https://ressat.org/index.php/ressat/issue/feed Research in Social Sciences and Technology 2021-01-19T12:09:43+00:00 Bulent Tarman btarman@gmail.com Open Journal Systems <p><em><strong>Research in Social Sciences and Technology (RESSAT)</strong></em> is an international journal that aims to publish scholarly work in the social sciences, technology, and their impact on education. The journal publishes original research articles, review articles, editorials, and book reviews.</p> <p>&nbsp;The RESSAT is an open access journal, with free access for each visitor. The journal uses an online submission system to ensure the international visibility and the rigid peer review process. The journal is published twice a year in online version.</p> <p>The overarching goal of the journal is to disseminate origianl research findings that make significant contributions to different areas of social sciences and technology with emphasis on education. The aim of the journal is to promote the work of academic researchers in social sciences, education and technology.</p> <p><strong>Focus and Scope</strong></p> <p><img src="/public/site/images/btarman/2018_v3_issue_31.png" width="266" height="385"></p> <p>The topics related to this journal include but are not limited to:</p> <ul> <li class="show"><em>General Education</em></li> <li class="show"><em>History</em></li> <li class="show"><em>Geography</em></li> <li class="show"><em>Philosophy</em></li> <li class="show"><em>Law&nbsp;</em></li> <li class="show"><em>Economic</em></li> <li class="show"><em>Political Science</em></li> <li class="show"><em>Sociology. criminology. demography</em></li> <li class="show"><em>Communication and Culture</em></li> <li class="show"><em>Educational Assessment and Evaluation</em></li> <li class="show"><em>Intercultural Communication</em></li> <li class="show"><em>International and Comparative Education</em></li> <li class="show"><em>Transnationalism in Education</em></li> </ul> https://ressat.org/index.php/ressat/article/view/504 Problematizing Immigration Restrictions during COVID-19 in the Social Studies Classroom 2021-01-19T12:09:41+00:00 William David McCorkle mccorklewd@cofc.edu <p>In the midst of the COVID-19 pandemic, which affected almost every corner of the globe, nations largely closed their borders and restricted or completely halted immigration. This stance, while understandable, raises questions about how ideas of inclusivity and immigrant rights can be maintained in the midst of chaos and insecurity. This article based in the framework of critical border and migration studies provides an overview of the evolution of immigration policies during the crisis and examines how social studies teachers can problematize assumptions of restrictive immigration policies during times of uncertainty and connect the current situation with past times of crisis. Though this is relevant to teachers from all countries, there is a particular focus on the United States context. Central to the argument is that the ideals of a more open and inclusive immigration system must be maintained even during times of fear and panic. This work builds upon pedagogical scholarship on immigration in the social studies classroom while applying these ideas to the problematic and unique circumstances of immigration during a pandemic.</p> 2020-11-01T00:00:00+00:00 ##submission.copyrightStatement## https://ressat.org/index.php/ressat/article/view/506 Measuring Rural P-12 Teachers’ Attitudes, Perceptions, and Utilizations of Social Media 2021-01-19T12:09:41+00:00 Stewart Waters kswaters@utk.edu Matt Hensley mhensl13@vols.utk.edu <p>Social media continues to evolve and change the way people interact, learn, and communicate. As social media continues to grow in importance within societies, it is critical to better understand how teachers view social media as an educational resource. This quantitative study examines the general attitudes, perceptions, and utilizations of social media among P-12 teachers in a rural school district. Findings indicate that most teachers view social media as a high risk proposition for student use in the classroom, but do see social media as potentially useful and relevant to learning in the P-12 classroom.</p> 2020-11-01T00:00:00+00:00 ##submission.copyrightStatement## https://ressat.org/index.php/ressat/article/view/489 Assessing the Career Conflict Options of Senior Secondary School Students of Ado-Odo Ota Local Government, Ogun State, Nigeria 2021-01-19T12:09:42+00:00 Samuel Adebayo Idowu samueladebayo.idowu@elizadeuniversity.edu.ng Tolu Elizabeth Ifedayo tolu.ifedayo@elizadeuniversity.edu.ng Elizabeth Oluwatoyin Idowu idowuoluwatoyinelizabeth@gmail.com <p>Career choice is one of the most important decisions that students make, and this decision will affect them throughout their lives. This study adopts a descriptive research survey method for assessing career conflict options of senior secondary school students in Ado-Odo Ota Local Government, Ogun State, Nigeria. The data contains questionnaires administered to 373 male and female secondary school students from three private schools and three public schools in the Ado-Odo Ota Local Government. The data obtained from the questionnaires were categorized into a Demographic Data Inventory, Career Choice Scale, and Support, Interference, and Lack of Engagement Scale. Demographic information was analyzed using descriptive statistics, and simple linear regression analysis was used to test the three hypotheses generated for the study at 0.05 alpha levels of significance. The findings suggest that parental formal education has a significant effect on the choice of careers of students, and that the profession of parents has a minor influence on the choice of careers of students. The results also indicate that the socio-economic status of parents does not affect the career choice of secondary school students. Based on the findings, this study recommends that parents be trained in career counseling to help parents direct their children in their career choices. Counseling units in the Ministry of Education should also coordinate orientation activities and provide information on the broad variety of career opportunities open to students. Finally, future research should be carried out on the contradictory effect of teachers and school counselors on the career choices of secondary school students.</p> 2020-11-01T00:00:00+00:00 ##submission.copyrightStatement## https://ressat.org/index.php/ressat/article/view/484 Learning about Sustainable Development Goals through English Language Teaching 2021-01-19T12:09:42+00:00 Edita Bekteshi edita.bekteshi@umib.net Brikena Xhaferi b.xhaferi@seeu.edu.mk <p>The purpose of this paper is to introduce the concept of Sustainable Development (SD) and its goals to the students of the Faculty of Education, future teachers,&nbsp;in order to become skilled and knowledgeable and then introduce&nbsp;these Sustainable Development Goals (SDGs) to their students. As such, this study tries to link the concept of English Language Learning (ELL), English Language Teaching (ELT), and the SDGs as a type of all-inclusiveness within the “3 Ps”: Planet, People, and Profit. The instrument used for the purpose of this study was an online questionnaire sent to the students of the Faculty of Education in Kosovo. The total number of participants was 89. The students’ responses revealed that 60 percent of the future teachers are aware of the SD concept; however, the results indicate that not all “3 Ps” are hit upon by the future teachers. Based on the results, the most common areas of interest and societal needs of learning about SDGs are related to education, gender equality, good health and well-being, alleviation of poverty, and decent work and economics. These same goals are also hit upon in ELT classes. The study concludes that Kosovo’s future teachers are more concerned about issues related to social issues—“P-People”—followed by goals related to “P-Profit,” while goals related to “P-Planet,” the environment, are left behind.&nbsp;Future teachers’ knowledge about SDGs is vital, for there is a significant direct impact of learning about specific SDGs in higher education institutions, and the&nbsp;application of SDG topics in English language classes can&nbsp;infuse the SD concepts.</p> 2020-11-01T00:00:00+00:00 ##submission.copyrightStatement## https://ressat.org/index.php/ressat/article/view/449 International Student Migration and Polymedia: The Use of Communication Media by Bangladeshi Students in Germany 2021-01-19T12:09:43+00:00 Md Matiul Hoque Masud masudir@cu.ac.bd <p>Tertiary-level students from Bangladesh usually migrate to Germany for the purpose of higher studies. These international student migrants use communication media to maintain connections with family members and friends in Bangladesh and social networks with friends, classmates, and Bangladeshi community members in Germany. Drawing on the experiences of Bangladeshi student migrants in Germany and using polymedia theory, this paper investigates how the migrant students use the polymedia environment to maintain the transnational social networks and connections. This paper is based on qualitative data derived from 18 in-depth interviews with Bangladeshi migrant students in Germany. Findings suggest that using the polymedia environment, Bachelor migrant students receive emotional support from their family members back home, while Masters and PhD students are responsible for providing emotional and practical support to their left-behind families, relatives, and friends. Migrant students’ media usage with families and friends living in Bangladesh is influenced by their marital status and gender as well as their familial and social structure in Bangladesh. Their use of communication media with the members of the Bangladeshi community and foreign classmates living in Germany is comparatively less frequent and more education-oriented.</p> 2020-11-01T00:00:00+00:00 ##submission.copyrightStatement##