Subjects -> EDUCATION (Total: 2309 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1959 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

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

Showing 601 - 800 of 857 Journals sorted alphabetically
Foro de Profesores de E/LE     Open Access  
FORUM     Open Access  
Forum Oświatowe     Open Access  
Frontiers in Education     Open Access   (Followers: 4)
Frontline     Full-text available via subscription   (Followers: 18)
Frontline Learning Research     Open Access   (Followers: 2)
Frühe Bildung     Hybrid Journal   (Followers: 3)
Ganesha Journal     Open Access  
Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi     Open Access  
Gelanggang Pendidikan Jasmani Indonesia     Open Access  
Geographical Education     Full-text available via subscription   (Followers: 2)
Georgia Educational Researcher     Open Access  
Georgia Journal of College Student Affairs     Open Access   (Followers: 1)
Gestión de la educación     Open Access  
Gifted Child Quarterly     Hybrid Journal   (Followers: 6)
Gifted Education International     Hybrid Journal   (Followers: 7)
Global Education Review     Open Access   (Followers: 3)
Global Journal of Educational Research     Full-text available via subscription   (Followers: 2)
Global Journal of Educational Studies     Open Access  
Global Studies of Childhood     Full-text available via subscription   (Followers: 3)
Globalisation, Societies and Education     Hybrid Journal   (Followers: 14)
Góndola, Enseñanza y Aprendizaje de las Ciencias. (Bogotá, Colombia)     Open Access  
Graduate School Journal Chiang Rai Rajabhat University     Open Access  
Greater Faculties: A Review of Teaching and Learning     Open Access  
Grief Matters : The Australian Journal of Grief and Bereavement     Full-text available via subscription   (Followers: 14)
GSTF Journal on Education     Open Access  
Hachetetepé. Revista científica de Comunicación y Educación     Open Access   (Followers: 1)
HAMUT'AY     Open Access  
Harvard Educational Review     Full-text available via subscription   (Followers: 21)
HCU Journal     Open Access  
Headteacher Update     Full-text available via subscription   (Followers: 3)
Health Education & Behavior     Hybrid Journal   (Followers: 15)
Health Education Research     Hybrid Journal   (Followers: 18)
Health Professions Education     Open Access   (Followers: 2)
Herausforderung Lehrer_innenbildung     Open Access  
High Ability Studies     Hybrid Journal   (Followers: 3)
High School Journal     Full-text available via subscription   (Followers: 7)
Higher Education     Hybrid Journal   (Followers: 158)
Higher Education Abstracts     Full-text available via subscription   (Followers: 19)
Higher Education in Europe     Hybrid Journal   (Followers: 14)
Higher Education Policy     Hybrid Journal   (Followers: 34)
Higher Education Quarterly     Hybrid Journal   (Followers: 148)
Higher Education Research & Development     Hybrid Journal   (Followers: 165)
Hikma : Journal of Islamic Theology and Religious Education     Hybrid Journal  
Histoire de l'éducation     Open Access   (Followers: 5)
História & Ensino     Open Access  
Historical and Social-educational Ideas     Open Access  
Historical Studies in Education / Revue d'histoire de l'éducation     Open Access   (Followers: 3)
History of Education Quarterly     Hybrid Journal   (Followers: 11)
History of Education Review     Hybrid Journal   (Followers: 10)
History of Education: Journal of the History of Education Society     Hybrid Journal   (Followers: 41)
HONAI : International Journal for Educational, Social, Political & Cultural Studies     Open Access  
Hoosier Science Teacher     Open Access  
Horyzonty Wychowania     Open Access  
HOW Journal     Open Access  
HSE - Social and Education History     Open Access  
Human Studies: a collection of scientific articles of the Drohobych Ivan Franko State Pedagogical University. Series of “Pedagogy”     Open Access  
Humanidades : Revista de la Universidad de Montevideo     Open Access   (Followers: 1)
Huria : Journal of the Open University of Tanzania     Full-text available via subscription   (Followers: 2)
i.e. : inquiry in education     Open Access  
IALLT Journal of Language Learning Technologies     Open Access   (Followers: 2)
Ibriez : Jurnal Kependidikan Dasar Islam Berbasis Sains     Open Access  
IE Revista de Investigación Educativa de la REDIECH     Open Access  
IEEE Potentials     Full-text available via subscription   (Followers: 42)
IEEE Revista Iberoamericana de Tecnologias del Aprendizaje     Hybrid Journal  
IEEE Transactions on Education     Hybrid Journal   (Followers: 11)
IJ-ATL (International Journal of Arabic Teaching and Learning)     Open Access   (Followers: 1)
IJEE (Indonesian Journal of English Education)     Open Access  
IJEM - International Journal of Educational Leadership and Management     Open Access   (Followers: 13)
IJERI : International Journal of Educational Research and Innovation     Open Access   (Followers: 1)
IJLRES : International Journal on Language Research and Education Studies     Open Access  
IJOLTL : Indonesian Journal of Language Teaching and Linguistics     Open Access  
Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan     Open Access  
Imagens da Educação     Open Access  
Impact : The Philosophy of Education Society of Great Britain     Free   (Followers: 5)
Impacting Education : Journal on Transforming Professional Practice     Open Access   (Followers: 2)
Improvement : Jurnal Ilmiah Untuk Peningkatan Mutu Manajemen Pendidikan     Open Access  
Improving Schools     Hybrid Journal   (Followers: 6)
Indian Journal of Continuing Nursing Education     Open Access  
Indivisa. Boletin de Estudios e Investigacion     Open Access  
INDONESIA : Jurnal Pembelajaran Bahasa dan Sastra Indonesia     Open Access  
Indonesia Performance Journal     Open Access  
Indonesian Basic Education Journal     Open Access  
Indonesian Journal Of Civil Engineering Education     Open Access  
Indonesian Journal of Contemporary Education     Open Access  
Indonesian Journal of Curriculum and Educational Technology Studies     Open Access   (Followers: 2)
Indonesian Journal of Early Childhood Education Studies     Open Access   (Followers: 2)
Indonesian Journal of Educational Review     Open Access   (Followers: 1)
Indonesian Journal of Educational Studies     Open Access  
Indonesian Journal of Guidance and Counseling     Open Access  
Indonesian Journal of Learning Education and Counseling     Open Access  
Indonesian Journal of Pharmaceutical Education     Open Access  
Indonesian Journal of Science and Mathematics Education     Open Access   (Followers: 2)
Indonesian Journal of Sociology and Education Policy     Open Access   (Followers: 1)
Indonesian Journal on Learning and Advanced Education     Open Access   (Followers: 1)
Industrial Management & Data Systems     Hybrid Journal   (Followers: 8)
Industry and Higher Education     Full-text available via subscription   (Followers: 10)
Infancia y Aprendizaje : Journal for the Study of Education and Development     Hybrid Journal  
Infancias Imágenes     Open Access  
Inferensi : Jurnal Penelitian Sosial Keagamaan     Open Access  
INFORMS Transactions on Education     Open Access  
Innoeduca. International Journal of Technology and Educational Innovation     Open Access  
Innovación educativa     Open Access  
Innovaciones Educativas     Open Access  
Innovation in Language Learning and Teaching     Hybrid Journal   (Followers: 38)
Innovations in Education and Teaching International     Hybrid Journal   (Followers: 26)
Innovations in Practice     Open Access  
Innovative Higher Education     Hybrid Journal   (Followers: 88)
Innovative Journal of Curriculum and Educational Technology     Open Access   (Followers: 6)
İnönü Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
İnönü University Journal of the Graduate School of Education     Open Access  
INOPENDAS : Jurnal Ilmiah Kependidikan     Open Access  
Inspiramatika     Open Access  
Instructional Science     Hybrid Journal   (Followers: 13)
Integral Transforms and Special Functions     Hybrid Journal  
Interacções     Open Access  
InterActions: UCLA Journal of Education and Information     Open Access   (Followers: 12)
Interchange     Hybrid Journal   (Followers: 2)
Intercultural Education     Hybrid Journal   (Followers: 10)
Interdisciplinaridade. Revista do Grupo de Estudos e Pesquisa em Interdisciplinaridade     Open Access  
Interdisciplinary Journal of e-Skills and Lifelong Learning     Open Access   (Followers: 4)
Interdisciplinary Journal of Education Research     Open Access   (Followers: 3)
Interdisciplinary Journal of Information, Knowledge, and Management     Open Access   (Followers: 13)
Interdisciplinary Journal of Problem-based Learning     Open Access   (Followers: 5)
Interdisciplinary Research in Education     Open Access   (Followers: 1)
Interdyscyplinarne Konteksty Pedagogiki Specjalnej     Open Access  
Interespe. Interdisciplinaridade e Espiritualidade na Educação     Open Access  
Interface - Comunicação, Saúde, Educação     Open Access   (Followers: 1)
Interfaces : Revista de Extensão da UFMG     Open Access  
Interfaces da Educação     Open Access  
International Developments     Open Access   (Followers: 4)
International e-Journal of Educational Studies     Open Access  
International Education Studies     Open Access   (Followers: 8)
International Educational Research     Open Access   (Followers: 1)
International Electronic Journal of Environmental Education     Open Access   (Followers: 1)
International Journal for 21st Century Education     Open Access  
International Journal for Educational and Vocational Guidance     Hybrid Journal   (Followers: 7)
International Journal for Educational Integrity     Open Access   (Followers: 2)
International Journal for Lesson and Learning Studies     Hybrid Journal   (Followers: 2)
International Journal for Research in Vocational Education and Training     Open Access   (Followers: 8)
International Journal for Talent Development     Open Access  
International Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 11)
International Journal of Academic Research in Education     Open Access   (Followers: 2)
International Journal of Active Learning     Open Access  
International Journal of Advanced Multidisciplinary Research and Review     Open Access  
International Journal of Aquatic Research and Education     Hybrid Journal  
International Journal of Art & Design Education     Hybrid Journal   (Followers: 24)
International Journal of Assessment Tools in Education     Open Access   (Followers: 3)
International Journal of Bilingual Education and Bilingualism     Hybrid Journal   (Followers: 20)
International Journal of Bullying Prevention     Hybrid Journal   (Followers: 2)
International Journal of Business, Humanities, Education and Social Sciences     Open Access   (Followers: 1)
International Journal of Child Care and Education Policy     Open Access   (Followers: 3)
International Journal of Chinese Education     Hybrid Journal   (Followers: 1)
International Journal of Christianity & Education     Full-text available via subscription   (Followers: 2)
International Journal of Cognitive Research in Science, Engineering and Education     Open Access   (Followers: 8)
International Journal of Comparative Education and Development     Hybrid Journal   (Followers: 3)
International Journal of Construction Education and Research     Hybrid Journal   (Followers: 2)
International Journal of Contemporary Educational Research     Open Access   (Followers: 1)
International Journal of Continuing Engineering Education and Life-Long Learning     Hybrid Journal   (Followers: 4)
International Journal of Critical Pedagogy     Open Access   (Followers: 7)
International Journal of Culture and Modernity     Open Access   (Followers: 3)
International Journal of Curriculum and Instruction (IJCI)     Open Access   (Followers: 3)
International Journal of Cyber Ethics in Education     Full-text available via subscription   (Followers: 2)
International Journal of Designs for Learning     Open Access   (Followers: 6)
International Journal of Disability, Development and Education     Hybrid Journal   (Followers: 36)
International Journal of Distance Education Technologies     Full-text available via subscription   (Followers: 7)
International Journal of Early Childhood     Hybrid Journal   (Followers: 13)
International Journal of Early Years Education     Hybrid Journal   (Followers: 13)
International Journal of Education     Open Access   (Followers: 16)
International Journal of Education and Development using Information and Communication Technology     Open Access   (Followers: 9)
International Journal of Education and Literacy Studies     Open Access   (Followers: 7)
International Journal of Education in Mathematics, Science and Technology     Open Access   (Followers: 11)
International Journal of Education Policy and Leadership     Open Access   (Followers: 1)
International Journal of Educational Administration and Policy Studies     Open Access   (Followers: 7)
International Journal of Educational and Psychological Researches     Open Access   (Followers: 5)
International Journal of Educational Development     Hybrid Journal   (Followers: 14)
International Journal of Educational Psychology     Open Access   (Followers: 20)
International Journal of Educational Reform     Full-text available via subscription  
International Journal of Educational Research     Hybrid Journal   (Followers: 30)
International Journal of Educational Research Open     Open Access  
International Journal of Educational Technology     Open Access   (Followers: 11)
International Journal of Electrical Engineering Education     Hybrid Journal   (Followers: 6)
International Journal of Emerging Technologies in Learning     Open Access   (Followers: 11)
International Journal of English Language Education     Open Access   (Followers: 14)
International Journal of English Language Teaching     Open Access   (Followers: 4)
International Journal of Ethics Education     Hybrid Journal   (Followers: 1)
International Journal of Evaluation and Research in Education     Open Access   (Followers: 5)
International Journal of Foreign Language Teaching and Research     Open Access   (Followers: 3)
International Journal of Health Administration and Education Congress (Sanitas Magisterium)     Open Access  
International Journal of Health Promotion and Education     Hybrid Journal   (Followers: 13)
International Journal of Holistic Early Learning and Development     Open Access   (Followers: 1)
International Journal of Inclusive Education     Hybrid Journal   (Followers: 32)
International Journal of Indonesian Education and Teaching     Open Access   (Followers: 1)
International Journal of Information and Operations Management Education     Hybrid Journal   (Followers: 7)
International Journal of Innovation in Education     Hybrid Journal   (Followers: 9)
International Journal of Innovative Research in Education     Open Access   (Followers: 1)
International Journal of Instructional Technology and Educational Studies     Open Access   (Followers: 3)
International Journal of Knowledge and Learning     Hybrid Journal   (Followers: 4)
International Journal of Language Teaching and Education     Open Access  
International Journal of Leadership in Education: Theory and Practice     Hybrid Journal   (Followers: 24)

  First | 1 2 3 4 5 6 7 8 | Last

Similar Journals
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Georgia Educational Researcher
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2471-0059
Published by Georgia Southern University Homepage  [10 journals]
  • Equitable Treatment of Students with Dyslexia

    • Authors: Aubrey Cooper
      Abstract: In recent years, dyslexia legislation and awareness has become more prevalent. Dyslexia is a specific learning disorder that affects a student’s ability to read because they have deficits in their overall phonological awareness skills. While federal and state legislation has been passed regarding dyslexia, awareness surrounding dyslexia is still very minimal. Educators, parents, and other school faculty members many times do not have a strong knowledge of dyslexia. Thus, students with dyslexia may not receive an education that is as equitable as their peers. This article discusses the federal and state legislation surrounding dyslexia, knowledge surrounding dyslexia, and the effects of the learning environment on students with dyslexia. Applying the principles discussed in this article will help create an environment in which dyslexic students receive equal and just treatment inside and outside of the classroom learning environment and help them to succeed academically, socially, and emotionally.
      PubDate: Tue, 21 Feb 2023 11:12:33 PST
       
  • Using Historical Thinking Strategies for Improving Elementary Students’
           Content Knowledge and Attitudes Towards Social Studies

    • Authors: Lydia Burnett et al.
      Abstract: Instructional time spent on elementary social studies is often marginalized due to the emphasis placed on other content areas. Therefore, social studies teachers must employ meaningful instructional strategies that will engage students while promoting content acquisition. This quasi-experimental study responds to this challenge by guiding a sample of 44 fifth grade students to use the historical thinking skills of sourcing, contextualizing, and corroborating that encourage engagement with a variety of primary sources through the lens of Jerome Bruner’s learning theories. The control group used traditional instructional methods including close-note taking, vocabulary review, and independent reading from social studies texts. Both the control and treatment groups were assessed prior to and after the study on content knowledge, attitude toward social studies, and critical thinking skills using the Cornell Critical Thinking Test. Students in the treatment group showed significant differences in their content knowledge over the control group.
      PubDate: Tue, 21 Feb 2023 11:12:25 PST
       
  • Unmasking Microaggressions on the Homefront: Exploring Faculty and Staff
           Perceptions After Attending an Online Workshop on Microaggressions in
           Higher Education

    • Authors: Andrea N. Crenshaw et al.
      Abstract: Microaggressions are brief and everyday slights, insults, indignities, and denigrating messages sent to people of color and/or marginalized groups (women, LGBTQ+, etc.) by well-intentioned [people] who are unaware of the hidden messages being communicated (Sue et al., 2007). Microaggressions are connected to broader conceptualizations of the impact of implicit bias and systems of inequity. Specifically, in K-12 and higher education, microaggressions impact the physical, social, and emotional well-being of those who experience them. Growing research posits the need for more discussions in education about racism, sexism, and other bias prevalent in the field of education (Bergerson, 2003). As such, some researchers ((Escayg, 2018; Lin, Lake, & Rice, 2008) have advocated for the importance of bringing anti-bias pedagogy into educational spaces, which involves attempting to move beyond educators' comfort zones and providing them with tangible strategies to disrupt microaggressive behaviors. To discuss the intent and impact of microaggressions in educational settings and how we might respond to them, we developed a two-hour online workshop for educators and students at Western State University. This workshop allowed participants to think critically about microaggressions, how they impact higher education, and how administrators, faculty, staff, and students can promote inclusive environments. The workshop included a presentation on microaggression theory, microaggression scenarios in education, and the utilization of the A.C.T.I.O.N framework (Chueng, Ganote, & Souza, 2016) as a tool to disrupt microaggressions. Participants provided feedback about their experiences from the workshop based on an electronic survey they were provided at the end of the workshop.
      PubDate: Tue, 21 Feb 2023 11:12:15 PST
       
  • Evaluating the Student Training Equity Project: An Upstream Recruitment
           Approach to Diversifying Clinical Psychology Graduate Programs

    • Authors: Hannah L. Joseph et al.
      Abstract: The U.S. psychology workforce is considerably less diverse than the population that it serves. While several recruitment and admission practices are effective for diversifying psychology training programs, upstream recruitment of underrepresented candidates is particularly promising. Aiming to diversify the clinical psychology graduate program applicant pool, the Student Training Equity Project (STEP) was developed to promote and evaluate upstream recruitment of undergraduate students of color interested in psychology graduate studies. This study used a mixed-method design to evaluate immediate outcomes for three STEP programmatic strategies. Survey results suggest that STEP networking events were associated with undergraduate research and mentorship opportunities. Findings suggest that STEP funding supported students in producing research products (e.g., manuscripts) that might bolster graduate application materials. STEP website engagement data showed over 1,000 views per year, and highlighted ways to improve outreach. More controlled evaluation is needed to determine whether STEP contributed to diversification of the applicant pool.
      PubDate: Thu, 18 Aug 2022 08:32:39 PDT
       
  • Differentiated Instruction and Kindergarten through 5th Grade Teachers

    • Authors: Aslihan Unal et al.
      Abstract: The purpose of this article is to examine Kindergarten through 5th-grade teachers’ understanding of differentiated instruction and perception of their ability to implement differentiated instruction in their classrooms. Differentiated instruction is a critical factor for children’s success. Thirty-one K-5 teachers from the state of Georgia participated in this study. The teacher survey on differentiated instruction developed by Tomlinson (2001) and modified by Page (2007) was used in this study. The researchers also included two open-ended, differentiated instruction questions and seven demographic questions. Study results suggested that while teachers mostly agree that differentiation is an important instructional strategy, they are faced with multiple barriers to implementation such as a lack of differentiated instruction knowledge and practice and the need for resources and professional development.
      PubDate: Thu, 18 Aug 2022 08:32:25 PDT
       
  • Learning to Teach: Narratives and Counter-narratives about Preservice
           Teachers

    • Authors: Meenakshi Sharma
      Abstract: The present article analyzes two critical frameworks within teacher education and how they construct preservice teachers and their learning within teacher education. These frameworks of 'Apprenticeship of Observation' (AoO) and 'Ambitious Practice' (AP) present opposing narratives about preservice teachers. While AoO directs our attention to preservice teachers' belief, AP emphasizes on developing professional practices that are core to the work of teaching. Teacher educators draw on these frameworks and narratives to inform their work with preservice teachers . Each framework has its unique stance on preservice teachers and makes noteworthy contributions that expand the field teacher education and evolve our thinking as teacher educators
      PubDate: Thu, 18 Aug 2022 08:32:14 PDT
       
  • Early Detection of Mental Health Through Universal Screening at Schools

    • Authors: Jihye Kim et al.
      Abstract: Depression, anxiety, and stress are common mental health problems among adolescents. Cross-sectional and longitudinal studies have found that students who suffer from mental health problems (e.g., ADHD, anxiety, or depression) tend to manifest school and social problems. It is urgent to identify and intervene early to help children with mental health problems to improve their life outcomes. Unfortunately, research has shown that a significant proportion of children who suffer from behavioral or emotional problems remain unidentified because their symptoms are too mild to be noticed through casual observation by caregivers and teachers. As a result, their symptoms continue to develop gradually and eventually become mental illnesses. When mild to moderate symptoms become a noticeable mental illness, treatment becomes long-term, more invasive, and expensive. Early detection of children who are at risk of behavioral or emotional problems is possible through universal mental health screening in the school setting. The present study focused on the Behavioral and Emotional Screening System (BESS; Kamphaus & Reynolds, 2007) to identify students who were at mild risk of mental health problems and to examine their academic trajectories over four years. The findings suggest that students at mild risk of behavioral and emotional problems showed similar academic performance as other students. As a result, students with mild to moderate symptoms can be easily overlooked if academic performance were relied on as an indicator of mental health risk. The current results lend support for conducting universal behavioral and emotional risk screening at schools. A brief screener, applied universally, appears to be an effective solution for identifying students at mild risk of behavioral and emotional problems and acting early to prevent these problems from worsening.
      PubDate: Thu, 10 Feb 2022 12:57:50 PST
       
  • Providing Virtual Mathematics Feedback: Connecting Research to Practice

    • Authors: David Glassmeyer et al.
      Abstract: Feedback is an essential form of communication between the student and teacher. Research has documented the importance of feedback in advancing student mathematical and critical thinking, with renewed recommendations to provide and use feedback in mathematical instruction during the era of COVID-19. Giving personalized feedback in an online environment can be a challenge – especially in a mathematics class. This article summarizes five core principles of feedback, associated strategies for mathematics teachers to provide students virtual feedback, and notes on how we have implemented these strategies in middle school mathematics classes.
      PubDate: Thu, 10 Feb 2022 12:57:37 PST
       
  • Peer-coaching Based Professional Development: A Sample of a School of
           Foreign Languages

    • Authors: Sinem Arslan Dönmez et al.
      Abstract: The purpose of this study is to investigate the views of lecturers about the effectiveness of the implementation of the peer-coaching practice conducted at the school of foreign languages of a foundation university. The lecturers who took part in the peer coaching practice in the academic year 2019-2020 acted as the participants in this case study. The qualitative data was collected via interviews and document analysis. Content analysis and descriptive analysis methods were used in the process of data analysis. The findings from the analysis showed that peer-coaching practice consisted of lesson observations, pre and post-observation meetings, and reflection stages. It was concluded that peer-coaching contributed to the instructional and classroom management skills of the lecturers as well as improving relations between colleagues and solidarity in the school. It was also concluded that providing sufficient time and resources and training lecturers about effective communication were essential for the peer-coaching practice to be effective.
      PubDate: Thu, 10 Feb 2022 12:57:26 PST
       
  • Making Connections to Address Mathematics Anxiety: A Case Study of the
           Instructional Triangle and Remedial College Instructors

    • Authors: Njeri M. Pringle et al.
      Abstract: Mathematics anxiety is a reality for many students as a number of community college and four-year university students feel disconnected from math and struggle to pass mathematics courses. Using a case study and grounded theory approach, six remedial mathematics instructors were interviewed and observed to examine their instructional strategies and practices. During the interviews, participants expounded upon the changes in strategies and practices implemented when aiding students struggling with anxiety. The Instructional Triangle was applied across participants to compare and contrast their experiences. The analysis focused on environmental factors that could increase or exacerbate mathematics anxiety. In particular, a theme of creating connections emerged from how teachers assess for and adjust their strategies and practices to support remedial mathematics students struggling with anxiety. Based on the findings, interventions for assisting educators and students in mediating anxiety promoting perspective-taking and empathy are recommended. Such intervention could inform future strategy and practice development, implementation, and evaluation.
      PubDate: Thu, 10 Feb 2022 12:57:15 PST
       
  • A Comparative Examination of Two Online Programs

    • Authors: Jennifer L. Brown et al.
      Abstract: With increased enrollment of non-traditional students and concerns about student retention and degree progression, the Seven Principles for Good Practice in Undergraduate Education could serve as a tool for improving course design and delivery within the online learning environment. The participants in this concurrent mixed methods study included 40 education and 68 nursing students. The results of the web-based survey data indicated group differences with the Cooperation among Students and Prompt Feedback subscales. Given professional development, the Seven Principles could be implemented into online courses at little to no cost for an institution to improve student satisfaction, which could lead to increased retention, progression, and graduation.
      PubDate: Fri, 30 Jul 2021 09:11:12 PDT
       
  • Teacher Awareness of Trauma Informed Practice: Raising Awareness In
           Southeast Georgia

    • Authors: Regina Rahimi et al.
      Abstract: While the concept of trauma-informed care has been developed in other fields, its development within the field of Education is relatively new (Thomas, Crosby, & Vanderhaar, 2019), However, as the educational field is becoming more and more aware of this approach, we recognize there is a critical need for teachers and other educational professionals to recognize the symptoms of trauma in students, the associated behaviors of trauma-affected students, and instructional and environmental strategies for addressing these to support student success (trauma informed pedagogy). This paper outlines a study examining the extent to which teachers in the region of southeast Georgia are aware of trauma- informed strategies, the theory undergirding the approach, and the resources available to them for addressing issues related to adverse childhood experiences. With participation from over 500 educators in our study, it is clear that there is a strong need to support teachers and provide resources to support trauma-informed practice.
      PubDate: Fri, 30 Jul 2021 09:10:57 PDT
       
  • Evidence-Based Leadership Preparation Program Practices: From the
           Perceptions of Georgia Rural School Leaders

    • Authors: Kristen N. Dickens et al.
      Abstract: Phenomenological analysis was used to explore Georgia rural school principals’ lived experiences of effective school leadership preparedness. Four overarching themes were found: productive/favorable leadership preparation program culture, bridge theory and practice in educational leadership preparation program, multicultural competencies for practice, and recommendations for effective principal preparation. The findings revealed that school leaders need increased experiential learning opportunities, increased assignments applicable to daily leader tasks, and increased cultural awareness and diversity training in their preparation programs. Principal preparation programs should work with school districts to provide purposeful, collaborative, and sustainable professional learning to prepare competent school leaders. Further research includes recruiting more rural school principals to share their experiences and perceptions with principal preparation program providers in an effort to advance aspiring principal training. Implications for practice include equipping aspiring principals with the knowledge and skills to lead for equity to continue to have a pipeline of effective school leaders to serve in Georgia’s traditionally underserved areas.
      PubDate: Fri, 30 Jul 2021 09:10:44 PDT
       
  • Student Discipline and Teacher Job Satisfaction: A Dual District Analysis

    • Authors: David G. Buckman et al.
      Abstract: This study aimed to contribute to the empirical literature related to student discipline's influence on teacher job satisfaction. Further, this research aimed to explore the correlation between student discipline and teacher job satisfaction while controlling for the contributing factors of job satisfaction). Also, this research study's results were interpreted through the lens of the Affective Events Theory indicating a person's emotions and behaviors for the workplace may influence their job satisfaction. An Ordinary Least Squares regression found that the correlation between student discipline and teacher job satisfaction was not statistically significant. However, the directionality of the relationship between student discipline and teacher job satisfaction was negative. By studying student discipline and teacher job satisfaction, this research determined that student discipline does harm teacher job satisfaction.
      PubDate: Fri, 30 Jul 2021 09:10:29 PDT
       
  • Observation of Field Practice Rubric: Establishing Content Validity and
           Reliability

    • Authors: Ruchi Bhatnagar et al.
      Abstract: Most teacher education assessments are criticized for lacking validity and reliability. This study describes the process of developing the Observation of Field Performance rubric to assess initial teacher candidates’ classroom performance and establishing the content validity as well as reliability of the rubric. A panel of content area experts determined that 10 out of 12 items of the rubric were essential and the CVR was above the acceptable range for all 12 items, indicating that the rubric had a strong content validity. Additionally, the analysis of instructors’ ratings on the rubric showed that the rubric had good level of internal consistency and inter-rater reliability. Thus, this study determined that the OFP is a reliable and valid measure of candidate performance during field practice. Establishing validity and reliability not only enables teacher education programs to collect high quality assessment data, it is also crucial for program approval and accreditation decisions by national and state agencies.
      PubDate: Fri, 30 Jul 2021 09:10:15 PDT
       
  • Beyond Tickets and Comma Splices: Using Writing Center Coaching Techniques
           to Support Online Learners

    • Authors: Lisa McNeal et al.
      Abstract: Many college students struggle with technical difficulties when enrolled in an online or hybrid class. Sometimes students do not even have a choice about online options, such as in the COVID-19 era, when the shift to remote instruction has happened and could happen at any time. Students need support for success in the online environment, yet many support models focus on the immediate problem rather than deeper root causes for the problem or misunderstanding. Traditional support models may use a ticket-based system that strives to quickly resolve the issue at hand. While the ticket-based system has some merit, there is a need for additional support via a technology coaching approach, which was influenced by writing center philosophies. This type of approach can focus on teaching students proper netiquette, appropriate techniques, and basic computer skills, which will enable them to succeed not just in a single online course but also in an online program or an eventual work environment. The article concludes with a discussion of collaboration and the importance of slow thinking, a concept inspired by the Slow Food movement which actively encourages problem solving and reflection.
      PubDate: Thu, 21 Jan 2021 15:17:31 PST
       
  • Academic Goal Orientation: New Insights and Cultural Adaptation of
           Academic Goal Orientation Questionnaire into the Turkish Language

    • Authors: Fuat Findikoglu et al.
      Abstract: This study aims to review and provide new perspectives for academic goal orientation. The study introduces first chronological history of goal orientation and depicts how goal orientation evolved into a new construct in learning from the discussion on motivational factors. At first, this study isolates goal orientation from motivation and provides novel insights into goal orientation as a separated factor affecting learning. Then, this study provides analyses of the adaptation work of the academic goal orientation questionnaire into the Turkish language. The translated scale was applied to a sample of 729 undergraduate students, 376 (51.6%) of which were female and 353 (48.4%) of which were male students at a state university in Turkey. For the structure validity of the translated scale, exploratory and confirmatory factor analyses were carried out. Exploratory factor analysis yielded a three-factor structure of thirteen items accounting for 66.5% of the variance. Confirmatory factor analysis results suggested that the tested model of the translated scale yielded satisfactory goodness of fit. The total score of the translated academic goal orientation instrument is reliable (Cronbach’s α = .84). The literature and the results from the application of the instrument suggest that the translated instrument offers valuable input into the curricula and syllabi in higher education in addition to providing insights to lecturers about the perceptions of the students towards the courses.
      PubDate: Thu, 21 Jan 2021 15:08:56 PST
       
  • Teaching Statistics for Social Justice - An Autoethnographic Research
           Report

    • Authors: Sheffield L. Dacia et al.
      Abstract: The following autoethnography was completed by two graduate students at University A learning to enact teaching for social justice while building content underpinnings in statistics at University B. The authors present a research base for teaching for social justice followed by a description of their lesson, observations during enactment, and reflection of change in beliefs about teaching for social justice afterward. Findings in this study are shared from the authors’ personal perspectives through the enactment of teaching a lesson for social justice in an undergraduate statistics course at University B. Implications provide encouragement that the inclusion of social justice topics in undergraduate and graduate level teacher educator coursework may improve teacher attention to equity in practice.
      PubDate: Thu, 21 Jan 2021 15:08:40 PST
       
  • Georgia Management Students’ Perceptions of Faculty Academic
           Qualifications and Professional Experiences

    • Authors: Juliann Sergi McBrayer et al.
      Abstract: The purpose of this study was to explore perceptions of undergraduate management students at one Georgia institution of higher education regarding the importance of academic qualifications and professional experiences possessed by their management faculty. The study addressed the importance of these attributes to include relevant practical experience, traditional academic training, scholarly productivity, higher education institutions attended, and level of engagement with the business community. This quantitative study surveyed 70 upper-level management students using Likert categories to provide an exploratory view of attributes that today’s students view as important in faculty. The findings ranked attributes of relevant professional experience more important than academic qualifications such as scholarly research activities across all demographics as related to their importance of gaining a quality management education. This study may provide insight into the attributes that students deem important in faculty in an effort to support student success, as well as inform accreditation mandates, determine faculty ratios of academic versus professional faculty, make hiring decisions, and address compensation issues of academic versus professional faculty. As well, this study and extended research may provide insight into improving outcomes for higher education’s community stakeholders to meet the dynamic demands of business. Additionally, this research could extend to varied types of industry that require professional experiences such as educational leadership and nursing to better prepare students for the workforce.
      PubDate: Thu, 21 Jan 2021 15:08:23 PST
       
  • Professional Development for Working with Students with Autism Spectrum
           Disorders and Teacher Self-Efficacy

    • Authors: Alison Johnson et al.
      Abstract: The purpose of this pilot study was to determine the effect of teacher professional development for working with students with Autism Spectrum Disorders and teacher (N = 56) self-efficacy in the general education classroom. A pretest/posttest quasi-experimental research design was implemented. Teachers in one randomly assigned school received professional development training on research-based practices in working with students with autism to determine if the training had any effect on their perceived self-efficacy ratings and teachers in the other school were randomly assigned to serve as the control (i.e., no additional professional development training was provided during the research phase). Results showed that the training had a large positive effect on teacher self-efficacy ratings regarding working with students with autism in the inclusion classroom. Findings tentatively show the need and importance for the provision of more professional development training to general education teachers for working with students with autism to improve teacher self-efficacy and to provide the most effective and inclusive educational experience possible.
      PubDate: Thu, 21 Jan 2021 15:08:09 PST
       
 
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