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Fostering Critical Dialogue and Advocacy Through Online School-Based Teams: A Model for Multilingual Education Professional Development
Get PDFThis case report examines TEAMS USA (Teaching English and Academics to Multilingual Students Using Strengths-based Approaches), a school-based professional development model designed to foster institutional change in multilingual education. Grounded in critical language teacher education, dialogic pedagogy, and collaborative advocacy, the program engaged cross-role school teams (which included administrators, classroom teachers, and ELD specialists) in a ten-month online learning experience structured around the Equity for Educating English Learners (3E) Inventory. Data sources included exit interviews, team-generated action plans, and program artifacts. Findings revealed two major areas of transformation: (1) the development of critical awareness through structured, evidence-based self-assessment, and (2) the cultivation of advocacy as a professional skill embedded in team-based planning and schoolwide initiatives. Three case narratives, from rural, suburban, and urban schools, illustrate the model’s adaptability and impact, with outcomes ranging from new professional development resources to systemic changes in multilingual programming. The discussion highlights the importance of operationalizing equity through structured dialogue, cross-role collaboration, and sustained inquiry. Implications for scaling include the need for contextual flexibility, administrative participation, and infrastructure that supports long-term implementation. TEAMS USA offers a replicable framework for professional development that moves beyond compliance to institutional transformation
Reviewer Acknowledgements for International Journal of Social Science Studies, Vol. 13, No. 2
No full textInternational Journal of Social Science Studies (IJSSS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJSSS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 13, Number 2Laura Diaconu Maxim, "Alexandru Ioan Cuza University" of Iasi, RomaniaLingkai Kong, Izmir University of Economics, TurkeyNaziah Abd. Kadir, Universiti Selangor, MalaysiaRonaldo R. Larioque, Nueva Ecija University of Science and Technology, PhilippinesSana Ali, Allama Iqbal Open University, Pakistan, and Birmingham City University, United Kingdom, PakistanShyue Chuan CHONG, Tunku Abdul Rahman University College, MalaysiaStephen Kamau, School of Business and Economics, Kirinyaga University, Kenya James YoungEditorial AssistantOn behalf of,The Editorial Board of International Journal of Social Science StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://ijsss.redfame.co
The Mediating Role of Trialability in Consumer Adoption of Augmented Reality Shopping for High-Involvement Products in South Africa
Get PDFSouth Africa's retail sector is driven by innovation; and the integration of augmented reality (AR) technology into the online shopping experience offers numerous possibilities. However, despite AR’s potential to transform the online shopping experience, particularly for high-involvement products, its adoption remains limited. Furthermore, there has been limited research on AR adoption in developing economies, such as South Africa. This study explored the factors that influence consumer adoption of AR shopping for high-involvement products, with specific focus on the mediating role of trialability. Employing a positivist approach and a descriptive research design, an online self-administered questionnaire was distributed to 664 respondents. The data was analysed using structural equation modelling with the statistical program Smart PLS. The results showed that perceived usefulness and trialability significantly and positively influence behavioural intention. Trialability was found to fully mediate the relationship between perceived ease of use, social influence, and behavioural intention. Trialability fully mediates the relationship between perceived usefulness and behavioural intention. By highlighting the importance of trialability, the study offers valuable insights for retailers and AR shopping developers aiming to improve consumers' online experiences and boost adoption in emerging markets. These findings contribute significantly to theoretical advancements by closing a critical gap in the literature concerning consumer adoption of online AR shopping, particularly in emerging markets, like South Africa. The theoretical and managerial implications discussed pave the way for strategies to foster acceptance and utilisation of AR technologies in shopping for high-involvement products
Pivotal Issues in Digital Film Technology and Its Development Trends: Mapping Scientific Research Trends
Get PDFThe purpose of this research is to identify emerging trends in digital film technology. This study employs a qualitative research design using a literature-based methodology, with CiteSpace and VOSviewer as primary tools for bibliometric analysis. A total of 112 documents retrieved from the Scopus database were examined to map research trends in digital film technology. These documents were converted into CSV format and analyzed to identify patterns related to authorship, keywords, country of origin, and year of publication. The findings indicate that the volume of publications in this field has remained relatively stable over the past decade. Two major research clusters dominate the discourse: the technological impact on film production and the digital film industry ecosystem. Although these clusters encompass diverse themes, their intersections suggest growing collaboration in several areas of digital film technology. A key limitation of this study is its reliance on a single data source—Scopus—which may exclude relevant literature from other indexing platforms
Reviewer Acknowledgements for Applied Economics and Finance, Vol. 12, No. 3
No full textApplied Economics and Finance (AEF) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether AEF publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 12, Number 3 Ali Darub Al-Hiyali, University of Anbar, IraqBabacar Seck, University of Bahrain, BahrainIgor Matyushenko, School of Foreign Economic Relations and Touristic Business, UkraineKeffala Mohamed Rochdi, University of Manouba, TunisiaMarco Muscettola, Independent Researcher-Credit Risk Manager, ItalyMarcos Roberto Vasconcelos, Universidade Estadual de Maringá – Programa de Pós-graduação em Ciências Econômicas (Maringá State University – Postgraduate Program in Economic Sciences), BrazilMohammad Farajnezhad, Inti International University, MalaysiaShaoshu LI, Cornell University, USASzabolcs Blazsek, Mercer University, Macon, GuatemalaYao Jingwu, Business School of Yulin Normal University, China Nikki GibbsEditorial AssistantOn behalf of,The Editorial Board of Applied Economics and FinanceRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://aef.redfame.co
Exploring the Influence of Contextual Factors on Students During an Active Shooter Simulation: A Thematic Analysis
Get PDFSchool shootings present complex challenges for student safety, yet ethical constraints limit opportunities to examine students' real-time responses during such crises. This study used live, immersive virtual reality simulations to explore how individual, relational, and contextual factors shape perceived safety and emotional coping during a simulated school shooter lockdown. Nineteen university students participated in 36 fully interactive VR lockdown scenarios set in a realistic virtual high school environment. A qualitative phenomenological design guided the collection of post-scenario surveys and focus group data. Thematic analysis revealed three key findings: (1) dynamic internal states and environmental cues shape student safety decisions, (2) ambiguous communication elevates stress and fear, and (3) relational support from school staff and peers fosters collective resilience. Results highlight the value of VR as a research tool for school safety and emphasize the importance of developmentally appropriate, and inclusive emergency preparedness protocols that integrate clear communication and relational trust alongside physical safety measures
Review: GÓMEZ, Teresa and FOLCO, Carlos María, Procedimiento Tributario [Tax Procedure], Buenos Aires, Errepar, 2025
Get PDFThis article offers a critical overview of Procedimiento Tributario [Tax Procedure] by Teresa Gómez and Carlos María Folco, a comprehensive and updated analysis of Argentina’s tax procedural framework. Published in 2025, the two-volume work stands out for its detailed commentary on Law 11.683, enriched by recent legislative reforms and case law. The authors approach tax procedure not merely as a technical field but as a constitutional space where taxpayer rights and state authority intersect. Through a clause-by-clause interpretation, updated jurisprudence, and an exploration of judicial remedies and international obligations, the book serves as both a scholarly and practical reference. Especially noteworthy is its normative stance: tax procedure is framed as an instrument of democratic legitimacy, rooted in legal certainty, due process, and citizen participation. Gómez and Folco successfully integrate doctrinal precision with a broader vision of fiscal justice, making this work an indispensable contribution to Argentine legal literature and a key resource for understanding the evolving relationship between the taxpayer and the State
Critical Discourse Analysis (CDA) of Norman Fairclough's Theory on Gojek YouTube Advertisement GoSend Version: Jadi #BestSellerGoSend Bareng Ariel Noah
Get PDFThis study aimed to examine how the language used in GoSend advertisements taken from YouTube could influence consumer perceptions and behaviour. This study provided practical importance on the significance of effective language use, appropriate visual selection, and platform selection that could achieve marketing goals. To analyze the advertisement, the researcher used Fairclough’s three-dimensional framework: text dimension (micro), discourse practice (meso), and socio-cultural practice (macro). This study employed a qualitative method in analyzing the advertising text of Gojek’s YouTube GoSend advertisement #BestSellerGoSend featuring Ariel Noah. The findings of this study indicated that various strategies were used in advertising to attract consumer interest. The selection of interesting and promising language increasingly made customers want to use the GoSend service. This advertisement had an impact on influencing customers that by using this service, goods would arrive quickly with cheap shipping costs and safe and hassle-free delivery. In addition, the selection of models as visual objects in this advertisement was very influential in attracting the attention of the audience and building public trust because the model in this advertisement was a legendary public figure, and the addition of old song clips from the band “Noah” served as a special attraction in this advertisement
How Does Computational Thinking Affect Mathematical Complex Problem-solving?
Get PDFVocational High School graduates represent the highest proportion of unemployment in Indonesia. One key factor is the mismatch between graduates’ competencies and industry demands, particularly in complex problem-solving skills. Computational thinking has great potential to enhance such abilities; however, limited studies have examined its direct effect on mathematical complex problem-solving in vocational education. This study aimed to determine the significance and magnitude of the effect of computational thinking on students’ mathematical complex problem-solving abilities and to explore how students with different levels of computational thinking approach complex mathematical problems. A mixed-methods approach with a sequential explanatory design was applied, involving 99 informatics engineering students in the quantitative phase and 15 purposively selected students in the qualitative phase. Simple linear regression revealed a positive and significant effect of computational thinking on complex problem-solving, accounting for 69.2% of the variance. Qualitative findings showed that students with higher computational thinking demonstrated systematic and logical reasoning through structured problem-solving processes, whereas those with lower levels relied on trial and error. The findings underscore the importance of explicitly integrating computational thinking into vocational curricula to enhance students’ complex problem-solving abilities and prepare them for industrial demands
The Mediating Role of School Climate in the Relationship Between Teacher Autonomy and Job Satisfaction Among Teachers in the UAE: Evidence from TALIS 2018
Get PDFThis study examined the relationships between teacher autonomy, school climate, and teacher job satisfaction among 1554 teachers from the United Arab Emirates (UAE) who participated in the 2018 Teaching and Learning International Survey (TALIS). The researchers used structural equation modeling (SEM) in Mplus and Confirmatory Factor Analysis (CFA) to analyze the data. The findings showed that teacher autonomy was not associated with either dimension of teacher job satisfaction. School climate, however, had a statistically significant link with satisfaction with the work environment and the profession. Additionally, there was a significant association between teacher autonomy and school climate. Nonetheless, school climate did not mediate the relationship between teacher autonomy and teacher job satisfaction. These results suggest that school leaders and stakeholders can enhance teacher satisfaction by fostering a positive, supportive, and collaborative work environment to boost overall job satisfaction