and interpretations are differentiated or distanced to a greater or lesser extent. The second ideal type, in which learning takes place through challenges, is also divided into sub-types which differ in the degree of self-efficacy experienced by the students. The paper concludes with some suggestions on how pre-service teachers can be supported so that the learning potential of their internships can be exploited more fully.
      PubDate: 2022-02-25
       
  • Playful maths! The influence of play-based learning on academic
           performance of Palestinian primary school children

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      Abstract: Abstract This study explores the relationship between play-based learning and achievement in mathematics in Palestinian elementary school children. Forty teachers from eight schools received training in play-based pedagogies and follow-up support visits from programme staff (intervention group); four matched schools served as the control group. Grade-appropriate tests were administered to all students in two consecutive school terms. A total of 859 students (458 females, 401 males) and 832 students (477 females, 355 males) completed maths tests in term 1 and 2, respectively. Results revealed that the intervention group attained higher test scores than the control group in both terms (P < 0.01). Furthermore, in term 2 an interaction effect between group and gender was found (P < 0.05), with girls in the intervention group achieving the highest scores. Our finding suggest that play-based learning approaches may enhance academic achievement.
      PubDate: 2022-02-11
       
  • Weapons of mass instruction: a schoolteacher's journey through the dark
           world of compulsory schooling

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      Abstract: Abstract This study is a book review of John Taylor Gatto's work titled "Weapons of Mass Instruction: A Schoolteacher's Journey through the Dark World of Compulsory Schooling". The purpose of this study is to evaluate strengths and weaknesses of the book, while providing an insight about how the book was organized and what the main theme is. Although the book was published in 2010, its translations to other languages were carried out later; as an illustration, it was published in Turkey in 2018. Hence, this book review may also provide a new perspective which would make a longitudinal comparison possible. The strongest aspect of the book reviewed can be nominated as its success in establishing a concrete view of the current education system in the USA from a chronological perspective, which reproduces a gigantic social stratum of consumerist, self-alienated and harmless voters. The foremost weakness of the book is the author's proposition of a new approach entitled by the author as open-source learning, which relies on an irrational sampling and could pave the way for child labor, where child abuse is a major problem. All in all, the language used in the book makes it possible for every individual from and out of educational spheres to evaluate education system from a critical perspective.
      PubDate: 2022-02-01
       
  • 21st Century experiences in the development of school-based management
           policy and practices in Indonesia

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      Abstract: Abstract Since 2001, Indonesian schools have implemented a mandatory school-based management (SBM) policy for better quality education in general and more particularly for better school improvement and student achievements. The major purpose of this paper is to explore the conditions of school improvements resulted from SBM policy and programs. In view of the fact that there have limited previous studies to make a valid claim on SBM results for better school environment and student achievements, an empirical survey was conducted in both primary and junior high schools of Denpasar district municipality in Bali, Indonesia. In addition to the survey, qualitative research with focus group discussions and in-depth personal interviews were conducted with the active participation of 43 key school stakeholders, including principals, council members, teachers who experienced in operating school councils, and education department authorities. Results of both quantitative and qualitative data analyses affirm that devolving authority to school level decision-makers has resulted in increased participation and commitment, which led to improved teaching–learning environment. This study suggests the significance of sustainable empowerment on the part of school councils as well as leadership in-service training to school principals for an effective implementation of SBM policy and practices in developing countries.
      PubDate: 2022-02-01
       
  • Integrating technology in English language teaching through a community of
           

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      Abstract: Abstract Much has been written, published, and presented about the important role and uses of technology in English language teaching (ELT) today and the effect it can have on students’ learning. The present qualitative study is an intervention, which attempted to explore the integration of technology among 11 public school English language teachers in the Sultanate of Oman through the use of community of practice (CoP). As the first in the region, this qualitative study triangulated data using a focus group interview and reflective journals. Three themes emerged from the data analysis. Despite certain challenges, the findings were generally positive and encouraging, and revealed that if a CoP is effectively utilized to the fullest to integrate technology in ELT, it can facilitate policy implementation and Second Language Teacher Education (SLTE) in the Sultanate of Oman, the neighboring Gulf Cooperation Council countries, some Asian and Far Eastern countries, and beyond.
      PubDate: 2022-02-01
       
  • Well-being in schools: Chinese and New Zealand approaches

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      Abstract: Abstract Educational authorities across countries are concerned to promote the well-being of their children. We discuss the approach that two systems, China and New Zealand, have adopted to support the development of well-being. The Chinese system has roots in the Confucian education tradition, Westernization Movement, and Soviet education lessons. It is characterised by a specialist role, the Banzhuren. The contemporary New Zealand system includes the explicit identification of values and competencies for well-being in curricula and system data about development during the school years. Both systems for promoting have weaknesses and strengths and we argue can learn from each other.
      PubDate: 2022-02-01
       
  • Chinese teachers’ approaches to classroom assessment

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      Abstract: Abstract This study employed a quantitative research design to investigate Chinese teachers’ conceptions of classroom assessment and perceived skills. A total of 746 teachers were recruited through professional teaching groups. Results showed that a higher percentage of Chinese teachers selected contemporary assessment approaches to classroom assessment (e.g., assessment for learning) than more traditional approaches (e.g., assessment of learning). Chinese teachers also reported high levels of confidence in items that addressed aspects of assessment theory. Significant differences in approaches to classroom assessment were found across (a) age groups, (b) educational qualifications, and (c) between full-time classroom teachers and classroom teachers that held additional positions (e.g., school administrator, leader, head). Implications for educational policy-makers and practitioners in light of enhancing teacher assessment literacy are discussed.
      PubDate: 2022-02-01
       
  • Italian students’ performance and regional decomposition

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      Abstract: Abstract We relate students’ math scores in the OECD-PISA test to school characteristics. The average math score for Italian students has been increasing in 2009. The determinants of this growth are analyzed by the Oaxaca–Blinder decomposition, that is particularly useful in comparing groups. The progress in educational attainments shows a different composition between northern and southern schools. In the North-Center regions, improvements are explained by school endowments, while in the South they are also driven by external factors that are not explained by the estimated model and are linked to improvements in students' attitude to education leading to a more favorable disciplinary climate. The regional gap decreases but does not disappear.
      PubDate: 2022-02-01
       
  • Measures and features of teacher effectiveness evaluation: perspectives
           from Iranian EFL lecturers

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      Abstract: Abstract Reporting on the results of a sequential mixed-methods study conducted in the Iranian higher education context, this paper addressed measures and features of teacher effectiveness evaluation from EFL lecturers’ perspectives. In so doing, two groups of lecturers were recruited to participate in quantitative (n = 43) and qualitative (n = 14) phases of the research. The findings obtained from a researcher-developed questionnaire and semi-structured interviews were threefold. First, five independent evaluation measures (SETs/students’ ratings, student learning outcomes, peer evaluation, self-evaluation, and observation) were introduced. Second, features of a successful teacher evaluation system were discussed. Third, evidence for a differentiated teacher appraisal model was presented. The model discussed called for L2-specific features in L2 teacher effectiveness evaluation. The findings were imbued with several implications for the main stakeholders, e.g. administrators and teachers.
      PubDate: 2022-02-01
       
  • Surviving a re-entry: second-career academics in business schools in
           Malaysia

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      Abstract: Abstract Recently, the re-entry of business executives into academia as second-career academics has become increasingly common. However, very few studies have been carried out to investigate how these second-career academics survive in their new working environment. The current study set out to explore the survival of second-career academics upon their re-entry into academia. A total of 31 s-career academics were recruited from business schools in eight universities in Malaysia. Data were collected via semistructured interviews and focus group discussions. The narratives were supplemented by artefacts collected from the participants. Thematic analysis of the narratives was carried out using the hermeneutical approach. One of the main themes that emerged from the study was the sense of self-efficacy experienced by the participants as a result of their previous industry experience. This perceived self-efficacy empowers these second-career academics in carrying out academic tasks such as teaching, academic research, and industry outreach. Such insights are important for university management to create polices and implement practices that facilitate the transition process and ensure the sustainability of these second-career academics. The finding also highlighted the pivoting role of self-efficacy in surviving a career transition.
      PubDate: 2022-02-01
       
  • A paradox of age in early childhood education: A review of the literature
           and survey of Australian educators working with three-year-old children

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      Abstract: Abstract A paradox concerning age exists in early childhood education (ECE) across many countries today, evident in the literature, curriculum, policy, funding, and provision. This paradox comprises two distinct approaches that call for either a specialised developmental approach to discrete age groups or a generic attitude concerning childhoods with no age distinction at all. This article traces the presence and impact of the paradox of age through an Australian study comprising two components: a review of the literature concerning age; and, a survey undertaken in two states where different treatments of age were evident: NSW and Victoria—with a particular interest in what was happening for three-year-olds. 171 responses were received 102 (NSW) and 69 (Victoria). The review of the literature generated four main themes that when considered in relation to the survey responses revealed the tendency of ECE researchers, policymakers, and educators to situate children within a “discourse of becoming” that focusses attention towards children’s maturity and skills, and school readiness. While this discourse has been used productively, its prevalence in this study suggests that many children attending ECE services are likely to experience learning environments that do not always acknowledge the importance of the here and now, or the wealth of experience and knowledge they bring to these environments. This calls attention to the attitudes and assumptions of educators themselves concerning the treatment of younger learners; as well as the constraints and opportunities that policymakers provide for effective provision, and that influence both the nature of and access to ECE.
      PubDate: 2022-01-29
       
  • Structuring professional dialogue through protocols: a study among
           elementary English teachers in Taiwan

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      Abstract: Abstract This study focuses on the integration of protocols into elementary school English teacher’s professional dialogue and discusses the influence of protocols on teacher’s teaching and learning. Based on the analysis of documents, observations, and interviews, this study concludes that the introduction of protocols to elementary school English teachers led them to discuss their classroom practice and gain professional learning in instructional strategies and student learning during the professional dialogue. However, English teacher’s lack of experience in using protocols led to interruptions during the professional dialogue. Suggestions for effective protocol-based professional dialogue are provided.
      PubDate: 2022-01-03
       
  • Reluctant privatization: assessing the higher education context and policy
           formation in Nepal

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      Abstract: Abstract The higher education system in Nepal has witnessed major achievements and challenges in the past few decades. This paper takes stock of the way the system has evolved and is now mismanaged, with a particular attention to the overall structure, financial management, quality control, and human resources that are central to fulfilling its societal promise. Given that these challenges have been a by-product of an evolving process of policy formation drawing from both global forces and local contexts, this analysis explains how the country has arrived at the current policy of “reluctant privatization” using path dependence and Advocacy Coalition Framework. Whereas the Government of Nepal is at a crossroads in reforming higher education, the insights from this analysis help students, researchers, and policymakers better understand the stakes involved and the potential fault lines that have occurred in its evolving historical context.
      PubDate: 2021-11-13
       
  • Students’ interest towards teaching profession and career in Malaysia
           and Oman: a comparative study

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      Abstract: Abstract This research aims to investigate how university students in Malaysia and Oman perceive the teaching profession. It explores their interests in considering teaching as their career in the future. A quantitative approach was used with a sample of 463 participants from Oman and Malaysia to achieve these objectives. For the analysis, confirmatory factor analysis (CFA) through structural equation model (SEM) was applied to create comparative models while examining the similarities and differences between the two countries' models. The models present the leading factors that significantly influenced students’ choices or decisions in pursuing a career in education or teaching. From the findings and models, according to Malaysian participants, teaching workload was found to be the leading factor and the main concern in the field of teaching, while personal growth was the leading factor and concern among Omani participants. Significant recommendations were provided, and this paper has contributed to the global research on the ongoing struggles of what teachers are facing in terms of workload, stress, and professional development, with some implications drawn for future research.
      PubDate: 2021-11-09
       
  • Ability grouping predicts inequality, not achievement gains in Philippine
           schools: findings from PISA 2018

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      Abstract: Abstract Grouping students in terms of ability and aptitude is assumed to be advantageous, given that high-performing students may be stimulated more while low-performing students may be supported more. However, studies on ability grouping often provide mixed results. Additionally, although ability grouping is a common practice in the Philippines, it has not been empirically investigated with a nationally representative dataset. Drawing on the Philippine data in PISA 2018 which contained responses from 6952 students nested in 180 schools, we found that students in schools that practice ability grouping did not perform any better than those in schools that did not engage in ability grouping. More importantly, schools which practice ability grouping had greater academic inequalities among students. Similar academic inequalities were also more prevalent for urban and more advantaged schools while less prevalent for private schools. Taken together, these results suggest the need to attend to sources of inequalities among students in a school, and to reconsider assumptions for the supposed benefits of ability grouping.
      PubDate: 2021-11-05
       
  • Teacher education as a laboratory for developing teaching approaches—a
           collaboration between teacher educators, student teachers, and local
           schools

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      Abstract: Abstract The paper presents research from a Danish large-scale and collaborative initiative for systematically developing teacher education ‘Teacher education as a laboratory for developing excellent teaching and education’ (LULAB). Framed by this initiative, local teacher educators and student teachers are, in collaboration with teachers and students from partner-schools, experimenting with developing, analyzing, and sharing teaching approaches in teacher education. Hence, LULAB is an institutional strategic top-down initiative aimed to support the development of professional skills among student teachers and teacher educators, with supportive leadership for bottom-up changes from the microlevel projects. Inspired by design-based research, the findings are used iteratively to inform the organization of LULAB. Data are collected following a sequential mixed methods strategy, with questionnaires and multiple qualitative data. Findings from the first year of the LULAB initiative indicate a growing awareness among teacher educators about the co-developing role of student teachers being something distinctive for LULAB. Both teacher educators and student teachers emphasize their perceived professional outcomes. The student teachers refer in particular to insights from being invited into the machine room of teacher education and inspiration for their future work as teachers. However, there are also challenges involved in developing a culture of inquiry, and possibilities for support from the leadership looking forward are discussed.
      PubDate: 2021-10-29
       
 
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