Main Article Content
Message from the Editor
It is the great honor for us to publish 7th Volume, 3rd Issue of Contemporary Educational Researches
Contemporary Educational Researches Journal (CERJ) welcomes original empirical investigations and
comprehensive literature review articles focusing on educational issues. The journal is an
international peer-refereed journal that promotes the researches in the field of contemporary
teaching and learning approaches and theories. The scope of the journal includes, but is not limited
to; the following major topics as they relate to: Active Learning, Administration of Education, Adult
Education, Affective Learning, Classroom Assessment, Classroom Management, Classroom Teacher
Education, Collaborative Learning, College and Higher Education, College and Higher Education,
Constructivist Learning, Instructional Design, Learning and Teaching Research Methods, Learning
Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong
Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education,
New Learning Environments, Portfolio Assessment, Professional Development and School
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).