Research in Educational Policy and Management (E-Journal)
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Practicing Self Learning of ICT for Resilience Amidst the COVID-19 Outbreak: Experiences from Kathmandu Valley
Full text linkThe purpose of the study was to unravel how the school leaders, teachers, students and parents from Kathmandu Valley have experienced the self- learning of ICT use during the COVID- 19. It basically aimed at exploring how the sudden outbreak of COVID- 19 pandemic led the research participants to different vulnerabilities, and how the adoption of ICT use worked as resilience mechanism for them. Guided by the philosophical assumptions of interpretivism, the study considered the school leaders, teachers, students and parents to have subjective experiences regarding COVID- 19 and ICT use. And for making sense about how they have experienced ICT use amid the pandemic subjectively, narrative inquiry was adopted as research method. Using purposive sampling, a school leader, a teacher, a student and a parent having different socio-economic backgrounds were selected from Kathmandu Valley. Their experiences were assembled through in-depth interview, for which the researchers engaged with them for a prolonged period via phone calls and real time meetings. The assembled experiences were further analyzed with theoretical support, following the process of transcribing, coding, categorization and thematization. Through the collective narratives, it was explored that the COVID- 19 outbreak had come to the research participants, while the adversities they experienced were about the insecurities and stress resulted due to school closures, along with their less familiarity with ICT use. Nonetheless, the adversities were found to have minimized due to their motivation for self- learning of ICT use, and adopting the same, they were found to have grown resilient
Gender sensitivity in pedagogical practices in secondary education in Bhutan
Full text linkThe terrain of gender inequities in education has seen many changes in recent times. The purpose of the study was to find out the gender sensitivity in pedagogical practices in secondary education in Bhutan. The study was qualitative and used non-probability convenient sampling techniques. The study used classroom observations to gain the first-hand experience of a normal classroom and focus group discussions with teachers and students to get in-depth views. The classroom observation and focus group discussion data were analysed using the process of emerging themes. The study revealed that teachers were not gendered sensitive in pedagogical practices in the secondary education level. There were challenges in understanding gender in education both by teachers and students. There was neither gender awareness nor conscious effort made by teachers to address gender inequality in the classroom. A gender-responsive education that supports the realization of student full potential requires the teachers to practice gender-sensitive pedagogy. To address the issue, there is an immediate need for gender awareness and sensitization among teachers and school leaders. Teacher education colleges should introduce modules such as gender and education or gender and development so that the classroom environment is gender-sensitive and gender friendly.
 
U.S. Every Student Succeeds Act: Negative Impacts on Teaching Out-of-Field
Full text linkEvery Student Succeeds Act (ESSA) requires states to ensure the equitable distribution of out-of-field teachers. Using over 180 million student-course-teacher records from Texas between 2011-12 and 2017-18, we found out-of-field teaching rates have increased dramatically since ESSA became law. We also found vast inequities in which teachers are assigned to teach out-of-field and dramatic differences in student out-of-field course-taking rates across demographic characteristics. The strongest predictors of teachers teaching out-of-field is that they work in a charter school or completed alternative certification programs. Black teachers and students are most likely to teach and take courses out-of-field, and Latinx teachers and students are least likely. Policy implications are considered given negative impacts of out-of-field teaching on student academic achievement
Influences of gender and locale on teachers’ job satisfaction
Full text linkThe gender and locale like personal attributes were associated with the Job satisfaction (JS) of school teachers. This research examined the relationship between gender and JS across locale in school settings. This study followed a post-positivist paradigm with cross-sectional survey as the research design. The researcher used the survey questionnaire among 345 respondents by using cluster sampling and analyzed data with ‘t’ test. Meanwhile, social capital theory was incorporate to discuss the findings. Moreover, the female teachers from urban locale expressed high satisfaction in job than their male colleagues. In contrary, there is no difference in JS between male and female counterparts regarding rural locale except pay, incentive and benefits. However, this JS equipped teachers contribute to determine job effectiveness, high performances, and achievements
School, ethnicity and nation-building in post-colonial Myanmar
Full text linkoai:ojs2.repamjournal.org:article/2Drawing on concepts of ethnicity and ethnic nationalism, this paper seeks to analyze the reasons and extent to which school education has been utilized to define the newborn nation. This will be done through an analysis of Myanmar’s political history and, subsequently, through an examination of specific educational policies and practices such as the introduction of a one-language policy, standardized curriculum and textbooks and teacher-centered pedagogies that have deliberately been used in the attempt to assimilate rather than integrate Myanmar’s ethnic diversity. The second part of the paper will address the nature and dynamics of decades of identity-based conflicts arguing that the “ethnicization”of the education system in favour of the Bamar majority has not only acted as a catalyst for the perpetuation of violence exacerbating divisions along civil-military lines but has reinforced ethno-linguistic identities through the use of education as a tool of resistance, with critical implications for social cohesion, tolerance for diversity and the overall future of the country
The Relationship of Personality Traits with English Speaking Anxiety
Full text linkSpeaking in front of people is challenging even in one’s own language. Since personality and speaking anxiety are interrelated, students’ personality types are important to find out the reasons for their anxiety. The aim of the current study is to determine the personality traits of the participants; to investigate their foreign language speaking anxiety levels; and to find out whether students’ personality traits significantly predict their foreign language speaking anxiety. According to the results, extraversion, openness and conscientiousness significantly and negatively but neuroticism and agreeableness significantly and positively predict foreign language speaking anxiety. The majority have agreeableness which predicts foreign language speaking anxiety positively; this may explain why people cannot speak English in our country
Attitudes of secondary teacher trainees towards entrepreneurial education
Full text linkThe present study aimed to analyze the attitudes of secondary teacher trainees towards entrepreneurial education. The sample of the present study comprised 100 Secondary teacher trainees from B.Ed. colleges of District Yamuna Nagar. In the present study for assessment of attitudes of secondary teacher trainees towards entrepreneurial educationquestionnaire was developed by the investigator himself. In order to accomplish the objectives of the present study, the descriptive survey method was considered appropriate for gathering data. t-test was used to analyze for comparing the attitudes of Teacher Trainee on basis of gender, social background, and academic discipline. The result revealed that thesecondaryteacher trainees almost exhibited better attitude towards entrepreneurial education
Educational, Social and Economic Status of Women in Textile Industry in India
Full text linkRetailing is one of the important industry in India recorded for almost 10 percent of nation’s GDP. The lesser wage earning workers are vulnerable to aggravation and other discrimination at work place. In the informal textile retail shops, women have to pass through numerous problems as they have to manage with both sides of life, say work and family. Predominantly, such women are semi-literates, educated unemployed and financially deprived. It is revealed from the data that there are 58 percent of the women workers are between ages of 30 to 40 and there is no women worker above 45 years. It is clearly shows that the shop owners are not interested to recruit or retain the women workers above 45 years. The educational status of workers constitutes an average of secondary level schooling and they could able to read, write in the local language and understand English slightly. Almost 60 percent of the women workers are belonging to marginalized section of the society. In the present study, social and economic status of sample respondents are analyzed and found that they are poorly paid in terms of wages, and work under deprived and vulnerable working condition. It is revealed from the primary data that women workers are affected by many occupational health issues only after engaging in this work. Moreover, the women workers are sexually exploited and physically harassed