Editors
| Editor-in-Chief: | James, Waynne, Ed.D., Professor, University of South Florida, USA |
|---|
Journal Information
Journal of Global Education and Research (JGER) is an international non-profit, open access, double-blind peer-reviewed journal. JGER, as an interdisciplinary journal, aims to bring together researchers, scientists, scholars, and graduate students to exchange and share their experiences, new ideas, and research results about all aspects of global education and research and to discuss the practical challenges encountered and the solutions adopted.
JGER is published bi-annually by the University of South Florida (USF) M3 Publishing. USF M3 Publishing is a service of the USF M3 Center for Hospitality Technology and Innovation (M3 Center). We encourage scientists to publish their experimental and theoretical research relating to global education in as much detail as possible to promote scientific predictions and impact assessments of global change and development in the field of education. Full experimental and methodical details must be provided so that the results can be reproduced. The coverage of JGER includes the following areas as they apply to global education and research.
- Adult and Continuing Education
- Curriculum and Instruction Development
- Education in Other Specialties
- Educational Technology
- English as a Second Language (ESL)
- Global Competence
- Higher Education & Educational Leadership
- Human Resource Development
- Inclusive Education
- International Education
- Pre K-12
- Research Methods in Education
Benefits of publishing with JGER
- Open access: Completely free for readers and authors. There are no fees charged for submission, subscription, and article processing. All costs are absorbed by the University of South Florida M3 Center and USF Library.
- Fair Turnaround: JGER is committed to getting the manuscripts double-blind peer-reviewed, and a first decision is provided to authors approximately 6-8 weeks after submission.
- Recognition of reviewers: Reviewers who provide timely, thorough peer-review reports shall receive credits.
- High visibility and Indexing: Indexed by:
- Cabell's Journal Whitelist (Sign-in-required)
- CiteFactor
- Directory of Open Access Journals (DOAJ)
- Directory of Research Journal Indexing (DRJI)
- DORA
- EBSCO
- Education Resources Information Center (ERIC)
- Google Scholar
- Index Copernicus International (ICI)
- MIAR
- Open Academic Journals Index (OAJI)
- Research Bib, Academic Resource Index
- Scientific Indexing Services (SIS)
- Sherpa/Romeo
- Under Review for multiple indexes and databases.
Browse past issues of JGER from the sidebar or at the following links:
- Volume 9
- Issue 1 & 2 | Issue 3 |
- Issue 1 | Issue 2 | Issue 3
- Issue 1 | Issue 2 | Issue 3
- Issue 1 | Issue 2 Volume 5
- Issue 1 | Issue 2 Volume 4
- Issue 1 | Issue 2 Volume 3
- Issue 1 | Issue 2 Volume 2
- Issue 1 | Issue 2 Volume 1
- Issue 1
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Capability building and quality management in higher education: An empirical investigation
- Kanwal Nasim and Xiaowen Tian
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Causes and effects of science tutor attrition at the colleges of education in the northern zone of Ghana: A qualitative study
- Collins D. Amadu, Rose Dognia, Solomon Boachie, and Taarique-Ahmad Yahaya
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Preparing for the inclusive classroom: The self-efficacy of teachers towards implementing inclusive educational practices in South Africa
- Nicole C. Drude and Luzaan Schlebusch
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Effectiveness of digital learning materials on students' achievement in science: A meta-analysis
- Bingo L. Aligo and Maricar S. Prudente
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Service encounter behavior (SEB) in higher education: The ‘moment of truth’ from a dyadic perspective in programme administration
- Lai Hong Ng and Lai Ling Ng
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Transformative education: Paulo Freire’s pedagogy of the oppressed and its contemporary resonance
- James P. Takona
- Volume 8
- Volume 7
- Volume 6
Current Issue
Volume 9 - Issue 1
Early Cite
Refereed Articles
Career readiness competencies among first-generation undecided students and their parents in the United States
Nicole M. Kotlan and Evan W. Faidley
A secret society of readers: College-age mentors’ literacy experiences with young adolescent mentees
Lindsay Persohn, Dulcey B. Hunter, Chelsea Rivera, Karyn Z. Mendez, Cheryl R. Ellerbrock, and Lucy Monette