Social Awareness and Creativity Enhancement Program Through E-Learning Platform: A Case of Maizbhander Foundation's Meddhabikash Program, Fatikchari, Bangladesh

Abstract

Due to the pandemic situation, the whole world is in turmoil. The educational activities are being conducted via an e-Platform in Bangladesh. Social awareness and creativity enhancement Programs have also been limited from the wide range of conventional mode to virtual mode. In the meantime, many Social organizations and educational institutions have failed to manage their regular activities due to lack of technological support. Therefore, the purpose of this study is to examine the success of social awareness and creativity enhancement programs through the e-Learning platform. In order to measure the success of the program a quasi-experimental research design has been applied. In order to collect data, a well-structured creativity, and awareness scale has been adapted. A questionnaire has been administered twice with the same sample. Once before the program offered and again after their participation in the program. The test-retest reliability of the scale would also check with a minimum of α=.80. Therefore, the findings of the research will show how much the effectiveness of those activities increased. This study will assist the social workers, teachers, students and concerned authority in operating creativity enhancement related co-curricular and non-credited program through self-regulated distance learning in a developing country.

Differences in Exclusionary Discipline Consequence Assignment by the Economic Status of Black Students Determined to Be at-Risk: A Texas, Statewide Analysis

“…Students of color and students in poverty have historically suffered in traditional educational environments that lack appropriate policies to support them in academics and their social-emotional development. In addition, many students of color and students who are economically disadvantaged may also be identified as at-risk of dropping out of high school (Rumberger, 2011). Although school systems continue to use various methods of discipline practice such as in-school suspension and expulsion, it is important to identify any disparities that might be present in discipline practices.…”

“…Researchers (Bottiani, Bradshaw, & Mendelson, 2016;Hilberth & Slate, 2012;Hirschfield, 2018;Skiba, Arredondo, & Williams, 2014;Skiba et al, 2011;Slate, Gray, & Jones, 2016;Welsh & Little, 2018) have demonstrated the presence of negative consequences that are associated with exclusionary discipline practices such as a lack of connectedness to school, a decrease in their sense of belonging, repeated delinquency, academic gaps, and dropping out of high school. In the State of Texas, 14 criteria exist to determine whether students are at-risk for dropping out of high school.…”

“…The transition from middle school to high school can be a tumultuous experience and students who have a history of problematic behavior may find this transition to be especially difficult (McCallumore & Sparapani, 2010;Neild, 2009;Queen, 2002). Black boys who are economically disadvantaged appear to have the most difficult time transitioning from middle school to high school, possibly due to a lack of support structures, low academic preparation, and behavioral problems (Queen, 2002). Neild (2009) described the transition from middle school to high school as an important predictor of successful high school graduation.…”

“…Neild (2009) described the transition from middle school to high school as an important predictor of successful high school graduation. For students who are already considered at-risk, a smooth transition becomes increasingly important as a successful ninth grade year can provide a strong foundation for the remainder of a student's high school years (McCallumore & Sparapani, 2010;Neild, 2009;Queen, 2002).…”

“…A plethora of research investigations exist in which inequities have been documented in the assignment of discipline consequences to students of color (Bottiani et al, 2016;Bradshaw et al, 2010;Hilberth & Slate, 2012;Skiba et al, 2011;Waller & Waller, 2014). The continued use of exclusionary discipline consequences, specifically for students with special needs may negatively affect their educational opportunities.…”