Safe and comfortable classroom environment and positive teacher‐ student relationships encourage academic learning and social emotional learning (SEL). In addition, after incorporating SEL into classrooms and schools, teachers' social-emotional abilities and health status significantly affect learning conditions. Research has been consistent in showcasing the benefits to students, teachers, and schools in which SEL is prioritized. Specific practices facilitated by the teacher in the classroom provide smoother transitions and secure, predictable classrooms. These practices can jointly lay a solid foundation of safety, consistency and joy in classrooms.
{"title":"Adult Social & Emotional Learning: Establishing Campus Cultures of Well-Being","authors":"Terry A. Silver","doi":"10.30845/jesp.v7n3p10","DOIUrl":"https://doi.org/10.30845/jesp.v7n3p10","url":null,"abstract":"Safe and comfortable classroom environment and positive teacher‐ student relationships encourage academic learning and social emotional learning (SEL). In addition, after incorporating SEL into classrooms and schools, teachers' social-emotional abilities and health status significantly affect learning conditions. Research has been consistent in showcasing the benefits to students, teachers, and schools in which SEL is prioritized. Specific practices facilitated by the teacher in the classroom provide smoother transitions and secure, predictable classrooms. These practices can jointly lay a solid foundation of safety, consistency and joy in classrooms.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"69 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":"116963703","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 study argues that the male-dominated society alienates the protagonist of The Bell Jar, Esther, as she tries to develop her female identity in the patriarchal American society. The American society obligated women to be submissive to their husbands. Women were expected to satisfy their husband’s sexual desires and become mothers. Secondly, the paper sheds light on other reasons behind the protagonist’s alienation like being different from her society in general and mother in particular. She alienates herself from the conventional thinking among American women who believe in “idle talk,” where they lack the choice to change anything concerning the world. Esther does not desire to live within the confinements of the societal gender roles; therefore, she dissociates herself from her family and environment. Thirdly, the study illustrates how the psychological trauma, inner absence, and depression alienate the protagonist. She misses her deceased father. What is more, his absence ushers her miserableness, depression and madness. Additionally, the meaninglessness in her life makes her unable to enjoy her life to the fullest. Thus, this state makes her sadder, depressed, and more alienated.
{"title":"The Manifestation of Alienation in Sylvia Plath’s the Bell Jar","authors":"Esma Biroğlu","doi":"10.30845/JESP.V6N1P8","DOIUrl":"https://doi.org/10.30845/JESP.V6N1P8","url":null,"abstract":"This study argues that the male-dominated society alienates the protagonist of The Bell Jar, Esther, as she tries to develop her female identity in the patriarchal American society. The American society obligated women to be submissive to their husbands. Women were expected to satisfy their husband’s sexual desires and become mothers. Secondly, the paper sheds light on other reasons behind the protagonist’s alienation like being different from her society in general and mother in particular. She alienates herself from the conventional thinking among American women who believe in “idle talk,” where they lack the choice to change anything concerning the world. Esther does not desire to live within the confinements of the societal gender roles; therefore, she dissociates herself from her family and environment. Thirdly, the study illustrates how the psychological trauma, inner absence, and depression alienate the protagonist. She misses her deceased father. What is more, his absence ushers her miserableness, depression and madness. Additionally, the meaninglessness in her life makes her unable to enjoy her life to the fullest. Thus, this state makes her sadder, depressed, and more alienated.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"63 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114100632","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}
Research indicates that Information and Communication Technologies (ICTs) impact positively on students’ attainment in primary school mathematics classrooms, depending on the nature of the pedagogy used (Higgins, Xiao, & Katsipataki, 2012). However, how ICTs are used pedagogically depends on how teachers perceive them (Bray & Tangney, 2017). Over the past decade, South Africa has invested heavily in ICTs in education, in the hopes that their use may impact positively on extremely low outcomes that are recorded in mathematics and reading in the country (Spaull, 2013). This investment, however, has not paid dividends, calling into question exactly how ICTs are used in teaching/learning in this context. This paper seeks to address teachers’ perceptions of teaching with ICTs in order to ascertain whether teachers do indeed use ICTs in their classrooms and whether they believe this changes their pedagogy thereby impacting positively on outcomes in mathematics at a grade 6 level. Interviews with 6 teachers across 4 non-fee-paying schools, using Cultural Historical Activity Theory as a frame, indicated that teachers do indeed believe that their pedagogy has shifted with the use of ICTs and that this has had a positive impact on mathematics learning.
{"title":"Teachers’ Perceptions of Pedagogical Change with Information Communication Technologies in No-fee Primary Schools in a Developing Context: A Cultural Historical Activity Theory Analysis","authors":"J. Hardman","doi":"10.30845/jesp.v6n3p16","DOIUrl":"https://doi.org/10.30845/jesp.v6n3p16","url":null,"abstract":"Research indicates that Information and Communication Technologies (ICTs) impact positively on students’ attainment in primary school mathematics classrooms, depending on the nature of the pedagogy used (Higgins, Xiao, & Katsipataki, 2012). However, how ICTs are used pedagogically depends on how teachers perceive them (Bray & Tangney, 2017). Over the past decade, South Africa has invested heavily in ICTs in education, in the hopes that their use may impact positively on extremely low outcomes that are recorded in mathematics and reading in the country (Spaull, 2013). This investment, however, has not paid dividends, calling into question exactly how ICTs are used in teaching/learning in this context. This paper seeks to address teachers’ perceptions of teaching with ICTs in order to ascertain whether teachers do indeed use ICTs in their classrooms and whether they believe this changes their pedagogy thereby impacting positively on outcomes in mathematics at a grade 6 level. Interviews with 6 teachers across 4 non-fee-paying schools, using Cultural Historical Activity Theory as a frame, indicated that teachers do indeed believe that their pedagogy has shifted with the use of ICTs and that this has had a positive impact on mathematics learning.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"14 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":"125141590","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}
We propose, starting with this work, presenting a way to achieve a systemic vision of a certain mathematical notional content, vision to motivate and mobilize the work of those who teach in class, thus facilitating teaching and assimilation of notions, concepts, scientific theories approached by educational disciplines that present phenomena and processes in nature. We present here a systemic approach to solving a Diophantine equation, namely a Pythagorean equation in the set of natural numbers, then in Z, to then "submerged" such an equation in a ring of matrices and try to find as many matrices solutions as possible. Thus, first we will present a didactic solution to the Pythagorean equation, after which we will determine all the matrix solutions of such an equation in the M ring. These matrices will be called pitagorean matrices. We will limit ourselves only to the second-order matrices, because for larger matrices the calculations are more and more complicated. But we will also present matrix solutions of at least 3.
{"title":"From Diofantian Equations to Matricial Equations (I) - Equations and Pythagorean Matrices","authors":"Teodor-Dumitru Vălcan","doi":"10.30845/JESP.V6N1P9","DOIUrl":"https://doi.org/10.30845/JESP.V6N1P9","url":null,"abstract":"We propose, starting with this work, presenting a way to achieve a systemic vision of a certain mathematical notional content, vision to motivate and mobilize the work of those who teach in class, thus facilitating teaching and assimilation of notions, concepts, scientific theories approached by educational disciplines that present phenomena and processes in nature. We present here a systemic approach to solving a Diophantine equation, namely a Pythagorean equation in the set of natural numbers, then in Z, to then \"submerged\" such an equation in a ring of matrices and try to find as many matrices solutions as possible. Thus, first we will present a didactic solution to the Pythagorean equation, after which we will determine all the matrix solutions of such an equation in the M ring. These matrices will be called pitagorean matrices. We will limit ourselves only to the second-order matrices, because for larger matrices the calculations are more and more complicated. But we will also present matrix solutions of at least 3.","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":"128307356","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":"Sabores y Saberes Para La Educación: Propuesta Metodológica integral Para La Alimentación","authors":"Maria Fernanda Santos Altamirano","doi":"10.30845/jesp.v6n1p7","DOIUrl":"https://doi.org/10.30845/jesp.v6n1p7","url":null,"abstract":"","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"72 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":"128783843","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}
For higher education’s e-learning (online and hybrid) courses, this paper shares a four-step pedagogical process titled, “360-Degree Accessibility.” Process implementation helps to improve success for disabled students; specifically, students with visual and auditory impairments that require the use of assisted technology devices for course comprehension. An effective e-learning environment with equal opportunity and reasonable accommodation is promoted. The steps expand upon instructor-based accessibility guidelines so that, all class participants learn and practice accessibility standards, inside and outside of a classroom. Accessibility knowledge gained provides enhancements to students’ social awareness and social responsibility. The differences between compliant and noncompliant practices are explained. Assisted technology, accessibility, discriminatory practices along with, elearning parameters is defined. Examples of syllabus passages and student lesson plans are provided. Process success is recognized within a pilot study. Final comments encourage the instructional use of 360-Degree Accessibility within higher education’s e-learning courses.
{"title":"Implement a Four-Step Process to Achieve 360-Degree E-learning Accessibility","authors":"Cynthia Schreihans","doi":"10.30845/JESP.V6N1P2","DOIUrl":"https://doi.org/10.30845/JESP.V6N1P2","url":null,"abstract":"For higher education’s e-learning (online and hybrid) courses, this paper shares a four-step pedagogical process titled, “360-Degree Accessibility.” Process implementation helps to improve success for disabled students; specifically, students with visual and auditory impairments that require the use of assisted technology devices for course comprehension. An effective e-learning environment with equal opportunity and reasonable accommodation is promoted. The steps expand upon instructor-based accessibility guidelines so that, all class participants learn and practice accessibility standards, inside and outside of a classroom. Accessibility knowledge gained provides enhancements to students’ social awareness and social responsibility. The differences between compliant and noncompliant practices are explained. Assisted technology, accessibility, discriminatory practices along with, elearning parameters is defined. Examples of syllabus passages and student lesson plans are provided. Process success is recognized within a pilot study. Final comments encourage the instructional use of 360-Degree Accessibility within higher education’s e-learning courses.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"13 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":"133489013","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 central theme of this paper is the relationships between the occupational destination of university graduates and their incomes. This occupational destination includes the occupation and the status in employment. The general hypothesis is that, more than the area of training and occupational categories, the most important factor for a higher position in the income hierarchy is the association with management or command occupations. This occurs both in terms of occupation, with the group for legislators, senior officials and managers systematically at the top, and in terms of status in employment, with employers or equivalent always in the highest position. Thus, in addition to the differences in income between the occupational categories, when correlating them with their status in employment, a second hierarchy emerges in conformity with the relationships with their categories. Seven countries were analysed and the results were systematically recurrent, with only minor variations.
{"title":"Schooling Degree, Social Position and Occupational Destinations: University Graduates","authors":"Odaci luiz Coradini","doi":"10.30845/jesp.v6n3p20","DOIUrl":"https://doi.org/10.30845/jesp.v6n3p20","url":null,"abstract":"The central theme of this paper is the relationships between the occupational destination of university graduates and their incomes. This occupational destination includes the occupation and the status in employment. The general hypothesis is that, more than the area of training and occupational categories, the most important factor for a higher position in the income hierarchy is the association with management or command occupations. This occurs both in terms of occupation, with the group for legislators, senior officials and managers systematically at the top, and in terms of status in employment, with employers or equivalent always in the highest position. Thus, in addition to the differences in income between the occupational categories, when correlating them with their status in employment, a second hierarchy emerges in conformity with the relationships with their categories. Seven countries were analysed and the results were systematically recurrent, with only minor variations.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"72 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":"122822751","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 of 2019, thirty-four states were requiring an objective measure of student growth as part of their teacher evaluation efforts (National Council on Teacher Quality, 2019). Louisiana is one of those states and state law requires a report to be given to the legislature detailing the progress of Value-Added Modeling (VAM) for teacher evaluations. This paper focuses on the information that can and cannot be found in the legislative report. Additionally, the research reports on the conclusions derived from the information provided and their limitations. The full paper documents several shortcomings considered essential to have a complete understanding of the actual state of affairs for VAM in Louisiana. The shortcomings include the use of methodologies that are known to introduce noise into the results, the lack of critical information necessary to evaluate the reliability and stability of the VAM model, and the amount of variance explained by the model. The findings discussed in this paper have important implications for VAM policy and research in Louisiana specifically as well as in states that use VAM generally.
{"title":"Deconstructing Louisiana’s Legislative Report on Value-Added Modeling","authors":"Wade P. Smith, Adam C. Elder","doi":"10.30845/jesp.v7n2p8","DOIUrl":"https://doi.org/10.30845/jesp.v7n2p8","url":null,"abstract":"As of 2019, thirty-four states were requiring an objective measure of student growth as part of their teacher evaluation efforts (National Council on Teacher Quality, 2019). Louisiana is one of those states and state law requires a report to be given to the legislature detailing the progress of Value-Added Modeling (VAM) for teacher evaluations. This paper focuses on the information that can and cannot be found in the legislative report. Additionally, the research reports on the conclusions derived from the information provided and their limitations. The full paper documents several shortcomings considered essential to have a complete understanding of the actual state of affairs for VAM in Louisiana. The shortcomings include the use of methodologies that are known to introduce noise into the results, the lack of critical information necessary to evaluate the reliability and stability of the VAM model, and the amount of variance explained by the model. The findings discussed in this paper have important implications for VAM policy and research in Louisiana specifically as well as in states that use VAM generally.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"13 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":"122570270","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}
Nowadays there are an enormous new media technologies being used to create the complete multimedia experience. For instance, virtual reality integrates the sense of touch with video and audio media to immerse an individual into a virtual world. . This study was conducted to determine the students’ perception on the use of multimedia in terms of availability of and access, equipment and software, knowledge and skills and administrative support for the multimedia facilities, and compare the students’ perception on the use of multimedia by year level and by type of school. Thestudy attempted to find out the significant differences on the perceptions of the respondents in using multimedia by year level and type of school, Findings revealed that students gave higher percentage in the use of computer and internet. Students coming from private institutions have higher accessibility using the technology compared to students from State Universities. There were no significant differences in both schools in terms of administrative support. However, the type of school had influenced their perceptions about the knowledge and skills with higher values from private institutions. .From the results obtained, good insights and inputs are drawn to help administrators in the policy formulations about multimedia on Technology Education. Students perceived that bigger multimedia laboratories be installed especially in government universities. There must be in-service trainings and seminars for teachers and students. For teachers, younger generations had more chance using the technology. Administrators should therefore make plans on how the issues of multimedia be addressed properly, effectively and efficiently.
{"title":"Students’ Perception on the Use of Multimedia in Learning among Selected Schools in Misamis Oriental, Philippines","authors":"Helen V. Idnay","doi":"10.30845/jesp.v7n1p6","DOIUrl":"https://doi.org/10.30845/jesp.v7n1p6","url":null,"abstract":"Nowadays there are an enormous new media technologies being used to create the complete multimedia experience. For instance, virtual reality integrates the sense of touch with video and audio media to immerse an individual into a virtual world. . This study was conducted to determine the students’ perception on the use of multimedia in terms of availability of and access, equipment and software, knowledge and skills and administrative support for the multimedia facilities, and compare the students’ perception on the use of multimedia by year level and by type of school. Thestudy attempted to find out the significant differences on the perceptions of the respondents in using multimedia by year level and type of school, Findings revealed that students gave higher percentage in the use of computer and internet. Students coming from private institutions have higher accessibility using the technology compared to students from State Universities. There were no significant differences in both schools in terms of administrative support. However, the type of school had influenced their perceptions about the knowledge and skills with higher values from private institutions. .From the results obtained, good insights and inputs are drawn to help administrators in the policy formulations about multimedia on Technology Education. Students perceived that bigger multimedia laboratories be installed especially in government universities. There must be in-service trainings and seminars for teachers and students. For teachers, younger generations had more chance using the technology. Administrators should therefore make plans on how the issues of multimedia be addressed properly, effectively and efficiently.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"29 22 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":"121649119","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 review is to capture the scope of literature with regard to the current state of supports addressing student resilience. More specifically, this researcher is interested in those structures and interventions that are in place for post-baccalaureate students in higher education plans of study. In its infancy, research and intervention addressing this topic occurred at the K-12 level of education and later moved into baccalaureate programs of study for the most part. In addition, this research investigates the literature in order to explore the desired state in terms of student resilience. A deeper understanding of these two factors will drive future research in terms of the development and evaluation of appropriate interventions to address post-baccalaureate student resilience in higher education.
{"title":"Addressing Student Resilience in Post-Baccalaureate Programs: A Review of the Literature","authors":"Mitzi S. Brammer","doi":"10.30845/JESP.V6N1P4","DOIUrl":"https://doi.org/10.30845/JESP.V6N1P4","url":null,"abstract":"The purpose of this review is to capture the scope of literature with regard to the current state of supports addressing student resilience. More specifically, this researcher is interested in those structures and interventions that are in place for post-baccalaureate students in higher education plans of study. In its infancy, research and intervention addressing this topic occurred at the K-12 level of education and later moved into baccalaureate programs of study for the most part. In addition, this research investigates the literature in order to explore the desired state in terms of student resilience. A deeper understanding of these two factors will drive future research in terms of the development and evaluation of appropriate interventions to address post-baccalaureate student resilience in higher education.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"67 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":"115438413","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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