Open Access Commentary

United States Federal Agency Response to the National Academies Workshop on Graduate Training in the Social and Behavioral Sciences

William T. Riley, Arthur Lupia, William Klein, Fay L. Cook

Journal of Education, Society and Behavioural Science, Page 1-6
DOI: 10.9734/jesbs/2019/v32i230171

With support from federal agency members of the United States National Science and Technology Council’s Social and Behavioral Science subcommittee (SBS), the National Academies of Sciences, Engineering and Medicine (NASEM) held a workshop in June, 2017 (NASEM, 2017) on Graduate Training in the Social and Behavioral Sciences to identify how SBS graduate education could be adapted to changing workforce needs. Key points from this workshop included greater training in interdisciplinary team science, communicating science, and quantitative skills as well as increasing diversity of SBS trainees and graduates. In response to this workshop, the SBS subcommittee describes the relevance of the key points from the workshop on the social and behavioral science workforce needs in the United States (US) federal government and the efforts of the various federal agencies to augment graduate training to address important research, practice, policy and administrative needs of the government.

Open Access Original Research Article

Me, Myself and Us? The Relationship between Ethnic Identity and Hope, Resilience and Family Relationships among Different Ethnic Groups

Lisa Zaretsky, Mitchell Clark

Journal of Education, Society and Behavioural Science, Page 1-14
DOI: 10.9734/jesbs/2019/v32i230167

For ethnic minority populations, ethnic identity is associated with an increase in psychological well-being while also being recognized as a protective factor against discrimination and family distress. The aim of this study is to determine the association between ethnic identity and resilience, hope, social connectedness, experiences of discrimination and family relations in a diverse group of ethnicities. This study is correlational in nature and took place at Mount Royal University, located in Calgary, Alberta, Canada, between January and April 2019. We included 326 introductory psychology students ranging in age from 17 to 48 with participants identifying as White, Asian, South Asian, Mixed, Black, Latino, First Nations, Metis, Inuit, and Middle Eastern. Participants were asked to complete six questionnaires measuring ethnic identity, resilience, hope, social connectedness, experiences of discrimination and family relations. Results revealed a significant relationship between ethnic identity and hope (r = .14, p = .01). Additionally, family relationships were a significant moderator of the relationship between ethnic identity and resilience (F(1, 322) = 4.98, p < .05). Finally, White participants had a significantly weaker ethnic identity when compared to the Asian, South Asian and Black participants (Welch’s F(7,41) = 9.39, p = .001,η 2= .22). Ethnic identity is associated with higher levels of hope, while strong family relationships moderate the relationship between ethnic identity and resilience. Furthermore, individuals who identify as White have a weaker ethnic identity compared to individuals who identify as Asian, South Asian and Black. More research is required to understand ethnic identity in the White population to help bring awareness to the power and privilege associated with Whiteness and to find ways in which this awareness can help reduce systemic racism and discrimination.

Open Access Original Research Article

Botswana’s Education System: A Relative Analysis with South Korean Education System

Aobakwe Bacos Malejane, Kabo Diraditsile

Journal of Education, Society and Behavioural Science, Page 1-8
DOI: 10.9734/jesbs/2019/v32i230168

Any education system has its advantages and disadvantages and the Botswana education system was developed to produce critical thinkers, problem solvers and innovative students. The system was framed to provide opportunities for all learners in order to develop their capabilities. However, the system is currently faced with a myriad of challenges as there are unprecedented proportions of graduates' unemployment, poor performance from national examinations, and dropping out of school. To bring this discussion into perspective, this paper adopts a narrative approach using literature and document analysis to examine Botswana's education system in comparison with the Asian education system. The paper seeks to learn lessons from the Asian education system; in particular, South Korea as its education systems is known to be robust and efficient in producing learners who continuously make positive changes in transforming their nation. In this regard, recommendations on what could be done to rectify the situation in Botswana in light of the South Korean education system have been made.

Open Access Original Research Article

Innovative Pedagogical System of Institution of General Secondary Education as a Condition of Formation of Social Activity of Pupils

Svitlana Kyrylyuk

Journal of Education, Society and Behavioural Science, Page 1-13
DOI: 10.9734/jesbs/2019/v32i230169

The article describes the meaning of the concept of "pedagogical system". The author describes the features, patterns and structure of the pedagogical system. The peculiarities of multicomponent innovative pedagogical system aimed at forming social activity of students in general secondary education institutions are revealed. In particular, the functional and structural components of the innovative pedagogical system for the formation of students' social activity, their interconnections, and peculiarities of functioning are considered. It is noted that the structural components include the activities of teachers, students, administration and self-government bodies, as well as the goals and content of education, ways of communication, scientific and educational information, educational information space. Functional components include design, prognostic, anticipative, managerial, correction and evaluation, organizational, technological, constructive, communicative and social. The article also presents the formula of innovative pedagogical system. The article describes the features of managerial activity in the conditions of innovative pedagogical system, the necessity of correction and evaluation component is substantiated. Attention is drawn to the fact that the structural and functional components of the pedagogical system are characterized by mutual conditionality, paired bonds, which do not allow the system to collapse. Attention is drawn to the fact that the innovative pedagogical system of formation of social activity of students is a set of connected micro spaces, microenvironments that form a hierarchical system of educational institution aimed at achieving maximum educational effect and formation of social activity of students. The article draws attention to the fact that in the innovative pedagogical system the activity of all components, except general education, is aimed at forming the social activity of students, it is holistic and has integral properties.

Open Access Original Research Article

1 to 5 Instructional Grouping Influences on Students’ Capacity Building

Tizazu Toma Shamana, Azimach Ginjo Girmma

Journal of Education, Society and Behavioural Science, Page 1-10
DOI: 10.9734/jesbs/2019/v32i230170

The aim of this study is to examine the influence of one to five group formations on students’ capacity building. One hundred eighty students from Arba Minch University, College of Natural Science were selected as samples for this study. The data were collected by observation and from the questionnaire filled by the respondent.  Empirical and theoretical findings obtained from this study will contribute to evaluating 1 to 5 grouping influence on statistics student’s capacity building in the University. The findings will help in the formulation of national and local teaching methods which is appropriate for the statistics course. A randomized complete block design model was used to compare students’ performance in classroom activities by using different study methods including 1 to 5 grouping. It was observed from experience that all the participants indicated they prefer to remain silent than to give a wrong answer when they do individually, and students’ participation was to a large extent influenced by the kind of feedback they get from their classmate when they answer a question. The findings revealed that, in 1 to 5 grouping, students had the willingness to answer questions in class. The results also show that 1 to 5 grouping was helpful in promoting a good classroom environment which is free from intimidation and fear of participation to see mistakes as part of the learning process and lead to the creation of new knowledge. Finally results indicated that students perform better regarding grade point activity/GPA when they study in 1 to 5 grouping.