This study investigates the impact of the Think-Pair-Share (TPS) strategy on students' academic performance in Chemistry at the Awka Education Zone, establishing its significance in addressing persistent poor performance in the subject. A quasi-experimental design was employed, with Chemistry taught to the experimental group via TPS and to the control group by traditional lecture methods. The study’s population consisted of all Chemistry students in public secondary schools within the Awka Education Zone, totalling 1,298 students, from which a sample of 120 students (60 males and 60 females) was drawn using purposive sampling and straightforward balloting. Data were collected using the Achievement in Chemistry Test, a validated instrument with a reliability factor of 0.83. Mean and standard deviation were used to analyze the research questions, while a t-test was used to examine the hypotheses. Results showed that students taught Chemistry using TPS outperformed those taught by lecture. Male students taught using TPS outperformed female students, whereas, with the lecture method, male students also outperformed female students. There was a significant difference in achievement scores between students taught with TPS and those taught with the lecture method, as well as between Male and Female Students taught with TPS. Students of all sexes did badly when taught using the lecture method. The study recommends the implementation of TPS in teaching Chemistry and calls for the provision of resources by the government to enhance its effectiveness.
{"title":"Enhancing Senior Secondary School Students' Academic Performance in Chemistry Through the Implementation of Think-Pair-Share Strategy","authors":"Juliana Nkiru Nnoli","doi":"10.37256/ser.5220244727","DOIUrl":"https://doi.org/10.37256/ser.5220244727","url":null,"abstract":"This study investigates the impact of the Think-Pair-Share (TPS) strategy on students' academic performance in Chemistry at the Awka Education Zone, establishing its significance in addressing persistent poor performance in the subject. A quasi-experimental design was employed, with Chemistry taught to the experimental group via TPS and to the control group by traditional lecture methods. The study’s population consisted of all Chemistry students in public secondary schools within the Awka Education Zone, totalling 1,298 students, from which a sample of 120 students (60 males and 60 females) was drawn using purposive sampling and straightforward balloting. Data were collected using the Achievement in Chemistry Test, a validated instrument with a reliability factor of 0.83. Mean and standard deviation were used to analyze the research questions, while a t-test was used to examine the hypotheses. Results showed that students taught Chemistry using TPS outperformed those taught by lecture. Male students taught using TPS outperformed female students, whereas, with the lecture method, male students also outperformed female students. There was a significant difference in achievement scores between students taught with TPS and those taught with the lecture method, as well as between Male and Female Students taught with TPS. Students of all sexes did badly when taught using the lecture method. The study recommends the implementation of TPS in teaching Chemistry and calls for the provision of resources by the government to enhance its effectiveness.","PeriodicalId":509946,"journal":{"name":"Social Education Research","volume":"21 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141928463","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 aims to assess the relevance and availability of instructional materials for biology education in Awka South Local Government Area (LGA) of Anambra State, Nigeria. Adopting a descriptive survey design, data were collected from 38 biology teachers selected from 19 public secondary schools using a self-structured 4-point rating questionnaire. Rigorous sampling techniques and reliability testing were employed to ensure the credibility of the findings. Analysis techniques such as weighted mean scores and standard deviation were utilized to provide systematic evaluations of instructional material relevance and availability. The study reveals a diverse range of instructional materials, including posters, organ tissue specimens, maps, plasma specimens, and others, catering to various learning styles and objectives. The study highlights the critical role of local context and resources in enhancing biology education. It discusses implications for policymakers, curriculum developers, and educators, offering strategies for improving resource provision and boosting learning outcomes. Despite limitations such as geographic focus and potential response bias, this research lays a foundation for further studies and actions aimed at advancing biology education in Awka South LGA and beyond.
{"title":"Assessing the Relevance and Availability of Instructional Materials for Biology Education in Awka South Local Government Area","authors":"Tochukwu Ebuka Umeohana","doi":"10.37256/ser.5220244807","DOIUrl":"https://doi.org/10.37256/ser.5220244807","url":null,"abstract":"This study aims to assess the relevance and availability of instructional materials for biology education in Awka South Local Government Area (LGA) of Anambra State, Nigeria. Adopting a descriptive survey design, data were collected from 38 biology teachers selected from 19 public secondary schools using a self-structured 4-point rating questionnaire. Rigorous sampling techniques and reliability testing were employed to ensure the credibility of the findings. Analysis techniques such as weighted mean scores and standard deviation were utilized to provide systematic evaluations of instructional material relevance and availability. The study reveals a diverse range of instructional materials, including posters, organ tissue specimens, maps, plasma specimens, and others, catering to various learning styles and objectives. The study highlights the critical role of local context and resources in enhancing biology education. It discusses implications for policymakers, curriculum developers, and educators, offering strategies for improving resource provision and boosting learning outcomes. Despite limitations such as geographic focus and potential response bias, this research lays a foundation for further studies and actions aimed at advancing biology education in Awka South LGA and beyond.","PeriodicalId":509946,"journal":{"name":"Social Education Research","volume":"77 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141926651","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 investigates the impact of instructional materials on social studies education in Senior High Schools (SHS) in the Bono East Region of Ghana. It explores the types of instructional materials utilised, their effectiveness in enhancing student engagement, understanding, and academic performance, and their broader influence on learning outcomes such as cognitive skills and critical thinking. The research employed a descriptive cross sectional survey design, surveying 132 social studies teachers across 40 randomly selected schools. Findings indicate a predominant use of traditional instructional materials such as textbooks and blackboards, which are highly valued for their structured approach to curriculum delivery. Despite their widespread use, modern digital tools are significantly underutilised and perceived as less effective, attributed to infrastructural deficiencies and a lack of adequate teacher training. The study emphasises the importance of instructional materials in shaping educational outcomes and highlights the necessity for an educational reform that integrates both traditional and modern resources. Recommendations for policy makers, administrators, and teachers include enhancing infrastructural support, revising educational curricula to incorporate digital tools, and promoting professional development to optimise the use of diverse instructional materials.
{"title":"Evaluating the Impact of Instructional Materials on Social Studies Learning Outcomes in Senior High Schools of the Bono East Region of Ghana","authors":"Osumanu Sheik Jibililu","doi":"10.37256/ser.5220244881","DOIUrl":"https://doi.org/10.37256/ser.5220244881","url":null,"abstract":"This study investigates the impact of instructional materials on social studies education in Senior High Schools (SHS) in the Bono East Region of Ghana. It explores the types of instructional materials utilised, their effectiveness in enhancing student engagement, understanding, and academic performance, and their broader influence on learning outcomes such as cognitive skills and critical thinking. The research employed a descriptive cross sectional survey design, surveying 132 social studies teachers across 40 randomly selected schools. Findings indicate a predominant use of traditional instructional materials such as textbooks and blackboards, which are highly valued for their structured approach to curriculum delivery. Despite their widespread use, modern digital tools are significantly underutilised and perceived as less effective, attributed to infrastructural deficiencies and a lack of adequate teacher training. The study emphasises the importance of instructional materials in shaping educational outcomes and highlights the necessity for an educational reform that integrates both traditional and modern resources. Recommendations for policy makers, administrators, and teachers include enhancing infrastructural support, revising educational curricula to incorporate digital tools, and promoting professional development to optimise the use of diverse instructional materials.","PeriodicalId":509946,"journal":{"name":"Social Education Research","volume":"69 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141802361","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}
Drug abuse has become an international phenomenon, a torn in the flesh of nations across the globe. It has been identified as one of the precarious vices; an impediment to the academic excellence of students of tertiary institutions; and a threat to the future of the Nigerian nation. The task of the paper was to interrogate the effects of drug abuse on the academic performance of students of selected tertiary institutions in Lagos, Nigeria. A quantitative method of data collection was employed to get the task of the paper done. The work adopted social learning theory as its theoretical framework. The study found peer group pressure, experimental curiosity, remedy for low self-esteem, poor parenting and influence of role models among others as root causes of drug abuse among students of tertiary institutions in Nigeria. The finding revealed that the rise of drug abuse among the students of higher institutions of learning in Nigeria is at an alarming rate; by implication, absenteeism from school activities, loss of memory, lack of seriousness in academic work, declining grades, increased potential for dropping out of school and suspension from school to mention a few are attributed to drug abuse. The study concluded by recommending a peer education intervention strategy, enactment of laws to discourage drug abuse, inclusion of mandatory drug education in all educational programs, constant monitoring of students by parents, and setting up of guidance and counselling offices across the campuses. Constant awareness programmes about the effects of drug abuse on academic achievement are also appropriate.
{"title":"Effects of Drug Abuse on the Academic Performance of Students of Selected Tertiary Institutions in Lagos, Nigeria","authors":"A. Adedeji","doi":"10.37256/ser.5220244978","DOIUrl":"https://doi.org/10.37256/ser.5220244978","url":null,"abstract":"Drug abuse has become an international phenomenon, a torn in the flesh of nations across the globe. It has been identified as one of the precarious vices; an impediment to the academic excellence of students of tertiary institutions; and a threat to the future of the Nigerian nation. The task of the paper was to interrogate the effects of drug abuse on the academic performance of students of selected tertiary institutions in Lagos, Nigeria. A quantitative method of data collection was employed to get the task of the paper done. The work adopted social learning theory as its theoretical framework. The study found peer group pressure, experimental curiosity, remedy for low self-esteem, poor parenting and influence of role models among others as root causes of drug abuse among students of tertiary institutions in Nigeria. The finding revealed that the rise of drug abuse among the students of higher institutions of learning in Nigeria is at an alarming rate; by implication, absenteeism from school activities, loss of memory, lack of seriousness in academic work, declining grades, increased potential for dropping out of school and suspension from school to mention a few are attributed to drug abuse. The study concluded by recommending a peer education intervention strategy, enactment of laws to discourage drug abuse, inclusion of mandatory drug education in all educational programs, constant monitoring of students by parents, and setting up of guidance and counselling offices across the campuses. Constant awareness programmes about the effects of drug abuse on academic achievement are also appropriate.","PeriodicalId":509946,"journal":{"name":"Social Education Research","volume":"40 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141649316","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 explored how Social Studies teachers perceived the rationale for teaching and learning Social Studies in the New Juaben Senior High Schools in the Eastern Region of Ghana. Negative attitudes and behaviour among the youth in schools and after are becoming a great concern to Ghanaian society. The rationale for teaching and learning the subject is to produce good citizens. The above indicates that Social Studies as a subject is capable of developing positive attitudes and values in learners to bring about a reduction if not eradication, of negative attitudes among the youth in school and beyond school. For a subject to achieve its core mandate or rationale depends mainly on the teacher. It is based on the above that this research seeks to investigate how the teachers perceived the rationale for teaching and learning the subject at the Senior High Schools in the country. The research made use of qualitative design, using semi-structured interviews to explain and improve qualitative data knowledge. The simple random sampling precisely the lottery method was used to choose a sample size of 24 Social Studies teachers for the study. The study found that most of the teachers perceived the rationale for teaching the subject at the Senior High School as good and capable of producing good and responsible citizens. It is recommended that Social Studies teachers at the Senior High Schools should teach the subject along the rationale of the subject to produce responsible citizens.
{"title":"Perceptions of Social Studies Teachers on Teaching Rationale in New Juaben Senior High Schools, Ghana: A Qualitative Study","authors":"Yeyie Patrick","doi":"10.37256/ser.5220244708","DOIUrl":"https://doi.org/10.37256/ser.5220244708","url":null,"abstract":"This study explored how Social Studies teachers perceived the rationale for teaching and learning Social Studies in the New Juaben Senior High Schools in the Eastern Region of Ghana. Negative attitudes and behaviour among the youth in schools and after are becoming a great concern to Ghanaian society. The rationale for teaching and learning the subject is to produce good citizens. The above indicates that Social Studies as a subject is capable of developing positive attitudes and values in learners to bring about a reduction if not eradication, of negative attitudes among the youth in school and beyond school. For a subject to achieve its core mandate or rationale depends mainly on the teacher. It is based on the above that this research seeks to investigate how the teachers perceived the rationale for teaching and learning the subject at the Senior High Schools in the country. The research made use of qualitative design, using semi-structured interviews to explain and improve qualitative data knowledge. The simple random sampling precisely the lottery method was used to choose a sample size of 24 Social Studies teachers for the study. The study found that most of the teachers perceived the rationale for teaching the subject at the Senior High School as good and capable of producing good and responsible citizens. It is recommended that Social Studies teachers at the Senior High Schools should teach the subject along the rationale of the subject to produce responsible citizens.","PeriodicalId":509946,"journal":{"name":"Social Education Research","volume":"98 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141652746","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 an overview of professional development trends in European Member States, encompassing training and qualification requirements, as well as the supply and demand for adult teaching staff, including specialized training in andragogical studies. The study investigates actions and policies related to professional development in selected European Member States through thematic analysis of a supportive document for National Coordinators of Adult Learning, who participated in an online Peer Learning Activity (PLA) in May 2021. Additionally, relevant information from Eurydice, European policy documents, scholarly articles, and research papers is incorporated. This overview sets the stage for a discussion on prevailing trends in the professional development of adult educators across European Member States and explores how these trends impact professional development. Overall, the discussion underscores the need for a more systematic and sustained approach to professional development and professionalization in the field of adult education. This includes addressing the diverse needs of adult educators and advocating for greater recognition and regulation of the profession across European countries.
{"title":"Exploring Trends and Challenges in Professional Development of Adult Educators across European Member States: Insights and Recommendations for Improvements","authors":"N. Ioannou","doi":"10.37256/ser.5220244450","DOIUrl":"https://doi.org/10.37256/ser.5220244450","url":null,"abstract":"This article provides an overview of professional development trends in European Member States, encompassing training and qualification requirements, as well as the supply and demand for adult teaching staff, including specialized training in andragogical studies. The study investigates actions and policies related to professional development in selected European Member States through thematic analysis of a supportive document for National Coordinators of Adult Learning, who participated in an online Peer Learning Activity (PLA) in May 2021. Additionally, relevant information from Eurydice, European policy documents, scholarly articles, and research papers is incorporated. This overview sets the stage for a discussion on prevailing trends in the professional development of adult educators across European Member States and explores how these trends impact professional development. Overall, the discussion underscores the need for a more systematic and sustained approach to professional development and professionalization in the field of adult education. This includes addressing the diverse needs of adult educators and advocating for greater recognition and regulation of the profession across European countries.","PeriodicalId":509946,"journal":{"name":"Social Education Research","volume":"53 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141269806","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 objective of this qualitative study, that is framed using identity theory (Burke & Stets, 2009), based on semi-structured interviews, is to gain a deeper understanding of the professional role identities of vocational teacher educators (VTEs) through the use of metaphors. VTEs are undervalued in studies and policy in the Vocational Education and Training (VET) context, and misunderstood as an occupational group, despite being essential to maintaining a high-quality vocational teaching workforce and significantly influencing the quality of vocational education. It presents empirical evidence taking Malta as a case study and examines how VTEs synthesise the meanings they assign during an initial teaching education (ITE) programme. In addition, it also investigates how, through metaphors, the role identities of VTEs in Malta change during the ITE programme. Findings indicate that VTEs face various complexities, and it is difficult to express the multiple facets of this professional role identity in a single metaphor. Moreover, within this case study, VTEs' role identity formation does not follow a linear trajectory but unfolds according to the needs at that time.
{"title":"Understanding Vocational Teacher Educators' Role Identities Through Metaphors: A Case Study in Malta","authors":"A. Said","doi":"10.37256/ser.5220244510","DOIUrl":"https://doi.org/10.37256/ser.5220244510","url":null,"abstract":"The objective of this qualitative study, that is framed using identity theory (Burke & Stets, 2009), based on semi-structured interviews, is to gain a deeper understanding of the professional role identities of vocational teacher educators (VTEs) through the use of metaphors. VTEs are undervalued in studies and policy in the Vocational Education and Training (VET) context, and misunderstood as an occupational group, despite being essential to maintaining a high-quality vocational teaching workforce and significantly influencing the quality of vocational education. It presents empirical evidence taking Malta as a case study and examines how VTEs synthesise the meanings they assign during an initial teaching education (ITE) programme. In addition, it also investigates how, through metaphors, the role identities of VTEs in Malta change during the ITE programme. Findings indicate that VTEs face various complexities, and it is difficult to express the multiple facets of this professional role identity in a single metaphor. Moreover, within this case study, VTEs' role identity formation does not follow a linear trajectory but unfolds according to the needs at that time.","PeriodicalId":509946,"journal":{"name":"Social Education Research","volume":"19 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141102411","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}
Given that early childhood education and care is relationship laden, research into attachment can contribute towards our understanding of early childhood education relationships. There is, however, a lack of research in this field and available research is largely absent of the voices of early childhood professionals and directors who work in early years environments. On these grounds a qualitative instrumental case study, nested in a social constructivist paradigm, was designed in Ontario, Canada, to gain insight into how attachment is (dis)embodied in their practice. The ten interviews that informed findings suggest that although attachment merges with practice, reluctance exists to intentionally embrace attachment theorizing and terminology. Instead, attachment is cloaked in care and love discourse, with "two-sided" inclinations. Participants of this study compel pre and in-service organizations to fortify their training to ensure that pedagogical approaches espouse the cornerstones of attachment theory and terminology, most notably to counter attachment (mis)understandings. Findings furthermore point to the intersectionality between the personal attachment history of professionals who work with young children, and their capacity to nurture security in their pedagogical practice.
{"title":"Attachment in the Context of Early Years Pedagogical Practice: Early Childhood Educator and Director Insights","authors":"Tina Bonnett, Donna France","doi":"10.37256/ser.5220244288","DOIUrl":"https://doi.org/10.37256/ser.5220244288","url":null,"abstract":" Given that early childhood education and care is relationship laden, research into attachment can contribute towards our understanding of early childhood education relationships. There is, however, a lack of research in this field and available research is largely absent of the voices of early childhood professionals and directors who work in early years environments. On these grounds a qualitative instrumental case study, nested in a social constructivist paradigm, was designed in Ontario, Canada, to gain insight into how attachment is (dis)embodied in their practice. The ten interviews that informed findings suggest that although attachment merges with practice, reluctance exists to intentionally embrace attachment theorizing and terminology. Instead, attachment is cloaked in care and love discourse, with \"two-sided\" inclinations. Participants of this study compel pre and in-service organizations to fortify their training to ensure that pedagogical approaches espouse the cornerstones of attachment theory and terminology, most notably to counter attachment (mis)understandings. Findings furthermore point to the intersectionality between the personal attachment history of professionals who work with young children, and their capacity to nurture security in their pedagogical practice.","PeriodicalId":509946,"journal":{"name":"Social Education Research","volume":"10 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140967044","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}
Carlos Samuel Ibarra, Rodolfo Cruz Piñeiro, Arturo Fabián Jiménez
This study investigates the role of bilingual call centers in Mexico as platforms for reintegration and skill development for Mexicans deported from the United States post-COVID-19. Utilizing a qualitative research framework, we conducted 30 in-depth interviews in Tijuana and Juarez, combined with ethnographic fieldwork, to explore the lived experiences of deported individuals working in these call centers. Our analysis reveals that while call centers provide critical employment opportunities and access to adult education, they also pose significant mental health challenges due to stressful work conditions and frequent exposure to caller abuse. The findings underscore the need for targeted policy interventions to improve work conditions and support the mental health of this vulnerable population. This paper contributes to the discourse on migration and adult education by highlighting the complex dynamics of bilingual call centers as both avenues for socio-economic reintegration and sources of psychological stress for deported Mexicans.
{"title":"Emotional Labor and Mental Health in Adult Education: Reintegration Among Deported Mexicans in Bilingual Call Centers Post-COVID 19","authors":"Carlos Samuel Ibarra, Rodolfo Cruz Piñeiro, Arturo Fabián Jiménez","doi":"10.37256/ser.5220243522","DOIUrl":"https://doi.org/10.37256/ser.5220243522","url":null,"abstract":"This study investigates the role of bilingual call centers in Mexico as platforms for reintegration and skill development for Mexicans deported from the United States post-COVID-19. Utilizing a qualitative research framework, we conducted 30 in-depth interviews in Tijuana and Juarez, combined with ethnographic fieldwork, to explore the lived experiences of deported individuals working in these call centers. Our analysis reveals that while call centers provide critical employment opportunities and access to adult education, they also pose significant mental health challenges due to stressful work conditions and frequent exposure to caller abuse. The findings underscore the need for targeted policy interventions to improve work conditions and support the mental health of this vulnerable population. This paper contributes to the discourse on migration and adult education by highlighting the complex dynamics of bilingual call centers as both avenues for socio-economic reintegration and sources of psychological stress for deported Mexicans.","PeriodicalId":509946,"journal":{"name":"Social Education Research","volume":"55 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140709827","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}
Abstract Parental involvement is one of the key issues in education that remains a constant part of the public and academic agenda, but little is known about the perspective of educators on parental involvement in assisting the student in the social domain. It is essential to throw light on this perspective in order to construct an effective parent-educator partnership in this domain. This qualitative study focuses on educators' perspectives (perceptions and strategies). It is based on analyses of 10 case studies perceived by educators as successful and 16 statements by educators, which were not connected to a specific case study, but expressed their views about parents generally. It was found that the educators' perceptions include positive and negative aspects. Three types of effective strategies have emerged from the data: creating good communication with parents, giving practical advice to parents, and driving positive change in the relations between the child and their parents. The conclusions point to aspects that should be emphasized in teacher education, particularly professional training in how to develop social competence in students.
{"title":"Parental Involvement in Assisting the Student in the Social Domain: The Educators' Perspective","authors":"Anat Korem","doi":"10.37256/ser.5220244129","DOIUrl":"https://doi.org/10.37256/ser.5220244129","url":null,"abstract":"Abstract \u0000Parental involvement is one of the key issues in education that remains a constant part of the public and academic agenda, but little is known about the perspective of educators on parental involvement in assisting the student in the social domain. It is essential to throw light on this perspective in order to construct an effective parent-educator partnership in this domain. This qualitative study focuses on educators' perspectives (perceptions and strategies). It is based on analyses of 10 case studies perceived by educators as successful and 16 statements by educators, which were not connected to a specific case study, but expressed their views about parents generally. It was found that the educators' perceptions include positive and negative aspects. Three types of effective strategies have emerged from the data: creating good communication with parents, giving practical advice to parents, and driving positive change in the relations between the child and their parents. The conclusions point to aspects that should be emphasized in teacher education, particularly professional training in how to develop social competence in students.","PeriodicalId":509946,"journal":{"name":"Social Education Research","volume":"57 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140729771","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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