Journal of Culture and Values in Education <p><strong><em>Journal of Culture and Values in Education</em></strong><strong><em>&nbsp;(JCVE) (E-ISSN:</em></strong><em> <strong>2590-342X)</strong></em> is an international, peer-reviewed, open-access academic e-journal for cultural and educational research. The journal is published twice a year (June &amp; December) in online versions. The journal accepts article submissions online through the website of the journal which can be reached at <a href=""></a> &nbsp;&nbsp;</p> <p>The overarching goal of the journal is to disseminate original research findings that make significant contributions to different areas of education, culture and values of different societies. The aim of the journal is to promote the work of academic researchers in the humanities, cultural studies and education.</p> <p><strong>Focus and Scope</strong></p> <p>The topics related to this journal include but are not limited to:<img style="float: right;" src="/public/site/images/btarman/JCVE1.jpg" width="374" height="485"></p> <ul> <li class="show"><em>General Education </em></li> <li class="show"><em>Cognition, Culture and Values</em></li> <li class="show"><em>Communication and Culture</em></li> <li class="show"><em>Cross-cultural Learning in Education</em></li> <li class="show"><em>Cultural Studies in Education</em></li> <li class="show"><em>Educational Assessment and Evaluation</em></li> <li class="show"><em>Intercultural Communication</em></li> <li class="show"><em>International and Comparative Education</em></li> <li class="show"><em>Language and Culture</em></li> <li class="show"><em>Popular Culture and Education</em></li> <li class="show"><em>Identity Politics &amp; Minorities</em></li> <li class="show"><em>Race &amp; Ethnicity in Education</em></li> <li class="show"><em>Immigration/Migration</em></li> <li class="show"><em>Multicultural Education</em></li> <li class="show"><em>Popular Culture &amp; Cultural Studies</em></li> <li class="show"><em>Transnationalism in Education</em></li> <li class="show"><em>Citizenship and Policies of Integration</em></li> </ul> Journal of Culture and Values in Education en-US Journal of Culture and Values in Education 2590-342X Editorial 2019: (2)2 <p>As the<strong><em> Journal of Culture and Values in Education (JCVE</em>), </strong>we are excited to be with you through the second issue of 2019. We would like to extend our appreciations to all who contributes by submitting or reviewing manuscripts or have been readers of <strong><em>JCVE</em></strong>. This is an international, peer-reviewed, open-access academic e-journal for cultural and educational research. The journal is published &nbsp;regular issues twice a year (June &amp; December) in online versions. The overarching goal of the journal is to disseminate origianl research findings that make significant contributions to different areas of education, culture and values of different societies. The aim of the journal is to promote the work of academic researchers in the humanities, cultural studies and education. In addition to our goal of providing free on-line access to the new journal, we also feel strongly about the necessity of its being very high quality.</p> Bulent Tarman ##submission.copyrightStatement## 2019-06-30 2019-06-30 2 2 i iii Influence of Teacher's Characteristics on Civic Education Implementation in Nigeria <p>There is evidence of dissatisfaction of millennials with democracy and rising populist support for non-democratic forms of governance and nationalism among them. This presents challenges for civic education implementation and calls for promotion of constructivist civic teachers. Motivated by the need to apply deep civic education in inhibiting non-democratic beliefs and promoting viable strong democracy through active citizens, the present study employed a descriptive survey to investigate the influence of teacher's gender and educational background on teacher's implementation of civic education using data collected from randomly selected 16 secondary school civic education teachers and 320 secondary school students comprising 20 students of each teacher participating in the study. Two instruments were used for data collection on teachers’ initial and continuous training in civic education, and teachers’ implementation of civic education. Two research questions answered using mean and standard deviation, and three null hypotheses tested at 0.05 level of significance using correlation, Mann-Whitney and Kruskal-Wallis H Test guided the study. The findings showed that a high number of civic teachers did not receive prior training in civic education as well as do not engage in lifelong learning or continuous training in civic education and teaching practice. Civic teachers do not also actively engage students in civic instructions. A positive relationship exists between teacher’s training in civic education and teacher’s implementation of civic education. While civic teachers’ educational background did significantly influence implementation of civic education, gender did not. The findings were associated to a number of factors including lack of cognition of the power of civic education in constructing, reconstructing and transforming (dys)functional societal ideologies. Promotion of lifelong learning among teachers, training of teachers in civic contents and methods, and utilization of ICT for instructional purposes were recommended.</p> Adaobiagu Nnemdi Obiagu ##submission.copyrightStatement## 2019-06-24 2019-06-24 2 2 1 20 Teaching as a career choice: A case study on the perceptions of emerging teachers <p>As fewer and fewer students choose teaching as a career, the teaching profession struggles to understand how to recruit more students into the field, and prevent current teachers from leaving. Data shows the need for new teachers will continue to increase (Sutcher, Darling-Hammond and Carver-Thomas (2016), while almost 70% of schools reported at least one unfilled vacancy to begin the 2011-12 school year (Malkus, Hoyer, &amp; Sparks, 2015). Teacher preparation programs are also graduating fewer students into teaching (2016). This qualitative case study investigated the perceptions and beliefs of undergraduate students enrolled in an introductory course on teaching. Data from this case study is expected to confirm prior research on the reasons why students choose teaching as a profession, and help teacher preparation programs investigate if students’ perceptions about becoming a teacher have changed. Results from this study support prior research on why students choose to become teachers, but also explores students views on how society views teaching, the continued salary gap with other professions, and the future of teaching.</p> Michael Houdyshell ##submission.copyrightStatement## 2019-06-24 2019-06-24 2 2 21 37 The Impact of demographic factors on pre-service teachers’ perception of Educational Research: Findings from a private university <p>The current study sought to identify the effects of democratic factors on the perception of pre-service teachers (with diploma as their highest level of education) on the teaching and learning of the Educational Research course during the fall 2017 semester in one of the private universities in Ghana. With a survey research design, three hundred and twenty (320) pre-service teachers, who were enrolled in the fall 2017 sandwich programme, were randomly sampled to participate in the study. The findings revealed significant differences between male and female pre-service teachers perception of the teaching of research, relevance of research and their statistics anxiety. Also, the age independent variable indicated a significant difference on the statistics anxiety construct only whereas the other two constructs were not significant. There were significant correlations among age, years of teaching, and statistics anxiety. The implication of the study for practice is discussed.</p> Jacob Manu Christopher M. Owusu-Ansah ##submission.copyrightStatement## 2019-06-24 2019-06-24 2 2 38 56 Historical Fiction Picture Books <p>Historical fiction picture books represent a small subset of titles in the broader scope of the format. However, these books are important to both readers and educators. As books are used in educational settings it is critical to assess their effectiveness in helping teach children.&nbsp; This is especially true of historical fiction which generates its own unique challenges.&nbsp; To deeply assess historical fiction picture books we gathered and analyzed a sampling of 126 titles to assess trends in the genre. We found that there were multiple conflicts between the genre and format. There were many books in the sample that struggled with directing the content to a young audience, giving a accurate portrayal of race issues, and maintaining general authenticity and accuracy in the writing. There were also some notable examples of historical picture books that did not display these faults, showing that with the right content and approach, historical fiction picture books have the potential to be invaluable tools for teaching children.</p> Rachel Lynn Wadham Andrew P. Garrett Garrett Emily N. Garrett ##submission.copyrightStatement## 2019-06-27 2019-06-27 2 2 57 72 Islamic Philosophy of Education <p>It is a Book Review. I hope it will get place in the coming issue of the journal</p> Ali Muhammad Bhat ##submission.copyrightStatement## 2019-06-24 2019-06-24 2 2 73 76 Urie Bronfenbrenner: The Ecology of Human Development Book Review Gonca Feyza Soyer ##submission.copyrightStatement## 2019-06-30 2019-06-30 2 2 77 80