Cogent Education 

About: Cogent Education is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Psychology & Mathematics education. It has an ISSN identifier of 2331-186X. It is also open access. Over the lifetime, 1338 publications have been published receiving 11232 citations.

Teacher motivation: Definition, research development and implications for teachers

Abstract: The past decade has witnessed an increase in research on teacher motivation which has been proved a crucial factor closely related to a number of variables in education such as student motivation, educational reform, teaching practice and teachers’ psychological fulfilment and well-being. To address the constant calls for teacher motivation research, this paper attempts to pose a comprehensive review of teacher motivation studies conducted from diversified theoretical perspectives. Five research areas related to teacher motivation research have been identified: influencing factors of teacher motivation; teacher motivation and teaching effectiveness; teacher motivation and student motivation; teacher motivation research across different disciplines; and the instruments for assessing teacher motivation. Based on a critique of existing literature in terms of theoretical perspectives, research methodology, research content and concerns about contextual issues, potential directions for future research ...

Digital competence and digital literacy in higher education research: Systematic review of concept use

Abstract: Digital competence and digital literacy are concepts that are increasingly used in public discourse However, how the concepts are used and how they are defined remains unclear This paper presents

Student evaluations of teaching are an inadequate assessment tool for evaluating faculty performance

Abstract: Literature is examined to support the contention that student evaluations of teaching (SET) should not be used for summative evaluation of university faculty. Recommendations for alternatives to SE...

Applications of Vygotsky’s sociocultural approach for teachers’ professional development

Abstract: This paper outlines an approach to teachers’ professional development (PD) that originates in Vygotsky’s sociocultural theory (SCT), arguing that what Vygotsky claimed about students’ learning in t...

A systematic review of factors linked to poor academic performance of disadvantaged students in science and maths in schools

Abstract: Socio-economic hardships put children in an underprivileged position. This systematic review was conducted to identify factors linked to underachievement of disadvantaged pupils in school science and maths. What could be done as evidence-based practice to make the lives of these young people better? The protocol from preferred reporting items for systematic reviews and meta-analyses (PRISMA) was followed. Major electronic educational databases were searched. Papers meeting pre-defined selection criteria were identified. Studies included were mainly large-scale evaluations with a clearly defined comparator group and robust research design. All studies used a measure of disadvantage such as lower SES, language barrier, ethnic minority or temporary immigrant status and an outcome measure like attainment in standardised national tests. A majority of papers capable of answering the research question were correlational studies. The review reports findings from 771 studies published from 2005 to 2014 in ...