Journal of Education & Social Policy最新文献

{"title":"Assessing the Impact of Promotion-Related Conflicts on Faculty Productivity: A Case Study of Ghanaian Public Universities","authors":"Hagar Bampoh-Addo","doi":"10.30845/jesp.v6n3p14","DOIUrl":"https://doi.org/10.30845/jesp.v6n3p14","url":null,"abstract":"Promotion-related conflict in the Universities presents a continuous challenge to administrators and affects faculty productivity in terms of the achievement of institutional goals and mandate. This study sought to investigate the impact of promotion-related conflicts and their resolution on faculty productivity in the Universities. As such, quantitative method of research was used for data collection and analysis. The target population of the study was all public universities in Ghana, specifically, their faculty and senior administrators. Descriptive and inferential analysis including One-Way ANOVA, Kruskal Wallis Test and Multiple regression were conducted on quantitative data using SPSS version 21. The major finding from the study was that promotion-related conflict in Higher Education Institutions has negative effects on both faculty and institutional performance depending on the nature of the conflict and how it is resolved. The study recommends that robust orientation pertaining to promotions should be given to both faculty members and senior administrators to minimize the occurrence of such conflicts.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"1 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":"128674818","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 Puzzle of the Difficulties in Education Burden Reduction- Based on Conflict Perspective","authors":"Ying Xie, Liuxi Chu","doi":"10.30845/JESP.V6N2P12","DOIUrl":"https://doi.org/10.30845/JESP.V6N2P12","url":null,"abstract":"","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"85 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":"125950860","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":"Students Attitude and Perceptions towards Academic Dishonesty","authors":"Young D. Nwoye, Uchenna N. Akpom, J. Hwang","doi":"10.30845/jesp.v6n1p15","DOIUrl":"https://doi.org/10.30845/jesp.v6n1p15","url":null,"abstract":"Academic dishonesty is one of the most evasive student behaviors facing faculty and administrators in schools. Dishonest behavior in schools is an ethical issue of concern to the academic and business communities. Various methods have been used to try to understand and combat academic dishonesty. In some cases, severe punishments have been used with mixed results. An understanding of students' attitude and perceptions about academic dishonesty is essential in determining the proper solution to academic dishonesty. This study looks at student perceptions of academic dishonesty at numerous colleges and universities in South East and Northern part of Nigeria. It also evaluates how the perceptions of male students may vary from those of female students. In addition to these, it seeks to identify some factors that predict students’ attitudes toward academic dishonesty.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"41 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":"126510352","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":"Hate Speech in Cyber Society of Brazil: Portraits of the Elections in 2014 by Critical Analysis of Norman Fairclough","authors":"Silvia Regina P. de Quevedo","doi":"10.30845/jesp.v6n3p13","DOIUrl":"https://doi.org/10.30845/jesp.v6n3p13","url":null,"abstract":"This study aimed to investigate the discursive practices and beliefs produced in the Brazilian presidential elections by hate speech from the perspective of Critical Discourse Analysis (CDA) proposed by Norman Fairclough (2001), which includes speech and interprets its effects from the contextualization social problem. The study includes the semiotic process involving multiple languages and structural analysis. The research focused on the cybersociety portrayed by Facebook, the social network more accessible in Brazil. In October 2014 Brazil experienced a fierce campaign for the presidency in 30 years, since the end of military dictatorship and the first with a great impact on social networks. This campaign, which had Facebook as massive platform of public debate, gave rise to a hate speech and fielded two armies that battled in the virtual world. This article demonstrates the emerging hatred found in Brazilian cybersociety for the first time in the most intense period, the second round of the election campaign. The study aimed to investigate how each candidate was represented discursively over that period, what kinds of beliefs were produced and, consequently, that representation of reality social network offered. From the identification of a social problem the reason was the emergence of hate the social and discursive analysis proposed by Fairclough, under the sign of the numerous semiosis web language, punctuate the social barriers and social interests not solve it does, and identify the possibilities of overcoming these same obstacles. The method involved systematic review of literature with the interdisciplinary databases and participant observation in the social network, with collection of 281 screens through print screen. The screens were organized in spreadsheet from the concepts: Aécio Neves, Dilma Rousseff, Lula, FHC, PT, PSDB, Voters Pro-Aécio, Voters Pro-Dilma, robots and media. The concepts were crossed with the following categories: different stages of impact of hate, tolerance and convergence, which resulted in modalities under which the screens were indexed via hyperlinks. The discursive analysis Fairclough revealed that the Brazilian, seen as peaceful and friendly, was able to achieve the greatest degree of hatred that period hatred that incites violence. The candidate Dilma Rousseff (Workers Party) received the highest number of attacks this level, being associated by opponents voters a sense of demonization and terror, and portrayed as drunk, incompetent, stupid, ugly, liar, among other adjectives. The candidate Aécio Neves (Brazilian Social Democracy Party) is represented, in the view of opponents voters as cocaine user, drunk, liar and wife beater. The study showed a behavior speculate among netizens, here called mirroring, when both armies copied strategies from convergence marks. The discursive reality presented together with its social implications demonstrates that investments in education need to be expanded so massive a","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"108 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":"117136466","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":"Students’ Perceptions of M-Learning Activities within the Algerian Context","authors":"Imane Tiahi","doi":"10.30845/jesp.v7n3p5","DOIUrl":"https://doi.org/10.30845/jesp.v7n3p5","url":null,"abstract":"This study aimed to explore student engagement and interaction with m-learning activities in EFL(English as a Foreign Language) within the Algerian context at Teaching Training Institute. Three mobile applications were used to achieve the aim; these are Padlet, Kahoot, and Sli.do. This research project is a qualitative case study that engages 10 undergraduate students (18-20 years) who took part in eight sessions (two sessions held in each week). The findings were collected through reflective journals. The findings have fundamental implications for EFL teachers and institutional leaders who aim to provide an opportunity for students to engage with the English context through mlearning. The results were thematically analysed. It was evident that students provided positive attitudes towards mlearning activities. It is not only motivating but also engaging in learning processes; the m-learning apps were well received, and thus research can be taken further to examine their possible impact within the Algerian context.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"1 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":"125681072","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":"Meeting On-job Adult Learners’ Special Needs: Insights from Improved Opportunities and Obstacles to Development (O and OD) System’s Trainings in Tanzania","authors":"Hagai Joseph Mwakisisya","doi":"10.30845/jesp.v7n1p22","DOIUrl":"https://doi.org/10.30845/jesp.v7n1p22","url":null,"abstract":"Community participation is a precursor to development, yet, its nurturing calls for enormous efforts and time. It is against this backdrop the government of Tanzania in collaboration with Japan International Cooperation Agency (JICA) is rolling out Opportunities and Obstacles to Development project (O and OD) through training of the local government staffs. The study seeks to identify and examine the methodologies employed in O and Od trainings. It focuses on the adults’ special needs and the extent to which they are embodied in the implementation of the training. This study employed interviews, Focus Group Discussion, documentary review as well as observation in data collection. The collected data were analyzed through thematic analysis in which themes were generated. This study upholds the fact that adult learners are special because: they know why they learn something; they need to be seen and treated as capable and self-directed; they have vast learning resource from life experience, and their need to learn what will help them confront their real-life situation. To cater for the above needs, the O and OD trainings employ various strategies such as: role-plays that are performed by trainees themselves, field study visits to different places where O and OD is being implemented and case studies which are also widely used to provide trainees with the first hand experiences. These methodologies give the trainees a first-hand experience which improves their problem-solving skills in the field.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"10 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":"123836822","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":"Effect of Standardized Electronic Test of Science on Learning Motivation","authors":"O. Aldalalah, ZyadWaleed Mohamed Ababneh, M. Nawas, Reem Ahmad Albatayneh","doi":"10.30845/jesp.v6n2p15","DOIUrl":"https://doi.org/10.30845/jesp.v6n2p15","url":null,"abstract":"This study aimed at constructing a science achievement test for the first basic grade, and comparing its application method (paper, electronic) on Its psychometric properties and learning motivation, to achieve that an achievement science test based on the first basic class science textbook of (25) questions was constructed The two versions of the tests were applied on a sample of (103) students in governmental and private schools in Al-Karak Governate (Southern Al-Mazar District) during the first semester 2017/2018. The results of the study showed that there was reliability coefficient for both the tests which is associated with a criterion. There were high validity indicators for both tests. There were statistical differences in the validity in favor of the electronic test whereas there were statistical differences in the reliability in favor of the electronic test. There were statistical differences at the level of statistical significance in transactions trueness which is associated with a criterion, according to the type of test and for the favor of the electronic test. There were statistically significant differences in learning motivation according to type of test and for electronic test.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"24 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":"126739943","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":"Debunking Hattie: Evaluating the Contribution of Academic Studies to Policy Development and Implementation in Australia","authors":"Eddie Blass","doi":"10.30845/JESP.V7N4P8","DOIUrl":"https://doi.org/10.30845/JESP.V7N4P8","url":null,"abstract":"John Hattie’s book ‘Visible Learning’ published in 2009 can only be described as an amazing feat of scientific inquiry. He and his team created a mega-analysis, a meta-analysis of 800 meta-analyses, to see what the visible effect sizes were of different elements on education. To generalise, pretty much everything had an effect, mainly positive, with the mean effect size being 0.4. This has then been pretty much adopted into practice as anything being above 0.4 as having an above average impact, and hence being ‘good’, and anything below 0.4 having a below average impact and hence being ‘not so good’. While such a sweeping generalisation ‘makes sense’ in terms of rational logic, I argue here that it has been incredibly damaging in limiting the thinking on educational progress and change in the Australian policy context. I stage this argument in 5 sections: methodology, context, assumptions, leadership and currency – and offer this as a framework for evaluating academia’s contribution to policy agendas. I conclude by reflecting on Hattie’s later papers which move his conclusions forwards academically but have yet to do so in practice.","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":"114629203","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":"Developing 21st-Century Learning Skills through Theatre Arts: A Student-Directed Production","authors":"Katherine S. Movassaghi, Roslin Growe","doi":"10.30845/jesp.v6n3p5","DOIUrl":"https://doi.org/10.30845/jesp.v6n3p5","url":null,"abstract":"Research has indicated that the Four C’s of 21st century skills – critical thinking, communication, collaboration and creativity are inherent in the development of a well-rounded student. Educational activities that are student led have been shown to positively impact student acquisition of knowledge and add an active dimension to the pedagogy of student involvement. Allowing students to participate in student-directed productions opens up avenues of meaningful lifelong skills and experiences.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"101 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":"124796665","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":"Changing the Conversation about Teacher Development – Is It, Truly, a “Mirage”? An Analytical Review of The Mirage: Confronting the Hard Truth about Our Quest for Teacher Development and a Practitioner’s Perspective on Teacher Development","authors":"Gabriela E. Gui","doi":"10.30845/JESP.V7N4P7","DOIUrl":"https://doi.org/10.30845/JESP.V7N4P7","url":null,"abstract":"TNTP’s The Mirage: Confronting the Hard Truth About Our Quest for Teacher Development(TNTP, 2015) was a study released in August 2015.Usingdatacollected from three large, geographically diverse public schools and one mid-sized charter network, the study argues that, despite of tremendous investment of financial resources, time, and good will in teacher development, there are very modest returns on this investment. The authors contend that we do not know how to improve teachers at scale, making the goal of effective professional development a mirage. Recommendations suggested by the authors include redefining teacher development; reevaluatingtheeffectiveness of current supports and programs; and reinventing the way effective teaching is supported at scale. The study’s strength is in the rich descriptive information provided. However, the authors make poor analytic choices, rendering somewhat inaccurate conclusions, and thus limiting the study’s usefulness.","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"78 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":"125059950","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}