Subjects -> COMPUTER SCIENCE (Total: 2313 journals)
    - ANIMATION AND SIMULATION (33 journals)
    - ARTIFICIAL INTELLIGENCE (133 journals)
    - AUTOMATION AND ROBOTICS (116 journals)
    - COMPUTER ARCHITECTURE (11 journals)
    - COMPUTER ENGINEERING (12 journals)
    - COMPUTER GAMES (23 journals)
    - COMPUTER PROGRAMMING (25 journals)
    - COMPUTER SCIENCE (1305 journals)
    - COMPUTER SECURITY (59 journals)
    - DATA BASE MANAGEMENT (21 journals)
    - DATA MINING (50 journals)
    - E-BUSINESS (21 journals)
    - E-LEARNING (30 journals)
    - IMAGE AND VIDEO PROCESSING (42 journals)
    - INFORMATION SYSTEMS (109 journals)
    - INTERNET (111 journals)
    - SOCIAL WEB (61 journals)
    - SOFTWARE (43 journals)
    - THEORY OF COMPUTING (10 journals)


Showing 1 - 27 of 27 Journals sorted alphabetically
ACM SIGPLAN Fortran Forum     Full-text available via subscription   (Followers: 4)
ACM Transactions on Programming Languages and Systems (TOPLAS)     Hybrid Journal   (Followers: 18)
Acta Informatica     Hybrid Journal   (Followers: 5)
Advances in Image and Video Processing     Open Access   (Followers: 24)
Algorithmica     Hybrid Journal   (Followers: 9)
An International Journal of Optimization and Control: Theories & Applications     Open Access   (Followers: 12)
Computer Methods and Programs in Biomedicine     Hybrid Journal   (Followers: 6)
Constraints     Hybrid Journal  
Grey Systems : Theory and Application     Hybrid Journal  
International Journal of Parallel Programming     Hybrid Journal   (Followers: 6)
International Journal of People-Oriented Programming     Full-text available via subscription  
International Journal of Soft Computing and Software Engineering     Open Access   (Followers: 14)
Journal of Computer Languages     Hybrid Journal   (Followers: 5)
Journal of Functional Programming     Hybrid Journal   (Followers: 1)
Journal of Logical and Algebraic Methods in Programming     Hybrid Journal   (Followers: 1)
Linux Journal     Full-text available via subscription   (Followers: 25)
Mathematical and Computational Applications     Open Access   (Followers: 3)
Mathematical Programming     Hybrid Journal   (Followers: 15)
Optimization: A Journal of Mathematical Programming and Operations Research     Hybrid Journal   (Followers: 6)
Proceedings of the ACM on Programming Languages     Open Access   (Followers: 8)
Programming and Computer Software     Hybrid Journal   (Followers: 16)
Python Papers     Open Access   (Followers: 11)
Python Papers Monograph     Open Access   (Followers: 4)
Python Papers Source Codes     Open Access   (Followers: 9)
Science of Computer Programming     Hybrid Journal   (Followers: 14)
Scientific Programming     Open Access   (Followers: 12)
Theory and Practice of Logic Programming     Hybrid Journal   (Followers: 3)
Similar Journals
Journal Cover
Python Papers
Number of Followers: 11  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1834-3147 - ISSN (Online) 1834-3147
Published by Python Papers Anthology Homepage  [3 journals]
  • Funds of Knowledge at San Basilio de Palenque : A path for preserving its

    • Authors: Michelle Horton
      Pages: 1 - 29
      Abstract: This case study examines how teachers preserve and foster the funds of knowledge students bring to school in the Palenque community. Data were collected using the funds of knowledge Matrix instrument, open-ended questions, interviews, and participant observation. An analysis of data was done using a domain analysis process, a category of cultural meanings. The findings included the creation of three new categories: ethnobotany, Kuagros, and Kulum. The study identified teachers' educational practices that fit the culturally relevant/responsive profile. These involve rethinking curriculum, instruction, what funds of knowledge are and a more ethnographic approach to education.  
      PubDate: 2022-12-29
      DOI: 10.18251/ijme.v24i3.3293
      Issue No: Vol. 24, No. 3 (2022)
  • “We Wanna Feel Like We Are America”: Examining the Inclusive and
           Exclusionary High School Experiences of New Americans in a Small City

    • Authors: Elizabeth A. Gilblom, Sarah L. Crary, Hilla I. Sang
      Pages: 30 - 50
      Abstract: This transcendental phenomenology centers on the perceptions and experiences of New Americans from Africa and Asia who attended high schools in a smaller urban area located in North Dakota. Using Anderson et al.’s (2014) ecology of inclusive education (EIE), we identify environmental factors that promoted or undermined inclusive education experiences for the New Americans in our study. Themes include: collaborative and welcoming EL teachers, differences between mainstream and EL classes and teachers, problematic experiences with school administrators, valued connections with American peers, and balancing family responsibilities with school. Implications for policy and practice that support the inclusion of New Americans in all schools are provided, including ways to disrupt bias in schools and approaches to providing supports for New Americans and their families.
      PubDate: 2022-12-29
      DOI: 10.18251/ijme.v24i3.3201
      Issue No: Vol. 24, No. 3 (2022)
  • Fostering Culturally Relevant Teaching Through Family Visits

    • Authors: Laura Szech
      Pages: 51 - 71
      Abstract: This study examines if teachers can learn to be more culturally relevant in their classrooms by reading culturally relevant literature and then engaging in the practice of family visits. The study employed a basic qualitative design with data sources such as transcripts of discussions and visits, interviews, and participant journals. Results show that family visits led to new and more culturally relevant classroom practices. Based on this study, teachers who engage with culturally relevant training, including the practice of family visits, may become more culturally relevant in their classrooms.
      PubDate: 2022-12-29
      DOI: 10.18251/ijme.v24i3.3189
      Issue No: Vol. 24, No. 3 (2022)
  • A Complex Mix of Confidence, Uncertainty, and Struggle: Korean Secondary
           Social Studies Teachers’ Perspectives and Practice on Multiculturalism

    • Authors: Eunjung Kim
      Pages: 72 - 93
      Abstract: This study examines perspectives and practices regarding multiculturalism among 20 secondary social studies teachers in South Korea. Utilizing semi-structured interviews and critical discourse analysis, the study seeks to capture how teachers’ understandings of multiculturalism (Damunhwa in Korean) and its practice are influenced by curriculum changes, interactions with Damunhwa students, school duties, and personal experiences. The study finds that teachers know curriculum changes clearly, have little understanding of Damunhwa students, and experience discrepancies between high intellectual recognition of multiculturalism and their own ingrained biases.
      PubDate: 2022-12-29
      DOI: 10.18251/ijme.v24i3.3047
      Issue No: Vol. 24, No. 3 (2022)
  • Just Singing and Dancing: Official Representations of Ethnic Minority
           Cultures in China

    • Authors: Jason Cong Lin, Liz Jackson
      Pages: 94 - 117
      Abstract: This paper uses a critical multicultural, constructivist approach to examine how the Chinese government represents minority cultures in its official discourse. Although at an abstract level the government acknowledges the contributions of minority cultures to society, our findings show a mismatched picture in terms of minority representation. Government documents and discourse recorded and obtained on the government website only highlight traditional and stereotypical cultural aspects related to minorities. These representations essentialise minority cultures, obscure their dynamism and their contributions, reinforce power hierarchies, and discourage critical reflexivity. In this context, we recommend addressing fundamental challenges undergirding this pattern in representation to develop more balanced and comprehensive understandings of minority cultures.
      PubDate: 2022-12-29
      DOI: 10.18251/ijme.v24i3.3007
      Issue No: Vol. 24, No. 3 (2022)
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Heriot-Watt University
Edinburgh, EH14 4AS, UK
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