DID YOU KNOW? During the civil rights movement respectability and dignity was paramount, and so was fashion among black people in marginalized communities [women with dresses, and proper shoes and men in suits and they all wore hard shoes]. Everyone was dressed to promote dignity.” Fashion continues to be a tool for marginalized communities. From the civil rights movement to the Black Panther era to Black Lives Matter, fashion has played a key role in conveying the message of protest. This sense of being elegantly dressed was part of the black experience inside and outside of protests and movements. In the 1960's the Civil Rights protest movement, including the anti-Vietnam War movement, and the Women’s liberation movement, clothing became an important visual tactic for creating cohesion between the protest demonstrators to more effectively create and frame protests and to symbolically express their disapproval and defiance to fighting the status quo. How does fashion among protestors drive the future? Clothing isn't always just clothing; fashion and activism are intertwined, and can bring people together for a cause. In like manner, fashion reflects social changes. Social change means a significant rethinking of behavioral patterns and cultural values. You can see how fashion changes throughout history depending on the current social and political moment and how the true pride of our past drives the future.


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The rapid growth of home schooling during the past two decades (Marlow, 1994; Natale, 1992), from less than 50,000 to as many as 1 million students (Churbuck, 1993; Ramsey, 1992; Rieseberg, 1995; Aslan, and Sahinoglu-Keskek, 2022), prompted extensive research to investigate parental motivations for choosing home schooling for their children. These parental motivations include meeting the unique needs of their children, dissatisfaction with public or private school systems, a desire to instill certain values or ideals into their children, a desire to foster closer relationships with their children, and an inherent belief that education is the responsibility of the parent as opposed to the responsibility of the government (Bell & Leroux, 1992; Holt, 1981, p. 13; Mayberry, 1989; Van Galen, 1988; Green-Hennessy, and Mariotti, 2021). Compared to children attending conventional schools, research suggest that homeschooled children have higher quality friendships and better relationships with their parents and other adults. When asked, what are the children’s perceptions of their homeschooled experiences? Children, responded, they are happy, optimistic, and satisfied with their lives. Their moral reasoning is they are as advanced as that of other children in brick-and-mortar schools, and they may be more likely to act unselfishly.



Children who were targeted from a wide age range perceptions of their home-schooled experiences were also measured in two social areas, frequency of playing games with friends and interaction with other home educated children. Social areas were included because of criticism that home education programs often “shortchange” students (Ramsey, 1992, p. 22). When asked of their perceptions as to socializing, children were satisfied with becoming part of a homeschool co-op and or joining their local public schools, joining extracurricular activities. Past research has also used math and reading scores as measures of effectiveness of home education programs (Wartes, 1988). Considering home schooling laws in many states require home educated students to take standardized tests as a measure of their academic success, the highest scores referred to homeschooled student than that of their peers in conventional school settings. It is suggested that future studies focus not on outcomes of socialization but on the process itself.


Science 2.0 (2021), reported a new study that examined how homeschooling affected adolescents’ character, health and well-being found that adolescents who are homeschooled are more likely to report greater character strengths and fewer risky health behaviors later in life.

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Online education has become the new normal in many primary schools public and private worldwide. In a current study, students were satisfied with the communication and flexibility afforded during online learning (Elshami, W., Taha, M. H., Abuzaid, M., Saravanan, C., Al Kawas, S., & Abdalla, M. E., 2021). Satisfaction with online learning is a significant aspect of promoting successful educational processes. According to the study factors affecting student and faculty satisfaction with online learning during the new normal were identified using online questionnaires that were emailed to students (n = 370) and faculty (n = 81) involved in online learning during the pandemic. The questionnaires included closed- and open-ended questions and were organized into two parts: socio-demographic information and satisfaction with online learning. Descriptive statistics were used to analyze the responses to the satisfaction scales. Students’ and faculty responses to the open-ended questions were analyzed using the thematic analysis method. The response rate was 97.8% for students and 86.4% for faculty. Overall satisfaction among students was 41.3% compared to 74.3% for faculty. The highest areas of satisfaction for students were communication and flexibility, whereas 92.9% of faculty were satisfied with students’ enthusiasm for online learning. Additionally, there is no mistaking that many students are thriving during online learning. According to Ms. Wilson a fifth grade teacher in Washington D.C. (2021) before the coronavirus closures, her days were challenging; One boy in particular, the “class clown,” was a persistent challenge, and his behavior influenced his 23 peers. During the coronavirus closures and not having those everyday distractions in school Ms. Wilson shared some good news that "Online learning has really allowed for kids like him to focus on their work and not necessarily all the social things going on, because some kids can't separate that out in a traditional classroom setting.”


At Nedlof's we’ve been hearing that a lot from our parents. Increasingly, teachers in our audience are reporting that a handful of their students—shy kids, hyperactive kids, highly creative kids—are suddenly doing better with remote learning than they were doing in the physical classroom. “It’s been awesome to see some of my kids finally find their niche in education,” said Holli Ross, a first-year high school teacher in northern California, echoing the sentiments of dozens of teachers we’ve heard from.


“I think a few of mine are doing really well getting a taste of more independence,” said Lauren Huddleston, a middle school English teacher in Memphis, Tennessee. “They’re taking ownership a bit more because they’re no longer under the micromanagement of the school day.”


Whether you are homeschooling seeking assistance from a qualified online teacher or considering remote learning for your student, keep in mind the use of technology with students may facilitate their progress toward proficiency in reading, writing, investigating, assessing and using information as well as develop or enhance their independence.