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Teachers’ Social Media Use And Its Legal Implications, Martha Crockett, Lavare Henry, Stephanie Mcguire, Ayse Gurdal
Teachers’ Social Media Use And Its Legal Implications, Martha Crockett, Lavare Henry, Stephanie Mcguire, Ayse Gurdal
The William & Mary Educational Review
As society becomes increasingly dependent on technology, school leaders must navigate the evolution of websites, resources, and platforms, including social media, as part of their responsibility to facilitate a safe and productive learning environment for students. This article reviews both constitutional and case law as a means of informing educational leaders of their rights and duties, as well as providing a foundation upon which effective K-12 social media policies and practices for educators can be built. Specifically, we offer an analysis of landmark cases involving the First Amendment and free speech, the delicacy around teachers’s roles as both public employees …
“Quasi-Governmental Power”: Examining Litigation Between The Southern Association Of Colleges And Schools Commission On Colleges And Historically Black Colleges And Universities, Rachel E. Smith
The William & Mary Educational Review
In the United States, higher education accreditation is the process through with regional and specialized accreditors extend seals of approval to institutions and programs that meet specific standards for education quality and institutional stability. Regional accreditors, such as the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), exercise significant authority over the institutions they accredit. This authority has been termed “quasi-governmental power” because accreditors work on behalf of the government to ensure education quality and determine access to federal aid. Accrediting organizations are also the final authority for accreditation decisions. If an institution disagrees with an accreditation outcome …
Assessment Beliefs And Practices Of Literature-In-English Teachers In Nigeria, Eucharia Okwudilichukwu Ugwu
Assessment Beliefs And Practices Of Literature-In-English Teachers In Nigeria, Eucharia Okwudilichukwu Ugwu
The William & Mary Educational Review
This study examined secondary school teachers' beliefs about the purpose, importance, and principles of assessment. Forty-seven Literature-in-English teachers in the Ibadan metropolis, Nigeria, were sampled using the mixed-method research design. Literature-in-English Teachers' Assessment Beliefs Questionnaire (r=.76) and Literature-in-English Students' Class-Assessment Checklist were used in collecting quantitative data. Ten teachers were interviewed. Analyses of data suggest that teachers considered assessment an essential element of teaching, but they could not translate their beliefs into practice. Possible causes of the inconsistencies were not established, suggesting areas for future research. Some recommendations were made.