scholarly journals Prejudice Against Citizens with Right-aligned Political Views in Western Cosmopolitan Cities, and Possible Interventions

2021 ◽  
Vol 7 ◽  
Author(s):  
Vincent Weidlich
Keyword(s):  
Social Sciences ◽  
Community Health ◽  
Critical Literacy ◽  
Literacy Education ◽  
Social Psychological ◽  
School Students ◽  
Full Spectrum ◽  
Media Campaigns ◽  
Political Views ◽  
Group Members

Prejudice against citizens with right-aligned political views in western cosmopolitan cities was explored, and possible interventions proposed. Literature and theories were reviewed, with social psychological and sociological theories compiled that explain the reasons for this prejudice and an intervention to solve this problem. Scientific research in social sciences is dominated by bias from left-aligned researchers in social psychology and psychology. Dysfunctional scientific processes prominent in this area of sciences are due to the sacralization of social science. A significantly small percent of social and personality psychologists identify as politically conservative. A significant amount of errors and distortions were found in sociology textbooks. Media and corporation biases toward left-aligned political views were found, and right-aligned individuals are out-group members in cosmopolitan cities. Inoculation by media assignments and critical literacy education is proposed, that could prevent school students from being influenced by stealth messages and propaganda. Media campaigns targeting the full spectrum of political views is proposed, that could help reduce biases of citizens. A family and community health class is proposed, that could improve student’s psychological, family, and social health. Youth and adult clubs are proposed, that could help reduce animosity between social groups, and promote solidarity and community health.

ISIS Propaganda

2019 ◽  
Keyword(s):  
Social Sciences ◽  
Social Media ◽  
Political Violence ◽  
International Security ◽  
Comprehensive Overview ◽  
Full Spectrum ◽  
Theoretical Perspectives ◽  
The Social ◽  
One Stop ◽  
Stop Point

ISIS Propaganda offers a comprehensive overview and analysis of the Islamic State’s (IS) propaganda. Combining a range of different theoretical perspectives from across the social sciences and using rigorous methods, the authors pursue several interconnected tasks. They trace the origins of IS’s message, they lay bare the strategic logic guiding its evolution, they examine each of its many components (magazines, videos, music, social media, etc.) and show how they work together to radicalize audiences’ worldviews, and they highlight the challenges such a “full-spectrum propaganda” raises in terms of counterterrorism. The volume hence not only represents a one-stop point for any analyst of IS and Salafi-jihadism, but also a rich contribution to the study of text and visual propaganda, radicalization and political violence, and international security.

scholarly journals Social Psychological Theories and Sustainable Second Language Learning: A Model Comparison Approach

2018 ◽  
Vol 11 (1) ◽  
pp. 16
Author(s):  
Kyung Kim ◽  
Tae-Il Pae
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Equation Modeling ◽  
Social Psychological ◽  
School Students ◽  
South Korean

The purposes of the present study are two-fold: (1) To examine whether social psychological variables, such as attitude and subjective norm, can predict South Korean English as a foreign language high school students’ intention to learn English, and (2) to identify the best social psychological model for sustainable second language learning in the context of South Korean English as a foreign language (EFL) learning. A total of 614 South Korean high school learners of English participated in the present study. Data collected from a survey questionnaire were analyzed using a structural equation modeling procedure. Results of the present study indicate that South Korean high school students’ attitudes toward learning English and subjective norms made a significant and independent contribution to the variance in their intention to study English. Among the three competing social psychological models examined in the current study, the theory of Planned Behavior and an expanded model of Gardner’s Socio-educational Model proved to be the most effective in terms of the strength of path coefficients and explanatory power. Theoretical and pedagogical implications are provided.

The Rhetorical Construction of "the Teacher"

1991 ◽  
Vol 61 (4) ◽  
pp. 417-434 ◽  
Author(s):  
Jan Nespor ◽  
Liz Barber
Keyword(s):  
Social Sciences ◽  
Detailed Analysis ◽  
Critical Literacy ◽  
Harvard Educational Review ◽  
Rhetorical Strategies ◽  
Rhetorical Structure ◽  
Rhetorical Construction ◽  
The Social ◽  
Object Of Study ◽  
Textual Strategies

Authors in the field of education inevitably use rhetorical strategies that embody particular,and often implicit, theoretical, epistemological, and political positions. In this article, Jan Nespor and Liz Barber critically examine the rhetorical structure of a 1987 article published in the Harvard Educational Review — Lee S. Shulman's "Knowledge and Teaching:Foundations of the New Reform." The authors examine various textual strategies — such as"the phenomenological hook," "appropriating a constituency," and "moving on" — that Shulman used to construct "the teacher" as an object of study. Through a detailed analysis of this widely cited article, Nespor and Barber address broader issues of representation and power in the social sciences, and conclude with a call for "a more 'critical literacy' among the readers and writers of research texts."

scholarly journals Educating to Tolerance: Effects of Communicating Social Psychology Research Findings

2015 ◽  
Vol 11 (3) ◽  
pp. 476-483 ◽  
Author(s):  
Francesco La Barbera
Keyword(s):  
Social Psychology ◽  
High School Students ◽  
Ingroup Bias ◽  
Future Research ◽  
Psychology Research ◽  
Social Psychological ◽  
School Students ◽  
Research Findings ◽  
High Motivation ◽  
Level Of Motivation

The effect of communicating social psychology research findings on ingroup bias in a classroom setting has been investigated. Two hundred and twenty one high school students either read or did not read a brief report about three classical social psychological studies, then completed evaluation scales for the ingroup and the outgroup. Participants’ motivation was manipulated, and the messages were different as regards the congruency between the content and participants’ actual intergroup experience. Results showed that communication exerted a significant effect in reducing ingroup bias for participants in the high motivation/high congruency condition, that is, the communication effect was moderated by the individual’s level of motivation and the content of the arguments proposed in the report. Practical implications of results for education work and stereotype change, limitations of the study, as well as possible directions for future research are discussed.

scholarly journals Use logistic regression to classify gifted school students: استخدام الانحدار اللوجستي لتصنيف طلاب مدارس الموهوبين

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Tasneem kamaleldin Mohamed
Keyword(s):  
Social Sciences ◽  
Logistic Regression ◽  
Study Data ◽  
Ministry Of Education ◽  
School Students ◽  
Natural Distribution ◽  
Binary Variables ◽  
National Corporation ◽  
Analytic Methods ◽  
Distinguished Schools

The study aimed to use Logistic Regression to categorize the binary variables which don't follow the natural distribution national corporation data were used at the gifted and distinguished schools affiliated to the Ministry of Education in Sudan, The study used the descriptive, deductive and analytic methods, that through analyzing the study data, besides using the Statistic Package for Social Sciences (SPSS version 20) to treat data. The study concluded to where the authentic categorize rate of the logistic declension about (92%), and that the most important that effects the acceptance is the Wechsler test for measuring the intelligence   talented, outstanding has no significant impact on the model, out of eleven variables and the rest of the variables have no significant on the model.

scholarly journals The contribution of cognitive anthropolinguistics to educational linguistics

1999 ◽  
Vol 1 ◽  
pp. 119
Author(s):  
José Manuel Martín Morillas
Keyword(s):  
Social Sciences ◽  
Cognitive Science ◽  
Cross Cultural ◽  
Social Psychological ◽  
Central Concept ◽  
Educational Linguistics ◽  
The Social ◽  
Pedagogical Grammar ◽  
The Relationship ◽  
And Linguistics

In this paper it is argued that, despite the welcome psycho-social emphasis in educational linguistic theories witnessed in recent decades, and with it, a rapprochement of the social sciences to the psychological sciences, the relationship between these fields has not gone far enough. The actual challenge is a move towards the unification of the social, psychological and language sciences (anthropology and sociology; cognitive science; and linguistics). A step in this interdisciplinary direction is offered by the discipline called 'cognitive anthropolinguistics', and its central concept of 'cultural cognition'. The paper discusses the implication of this concept for the field of educational linguistics, followed by a brief illustration of a cognitive-cultural application of that concept, namely the concept of 'ethnic stereotype', as part of a socio-cultural guide for a cross-cultural pedagogical grammar.

scholarly journals Knowledge convergence among pre-service mathematics teachers through online reciprocal peer feedback

2017 ◽  
pp. 1-18 ◽  
Keyword(s):  
High School Students ◽  
Mathematics Teachers ◽  
Concept Maps ◽  
Peer Feedback ◽  
School Students ◽  
Team Members ◽  
Knowledge Representations ◽  
Before And After ◽  
Knowledge Convergence ◽  
Group Members

This research focused on pre-service mathematics teachers’ sharing of knowledge through reciprocal peer feedback. In this study, pre-service teachers were divided into groups of five and engaged in an online reciprocal peer feedback activity. Specifically, after creating an individual concept map indicating high school students’ possible solutions to an algebra problem, pre-service teachers shared their individual maps with team members and engaged in online discussion, commenting on the concept maps of other group members and responding to peers’ feedback. Similarities in team members’ knowledge representations before and after this peer feedback activity were compared in order to analyze their knowledge convergence. It was found that a team member’s knowledge was more likely to match that of other team members after the online reciprocal peer feedback activity. Qualitative analysis was also conducted in order to explore the possible influence of a team’s interaction process on members’ knowledge convergence. It was also found that, after engaging in this peer feedback process, pre-service teachers demonstrated greater improvement in their convergence of concepts relating to problem-solving strategies than in the concepts representing problem context and domains.

Promoting Self-Awareness and Social Awareness in Middle School Students Through Literature Featuring Diverse Characters

2021 ◽  
pp. 112-133
Author(s):  
Roberta Linder
Keyword(s):  
Critical Literacy ◽  
Literacy Practices ◽  
Social Awareness ◽  
Informational Texts ◽  
Self Awareness ◽  
Social Emotional ◽  
School Students ◽  
High Quality ◽  
Reader Response Theory ◽  
Quality Literature

High-quality narrative and informational texts can provide young adolescents with mirrors which reflect their lived experiences and windows into the lives of those with whom they are less familiar. These texts can connect with the social-emotional learning (SEL) competencies of self-awareness and social awareness. Connections between SEL programs and integration with literacy practices are described. Literacy approaches grounded in reader response theory and critical literacy theory provide the basis for reading and understanding diverse texts and support the development of SEL competencies. The chapter presents criteria for selecting high-quality literature, 13 text recommendations for self-awareness and social awareness, and ideas for activities and discussion.

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