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Editorial note On Journal of Educational Sciences Research Eğitim Bilimleri Araştırmaları Dergisi Dergi ana sayfası Amaç ve Kapsam / Aim & Scope Yazım Kuralları / Author Guidelines Arşiv / Archive Editör Kurulu / Editorial Board İletişim / Contact Gönderim Kuralları / Submission Guideline Dizinler Telif / Copyright Açık Erişim / Open Access Policy Yayın Ücreti / Publication Fees Editorial - (2021) Volume 11, Issue 2 View PDF Download PDF Editorial note On Journal of Educational Sciences Research Mike ROSS*   *Correspondence: Mike ROSS, Department of Science and Technology, University of Hampton, USA, Email: Author info » Journal of Educational Sciences Research is intent peer-reviewed Open-Access Journal, aims to publish scholarly work and reliable source of information from the recent outcomes. Journal of Educational Sciences Research publishes Research, Review, Short Commentaries, Case Reports, Mini-Review, etc. in all areas of Educational Sciences. Educational Sciences or Theoretical practices have the utmost impact in carry forwarding the training, curriculum and educational policies for the future references. The Journal of Educational Sciences Research has a wide research scope and deals in all the areas of the Quantitative, Qualitative, mixed patterned, and original conceptual analysis on educational sciences, teaching and field education. Our journal successfully completes 8 years journey in publishing discoveries and current developments in the educational sciences all over the world. Our journal has published all types of works like Research, Review, Short Commentaries, etc. Journal of Education Sciences Research uses Editorial tracking system for submission of articles and this system helps to monitor and track the articles from the review process to post publication stages. Review process will vary from 14 to 21 days from the day of submission and this peer-review process will be done by the editorial board committee members of the Journal of experts from outside. Once the editor agrees to handle an article the review comments, revisions/ corrections with respect to the article are reported to the authors in a timely manner. Researchers, scholars, teaching professionals use for reference/cite the articles published in our journal in their work. Authors with the relevant research fields can submit their work to publishing in our journal. Journal of Educational Sciences Research publishes across the following fields of research but are not limited to “educational sciences, teacher training and field education”, it is aimed to publish studies that contribute to the world education system and have international readability. Educational history, Administration, Management, Policy, Philosophy, theoretical practices, curriculum, Pedagogy, Special education, Virtual education, teacher education, testing and evaluation, learning and teaching methodologies. In the recent years due to covid-19 pandemic we could bring out the virtual methods of learning, teaching practices and the better outcomes made in the virtual era. Better education and skill development are the vital points for the betterment of the society. Irrespective of the countries, socio-economic potential, educational system is organized. Journal of Educational Sciences Research is a versatile journal which publishes research works/papers from professors, doctors, research scholars, graduates and post graduate students to bring out their discoveries and share/spread it to the world. Journal of Educational Sciences Research is one of the member of the committee on publication ethics (COPE) and adopts the principal ethics. We assure the authors for publishing their prestigious work by following all the publication guidelines and to expel the standards of the journal. “Ethics Committee Permission” is required for all kinds of research conducted with qualitative or quantitative approaches that require data collection from the participants by using survey, interview, focus group work, observation, experiment and interview techniques. In the articles, it should be stated whether ethical committee permission and/or legal/special permission is required. If it is necessary to obtain these permissions, it should be clearly presented from which institution, on what date and with what decision or number. “Ethics Committee Permission” is required for research in which humans and animals (including material/data) are used for experimental or other scientific purposes. If the study requires the use of human or animal subjects, international declaration, guide, etc. should be declared appropriate. “Ethics Committee Permission” is required for clinical studies on humans and studies on animals. In accordance with the law on the protection of personal data, “Ethics Committee Permission” is required for retrospective studies. For the use of scales, questionnaires and photographs belonging to others, permission must be obtained from the owners and this should be stated in the article. In case reports, it should be stated that the “Informed Consent Form” was received. It should be stated that copyright regulations are complied with for the intellectual and artistic works used. • Retrospective ethics committee approval is not required for articles that were published before 2020, produced from postgraduate/doctoral studies (this should be stated in the article), for which an application was made to the journal in the previous year, but accepted but not yet published. • Non-university researchers can also apply to the Ethics Committees in their regions. Author Info Mike ROSS*   Department of Science and Technology, University of Hampton, USA   Received: 07-Sep-2021 Accepted: 16-Sep-2021 Published: 27-Sep-2021 Copyright:This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Online Paper Submission»
2021
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1. Navigating the Path to Success: The Importance of Educational Guidance Eğitim Bilimleri Araştırmaları Dergisi Dergi ana sayfası Amaç ve Kapsam / Aim & Scope Yazım Kuralları / Author Guidelines Arşiv / Archive Editör Kurulu / Editorial Board İletişim / Contact Gönderim Kuralları / Submission Guideline Dizinler Telif / Copyright Açık Erişim / Open Access Policy Yayın Ücreti / Publication Fees Commentary Article - (2023) Volume 13, Issue 3 View PDF Download PDF Navigating the Path to Success: The Importance of Educational Guidance Fang Zhang*   *Correspondence: Fang Zhang, Department of Educational Sciences, Huazhong University, China, Author info » Description Education is the cornerstone of personal and societal growth. It equips individuals with knowledge, skills, and opportunities that can shape their lives and contribute to the betterment of society. However, the educational journey can be complex and overwhelming, filled with choices and challenges. This is where educational guidance plays a crucial role. In this article, we will explore the significance of educational guidance and how it empowers individuals to make informed decisions and achieve their goals. Educational guidance is a multifaceted process that assists individuals at various stages of their educational journey. It encompasses academic, career, and personal development support. Here are some key aspects of educational guidance. Educational guidance helps students choose the right courses, majors, and programs that align with their interests, abilities, and career goals. It also provides strategies for effective study habits and time management. It assists individuals in exploring and understanding different career paths, industries, and job opportunities. This involves assessments of one’s skills, interests, and values to make informed career choices. Educational guidance fosters personal growth by enhancing communication skills, problem-solving abilities, and resilience. It helps individuals develop self-awareness and self-confidence, vital for success in both education and the workforce. For those pursuing higher education, guidance counselors can offer valuable insights into the college or university application process, including scholarship and financial aid opportunities. Educational guidance professionals also provide emotional support and resources to help students cope with stress, anxiety, and other mental health challenges that can arise during their academic journey. Many students are uncertain about their career aspirations when they enter the educational system. Educational guidance helps them identify their interests and talents, providing clarity about their goals. Educational guidance ensures that students make the most of available resources, whether it’s financial aid options, extracurricular activities, or research opportunities. Students who receive proper guidance are more likely to stay engaged in their education and graduate. This reduces dropout rates and, subsequently, the societal and economic costs associated with incomplete education. A well-guided education can lead to better employability. Acknowledgement None. Conflict Of Interest None. Author Info Fang Zhang*   Department of Educational Sciences, Huazhong University, China   Received: 30-Aug-2023, Manuscript No. JESR-23-117284; , Pre QC No. JESR-23-117284(PQ); Editor assigned: 01-Sep-2023, Pre QC No. JESR-23-117284(PQ); Reviewed: 15-Sep-2023, QC No. JESR-23-117284; Revised: 20-Sep-2023, Manuscript No. JESR-23-117284(R); Published: 27-Sep-2023, DOI: 10.22521/JESR.2023.13.3.25 Copyright:This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Online Paper Submission»
2023


2. Educational Sciences: Shaping the Future of Learning Eğitim Bilimleri Araştırmaları Dergisi Dergi ana sayfası Amaç ve Kapsam / Aim & Scope Yazım Kuralları / Author Guidelines Arşiv / Archive Editör Kurulu / Editorial Board İletişim / Contact Gönderim Kuralları / Submission Guideline Dizinler Telif / Copyright Açık Erişim / Open Access Policy Yayın Ücreti / Publication Fees Short Communication - (2023) Volume 13, Issue 1 View PDF Download PDF Educational Sciences: Shaping the Future of Learning Nina Roswall*   *Correspondence: Nina Roswall, Department of Education, University of Keele, England, Author info » Introduction Educational sciences play a pivotal role in shaping the future of learning. This interdisciplinary field draws upon various disciplines such as psychology, sociology, anthropology, and philosophy to understand the processes of teaching, learning, and educational systems. By examining the complex interactions between educators, learners, and the learning environment, educational sciences aim to improve educational practices, enhance student outcomes, and foster a more inclusive and equitable learning environment. In this article, we will explore the significance of educational sciences and their impact on modern education. Description Understanding learning and development: Educational sciences provide valuable insights into how people learn and develop throughout their lives. Researchers in this field study cognitive processes, memory, motivation, and the role of social factors in learning. They investigate different learning styles and strategies, individual differences in learning abilities, and the factors that influence student engagement and achievement. By applying these findings, educators can tailor their teaching methods to cater to diverse learners and create effective and engaging learning experiences. Improving teaching practices: Educational sciences not only focus on understanding the learning process but also on improving teaching practices. Through rigorous research, educational scientists explore innovative instructional methods, curriculum design, and assessment strategies. They investigate the effectiveness of different teaching approaches and technologies, helping educators make informed decisions about the most effective pedagogical methods. By integrating evidence-based practices into their teaching, educators can enhance student outcomes and create more meaningful learning experiences. Educational policy and reform: Educational sciences also contribute to the development of educational policies and reforms. Researchers in this field analyze educational systems, identify areas for improvement, and propose evidence-based solutions. They examine issues such as access to education, educational equity, and the impact of policies on student achievement. By informing policymakers and stakeholders about the latest research findings, educational sciences help shape policies that promote equal opportunities for all learners and drive positive change in education. Promoting inclusion and equity: One of the core goals of educational sciences is to promote inclusion and equity in education. Researchers in this field examine the factors that contribute to educational disparities and work towards creating more inclusive learning environments. They investigate the impact of socioeconomic status, race, gender, and cultural background on educational outcomes. By understanding these factors, educational scientists can develop strategies to reduce achievement gaps, provide targeted support to marginalized students, and foster a more equitable education system. Technology and learning: In the digital age, educational sciences are instrumental in exploring the intersection between technology and learning. Researchers investigate the use of educational technology, such as online platforms, virtual reality, and adaptive learning systems, to enhance student engagement and facilitate personalized learning experiences. They examine the benefits and challenges associated with technology integration in the classroom, helping educators harness the potential of technology to improve teaching and learning outcomes [1- 4]. Conclusion Educational sciences play a vital role in shaping the future of learning by informing educational practices, policy development, and promoting inclusive and equitable education. Through rigorous research and interdisciplinary collaboration, educational scientists provide valuable insights into learning processes, teaching practices, and the impact of social factors on education. By integrating evidence-based practices, educators can enhance student outcomes and create meaningful learning experiences. As we embrace the ever-evolving landscape of education, the contributions of educational sciences are crucial in ensuring that education remains effective, inclusive, and prepares learners for the challenges of the future. Acknowledgement None Conflict Of Interest The author has nothing to disclose and also state no conflict of interest in the submission of this manuscript. References Ullah SM, Bodrogi A, Cristea O, Johnson M, McAlister VC (2012). Learning surgically oriented anatomy in a student-run extracurricular club: An education through recreation initiative. Anat Sci Educ 5 (3):165-170.  [Crossref] [Google Scholar] Richards M, Sacker A (2003). Lifetime Antecedents of Cognitive Reserve. J Clin Exp Neuropsychol 25 (5):614-624.  [Crossref] [Google Scholar] Pashler H, McDaniel M, Rohrer D, Bjork R (2008). Learning Styles: Concepts and Evidence. Psychol Sci Public Interest 9 (3): 105-119. [Crossref] [Google Scholar] Ansari D, Coch D (2006). Bridges over troubled waters: Education and cognitive neuroscience. Trends Cogn Sci 10 (4): 146-151. [Crossref] [Google Scholar] Author Info Nina Roswall*   Department of Education, University of Keele, England   Received: 01-Mar-2023, Manuscript No. jesr-23-101236; , Pre QC No. jesr-23- 101236 (PQ); Editor assigned: 03-Mar-2023, Pre QC No. jesr-23- 101236 (PQ); Reviewed: 17-Mar-2023, QC No. jesr-23-101236; Revised: 22-Mar-2023, Manuscript No. jesr-23- 101236 (R); Published: 29-Mar-2023, DOI: 10.22521/JESR.2023.13.1.10 Copyright:This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Online Paper Submission»
2023


3. The Education Section Psychology is Based on Several Theories Eğitim Bilimleri Araştırmaları Dergisi Dergi ana sayfası Amaç ve Kapsam / Aim & Scope Yazım Kuralları / Author Guidelines Arşiv / Archive Editör Kurulu / Editorial Board İletişim / Contact Gönderim Kuralları / Submission Guideline Dizinler Telif / Copyright Açık Erişim / Open Access Policy Yayın Ücreti / Publication Fees Perspective - (2022) Volume 12, Issue 6 View PDF Download PDF The Education Section Psychology is Based on Several Theories Hendrik Van*   *Correspondence: Hendrik Van, Department of Sociology and Human Geography, University of Oslo, Norway, Author info » Introduction The Studying learning processes, both from a cognitive and a behavioural point of view, allows researchers to understand individual differences in intelligence, cognitive development, affection, motivation, self-regulation and self-esteem, and their role in learning. The subject of Educational Psychology Isa strong emphasis on quantitative methods, including testing and measurement, for improvement didactic activities related to lesson planning, lesson management, and assessment, which serve to facilitate learning processes in various areas permanent learning parameters. Educational psychology can be partial captured by its connections to other disciplines. is informed mainly from psychology, which has a similar connection to this discipline the relationship between medicine and biology. He is also informed by neuroscience. Educational psychology, on the other hand, covers a broad spectrum. Specializations within Educational Sciences, including Instructional Design, Educational Technology, Curriculum Development, Organizational Learning, Special education, classroom management and student motivation. Instructive Psychology draws on and contributes to cognitive science scientific science. Description At universities there are chairs for educational psychology it generally falls under education departments, which might explain the shortage Presentation of the contents of educational psychology in pre-psychology instructions. School psychologists apply theories of human development understand individual learning and illuminate the learning process. During An important element is the interaction with teachers and students in the school environment your work is not the only aspect of the job. Learning lasts a lifetime Effort. People don’t just learn at school, they learn at work, in social life situations and even perform simple tasks like cleaning or walking Run. Psychologists working in this subfield study how people learn a variety of contexts to identify approaches and strategies that enhance learning efficient. Educational Psychology , modern branch of theory and research Psychology that deals with learning processes and psychological problems in relation to the teaching and training of students. Educational Psychologist examines the cognitive development of students and various learning-related factors, including measuring skills and learning, the creative process and the motivational forces that influence the dynamics between them students and teachers. Educational psychology is part experimental and part scientific a partially applied branch of psychology concerned with optimization to learn. It differs from school psychology, which is an applied field mainly deals with elementary and secondary school problems. Conclusion Instructive Psychology is the study of how people learn and retain knowledge, primarily in Educational facilities such as classrooms. This includes the emotional, social and cognitive learning process. Interests may include teaching and testing and assessment methods, psychometrics, teaching or learning environment, e.g. scientific, social, and behavioural issues that can impede science and technology in science. Graduates work as teachers, educators, study Analysts, program evaluators and find positions in research institutes, School systems, the testing industry, government and private agencies Industry. Educational psychology specialists focus on how does this People learn and remember information. These specialists study various theories Development of education that characterizes all teaching styles used courses around the world. School psychologist’s work with teachers and School administrators to adopt sound pedagogical practices that deliver benefits most students. These psychologists can also help in more difficult situations Problems such as learning disabilities or underperforming students’ performance. Acknowledgement The authors are grateful to the journal editor and the anonymous reviewers for their helpful comments and suggestions. Declaration for Conflict of Interest The authors declared no potential conflicts of interest for the research, authorship, and/or publication of this article. Author Info Hendrik Van*   Department of Sociology and Human Geography, University of Oslo, Norway   Received: 30-Nov-2022, Manuscript No. JESR-22-86675; , Pre QC No. JESR-22-86675 (PQ); Editor assigned: 02-Dec-2022, Pre QC No. JESR-22-86675 (PQ); Reviewed: 16-Dec-2022, QC No. JESR-22-86675; Revised: 21-Dec-2022, Manuscript No. JESR-22-86675 (R); Published: 28-Dec-2022, DOI: 10.22521/JESR.2022.12.29 Copyright:This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Online Paper Submission»
2022


4. How to perceive which learning style an understudy needs? Eğitim Bilimleri Araştırmaları Dergisi Dergi ana sayfası Amaç ve Kapsam / Aim & Scope Yazım Kuralları / Author Guidelines Arşiv / Archive Editör Kurulu / Editorial Board İletişim / Contact Gönderim Kuralları / Submission Guideline Dizinler Telif / Copyright Açık Erişim / Open Access Policy Yayın Ücreti / Publication Fees Commentary Article - (2021) Volume 11, Issue 3 View PDF Download PDF How to perceive which learning style an understudy needs? Deniz HAMZA*   *Correspondence: Deniz HAMZA, Department of Social Sciences Education, Eastern Mediterranean University, Turkey, Email: Author info » Abstract We as a whole encounter the world in special ways, and with that comes variety in the ways we learn best. Understanding these various sorts of learning styles can definitely affect the manner in which educators handle their understudies, set up bunch projects, and adjust individual learning. Without comprehension and recognizing these various methods of learning, instructors may wind up with a modest bunch of understudies lingering behind their schoolmate to a limited extent on the grounds that their remarkable learning style hasn’t been actuated. Part of your obligation as a teacher is to change your illustrations to the remarkable gathering of understudies you are working with at some random time. All that instructors can take into account every understudy’s qualities, guaranteeing they are genuinely getting a handle on the data. So how would you address the issues of various kinds of students in your group? Go along with us as we diagram the four kinds of learning styles and how educators can essentially apply this data in their study halls. Introduction Each youngster has distinctive learning inclinations. Some really like to learn by seeing or hearing, others by doing, some by perusing, and others by posing inquiries. One thing all understudies share practically speaking is that they all learn best when they join things and subjects that interest them into their investigations. While your youngster might fit more than one learning style, you might see themes in their learning inclinations. For instance, a visual student may likewise be an extremely friendly and verbal student who likes to adapt particularly troublesome points utilizing their essential relational abilities. Seeing how your youngster learns is perhaps the most ideal way of acquiring the most from their self-teach insight and picks the best educational plan for your family. As new selftaught students begin, we suggest going through what’s known as the de schooling system, a temporary period that permits you and your youngster to hit the ‘reset button and let go of any assumptions of what realizing ought to resemble. Moreover, you can set aside this effort to comprehend your youngster’s learning style. Different learning styles You might have known about the possibility that we as a whole react best to various styles of learning. That is by and large what the seven realizing styles hypothesis upholds. Each of the styles catches a singular strength that probably assists an individual with holding data all the more viably. They each attention on one of the five detects or includes a social viewpoint. This hypothesis is famous in light of the fact that, by tracking down a singular student’s style and fitting instructing to it, it was figured their effectiveness could be improved. The 7 styles of the hypothesis are: • visual • kina esthetic • aural • social • solitary • verbal • logical Be that as it may, later investigations have exposed this hypothesis as a powerful method of instructing and featured it as a neuromyth. This Guardian article says, ‘Such neuromyths make a misleading idea of people’s capacities, prompting assumptions and reasons that are negative to learning as a general rule, which is an expense in the long haul. All in all, endeavoring to place students into boxes and attempting to just give them material that coordinates their “style” won’t cause them to hold the data any better. A great many people advantage from a scope of showing strategies, and using diverse learning techniques can really work on students’ versatility. In any case, it’s absolutely a fact that there are assortments of learning techniques individuals react to. Thus, for no particular reason, we’ve delivered 7 distinct clarifications of the 7 styles, each utilizing strategies that students of that style should observe to be generally helpful. Examine every one, and ask yourself: do you think that they are largely similarly captivating? Is there (at least one) that you like over the others? Possibly you have your own learning procedures that aren’t covered by any of the learning styles. Or on the other hand maybe you discover one style more helpful for this activity, however when learning German action words or numerical formulae you realize you incline toward another? How viably we learn isn’t simply influenced by the medium, however the substance as well. Acknowledgment The authors are grateful to the journal editor and the anonymous reviewers for their helpful comments and suggestions. Declaration For Conflict Of Interests The authors declared no potential conflicts of interest for the research, authorship, and/or publication of this article. Author Info Deniz HAMZA*   Department of Social Sciences Education, Eastern Mediterranean University, Turkey   Received: 10-Sep-2021 Accepted: 17-Sep-2021 Published: 11-Oct-2021 Copyright:This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Online Paper Submission»
2021


5. The Significance of Group Work in Education: Fostering Collaboration and Holistic Learning Eğitim Bilimleri Araştırmaları Dergisi Dergi ana sayfası Amaç ve Kapsam / Aim & Scope Yazım Kuralları / Author Guidelines Arşiv / Archive Editör Kurulu / Editorial Board İletişim / Contact Gönderim Kuralları / Submission Guideline Dizinler Telif / Copyright Açık Erişim / Open Access Policy Yayın Ücreti / Publication Fees Perspective - (2023) Volume 13, Issue 2 View PDF Download PDF The Significance of Group Work in Education: Fostering Collaboration and Holistic Learning Jessica Glory*   *Correspondence: Jessica Glory, Department of Educational Sciences, Duke University, USA, Author info » Introduction Instruction is a unique field that consistently develops to meet the changing requirements of society. As of late, one instructing technique that has acquired enormous unmistakable quality is bunch work. Bunch work, likewise alluded to as cooperative learning, includes understudies cooperating in little gatherings to accomplish shared objectives and improve their opportunities for growth. This approach has shown to be of principal significance in schooling, as it works with the securing of information as well as develops imperative abilities and characteristics essential for outcome in the cutting edge world. One of the essential advantages of gathering work in schooling is the development of coordinated effort and relational abilities. In the present interconnected world, the capacity to work really with others is profoundly esteemed across different areas. Bunch work furnishes understudies with the valuable chance to communicate with their companions, share thoughts, and tackle issues on the whole. Description Through this cycle, they figure out how to impart their considerations plainly, effectively pay attention to other people, and blend different perspectives into durable arrangements. These abilities are imperative in scholarly settings as well as in ongoing vocations where cooperation is a foundation of progress. Bunch work animates decisive reasoning and critical abilities to think among understudies. While working in a gathering, understudies are presented to a scope of points of view and ways to deal with a given undertaking. This openness urges them to contemplate the different choices accessible, assess their benefits and disadvantages, and go with informed choices. The aggregate conceptualizing and insightful conversations that happen during bunch work cultivate a more profound comprehension of mind boggling ideas and support creative reasoning. Conclusion All in all, the significance of gathering work in training couldn’t possibly be more significant. Past the securing of information, bunch work cultivates coordinated effort, correspondence, decisive reasoning, critical thinking, obligation, responsibility, and an appreciation for variety. These abilities are pertinent in scholarly settings as well as fundamental for progress in the expert world. Teachers and establishments assume a urgent part in coordinating gathering work into educational programs and establishing conditions where understudies can foster these abilities. As we keep on planning understudies for the difficulties of tomorrow, bunch work stays a foundation of comprehensive and powerful schooling. Author Info Jessica Glory*   Department of Educational Sciences, Duke University, USA   Received: 29-May-2023, Manuscript No. JESR-23-110811; , Pre QC No. JESR-23-110811(PQ); Editor assigned: 31-May-2023, Pre QC No. JESR-23-110811(PQ); Reviewed: 14-Jun-2023, QC No. JESR-23-110811; Revised: 19-Jun-2023, Manuscript No. JESR-23-110811(R); Published: 26-Jun-2023, DOI: 10.22521/JESR.2023.13.2.14 Copyright:This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Online Paper Submission»
2023


6. Prominence of Women in School Teaching? Eğitim Bilimleri Araştırmaları Dergisi Dergi ana sayfası Amaç ve Kapsam / Aim & Scope Yazım Kuralları / Author Guidelines Arşiv / Archive Editör Kurulu / Editorial Board İletişim / Contact Gönderim Kuralları / Submission Guideline Dizinler Telif / Copyright Açık Erişim / Open Access Policy Yayın Ücreti / Publication Fees Commentary Article - (2021) Volume 11, Issue 1 View PDF Download PDF Prominence of Women in School Teaching? George Jain*   *Correspondence: George Jain, Department of Physical Sciences, University of Berlin, Germany, Email: Author info » Commentary Women have always been in charge of school teaching.Gender prejudice is a worldwide problem associated with women’s social standing.The purpose of the study is to acquire a better knowledge of the prominent female domination in the school teaching profession, with a particular focus on aspects like interest level and job satisfaction.The study is based on both quantitative and qualitative methodologies such as purposive random sampling and snowball sampling, and it includes teacher education institutions as well as secondary and higher secondary schools in Kolkata. School instructors (n = 249) and B.Ed. college students (n = 318) were given a perception survey as well as a focus group discussion (FGD).The findings show that there is a strong link between the feminine and teaching as a profession. women into their domains (Reskin et al. 1990).The data from the last decade demonstrates that feminisation of teaching was accompanied by economic and social developments (Wallace 1996), since women’s opportunities in many other fields were limited.He also noted that many women saw teaching as an extension of parenting and that they saw themselves as having a role in the public sphere through school teaching.Males are less likely than females to select teaching as a career, according to Montecinos and Nielsen (1997). Women, on the other hand, are more likely than men to choose teaching as a vocation early in their lives.Cushman (2005) researched the reasons for the lack of male instructors at the school level and discovered four factors. Factors such as social position, salary, working in a predominantly female-dominated environment, and continuous engagement with youngsters. Few studies illuminate course content, textbooks, and teacher-pupil communications in academic milieus at schools, including aspects of gender bias and stereotypes (ArIkan 2005), as this profession has become increasingly feminised. How more men can be drawn into this “women’s profession” has also been discussed. Greenglass and Burke (1988) found that female instructors had greater despair and difficulties than male teachers in terms of role conflict, marital duties, and a lack of social support, which reflected gender roles for men and women.In his research, Lease (1999) looked at work-related stress and strain in the female academic community, comparing male and female teachers in terms of professional stress and individual anxiety, as well as the regulating factors. The population for this study covers the students of teacher education institutions,in all the schools t is clear that that women are more inclined towards school teaching and the number of female teachers is also high than their counterparts in selected secondary schools. Overwork and the lack of coping mechanisms were strong predictors of stress measures, despite the fact that there were not many significant differences.Sanders (2002) also noted that, unexpectedly, females are more eager to care for children than males.Damiano-Teixeira (2006) cites Damiano-Teixeira (2006) as an example of a woman who The paper recommends that female teachers generally select their job on the basis of their household responsibilities and after getting a job, theyare highly influenced by the stress coming from family and profession. Academic activities, andworkload largely contribute to the stress level of female faculty. Acknowledgment The authors are grateful to the journal editor and the anonymous reviewers for their helpful comments and suggestions. Declaration For Conflict Of Interests The authors declared no potential conflicts of interest for the research, authorship, and/or publication of this article. Author Info George Jain*   Department of Physical Sciences, University of Berlin, Germany   Published: 24-Dec-2021 Copyright:This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Online Paper Submission»
2021


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