THE DIGNITY FOR ALL STUDENTS ACT: A QUANTITATIVE STUDY OF ONE UPSTATE NEW YORK PUBLIC SCHOOL

IMPLEMENTATION

Author: Christopher M. Riddell (2018)

Abstract:
This quantitative study uses a survey to determine how public school teachers perceive the efficacy on the
intervention of the Dignity For All Students Act on the climate of civility in the classroom at one specific public
middle school located in Upstate New York.
The intent is to perceived the efficacy of the intervention put into place in 2012 to address cyber harassment and
to cultivate civility in the classroom. A total of 47 teachers participated in this study. This study provides
background on the prevalence on cyber harassment in schools. The results shows that cyber harassment behaviors
of sexting, stalking bullying, spreading rumors, and sending embarrassing pictures have occurred with some
frequency over the 2017-2018 school year. Sexting was the most witnessed by teachers (38.3 percent) with 36.2
percent indicating a frequency of once a year. The sending of pictures to embarrass was observed by 23.4 percent
of the teachers, 12.8 percent observed the frequency of once a month .The spreading sexual rumors was observed
by 34.0 percent of the teachers with a frequency of 27.7 percent stating it occurs once a week. The findings further
suggest an inconsistency among teachers in addressing online behavior with their students. Some teachers (38
percent) indicated they discuss appropriate online behavior with their students “as needed,” while 29 percent
indicate they never do. Additionally, 55.3 Percent view the Dignity For All Students Act as having an average effect
on cultivating civility as a part of the school’s culture. Additionally, 78.7 percent of the respondents believe DASA
has had little impact on cyber harassment incidents.
Keywords: dignity, cyber harassment, bullying, civility, culture.

ONLINE EDUCATION IN TIMES OF THE PANDEMIC: A QUANTITATIVE STUDY OF THE LEARNING EXPERIENCES
AMONG FILIPINO PRE-SERVICE LANGUAGE TEACHERS

Author: Catherine Jean Arasain Brillantes (2022)

Abstract:
In recent years, an unprecedented educational trend rose to popularity, which was a mainly the consequence of
the pandemic and its effects throughout every aspect of human life. The upsurge in Covid-19 cases was marked as
the greatest malady of the educational sector, which forced the academic institutions across the globe to veer
away from the traditional, face-to-face classroom instruction and shift towards the internet-based distance
education, regardless of the readiness of both the learners and the instructors alike to adapt to the new learning
modality. More than a year has elapsed since the emergence of the pandemic, yet the online learning experiences
of Filipino pre-service teachers remains largely a mystery. This study attempts to investigate and understand the
learning experiences of 91 Filipino pre-service teachers, particularly those who majored in the English language,
with the use of the College Student Learning Experience Survey (CSLES), which is an online survey developed by
Zhang and Zhou (2021). The results revealed that the pre-service teachers were able to have positive learning
experiences in their online classes. This is evident in the high level of learning satisfaction of the respondents, as
well as their positive view of their learning communities and perceived student support. Despite these, it was also
reported that majority of the prospective teachers experienced symptoms of anxiety and depression in their online
classes. Moreover, internet connectivity issues, power outages and poor learning environment were listed as
major concerns or challenges that the prospective teachers endured in their virtual class sessions. Finally, a
relationship between the universities in which the respondents were enrolled in and their perceived student
support and learning satisfaction was also found. The year level of the respondents was also found to have a
significant effect on their overall learning process and perception of learning community.