FKIP-UT Scientific Journals


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International Journal of Theory and Application in Elementary and Secondary School Education

The International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE) has published continuously since 2019 with registered number p-ISSN 2656-0003, e-ISSN 2684-7167published by Faculty of Teacher Training and Education, Universitas Terbuka in cooperation with Research Synergy Foundation. The IJTAESE deals with both educational theories and practices and their implications for the quality of teaching and learning in elementary and lower secondary education. It prefers to publish original studies that contain data about school and classroom processes and management in these levels. In addition, the IJTAESE presents articles that relate the latest research and review on child development, cognitive psychology, and sociology of learning and teaching. Contents of the articles may include theories and practices in current methodologies of teaching and learning, technologies of teaching and learning in digital eras, curriculum review and research, and school and community-based management, For the purposes of manuscripts published in the IJTAESE, elementary and secondary education generally is considered from Grade 1 to 9. The IJTAESE welcomes research manuscripts, reflective reports on innovation in teacher education practices, as well as reviews on professional learning resources. All articles to be published in this journal will have undergone rigorous peer review, based on initial editor screening and refereeing by three anonymous reviewers.

The International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE) is indexed by:

  
 

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International Journal of Emerging Issues in Early Childhood Education

The International Journal of Emerging Issues in Early Childhood Education (IJEIECE) has published continuously since 2019 with registered number p-ISSN 2655-9986e-ISSN 2685-4074, published by Faculty of Teacher Training and Education, Universitas Terbuka in cooperation with Research Synergy Foundation. The IJEIECE aims at providing forum for consideration of current issues and development and for exchange of information and ideas about research and praxis in the practices of childcare and early childhood (K–3 levels) teacher education. Issues may relate to pre-service teacher preparation and in-service professional development. This journal prefers to publish original studies that contain data about community-based education, school and classroom practices and management in those levels. In addition, the IJEIECE presents articles that relate the latest research and review on early child development, cognitive psychology, and sociology of learning and teaching. Contents of the articles may include theories and practices in current methodologies of teaching and learning, technologies of teaching and learning in digital eras, curriculum review and research, and school and community-based managementFor the purposes of manuscripts published in the IJEIECE, early childhood education generally is considered from kindergarten (K) for 4 to 6 year olds through Grade 3 for 7 to 9 year olds. The IJEIECE welcomes research manuscripts, reflective reports on innovative in childcare management and teacher education practices, as well as reviews on professional learning resources. All articles to be published in this journal will have undergone rigorous peer review, based on initial editor screening and refereeing by three anonymous reviewers.

The International Journal of Emerging Issues in Early Childhood Education (IJEIECE) is indexed by:

  

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International Journal on Research in STEM Education

The International Journal of Research in STEM Education (IJRSE) has published continuously since 2019 with registered number p-ISSN XXXX-XXXXe-ISSN XXXX-XXXXpublished by Faculty of Teacher Training and Education, Universitas Terbuka in cooperation with Research Synergy Foundation. The IJRSE is a multidisciplinary journal in the areas of teacher training and education which are focusing on the study of teaching and learning in science, technology, engineering, and mathematics (STEM). It is being established as a brand new, forward looking journal in the field of teacher training and education program. As a peer-reviewed journal, it is positioned to promote, but not least, research-based educational development in the rapidly evolving field in digital era of STEM education around the world.

The IJRSE provides a unique platform for sharing research regarding, among other topics, the design and implementation of technology-rich learning environments, innovative pedagogies, and curricula in STEM education that promote successful learning to K7-16 levels in teacher education. We are also interested in studies that address specific challenges in improving students’ achievement, approaches used to motivate and engage students, and lessons learned from changes in curriculum and instruction in STEM education. The journal encourages translational analyses which bridges research with educational policies and practices of STEM education.  

There are no methodological restrictions, but this journal aims to foster multi-disciplinary research and development through contributions that are empirically grounded and blend subject content expertise and educational endeavours. Contributions will be encouraged from scholars within and across subject content fields (e.g., natural science, technology, engineering, and mathematics), social science fields (e.g., education, psychology, and sociology) and other schooling systems to promote scholarly exchange and discussion on emerging issues and frontier research in STEM education. The journal also features short reports that present case studies or showcase evidence-based changes in educational training curriculum or pedagogical practices in different education systems around the world. All articles to be published in this journal will have undergone rigorous peer review, based on initial editor screening and refereeing by three anonymous reviewers.

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