Search

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of University Research / Üniversite Araştırmaları Dergisi is the property of Journal of University Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Current trends in educational sciences can best be evaluated by assessing the master and doctoral theses defended at the universities. The goal of the present paper was to do a qualitative content analysis of the titles of master theses defended at the Faculty of Educational Sciences at the University of Sarajevo, Bosnia and Herzegovina. Total of 393 master theses defended in the period from 2012 to 2021 were the subject of this analysis. Of these, 287 were defended at the department for teacher education and 106 at the department for preschool education. As expected, most of the studies dealt with early elementary school students and preschool children. Many studies contained the term “development” in its title, and it was referring to all domains from speech to socioemotional and motor development. Several studies examined parental and teachers’ attitudes towards various topics. In relation to the subject, most studies dealt with science education, followed by physical education and language. A number of studies had special education as the main topic, covering issues of teacher competencies, creativity, support to students with developmental disabilities, to the quality of life. Students have studied various relevant topics. In the future, we expect to see an increase in studies covering digital competencies of teachers and evaluation of online education.

Copyright of EduAdvance: Journal of Advancements in Education (JAE) is the property of EduAdvance: Journal of Advancements in Education (JAE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of the intervention was to reduce the failure rate in English with the help of a website built to support the learning experience. Action research was employed in a mixed-methods approach with an exploratory sequential design. Techniques such as documentary analysis, semistructured interviews, and participant observation were employed with 255 high schoolers. Findings revealed that the website, together with follow-up from the teacher-researchers, helped most students achieve a passing grade, empowered the learning experience, and enhanced communicative competence and linguistic awareness. Additionally, the website’s user-friendly nature and well-suited interface simplified the learning dynamic. Furthermore, according to website data, this digital space was also used in other settings with similar objectives. Even so, apathy remained a problem as some learners chose not to take part in the strategy and did not pass. We believe that the research contributes to the state of the art and generates knowledge, especially given the lack of research addressing failure in language education.

Purpose: The aim of the present study is to reconcile the dual embodiment of ontology and folksonomy and establish a symbiotic relationship between the two technologies for the development of folksonomized ontology as a tool for organizing information in the fields of psychology and educational sciences in cyberspace.Method: This study is of an applied nature and utilizes a combined research method. To gain conceptual knowledge and develop a semi-automated ontology based on natural language (common labels), the three-step method proposed by Alves and Santanche (extraction, enrichment, and synthesis) (2013) is utilized, along with Noy and McGuinness's approach (2001). The statistical population refers to the labels used by students of psychology and educational sciences in the digital library of Allameh Tabatabai University. The purposive sampling method is used to select and aggregate specific labels. Additionally, to evaluate the credibility and validity of the extracted concepts and relationships, they are reviewed and confirmed by 15 experts in the fields of psychology and educational sciences. The software used to create the ontology is Protégé version 5.5.Findings: A total of 15,787 labels were extracted. After identifying the fundamental concepts and their interrelationships using the Eric database, a conceptual framework with an ontological approach was developed. After confirming and validating the conceptual structure, an ontology based on folksonomy is presented as the main research finding. It consists of 277 classes and subclasses, 110 relation types, 50 samples, and 9 synonyms taken from the Eric database, and is illustrated in several graphs. Based on the statistical test performed on the ontology derived from folksonomy with a significance level of 0.0005, the model has been proven to be relatively accurate, and all components have been confirmed by experts.Conclusion: Folksonomies are "user-generated ontologies" within the Semantic Web. Leveraging the structural distinctions between folksonomies and ontologies holds the potential to advance the Semantic Web without requiring a deep understanding of complex classification systems.

Purpose: The aim of the present study is to reconcile the dual embodiment of ontology and folksonomy and establish a symbiotic relationship between the two technologies for the development of folksonomized ontology as a tool for organizing information in the fields of psychology and educational sciences in cyberspace. Method: This study is of an applied nature and utilizes a combined research method. To gain conceptual knowledge and develop a semi-automated ontology based on natural language (common labels), the three-step method proposed by Alves and Santanche (extraction, enrichment, and synthesis) (2013) is utilized, along with Noy and McGuinness's approach (2001). The statistical population refers to the labels used by students of psychology and educational sciences in the digital library of Allameh Tabatabai University. The purposive sampling method is used to select and aggregate specific labels. Additionally, to evaluate the credibility and validity of the extracted concepts and relationships, they are reviewed and confirmed by 15 experts in the fields of psychology and educational sciences. The software used to create the ontology is Protégé version 5.5. Findings: A total of 15,787 labels were extracted. After identifying the fundamental concepts and their interrelationships using the Eric database, a conceptual framework with an ontological approach was developed. After confirming and validating the conceptual structure, an ontology based on folksonomy is presented as the main research finding. It consists of 277 classes and subclasses, 110 relation types, 50 samples, and 9 synonyms taken from the Eric database, and is illustrated in several graphs. Based on the statistical test performed on the ontology derived from folksonomy with a significance level of 0.0005, the model has been proven to be relatively accurate, and all components have been confirmed by experts. Conclusion: Folksonomies are "user-generated ontologies" within the Semantic Web. Leveraging the structural distinctions between folksonomies and ontologies holds the potential to advance the Semantic Web without requiring a deep understanding of complex classification systems. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Ethno-education allows advancing towards interculturality, recognizing the diversity of cultures in Colombia; however, there is no evidence of a clear formative route as a social project that vindicates the knowledge of the communities and allows strengthening the processes of cultural identity necessary for the survival of the Indigenous Peoples. The objective of this work is to answer whether ethno-education contributes to the promotion of sustainable development from the pedagogical act of the Indigenous Peoples. For this, a literature review was carried out from the most cited publications from the years 2017 to 2021 in the Scopus, Web of Science and Dimensions databases, selected by the English language, Spanish and the keywords indexed in the UNESCO Thesauri dictionary. In the analysis of scientific production, the scientometric tools RStudio-Cloud, Bibliometrix and the Tree of Science (ToS) method were used. The VOSviewer and Gephi software were also used to identify the research subareas and generate the knowledge network. The work allowed marking the evolution of the annual scientific production with 1,127 scientific documents, the thematic map with emerging topics related to pedagogy, teaching, culture, ancestral knowledge, and the knowledge network forged by the most important authors for this work. As a main conclusion, it was identified that the educational processes should arise from the heart of the ethnic communities, which seek to transmit ancestral practices, promote sustainability, educate the being without adapting it to developmentalist doctrines and educational models. [ABSTRACT FROM AUTHOR]

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To achieve a search based on the qualitative approach, it becomes of vital interest to study transitional justice and the impact it has on the economic, social and cultural rights of the victims of the armed conflict. This article begins with a delimited discussion of "fiscal sustainability and its impact on the decisions issued by the Superior Court of Bogota, Justice and Peace Chamber". Then, a concrete case is taken to analyze it in detail and reach conclusions in accordance with the topic studied. [ABSTRACT FROM AUTHOR]

The aim of this study is to investigate the attitudes of postgraduate students in the fields of educational science and teaching at universities in Turkiye towards distance learning, in terms of different variables, in the spring semester of the 2019-2020 academic year. Mixed method sequential explanatory design was used in the study. The sample of the study was determined using the snowball sampling method. The sample consisted of a total of 321 students, of which 238 were female (74.1%) and 83 were male (24.9%). The data of the study were collected through the Personal Information Form and the Attitude Towards Distance Education Scale. As a result of the analysis of the data obtained from the scale, it was found that the students' attitude towards distance education was undecided. As a result of the analysis, a significant difference at .05 level was found in favour of doctoral students according to the variable of postgraduate degree. A significant difference at the .05 level was found in favour of distance learning students according to whether they took distance learning before the pandemic, and in favour of distance learning students according to whether they took distance learning during the pandemic. The results of the research are important in terms of revealing the attitudes and opinions of students exposed to distance education with a rapid transition during the pandemic process. [ABSTRACT FROM AUTHOR]

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Since social networks analysis in education offers valuable insights into social structures and social dynamics that shapes individuals behaviors and information storage and transmission, it has become a hot topic in educational science studies. The aim of this study is to examine the educational sciences studies conducted at higher education level in which social network analysis is used. The studies were analyzed based on journals, years, author countries, number of citations, models, theories, and concepts, research methods and target audience. Content analysis method was used in the study. The reliability of inter-coder agreement was calculated as .88. The findings were categorized under certain themes according to the research questions. According to the results, Internet and Higher Education (n=6) and Computers and Education (n=5) were the journals with the most publications, while 2019 was the year that the most studies (n=12) were conducted. The studies were mostly conducted by authors in the USA. "Seeing' the learning community: An exploration of the development of a resource for monitoring online student networking" was the most cited article. When the underlying models, theories and concepts in the studies were analyzed, six themes emerged: social paradigm, learning environments/tools, learning approaches/methods, feedback/assessment, informal approaches to teaching and individual characteristics. The most frequently used method was quantitative research, and the target group was undergraduate students. The target group size was mostly between 30-60, and convenience sampling was primarily employed for the target group selection. According to the findings and results of the study, suggestions for the use of social network analysis in the field of educational sciences were presented. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A multitude of research shows that the secondary education (SE) outcomes relate with university academic achievement (AA). More research is needed on SE outcomes subject-specifically. We examined the relationship between the Finnish matriculation examination (ME) results and AA, study success (grades) and study progress (credits), of educational sciences students (N = 1,214) who were pursuing a three-year bachelor's degree in 2007–2017. The overall ME results explained 15% of the variance in study success and less than 1% in study progress. Success in mother tongue, mathematics, psychology and health education in the ME along with 1st- and 2nd-year study success related positively with higher study success throughout the three years. For the 3rd-year study progress, the results were more mixed, and progress in the 1st and 2nd year was statistically significant compared to the ME results. In conclusion, it is recommended to consider subject-specific ME outcomes regarding student admissions and curricula. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Eurasian Education & Culture is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of URVIO - Revista Latinoamericana de Seguridad Ciudadana is the property of FLACSO - Ecuador (Facultad Latinoamericana de Ciencias Sociales) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)