This study was conducted at a university in Algeria. It explores the language voices and self- positioning amongst students who study English as a foreign language (EFL), through introducing an innovative teaching method that includes the process of narrating personal life experiences, turning those experiences into a scenario and performing it onstage using interactive theatre. As the voice of the learner is crucial in the classroom to break the walls of anxiety and lack of investment, to promote self-positioning and agency, and to allow the student to participate in his/her desired imagined community, I was concerned about the teaching and learning situation at the department of English where this study took place. The current situation revealed that most of the students fear to speak, but wish to become good language users and be seen by others. This has driven me towards asking the questions of what voices can they develop in theatre, and what aspects from their experiences define those voices. I ran a theatre course where 19 EFL students participated. I used thematic analysis strategy to analyse the data collected from this study. The findings revealed multiple voices that are defined by the participants’ experiences in both their social and academic contexts .
{"title":"‘I want to be heard and seen’: the visualization of EFL students’ voices through story narratives and interactive theatre","authors":"Souad Smaili","doi":"10.30845/jesp.v7n2p5","DOIUrl":"https://doi.org/10.30845/jesp.v7n2p5","url":null,"abstract":"This study was conducted at a university in Algeria. It explores the language voices and self- positioning amongst students who study English as a foreign language (EFL), through introducing an innovative teaching method that includes the process of narrating personal life experiences, turning those experiences into a scenario and performing it onstage using interactive theatre. As the voice of the learner is crucial in the classroom to break the walls of anxiety and lack of investment, to promote self-positioning and agency, and to allow the student to participate in his/her desired imagined community, I was concerned about the teaching and learning situation at the department of English where this study took place. The current situation revealed that most of the students fear to speak, but wish to become good language users and be seen by others. This has driven me towards asking the questions of what voices can they develop in theatre, and what aspects from their experiences define those voices. I ran a theatre course where 19 EFL students participated. I used thematic analysis strategy to analyse the data collected from this study. The findings revealed multiple voices that are defined by the participants’ experiences in both their social and academic contexts .","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134245458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This is a qualitative study employing historical-descriptive methods of research. Key informant interview and documentary analysis were used to gather pertinent data. Significantly, this paper is an attempt to present the historical narratives on achievements and contributions of Domiciano K. Villaluz in Mindanao State University as the Father of Fisheries Education. This paper highlights his leadership. DK Villaluz made a breakthrough in producing the sugpo fry through artificial culture with the help of a hatchery and larval feeding techniques under laboratory conditions. It was the first documented successful experiment. His laudable achievements revolutionized an impact to the aquatic industry. Most importantly, he leaves a contribution that spun the creation of another campus of Mindanao State University Systemthe Mindanao State University at Naawan which at present a premier institution in marine biological sciences and fisheries education. This article closes with a call for a more critical approach to the leadership skills of DK Villaluz..
这是一项采用历史描述研究方法的定性研究。主要信息提供者访谈和文献分析收集相关数据。值得注意的是，本文试图呈现Domiciano K. Villaluz在棉兰老州立大学作为渔业教育之父的成就和贡献的历史叙述。这篇文章强调了他的领导能力。DK Villaluz在实验室条件下利用孵化场和幼虫饲养技术，通过人工培养生产苏波鱼苗取得了突破性进展。这是第一个有记录的成功实验。他值得称赞的成就对水产产业产生了革命性的影响。最重要的是，他为棉兰老州立大学系统的另一个校区——棉兰老州立大学Naawan分校的创建做出了贡献，该大学目前是海洋生物科学和渔业教育的主要机构。这篇文章最后呼吁对DK Villaluz的领导能力采取更批判性的方法。
{"title":"The Achievements and Contributions of Domiciano K. Villaluz: A Renowned Founder on the Artificial Culture of Penaeus Monodon Fabricius","authors":"Assistant Professor Desheree Judena Gayo","doi":"10.30845/jesp.v7n2p7","DOIUrl":"https://doi.org/10.30845/jesp.v7n2p7","url":null,"abstract":"This is a qualitative study employing historical-descriptive methods of research. Key informant interview and documentary analysis were used to gather pertinent data. Significantly, this paper is an attempt to present the historical narratives on achievements and contributions of Domiciano K. Villaluz in Mindanao State University as the Father of Fisheries Education. This paper highlights his leadership. DK Villaluz made a breakthrough in producing the sugpo fry through artificial culture with the help of a hatchery and larval feeding techniques under laboratory conditions. It was the first documented successful experiment. His laudable achievements revolutionized an impact to the aquatic industry. Most importantly, he leaves a contribution that spun the creation of another campus of Mindanao State University Systemthe Mindanao State University at Naawan which at present a premier institution in marine biological sciences and fisheries education. This article closes with a call for a more critical approach to the leadership skills of DK Villaluz..","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131772308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Critical Race Inquiry of African American Female Law Students’ Educational Experiences at a Racially Diverse Law School","authors":"Chloe Lancaster, Y. Xu, Elin Ovrebo, E. Hosman","doi":"10.30845/JESP.V6N2P4","DOIUrl":"https://doi.org/10.30845/JESP.V6N2P4","url":null,"abstract":"","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115715445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Indonesia education decentralization makes teacher management and distribution became regional governments responsibility. Current teacher distribution policy instrument is insufficient to distribute teachers equally. Teacher surplus in urban areas and lack in remote areas. The unequal teacher distribution indicates that the teacher distribution policy implementation does not run as planned. This study aims to understand more deeply how dynamics of the teacher distribution policies implementation in regional level in the education decentralisation sphere. The dynamic of model implementing teacher distribution policies in regional level has budget constraints, information distortion, personal interests and sectoral egos of actors and regional governments. Furthermore, the dynamic model does not fully follow feedback relationship. A relationship from organisational context to policy design is found, whereas no reverse relationship exists. The teacher distribution policy can reach the objectives rapidly by giving attention to the harmony between policy design and improvement in organisational element capacity.
{"title":"Dynamic of Indonesian Teacher Distribution Policies Implementation at Regional Level","authors":"M. Novita, C. Wijaya, Andreo Wahyudi Atmoko","doi":"10.30845/jesp.v7n1p15","DOIUrl":"https://doi.org/10.30845/jesp.v7n1p15","url":null,"abstract":"Indonesia education decentralization makes teacher management and distribution became regional governments responsibility. Current teacher distribution policy instrument is insufficient to distribute teachers equally. Teacher surplus in urban areas and lack in remote areas. The unequal teacher distribution indicates that the teacher distribution policy implementation does not run as planned. This study aims to understand more deeply how dynamics of the teacher distribution policies implementation in regional level in the education decentralisation sphere. The dynamic of model implementing teacher distribution policies in regional level has budget constraints, information distortion, personal interests and sectoral egos of actors and regional governments. Furthermore, the dynamic model does not fully follow feedback relationship. A relationship from organisational context to policy design is found, whereas no reverse relationship exists. The teacher distribution policy can reach the objectives rapidly by giving attention to the harmony between policy design and improvement in organisational element capacity.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115808051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As in many sub-Saharan African countries, language policy in Nigeria is essentially a continuation of the legacy that was bequeathed to it from colonization, highly favouring the use of English in official domains, including in education. In practice, English remains the main language of instruction in Nigeria at all levels of formal education and is considered the ‘language of success’ because of the socio-economic opportunities it procures. This policy has however proved ineffective because it continues to marginalize a great number of the Nigerian population rather than equipping it to contribute to development. Since good and effective education remains the best means by which people are empowered to participate in their personal and national development and that this is better achieved through an efficient use of mother tongues, we argue in this paper for the adoption of translanguaging approach in formal education in Nigeria and offer country-specific implementation strategies.
{"title":"Translanguaging as an Effective Tool for Promoting the Use and Contribution of African Languages to Formal Education: the Nigerian Case","authors":"Michael Akinpelu","doi":"10.30845/JESP.V7N4P5","DOIUrl":"https://doi.org/10.30845/JESP.V7N4P5","url":null,"abstract":"As in many sub-Saharan African countries, language policy in Nigeria is essentially a continuation of the legacy that was bequeathed to it from colonization, highly favouring the use of English in official domains, including in education. In practice, English remains the main language of instruction in Nigeria at all levels of formal education and is considered the ‘language of success’ because of the socio-economic opportunities it procures. This policy has however proved ineffective because it continues to marginalize a great number of the Nigerian population rather than equipping it to contribute to development. Since good and effective education remains the best means by which people are empowered to participate in their personal and national development and that this is better achieved through an efficient use of mother tongues, we argue in this paper for the adoption of translanguaging approach in formal education in Nigeria and offer country-specific implementation strategies.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122062064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study is to determine the effect of the demographic profile ofK-12teachers who taught Earth and Space 9 subject to the academic performance of the learners using module. With the emergence of a new curriculum and a big change in the educational system, it is significant to determine the quality of teachers who have the great roles as the knowledge-imparters to the learners. This study also determines the learners’ pre-test and post-test scores; the difference between learners’ pre-test and post-test scores; the relationship between the learners’ performance and the teachers’ demographic profile. A total of 214 students and sixteen teachers from Naawan National High School (NaNHS) and Initao Comprehensive High School (INCHS) participated in the study. Based on the teachers' demographic profile results revealed that: there are more female than male teachers (67% vs 33%); 50% of them are within 27-32 years old and have been teaching for 22-26 years but most of them have only taught the subject Earth and Space for about 1-4 years(66.%). Also, majority of the teachers are pursuing their Master’s degree (66.7%) and that 50% of them attended about 27-32 seminars and trainings up to the present. The performance in the pre-test of the learners from the two respondent schools is comparatively similar. However, the performance in the post-test of INCHS showed an increase in the number of learners who are at the Fairly Satisfactory level (54.6%) and at the Satisfactory level (30.6%) and has decreased in the number of learners (7.4%) at Did not meet the Expectation level. On the other hand, NaNHS still has more learners that are at Did not meet the Expectation level (41.7%) and only few learners are at Very Satisfactory level (36.1%). Remarkably, none from the two schools reached the Outstanding level. Furthermore, a significant difference at α=0.05 in the pre-test and post-test exists and there is no significant relationship between the performance of grade 9 learners and the teachers’ demographic profile.
{"title":"Teachers’ Demographic Profile on the Learners’ Performance Using K-12 Earth and Space module","authors":"Vebhie Joy C. Salvan, Milagros M. Hambre","doi":"10.30845/JESP.V7N4P14","DOIUrl":"https://doi.org/10.30845/JESP.V7N4P14","url":null,"abstract":"The purpose of this study is to determine the effect of the demographic profile ofK-12teachers who taught Earth and Space 9 subject to the academic performance of the learners using module. With the emergence of a new curriculum and a big change in the educational system, it is significant to determine the quality of teachers who have the great roles as the knowledge-imparters to the learners. This study also determines the learners’ pre-test and post-test scores; the difference between learners’ pre-test and post-test scores; the relationship between the learners’ performance and the teachers’ demographic profile. A total of 214 students and sixteen teachers from Naawan National High School (NaNHS) and Initao Comprehensive High School (INCHS) participated in the study. Based on the teachers' demographic profile results revealed that: there are more female than male teachers (67% vs 33%); 50% of them are within 27-32 years old and have been teaching for 22-26 years but most of them have only taught the subject Earth and Space for about 1-4 years(66.%). Also, majority of the teachers are pursuing their Master’s degree (66.7%) and that 50% of them attended about 27-32 seminars and trainings up to the present. The performance in the pre-test of the learners from the two respondent schools is comparatively similar. However, the performance in the post-test of INCHS showed an increase in the number of learners who are at the Fairly Satisfactory level (54.6%) and at the Satisfactory level (30.6%) and has decreased in the number of learners (7.4%) at Did not meet the Expectation level. On the other hand, NaNHS still has more learners that are at Did not meet the Expectation level (41.7%) and only few learners are at Very Satisfactory level (36.1%). Remarkably, none from the two schools reached the Outstanding level. Furthermore, a significant difference at α=0.05 in the pre-test and post-test exists and there is no significant relationship between the performance of grade 9 learners and the teachers’ demographic profile.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129896104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The interplay between social/emotional health and student academic success necessitates collaborative partnerships focused on sustainable educational initiatives to meet the needs of the whole child. The most effective approach allows for wide-ranging implementation of Social Emotional Learning (SEL) programs and practices through federal, state and local alliances directed at skill development for school-aged youth. Upon the review of previous and current federal and state efforts, a research-based model consisting of a three-tiered system of wide-ranging implementation of SEL programs and practices is introduced. Key terms: social emotional learning, mental health, educational policy
{"title":"Underserved: A Three-Tiered Approach for Student Social and Emotional Learning Needs","authors":"M. Byrd, Rachel Nez","doi":"10.30845/jesp.v6n3p1","DOIUrl":"https://doi.org/10.30845/jesp.v6n3p1","url":null,"abstract":"The interplay between social/emotional health and student academic success necessitates collaborative partnerships focused on sustainable educational initiatives to meet the needs of the whole child. The most effective approach allows for wide-ranging implementation of Social Emotional Learning (SEL) programs and practices through federal, state and local alliances directed at skill development for school-aged youth. Upon the review of previous and current federal and state efforts, a research-based model consisting of a three-tiered system of wide-ranging implementation of SEL programs and practices is introduced. Key terms: social emotional learning, mental health, educational policy","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126700458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of the research is to reveal the attitudes of the eighth year students about the science courses and to investigate the relation between attitude and scholastic achievement.The research realized through correleational survey model in descriptive style was carried out with 40 students chosen randomly among from the eighth year students of a secondary school.As data collection tools for the research, scholastic achievement test and attitude scale for determining their attitudes toward science courses were used.It was seen that there was a significant relation between the scholastic achievement and the attitude toward science courses of the eighth year students participated to the research. It can be said from the obtained results that the students having a positive attitude toward science courses are more successful in science courses.
{"title":"Determining Eighth Year Students’ AttitudesToward Science Courses and Investigating the Relation Between Attitude and Scholastic Achievement","authors":"Ramis Bayraks","doi":"10.30845/jesp.v7n2p10","DOIUrl":"https://doi.org/10.30845/jesp.v7n2p10","url":null,"abstract":"The aim of the research is to reveal the attitudes of the eighth year students about the science courses and to investigate the relation between attitude and scholastic achievement.The research realized through correleational survey model in descriptive style was carried out with 40 students chosen randomly among from the eighth year students of a secondary school.As data collection tools for the research, scholastic achievement test and attitude scale for determining their attitudes toward science courses were used.It was seen that there was a significant relation between the scholastic achievement and the attitude toward science courses of the eighth year students participated to the research. It can be said from the obtained results that the students having a positive attitude toward science courses are more successful in science courses.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122278802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The 1952 Meru Land Case: A Pan Africanism Mission","authors":"Les Tate, J. Carvalho","doi":"10.30845/jesp.v6n3p7","DOIUrl":"https://doi.org/10.30845/jesp.v6n3p7","url":null,"abstract":"","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126102288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this article was to examine ways that Universal Design for Learning (UDL) could enhance the educational experience of students with learning disabilities (SWDs) and explore barriers that SWDs face in postsecondary education. In addition, the barriers that university faculty and staff face when adapting to and accommodating SWDs were examined. SWDs are often handicapped by a lack of understanding of the laws designed to protect them and faculty are also prone to not understanding the process of accommodating these students. Many SWDs are reluctant to ask for accommodations thus risking failure. One approach is Universal Design for Instruction (UDI), which is a faculty-based approach to improve access to learning with inclusive teaching practices. Another teaching practice under the umbrella of UDL is mobile learning, flexible education using the internet or network using personal devices which allow students access to education anywhere.
{"title":"Universal Design for Learning and Instruction: Overcoming Barriers Facing Students with Disabilities in Colleges and Universities","authors":"Amanda G. Allen, S. Anderson","doi":"10.30845/JESP.V7N4P10","DOIUrl":"https://doi.org/10.30845/JESP.V7N4P10","url":null,"abstract":"The purpose of this article was to examine ways that Universal Design for Learning (UDL) could enhance the educational experience of students with learning disabilities (SWDs) and explore barriers that SWDs face in postsecondary education. In addition, the barriers that university faculty and staff face when adapting to and accommodating SWDs were examined. SWDs are often handicapped by a lack of understanding of the laws designed to protect them and faculty are also prone to not understanding the process of accommodating these students. Many SWDs are reluctant to ask for accommodations thus risking failure. One approach is Universal Design for Instruction (UDI), which is a faculty-based approach to improve access to learning with inclusive teaching practices. Another teaching practice under the umbrella of UDL is mobile learning, flexible education using the internet or network using personal devices which allow students access to education anywhere.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121119353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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