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.
‘Your voice counts’: Understanding how online student evaluations encourage lecturers’ pedagogies during the COVID-19 pandemic
Journal of Pedagogical Sociology and Psychology, Volume 4, Issue 2, pp. 86-99
Predictive validity of selected measures of BEED graduates for first-time performance in the licensure examination for teachers
Michael Bobias Cahapay, Cathy Mae Dabi Toquero
Journal of Pedagogical Sociology and Psychology, Volume 4, Issue 2, pp. 100-111
Examining the effectiveness of the process-genre writing instructional framework in EAP writing course
Golebamang Galegane, Beauty Boikanyo Ntereke
Journal of Pedagogical Sociology and Psychology, Volume 4, Issue 2, pp. 112-130
Educational counselors’ and psychologists’ roles in interactions with parents in a diverse, polarized and changing society: Early childhood education interns' perceptions
Iris Levy, Alona Peleg
Journal of Pedagogical Sociology and Psychology, Volume 4, Issue 2, pp. 131-143
Hopes, goals, hindrances, and solutions of students on forced digitalization of course learning amid pandemic
Swen Joshryll Acebes, Jaizele Melitante, Nikki Tuble, Cathy Mae Dabi Toquero
Journal of Pedagogical Sociology and Psychology, Volume 4, Issue 2, pp. 144-167