The COVID-19 pandemic has revealed a multidimensional problem. Added to the health crisis was the lack of social interaction, which directly affected education. Therefore, a number of strategies were required to compensate for the lack of face-to-face learning, considering the fact that most institutions had regulations and practices of that kind. This experience has established the need to develop a systemic approach, in which social interaction mediated by technology is clearly promoted. This work seeks to establish the general lines of future distance education models, considering the adaptations and opportunities that derive from it.
{"title":"Education and Technology: Construction of a Distance Education System Beyond the COVID-19 Crisis","authors":"Mauro Marino-Jiménez, Fany-Olinda Rojas-Noa, Karina Sullón-Acosta, Yolanda Julca-Estrada","doi":"10.1177/10567879241230020","DOIUrl":"https://doi.org/10.1177/10567879241230020","url":null,"abstract":"The COVID-19 pandemic has revealed a multidimensional problem. Added to the health crisis was the lack of social interaction, which directly affected education. Therefore, a number of strategies were required to compensate for the lack of face-to-face learning, considering the fact that most institutions had regulations and practices of that kind. This experience has established the need to develop a systemic approach, in which social interaction mediated by technology is clearly promoted. This work seeks to establish the general lines of future distance education models, considering the adaptations and opportunities that derive from it.","PeriodicalId":503775,"journal":{"name":"International Journal of Educational Reform","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139793816","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 COVID-19 pandemic has revealed a multidimensional problem. Added to the health crisis was the lack of social interaction, which directly affected education. Therefore, a number of strategies were required to compensate for the lack of face-to-face learning, considering the fact that most institutions had regulations and practices of that kind. This experience has established the need to develop a systemic approach, in which social interaction mediated by technology is clearly promoted. This work seeks to establish the general lines of future distance education models, considering the adaptations and opportunities that derive from it.
{"title":"Education and Technology: Construction of a Distance Education System Beyond the COVID-19 Crisis","authors":"Mauro Marino-Jiménez, Fany-Olinda Rojas-Noa, Karina Sullón-Acosta, Yolanda Julca-Estrada","doi":"10.1177/10567879241230020","DOIUrl":"https://doi.org/10.1177/10567879241230020","url":null,"abstract":"The COVID-19 pandemic has revealed a multidimensional problem. Added to the health crisis was the lack of social interaction, which directly affected education. Therefore, a number of strategies were required to compensate for the lack of face-to-face learning, considering the fact that most institutions had regulations and practices of that kind. This experience has established the need to develop a systemic approach, in which social interaction mediated by technology is clearly promoted. This work seeks to establish the general lines of future distance education models, considering the adaptations and opportunities that derive from it.","PeriodicalId":503775,"journal":{"name":"International Journal of Educational Reform","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139853559","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}
Pub Date : 2024-02-04DOI: 10.1177/10567879241230016
Kemal Afacan, K. Wilkerson
Many students experience school failure due to academic and/or behavioral challenges that are deemed problematic by school personnel. School districts provide alternative school options for those students based on an assumption that their success hinges on supports beyond those that are provided by traditional schools. Because educators who work in alternative schools are key implementers of programming in them, the purpose of this qualitative interview study was to investigate their perspectives of the advantages and disadvantages of alternative schools. We collected qualitative data from interviews with 17 educators from 11 alternative schools. The findings from our analyses showed both the advantages and disadvantages, with the advantages grouped into four main categories: (a) instructional practices, (b) relationships, (c) policy, and (d) planning for postsecondary. The disadvantages were grouped into six thematic categories: (a) limited options, (b) barriers to instruction, (c) exclusion and stigma, (d) weak social networks, (e) poor management, and (f) sustainability.
{"title":"Educator Perspectives on Advantages and Disadvantages of Alternative Schools","authors":"Kemal Afacan, K. Wilkerson","doi":"10.1177/10567879241230016","DOIUrl":"https://doi.org/10.1177/10567879241230016","url":null,"abstract":"Many students experience school failure due to academic and/or behavioral challenges that are deemed problematic by school personnel. School districts provide alternative school options for those students based on an assumption that their success hinges on supports beyond those that are provided by traditional schools. Because educators who work in alternative schools are key implementers of programming in them, the purpose of this qualitative interview study was to investigate their perspectives of the advantages and disadvantages of alternative schools. We collected qualitative data from interviews with 17 educators from 11 alternative schools. The findings from our analyses showed both the advantages and disadvantages, with the advantages grouped into four main categories: (a) instructional practices, (b) relationships, (c) policy, and (d) planning for postsecondary. The disadvantages were grouped into six thematic categories: (a) limited options, (b) barriers to instruction, (c) exclusion and stigma, (d) weak social networks, (e) poor management, and (f) sustainability.","PeriodicalId":503775,"journal":{"name":"International Journal of Educational Reform","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139806655","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}
Pub Date : 2024-02-04DOI: 10.1177/10567879241230016
Kemal Afacan, K. Wilkerson
Many students experience school failure due to academic and/or behavioral challenges that are deemed problematic by school personnel. School districts provide alternative school options for those students based on an assumption that their success hinges on supports beyond those that are provided by traditional schools. Because educators who work in alternative schools are key implementers of programming in them, the purpose of this qualitative interview study was to investigate their perspectives of the advantages and disadvantages of alternative schools. We collected qualitative data from interviews with 17 educators from 11 alternative schools. The findings from our analyses showed both the advantages and disadvantages, with the advantages grouped into four main categories: (a) instructional practices, (b) relationships, (c) policy, and (d) planning for postsecondary. The disadvantages were grouped into six thematic categories: (a) limited options, (b) barriers to instruction, (c) exclusion and stigma, (d) weak social networks, (e) poor management, and (f) sustainability.
{"title":"Educator Perspectives on Advantages and Disadvantages of Alternative Schools","authors":"Kemal Afacan, K. Wilkerson","doi":"10.1177/10567879241230016","DOIUrl":"https://doi.org/10.1177/10567879241230016","url":null,"abstract":"Many students experience school failure due to academic and/or behavioral challenges that are deemed problematic by school personnel. School districts provide alternative school options for those students based on an assumption that their success hinges on supports beyond those that are provided by traditional schools. Because educators who work in alternative schools are key implementers of programming in them, the purpose of this qualitative interview study was to investigate their perspectives of the advantages and disadvantages of alternative schools. We collected qualitative data from interviews with 17 educators from 11 alternative schools. The findings from our analyses showed both the advantages and disadvantages, with the advantages grouped into four main categories: (a) instructional practices, (b) relationships, (c) policy, and (d) planning for postsecondary. The disadvantages were grouped into six thematic categories: (a) limited options, (b) barriers to instruction, (c) exclusion and stigma, (d) weak social networks, (e) poor management, and (f) sustainability.","PeriodicalId":503775,"journal":{"name":"International Journal of Educational Reform","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139866325","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}
Pub Date : 2024-02-02DOI: 10.1177/10567879241228251
Imona Hossain
This essay explores the significance of critical pedagogy in addressing environmental and social challenges within educational institutions. By examining the viewpoints of ecopedagogy experts, the essay highlights the critical aspects of ecopedagogy applicable to various educational settings. The methodology involved an extensive search across online databases, books, and academic journals using keywords such as ecopedagogy, critical pedagogy, ecocentric pedagogy, and sustainability education. The findings emphasize that ecopedagogy enables learners to critically analyze socio-environmental injustices, thus qualifying it as a critical pedagogy. The implications of this research include the potential to develop a comprehensive ecopedagogy-based curriculum suited for diverse educational contexts.
{"title":"An Overview of the Existing Scholarship on the Critical Aspects of Ecopedagogy","authors":"Imona Hossain","doi":"10.1177/10567879241228251","DOIUrl":"https://doi.org/10.1177/10567879241228251","url":null,"abstract":"This essay explores the significance of critical pedagogy in addressing environmental and social challenges within educational institutions. By examining the viewpoints of ecopedagogy experts, the essay highlights the critical aspects of ecopedagogy applicable to various educational settings. The methodology involved an extensive search across online databases, books, and academic journals using keywords such as ecopedagogy, critical pedagogy, ecocentric pedagogy, and sustainability education. The findings emphasize that ecopedagogy enables learners to critically analyze socio-environmental injustices, thus qualifying it as a critical pedagogy. The implications of this research include the potential to develop a comprehensive ecopedagogy-based curriculum suited for diverse educational contexts.","PeriodicalId":503775,"journal":{"name":"International Journal of Educational Reform","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139869198","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}
Pub Date : 2024-02-02DOI: 10.1177/10567879241226696
Iwona Zamkowska
The article examines the impact of the present military conflict in Ukraine on the education of its children. It analyzes the effect of the war on the essential characteristics of education as a human right in four educational settings: on Ukrainian territory, in occupied territory, in reeducation camps in the Russian Federation, and in selected European countries hosting Ukrainian war refugees. Education has been targeted as a potent instrument of war against the future of the Ukrainian nation. The conflict has affected education to varying degrees, from the complete unavailability and inaccessibility of Ukrainian education to low-quality educational services.
{"title":"The System of Education as an Instrument of War in the Russia-Instigated Ukrainian Crisis","authors":"Iwona Zamkowska","doi":"10.1177/10567879241226696","DOIUrl":"https://doi.org/10.1177/10567879241226696","url":null,"abstract":"The article examines the impact of the present military conflict in Ukraine on the education of its children. It analyzes the effect of the war on the essential characteristics of education as a human right in four educational settings: on Ukrainian territory, in occupied territory, in reeducation camps in the Russian Federation, and in selected European countries hosting Ukrainian war refugees. Education has been targeted as a potent instrument of war against the future of the Ukrainian nation. The conflict has affected education to varying degrees, from the complete unavailability and inaccessibility of Ukrainian education to low-quality educational services.","PeriodicalId":503775,"journal":{"name":"International Journal of Educational Reform","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139811099","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}
Pub Date : 2024-02-02DOI: 10.1177/10567879241228257
Rubaiya Murshed
Essentially championed by the human capital theory, it is a widely accepted notion that the higher an individuals’ education level, the more likely they are to earn. However, is this true in the case of different groups of individuals across the type of education pursued, gender, and whether an individual grew up in a rural or urban area? This paper explores this question and tests whether there is a significant increase in earnings for every additional education level in the case of six particular groups of individuals: Individuals who studied in the general education stream, individuals who studied in the religious education stream, males, females, those who grew up in urban areas and those who grew up in rural areas. Using nationally representative data and ordinary least-squares estimation, this paper finds that individuals who studied in the religious stream and, in some cases, females, do not necessarily experience increased labor market earnings with an increase in their education level. Speculating on possible reasons behind these findings, I argue for criticalities and nuances to be better considered when assessing the change in earnings across education in a particular context.
{"title":"Does More Education Always Mean Higher Earnings? Evidence from Bangladesh","authors":"Rubaiya Murshed","doi":"10.1177/10567879241228257","DOIUrl":"https://doi.org/10.1177/10567879241228257","url":null,"abstract":"Essentially championed by the human capital theory, it is a widely accepted notion that the higher an individuals’ education level, the more likely they are to earn. However, is this true in the case of different groups of individuals across the type of education pursued, gender, and whether an individual grew up in a rural or urban area? This paper explores this question and tests whether there is a significant increase in earnings for every additional education level in the case of six particular groups of individuals: Individuals who studied in the general education stream, individuals who studied in the religious education stream, males, females, those who grew up in urban areas and those who grew up in rural areas. Using nationally representative data and ordinary least-squares estimation, this paper finds that individuals who studied in the religious stream and, in some cases, females, do not necessarily experience increased labor market earnings with an increase in their education level. Speculating on possible reasons behind these findings, I argue for criticalities and nuances to be better considered when assessing the change in earnings across education in a particular context.","PeriodicalId":503775,"journal":{"name":"International Journal of Educational Reform","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139809900","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}
Pub Date : 2024-02-02DOI: 10.1177/10567879241228251
Imona Hossain
This essay explores the significance of critical pedagogy in addressing environmental and social challenges within educational institutions. By examining the viewpoints of ecopedagogy experts, the essay highlights the critical aspects of ecopedagogy applicable to various educational settings. The methodology involved an extensive search across online databases, books, and academic journals using keywords such as ecopedagogy, critical pedagogy, ecocentric pedagogy, and sustainability education. The findings emphasize that ecopedagogy enables learners to critically analyze socio-environmental injustices, thus qualifying it as a critical pedagogy. The implications of this research include the potential to develop a comprehensive ecopedagogy-based curriculum suited for diverse educational contexts.
{"title":"An Overview of the Existing Scholarship on the Critical Aspects of Ecopedagogy","authors":"Imona Hossain","doi":"10.1177/10567879241228251","DOIUrl":"https://doi.org/10.1177/10567879241228251","url":null,"abstract":"This essay explores the significance of critical pedagogy in addressing environmental and social challenges within educational institutions. By examining the viewpoints of ecopedagogy experts, the essay highlights the critical aspects of ecopedagogy applicable to various educational settings. The methodology involved an extensive search across online databases, books, and academic journals using keywords such as ecopedagogy, critical pedagogy, ecocentric pedagogy, and sustainability education. The findings emphasize that ecopedagogy enables learners to critically analyze socio-environmental injustices, thus qualifying it as a critical pedagogy. The implications of this research include the potential to develop a comprehensive ecopedagogy-based curriculum suited for diverse educational contexts.","PeriodicalId":503775,"journal":{"name":"International Journal of Educational Reform","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139808918","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}
Pub Date : 2024-02-02DOI: 10.1177/10567879241228257
Rubaiya Murshed
Essentially championed by the human capital theory, it is a widely accepted notion that the higher an individuals’ education level, the more likely they are to earn. However, is this true in the case of different groups of individuals across the type of education pursued, gender, and whether an individual grew up in a rural or urban area? This paper explores this question and tests whether there is a significant increase in earnings for every additional education level in the case of six particular groups of individuals: Individuals who studied in the general education stream, individuals who studied in the religious education stream, males, females, those who grew up in urban areas and those who grew up in rural areas. Using nationally representative data and ordinary least-squares estimation, this paper finds that individuals who studied in the religious stream and, in some cases, females, do not necessarily experience increased labor market earnings with an increase in their education level. Speculating on possible reasons behind these findings, I argue for criticalities and nuances to be better considered when assessing the change in earnings across education in a particular context.
{"title":"Does More Education Always Mean Higher Earnings? Evidence from Bangladesh","authors":"Rubaiya Murshed","doi":"10.1177/10567879241228257","DOIUrl":"https://doi.org/10.1177/10567879241228257","url":null,"abstract":"Essentially championed by the human capital theory, it is a widely accepted notion that the higher an individuals’ education level, the more likely they are to earn. However, is this true in the case of different groups of individuals across the type of education pursued, gender, and whether an individual grew up in a rural or urban area? This paper explores this question and tests whether there is a significant increase in earnings for every additional education level in the case of six particular groups of individuals: Individuals who studied in the general education stream, individuals who studied in the religious education stream, males, females, those who grew up in urban areas and those who grew up in rural areas. Using nationally representative data and ordinary least-squares estimation, this paper finds that individuals who studied in the religious stream and, in some cases, females, do not necessarily experience increased labor market earnings with an increase in their education level. Speculating on possible reasons behind these findings, I argue for criticalities and nuances to be better considered when assessing the change in earnings across education in a particular context.","PeriodicalId":503775,"journal":{"name":"International Journal of Educational Reform","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139870040","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}
Pub Date : 2024-02-02DOI: 10.1177/10567879241226696
Iwona Zamkowska
The article examines the impact of the present military conflict in Ukraine on the education of its children. It analyzes the effect of the war on the essential characteristics of education as a human right in four educational settings: on Ukrainian territory, in occupied territory, in reeducation camps in the Russian Federation, and in selected European countries hosting Ukrainian war refugees. Education has been targeted as a potent instrument of war against the future of the Ukrainian nation. The conflict has affected education to varying degrees, from the complete unavailability and inaccessibility of Ukrainian education to low-quality educational services.
{"title":"The System of Education as an Instrument of War in the Russia-Instigated Ukrainian Crisis","authors":"Iwona Zamkowska","doi":"10.1177/10567879241226696","DOIUrl":"https://doi.org/10.1177/10567879241226696","url":null,"abstract":"The article examines the impact of the present military conflict in Ukraine on the education of its children. It analyzes the effect of the war on the essential characteristics of education as a human right in four educational settings: on Ukrainian territory, in occupied territory, in reeducation camps in the Russian Federation, and in selected European countries hosting Ukrainian war refugees. Education has been targeted as a potent instrument of war against the future of the Ukrainian nation. The conflict has affected education to varying degrees, from the complete unavailability and inaccessibility of Ukrainian education to low-quality educational services.","PeriodicalId":503775,"journal":{"name":"International Journal of Educational Reform","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139871359","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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