There has been substantial research into different aspects of teaching accounting at the undergraduate level. However, a substantial part of the research has focussed on only one part of the process, the understanding of students. The findings of the research have improved our knowledge of the student’s learning issues but have done little to illuminate the connections in the entire educational process, including such factors as lecturing styles and the quality of printed materials. This paper explains communication theory and reviews the research that has been conducted into various aspects of that theory. A conceptual framework is constructed that identifies and incorporates all the different aspects and identifies the importance of their relationships. The paper is completed with a proposal for further research based on the conceptual framework . course in a New Zealand University. The results show that three factors (personal, referents, and control) are determinants of students‟ intention to major in accounting or other business disciplines. Further analysis revealed that the students‟ major intentions are influenced by important referents‟ perceptions. In particular, parents appear to have a strong influence on students‟ intentions to major in accounting. Comparisons of differential personal perceptions by accounting and non-accounting majors revealed that accounting majors hold positive perceptions of some of the qualities of the study of accounting and the accounting profession.
{"title":"A Conceptual Framework for Accounting Education Research","authors":"Dr Audra Ong, Dr. R. W. Hussey","doi":"10.30845/jesp.v7n2p4","DOIUrl":"https://doi.org/10.30845/jesp.v7n2p4","url":null,"abstract":"There has been substantial research into different aspects of teaching accounting at the undergraduate level. However, a substantial part of the research has focussed on only one part of the process, the understanding of students. The findings of the research have improved our knowledge of the student’s learning issues but have done little to illuminate the connections in the entire educational process, including such factors as lecturing styles and the quality of printed materials. This paper explains communication theory and reviews the research that has been conducted into various aspects of that theory. A conceptual framework is constructed that identifies and incorporates all the different aspects and identifies the importance of their relationships. The paper is completed with a proposal for further research based on the conceptual framework . course in a New Zealand University. The results show that three factors (personal, referents, and control) are determinants of students‟ intention to major in accounting or other business disciplines. Further analysis revealed that the students‟ major intentions are influenced by important referents‟ perceptions. In particular, parents appear to have a strong influence on students‟ intentions to major in accounting. Comparisons of differential personal perceptions by accounting and non-accounting majors revealed that accounting majors hold positive perceptions of some of the qualities of the study of accounting and the accounting profession.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"195 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":"116445014","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}
Student-created content videos in flipped learning environment provides a new methodology for teaching and learning. This study examined effect of student-created content videos in statistics flipped classroom on students’ higher-order thinking skills, engagement, and satisfaction. Explorative qualitative study was conducted using data from students’ surveys and tests from integrated and non-integrated student-created video flipped classrooms to measure students’ higher-order thinking skills, student engagement and satisfaction. Interviews and notes were conducted to support the data. A randomized controlled trial was implemented to examine the impact of student-created content videos on students’ higher-order thinking skills, engagement and satisfaction. The findings revealed that flipped learning with student-created content videos is effective in increasing students’ higher-order thinking skills, engagement, and satisfaction. The study posited that students who created their own content videos had more autonomous learning that satisfied their needs, freedom, and satisfaction. Also, those students were more engaged in their learning process and therefore became good and successful learners, consequently achieved high grades.
{"title":"Using Student-Created Content Videos in Flipped Learning to Enhance Student Higher-Order Thinking Skills, Engagement, and Satisfaction","authors":"Kodwo Annan, Grace Onodipe, A. Stephenson","doi":"10.30845/jesp.v6n3p4","DOIUrl":"https://doi.org/10.30845/jesp.v6n3p4","url":null,"abstract":"Student-created content videos in flipped learning environment provides a new methodology for teaching and learning. This study examined effect of student-created content videos in statistics flipped classroom on students’ higher-order thinking skills, engagement, and satisfaction. Explorative qualitative study was conducted using data from students’ surveys and tests from integrated and non-integrated student-created video flipped classrooms to measure students’ higher-order thinking skills, student engagement and satisfaction. Interviews and notes were conducted to support the data. A randomized controlled trial was implemented to examine the impact of student-created content videos on students’ higher-order thinking skills, engagement and satisfaction. The findings revealed that flipped learning with student-created content videos is effective in increasing students’ higher-order thinking skills, engagement, and satisfaction. The study posited that students who created their own content videos had more autonomous learning that satisfied their needs, freedom, and satisfaction. Also, those students were more engaged in their learning process and therefore became good and successful learners, consequently achieved high grades.","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":"127255000","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 is part of a doctoral research, which aim is to prove that reflective thinking can be developed and scaffolded during teacher training, through the introduction of diverse active methodologies practice in the university classroom; such as writing a reflective diary, dialoguing with in-service teachers, and becoming a teacher assistant. Consequently, the researchers applied the action research cycle to motivate future teachers to keep a reflective journal about their experiences throughout their career. As a conclusion, all the strategies applied have contributed to accomplish the research’s main goal.
{"title":"Reflective Thinking, A New Skill in English Pedagogy Curriculum at Playa Ancha’s University","authors":"M. E. Diaz, Mg. Amanda Isabel Vasquez","doi":"10.30845/JESP.V6N1P10","DOIUrl":"https://doi.org/10.30845/JESP.V6N1P10","url":null,"abstract":"This study is part of a doctoral research, which aim is to prove that reflective thinking can be developed and scaffolded during teacher training, through the introduction of diverse active methodologies practice in the university classroom; such as writing a reflective diary, dialoguing with in-service teachers, and becoming a teacher assistant. Consequently, the researchers applied the action research cycle to motivate future teachers to keep a reflective journal about their experiences throughout their career. As a conclusion, all the strategies applied have contributed to accomplish the research’s main goal.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"17 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":"125749446","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}
There is a need for stakeholders, at all levels of education, to be able to locate, access, and use the preponderance of data available about schools and students’ demographic information and academic performance. The reason for findability, accessibility and usability of the data is for the stakeholders to make data-driven decisions based on trends the data bring to light. However, in many cases, data are located in portals that are cumbersome and difficult to navigate. This article explores the complexity of educational data portals; the wide gap in technology skills of the user of the data; and, interface design challenges.
{"title":"Findability, Accessibility, and Usability of Data Portals in Education","authors":"D. Banker","doi":"10.30845/jesp.v7n1p2","DOIUrl":"https://doi.org/10.30845/jesp.v7n1p2","url":null,"abstract":"There is a need for stakeholders, at all levels of education, to be able to locate, access, and use the preponderance of data available about schools and students’ demographic information and academic performance. The reason for findability, accessibility and usability of the data is for the stakeholders to make data-driven decisions based on trends the data bring to light. However, in many cases, data are located in portals that are cumbersome and difficult to navigate. This article explores the complexity of educational data portals; the wide gap in technology skills of the user of the data; and, interface design challenges.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"21 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":"122241994","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}
In April 2018, the United States of America made it lawful to separate children from their families at the US-Mexico border. The adults were jailed and prosecuted for illegal border crossing under a new zero-tolerance policy enacted by the Trump administration, while their children were moved into shelters overseen by the Office of Refugee Resettlement. Supporters of these acts were not considering the physical, psychological and traumatic impacts children will and are suffering as a result of being forcibly separated from their families. The damage inflicted is unimaginable. Over 2,300 migrant children have been separated from their families since May 2018.
2018年4月，美国规定在美墨边境将儿童与家人分开是合法的。根据特朗普政府颁布的一项新的零容忍政策，这些成年人因非法越境而被监禁和起诉，而他们的孩子则被转移到由难民重新安置办公室(Office of Refugee Resettlement)监管的避难所。这些行为的支持者没有考虑到儿童将因被迫与家人分离而遭受的身体、心理和创伤影响。造成的损害是难以想象的。自2018年5月以来，已有2300多名移民儿童与家人失散。
{"title":"Dehumanization of the Invisible, Traumatized and Undocumented Children Incarcerated in the United States: What are the Educational Implications?","authors":"Roslin Growe, C. Robinson","doi":"10.30845/jesp.v6n4p1","DOIUrl":"https://doi.org/10.30845/jesp.v6n4p1","url":null,"abstract":"In April 2018, the United States of America made it lawful to separate children from their families at the US-Mexico border. The adults were jailed and prosecuted for illegal border crossing under a new zero-tolerance policy enacted by the Trump administration, while their children were moved into shelters overseen by the Office of Refugee Resettlement. Supporters of these acts were not considering the physical, psychological and traumatic impacts children will and are suffering as a result of being forcibly separated from their families. The damage inflicted is unimaginable. Over 2,300 migrant children have been separated from their families since May 2018.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"47 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":"125387724","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}
Iliganon’s are local residents of Iligan City in Mindanao Island in southern Philippines. They are conservative and generally peace-loving. They do not provoke or start a discord or use a language that is socially unacceptable. Hence, words that have negative effect to listeners are taboo, and to push through the message they want to convey, euphemisms are used. Quota, purposive, and convenience samplings were utilized to attain the desired number of respondents classified as professionals and non-professionals, male and female. The openended questionnaire used contained a list of local taboo words which have heavy sexual meanings, repulsive dirt emanating from the body, and other words that evoked aversion to the sensibility of an ordinary person. The respondents listed the euphemisms they commonly used when speaking about these taboo words. Frequency count, percentage, ranking, and chi-square were used to interpret the data. Results showed that the respondents used 10,529 euphemisms for 62 taboo words under six groups. Both variables were found significant at .05 level of chi-square. Euphemisms were effectively utilized to conceal the socially unacceptable words in Iliganon’s speech.
{"title":"Euphemisms for Taboo Words: Iliganon’s Sociolinguistical Approach for Social Harmony","authors":"Marilyn Tampos-Villadolid, Angelina Lozada Santos","doi":"10.30845/jesp.v6n4p7","DOIUrl":"https://doi.org/10.30845/jesp.v6n4p7","url":null,"abstract":"Iliganon’s are local residents of Iligan City in Mindanao Island in southern Philippines. They are conservative and generally peace-loving. They do not provoke or start a discord or use a language that is socially unacceptable. Hence, words that have negative effect to listeners are taboo, and to push through the message they want to convey, euphemisms are used. Quota, purposive, and convenience samplings were utilized to attain the desired number of respondents classified as professionals and non-professionals, male and female. The openended questionnaire used contained a list of local taboo words which have heavy sexual meanings, repulsive dirt emanating from the body, and other words that evoked aversion to the sensibility of an ordinary person. The respondents listed the euphemisms they commonly used when speaking about these taboo words. Frequency count, percentage, ranking, and chi-square were used to interpret the data. Results showed that the respondents used 10,529 euphemisms for 62 taboo words under six groups. Both variables were found significant at .05 level of chi-square. Euphemisms were effectively utilized to conceal the socially unacceptable words in Iliganon’s speech.","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":"131735759","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}
Τhe issue of early school leaving consists one of the most important problems in contemporary educational systems. Although the rate of early school leaving in Greece remains below the European average, it is significant to face this social pathogeny both drastically and decisively. Undoubtedly, the problem of early school leaving is connected with a wider social pathology depicting the deficit of social protection through schools. Additionally, we need to theorize this issue as an urgent problem because of the emerging value that education has as a human and socialright in modern societies. In this paper through the general topic of the early school leaving, we will focus on the specific issue of nationality. Specifically, we will observe the dimension of nationality at primary, low secondary and upper secondary education according to the official data for the pupils’ generation 2015-2016. Moreover, using the theoretical and sociological analytical tools, we will examine the issue of early school leaving focusing on the nationality dimension in a period in which, due to the influx of refugees and migrants, the pupils’ mobility is increasing rapidly.
{"title":"Early School Leaving by Nationality in Contemporary Greece Sociological Interpretations of Recent data","authors":"Fotopoulos Νikos, Pandis Prokopis","doi":"10.30845/jesp.v7n1p10","DOIUrl":"https://doi.org/10.30845/jesp.v7n1p10","url":null,"abstract":"Τhe issue of early school leaving consists one of the most important problems in contemporary educational systems. Although the rate of early school leaving in Greece remains below the European average, it is significant to face this social pathogeny both drastically and decisively. Undoubtedly, the problem of early school leaving is connected with a wider social pathology depicting the deficit of social protection through schools. Additionally, we need to theorize this issue as an urgent problem because of the emerging value that education has as a human and socialright in modern societies. In this paper through the general topic of the early school leaving, we will focus on the specific issue of nationality. Specifically, we will observe the dimension of nationality at primary, low secondary and upper secondary education according to the official data for the pupils’ generation 2015-2016. Moreover, using the theoretical and sociological analytical tools, we will examine the issue of early school leaving focusing on the nationality dimension in a period in which, due to the influx of refugees and migrants, the pupils’ mobility is increasing rapidly.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"17 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":"129884868","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 Effects of Alcohol Use on Defiant Behavior among High School Students","authors":"Jeff Scaggs, J. Chander","doi":"10.30845/JESP.V6N1P1","DOIUrl":"https://doi.org/10.30845/JESP.V6N1P1","url":null,"abstract":"","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"19 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":"125440898","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}
Emily E. Bell, Rudo E. Tsemunhu, J. Martinez, Herbert R. Fiester, Danielle J. Alsandor
Women represented 57% of the labor force, but only 20% in the technology industry (United States Labor Department Bureau of Labor Statistics, 2015). Therefore, we utilized narrative inquiry research design with feminism and gender role incongruity theories as theoretical frameworks to investigate five women’s experiences becoming leaders of major technology organizations. We collected data from interviews and documents. Data analysis revealed four major themes: climb your ladder, know your worth, discover your career, and nurture your vision. The findings suggested that the primary barriers for women entering and staying in the technology field were removed by intrinsic motivation augmented by personal persistence, passion for learning, creativity, and efficiency. The female technology leaders in this study shared valuable, diverse leadership perspectives that may benefit male technology leaders. All participants exhibited an ability to nurture team members and organization goals using soft skills to ameliorate the rigid and fast-paced technology industry.
{"title":"Female Technology Leaders Overcome Barriers to Climb the US Industry Ladder","authors":"Emily E. Bell, Rudo E. Tsemunhu, J. Martinez, Herbert R. Fiester, Danielle J. Alsandor","doi":"10.30845/jesp.v7n2p3","DOIUrl":"https://doi.org/10.30845/jesp.v7n2p3","url":null,"abstract":"Women represented 57% of the labor force, but only 20% in the technology industry (United States Labor Department Bureau of Labor Statistics, 2015). Therefore, we utilized narrative inquiry research design with feminism and gender role incongruity theories as theoretical frameworks to investigate five women’s experiences becoming leaders of major technology organizations. We collected data from interviews and documents. Data analysis revealed four major themes: climb your ladder, know your worth, discover your career, and nurture your vision. The findings suggested that the primary barriers for women entering and staying in the technology field were removed by intrinsic motivation augmented by personal persistence, passion for learning, creativity, and efficiency. The female technology leaders in this study shared valuable, diverse leadership perspectives that may benefit male technology leaders. All participants exhibited an ability to nurture team members and organization goals using soft skills to ameliorate the rigid and fast-paced technology industry.","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":"114462158","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 article provides a practical guide for how secondary education social studies teachers can take an integrative approach to the use of current media articles to develop their students’ civic literacy skills (reading for information as well as interdisciplinary writing) while enriching the teaching of content in their current history classes.
{"title":"Integrating News Media into History Classes to Teach both Content and Civic Literacy","authors":"Skills Dr. Eric Martone","doi":"10.30845/jesp.v7n2p2","DOIUrl":"https://doi.org/10.30845/jesp.v7n2p2","url":null,"abstract":"This article provides a practical guide for how secondary education social studies teachers can take an integrative approach to the use of current media articles to develop their students’ civic literacy skills (reading for information as well as interdisciplinary writing) while enriching the teaching of content in their current history classes.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"12 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":"121900847","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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