JPSP is an open access journal, which means that all content is freely available without charge to the user or their institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the Budapest Open Access Initiative (BOAI) definition of open access.
JPSP is a peer reviewed journal and covers all area of educational studies. The journal is published biannually (twice a year: June and December) and provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The journal aims to achieve the advancement of knowledge in the field of educational sciences and to offer an integrated view of the field by presenting approaches of multiple disciplines.
Problem-based learning opportunities within Ontario (Canada) elementary health and physical education
Thomas G. Ryan
Journal of Pedagogical Sociology and Psychology, Volume 3, Issue 2, pp. 66-74
https://doi.org/10.33902/JPSP.2021270046
Remote continuity of learning and the COVID-19 pandemic: Educators’ self-perceptions of preparedness
Marjorie Ceballos, Thomas Vitale, William R. Gordon
Journal of Pedagogical Sociology and Psychology, Volume 3, Issue 2, pp. 75-89
https://doi.org/10.33902/JPSP.2021271304
The impact of lecture chunking format on university student vigilance: Implications for classroom pedagogy
Andrew Harris, Sarah Buglass, Georgina Gous
Journal of Pedagogical Sociology and Psychology, Volume 3, Issue 2, pp. 90-102
https://doi.org/10.33902/JPSP.2021272429
Ethics and plagiarism in students' opinions: A case study from the Czech Republic
Ondřej Filipec
Journal of Pedagogical Sociology and Psychology, Volume 3, Issue 2, pp. 103-115
https://doi.org/10.33902/JPSP.2021274943
Strategic leadership: A critical ingredient for promoting ethical practices in teacher education
Edward Ojuok Okanda, Joseph Munyoki Mwinzi, Samson Okuro Gunga
Journal of Pedagogical Sociology and Psychology, Volume 3, Issue 2, pp. 116-129
https://doi.org/10.33902/JPSP.2021274945