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}
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}
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}
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}
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}
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}
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 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}
Christiana Kudawe, Samuel Nyamekye Otchere, James Badu Afari
Social Studies, as an academic subject, was introduced into the school curriculum at the Junior and Senior Secondary levels to prepare students for responsible citizenship. In spite of this ambition, it was not taught in technical schools because their programmes were trade-oriented and little attention was given to liberal education. It was however introduced after the Anamuah-Mensah review. With this background, this study sought to ascertain the relevance of Social Studies Education in the technical schools’ programme in the quest to train socially-aware and competent citizens. Specifically, the study explored the relevance of its content in preparing good and effective citizens in technical schools and ways for improving the relevance of Social Studies Education in the technical schools’ programme. The study found that Social Studies Education helps students learn about societal values, interact with people and makes them aware of what is going on in the society. As a way of improving the quality and effectiveness of Social Studies at the technical schools, the study suggested increase in the teaching periods for Social Studies, improvements in the methods used in teaching Social Studies and the institution of regular in-service training programmes for Social Studies teachers.
{"title":"Relevance of Social Studies Education in the Technical School Programme: A Survey of Kumasi Technical Institute in Ghana","authors":"Christiana Kudawe, Samuel Nyamekye Otchere, James Badu Afari","doi":"10.30845/jesp.v7n1p9","DOIUrl":"https://doi.org/10.30845/jesp.v7n1p9","url":null,"abstract":"Social Studies, as an academic subject, was introduced into the school curriculum at the Junior and Senior Secondary levels to prepare students for responsible citizenship. In spite of this ambition, it was not taught in technical schools because their programmes were trade-oriented and little attention was given to liberal education. It was however introduced after the Anamuah-Mensah review. With this background, this study sought to ascertain the relevance of Social Studies Education in the technical schools’ programme in the quest to train socially-aware and competent citizens. Specifically, the study explored the relevance of its content in preparing good and effective citizens in technical schools and ways for improving the relevance of Social Studies Education in the technical schools’ programme. The study found that Social Studies Education helps students learn about societal values, interact with people and makes them aware of what is going on in the society. As a way of improving the quality and effectiveness of Social Studies at the technical schools, the study suggested increase in the teaching periods for Social Studies, improvements in the methods used in teaching Social Studies and the institution of regular in-service training programmes for Social Studies teachers.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"340 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":"122850237","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}
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