American Journal of Educational Research and Reviews


Factors influencing the Pursuit of IT Certifications

Research article of American Journal of Educational Research and Reviews Factors influencing the Pursuit of IT Certifications Wei-Chieh Wayne YU1*, Chunfu Charlie LIN2, Emily WU2 1Department of Instructional Systems & Workforce Development, Mississippi State University, USA; 2Department of Applied Foreign Languages, National Formosa University, Taiwan This quantitative study attempted to understand the factors that influence students at the large university in south-eastern United States to pursue Information Technology (IT) certification. The study investigated the problem of determining the factors that influence college students to pursue IT certification along with their academic degree and thereby increase their chances of gaining employment and increasing completion rates for the college resulting in increased state funding. This influence may lead to higher job placement after graduation resulting in an increase in completion rates for each college. The results showed that 91.7% of the respondents were inclined to take the certification exam if it means job security. Of all the participants, 88.4% indicated that they would take the certification exam if their future job requires it. A statistically significant difference was found between students’ rank and their perception on the statement “Schools prepare me for the certification exam.” A statistically significant difference was also found between students’ GPA and their perception on the statement “I am inclined to take the certification exam if I get reimbursed for my testing fee after passing the test.” The goal of the study was to provide information that can be used to improve students’ perceptions of the importance of certifications as well as to identify and address weaknesses in curriculum and/or interaction with students that can be addressed to improve students’ perceptions related to the importance of certificates. It also created a foundation for administrators and instructors in IT programs throughout the educational system to influence students in pursuing ...

Technological Pedagogical Selection Content Knowledge (TPSACK) framework on the Achievement of Pre-service Mathematics Teachers in Mathematics Education

Research article of American Journal of Educational Research and Reviews Technological Pedagogical Selection Content Knowledge (TPSACK) framework on the Achievement of Pre-service Mathematics Teachers in Mathematics Education Philip Ajibola Bankole, Sunwa Adedoyin Raji, Ibraheem Abiola Alabi Department of Mathematics, Adeniran Ogunsanya College of Education, Oto/Ijanikin, Lagos State, NIGERIA The role of Mathematics educators in teaching – learning process cannot be exaggerated. This paper presents Technological Pedagogical Selection Content Knowledge (TPSACK) framework on the achievement of pre-service Mathematics teachers in College of Education Mathematics. One hundred and fifty (150) Pre-Service Mathematics teachers in Adeniran Ogunsanya College of Education, Otto – Ijanikin, in Lagos State, Nigeria were chosen for this research. Random Sampling technique was used to select the sample. The sample chosen includes second year male and female pre-service mathematics teachers in the Department of Mathematics. Seventy five (75) of them were placed in an Experimental Group and the other seventy five (75) were placed in Control Group without any bias. The experimental group was exposed to the lectures taught with a well-organized TPSACK framework on some selected Mathematics courses in college mathematics while the Control Group was subjected to the traditional lecture method (constructivist instruction mode) on the same selected Mathematics courses in college mathematics. The duration of the pilot test last for ten (10) weeks. Mathematics Achievement Test (MAT) instrument was used to measure the performance of the students in the two specified groups. 2 tailed t-test statistics was used to analyse the numerical data got from the Mathematics Achievement Test. The result shows that the students in the experimental group taught subject to TPSACK framework outperformed their counterparts in the control group taught with traditional lecture mode. Hence, the adaptation of TPSACK framework in teaching and learning process has significant positive effect on the achievement of Pre-service mathematics ...

Here We Go Again: An Analysis of Re-Segregation in Georgia Charter Schools

Research article of American Journal of Educational Research and Reviews Here We Go Again: An Analysis of Re-Segregation in Georgia Charter Schools Andrea N. Smith, Ed.D. University of West Georgia, College of Education, Early Childhood Through Secondary Education Scholars note that failing public schools are the civil rights issue of our day (Frankenberg, 2011; Orfield, 2004). The current discussion about school reform in the U.S. over the past two decades has shifted from one of equity to one based on excellence in the form of student achievement. A primary solution for student achievement has been popularized and made into dominant discourse through legislation such as No Child Left Behind (2001) and Race to the Top (2009). In this analysis, the author provides a historical context of the charter school movement as a backdrop for charter school enrollment trends and policy in Georgia. As charter schools in Georgia continue to gain popularity as a primary school choice option for African American students, it is essential that policymakers create charter legislation that encourages the creation of socioeconomically and racially diverse schools. Moreover, both policymakers and stakeholders in education need to decide to what end are we expanding choice, and what kinds of choice might get us closer to more integrated, and ultimately, democratic schools? Keywords: Re-Segregation, Georgia Charter Schools ...

The concepts of Lifelong Learning, Lifelong Training and Adult Education

Review article of American Journal of Educational Research and Reviews The concepts of Lifelong Learning, Lifelong Training and Adult Education Georgios Giannoukos, Vasiliki Iliopoulou, Vasilios Hioctour, Christos Galiropoulos Second Chance School, Greece The concepts of learning and education, even if they have common semantic starting points, are synonymous, and in recent decades, there has been a shift towards the notion of learning as a dominant concept (Jarvis, 1995). Many scholars have tried to define the complex nature of learning. Jarvis (1995) considers that “learning is the process of transforming experience into knowledge, skills, attitude, values, feelings”. According to UNESCO, education is “organized teachings designed to convey a combination of knowledge, skills and understanding, valuable to all activities of life” (Jarvis, 1995). From the above we can conclude that education as a concept and as a process is more structured and more organized than learning, yet the concept of learning is wider and encompasses the concept of education, taking into account the fact that not all forms of learning have an educational character. Keywords: Lifelong Learning, lifelong Training, adult education ...

Dr. Mridul Bose
Associate Professor, Department of Physics, Jadavpur University

Prof. Dr. Ugur DEMIRAY
Anadolu University, Yunusemre Campus 26470-Eskisehir TURKEY

Dr. Suresh Garg
Professor of Physics, School of Sciences, IGNOU

Dr. Mohd. Akhtar Siddiqui
Professor in Education, Institute of Advanced Studies in Education, Faculty of Education, Jamia Millia Islamia, New Delh

Dr. Adams Otuoze Umoru Onuka 
Institute of Education, University of Ibadan

Dr. Medine BARAN
Assistant Professor, Dicle University, Diyarbakır -Turkey

Dr. Santosh Kumar Behera
Assistant Professor, Department of Education, Sidho-Kanho-Birsha University

Dr. Naser Jamil Alzaidiyeen
Assistant Professor, The Kingdom of Saudi Arabia/ Majmaah University College of Science and Humanities

Dr. DHANANJAYA REDDY
Assistant Professor In Mathematics, Govt. Degree & PG College, PUTTUR, Chittoor(Dt),Andhra Pradesh,INDIA

Dr.Tahani Mohammed Alabous
Associate professor, World Islamic University

Dr. P. MALYADRI
PRINCIPAL, Government Degree College, Rayalaseema University

Dr. M.W. Lumadi
Professor in Curriculum & Instructional Studies, Former Director, School of Postgraduate Studies at NWU and Member of Council

Dr. M. V. Vithanapathirana
Professor, Faculty of Education, University of Colombo

Dr. Laima Kyburienė
Assoc.professor, Kauno kolegija/University of Applied Sciences, Kedainiai Jonusas Radvila Study Center

Dr. Isaac N. Nwankwo
Senior Lecturer, Dept. of Educ. Mgt. & Policy, Faculty of Education, Nnamdi Azikiwe University

Dr. G.Sankar
S/o V.Ganesan, Manora Colony, Mallippattinam (Po), Pattukkottai (Tk), Thanjavur – 614 723, TamilNadu.

Dr. Suresh Mani Tripathi
Assistant Professor (Law) Govt. Naveen Law College Bhatapara. Distt- Baloda Bazar-Bhatapara, India

Dr. S.Arivoli
Assistant Professor/EEE, VSB College of Engineering Technical Campus, Coimbatore-642109

Dr. Ionel BONDOC
Associate Professor, University of Agricultural Sciences and Veterinary Medicine Iasi, Faculty of Veterinary Medicine Iasi (ROMANIA), Department of Public Health

Dr. Priyabrat Gochhayat
Sambalpur University, Odisha

Dr. Begum Sertyesilisik
Assoc. Prof. at the Istanbul Technical University

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1.Philipp Aufenvenne,Miriam Kuckuck, Nina Leimbrink, Max Pochadt, Malte Steinbrink. Integration through Peers – A Study on the Integration of Migrant Children in Pupil Networks in four German Secondary Schools . American Journal of Educational Research and Reviews, 2018,3:19. DOI: 10.28933/ajerr-2018-02-0101 
2.Seock-Ho Kim, Mi-Ran Kim, Naanhee K. Kim, and Yoonhee K. Kim. Pyramid Power in Colors. American Journal of Educational Research and Reviews, 2018,3:23. DOI: 10.28933/ajerr-2018-05-0303

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American journal of educational research and reviews

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