American Journal of Educational Research and Reviews


Child poverty in the United States from the perspective of conflict theory

Research article of American Journal of Educational Research and Reviews Child poverty in the United States from the perspective of conflict theory Zeinab Abulhul1,2 1Department of Center for Social Work Education, School of Health and Human Services, Widener University, Chester, PA, USA,2Department of Social Work, University of Tripoli, Tripoli, Libya This article analyzes social problems linked to child poverty in the United States from the perspective of social conflict theory. Specifically, this article depicts the poverty meas-urements used to evaluate poverty issues in the United States. It also describes the United States’ efforts to reform social welfare policies to decrease child poverty. This article aims to educate social work students about factors directly connected to child poverty, such as unemployment, low wages, family structure, education, and immigrants. In doing so, this article uses social theories such as social conflict theory to understand what aspects of American culture are linked to the persistence of child poverty. Finally, this article dis-cusses the long-term plans and massive efforts required to reduce the causes of poverty. Keywords: poverty; welfare; factors; immigrants; conflict theory education; low-wages; Unemployment ...

Learning Style Preferences in College Students with Different Majors

Research article of American Journal of Educational Research and Reviews Learning Style Preferences in College Students with Different Majors I-Ju Chen1, Kai-Ru Cheng2 1Ling Tung University, Taiwan 2Language Center, Ling Tung University In this study, we investigated the learning style preferences of college students with different majors and the relationship between learning styles and the majors. In total, 120 English as a foreign language college students with different majors from Taiwan participated. Descriptive statistical analysis and the chi-square test results indicated that learners across majors generally preferred the visual learning style. However, business and information technology majors preferred the auditory learning style and design majors preferred the haptic learning style. Nevertheless, although learning background may play a vital role in the development of a student’s learning style, the differences between learning style preferences and educational background were non-significant. Learning style preferences may also relate to other variables and may change over time, across contexts, and between different tasks. Keywords: Learning styles; EFL learners; Visual style; Auditory style; Haptic style ...

Adult Learning Theory: Reflections on the role of mentoring as a key to success in advanced degree programs

Research article of American Journal of Educational Research and Reviews Adult Learning Theory: Reflections on the role of mentoring as a key to success in advanced degree programs Kent L. Willis, PhD The University of Texas Health Science Center at Tyler. Vital to completing advanced educational and training programs beyond the undergraduate degree level is realizing specific dispositions and traits. In this paper, the role of mentoring as a critical contributing factor to student success is examined through critical reflection as a form of qualitative inquiry. Traditionally utilized in professional settings to improve practice, critical reflection provided an emergent methodological approach for close examination of personal experiences with mentoring during the learning process in pursuit and subsequent completion of a professional degree (Fook, 2013). This in-depth examination of personal experience derived lessons learned from individuals that successfully navigated the rigor of advanced educational programs to expose mentoring’s role as the key to success. Keywords: Adult learning theory; Self-direct learning; Self-directed learning; Andragogy; Critical reflection methodology ...

Reasons Early Career Black Special Education Teachers Quit Their Positions

Research article of American Journal of Educational Research and Reviews Reasons Early Career Black Special Education Teachers Quit Their Positions LaRon A. Scott Department of Counseling & Special Education, Virginia Commonwealth University Special education policymakers and practitioners are concerned about attrition among teachers, especially those who leave early in their careers and teachers of color. To increase knowledge about attrition, I examined demographic and interview data from 10 Black teachers who quit their positions before they completed their probationary periods (1-3 years). Guided by Cox’s (1994) cultural diversity in organization model designed to capture the complex nature of diversity in organizations, I used phenomenological research methods to better understand the teachers’ experiences surrounding the decision to quit. The qualitative analyses revealed four themes: (a) inadequate mentoring, (b) role abuse, (c) cultural insensitivity, and (d) inadequate resources. I conclude with suggestions for education policies and practices at the local and federal level that special educators can employ to address these issues. This paper highlights issues of attrition within a subgroup of educators (Black special educators) that are underrepresented in the research literature. Keywords: special education; teacher education; teacher attrition; teacher retention; Black special education teachers ...

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American journal of educational research and reviews

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