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: 118)
Educational Research for Policy and Practice     Hybrid Journal   (Followers: 10)
Educational Research Review     Hybrid Journal   (Followers: 117)
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
Frontiers in Education
Number of Followers: 4  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2504-284X
Published by Frontiers Media Homepage  [96 journals]
  • Linguistic Indicators for Text Complexity in Picture Books for Young
           Chinese Children Learning English as a Foreign Language

    • Authors: Jing Zhao, Meifang Zhu, Laura de Ruiter, Si Chen
      Abstract: We examined the linguistic features of texts in twenty-nine picture books used in an early English as a Foreign Language program in China. We used the software CLAN to automatically extract indices of linguistic complexity that are typically used to analyze child-directed speech and tested if these indices aligned with expert judgments on the books’ appropriate grade level (Kindergarten-1 through Kindergarten-3). Of the eleven characteristics investigated, seven showed significant between-level differences with moderate effect sizes. Across all levels, vocabulary complexity (i.e., frequency of types, frequency of tokens, and vocabulary diversity) and syntactic complexity (i.e., number of verbs per utterance, number of Developmental-Sentence-Scoring-eligible utterances, mean length of utterance in morphemes, and total number of non-zero morphemes) increased, also in alignment with experts’ judgments. Indices of child language development can thus be used to estimate text complexity in picture books. The study contributes to a better understanding of children’s picture book difficulty and has methodological implications for investigating text characteristics for very young children learning English as a foreign language.
      PubDate: 2022-05-17T00:00:00Z
       
  • Social Contexts and Gender Disparities in Students’ Competence Beliefs:
           The Role of Gender-Stereotypical Beliefs and Achievement Patterns in the
           Classroom for Students’ Self-Concept in Gender-Stereotypical Subjects

    • Authors: Ida G. Andersen, Emil Smith
      Abstract: This study investigated the role of social contexts for gender disparities in education by examining the associations between gender-stereotypical beliefs (GSB) of students, peers, and teachers and gender achievement patterns in the classroom and students’ self-concept in language and math. We applied multilevel models with school fixed effects to a unique sample of combined survey and register data from Denmark to analyze detailed learning environments within schools and their correlations with gender differences in self-concept across subject domains. Results showed a gender gap in favor of boys in mathematics, net of academic achievement that were consistent across classrooms. In language, the influence of gender varied across classrooms. Furthermore, although GSB and gender achievement patterns did not alter the gender gap in either language or mathematics, we found that they moderated the relationship between gender and self-concept in heterogeneous ways across subjects. While teachers’ GSB increased the gender gap in language by decreasing boys’ self-concept, the students’ own GSB was more important for students’ self-concept in mathematics. Moreover, girls’ mathematics self-concept was lower in classrooms, in which, female peers had a relatively higher level of mathematics achievement compared to boys, suggesting that counter-stereotypical achievement patterns in the classroom do not increase students’ self-concept in subjects with strong gender stereotypes. On the contrary, girls are most likely to compare themselves to female peers, resulting in a negative association with self-evaluations. Our results highlighted the role played by social contexts in schools in the generation of gender differences in self-concept in traditionally stereotyped subject domains, but also showed important differences in how boys and girls were affected by their learning environments across different subject domains, suggesting there are different mechanisms at play.
      PubDate: 2022-05-16T00:00:00Z
       
  • Measuring Inclusive Education in Portuguese Schools: Adaptation and
           Validation of a Questionnaire

    • Authors: Marisa Carvalho, Joana Cruz, Helena Azevedo, Helena Fonseca
      Abstract: The debate about inclusive education has gained considerable attention in policy, research, and practice in the last decades. Therefore, there is also a growing interest in assessing how inclusive education occurs in schools. Self-assessment and self-reflection tools are strategic to examine schools’ inclusion and guide needed changes. This study attempts to provide Portuguese schools with self-assessment tools for improvement. Themis Inclusion Tool was translated and adapted into a Portuguese version named Resources and Practices for Inclusive Education and evaluated the instrument’s psychometric structure. A web survey was completed online by 924 participants. An EFA suggested two different factors: Inclusive Resources, human, technical and technological resources used to promote learning and; Inclusive Practices, beliefs and behaviors that can be implemented to promote learning. These two factors were supported by confirmatory analysis. Overall, the Resources and Practices for Inclusive Education presented a robust factorial structure and good psychometric properties, appearing to be a valid and reliable measure for assessing inclusive education in Portuguese schools.
      PubDate: 2022-05-16T00:00:00Z
       
  • Design-Based Learning as a Pedagogical Approach in an Online Learning
           Environment for Science Undergraduate Students

    • Authors: Suzana Ariff Azizan, Nurulaini Abu Shamsi
      Abstract: Design-based learning (DBL) is a learning strategy that requires students to use their theoretical knowledge to develop an artifact or system to tackle a real-life problem. DBL has long been utilized in design-related curricula in higher education such as engineering, computer science, and architecture. However, little is known about how DBL in non-design-based courses enhances students’ learning experience, especially in recent years when the COVID-19 pandemic has compelled the worldwide education systems to adapt to online learning. Hence, this study aims to investigate the experience of science undergraduate students after one semester of participating in online DBL. The participants include 25 second-year science undergraduate students enrolling in the Managing New Technologies course. Using semi-structured interviews and thematic analysis, the findings of this study indicated that online DBL contributes to easy access to learning, enhances creativity, and allows students to think outside the box. Nevertheless, students highlighted online learning as an obstacle to their DBL experience. They claimed that online platforms as a means of communication are not practical due to insufficient interaction time and misunderstanding of information. In addition, some students stated that the online environment poses difficulties for collaborative learning.
      PubDate: 2022-05-16T00:00:00Z
       
  • The Problems of the COVID-19 Pandemic in Higher Education

    • Authors: Valentina B. Salakhova, Liudmila V. Shukshina, Natalia V. Belyakova, Alexey V. Kidinov, Natalia S. Morozova, Natalia V. Osipova
      Abstract: Since the outbreak of the pandemic COVID-19, many studies have been conducted to examine how education has responded to the challenges of a completely new situation that has led to the spread of distance education as the only form of instruction. In this study, data were collected and analyzed to understand the difficulties of distance education that higher education students faced during the pandemic. Our goal was to present the results of a socio-psychological study of accessibility, educational resources, applications, and distance learning technologies. A total of 160 students from different Moscow universities participated in the study. A qualitative research method was used for the study. For this purpose, mainly in-depth interviews were conducted to find out the participants’ views on distance education. The data obtained were analyzed by the researchers using qualitative analysis methods. The results showed that all students faced technical difficulties during distance learning, such as poor internet connection, lack of access to online platforms due to the high number of users, lack of necessary equipment, and individual space for online learning. The results also showed low technical readiness for distance education and low quality of online resources, as well as cyber threats during online courses. In addition, the results showed that most students indicated that they would prefer a hybrid form of instruction that combines distance and face-to-face instruction. Implications for further studies are drawn in the conclusion.
      PubDate: 2022-05-16T00:00:00Z
       
  • Testing the Importance of Individual Growth in Predicting State-Level
           Outcomes Beyond Status Measures

    • Authors: Yaacov Petscher, Kelli D. Cummings, Michael O. Killian, Makenna Woods, Sarah Herrera
      Abstract: The literature reports mixed findings on whether measuring individual change over time on an interim progress monitoring assessment adds value to understanding student differences in future performance on an assessment. This study examines the relations among descriptive measures of growth (simple difference and average difference) and inferential measures [ordinary least squares (OLS) and empirical Bayes] for 800,000 students in grades 4, 8, and 10 and considers how well such measures statistically explain differences in end-of-year reading comprehension after controlling for student performance on a mid-year status assessment. Student differences in their reading comprehension performance were explained by the four growth estimates (simple difference, average difference, OLS, and empirical Bayes) and differed by status variable used (i.e., performance on the fall, winter, or spring benchmark assessment). The four growth estimates examined in the study all contributed significantly to predicting end-of-year reading comprehension when initial, fall performance was used as a covariate. The simple difference growth estimate was the best predictor when controlling for mid-year (winter) status, and all but the simple difference estimate contributed significantly when controlling for final (spring) status.
      PubDate: 2022-05-13T00:00:00Z
       
  • Validity of Comparative Judgment Scores: How Assessors Evaluate Aspects of
           Text Quality When Comparing Argumentative Texts

    • Authors: Marije Lesterhuis, Renske Bouwer, Tine van Daal, Vincent Donche, Sven De Maeyer
      Abstract: The advantage of comparative judgment is that it is particularly suited to assess multidimensional and complex constructs as text quality. This is because assessors are asked to compare texts holistically and to make a quality judgment for each text in a pairwise comparison based upon on the most salient and critical differences. Also, the resulted rank order is based on the judgment of all assessors, representing the shared consensus. In order to be able to select the right number of assessors, the question is to what extent the conceptualization of assessors prevails in the aspects they base their judgment on, or whether comparative judgment minimizes the differences between assessors. In other words, can we detect types of assessors who tend to consider certain aspects of text quality more often than others' A total of 64 assessors compared argumentative texts, after which they provided decision statements on what aspects of text quality had informed their judgment. These decision statements were coded on six overarching themes of text quality: argumentation, organization, language use, language conventions, source use, references, and layout. Using a multilevel-latent class analysis, four different types of assessors could be distinguished: narrowly focused, broadly focused, source-focused, and language-focused. However, the analysis also showed that all assessor types mainly focused on argumentation and organization, and that assessor types only partly explained whether the aspect of text quality was mentioned in a decision statement. We conclude that comparative judgment is a strong method for comparing complex constructs like text quality. First, because the rank order combines different views on text quality, but foremost because the method of comparative judgment minimizes differences between assessors.
      PubDate: 2022-05-13T00:00:00Z
       
  • Co-creation of Research and Design During a Coding Club With Autistic
           Students Using Multimodal Participatory Methods and Analysis

    • Authors: Verity Ward, Sarah Parsons, Hanna Kovshoff, Ben Crump
      Abstract: Participatory design aims to work with those who are often excluded from design processes so that their interests are better represented in design solutions. Autistic children are often marginalised and excluded from design processes due to concerns about how their social and communication differences may act as barriers to participation, leading to calls for design processes to be more inclusive and examined more closely to understand the value of participation for (autistic) children and young people. This research describes a participatory design project to develop a computer game during a weekly coding club at a special school. Fourteen autistic (neurodivergent) young people, eight staff members, four technology industry representatives and a Doctoral researcher worked together to design, develop, test, and evaluate the game. This article focuses specifically on the views and experiences of two of the students, which are captured primarily through a Digital Story. Digital Stories are short student-centred videos which show educational experiences. We use a social semiotic multimodal approach to analysis which does not prioritise linguistically encoded meaning, instead recognising the importance and validity of the many and varied ways in which students contributed to the project. The findings highlight the valuable opportunities that participatory design processes can provide for students as both learners and as expert knowers. It emphasises the need to allow room for students’ agency in the design process, so that they really can have a say in the outcomes of design and feel ownership over the process and outcomes of their research participation.
      PubDate: 2022-05-13T00:00:00Z
       
  • Critical Global Citizenship Education: A Study on Secondary School
           Students

    • Authors: Gustavo González-Valencia, Mariona Massip Sabater, Antoni Santisteban Fernández
      Abstract: This article describes a study conducted in Catalonia (Spain) that examines the dimensions of global citizenship education (GCE) that emerge when secondary school students analyse images taken from the digital platforms of the mainstream media. We followed a mixed methodology for the research. To analyse the data, we employed content analysis, in the form of descriptive and inferential statistics. The results show that students in the final year of compulsory secondary education (aged 15–16) have great difficulty with analysing the information and images contained in media from a global citizenship perspective. While students tend to adopt a perspective of social responsibility, they do not have the tools necessary for critical interpretation of social facts and problems; they are still less able to formulate arguments or make decisions relating to actions within the parameters of social justice.
      PubDate: 2022-05-12T00:00:00Z
       
  • Cultural Values' Integration in Character Development in Elementary
           Schools: The Sukuraga as Learning Media

    • Authors: Iis Nurasiah, Mohamad Syarif Sumantri, Nina Nurhasanah, Asep Rudi Casmana
      Abstract: The purpose of this study was to analyze the character development of students through the use of the Puppet Sukuraga application. It can be seen that, during the Covid-19 pandemic, fulfilling the affective dimension tended to be ignored by teachers, who instead emphasized the cognitive dimension. In the affective dimension, Puppet Sukuraga is used as a character education tool in the form of applications that can develop students' character. This puppet can also be used on mobile phones by students who understand the Sukuraga wayang in depth. This study uses a mix-method conducted in one of the elementary schools in Indonesia that already uses the Puppet Sukuraga application. The number of participants in this study were two 10 teachers and 60 students in the second grade, so that overall, there were 60 participants. Data is provided in the form of a detailed description of the subject's activities from the subject's perspective through interviews and group discussion forums. Online survey for the descriptive statistical analysis was used and in-depth interviews were also used for teachers and students. It was conducted 45 min before and after learning in class. The results of the study show that the use of the Puppet Sukuraga application can develop students' character, particularly characteristics of tolerance and responsibility. Students' tolerance is more developed, and it can be seen from the attitude of respect for differences in religion, ethnicity, habits, and differences of opinions. The characteristic of responsibility is also more developed, such as being responsible for their duties in doing homework, being responsible for carrying out the teacher's orders, and being responsible for carrying out useful activities. This research has implications for elementary school teachers in Indonesia during the limited online and face-to-face learning period. It can be concluded that the cultural values on the Sukuraga Puppet Application can help teachers in schools teach students about character enhancement.
      PubDate: 2022-05-12T00:00:00Z
       
  • Live Online Education Efficiency Mediators From the Actor Network Theory
           Perspective|Purpose|Methodology|Findings|Limitations|Practical
           Implications|Originality/value

    • Authors: Radoslaw Czahajda, Neda Čairović, Mitja Černko
      Abstract: PurposeThe purpose of this research was to explore the conceptual network of live online education efficiency from the Actor Network Theory perspective to reveal different aspects influencing the quality of online training less accounted for in previous research.MethodologyActor Network Theory was used to analyse the qualitative feedback from 100 live online education sessions. Responses from 90 educators and 556 participants were coded into enablers and inhibitors of education quality and further clustered into different actors that might mediate learning success.FindingsThe key finding of this research is a visual representation of the complex network of actors potentially affecting live online education quality, revealing the interplay of non-human aspects (e.g., hardware, software, session design, and descriptions), as well as human elements (participants and their expectations, educators and their emotional reactions attributed to different actors of the network, organisers, and external mentors/experts).LimitationsThe piloting qualitative research was conducted within the framework of one educational event, where participants opted in voluntarily to attend and participate in the study. It is a specific educational context different from workplace training and other non-formal education.Practical ImplicationsLearning and development practitioners can find 10 recommendations designed to support the instructional design and delivery of their (online) sessions based on the collective experiences of the study participants and authors.Originality/valueIt is the first research in the field of live online education, acknowledging and mapping the role of multiple actors posited to play an influential role in the overall quality. It also calls for a transition from “content-focused and controlling” to “contextually-aware and responsive” educator in future research.
      PubDate: 2022-05-12T00:00:00Z
       
  • ChemoKnowings as Part of 21st Century Bildung and Subject Didaktik

    • Authors: Merve Yavuzkaya, Paul Clucas, Jesper Sjöström
      Abstract: In this article, we elaborate on the construct ChemoKnowings as subject-specific powerful knowings for chemical agency in the Anthropocene era. Related to constructs such as critical chemical literacy, ChemoCapabilities, and eco-reflexive chemical thinking, we unpack the construct as an example of Carlgren’s powerful knowings, which relates Young’s powerful knowledge to the idea and tradition of Bildung. It means powerful knowledge containing embodied and relational (or tacit) dimensions. ChemoKnowings can therefore be described as embodied and relational knowledge in and about chemistry – (critical) chemical knowledge that matters meaningfully to the student, connecting them to themselves and the world, and conferring an ethical compass. By situating the teaching of ChemoKnowings within a vision for chemistry teaching as a part of a world-centered vision for schooling in the Anthropocene, ChemoKnowings are viewed as having the capacity to mobilise an ethico-socio-political action, that is, chemical agency. By focusing on student transformation of content for ChemoKnowings and integrating elements of a theoretical didaktik model for eco-reflexive chemistry education, we develop a vision-oriented didaktik model for ChemoKnowings. More generally, we argue that didaktik models for supporting teachers’ consideration of student transformation of content for powerful subject-knowings are an important part of general subject didaktik. We present in the article vignettes that detail personal accounts for each of the three authors describing examples of chemistry-specific knowings that matter meaningfully to each of us, and which articulate our own embodied ethico-socio-political actions as students, teachers, researchers, and consumers. Inspired by Klafki’s didaktik analysis, we end the article by proposing four areas of questions that the teacher can use in guiding their preparation and transformation of the content they bring into the classroom for promoting students’ ChemoKnowings, and thus Bildung in the 21st century.
      PubDate: 2022-05-12T00:00:00Z
       
  • Educational Reforms Amid COVID-19 in Thailand

    • Authors: Wachiraporn Poungjinda, Shubham Pathak
      Abstract: Education is essential for any country to secure its future, but COVID-19 has caused considerable difficulty in Thailand. The COVID-19 pandemic harms the education of the students. The online education system is adopted in almost all parts of the globe. However, the pandemic has been impacting the overall quality of the education system. This research explored the experiences of law students in Thailand by analyzing several factors which affect their intellect. The methodology adopted for this study was a multiple method study. The sample size of 330 law students selected from leading Thai universities was analyzed qualitatively through Strength, Weakness, Opportunity, and Threat (SWOT) analysis and regression model for the quantitative analysis. The findings revealed that factors including internet availability, accessibility to own gadgets, online resources, government, social media, and classrooms have a significant impact on the education system of Thai law students. The study paves way for further microanalysis of the educational system in Thailand with the perceptions and experiences of teachers and parents.
      PubDate: 2022-05-12T00:00:00Z
       
  • Investigating a New Psychological Variable in Second Language Acquisition:
           Comparing Social Identity Across Canadian French Education Programs

    • Authors: Hilary Walton
      Abstract: This study investigates social identity as a potential psychological variable in second language education. Despite the fact that school plays a critical role in the formation of social identity for students, social identity has yet to be studied across educational contexts. Thus, this study investigates social identity differences across three groups of learners enrolled in French as a second language programs in Ontario, Canada: core French, extended French and French immersion, to determine whether students’ membership in a particular language program influences their social identity. Sixty high school students registered in these programs completed a validated measure of social identity (i.e., Ingroup Identification Questionnaire) and answered several open-ended questions about student dynamics within and between French programs. Results confirm that there are statistically significant differences in social identity between all programs. Findings suggest that French immersion students have the highest level of social identity associated with their French program, followed by extended French and lastly, by core French students. This corresponds to the amount of class time that students spend in program-specific classes with their same-program peers. Qualitative findings suggest that French immersion and extended French students are aware of ingroup-behavior, experience a bond with their same-program peers and, in some cases, perceive a division with students enrolled in other programs, while the same is not true for core French students. These dynamics between students enrolled in different French programs provide further evidence for the formation of education program-based social identities. This is one of the few studies to measure social identity in educational settings and the first study to compare the social identities of second language learners. Its findings may be used to help future studies examine group-level behaviors resulting from social identity in various educational contexts and support social identity as a psychological variable that merits further attention in education research.
      PubDate: 2022-05-12T00:00:00Z
       
  • Undergraduate Surveys Reveal That Instructors Are Key in Students
           Overcoming Classroom Struggles During the COVID-19 Pandemic

    • Authors: Randi L. Cannon, Lauren R. Clance, Kelly M. Correia, Blair H. Morrison, Madison T. Nelson, Jeremiah A. Henning
      Abstract: Many undergraduate students encounter struggle as they navigate academic, financial, and social contexts of higher education. The transition to emergency online instruction during the Spring of 2020 due to the COVID-19 pandemic exacerbated these struggles. To assess college students’ struggles during the transition to online learning in undergraduate biology courses, we surveyed a diverse collection of students (n = 238) at an R2 research institution in the Southeastern United States. Students were asked if they encountered struggles and whether they were able to overcome them. Based on how students responded, they were asked to elaborate on (1) how they persevered without struggle, (2) how they were able to overcome their struggles, or (3) what barriers they encountered that did not allow them to overcome their struggles. Each open-ended response was thematically coded to address salient patterns in students’ ability to either persevere or overcome their struggle. We found that during the transition to remote learning, 67% of students experienced struggle. The most reported struggles included: shifts in class format, effective study habits, time management, and increased external commitments. Approximately, 83% of those struggling students were able to overcome their struggle, most often citing their instructor’s support and resources offered during the transition as reasons for their success. Students also cited changes in study habits, and increased confidence or belief that they could excel within the course as ways in which they overcame their struggles. Overall, we found no link between struggles in the classroom and any demographic variables we measured, which included race/ethnicity, gender expression, first-generation college students, transfer student status, and commuter student status. Our results highlight the critical role that instructors play in supporting student learning during these uncertain times by promoting student self-efficacy and positive-growth mindset, providing students with the resources they need to succeed, and creating a supportive and transparent learning environment.
      PubDate: 2022-05-11T00:00:00Z
       
  • Linguistic, Contextual, and Experiential Equivalence Issues in the
           Adaptation of a Performance-Based Assessment of Generic Skills in Higher
           Education

    • Authors: Jani Ursin, Heidi Hyytinen, Kaisa Silvennoinen, Auli Toom
      Abstract: This qualitative study investigated the various linguistic, contextual, and experiential equivalence issues embedded in a performance-based instrument aimed at assessing generic skills in higher education. A rigorous translation and adaptation process (American English to Finnish) was conducted on one instrument, namely Collegiate Learning Assessment (CLA+) International. The data were obtained from cognitive laboratories (n = 13), with think-alouds and follow-up interviews conducted among Finnish undergraduate students. Content logs were created, and the data were analyzed thematically. The findings revealed that linguistic and contextual equivalence issues were more prominent than experiential ones. The findings underline how important – and potentially problematic – it is for a test to measure the same construct in a different language and culture. To achieve adequate measurement equivalence, a detailed qualitative analysis of linguistic, contextual, and experiential equivalence should be conducted as part of test adaptation.
      PubDate: 2022-05-11T00:00:00Z
       
  • Principal Leadership in a Time of Change

    • Authors: John Corrigan, Mark Merry
      Abstract: Education is undergoing a period of sustained change from a focus on traditional skills and compliance to positional authority, to a focus on 21st century skills and more adaptable behaviors. In the light of this changing context, this study examined the role of school principalship and identified those attributes which teachers and students recognize as being desirable in a school leader today. Principals come in all shapes and sizes, have different leadership styles, spend time on different things, and are judged on their performance based upon what they say and do, how well their school is performing, and how happy the led are with their leader. The study looked at the various leadership styles emerging from the extensive literature. The statements used in the survey were drawn from six different principal styles, with five attribute statements for each style. Teachers and students (N = 405) across nine schools completed a two-part survey in which they were asked to rank leadership attributes in order of importance. In this way we identified specific attributes deemed desirable in a school leader. The results showed high statistical significance. The findings were quite conclusive: Teachers and students preferred the Integrated Leadership style which combines instructional and transformational leadership and agreed on the importance of principal as role model for both students and colleagues. This key element of the principal’s role was linked to two other attributes, these being that a principal should (a) foster a shared vision in the school, and (b) have a vision for the school that they help to develop with colleagues. These findings give rise to some interesting questions, one being: What does it mean to be a role model in the context of 21st century education' A second being, what is the link between shared vision and role modeling'
      PubDate: 2022-05-11T00:00:00Z
       
  • Virtual Professional Learning for School Teachers to Support Them in
           Online Environment

    • Authors: Balwant Singh, Radif Zamaletdinov, Balwinder Kaur, Jaspal Singh
      Abstract: In March 2020, the World Health Organization (WHO) declared the coronavirus disease 2019 (COVID-2019) epidemic a pandemic and whole education system came to a standstill. An immediate transformation from an offline mode to online mode of teaching learning was needed. Majority of teachers in India were not prepared for digital pedagogy. Regardless of serious difficulties and deep-rooted traditional teaching and learning methods, they quickly involved themselves in their professional learning virtually and adopted the online teaching methods to keep the system going on. Thus, the present study is focused to find the answers of the questions emerged out of this situation such as: (i) how teachers prepared themselves to come forward for gigantic initiative' (ii) How did they learn the digital online techniques' (iii) How the deficiencies of electronic gadgets, such as mobile phones and tablets were arranged in short span of time and made available to all the stakeholders' This is a qualitative study using phenomenological enquiry as an approach, participants were selected with purposive sampling technique and data were collected through the in-depth (semi-structured) interviews of 15 school teachers, 5 school heads, and 5 block education mentors from Punjab state of India. The findings of the study indicated that with continuous motivation, school teachers took the initiative to come forward for digital teaching and learning. Some teachers out of firm professional commitment managed to pursue their professional learning mainly through their own efforts. In addition, the Education Department provided online crash courses to teachers. The clusters of teachers having sound knowledge of technology collaboratively trained the teachers at block levels. Majority of teachers have their own gadgets but underprivileged sections were provided mobiles and tablets by the government and non-government agencies. A quick shift to virtual professional learning resulted in significant improvements in the learning outcomes of students. Hence, the study will motivate the teachers of other states to pursue virtual professional learning to update themselves. Additionally, it suggests that teachers ought to be part of forums, interest groups, and online professional communities to interact with peers and know how the rest of the world is doing with digital education.
      PubDate: 2022-05-10T00:00:00Z
       
  • Collaborative Online Annotation: Pedagogy, Assessment and Platform
           Comparisons

    • Authors: Gavin W. Porter
      Abstract: Annotating a text while reading is commonplace and essentially as old as printed text itself. Collaborative online annotation platforms are enabling this process in new ways, turning reading from a solitary into a collective activity. The platforms provide a critical discussion forum for students and instructors that is directly content-linked, and can increase uptake of assigned reading. However, the student viewpoint regarding collaborative online annotation platforms remains largely unexplored, as do comparisons between annotation and traditional reading assessment methods, and comparisons between the two leading platforms (Hypothes.is vs. Perusall) for annotation by the same student population. The results in this study indicate that collaborative online annotation is largely preferred by students over a traditional reading assessment approach, that students regularly exceed annotation requirements indicated by an instructor, and that overall annotation quality increased as the students gained experience with the platforms. The data analysis in this study can serve as a practical exemplar for measurement of student annotation output, where baselines have yet to be established. These findings link the established research areas of peer learning, formative assessment, and asynchronous learning, with an emerging educational technology.
      PubDate: 2022-05-10T00:00:00Z
       
  • Developing Innovators: A Longitudinal Analysis Over Four College Years

    • Authors: Benjamin S. Selznick, Matthew J. Mayhew, Christa E. Winkler, Eric T. McChesney
      Abstract: The purpose of this study is to examine the influence of collegiate environments and experiences on students’ development of innovation capacities over four years of college. Drawing on an interdisciplinary theoretical framework and reliable innovation measures, students from nine postsecondary institutions in North America were surveyed at three time points: first-year fall, first-year spring, and fourth-year spring. Data were comprehensively analyzed using a growth mixture modeling approach. Results suggest that being a transfer student and having sustained engagement with experiences that connect in-class and out-of-class learning were associated with a robust innovation growth trajectory over-and-above known covariates, including personality traits. Implications for research, theory, and practice are considered.
      PubDate: 2022-05-09T00:00:00Z
       
 
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