Library Services for the Poor: Theoretical Framework for Library Social Responsibility
Aliza Racelis
PEDAGOGICAL RES, Volume 3, Issue 2, Article No: 06
https://doi.org/10.20897/pr/90831
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
Organizations are being called upon to take responsibility for the ways their operations impact societies especially the marginalized sectors. Libraries are not exempt from such social responsibility. The paper proposes a theoretical framework for Library Social Responsibility. The paper briefly traces the history of library services for the poor. Then, through such literature review, it identifies the common characteristics of the inclusive services and puts these together in a conceptual framework. The approach is, thus, inductive. The paper’s proposed theoretical framework for workable and potentially successful library services for the poor includes the following elements: 1) Planning process and Critical discourse; 2) Informational justice (as part of social justice), and 3) Assistive technologies and Inclusive education. It is hoped that all --librarians and library users alike-- may take inspiration from this work so that they may do all they can to provide services to the poor, keeping especially in mind the success factors of the existing libraries' work for the poor and marginalized, as set forth in this paper.
Keywords: social responsibility, inclusion, libraries, library social responsibility
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Examining Factors Contributing to Indiscipline in Primary Schools in Nyeri Central Sub-County, Kenya
Patrick Kagoiya, Njogu Kagema
PEDAGOGICAL RES, Volume 3, Issue 2, Article No: 07
https://doi.org/10.20897/pr/91650
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
School discipline is a core indicator of school effectiveness. Learner management is crucial and educational researchers need to focus on factors leading to indiscipline in schools. Guided by Planned Behaviour Theory that explores on guidance, counseling and good classroom management the study used the survey research design to sample 91 teachers randomly selected from 13 schools. Purposive sampling was used to select 13 head teachers. The research instruments used was Head Teachers’ and Teachers’ Questionnaire with a reliability coefficient of 0.76. Data obtained was coded and analyzed quantitatively using Statistical Package for Social Sciences (SPSS ver. 19). Its presentation was done by use of charts, tables, percentages and frequencies. The study found out that 55% of the teachers used guidance and counseling in enforcing discipline in schools while 7.1%) still use corporal punishment. The study concludes that absenteeism, truancy and lying were found to be prevalent in many schools and those teachers and parents are to take a great role in discipline management of learners. We recommend re-training of teachers on alternative methods of discipline. It is expected that the findings of the study will benefit education policy makers to use acceptable disciplinary procedures in schools.
Keywords: school discipline, learners, teachers, classroom management
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Student Characteristics and Enrollment in a CTE Pathway Predict Transfer Readiness
Renah Wolzinger, Henry O’Lawrence
PEDAGOGICAL RES, Volume 3, Issue 2, Article No: 08
https://doi.org/10.20897/pr/91653
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
This research predicts transfer readiness of student’s characteristics and enrollment in CTE pathway; and most significantly addressed statewide CTE transfer students that meet the transfer requirements under CTE Taxonomy of program (TOP) code for students who transfer to a California State University (CSU), and Private or out-of-state university. There is a lack of adequate pathways for CTE students to prepare for transfer to the California State University system. The CTE pathways include a high number of underrepresented students, compounding the problem of equity in current transfer policy. Research indicates that students in career and technical education pathways have a limited path toward a university transfer. Policy has been enacted to improve transfer processes between California community colleges and the CSU system, however the policy does not directly address barriers for students in CTE programs.
Keywords: scheduling, private schools, public schools, athletics, open spaces
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