Redfame Publishing: E-Journals
Not a member yet
4854 research outputs found
Sort by
Context Matters: Exploring the Drivers of Adolescent Reading Achievement Through Teacher and School Factors
Get PDFThis study examined relationships between teacher characteristics, school, and average school reading achievement using 2018 PISA data from U.S. schools. Multiple regression analyses revealed that teaching experience and formal teacher education were positively associated with school-level reading scores, while part-time teacher status unexpectedly showed positive associations. Among school variables, the percentage of teachers with master’s degree demonstrated strong positive associations with reading achievement, whereas the percentage of certified teachers showed a negative trend. School variables collectively explained substantially more variance (13.1%) than teacher characteristics (3.3%), with combined model explaining 15.9%. These findings highlight the complex interplay between teacher attributes and school contexts in relation to reading achievement, though ecological limitations prevent causal inferences. The results highlight the importance of considering both individual teacher factors and broader school characteristics when examining adolescent literacy development
Reviewer Acknowledgements for International Journal of Social Science Studies, Vol. 13, No. 1
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 1Laura 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
Reviewer Acknowledgements for Applied Economics and Finance, Vol. 12, No. 2
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 2 Babacar Seck, University of Bahrain, BahrainFahri ÖZSUNGUR, Adana Science and Technology University, TurkeyIgor Matyushenko, School of Foreign Economic Relations and Touristic Business, UkraineMarco 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, MalaysiaNikoloz Chikhladze, Akaki Tsereteli State University, GeorgiaPayal Chadha, University of Wales Prifysgol Cymru, KuwaitSebastian Schich, Organisation for Economic Coopertaion and Development (OECD), FranceShahram Fattahi, Razi University, IranShaoshu LI, Cornell University, USA 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
Project Independence: Training Educational Assistants to Work with Students with Disabilities in General Education Settings
Get PDFProject Independence (PI) is a 3-year professional learning intervention for Education Assistants (EAs) to learn and deploy evidence based practices (EBPs) that provide support to students with disabilities (SWD) in general education settings. Created in a school division in northwestern Alberta, PI was introduced to address perceived minimal EA preparation, variable student successes, and low levels of SWD independence after high school. Initially the project included strategies for students with autism, but later the scope broadened to include all SWD, modeled on the practice guidelines of the National Clearinghouse on Autism Evidence and Practice (NCAEP). During the first year, a district coach team completed needs assessments, developed a theory-driven implementation plan, and chose AFIRM modules to guide EBP instruction. In Years 2 and 3, PI provided a structured professional development plan for EAs at a participation test site and then expanded to four other sites. Training sessions occurred every six weeks focusing on the use of EBPs, data collection, and collaborative consultation with classroom teachers. Assessment feedback, conversation, and observation of staff practice hint at a greater EA confidence, declining incidents of student behavior, and greater use of inclusive, student focused strategies. Although there were challenges involving time, technology, and data, the project was able to show that targeted PD for EAs could improve outcomes for SWDs and school culture. Results highlight the importance of ongoing training, joint responsibility, and administrative commitment. The project moves forward in Years 4 and 5 by scaling implementation, enhancing communication, and reinforcing the infrastructure for fidelity, data use, and long-term sustainability
Reviewer Acknowledgements for International Journal of Social Science Studies, Vol. 13, No. 3
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 3Laura Diaconu Maxim, "Alexandru Ioan Cuza University" of Iasi, RomaniaMartial Fanga, The University of Religions and Denominations, Qom, IranMd. Nasir Uddin, Prime Minister’s Office, BangladeshRonaldo R. Larioque, NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY, PhilippinesYusramizza Md Isa, Universiti Utara Malaysia, Malaysia 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
Using Social Media Sites and Its Relation with Social Isolation and Selfishness in Youth: A Predictive Study
Get PDFThis study aimed at highlighting the correlation between social isolation and selfishness in youth and the intensive use of social media in a sample of university students, and revealing the possibility of predicting the level of social isolation and selfishness among young people through their use of social media. The research sample consisted of 600 male and female students. The descriptive method was applied using a scale of Social isolation and Selfishness questionnaire, as well as some questions that measure exposure, its intensity, times and special places of social networking sites. The researchers applied methodological steps in constructing the scale and questionnaire from previous studies and refereeing it by experts. The main findings include: 1) there is a positive correlation between the intensive use of social media sites and social isolation and selfishness in the research sample; 2) the heavy use of social networks negatively contributes to predicting the level of selfishness and social isolation in the future among young people; 3) the larger proportion of subjects (almost 67.3%) reported that social media networks had a negative effect on their relation with reality; and 4) Facebook leads the list of Respondents’ preferred social media, followed by WhatsApp
Digital Identities and Social Inequality: A Sociological Analysis of Identity Formation in the Era of Algorithmic Surveillance
Get PDFThis study provides a sociological analysis of digital identity formation among Jordanian youth in the era of algorithmic surveillance. The study employed a qualitative approach using semi-structured interviews analyzed with the NVivo program. Twenty-five young men and women from three provinces (Amman, Irbid, and Karak) were selected for the study based on geographic and social diversity. The interviews were used to understand their perceptions and behaviors related to their digital presence.The results revealed that digital identities are formed under the influence of invisible algorithms that promote certain patterns of interaction and exclude others. This perpetuates disparities related to class, gender, and geography. The study shows that, in the absence of transparency and justice in the design of these systems, young people are forced to adjust their digital identities (e.g., language and appearance) to adapt to the logic of algorithms.The analysis was based on three main theoretical frameworks: Foucault's concept of surveillance, Bourdieu's concept of symbolic capital, and Lorton's concept of digital sociology. These frameworks revealed how digital platforms reproduce social inequality through hidden technical tools.The study recommends integrating digital justice concepts into educational and media policies, developing legislation requiring platforms to be transparent, and promoting digital empowerment for marginalized groups
Amortization System in the Simple Interest Regime: Comparison Between Three Proposals in the Case of Constant Amortization
Get PDFThis article compares three methodologies, two developed in Brazil and one in Italy, to amortize a loan using the constant amortization methods, in a simple capitalization regime. Due to the characteristics of this capitalization regime, two focal dates are studied, at the beginning and the end of the loan. The models are briefly described and a comparison between the models, two by two, is made, with the purpose of determining, from the point of view of a financial company, which one is the best methodology to be used
Exploring Preparedness, Motivation, Communication Tools and Strategies for the Engagement of Facilitators in Interprofessional Education
Get PDFInterprofessional education (IPE) case-based events aim to nurture effective communication and active engagement among students from diverse disciplines. Facilitators play a critical role in the success of these events, yet limited research explores how to best prepare and motivate facilitators to fully engage students. This study addresses this gap by examining structured facilitator preparedness, motivational factors, and communication tools that enhance student engagement. Seven facilitators with prior IPE experience participated in semi-structured interviews to share their perspectives on preparation, motivation, and effective communication strategies. The interviews, lasting 45 to 60 minutes, were guided by questions adapted from Dalhousie University's Interprofessional Facilitation Scale (IFS) and included standardized prompts for discussion. Transcriptions of the sessions were analyzed to identify actionable strategies for facilitator development. The results revealed that structured preparation materials, such as case study notes and facilitation guides, significantly enhanced facilitators’ confidence and readiness to lead sessions. Motivation was closely tied to facilitators’ commitment to creating interdisciplinary collaboration and improving student learning outcomes. Effective communication tools, including structured prompts and guided discussion frameworks, were found to support student engagement and meaningful group interactions.This study provides educational institutions with practical strategies for enhancing facilitator training and support, emphasizing the importance of tailored preparation, motivational reinforcement, and effective communication techniques. These findings contribute to the development of stronger interdisciplinary collaboration and enriched student learning experiences in IPE settings
Research on the Emotional Communication Mechanism of Digital News
Get PDFAs emotional communication gains prominence in digital news production, scholars have increasingly re-examined its relationship with news objectivity. This study investigates how digital technology transforms emotional communication mechanisms, particularly focusing on their narrative and mobilization strategies. Through case analysis and sentiment analysis of 295 award-winning works from the China News Award, the research identifies key mechanisms: voice narratives and positive emotional rhetoric that cultivate specific atmospheres, alongside empathy, personalization, and immersive mobilization that expand audiences' "emotional imagination."On a practical level, emotional communication is reshaping digital journalism by profoundly influencing production, circulation, and audience engagement. Theoretically, it broadens the epistemological and methodological scope of digital journalism, offering guidance for the industry to evolve toward a "human emotional civilization.