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Cross-Cultural Leader Development in a University Club: An Autoethnography pp. 7-17 | Available Online: July 2017 | DOI: 10.22521/edupij.2017.63.1 Jason Edward Lewis
Abstract There is a growing body of research on the organization, effectiveness, and strategies of leadership teams. Less research exists on such aspects in cross-cultural teams. Little is known about how team leadership can be used in cross-cultural university clubs and how such settings foster leader development. Within the framework of existing literature, this analytic autoethnography examines how I develop leadership skills in university students cross-culturally through a student choir club by utilizing a team leadership model. This study provides an understanding of how leader development can occur in university clubs in cross-cultural settings through employing a team leadership model. Student club advisors may benefit from knowing the benefits of consciously developing leadership skills with club members and some strategies of how to develop such skills. Students might recognize the advantages of clubs that can help them become better leaders. Current club leaders can see that leadership skills can be developed in all types of clubs, especially within a choir. University administrators can see the practical value of extra-curricular student clubs in developing leaders. Keywords: international education, qualitative research, mentoring |
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Relationship Between Prior Knowledge and Creative Thinking Ability in Chemistry pp. 18-25 | Available Online: August 2017 | DOI: 10.22521/edupij.2017.63.2 Dewi Satria Ahmar, Ramlawaty, Melati Masri, Ansari Saleh Ahmar
Abstract This study aims to determine the relationship between prior knowledge and creative thinking ability of 11th Grade science students. This research is ex post facto. The population for this research was 11th Grade science students at a public school in Takalar, Indonesia, and consisted of 39 classes with a total enrollment of 1,537 students. In selecting the sample, the study employed stratified purposive random sampling technique in order to select 134 of the 11th Grade science students (from SMAN 1 Takalar, SMAN 3 Takalar, SMAN 1 Polongbangkeng Selatan, and SMAN 3 Polongbangkeng Utara). The data was collected by using a prior knowledge test that consisted of 16 items (α = 0.883) and a verbal creativity test consisting of 18 items (α = 0.808). Data were analyzed using correlation and regression analysis. The coefficient correlation between the two variables is 0.619 with p = 0.000 (p <0.05). This value indicates the existence of a relationship between prior knowledge and creative thinking ability in chemistry students and that there is a positive relationship between the two variables. Keywords: prior knowledge, creative thinking ability, chemistry |
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Development of a Scale for the Attitude Towards Children’s Rights Education pp. 26-41 | Available Online: August 2017 | DOI: 10.22521/edupij.2017.63.3 Ayse Ozturk, Ahmet Doganay
Abstract The objective of this study was to develop a Scale for the Attitude Towards Children’s Rights Education (ATCRE) for teacher candidates. The study group was comprised of 550 classroom and pre-school teacher candidates in Turkey. Proofs regarding the construct validity of the scale were acquired via Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). A scale structure comprised of 20 items and three factors was reached as a result of EFA. It was determined that the three factors determined explain 68.188% of the total variance. CFA was carried out in order to check the validity of the construct acquired as a result of EFA. It was determined from the CFA fit indexes that GFI(.90), AGFI(.88) and NFI(.93) are at acceptable fit levels whereas X2/sd(CMIN/DF) (1.234), CFI(.99), IFI(.99), RMSEA(.039), SRMR(.039) are at perfect fit levels. Cronbach Alpha (internal consistency) reliability coefficients, test-retest reliability, item total correlations and item distinctiveness values were examined. Cronbach Alpha value for the whole scale was calculated as .914. Whereas the Cronbach Alpha values for the sub-factors of the scale were calculated respectively as .902, .930 and .881. In conclusion, it can be stated that a reliable and valid measurement instrument has been reached. Keywords: children’s rights, children’s rights education, scale development, children’s rights education attitude, teacher candidates, teacher education |
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A Review of the Importance of Peer Instruction Argumentative Strategy (PIAS) in Science Learning pp. 42-55 | Available Online: August 2017 | DOI: 10.22521/edupij.2017.63.4 Aina Jacob Kola
Abstract The paper believes the method a teacher employed in science class for instruction makes students’ learning difficult. A literature review of some common methods of teaching in science was done. The paper highlighted the conceptual framework of the Peer Instruction Argumentative Strategy (PIAS) and discussed the importance of PIAS to science learning. The paper recommended PIAS for science education classes based on its perceived advantages over the other teaching strategies. Keywords: peer instruction, authentic learning, coaching and scaffolding, constructivism |
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EDUPIJ News!
ANNOUNCEMENT
Message from the Editor-in-Chief,
We would like to inform our authors, reviewers, and stakeholders that EDUPIJ has entered Scopus’s re-evaluation process, as officially communicated (dated 2025-12-09). This assessment is a standard quality assurance practice applied to indexed journals and aims to ensure sustained editorial quality, ethical integrity, and alignment with Scopus’s evolving evaluation framework.
EDUPIJ welcomes this process and views it as an opportunity to further consolidate its editorial governance, strengthen publication ethics, and enhance peer-review rigor.
Strengthening Editorial and Ethical Standards
To ensure full compliance with international best practices and to proactively address Scopus evaluation criteria, the following measures have been formally implemented:
1. Selective Acceptance Policy for 2026 and Beyond
In response to increased submission volume in 2025 (see Journal Metrics: https://edupij.com/index/sayfa/18/journal-metrics), EDUPIJ will adopt a more selective acceptance policy starting in 2026 and continuing in the years ahead. In doing so, the geographic distribution of authors will also be taken into account to ensure that editorial decisions are informed by transparent, year-to-year submission and authorship patterns. Acceptance rates will be carefully aligned with editorial capacity to ensure a rigorous double-blind peer review process supported by active reviewer engagement and uncompromised editorial oversight. This policy reflects our commitment to quality-driven growth rather than volume-based expansion, and it directly addresses observations that the geographic spread of authors has changed significantly during the same period by ensuring that any such shifts are systematically monitored and considered within our quality assurance framework.
In line with this approach, we have adopted a Publication Volume Policy, enacted on 2025-12-07, which establishes clear upper limits on annual publication volume and defines a framework for maintaining EDUPIJ’s output at sustainable, long-term levels, comparable to pre-2025 volumes under normal conditions. This policy is also publicly available at https://edupij.com/index/sayfa/41/publication-volume-journal-metrics-policy.
From 2026 onwards, our objective is to maintain a moderate and stable annual volume, prioritising quality and selectivity rather than growth.
2. Enhanced Author and Manuscript Integrity Screening
All submissions now undergo mandatory integrity checks, including automated screening for retraction history and potential ethical risks prior to peer review. These procedures are designed to safeguard originality, research integrity, and transparency at every stage of the editorial process.
3. Establishment of a Publication Ethics Review Committee
A dedicated Publication Ethics Review Committee has been constituted to evaluate high-risk submissions, oversee ethical investigations when necessary, and ensure consistent adherence to COPE guidelines and internationally recognized publishing standards. All ethical decisions are documented and managed through a structured, transparent process.
Ongoing Commitment:
EDUPIJ remains firmly committed to rigorous double-blind peer review, transparent editorial policies, responsible scholarly communication, and the advancement of high-quality educational research at an international level.
Our journal continues to demonstrate steady progress in terms of international visibility, indexing coverage, and citation performance. We are confident that the Scopus re-evaluation process will further support the journal’s long-term sustainability and academic impact.
We sincerely thank our authors, reviewers, and the broader scholarly community for their continued trust and contribution to EDUPIJ.
Sincerely,
Prof. Turgut Karaköse, Editor-in-Chief
Posted: 2025-12-09