American School Research Articles

US Medical Schools' 2024 Commencements and Antisemitism: Addressing Unprofessional Behavior.

Antisemitism and antisemitic incidents have been increasing in United States medical institutions since the Hamas attack of October 7, 2023. Such incidents include anecdotal reports of antisemitic displays at medical school commencements. This study examined unprofessional behavior observed at the commencement ceremonies of the 25 US medical schools top-ranked for research excellence. This issue is significant since these graduates are expected to become future leaders in the field of medicine. Based on publicly available videotaped commencements, we assessed the number of students in the graduating classes wearing non-school-provided regalia, carrying signs, wearing protest buttons, or engaging in verbal protests related to the Israel-terror groups conflict that were either openly antisemitic or potentially offensive or insensitive. Symbols representing antisemitic themes (keffiyehs and three-part graduation stoles conveying antisemitic messages) were worn by students at just over half (13) of the medical schools. The mean number of students in each school wearing keffiyehs or non-official school stoles was 4.0 (95% confidence interval [CI] 2.2-5.8), ranging from 0%-13% of the classes, or 2.5% of the overall graduating cohort. The wearing of buttons, carrying of banners or signs, verbal protests interrupting the ceremony, or students deviating from script ranged from 0% to 22.5% of graduating students, with a mean of 2.7 per school (95% CI -0.8-6.2), or 1.7% of the medical schools graduating cohort. We identified unprofessional behavior at commencements of top-ranked medical schools consisting of antisemitism and displaying offensive and insensitive symbols and messaging. There is an urgent need for medical schools in the US to educate medical trainees about the dangers of antisemitism and all forms of hate and insensitivity.

American School Health Association Membership Survey: Leading the Way Into the Next Century.

American School Health Association Membership Survey: Leading the Way Into the Next Century.

Unfolding Transnational students’ Writing Challenges in Two Different Languages Across Borders

ABSTRACT This is a qualitative study that addresses writing challenges transnational students face as a result of the transition from an American educational system to a Mexican one. Seven transnational students from an undergraduate program in English Language Teaching (ELT) took part in the study. A case study design was adopted; students were taught for eight weeks how to write an introduction to a research paper following a modified version of Tardy’s (2019) genre pedagogy. Two semi-structured interviews and a focus group were conducted at different phases of the study. We also collected students’ drafts and the final version of the introduction to a research paper. This article, however, reports the results of the first interview that was analyzed by means of thematic analysis. Results reveal that students have some difficulties with the organization of texts in English despite their immersion in an English-speaking environment, and students acknowledge that some Mexican teachers overstress the use of grammar when teaching writing in English. This paper contributes to the English as a Foreign Language (EFL) field because it informs English teachers about some academic writing difficulties that transnational students face.

A Comparative Study on the Influence of Chinese and American Education Systems on Regional Economy

This paper explores the comparison of Chinese and U.S education systems, discussing the advantages and disadvantages, and these problems will lead to the regional economic difference. It highlights case studies and evaluates characters. The study concludes with the equal educational problem leading to the regional economic disparities. This study shows that college students choose to take student loans in order to enter good universities, and the impact of this is that they are more likely to work in cities with more developed industries after graduation, so as to get a higher salary to repay the student loans. For China, college students will be more inclined to stay in advanced cities, because living in these cities can not only get a higher salary, but also get more policy and education benefits for their next generation. However, as time goes by no matter in U.S or China, poorer cities will lose a lot of excellent talents, affecting the economic growth of these cities, and thus the degree of regional economic differentiation will gradually deepen. This study aims to explore the relationship between an equal education system and Regional economy. It hypothesizes that equal education systems lead to some loss of human resources and cause backward economic development.

Психологическое насилие и угрозы безопасности обучающихся в американских школах и способы минимизации этих угроз

<p style="text-align: justify;">The article presents an analysis of contemporary research on threats to psychological well-being in US high schools. A meta-analysis of publications presented to the professional community on the portal: ResearchGate was conducted. 100 articles related to the problem of security in the US educational system were analyzed; as a result, 20 publications related directly to threats to psychological well-being were identified. The research is aimed at various categories of the population: elementary, middle, and high school students, students, children and adolescents with disabilities, representatives of minorities, educators, and parents. The threats identified are 1) violence in any form, from armed to sexual, 2) racial problems, 3) problems with ensuring the rights of minorities and the need to organize effective interaction with them, 4) professional burnout of teachers. Subjective and objective factors of ensuring psychological well-being in American schools are also highlighted. Objective factors include the peculiarities of American legislation, the presence of structures that ensure the safety of the educational environment and juvenile justice. National Association of School Psychologists. Subjective factors include the peculiarities of the country’s culture, in particular, the orientation toward individualism characteristic of the American mentality. Ways to minimize these threats to the psychological well-being of students include the involvement of social workers and the active involvement of parents in ensuring psychological safety at school. A three-dimensional conceptual model for improving the safety of an educational institution's environment is described and analyzed. Aspects of the model include physical, procedural, and psychological reinforcement.</p>

Decolonising Global North terrorism studies in Southeast Asian Muslim-majority countries

ABSTRACT Over the past few decades, the call to decolonise academia has garnered significant momentum in some Global North and Global South countries and settler states. This shift reflects a growing recognition among scholars that academia perpetuates various forms of coloniality. However, terrorism studies scholars, particularly those in Global South countries, have largely refrained from addressing the need to decolonise the discipline and the broader terrorism industry. This situation is troubling given the role that ‘Global North terrorism studies' – and, by extension, the terrorism industry – plays in supplying Northern-centric intellectual frameworks that work to ‘civilise’ the ‘other,’ support settler colonial projects, and suppress Indigenous and alternative perspectives. This article draws theoretical and methodological insights from the Latin American School of Decoloniality and the Southeast Asian School of Autonomous Knowledge. It seeks to start a conversation among terrorism studies scholars in Southeast Asian Muslim-majority countries on the need to develop an ‘independent and alternative’ terrorism studies discipline based on epistemologies and methodologies from their region to what I call Global North terrorism studies.

ChatGPT and Critical Pedagogy in American Education Systems: Should There Be a Reason to Get Worried?

ChatGPT and Critical Pedagogy in American Education Systems: Should There Be a Reason to Get Worried?

Multiple-Shaded or All Alike? Local Responses to the Multi-Tiered Systems of Support Implementation in Florida

ABSTRACT State variations in school policies and strong local governance have differentiated American school districts from their neighborhoods and led to substantial variability among local education agencies across states. With a burgeoning interest in delivery systems for more equitable educational opportunities, the Multi-Tiered Systems of Support (MTSS) serve as one example of localized policies tied to federal and state regulations that influence academic and non-academic outcomes. This current study explores how local education agencies in Florida have responded to state guidelines related to MTSS and identifies key similarities and dissimilarities among local policies. By using policy and regulation information regarding MTSS practices from 77 school district websites, this study finds the largely uniform information available on Florida school districts’ web pages. This suggests that current local responses to MTSS offer limited details of how they assess diverse students, provide individualized support, and promote systemic changes. Furthermore, this study points out a pattern of mimicry in local responses to state policies, addressing a dearth of robust leadership in policy execution at the school district level.

Educational Equity from A Global Perspective: A Comparative Analysis of Chinese and American Educational Systems

In the context of deepening globalization, educational equity, as an important cornerstone of social progress and national development, has attracted wide attention from countries around the world. With the title of "Educational Equity from a Global Perspective: A Comparative Analysis of Chinese and American Educational Systems", this paper aims to explore different approaches to educational equity and their effects by comparing the two educational systems. With the support of national policies, China's education system has experienced rapid development and change. The Chinese government has long been committed to the strategy of "rejuvenating the country through science and education", which has not only greatly improved the popularization of basic education, but also made remarkable progress in the field of higher education. At the same time, measures such as the poverty alleviation policy and distance education platform for poor areas have effectively narrowed the gap in educational resources between urban and rural areas and between regions, reflecting the government's great importance and active practice of education equity. In contrast, the American education system is characterized by decentralized management, coexistence of private and public schools, and emphasis on multicultural and innovative entrepreneurship education. In promoting educational equity, the United States strives to provide equal educational opportunities for students from different backgrounds through special education programs and social participation. However, school district choice and school district housing issues are still one of the important factors affecting educational equity. Through the comparative analysis of the policy orientation and actual results of educational equity in the two educational systems, this study finds that although China and the United States have different national conditions, there are many common points in the pursuit of educational equity. In the future, the two countries can strengthen international exchanges and cooperation, learn from each other's advantages, jointly optimize the education system, further enhance the equity of education, and contribute to the development of global education.

An Exploration of Instructional Leadership and Distributed Leadership on Teacher Self-Efficacy and Job Satisfaction Towards School Improvement in an American Curriculum School in Dubai

Many teachers do not find teaching to be a desirable profession due to various reasons such as low salaries, an overwhelming workload, lack of resources, cooperation between teachers and educational leaders, little prospects for professional growth, and insufficient gratitude for their efforts. The research paper has a dual interest; first, to investigate whether there is a relationship between instructional leadership, distributed leadership and teachers’ self-efficacy and job satisfaction. Second, whether there is a correlation between instructional leadership, distributed leadership, and a supportive school culture and teachers’ collaboration in an American school in Dubai. The study employed a mixed methods design, including two surveys (one for teachers and one for educational leaders) and semi-structured interviews with educational leaders to address the research questions. The study’s key findings suggest that teacher self-efficacy and job satisfaction are positively linked to instructional and distributed leadership. Also, the study indicates that instructional and distributed leadership have a positive association with supportive school culture and teacher collaboration. The study may inform about the importance of creating a supportive school culture and promoting teachers’ collaboration to produce better results. The study has some limitations; one of the limitations is the lack of sample size due to the time constraints that I faced; hence, this research may not represent the entire population. Future research should examine multiple schools in the United Arab Emirates to obtain accurate findings and ensure that the results are representative of the population.

Fostering a Sense of Community for African American Counselor Educators in an Online Setting

Fostering a Sense of Community for African American Counselor Educators in an Online Setting

REVISITING THE PEDAGOGICAL ASPECTS OF NEL NODDINGS: A CRITICAL STUDY

Nel Noddings, a prominent American feminist, philosopher, and educator, was recognised for her contributions to the ethics of care, educational philosophy, and educational theory. Noddings presents a radical transformation to this current educational system. This paper aims to revisit the pedagogical aspects of Nel Noddings. Education denoted as an “act of care”. This type of care is generally connected to students, particularly from the pedagogical standpoint. An ethics of care promotes friendly behaviour between teachers and students, resulting in child-centric education. Noddings believes that contemporary schools should be structured around care themes, which assist teachers in organising student’s pedagogical centred. Noddings’ pedagogical approach emphasises caring relationships, individualised attention, and moral education, fostering a supportive environmental system, promoting a model that is more human-centred and relational.

Sanctuary and Victim: A Medical School that Challenged the Jewish Quota and Welcomed Refugees from Nazism

Abstract At the time it closed in 1947, Middlesex University School of Medicine (MUSOM) in Waltham, Massachusetts was one of the few American medical schools that did not restrict the enrollment of Jews, who reportedly comprised 85 percent of its students. This school also welcomed students and faculty forced to flee Nazi-occupied Europe, and at least twenty-one faculty and eleven student refugees were offered sanctuary there during the Nazi period. Though Middlesex was an oasis from antisemitism, prevalent anti-Jewish attitudes and practices of its time may have caused its demise. After its forced closure, the school’s property was donated to the founders of a new Jewish-led university.

Социология кино: теоретические основы, направления исследований и влияние кинематографа на социальную реальность

The article delves into the study of the sociology of cinema. It examines the key theoretical aspects of the development of this form of mass art, defines its influence on social processes, and highlights its significance for the investigation of social reality. Particular attention is paid to the theoretical approaches of the European and American sociological schools, gender studies and critical analysis of cinema in the context of mass culture and ideology. The contribution of Russian scientists to the study of the history and social functions of cinema is noted, emphasizing the importance of new formats of film production and media as presented in modern research. The article emphasizes the versatility of the sociology of cinema and its significance for the analysis of modern social processes. Thus, the sociology of cinema is presented as an interdisciplinary direction that combines the achievements of sociology, cultural studies, philosophy and media theory, and allows for a deeper understanding of the interaction of cinema and social reality.

An Intersectional Approach to Emotion Labor and Language Teacher Identity: The Case of a Black American Woman Educator Teaching English Abroad in South Korea†

AbstractEmotion labor is so rooted in power structures of English learning and teaching that it pervades the everyday lives of language teachers and shapes their language teacher identities (LTIs). However, few studies have documented the emotion labor of Black women educators as they teach English abroad. Adopting an intersectional approach to emotion labor, this study addresses this gap by examining how one Black American woman educator, Kayla, engages in emotion labor to make sense of her LTIs over three years, teaching English in Korea. The analyses of the interview data show that Kayla's emotion labor regarding her intersectional positions (e.g., race, language, gender, nationality, age) encouraged her to reflect upon her overseas teaching experiences and search for avenues to navigate emotional job demands in the classroom and beyond, over time. Based on these findings, we conclude with implications for TESOL teacher education research and practice that considers using intersectionality to help all language teachers, and particularly those with intersectionally marginalized identities, to trace and understand the structures and history that bear upon their emotional and professional lives.

América Latina e os anos recentes: o estudo da recepção em comunicação social

These reflections are based on a rather provocative premise: reception is not merely a stage in the communication process, it is a new place from which we must rethink communication studies and research. It is not a stage, as suggested by the North American school, that somewhat imposed on us a kind of artificial history, studied for years by sociology—essentially focusing on the economics of the sender—and later by the semiotic analysis of the ideology of the message. Seeking to break away from this “staged” conception, I propose that reception constitutes a kind of metaphor for reconnecting communication studies with today’s Latin American society—and not that of the 1970s, when communication studies began to gain importance in schools and society

Rumo ao FM: Impasse e Expectativa em Rádios AM Curitibanas

These reflections are based on a rather provocative premise: reception is not merely a stage in the communication process, it is a new place from which we must rethink communication studies and research. It is not a stage, as suggested by the North American school, that somewhat imposed on us a kind of artificial history, studied for years by sociology—essentially focusing on the economics of the sender—and later by the semiotic analysis of the ideology of the message. Seeking to break away from this “staged” conception, I propose that reception constitutes a kind of metaphor for reconnecting communication studies with today’s Latin American society—and not that of the 1970s, when communication studies began to gain importance in schools and society

The Biracial Asian-American Advantage at School Entry

Asian-American students have some of the highest scores for standardized tests in American schools—a pattern that is commonly attributed to immigrant selectivity. We extend this line of inquiry by examining mixed-race couples and their children. Using both the ECLS-K cohorts of 1998 and 2010, we document the persistence of the Asian-American educational advantage over time by comparing the math and reading scores of white students (1998 n = 6700; 2010 n = 4500) with Asian-American (1998 n = 500; 2010 n = 600) and biracial Asian/white (1998 n = 150; 2010 n = 150) students at the start of elementary school. Surprisingly, in bivariate models, biracial Asian/white students have some of the highest math and reading scores. Socioeconomic factors are an important part of this advantage. When we examine parenting practices, we find that parenting works in opposite directions for biracial and monoracial Asian couples—decreasing the size of the biracial Asian/white educational advantage but increasing the size of the Asian-American advantage compared with their white kindergartener peers at school entry.

The Influence of Critical Race Theory on the Contemporary Ideological Divide in the USA

The article is devoted to the study of the influence of the academic movement represented by supporters of Critical Race Theory (CRT) on the development of modern American society. The paper examines the ideological origins of CRT, rooted in the legacy of the Frankfurt School. The author pays special attention to the consideration of the most significant concepts of CRT, based on the assertion of systematic discrimination against racial and ethnic minorities in the United States, which can only be overcome with the help of radical sociocultural and legal changes. The paper analyzes the consequences of the influence of CRT on the American education system, as an area that was directly exposed to the practical influence of its concepts. Finally, the article demonstrates the transition of disputes regarding CRT to the political plane, in conditions where the Republican Party views its spread as a vital threat to the traditional foundations of American society.

Higher Education in the USA: Characteristics of Development During the Third Decade of the 21st Century

The article aims to examine the state of higher education in the USA during the third decade of 21st century. The author reviews the best US universities still leading in global educational rankings. The paper highlights the increasing proportion of the population with a bachelor degree or higher, including among racial and ethnic minorities. It also addresses longstanding issues within the US education system, including the high cost of tuition, inequal access to university education among different racial groups of population. It also identifies new challenges including growing bureaucracy in universities and rising dissatisfaction with higher education as a factor of professional success.