Subjects -> SOCIAL SCIENCES (Total: 1815 journals)
    - BIRTH CONTROL (22 journals)
    - CHILDREN AND YOUTH (260 journals)
    - FOLKLORE (30 journals)
    - MATRIMONY (16 journals)
    - MEN'S INTERESTS (16 journals)
    - MEN'S STUDIES (96 journals)
    - SEXUALITY (57 journals)
    - SOCIAL SCIENCES (1091 journals)
    - WOMEN'S INTERESTS (44 journals)
    - WOMEN'S STUDIES (183 journals)

SOCIAL SCIENCES (1091 journals)            First | 1 2 3 4 5 6     

Showing 401 - 136 of 136 Journals sorted alphabetically
Identities: Global Studies in Culture and Power     Hybrid Journal   (Followers: 20)
IDS Bulletin     Open Access   (Followers: 17)
IEEE Transactions on Computational Social Systems     Full-text available via subscription   (Followers: 2)
Illness, Crisis & Loss     Full-text available via subscription   (Followers: 3)
Im@go. A Journal of the Social Imaginary     Open Access   (Followers: 1)
imagonautas : Revista interdisciplinaria sobre imaginarios sociales     Open Access  
Immigrants & Minorities     Hybrid Journal   (Followers: 8)
Impact     Full-text available via subscription   (Followers: 2)
In Situ : Au regard des sciences sociales     Open Access   (Followers: 2)
Inclusión y Desarrollo     Open Access  
Indiana University Journal of Undergraduate Research     Open Access  
Indonesia Prime     Open Access   (Followers: 1)
Infinitum: Revista Multidisciplinar     Open Access   (Followers: 1)
Informação em Pauta     Open Access   (Followers: 1)
Informes Científicos - Técnicos UNPA     Open Access  
Infrastructure Complexity     Open Access   (Followers: 6)
Inkanyiso : Journal of Humanities and Social Sciences     Open Access   (Followers: 1)
InPsych : The Bulletin of the Australian Psychological Society Ltd     Full-text available via subscription   (Followers: 2)
INSANCITA : Journal of Islamic Studies in Indonesia and Southeast Asia     Open Access  
Integrated Social Science Journal : Faculty of Social Sciences and Humanities, Mahidol University     Open Access  
Inter Faculty     Open Access  
Interações : Cultura e Comunidade     Open Access  
Interim : Interdisciplinary Journal     Open Access   (Followers: 4)
International and Multidisciplinary Journal of Social Sciences     Open Access   (Followers: 2)
International Communication of Chinese Culture     Hybrid Journal   (Followers: 7)
International Development Planning Review     Hybrid Journal   (Followers: 15)
International E-journal of Advances in Social Sciences (IJASOS)     Open Access  
International Journal for Transformative Research     Open Access   (Followers: 1)
International Journal of Academic Research in Business, Arts & Science     Open Access   (Followers: 2)
International Journal of Applied Behavioral Sciences     Open Access   (Followers: 1)
International Journal of Arab Culture, Management and Sustainable Development     Hybrid Journal   (Followers: 7)
International Journal of Bahamian Studies     Open Access   (Followers: 1)
International Journal of Business and Social Research     Open Access   (Followers: 8)
International Journal of Canadian Studies / Revue internationale d’études canadiennes     Full-text available via subscription   (Followers: 1)
International Journal of Conflict and Violence     Open Access   (Followers: 24)
International Journal of Cultural and Social Studies (IntJCSS)     Open Access   (Followers: 1)
International Journal of Cultural Policy     Hybrid Journal   (Followers: 11)
International Journal of Disaster Risk Reduction     Hybrid Journal   (Followers: 23)
International Journal of Growth and Development     Open Access   (Followers: 1)
International Journal of Humanities and Social Science Research     Open Access  
International Journal of Iberian Studies     Hybrid Journal   (Followers: 6)
International Journal of Information, Diversity, & Inclusion     Open Access  
International Journal of Innovative Research and Scientific Studies     Open Access   (Followers: 5)
International Journal of Innovative Research in Social and Natural Sciences     Open Access   (Followers: 1)
International Journal of Integrated Education and Development     Open Access  
International Journal of Intercultural Relations     Hybrid Journal   (Followers: 14)
International Journal of Knowledge-Based Development     Hybrid Journal   (Followers: 5)
International Journal of Korean Humanities and Social Sciences     Open Access  
International Journal of Language and Culture     Hybrid Journal   (Followers: 4)
International Journal of Management and Social Sciences     Full-text available via subscription   (Followers: 6)
International Journal of Management, Economics and Social Sciences     Open Access   (Followers: 15)
International Journal of Multidisciplinary Studies     Open Access  
International Journal of Punishment and Sentencing, The     Full-text available via subscription   (Followers: 10)
International Journal of Qualitative Methods     Open Access   (Followers: 28)
International Journal of Research in Business and Social Science     Open Access   (Followers: 8)
International Journal of Social and Allied Research     Full-text available via subscription   (Followers: 2)
International Journal of Social and Humanistic Computing     Hybrid Journal   (Followers: 1)
International Journal of Social And Humanities Sciences     Open Access  
International Journal of Social and Organizational Dynamics in IT     Full-text available via subscription   (Followers: 3)
International Journal of Social Research Methodology     Hybrid Journal   (Followers: 75)
International Journal of Social Science Research     Open Access   (Followers: 14)
International Journal of Social Science Studies     Open Access   (Followers: 16)
International Journal of Social Sciences and Education Research     Open Access  
International Journal of Social Sciences and Humanity Studies     Open Access   (Followers: 2)
International Journal of Synergy and Research     Open Access  
International Journal of the Sociology of Leisure     Hybrid Journal  
International Journal of Undergraduate Research and Creative Activities     Open Access   (Followers: 2)
International Journal Pedagogy of Social Studies     Open Access  
International Quarterly for Asian Studies     Open Access   (Followers: 2)
International Review of Qualitative Research     Full-text available via subscription   (Followers: 33)
International Review of Social Research     Open Access   (Followers: 3)
International Scholarly Research Notices     Open Access   (Followers: 232)
International Social Science Journal     Hybrid Journal   (Followers: 24)
International Studies. Interdisciplinary Political and Cultural Journal     Open Access   (Followers: 9)
Internationale Revue Fur Soziale Sicherheit     Hybrid Journal   (Followers: 1)
InterSciencePlace     Open Access   (Followers: 1)
Intersticios Sociales     Open Access   (Followers: 1)
Investigación Valdizana     Open Access  
Investigación y Desarrollo     Open Access   (Followers: 1)
Investigaciones Geográficas (Esp)     Open Access  
Irish Journal of Applied Social Studies     Open Access   (Followers: 5)
Issues in Social Science     Open Access   (Followers: 5)
Ithaca : Viaggio nella Scienza     Open Access  
IULC Working Papers     Open Access  
Ius et Praxis     Open Access  
Iztapalapa : Revista de ciencias sociales y humanidades     Open Access   (Followers: 1)
Izvestia Ural Federal University Journal. Series 3. Social and Political Sciences     Open Access  
J : Multidisciplinary Scientific Journal     Open Access  
Janapriya Journal of Interdisciplinary Studies     Open Access   (Followers: 1)
JICSA : Journal of Islamic Civilization in Southeast Asia     Open Access  
JISIP-UNJA : Jurnal Ilmu Sosial dan Ilmu Politik Fisipol Universitas Jambi     Open Access   (Followers: 1)
Journal for New Generation Sciences     Open Access   (Followers: 4)
Journal for Semitics     Full-text available via subscription   (Followers: 8)
Journal for Undergraduate Ethnography     Open Access   (Followers: 3)
Journal of Addiction & Prevention     Open Access   (Followers: 1)
Journal of Advanced Academic Research     Open Access   (Followers: 3)
Journal of Agriculture and Social Research (JASR)     Open Access   (Followers: 5)
Journal of Agriculture, Forestry and the Social Sciences     Full-text available via subscription   (Followers: 5)
Journal of Applied Social Psychology     Hybrid Journal   (Followers: 58)
Journal of Applied Social Science     Hybrid Journal   (Followers: 17)
Journal of Arabic and Islamic Studies     Open Access   (Followers: 1)
Journal of Arts and Social Sciences     Open Access   (Followers: 1)
Journal of ASIAN Behavioural Studies     Open Access   (Followers: 4)
Journal of Burirum Rajabhat University     Open Access  
Journal of Business and Social Sciences     Open Access  
Journal of Business and Social Sciences Research     Open Access  
Journal of Cape Verdean Studies     Open Access   (Followers: 3)
Journal of Cognition and Culture     Hybrid Journal   (Followers: 19)
Journal of Community Development and Life Quality     Open Access  
Journal of Community Services and Engagement     Open Access   (Followers: 5)
Journal of Comparative Family Studies     Full-text available via subscription   (Followers: 3)
Journal of Comparative Social Welfare     Hybrid Journal   (Followers: 18)
Journal of Computational Social Science     Hybrid Journal  
Journal of Contemporary African Studies     Hybrid Journal   (Followers: 4)
Journal of Critical Race inquiry     Open Access   (Followers: 10)
Journal of Cultural Economy     Hybrid Journal   (Followers: 10)
Journal of Cultural Heritage     Full-text available via subscription   (Followers: 17)
Journal of Development Effectiveness     Hybrid Journal   (Followers: 7)
Journal of Economy Culture and Society     Open Access  
Journal of Educational Social Studies     Open Access   (Followers: 9)
Journal of Family & Consumer Sciences     Full-text available via subscription   (Followers: 1)
Journal of Family Studies     Hybrid Journal   (Followers: 22)
Journal of Geography, Politics and Society     Open Access  
Journal of Globalization and Development     Hybrid Journal   (Followers: 13)
Journal of Graduate Research     Open Access  
Journal of Graduate School Sakon Nakhon Rajabhat University     Open Access  
Journal of Graduate Studies in Northern Rajabhat Universities     Open Access  
Journal of Graduate Studies Valaya Alongkorn Rajabhat University     Open Access  
Journal of Human Security     Open Access   (Followers: 10)
Journal of Humanities and Social Sciences     Open Access   (Followers: 1)
Journal of Humanities and Social Sciences Surin Rajabhat University     Open Access  
Journal of Humanities and Social Sciences, Rajapruk University     Open Access  
Journal of Ilahiyat Researches     Open Access  
Journal of Indian Ocean World Studies     Open Access   (Followers: 2)
Journal of Interdisciplinary Gender Studies: JIGS     Full-text available via subscription   (Followers: 17)
Journal of International and Comparative Social Policy     Hybrid Journal   (Followers: 2)
Journal of International Social Studies     Open Access   (Followers: 1)
Journal of Korean Studies     Full-text available via subscription   (Followers: 12)
Journal of Language and Social Psychology     Hybrid Journal   (Followers: 13)
Journal of Markets & Morality     Partially Free  
Journal of Mediterranean Knowledge     Open Access   (Followers: 7)
Journal of Men, Masculinities and Spirituality     Full-text available via subscription   (Followers: 13)
Journal of Methods and Measurement in the Social Sciences     Open Access   (Followers: 4)
Journal of Migration and Refugee Issues, The     Full-text available via subscription   (Followers: 34)
Journal of Multicultural Affairs     Open Access   (Followers: 1)
Journal of New Brunswick Studies / Revue d’études sur le Nouveau-Brunswick     Open Access   (Followers: 4)
Journal of Organisational Transformation & Social Change     Hybrid Journal   (Followers: 8)
Journal of Pan African Studies     Open Access   (Followers: 2)
Journal of Personality and Social Psychology     Full-text available via subscription   (Followers: 364, SJR: 4.302, CiteScore: 6)
Journal of Policy Practice     Hybrid Journal   (Followers: 5)
Journal of Policy Practice and Research     Hybrid Journal   (Followers: 3)
Journal of Population and Sustainability     Open Access   (Followers: 1)
Journal of Poverty and Social Justice     Hybrid Journal   (Followers: 31)
Journal of Progressive Research in Social Sciences     Open Access   (Followers: 5)
Journal of Purdue Undergraduate Research     Open Access   (Followers: 1)
Journal of Relationships Research     Hybrid Journal   (Followers: 5)
Journal of Religion & Spirituality in Social Work: Social Thought     Hybrid Journal   (Followers: 12)
Journal of Research in National Development     Full-text available via subscription  
Journal of Responsible Innovation     Hybrid Journal   (Followers: 7)
Journal of Social Change     Open Access   (Followers: 8)
Journal of Social Development in Africa     Full-text available via subscription   (Followers: 8)
Journal of Social Distress and the Homeless     Hybrid Journal   (Followers: 6)
Journal of Social Intervention: Theory and Practice     Open Access   (Followers: 3)
Journal of Social Issues     Hybrid Journal   (Followers: 19)
Journal of Social Philosophy     Hybrid Journal   (Followers: 26)
Journal of Social Science Education : JSSE     Open Access  
Journal of Social Science Studies     Open Access   (Followers: 13)
Journal of Social Sciences     Open Access   (Followers: 16)
Journal of Social Sciences and Humanities Review     Open Access  
Journal of Social Structure     Open Access   (Followers: 1)
Journal of Social Studies Research     Full-text available via subscription   (Followers: 16)
Journal of Studies in Social Sciences     Open Access   (Followers: 6)
Journal of Technology in Human Services     Hybrid Journal   (Followers: 4)
Journal of the Bangladesh Association of Young Researchers     Open Access   (Followers: 1)
Journal of the Polynesian Society     Full-text available via subscription   (Followers: 7)
Journal of the Society for Social Work and Research     Full-text available via subscription   (Followers: 14)
Journal of the University of Ruhuna     Open Access   (Followers: 1)
Journal of Transnational American Studies     Open Access   (Followers: 3)
Journal of Trust Management     Open Access   (Followers: 4)
Journal Sampurasun : Interdisciplinary Studies for Cultural Heritage     Open Access   (Followers: 1)
Jurnal Abdimas     Open Access  
Jurnal Biometrika dan Kependudukan     Open Access   (Followers: 1)
Jurnal Ilmiah Ilmu Sosial     Open Access   (Followers: 1)
Jurnal Ilmiah Peuradeun     Open Access   (Followers: 1)
Jurnal Ilmu Sosial dan Humaniora     Open Access  
Jurnal Karya Abdi Masyarakat     Open Access   (Followers: 1)
Jurnal Kawistara     Open Access  
Jurnal Lakon     Open Access  
Jurnal Masyarakat dan Budaya     Open Access  
Jurnal Pendidikan Ilmu Sosial     Open Access   (Followers: 1)
Jurnal Sosial Humaniora     Open Access   (Followers: 2)
Jurnal Teori dan Praksis Pembelajaran IPS     Open Access  
Jurnal Terapan Abdimas     Open Access  
Just Policy: A Journal of Australian Social Policy     Full-text available via subscription   (Followers: 18)
Kaleidoscope     Open Access  
Kasetsart Journal of Social Sciences     Open Access   (Followers: 2)
Kervan. International Journal of Afro-Asiatic Studies     Open Access  
Kimün. Revista Interdisciplinaria de Formación Docente     Open Access  
Kırklareli Üniversitesi Sosyal Bilimler Dergisi     Open Access  
KnE Social Sciences     Open Access   (Followers: 1)

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Similar Journals
Journal Cover
Journal of Multicultural Affairs
Number of Followers: 1  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2639-8346
Published by Stephen F. Austin State University Homepage  [5 journals]
  • Culturally and Linguistically Responsive Noticing and Wondering: An
           Equity-Inducing yet Accessible Teaching Practice

    • Authors: M. Garrett Delavan et al.
      Abstract: Noticing and Wondering is a promising practice with an emerging research base in mathematics education for helping move teachers to a more contemporary paradigm of learning where culturally and linguistically diverse students have more equitable opportunities for academic success. This paper documents and extends this emerging research of Noticing and Wondering to fill a gap in the literature by (1) conceptualizing six reasons for the value of Noticing and Wondering and (2) discussing its potential to support English learners, such as by providing teachers easy access to students’ cultural assets. We document application of Noticing and Wondering beyond mathematics and conclude with a call for empirical research and practice in this direction.
      PubDate: Wed, 11 Mar 2020 11:50:52 PDT
       
  • Fostering Emotional Engineers: Revisiting Constructive Thinking in
           Engineering Education

    • Authors: Andrea Arce-Trigatti
      Abstract: For the past decade, engineering education efforts at the postsecondary level have sought to create a more holistic type of critical thinker (Felder & Brent, 2015; Grasso & Burkins, 2010). As part of this initiative, engineers are encouraged to develop skills associated with constructive thinking—a pedagogical concept rooted in the belief that knowledge is constructed through continual interaction with peers and the environment (Anderson, 2013; Driscoll, 2005; Shayer, 2003). However, despite the positive ramifications linked with this pedagogical shift, studies have demonstrated that the increased use of collaborative aspects associated with constructivist teaching practices may be negatively impacting female students (Rosser, 2009; Tonso, 1996; Wolfe & Powell, 2009a, 2009b). Taking a primarily philosophical approach, the contribution of emotions to constructive thinking is explored utilizing Thayer-Bacon’s (2000) conceptualization of the concept to argue that the pedagogical shift within engineering has not fully incorporated a holistic approach to learning. The results of recent studies in engineering education are analyzed to highlight the negative consequences associated with overlooking emotions as contributors to constructive thinking primarily for female students in the field (Jones et al., 2013; Tonso, 1996, 2006; Wolfe & Powell, 2006). To conclude, the value of emotions for the engineering discipline is underscored by using work by Jaggar (1992, 1998) to explore its historical association with female thought and its overall impact on the construction of knowledge.
      PubDate: Wed, 11 Mar 2020 11:50:49 PDT
       
  • Meta-Analysis of Asian Students’ Acculturative Stress in U.S. Higher
           Education

    • Authors: Chi Yun Moon et al.
      Abstract: Most studies examining acculturative stress have found that students of Asian decent experience higher levels of acculturative stress in American higher education institutions than do students of European decent, but effect sizes have ranged widely, and the results of comparisons between Asians and other ethnic groups are inconsistent. To obtain estimates of the magnitude of cultural group differences in acculturative stress, meta-analyses were conducted. Meta-analytic review of 13 studies exploring Asian students’ acculturative stress in higher education during the past two decades revealed that students of Asian decent experienced a higher level of acculturative stress when compared to students of Hispanic decent (g = 0.33) and students of European decent (g = 0.76), but there was no significant difference between Asian and African students (p> .05). This study supported evidence for Asian students’ acculturative stress and the need for further research on this educational issue.
      PubDate: Wed, 11 Mar 2020 11:50:45 PDT
       
  • Interdistrict Choice and Teacher Beliefs: Implications for Educational
           Expectations, Equity, and Policymaking

    • Authors: Eric P. Ambroso et al.
      Abstract: Interdistrict choice, which allows families to choose between schools outside of their districts of residence, is currently serving more students than any other choice program in the United States. Yet, despite this popularity, there is a pressing need for more research on how interdistrict choice may affect educational equity within U.S. public schools. Drawing on the analytic framework of educational racial contract, this study examines the issue of teacher beliefs in the context of interdistrict choice at a large, urban high school in Arizona, where market-based school choice programs have been continually expanded for nearly three decades. Data were collected through a survey of 112 teachers, who rated their in- district and out-of-district students based on their perception of three developmental skill categories: 1) academic, 2) communication, and 3) behavior. Results speak to negative teacher beliefs about the educability of Students of Color and hold significant implications for teachers’ academic expectations, educational equity, and future policy decisions.
      PubDate: Wed, 11 Mar 2020 11:50:41 PDT
       
  • “The feeling of fear was not from my student, but from myself”: A
           pre-service teacher’s shift from traditional to problem-posing second
           language pedagogy in a Mexican youth prison

    • Authors: G. Sue Kasun et al.
      Abstract: This era of globalization, capitalism, and economic progress has given rise to mass incarceration, as a considerable number of youths in developing and developed countries live behind bars in detention facilities without appropriate educational support. Educators in these facilities deposit knowledge, through traditional pedagogical approaches, under systemic oppression and surveillance deemed necessary for safety and security. This study investigated implementations of Freire’s (2000) problem-posing pedagogy using a participatory action research (PAR) approach through the lens of critical theory. Two of the co-authors helped develop a Freirean language teaching program in an urban youth prison in Mexico, centering student teachers’ critical self-awareness by providing them with opportunities to reflect on their identity, life experiences, and reality while teaching in prison. Through critical, autoethnographic self-reflections of a bilingual teacher candidate on her teaching practices, this study provides insights into how the teacher was impacted by the problem-posing pedagogy and how it was reflected in her transformation to a critical, loving teacher and student progress. This research embraces a humanistic approach to teaching incarcerated youth in Mexico through care and courage by supporting them as students, as well as by empowering their voices and thoughts. Building a learning community, where students and teachers create respectful human connections through dialogue and discussions on language, culture, and lived experiences, is portrayed in this research as essential.
      PubDate: Wed, 11 Mar 2020 11:50:38 PDT
       
  • Exploring the Experiences of Male Early Childhood Aspiring Teachers

    • Authors: Tingting Xu
      Abstract: This exploratory study investigated the reasons why males chose early childhoodeducation and their lived experiences in a teacher education program. Qualitative datawere collected through interviews with twelve male early childhood pre-serviceteachers. Results demonstrated that: Participates were passionate about teachingyoung children. They were mostly supported by their relatives and friends in theirdecision to become an early childhood teacher. They were positive about future careeropportunities but still had an underlying fear of losing job or being seen as sexualpredators. Meanwhile, participates indicated some conflicts might exist between thefield experience and program learning experience. They also highlighted a need torecruit male pre-service teachers in early childhood education programs.
      PubDate: Wed, 04 Sep 2019 17:44:43 PDT
       
  • Exposing Preservice Teachers to Emergent Bilinguals

    • Authors: Deborah J. Williams Ed.D. et al.
      Abstract: This study followed a case study design and employed qualitative methods to explore monolingual preservice teachers’ (PSTs) attitudes toward learning to teach emergent bilinguals (EBs) in a dual language school. We sought to support and observe PSTs as they applied strategies learned in methodology courses to students in the field. Three overarching themes emerged from PSTs’ videotaped focus group interviews, weekly reflections, and field notes. Responses that supported Theme 1 suggested PSTs desired to teach EBs for a variety of reasons and Theme 2 supporting responses showed that PSTs confidence levels increased as they interacted with EBs. Responses that supported Theme 3 related to strengths and weaknesses of the educator preparation program regarding emergent bilingual content and pedagogy.
      PubDate: Wed, 04 Sep 2019 17:44:33 PDT
       
  • Understanding Equitable Assessment: How Preservice Teachers Make Meaning
           of DisAbility

    • Authors: Melissa K. Driver
      Abstract: Disproportionality of historically marginalized populations in special education continues to be a critical concern. The identification of students with disabilities is reliant on valid and reliable assessment that is free of bias. The extent to which this is possible given measurement constraints and an increasingly diverse student population is unclear. How teachers are trained to design, select, administer, score, and interpret assessment data related to the identification of students with disabilities is vastly under-researched considering the significant implications of assessment practices. In this study, six special education preservice teachers engaged in an assessment methods course during their second semester of an initial certification program. This study focuses on shifts in preservice teacher understanding and the associated learning experiences in the course. Findings from this study have the potential to inform general and special education teacher preparation coursework.
      PubDate: Wed, 04 Sep 2019 17:44:24 PDT
       
  • White Pre-Service Teachers’ Perceptions and their Development of
           Culturally Relevant Literacy Practices

    • Authors: Lakia M. Scott et al.
      Abstract: Existent literature purports that providing White teacher candidates with increased exposure to urban schools in order to create culturally competent educators has failed. These findings reflect the notion that teacher ideologies and overall perspectives about working with diverse student groups must be harnessed in a genuine ethic of care and intentionality for students of color. However, few studies have taken the approach of examining the development of culturally relevant pedagogy through context-specific field experiences using content-specific courses. This study examines the perspectives of twenty-five White pre-service teachers from a predominately White, private university regarding their initial perceptions and gained conceptual understanding of culturally relevant pedagogy while teaching reading at an urban middle school. Findings were consistent with previous literature that White pre-service teachers are more interested and comfortable teaching in suburban and private schools and held implicit about teaching in urban schools. However, through the course and urban field experience, pre-service teachers were able to develop teaching behaviors that were deemed culturally relevant(Ladson-Billings, 1995) for teaching reading, and were better prepared to work with students from diverse backgrounds.
      PubDate: Wed, 04 Sep 2019 17:44:15 PDT
       
  • Effects of Movement, Growth Mindset and Math Talks on Math Anxiety

    • Authors: Christina J. Peterman et al.
      Abstract: Mathematical anxiety is prevalent in our schools. This research provides insight into how mathematical anxiety develops and how it affects students throughout their lives. This study focuses on the mathematical anxiety and mathematical self-concept of five second grade classes at an economically disadvantaged school in rural North Texas. The study looked to see if adding the interventions of movement, mathematical growth mindset and math talks to a classroom would improve the mathematical self-concept of the children in the classrooms which participated. The study contained three classrooms of students who participated in the interventions and two classrooms which were used as a control group. All five second grade classrooms completed a pre and post-intervention survey of mathematical self-concepts. The three main categories measured by the survey were math self-concept, comfort using different mathematical strategies and comfort level with discussing and using math concepts in front of peers. The children received mathematical movement lessons on Mondays, growth mindset journaling and discussions on Tuesdays and mental math number talks on Wednesdays. After the four-week study, the results showed an overall gain in positive responses for the three categories, which were measured for this study in the intervention group. The control group did not show as much of a positive gain as the intervention group did, and in some cases actually went down in positive responses.
      PubDate: Wed, 04 Sep 2019 17:44:06 PDT
       
  • Facilitating Pre-Service Teachers to Engage Emergent Bilinguals in
           Productive Struggle

    • Authors: Benjamin T. Dickey et al.
      Abstract: This study utilized a multiple case study with qualitative research to examine how Pre-service teachers (PSTs) might engage Emergent Bilinguals (EBs) in productive struggle—grappling to solve problems (Warshauer, 2015). The researchers created a rubric based on Warshauer’s (2015) case study to record the types of questions PSTs asked as they tutored fourth grade EBs. Warshauer (2015) claimed PSTs should allow students more wait time and ask questions. She referred to such questions as affordance and probing guidance, which facilitates productive struggle. In order to discover more about the PSTs’ thinking, the researchers interviewed the PSTs before and after their first, third, and seventh lesson. The researchers’ findings are that the PSTs struggled to incorporate more affordance and probing guidance-based questions as the semester progressed. However, PSTs use of telling based questions decreased during the semester. Another finding was two of the EBs spoke only English at the beginning of the semester, but later used code switching during the lessons. Perhaps the students felt more comfortable with their surroundings, and speaking in Spanish helped facilitate them to engage in productive struggle. Furthermore, PSTs utilized culturally relevant teaching strategies during their lessons and created an environment to encourage positive mindsets for learning mathematics. Implications are teacher educators should teach PSTs how to engage all students in productive struggle.
      PubDate: Thu, 20 Dec 2018 12:18:17 PST
       
  • Representation of English Language Learners in Special Education: A
           Campus-level Study

    • Authors: Ruby López et al.
      Abstract: This study utilized relative risk ratios to examine the representation of English language learners in special education programs in elementary, middle, and high school campuses in a school district in South Texas. Results indicated that English language learners were both underrepresented and overrepresented in the school district. Furthermore, underrepresentation was greater at the elementary campuses and overrepresentation was greater at the secondary campuses. The use of disaggregated data on the campus level continues to be of importance in understanding the representation of English language learners in special education programs as it provides critical information that cannot be gleaned from data that is aggregated at the district, state, or national-levels.
      PubDate: Thu, 20 Dec 2018 12:18:08 PST
       
  • Higher Education Experiences of International Faculty in the U.S. Deep
           South

    • Authors: Elizabeth Omiteru et al.
      Abstract: Immigration was one of the key issues from within the Obama administration. One focus of the administration was to retain brilliant foreign scholars who have studied in the United States (U.S). Rather than let International Faculty return to their countries after completing their programs, employers found it advantageous to retain these professionals to boost the United States workforce. Higher education was one of the government sectors that experienced an increase in the numbers of foreign nationals choosing to remain in the United States after completing their degrees. What many International Faculty may be oblivious of, and which their programs of study may or may not have prepared them for, was how their lives will be impacted by the U.S. American culture and their new Deep South environment. The purpose of this study was to determine the obstacles and opportunities for foreign born college faculty to contribute to the internationalization and globalization of the higher education in U.S., in Southeastern colleges. Data were collected from face-to-face interviews and online surveys. The researchers provided an overview of what International Faculty feel about colleagues, students, and the educational system in a region known for its Southern Hospitality, along with politics and racial biases. Interviews provided insight into International Faculty’s positive and negative experiences and what administrators can offer to help new International Faculty become more comfortable in their new environments. Findings also provided insight about International Faculty’s perceptions about the Southern culture, the people, and the community.
      PubDate: Thu, 20 Dec 2018 12:17:58 PST
       
  • An Analysis of Black, Latinx, Multicultural and Asian/Pacific Islander
           Fraternity/Sorority Organizational Values

    • Authors: Ashley Tull et al.
      Abstract: The purpose of this study was to examine the espoused values of historically Black, Latinx, Multicultural and Asian/Pacific Islander fraternity/sorority organizations. This study reports the types of values discovered, as well as their alignment with universally accepted values that included: self-enhancement, openness to change, self-transcendence and conservation. Further examination included comparisons between the espoused universally accepted values of the above-identified organizations with those of historically White fraternity/sorority organizations.
      PubDate: Thu, 20 Dec 2018 12:17:46 PST
       
  • Introduction to Constellar Theory in Multicultural Education Pedagogy

    • Authors: Antonio Garcia
      Abstract: The majority of education and social science ideas subscribe to a hierarchical ideology that not only necessitates but also obligates an always-already dialectic. Such a dialectical fetish and intellectual relegation is grounded in Marxist ideology, which has influenced a vast majority of cultural studies and social science theories. Constellar Theory challenges the hierarchical model ideology in concept and pedagogy to complicate and exhibit a more intricate matrix of considerations to move the multicultural education discourse in possible new directions.
      PubDate: Thu, 20 Dec 2018 12:17:37 PST
       
  • Illegal; Dreamer; Home for Refugees

    • Authors: Ana Herrera
      Abstract: A collection of three poems focusing on the critical social issue of immigration in order to educate young children. Each poem consists of a different issue in the wide range of topics of immigration. The topics include: deportation of illegal immigrants, the DREAM Act, and homing refugees in the United States from countries of war.
      PubDate: Wed, 01 Aug 2018 15:23:42 PDT
       
  • Lessons; Our Dream

    • Authors: Chelsie B. Wilson
      Abstract: Lessons: This poem highlights the critical social realities African American's face daily. I wanted to be the voice for many people who feel like they are not and will never he heard.Our Dream: This poem signifies the stereotypes labeled to African Americans. I wanted to embrace that aspect by creating a relevant and relatable component which is why I decided to use the phrase "I have a dream" from the late, the great Dr. Martin Luther King Jr.
      PubDate: Wed, 01 Aug 2018 15:23:35 PDT
       
  • Summarizing Instruction in 11th-Grade U.S. History Course

    • Authors: Robin A. Belue et al.
      Abstract: The purpose of this study was to determine the effect of summarizing strategies on students’ academic achievement, attitude, and engagement toward learning. The study involved 59 high school 11th-Grade U.S. History students. One class received direct instruction, while the other received summarizing instruction. Achievement was measured using pre- and posttest scores. Achievement scores for summarizing instruction students were slightly higher than direct instruction students. Students’ attitudes toward U.S. History were measured using a nine-item survey, and results indicated that both groups believed summarizing strategies were sound strategies for learning and remembering new content knowledge. The student engagement results showed higher levels of engagement from the summarizing instruction group. Based on the findings, the implications of this study are important in supporting the use of summarizing instruction strategies to promote the improved attitudes and active engagement of students toward learning U.S. History.
      PubDate: Wed, 01 Aug 2018 15:23:25 PDT
       
  • Hong Kong Adolescents’ Perceptions of Selected Aspects of the Job
           Interview Process

    • Authors: Bob Spires et al.
      Abstract: Increasingly, new labor market entrants must understand and be adequately prepared to engage in the interview process. This exploratory, descriptive case study examined the naïve and informed perceptions of disadvantaged youths in Hong Kong who participated in a job-seeking skills workshop on job interviewing. Qualitative data was coded using an emergent design, through multiple phases of coding to develop thematic findings. Pre- and post- survey data were compared to illustrate changes as a result of the workshop intervention. Participants identified five main themes or groups of questions as being important in a job interview. Two themes were deemed most critical; (a) reasons for being interested in the job and (b) reasons to hire the interviewee. Post-workshop perceptions about interview questions appeared to be less externally-oriented than those obtained before the workshop. Personal traits and work-related skills were perceived as the most important information to relate to potential employers. Workshop participants were better able to identify important elements of the job interview and articulate ways to present personal skills and qualities in appropriate ways. This exploratory study contributes to the discourse on job-seeking youth by highlighting potential areas for further study, as well as potential targeting and improving of job-seeking skills through focused workshop interventions.
      PubDate: Wed, 01 Aug 2018 15:23:16 PDT
       
  • Cultivating Contextual Attributes in the Integration of Latin@ Educational
           Leadership

    • Authors: Yuleinys A. Castillo et al.
      Abstract: Although the Latino population is growing rapidly in the United States, there is a disproportionate paucity of literature on the perspectives and challenges of Latino/a educational leaders. Culturally aware educational leadership can help to improve retention and student engagement of Latino students. The purpose of this article is to explore the factors influencing the educational experience and perspective of Latino/a students and leaders to expand the understanding of Latinos within the education system. Identifying role models, creating network and professional development opportunities, as well as offering training programs are practices to enhance the training and expertise of Latino educational leaders. Implications and recommendations for practice and research are discussed.
      PubDate: Wed, 01 Aug 2018 15:23:07 PDT
       
 
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