International Journal of Research in Education and Science

The International Journal of Research in Education and Science (IJRES) is a peer-reviewed scholarly online journal. The IJRES is published twice a year in January and July.

There is no publication fee in the IJRES.

The IJRES is an international journal and welcomes any research papers on education and science using techniques from and applications in any technical knowledge domain: original theoretical works, literature reviews, research reports, social issues, psychological issues, curricula, learning environments, book reviews, and review articles. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to the IJRES.

Please consider that editor and reviewers invest significant time in the submission. Thus, the submission cannot be withdrawn without the approval of the editorial office during the review, the revision, the production after acceptance or publication process.

The template is not mandatory for articles submitted for review. The template can be used for accepted papers.

ISSN: 2148-9955 (Online)


IJRES

Announcements

 

Free and Regular Publication of the IJRES

  

Dear Colleagues,

The IJRES is a free international peer-reviewed journal, published regularly and on time. We receive many papers from different countries.

The IJRES is well respected internationally and accepted by many indexes or databases like Education Resources Information Center (ERIC).

We hope the IJRES will be included by other internationally recognized indexes, too.

Thanks.

On behalf of the Editorial Board

  
Posted: 2019-03-23 More...
 
More Announcements...

Vol, 6 No 1 (2020)

Table of Contents

Abstracts

Where’s the Science? Exploring a New Science Teacher Educator’s Theoretical and Practical Understandings of Scientific Inquiry
Kerri Donohue, Gayle A. Buck, Valarie Akerson
PDF
1-13
An Exploratory Survey on Teaching Practices Integrating Nutrition and Mathematics in Australian Primary Schools
Berit Maura Follong, Elena Prieto-Rodriguez, Andrew Miller, Clare E Collins, Tamara Bucher
PDF
14-33
A Qualitative Synthesis of Algebra Intervention Research
Brittany L. Hott, Rebecca Anne Dibbs
PDF
34-47
Teacher Level Factors and Student Achievement in a Cyber-Enabled Engineering Education Professional Development Program
Wei Zakharov, Johannes Strobel, Heidi Diefes-Dux
PDF
48-60
The Institutional Isomorphism in the Context of Organizational Changes in Higher Education Institutions
Liliana María Cardona Mejía, Manuela Pardo del Val, Àngels Dasí Coscollar
PDF
61-73
Faculty Engagement in Internationalization: The Role of Personal Agency Beliefs
Josiah Zachary Nyangau
PDF
74-85
A Multistep Inquiry Approach to Improve Pre-Service Elementary Teachers’ Conceptual Understanding
Lloyd M. Mataka, Rex Taibu
PDF
86-99
Relationship between Personality Type and Preferred Teaching Methods for Undergraduate College Students
Laurie Jean Murphy, Nina B. Eduljee, Karen Croteau, Suzanne Parkman
PDF
100-109
Promoting Proactive Behavior through Motivation: Required Math Lab Hours Case
Rachid Ait Maalem Lahcen, Ram Mohapatra
PDF
110-119
Mathematics Student Teachers’ Views and Choices about Teaching and Textbooks in Middle and High School Classrooms
A. Susan Gay, Arlene Barry, Katrina S. Rothrock, Lisa Pelkey
PDF
120-132
The Effects of Blended Learning on STEM Achievement of Elementary School Students
Steven J. Seage, Mehmet Türegün
PDF
133-140
Structuring a New Socioscientific Issues (SSI) Based Instruction Model: Impacts on Pre-service Science Teachers’ (PSTs) Critical Thinking Skills and Dispositions
M. Davut Gul, Hakan Akcay
PDF
141-159
Investigation of Job Satisfaction and Burnout of Visual Arts Teachers
Sema Kara
PDF
160-171
Oral Corrective Feedback Preferences of University Students in English Communication Classes
Hulya Unsal Sakiroglu
PDF
172-178
The Efficacy and Relevancy of the Language Courses in the Preparation of Elementary Science and Mathematics Prospective Teachers
Samar Sinno, Suzanne El Takach
PDF
179-201