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2021 ◽  
pp. 019263652110454
Leslie S. Kaplan ◽  
William A. Owings

National right-wing media and their viewers are alleging that critical race theory (CRT) is “infecting” public school classrooms, fueling an assault on how schools should discuss race, racism, and our nation's history. This turmoil over curriculum and teaching “sensitive” topics is deeply upsetting to teachers. Principals can strengthen their school's climate, shared leadership, and improve instruction and academic success for all students by helping their teachers manage and respond appropriately to parental and community questions about CRT.

2021 ◽  
Vol 37 (03) ◽  
pp. 323-336
Muhammad Aslam ◽  
Abid Hussain Chaudhary

Organizational justice is about fairness at the workplace. It is essential to enhance performance and success of every organization. The study was conducted to validate Organizational Justice Scale (OJS) in Punjab, Pakistani public school context developed by Neihoff and Moorman (1993). Sample size consisted of 400 randomly selected public school teachers. This study was based upon quantitative approach and cross- sectional survey design was applied in data collection. The data was collected personally from teachers. Factors analysis techniques EFA and CFA were applied to confirm dimensionality, validity and reliability of Organizational Justice Scale (OJS) in schools of Pakistani context. Results are in support of three dimensional model (distributive, procedural & interactional justice) and generalizability of this scale. Furthermore, the results also established adequate reliability and validity (convergent and discriminant validity) of OJS. Further studies can be conducted to further validate the OJS through different types of data analysis software and techniques. In addition, this scale would be useful for measurement of the organizational justice among teachers in schools.

2021 ◽  
Vol 2 (6) ◽  
pp. 1-9
Abdullah Mansoor

According to the United Nations, a stateless person is someone who has no legal identity in any nation whatsoever. In Kuwait, there are almost 110,000 stateless people who are known as Bidoon, which literally means “without”. Since 1991 Bidoon children have been shut out of the public school system as they are considered illegal immigrants. The only point of contact for legal interaction between the government of Kuwait and the Bidoon is the Central Agency for Remedying Illegal Immigrants’ Status. This complex bureaucracy has two conflicting responsibilities: (1) to investigate claims of citizenship by the Bidoon; and (2) to provide limited government services, including financial support to attend private schools. This research seeks to better understand the government’s position regarding Bidoon education, and present the individual voices and beliefs behind the government policies. Seven government officials were interviewed, including the head of the Central Agency. Their responses, arranged here around specific themes of visibility/invisibility, inclusion/exclusion, and denial/access, suggest some possible explanations for the government’s seeming lack of ability to resolve a situation that has continued for decades. By exploring the multitude of opinions that are impacting government policy, the present study aims to enhance understanding of the political and procedural roadblocks that are preventing the Kuwaiti government from resolving problems around educational access, legal status, and the rights of Bidoon children.

2021 ◽  
Vol 3 (5) ◽  
pp. 2847-2857
Alceu Domingues Alves ◽  
Josinalva Estacio Menezes ◽  
Romildo de Albuquerque Nogueira

A Geometria Fractal é um tema que tem sido pouco explorado nos ensinos fundamental e  médio, apesar da sua extrema utilidade na descrição das formas construídas pela natureza. O objetivo geral desse trabalho foi propor e analisar estratégias didáticas para ensinar a geometria fractal, no ensino fundamental e médio, a partir da observação dos objetos e fenômenos naturais e criados pelo homem. Apesar da perfeita adequação das estratégias didáticas propostas a todo ensino básico a  amostra trabalhada foi constituída de só por alunos de uma turma de terceiro ano do ensino médio de uma escola pública da rede oficial de ensino do Estado de Pernambuco. A teoria dos construtos pessoais de Kelly  foi o método usado na realização da pesquisa. Os resultados obtidos sugerem que os estudantes ampliaram seus construtos pessoais em função da intervenção didática proposta e que é possível introduzir no ensino médio a geometria fractal.   Fractal Geometry is a topic that has been little explored in elementary and high schools, despite its extreme usefulness in describing the shapes built by nature. The general objective of this work was to propose and analyze didactic strategies to teach fractal geometry, in elementary and high school, based on the observation of natural and man-made objects and phenomena. Despite the perfect adequacy of the proposed didactic strategies to all basic education, the studied sample consisted of only students from a third-year high school class in a public school in the official teaching network in the State of Pernambuco. Kelly's personal constructs theory was the method used in conducting the research. The results obtained suggest that students expanded their personal constructs as a result of the proposed didactic intervention and that it is possible to teach fractal geometry in high school.

2021 ◽  
Laura S. Kabiri ◽  
Ashley Messineo ◽  
Nikhil Gattu ◽  
Brian D. Ray ◽  
Nicholas K. Iammarino

2021 ◽  
pp. 003804072110415
Dennis J. Condron ◽  
Douglas B. Downey ◽  
Megan Kuhfeld

How does schooling affect inequality in students’ academic skills? Studies comparing children’s trajectories during summers and school years provide a provocative way of addressing this question, but the most persuasive seasonal studies (1) focus primarily on skill gaps between social categories (e.g., social class, race/ethnicity), which constitute only a small fraction of overall skill inequality, and (2) are restricted to early grades, making it difficult to know whether the patterns extend into later grades. In this study, we use seasonal comparisons to examine the possibilities that schooling exacerbates, reduces, or reproduces overall skill inequality in math, reading, language use, and science with recent national data on U.S. public school students spanning numerous grade levels from the Northwest Evaluation Association. Our results suggest that schooling has a compensatory effect on inequality in reading, language, and science skills but not math skills. We conclude by discussing the theoretical implications of our findings, possible reasons why the math findings differ from those of other subjects, and discrepant seasonal patterns across national data sets.

2021 ◽  
Vol 8 (2) ◽  
pp. 117-128
Ien Meise Lumendang ◽  
Nurmin Samola ◽  
Tirza Kumayas

Sociolinguistics has a lot of aspects that can be researched. One of the aspects is slang. Slang is vocabulary that is used between people who belong to the same social group and who know each other well. Slang is very informal language. This research mainly discussed about slang in Geek Charming Movie. The purpose of this study is to identify the slangs and to describe the types of slang used in Geek Charming Movie. This study is limited to the main characters in the movie, they are Dylan Schoenfield and Josh Rosen. The writer used descriptive qualitative method by using Bodgan and Biklen J (1992) theory, which consists of four steps: unitization, categorization, explanation, and interpretation. After analizing the data, it is found out that there are three types of slang used by Dylan Schoenfield and Josh Rosen in Geek Charming Movie. The types of slang are public house slang, society slang, slang in public school and university. Those are types of slang according to Eric Partridge (1950). It is important to study slang because the result of this research can be used for further research and help readers to get more knowledge about slang.

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