Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

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

Showing 601 - 800 of 857 Journals sorted alphabetically
Ganesha Journal     Open Access  
Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi     Open Access  
Gelanggang Pendidikan Jasmani Indonesia     Open Access  
Geographical Education     Full-text available via subscription   (Followers: 2)
Georgia Educational Researcher     Open Access  
Georgia Journal of College Student Affairs     Open Access  
Gestión de la educación     Open Access  
Gifted Child Quarterly     Hybrid Journal   (Followers: 6)
Gifted Education International     Hybrid Journal   (Followers: 7)
Global Education Review     Open Access   (Followers: 3)
Global Journal of Educational Research     Full-text available via subscription   (Followers: 2)
Global Journal of Educational Studies     Open Access  
Global Studies of Childhood     Full-text available via subscription   (Followers: 2)
Globalisation, Societies and Education     Hybrid Journal   (Followers: 12)
Góndola, Enseñanza y Aprendizaje de las Ciencias. (Bogotá, Colombia)     Open Access  
Graduate School Journal Chiang Rai Rajabhat University     Open Access  
Greater Faculties: A Review of Teaching and Learning     Full-text available via subscription  
Grief Matters : The Australian Journal of Grief and Bereavement     Full-text available via subscription   (Followers: 12)
GSTF Journal on Education     Open Access  
Hachetetepé. Revista científica de Comunicación y Educación     Open Access  
HAMUT'AY     Open Access  
Harvard Educational Review     Full-text available via subscription   (Followers: 21)
HCU Journal     Open Access  
Headteacher Update     Full-text available via subscription   (Followers: 2)
Health Education & Behavior     Hybrid Journal   (Followers: 14)
Health Education Research     Hybrid Journal   (Followers: 18)
Health Professions Education     Open Access   (Followers: 2)
Herausforderung Lehrer_innenbildung     Open Access  
High Ability Studies     Hybrid Journal   (Followers: 3)
High School Journal     Full-text available via subscription   (Followers: 4)
Higher Education     Hybrid Journal   (Followers: 127)
Higher Education Abstracts     Full-text available via subscription   (Followers: 18)
Higher Education in Europe     Hybrid Journal   (Followers: 13)
Higher Education Policy     Hybrid Journal   (Followers: 31)
Higher Education Quarterly     Hybrid Journal   (Followers: 118)
Higher Education Research & Development     Hybrid Journal   (Followers: 125)
Hikma : Journal of Islamic Theology and Religious Education     Hybrid Journal  
Histoire de l'éducation     Open Access   (Followers: 5)
História & Ensino     Open Access  
Historical and Social-educational Ideas     Open Access  
Historical Studies in Education / Revue d'histoire de l'éducation     Open Access   (Followers: 3)
History of Education Quarterly     Hybrid Journal   (Followers: 11)
History of Education Review     Hybrid Journal   (Followers: 10)
History of Education: Journal of the History of Education Society     Hybrid Journal   (Followers: 38)
HONAI : International Journal for Educational, Social, Political & Cultural Studies     Open Access  
Hoosier Science Teacher     Open Access  
Horyzonty Wychowania     Open Access  
HOW Journal     Open Access  
HSE - Social and Education History     Open Access   (Followers: 1)
Human Studies: a collection of scientific articles of the Drohobych Ivan Franko State Pedagogical University. Series of “Pedagogy”     Open Access  
Humanidades : Revista de la Universidad de Montevideo     Open Access  
Huria : Journal of the Open University of Tanzania     Full-text available via subscription   (Followers: 2)
i.e. : inquiry in education     Open Access  
IALLT Journal of Language Learning Technologies     Open Access   (Followers: 1)
Ibriez : Jurnal Kependidikan Dasar Islam Berbasis Sains     Open Access  
IE Revista de Investigación Educativa de la REDIECH     Open Access  
IEEE Potentials     Full-text available via subscription   (Followers: 42)
IEEE Revista Iberoamericana de Tecnologias del Aprendizaje     Hybrid Journal  
IEEE Transactions on Education     Hybrid Journal   (Followers: 11)
IJ-ATL (International Journal of Arabic Teaching and Learning)     Open Access   (Followers: 1)
IJEE (Indonesian Journal of English Education)     Open Access  
IJEM - International Journal of Educational Leadership and Management     Open Access   (Followers: 13)
IJERI : International Journal of Educational Research and Innovation     Open Access   (Followers: 1)
IJLRES : International Journal on Language Research and Education Studies     Open Access  
IJOLTL : Indonesian Journal of Language Teaching and Linguistics     Open Access  
Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan     Open Access  
Imagens da Educação     Open Access  
Impact : The Philosophy of Education Society of Great Britain     Free   (Followers: 4)
Impacting Education : Journal on Transforming Professional Practice     Open Access   (Followers: 1)
Improvement : Jurnal Ilmiah Untuk Peningkatan Mutu Manajemen Pendidikan     Open Access  
Improving Schools     Hybrid Journal   (Followers: 6)
Indian Journal of Continuing Nursing Education     Open Access   (Followers: 3)
Indivisa. Boletin de Estudios e Investigacion     Open Access  
INDONESIA : Jurnal Pembelajaran Bahasa dan Sastra Indonesia     Open Access  
Indonesia Performance Journal     Open Access  
Indonesian Basic Education Journal     Open Access  
Indonesian Journal Of Civil Engineering Education     Open Access  
Indonesian Journal of Contemporary Education     Open Access  
Indonesian Journal of Curriculum and Educational Technology Studies     Open Access   (Followers: 1)
Indonesian Journal of Early Childhood Education Studies     Open Access   (Followers: 2)
Indonesian Journal of Educational Review     Open Access   (Followers: 1)
Indonesian Journal of Educational Studies     Open Access  
Indonesian Journal of Guidance and Counseling     Open Access  
Indonesian Journal of Learning Education and Counseling     Open Access  
Indonesian Journal of Pharmaceutical Education     Open Access  
Indonesian Journal of Science and Mathematics Education     Open Access   (Followers: 1)
Indonesian Journal of Sociology and Education Policy     Open Access   (Followers: 1)
Indonesian Journal on Learning and Advanced Education     Open Access  
Industrial Management & Data Systems     Hybrid Journal   (Followers: 8)
Industry and Higher Education     Full-text available via subscription   (Followers: 10)
Infancia y Aprendizaje : Journal for the Study of Education and Development     Hybrid Journal  
Infancias Imágenes     Open Access  
Inferensi : Jurnal Penelitian Sosial Keagamaan     Open Access  
INFORMS Transactions on Education     Open Access  
Innoeduca. International Journal of Technology and Educational Innovation     Open Access  
Innovación educativa     Open Access  
Innovaciones Educativas     Open Access  
Innovation in Language Learning and Teaching     Hybrid Journal   (Followers: 35)
Innovations in Education and Teaching International     Hybrid Journal   (Followers: 24)
Innovations in Practice     Open Access  
Innovative Higher Education     Hybrid Journal   (Followers: 84)
Innovative Journal of Curriculum and Educational Technology     Open Access   (Followers: 6)
İnönü Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
İnönü University Journal of the Graduate School of Education     Open Access  
INOPENDAS : Jurnal Ilmiah Kependidikan     Open Access  
Inspiramatika     Open Access  
Instructional Science     Hybrid Journal   (Followers: 13)
Integral Transforms and Special Functions     Hybrid Journal  
Interacções     Open Access  
InterActions: UCLA Journal of Education and Information     Open Access   (Followers: 11)
Interchange     Hybrid Journal   (Followers: 2)
Intercultural Education     Hybrid Journal   (Followers: 10)
Interdisciplinaridade. Revista do Grupo de Estudos e Pesquisa em Interdisciplinaridade     Open Access  
Interdisciplinary Journal of e-Skills and Lifelong Learning     Open Access   (Followers: 3)
Interdisciplinary Journal of Education Research     Open Access   (Followers: 3)
Interdisciplinary Journal of Information, Knowledge, and Management     Open Access   (Followers: 12)
Interdisciplinary Journal of Problem-based Learning     Open Access   (Followers: 5)
Interdisciplinary Research in Education     Open Access   (Followers: 1)
Interdyscyplinarne Konteksty Pedagogiki Specjalnej     Open Access  
Interespe. Interdisciplinaridade e Espiritualidade na Educação     Open Access  
Interface - Comunicação, Saúde, Educação     Open Access   (Followers: 1)
Interfaces : Revista de Extensão da UFMG     Open Access  
Interfaces da Educação     Open Access  
International Developments     Open Access   (Followers: 2)
International e-Journal of Educational Studies     Open Access  
International Education Studies     Open Access   (Followers: 7)
International Educational Research     Open Access   (Followers: 1)
International Electronic Journal of Environmental Education     Open Access   (Followers: 1)
International Journal for 21st Century Education     Open Access  
International Journal for Educational and Vocational Guidance     Hybrid Journal   (Followers: 7)
International Journal for Educational Integrity     Open Access   (Followers: 2)
International Journal for Lesson and Learning Studies     Hybrid Journal   (Followers: 2)
International Journal for Research in Vocational Education and Training     Open Access   (Followers: 7)
International Journal for Talent Development     Open Access  
International Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 9)
International Journal of Academic Research in Education     Open Access   (Followers: 2)
International Journal of Active Learning     Open Access  
International Journal of Advanced Multidisciplinary Research and Review     Open Access  
International Journal of Aquatic Research and Education     Hybrid Journal  
International Journal of Art & Design Education     Hybrid Journal   (Followers: 24)
International Journal of Assessment Tools in Education     Open Access   (Followers: 3)
International Journal of Bilingual Education and Bilingualism     Hybrid Journal   (Followers: 20)
International Journal of Bullying Prevention     Hybrid Journal   (Followers: 1)
International Journal of Business, Humanities, Education and Social Sciences     Open Access   (Followers: 1)
International Journal of Child Care and Education Policy     Open Access   (Followers: 3)
International Journal of Chinese Education     Hybrid Journal   (Followers: 1)
International Journal of Christianity & Education     Full-text available via subscription   (Followers: 2)
International Journal of Cognitive Research in Science, Engineering and Education     Open Access   (Followers: 8)
International Journal of Comparative Education and Development     Hybrid Journal  
International Journal of Construction Education and Research     Hybrid Journal   (Followers: 2)
International Journal of Contemporary Educational Research     Open Access   (Followers: 1)
International Journal of Continuing Engineering Education and Life-Long Learning     Hybrid Journal   (Followers: 4)
International Journal of Critical Pedagogy     Open Access   (Followers: 5)
International Journal of Culture and Modernity     Open Access  
International Journal of Curriculum and Instruction (IJCI)     Open Access   (Followers: 3)
International Journal of Cyber Ethics in Education     Full-text available via subscription   (Followers: 2)
International Journal of Designs for Learning     Open Access   (Followers: 6)
International Journal of Disability, Development and Education     Hybrid Journal   (Followers: 34)
International Journal of Distance Education Technologies     Full-text available via subscription   (Followers: 7)
International Journal of Early Childhood     Hybrid Journal   (Followers: 12)
International Journal of Early Years Education     Hybrid Journal   (Followers: 9)
International Journal of Education     Open Access   (Followers: 16)
International Journal of Education and Development using Information and Communication Technology     Open Access   (Followers: 9)
International Journal of Education and Literacy Studies     Open Access   (Followers: 7)
International Journal of Education in Mathematics, Science and Technology     Open Access   (Followers: 8)
International Journal of Education Policy and Leadership     Open Access   (Followers: 1)
International Journal of Educational Administration and Policy Studies     Open Access   (Followers: 7)
International Journal of Educational and Psychological Researches     Open Access   (Followers: 4)
International Journal of Educational Development     Hybrid Journal   (Followers: 14)
International Journal of Educational Psychology     Open Access   (Followers: 18)
International Journal of Educational Reform     Full-text available via subscription  
International Journal of Educational Research     Hybrid Journal   (Followers: 29)
International Journal of Educational Research Open     Open Access  
International Journal of Educational Technology     Open Access   (Followers: 10)
International Journal of Electrical Engineering Education     Hybrid Journal   (Followers: 5)
International Journal of Emerging Technologies in Learning     Open Access   (Followers: 10)
International Journal of English Language Education     Open Access   (Followers: 13)
International Journal of English Language Teaching     Open Access   (Followers: 4)
International Journal of Ethics Education     Hybrid Journal   (Followers: 1)
International Journal of Evaluation and Research in Education     Open Access   (Followers: 5)
International Journal of Foreign Language Teaching and Research     Open Access   (Followers: 2)
International Journal of Health Administration and Education Congress (Sanitas Magisterium)     Open Access  
International Journal of Health Promotion and Education     Hybrid Journal   (Followers: 11)
International Journal of Holistic Early Learning and Development     Open Access   (Followers: 1)
International Journal of Inclusive Education     Hybrid Journal   (Followers: 25)
International Journal of Indonesian Education and Teaching     Open Access   (Followers: 1)
International Journal of Information and Operations Management Education     Hybrid Journal   (Followers: 6)
International Journal of Innovation in Education     Hybrid Journal   (Followers: 8)
International Journal of Innovative Research in Education     Open Access   (Followers: 1)
International Journal of Instructional Technology and Educational Studies     Open Access   (Followers: 1)
International Journal of Knowledge and Learning     Hybrid Journal   (Followers: 4)
International Journal of Language Teaching and Education     Open Access  
International Journal of Leadership in Education: Theory and Practice     Hybrid Journal   (Followers: 23)
International Journal of Learning and Development     Open Access   (Followers: 3)
International Journal of Learning and Intellectual Capital     Hybrid Journal   (Followers: 1)
International Journal of Lifelong Education     Hybrid Journal   (Followers: 11)
International Journal of Lower Extremity Wounds     Hybrid Journal   (Followers: 4)
International Journal of Management Education     Hybrid Journal   (Followers: 11)
International Journal of Management in Education     Hybrid Journal   (Followers: 6)
International Journal of Mathematical Education in Science and Technology     Hybrid Journal   (Followers: 9)

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Similar Journals
Journal Cover
Interchange
Journal Prestige (SJR): 0.217
Number of Followers: 2  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1573-1790 - ISSN (Online) 0826-4805
Published by Springer-Verlag Homepage  [2469 journals]
  • The Role of Intercultural Education in a Bachelor of Education Program at
           Nelson Mandela University in South Africa

    • Free pre-print version: Loading...

      Abstract: Abstract People of diverse cultural and linguistic backgrounds are now more than ever interacting with one another in work and social situations, mainly remotely during the midst of the pandemic. Intercultural education can prepare student teachers with the tools they need to interact effectively in a variety of intercultural situations with their colleagues, their principles and their students. In Bachelor of Education programs, providing student teachers with the skills, knowledge, and attitudes to be able to interact with individuals of different backgrounds and bring out the best in their students is essential. The aim of this narrative study was to understand the role of intercultural education in a Bachelor of Education program and to understand how and if intercultural education principles were implemented. Five student teachers were interviewed to determine how they perceived the role of intercultural education in the Bachelor of Education Program and what their understanding of this concept was. The themes that emerged from the findings were intercultural education was perceived as: (1) Awareness of the diversity of the students’ backgrounds and (2) Engaging in practical activities and (3) Principles of intercultural education were embedded in some course modules but were not practical, (4) Challenges and (5) Suggestions. Overall, it was found that principles of intercultural education were implemented in the Bachelor of Education program to an extent, but the student teachers felt there was room for more focused activities specifically related to intercultural education.
      PubDate: 2022-04-15
       
  • Euclidean Embodiments in the Twenty-First Century: An Allegorical Ode to
           Aldous Huxley (1894–1963)

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      Abstract: Abstract An allegorical thought experiment occurring in a pseudo Huxleyean world in the future is conducted, in which “Euclidean” geometry has been forgotten and can only be retrieved by traversing backward in time, physically and virtually by two protagonists, Alpha and Beta, inspired by the challenge issued by their teacher Aleph 1. In the year 136 A.H (After Huxley, or late twenty-first century of the Common Era), all instruction occurs virtually. Mathematics is the exclusive purview of 0.01% of society (the alphas). The thought experiment leads to the discovery and realization from the two protagonists that Euclidean geometry is possible using sensorimotor functions with tools called a straight edge and compass or simply a rope with knots. As an ode to Aldous Huxley (1894–1963) this article is deliberately in the form of a satirical provocation that examines the interaction of technology with the learning of mathematics in a dystopian future. A prolog explaining the context of the thought experiment along with a coda with implications for the immediate future in the learning of mathematics is made. A glossary with terms unfamiliar to the reader is also provided.
      PubDate: 2022-03-01
      DOI: 10.1007/s10780-021-09443-3
       
  • Teaching, Learning, and the Public: Interpretations of Teachers’
           Classroom Images

    • Free pre-print version: Loading...

      Abstract: Abstract This article presents findings from an interpretive study of teachers’ visualized and publicly shared depictions of teaching and learning. Drawing on images posted by teachers on the social media site Twitter, and Arendt’s writing on the public, private, and common, this article examines classroom photographs and their accompanying text as a public professional discourse about teaching and learning, and as an educational discourse of and about the public. Findings show relationships between epistemologically framed classroom events and teachers’ work within pedagogical, politicized, and public contexts. They show pedagogies implicated in hegemonies of the private, possibilities for a public to be pedagogically enacted, and how, through their practice, teachers might pedagogically hold the public as a matter of public concern. This article makes a case for the publicness of education to include a jurisdiction of enactment within teaching and learning, one that makes an experience of the public part of the ways of being in which students and the world newly come to be.
      PubDate: 2022-03-01
      DOI: 10.1007/s10780-021-09444-2
       
  • Development of Visual-Spatial Ability Test (VSAT) for Primary School
           Children: Its Reliability and Validity

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      Abstract: Abstract The purpose of the present research is to develop a visual-spatial ability test (VSAT) for primary school children. Visual-spatial abilities allow processing of information about an object in terms of shape, colour, texture, perspective, and rotation. The visual-spatial test includes items-tasks for the participants to process information about texture, colour, shape and perspective. A total of 196 primary school children participated in the research. The data were analysed through Rasch analysis and item-response theory. Findings proved that VSAT yields reliable and valid results for assessing the visual-spatial ability of primary school children.
      PubDate: 2022-02-27
      DOI: 10.1007/s10780-022-09462-8
       
  • Stakeholders Perspective of the Ghana School Feeding Program: A Case of
           the Denkyembour District

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      Abstract: Abstract School feeding interventions have been flaunted as an effective methodology to improve school enrollment, attendance, retention, stakeholders satisfaction, and annihilate challenges associated in developing countries. However, there is little empirical evidence. The study’s objectives were to examine the impact of the GSFP on enrollment and retention, assess stakeholders’ satisfaction in the GSFP implementation, and the challenges faced by the program at the DDA. A qualitative approach was employed. Data were collected through in-depth semi-structured interviews with 20 purposively selected informants. Data were transcribed and analysed thematically. The study identified a significant increase in enrollment and retention of pupils. Despite, influenced by other factors, the GSFP remained the prominent factor that enhanced enrollment and retention. The study revealed sidelining of the community and other key stakeholders from the running of the program. Stakeholders were virtually ignorant of the selection criteria for both caterers and beneficiary schools and uninvolved in any formal monitoring procedures, contrary to the policy’s tenants. This alienation did not allow community ownership and resource contribution hence compromising on program stability and accountability. The absence of proper institutional functioning and stakeholder involvement generated series of issues that challenged program effectiveness and stability. The attendant delay of reimbursement of monies and low budgetary allocation affected food quality and quantity. The alienation of key stakeholders challenged effective program monitoring. The study recommends appropriate measures that promote stability and accountability of the program in the DDA.
      PubDate: 2022-02-25
      DOI: 10.1007/s10780-022-09461-9
       
  • Anatomy of the “Free Senior High School” Policy in Ghana and
           Policy Prescriptions

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      Abstract: Abstract The paper utilized a document analysis technique and qualitative interviews to provide a comprehensive understanding of the “Free SHS” policy in Ghana, which remains illusory to many Ghanaian students. First, a preliminary study which involved analysis of prior literature (n = 12) on the policy was conducted. Interviews involving ten teachers from Ghana National Association of Teachers (GNAT), and five private school teachers were conducted to validate the findings from the preliminary study. Existing literature on other African countries such as Uganda, Kenya, Malawi, and Ethiopia was used to draw up policy lessons for decision-makers in education. The policy process cycle served as a framework to analyze the different dimensions of the policy. Similar results were observed from the two phases of the study. Implementers of the policy focused more on the program and political dimensions of policy with less emphasis on the process dimension. At the agenda setting stage, no clear problem was identified while at the policy formulation stage, there were no other alternatives to canvass from. It was observed that lack of adequate funds, limited textbooks, inadequate infrastructure, and doubts about educational quality were some of the challenges in the aftermath of policy implementation. Policy implications are also discussed in the study. It is recommended that policymakers partner with the private sector, NGOs, and international bodies, reform the school curriculum to improve learning outcomes, reduce repetition rates in school, create room for more teachers to be trained, and prepare graduates equipped to enter the labor market.
      PubDate: 2022-02-09
      DOI: 10.1007/s10780-022-09459-3
       
  • Saudi Arabia’s Vision 2030’s Compatibility with Women and Children’s
           Contributions to National Development

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      Abstract: Abstract Empowered women are a major factor in advancing towards progress and prosperity via national development. But national development plans have received very limited academic analysis. A quantitative descriptive research design was used to discern what actually exists in Saudi Arabia’s recent national development plan (Vision 2030) relative to women, childhood, and families as agents of development. Content analysis results revealed that Vision 2030 contained numerous and varied mention of women and children (and families) in all three themes (vibrant society, thriving economy and ambitious nation) and five dimensions of national development: educational, cultural, social, health and technological. Future implementation of the plan should continue to respect the powerful rhetoric therein and ensure continued support to women by educating and empowering them to fully assume their self-desired role to be pivotal agents in national development.
      PubDate: 2022-01-29
      DOI: 10.1007/s10780-021-09451-3
       
  • At the Intersections: Supporting Equity, Diversity, and Inclusion on
           Campus—A Northern Ontario Experience

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      Abstract: Abstract Canada is experiencing an upward surge in international migration, driving an overall population increase that is the second-largest in Canadian history [Smith, S. (2018). International migration to Canada reached record levels in second quarter of 2018. Canada Immigration Newsletter. Retrieved September 27, 2018, from https://www.cicnews.com/2018/09/international-migration-to-canada-reached-record-levels-in-second-quarter-of-2018-0911230.html#gs.w4cups]. Added to accelerating migration, Canada’s Indigenous population continues to face the legacy of Canada’s colonial history even as their population grows at a rate four times that of the non-Indigenous population. These demographic factors have a significant impact on education. In response, most Canadian colleges and universities have made explicit commitments to champion equity, diversity, and inclusion (EDI) on their campuses. Given the intersecting factors involved with EDI, there is a pressing need for post-secondary institutions to develop innovative approaches to address emerging demographic and social factors impacting education. Contemporary pushes for EDI are institutional variants of the broader and more profound human rights project expressed internationally since 1948 in the United Nations Declaration of Human Rights and other subsequent international, national, and provincial human rights instruments. We argue that EDI is best interpreted within the broader tradition of human rights and the corpus of intersectionality-based scholarship. This place and case-based research advances a unique, human rights-inspired intersectional method by joining intersectionality with the corpus of Canadian and international human rights jurisprudence to provide a coherent human rights-derived methodological framework that can serve to advance EDI on university campuses.
      PubDate: 2022-01-24
      DOI: 10.1007/s10780-021-09436-2
       
  • Female Presence in Brazilian Research: Paradigm Shifts

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      Abstract: Abstract Analyzing the context that involves historical and current reasons of gender inequality in Brazil, this study aims to analyze the positive Brazilian legislation regarding women's performance in scientific research and its effectiveness. The subject is extremely relevant for two main reasons: first, due to the absence of current research that thoroughly examines the effectiveness of laws in favor of women's performance in Brazilian science. Second, because despite the progressive advances, it is necessary to monitor women's performance with the purpose of subsidizing policies aimed at confronting inequalities. The methodology used was bibliographic review and the research technique used was indirect documental by means of written bibliographic and documentary sources. This analysis showed the lack of specific policies to encourage and ensure women's performance in the scientific field and especially the low effectiveness of existing policies. Although neutrality and impartiality are fundamental principles for doing science, in concrete reality and from a gender perspective, the academic and scientific environment are still biased and partial.
      PubDate: 2022-01-15
      DOI: 10.1007/s10780-021-09452-2
       
  • The Canadian Preservice Teacher Education Practicum: An Examination of
           Fostering University and School Collaboration, Mentor Teacher Guidance,
           and Re-centring the Practicum

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      Abstract: Abstract The history of Canadian preservice teacher practicums demonstrates that great effort has been put forth to bridge the perceived divide between university teaching programs and classroom practice. Although innovative theory and practice is often researched at the university, this can fail to transfer for a number of reasons resulting in a replication of outdated practices at the school level. Teacher education programs can prepare preservice teachers to creatively respond to current and future challenges. When the practicum is placed at the centre of the preservice teacher program, as occurs with professional development schools, collaboration between the university and school is fluid. Supervisory models for mentor teachers have also proven effective, especially when they introduce mentor teachers to innovative practices, develop helpful feedback skills, assist preservice teachers in identifying theory in practice, and encourage critical reflection and risk-taking. Strengthened collaboration between the university and school sites fosters the development of competent, reflective new teachers willing to take risks and implement innovative strategies befitting a 21st-century classroom.
      PubDate: 2022-01-12
      DOI: 10.1007/s10780-022-09455-7
       
  • A Note on the Effect of COVID-19 and Vaccine Rollout on School Enrollment
           in the US

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      Abstract: Abstract The COVID-19 pandemic outbreaks forced families to decide the safest and most effective learning environments for their children because of the virus's threat to health and life. Hence, because of the nationwide school closure, policymakers have raised concerns about the missing children cases-those who have not enrolled in school at all because of the pandemic. The present study investigates whether there is a difference in the school enrollment during the pre-COVID-19 period, COVID-19 period, and vaccine rollout period. We employed the U.S. Current Population Survey (CPS), covering January 2020 to May 2021, while we use both the logistic and multinomial regression models for the empirical analysis. Our results showed that school enrollment is lower during the COVID-19 pandemic compared to the Pre-COVID-19 period. Other results showed that school enrollment is higher since vaccine rollout compared to the COVID-19 period. A possible explanation for this could be that families consider the vaccine the safe path to enrolling their children in school. We also found that school enrollment varies significantly across race and ethnic groups.
      PubDate: 2022-01-05
      DOI: 10.1007/s10780-021-09453-1
       
  • Lecturer Support in the Implementation of a New Curriculum During the
           COVID-19 Pandemic

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      Abstract: Abstract The objective of the study was to assess the support provided to lecturers in the implementation of a new curriculum during the COVID-19 pandemic to suggest early intervention strategies that address resources and knowledge deficiency gaps that have a negative impact on curriculum implementation. A survey design was used in the study. A representative sample of 30 lecturers was randomly selected from 5 Faculty of Natural Resources Management and Agriculture departments to complete the questionnaire between June and July 2020. The majority of the lecturers agreed that they were involved in the curriculum development. There was affirmation on the issue of professional development, leadership’s support for lecturers’ curriculum implementation and adequate time for curriculum implementation. Similarly, there was collaboration between university leadership and lecturers to plan curriculum implementation. On the contrary, funds for research necessary for curriculum implementation, instructional materials and supplies and technological resources were not adequately supplied. Hence, the paper becomes critical as it highlights the unavailability of technological resources which play a crucial role in online teaching and learning during the COVID-19 pandemic.
      PubDate: 2022-01-05
      DOI: 10.1007/s10780-021-09454-0
       
  • The Scope of Academic Freedom Right and the Situation of Scientists in
           Poland

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      Abstract: Abstract The implementation of academic freedom can be difficult both for policymakers and university authorities. A good example of these difficulties is the case of Poland. These difficulties stem from three factors: a weak legal tradition of academic freedom, a lack of legal definition of this freedom and the transition of Polish universities from the collegial to the managerial management model. This article analyzes the impact of these three factors on the situation of Polish scientists. It is very plausible that the introduction of a legal definition of academic freedom to the Law on Higher Education and Science could mitigate the tendency to limit academic freedom in Poland. Such a definition would make it difficult for governments, faculty and university authorities to interfere with this right and make it easier for researchers to assert their rights in court.
      PubDate: 2021-12-05
      DOI: 10.1007/s10780-021-09450-4
       
  • Critical Literacy Practices Within Problem-Based Learning Projects in
           Science

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      Abstract: Abstract Digital technologies are part of many children’s everyday lives. They use them for entertainment, information seeking and connecting with friends on social media. These shifts in children’s literacy practices have impacted the ways in which they learn. As more children are engaged with digital technologies, critical literacy practices are vital, particularly in our current “fake news” and misinformation era. This paper describes a case study that examined a class of elementary grade students’ engagement with critical literacy practices during their problem-based learning (PBL) projects in science classrooms. A group of English language learners (ELLs) in this classroom have attracted our attention throughout our study, particularly the unique ways they engage with critical literacy practices. Our findings suggest that students are using their critical literacy skills for evaluating the validity of online information and sources during their problem-based learning projects. We conclude with suggestions to support elementary science teachers who are interested in integrating critical literacy practices within a problem-based learning approach.
      PubDate: 2021-12-01
      DOI: 10.1007/s10780-021-09426-4
       
  • Employing Microscience Equipment to Promote Chemistry Education Through
           Constructivist Hands- and Minds-on Activities

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      Abstract: Abstract This study sought to use simple, less costly, robust equipment and constructivist pedagogies, that promote and foster learning, to enable an intact class of 81 teacher trainees in a teaching programme to form their own authentic concepts through fun-filled, engaging social interactions. Data were collected by means of two-tier diagnostic assessments in a constructivist classroom environment that employed microscience equipment and activities. Questionnaires, semi-structured interviews, and observation schedules were employed to triangulate data and acquired learning skills. From the study, it was found that the variant hands-on and minds-on constructivist approach enhanced the acquisition of many learning skills, created environmental awareness, and concept formation. The implication here is that, the varied constructivist approach has the potential to change the way chemistry is taught in more pragmatic, interactive, simple, fun, and engaging ways to facilitate conceptual understanding of chemistry for sustainability and further innovations in STEM development.
      PubDate: 2021-12-01
      DOI: 10.1007/s10780-021-09422-8
       
  • When Does a Researcher Choose a Quantitative, Qualitative, or Mixed
           Research Approach'

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      Abstract: Abstract In educational studies, the paradigm war over quantitative and qualitative research approaches has raged for more than half a century. The focus in the late twentieth century was on the distinction between the two approaches, and the motivation was to retain one of the approaches’ supremacy. Since the early twenty-first century, there has been a growing interest in situating in the middle position and combining both approaches into a single study or a series of studies. Despite these signs of progress, when it comes to using the appropriate research approach at the right time, beginner educational researchers remain perplexed. This paper, therefore, provides useful guidelines that facilitate the choice of quantitative, qualitative, or mixed research approaches in educational inquiry. To achieve this objective, this article comprises three distinct and underlying areas of interest, which have been structured into three sections. The first section highlights the distinctions between quantitative and qualitative research approaches. The second section discusses the paradigm views that underpin the choice of a particular research approach. Finally, an effort has been made to determine the appropriate time to opt for any of the research approaches that facilitate successful educational investigations. Since truth and the means used to discover it are both dynamic, it is also essential to foresight innovative approaches to research with distinguishing features of applications to educational research.
      PubDate: 2021-11-26
      DOI: 10.1007/s10780-021-09447-z
       
  • Faculty Incivility in Higher Education of Afghanistan: Students’
           Perspectives

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      Abstract: Abstract The study investigated students’ perception of faculty incivility in higher educations of Afghanistan. It studied faculty behaviors perceived the most uncivil by students and how often they experienced these behaviors. It also explored the impact of students’ gender and ethnicity on their responses. The author collected data from 948 undergraduate students through a questionnaire from four public universities situated in the northeast of Afghanistan. Descriptive and inferential statistics (T test and One-Way ANOVA) were used to analyze the data. The findings showed that students perceived 30 faculty behaviors uncivil to varying extent. They considered six behaviors as the most uncivil ones. Moreover, students experienced faculty uncivil behaviors to varying degree. The most frequently experienced ones were making too hard or tricky exams and grading students based on waseta. The inferential analyses showed that students’ gender had a significant impact on students’ perceptions and experience of faculty incivility. However, their ethnicity did not significantly influence their responses. The study recommends universities to develop a policy to address both faculty and student incivility in order to create a friendly and safe learning environment for both lecturers and students.
      PubDate: 2021-11-26
      DOI: 10.1007/s10780-021-09448-y
       
  • Embodied Reflection of Images as an Arts-Based Research Method: Teaching
           Experiment in Higher Education

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      Abstract: Abstract This paper discusses a teaching experiment in which 20 university students in Finland participated in the course Critical and Novel Approaches to Management and Organisational Studies, which familiarized them with the method of embodied reflection of images. First, the paper presents the method and the teaching experiment. Then, it presents and discusses the students’ experiences while experimenting with the method. The students’ written reflections form the data of the study, which were analyzed qualitatively using content analysis. The findings of this small-scale study show that the method of embodied reflection of images provided students with a novel perspective into management and organization, fostered collaboration, and promoted critical thinking. In addition, rational knowledge was furnished with experiential and affective modes of knowledge. Based on students’ positive feedback, the experiment succeeded in elucidating the method and its applicability in research on management and organization. This study promotes teaching arts-based research methods in higher education.
      PubDate: 2021-11-26
      DOI: 10.1007/s10780-021-09449-x
       
  • The ‘New’ Free Senior High School Policy in Ghana: Emergent Issues and
           Challenges of Implementation in Schools

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      Abstract: Abstract Free secondary education remains limited in the developing world, where some 80% of 264 million children currently unable to access secondary education across 65 countries associated with the Global Partnership for Education are based. Despite a 2015 commitment by UN member countries to provide free secondary education by 2030, most countries with prior cost-sharing approaches are yet to achieve this goal. Ghana remains one of the few countries with a prior cost-sharing model to have rolled out ‘fully’ free secondary education. We broach Ghana’s implementation of the policy and seek to explore the critically emergent issues and challenges facing public senior high schools. The generalities of our empirical evidence unveil that high enrolment rates culminated in teacher shortages, increased workload for existing teachers, classroom deficits, overcrowding in class, high rate of indiscipline and inadequate teaching/learning materials. Delay in the supply of funds also exacerbated schools' predicaments, shredding the efficacy of the policy in schools. Unbeknownst to existing studies, free feeding and lodging plagued schools with dissimilar glitches over dining and accommodation facilities. Thus, the explicated intricacies and deep-seated nuances in these results substantiate arguments that the diverse and categorization of schools determined the distinctiveness and uneven magnitude of schools' challenges in implementing the policy. From the mundane to the sublime, the free financing model worsens existing challenges and erupts new kinds marked by diverse variables along day/boarding, rural/urban, resourced/less resourced and north/south lines. Using the systems theory, we combined interviews, observation and documentary analysis from six distinct schools to evaluate challenges in the policy’s implementation in schools.
      PubDate: 2021-07-12
      DOI: 10.1007/s10780-021-09440-6
       
  • Exploring the Challenges that are Faced by Teachers in the Implementation
           of Inclusive Education at Grade 9 Level IN Gauteng North District Schools
           in South Africa

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      Abstract: Abstract This qualitative study explored the level of implementation of the policy of inclusion within selected high schools. The policy of inclusion is one of the key policies enacted by the Department of Education in South Africa since the demise of apartheid. The implementation of the inclusive approach is reported to be facing multiple challenges. In this study, in-depth interviews and focus group interviews were used to collect data regarding the challenges faced by high school teachers in Gauteng Province, South Africa, as they attempt to implement the inclusive teaching approach. The study revealed that teachers faced challenges ranging from a lack of support, negative learners’ attitudes, parental disagreements and examination-oriented systems. The study makes recommendations such as the organisation of in-service teacher training on inclusion to improve teachers’ repertoires of dealing with issues of inclusion.
      PubDate: 2021-04-07
      DOI: 10.1007/s10780-021-09429-1
       
 
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