Subjects -> EDUCATION (Total: 2346 journals)
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    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
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    - HIGHER EDUCATION (140 journals)
    - ONLINE EDUCATION (42 journals)
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ONLINE EDUCATION (42 journals)

Showing 1 - 41 of 41 Journals sorted alphabetically
Aprendo con NooJ     Open Access   (Followers: 1)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Journal of Distance Education     Open Access   (Followers: 2)
Campus Virtuales     Open Access   (Followers: 3)
Current Issues in Emerging eLearning     Open Access   (Followers: 11)
Designs for Learning     Open Access   (Followers: 12)
Digital Education Review     Open Access   (Followers: 7)
Edu Komputika Journal     Open Access   (Followers: 1)
Edutec : Revista Electrónica de Tecnología Educativa     Open Access  
European Journal of Open, Distance and E-Learning     Open Access   (Followers: 4)
ICT Learning     Open Access   (Followers: 4)
IEEE Transactions on Learning Technologies     Full-text available via subscription   (Followers: 12)
International Journal of Computer-Assisted Language Learning and Teaching     Full-text available via subscription   (Followers: 14)
International Journal of Cyber Ethics in Education     Full-text available via subscription   (Followers: 2)
International Journal of Educational Technology     Open Access   (Followers: 10)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 26)
International Journal of Game-Based Learning     Hybrid Journal   (Followers: 17)
International Journal of Mobile and Blended Learning     Full-text available via subscription   (Followers: 25)
International Journal of Mobile Learning and Organisation     Hybrid Journal   (Followers: 16)
International Journal of Virtual and Personal Learning Environments     Full-text available via subscription   (Followers: 18)
International Journal of Web-Based Learning and Teaching Technologies     Hybrid Journal   (Followers: 20)
International Journal on Advances in ICT for Emerging Regions (ICTer)     Open Access   (Followers: 2)
International Review of Research in Open and Distance Learning     Open Access   (Followers: 24)
International Technology and Education Journal     Open Access   (Followers: 1)
Irish Journal of Academic Practice     Open Access   (Followers: 1)
Irish Journal of Technology Enhanced Learning     Open Access   (Followers: 2)
Journal of Computers in Education     Hybrid Journal   (Followers: 9)
Journal of Digital Learning in Teacher Education     Hybrid Journal   (Followers: 25)
Journal of Learning and Teaching in Digital Age     Open Access   (Followers: 6)
Journal of Learning for Development     Open Access   (Followers: 4)
Journal of Open, Flexible and Distance Learning     Open Access   (Followers: 29)
Journal of Research on Technology in Education     Hybrid Journal   (Followers: 16)
Journal of Teaching and Learning with Technology     Open Access   (Followers: 10)
Multicultural Education Review     Hybrid Journal   (Followers: 8)
Networks : An Online Journal for Teacher Research     Open Access   (Followers: 1)
OUSL Journal     Open Access  
Research and Practice in Technology Enhanced Learning     Open Access   (Followers: 7)
Revista Interuniversitaria de Investigación en Tecnología Educativa     Open Access  
Smart Learning Environments     Open Access   (Followers: 6)
Teknodika     Open Access  
Theory and methods of e-learning     Open Access   (Followers: 11)
Similar Journals
Journal Cover
Networks : An Online Journal for Teacher Research
Number of Followers: 1  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2470-6353
Published by New Prairie Press Homepage  [17 journals]
  • Community Mapping 2.0: Using Technology to Raise Community Awareness

    • Authors: Chris Sclafani
      Abstract: Community mapping can be an important tool for educators who aim to freely allow students to share their own connections and experiences. During community mapping, students identify areas within their own localities that matter to them, and engage in various literacy events centered on those places. Often, classes will study foreign lands and cultures during the course of a school year. While this is a wonderful learning opportunity, do they take the time to look deeper into their own personal neighborhoods and surroundings' This study uncovers the nuances of community mapping, as a group of third grade students work through the process together. Through their work, they were able to positively increase their local knowledge as well as gain a deeper understanding of the thoughts, ideas, and opinions of their classmates. While this case study addresses elementary school students, it is possible to perform variations of community mapping with students of all ages. For those who interested in implementing community mapping in their own classrooms, this study serves as a step-by-step guide.
      PubDate: Wed, 05 Jan 2022 14:26:11 PST
  • Probation, Practitioners, and Pedagogy: Lessons Learned from Self-Study

    • Authors: David Schmid et al.
      Abstract: The reward systems typically found in colleges and universities often serve as a barrier rather than a catalyst for improving teaching. As such, an increasing number of university faculty members are using their own classrooms as a site of inquiry and reflective practice (e.g. self-study) to concurrently advance their own research and teaching. This paper portrays a yearlong self-study of two former practitioners turned probationary faculty members within a college of education at a comprehensive regional university. Findings include tensions within relationships, the influence of our past positions, the engagement of students, and how scholarship requirements influence our professional lives. Finally, the authors suggest five reasons tenure-track faculty ought to consider participating in a self-study.
      PubDate: Wed, 05 Jan 2022 14:26:09 PST
  • Factors Influencing Students' Willingness to Communicate in Korean
           Elementary School EFL Classrooms

    • Authors: Mark A. Matuzas
      Abstract: In this teacher-research study I examine factors influencing willingness to communicate (WTC) on 39 students, grades 1-6, enrolled in after-school EFL classes in Korea. Quantitative data from student surveys, was analyzed to identify student perceptions of their comfort when engaged in various types of communicative classroom activities and to identify trends occurring across gender and grade levels. Qualitative data gathered from journals recorded after each day’s lessons was coded to identify themes related to classroom WTC. Findings from these data sources were compared with observation records and self-reflection. Factors identified that influence student WTC included: familiarity with speaking tasks, class size and environment, and instruction appropriate for each student’s proficiency level. I recommend that EFL teachers hoping to increase student engagement become familiar with their students’ educational backgrounds, social interactions within their classroom, and actively take part in the assessment and placement of students.
      PubDate: Wed, 05 Jan 2022 14:26:08 PST
  • Significant Relationships

    • Authors: Suzanne Porath
      PubDate: Wed, 05 Jan 2022 14:26:06 PST
  • Teacher Educators Learning with Prospective Teachers: Finding Relevant
           Mathematics in Our (Their) Lives

    • Authors: Lindsay M. Keazer et al.
      Abstract: Two mathematics teacher educators (MTEs) discuss the mathematical contexts generated by prospective teachers (PTs) when pushed to look for relevant mathematics in their lives and communities. Through collaborative teacher action research focused on iterations of collecting, categorizing, and discussing PTs’ mathematical contexts, and posing selected examples for PTs’ own examination, layers of learning occurred for both PTs and MTEs. PTs began to craft more personalized, story-like contexts, seemingly noticing more mathematics in their lives. MTEs were unexpectedly pushed to clarify their thinking about what it means to develop contexts that are authentic and relevant, and to contemplate how their actions were influencing the mathematical stories told by PTs.
      PubDate: Sat, 10 Apr 2021 15:58:45 PDT
  • Putting Research Into “Action”: The Impact of Brain Energizers on
           Off-task Behaviors and Academic Achievement

    • Authors: Rebecca Buchanan et al.
      Abstract: There are many factors influencing the learning environment in public school settings. As such, the recognition of developing a multidimensional approach incorporating a variety of “tools” for a teacher’s toolbox can prove to be very effective. Research indicates that movement is one such tool that can increase the capacity for students to learn (Ratey, 2008). The purpose of this study was to explore the effects of brain energizers in a 1st grade classroom in rural Appalachia. Results of the study indicated that brain energizers had a positive effect on off-task behaviors as well as academic achievement. The incorporation of movement is also recommended as one strategy to mitigate the impact of childhood trauma.
      PubDate: Sat, 10 Apr 2021 15:58:44 PDT
  • Editorial Introduction: To Stay Afloat, Maybe Collaborate'

    • Authors: Suzanne Porath
      PubDate: Sat, 10 Apr 2021 15:58:44 PDT
  • Imagination at Work: A Book Review of The Power of Practice-Based Literacy
           Research: A Tool for Teachers

    • Authors: Catherine Lammert
      Abstract: This is a book review of of The Power of Practice-Based Literacy Research: A Tool for Teachers.
      PubDate: Tue, 22 Sep 2020 06:36:36 PDT
  • Discussion-Case Analysis for Facilitating Pre-Service Teachers'
           Exploration of Play in the Early Childhood Classroom

    • Authors: Meredith Resnick et al.
      Abstract: This study sought to examine the experience of early childhood pre-service teachers participating in facilitated research analysis with discussion-case application. Specifically, we were interested in the impact on teachers’ knowledge of and attitude towards the role and value of play in the classroom. This study describes the qualitative phase of a sequential explanatory mixed method research project. Eight participants were interviewed after participating in an in-class activity of analyzing a piece of research on play and applying it to a hypothetical discussion-case in a small group Four key findings emerged from this study: participants viewed play as inextricably connected to learning; participants were committed to the incorporation of play in their future classrooms, many articulating a resolve to become agents of change; participants found that working in small collaborative groups to be advantageous, creating a community of practice; finally, participants found that the process of applying research to a discussion-case to be beneficial due to its feasibility. The findings from this study are encouraging because they demonstrate the potential of facilitated research analysis with discussion-case application as a strategy for fostering a deep understanding of the purpose and importance of play in the early-childhood classroom, as well as potentially cultivating a commitment to preserving play in the early childhood classroom. Discussion-cases may also serve as a tool for exploring other key concepts with prospective teachers. The findings have implications for teacher-educators as they prepare early childhood pre-service teachers.
      PubDate: Tue, 22 Sep 2020 06:36:31 PDT
  • Implementing Personal Devices in Math

    • Authors: Jamie W. McDaniel
      Abstract: This study examined the effect of implementing personal devices into a fifth grade mathematics classroom. Thirty-eight fifth graders participated in this eight-week project with a focus on six students to track their growth. During the study, students engaged in technology based stations that pertained to our geometry unit and coordinate unit. Students took pre and post test on paper to track progress. In addition, students completed online assessments within their practice websites and apps to track comprehension and growth of the content. Furthermore, students were interviewed to ensure they were staying engaged in the online activities and to track student engagement about using personal devices within math.
      PubDate: Tue, 22 Sep 2020 06:36:26 PDT
  • Sharing Stories: Reflections of Professors’ Literacy Identities and

    • Authors: Christy M. Howard et al.
      Abstract: Teacher identities and beliefs influence instructional practices. In order to explore this process, this self-study was conducted by three literacy professors from different ethnic backgrounds including one African-American professor, one Chinese national professor and one White professor. The purpose of this study was to examine how professors' literacy identities are shaped and how sharing these identities, experiences and beliefs in meaningful professional dialogues influences instructional practice. We examined the role of our identities and beliefs on our instructional practices using multiple forms of qualitative data such as journal entries, digital stories, and critical group discussions. Despite the range of differences among participants, we also shared commonalities in our identities and experiences. Findings from the study reveal that our literacy stories shaped our identities, our identities and beliefs shaped our instruction, and our reflective process shaped change in our practices. Through this process we were able to adjust our instruction in order to meet the diverse needs of our students. This reflective process influenced and improved our instructional decisions.
      PubDate: Tue, 22 Sep 2020 06:36:20 PDT
  • Student Preferences for Group Size in a Language Development Course

    • Authors: Joshua Cohen
      Abstract: Student preferences for group size were investigated. Pre- and post-study surveys, student written comments, and teacher observations were used to record changes in attitude and perception of group work while learning English over an eight-week period. In this study, I observed how arrangement impacted my students’ impressions of individual, pair, and group activities. My purpose for focusing on student configuration was twofold: firstly, I wanted to learn more about my students’ preferences for group size, and secondly; I wanted to find out whether certain combinations of students affected their perceptions of learning more than others.
      PubDate: Tue, 22 Sep 2020 06:36:16 PDT
  • Reclaiming and Redefining Research

    • Authors: Suzanne Porath
      Abstract: Action research, practitioner inquiry, self-study, scholarship of teaching and learning, or practice-based research – there are numerous names for this work. Yet, whether you are new to action research or a veteran of classroom inquiry, I hope this issue of Networks continues to inspires you to “reflect on classroom practice through research ventures… alone or in collaboration, use inquiry as a tool to learn more about your work with the hope of eventually improving its effectiveness” (from the mission statement of Networks: An Online Journal for Teacher Research).
      PubDate: Tue, 22 Sep 2020 06:36:11 PDT
  • The Power of Workshop

    • Authors: Stephanie Nagl
      Abstract: This action research explores the use of Readers’-Writers’ Workshop (RWW) in the secondary English classroom. RWW often requires a paradigm shift on the part of the teacher to allow for more student autonomy and limiting direct instruction time. The researcher sought to discover whether or not this model would impact the engagement level and the attitudes toward reading of high school seniors. Findings suggest RWW can be an effective tool for engaging students, as well as, helping students to develop positive attitudes with reading practices.
      PubDate: Fri, 15 May 2020 13:35:27 PDT
  • The Impact of Family Engagement on Student Achievement

    • Authors: Christina M. Hall
      Abstract: This action research study explores the impact of family engagement on student achievement using three family/student pairs. Family involvement has an impact on student learning and achievement throughout the school year. Taking a look at how a family’s involvement in their student’s learning plays a part on the achievement the student has throughout the school year. Previous writing scores were used to compare the growth made within a three-month period after the families worked with students to give feedback through a classroom communication app. Families were able to work at home to give feedback while their students were in class for quick response time and authenticity. The teacher/researcher coached families on how to give accurate feedback that would help students grow and feel successful.
      PubDate: Fri, 15 May 2020 13:35:23 PDT
  • Spelling Interventions for Students Who Show Signs of Dyslexia

    • Authors: Caitlin N. Gritz
      Abstract: This action research examines the impact of spelling interventions for students who show signs of dyslexia. The action research also shows how using growth mindset can help students with characteristics typical of low self-esteem. Students learned a new spelling pattern weekly and a growth mindset lesson to teach students how to have a growth mindset rather than a fixed mindset related to spelling skills. A pre-spelling inventory test and a post-spelling inventory test were compared to see that word study activities help students remember specific spelling patterns.
      PubDate: Fri, 15 May 2020 13:35:18 PDT
  • Self-Care Amongst First-Year Teachers

    • Authors: Leia Baker
      Abstract: This paper explores a study completed with two first-year teachers over a three-month period while self-care strategies were suggested and practiced. The paper discusses the impact that practicing and not practicing self-care has on first-year teachers’ attitudes and attendance. It also includes firsthand accounts from journal entries completed by both first-year teachers.
      PubDate: Fri, 15 May 2020 13:35:14 PDT
  • Editorial Introduction: Classroom Research: Catalyzing Education through

    • Authors: Shantel Farnan et al.
      PubDate: Fri, 15 May 2020 13:35:09 PDT
  • The power of please: How courtesy scripts improve self-control and reduce
           peer conflict by creating new language patterns

    • Authors: Michael J. Haslip
      Abstract: This teacher inquiry project describes how one first grade teacher learned to use coached language supports to improve children’s self-control and cooperation. Courtesy scripts were created in the process. The development of courtesy scripts and their application in early elementary classrooms is presented. Courtesy scripts are specific phrases explicitly taught (I do, we do, you do), reinforced, and used in conversations by both the speaker and listener. Children learned how to make requests while also honoring the needs of others. Use of these pragmatic language supports helped to create a peaceful classroom community. A practical method for teaching courteous language patterns to young children is described by presenting scripts that can be easily adopted or modified by teachers. Scripts for peer requests and for sharing are provided as examples. The courtesy scripts method may be of interest to scholars studying the relationship between language usage and prosocial behavior in early childhood settings. Teacher educators may also be interested in the method when providing professional development related to social, emotional and character development or when teaching classroom management.
      PubDate: Mon, 10 Feb 2020 09:59:13 PST
  • Inquiries into the Cognitive and Affective Domains of Learning

    • Authors: Suzanne Porath
      Abstract: In this issue of Networks, we see educator-researchers inquire into the cognitive aspects of their students’ learning, but also explore the affective aspects of learning such as engagement, choice, and personal response.
      PubDate: Wed, 05 Feb 2020 09:21:49 PST
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Heriot-Watt University
Edinburgh, EH14 4AS, UK
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