The philosophy of educational research has traditionally been one of the least studied fields in the epistemology of the social sciences and humanities. However, a philosophical reflection on education itself, in the search for an ultimate explanation of what it means in the field of human evolution, necessarily implies knowing how to obtain information for its knowledge. This, in an epistemological context, implies analyzing the research methods used in the educational sciences. Throughout its history, educational research has experienced three stages of methodological evolution in its search for scientific effectiveness: (a) research without adhering to a particular model, (b) research applied to practice, and (c) research inserted into practice. The analysis of these methodological evolutions shows a history of great academic value, of fascinating philosophical debates, which every educator and educational researcher should know, and which nevertheless remains practically unexplored and unstudied in its entirety in the academic field. Key-words: educational research; philosophy of education; epistemology; theory of education; methodology, history of education.
At a first glance, the epidemics phenomenon seems to be enormously complex, especially if we consider the number of factors that can influence its appearance and evolution.However, within the scope of complex systems, certain approximations and abstractions can be made when addressing the problem with the aim of simplifying the study without resigning the possibility of drawing interesting conclusions about the phenomenon.This article presents the foundations of the mathematical modeling applied to the study of pandemics, taking as its guiding principle the simplest and most widely used model, the SIR model, to subsequently introduce some modifications that increase its scope.
Leadership and motivation are inseparable.Principals' transformational leadership has been a focus on education for over a decade because of the crucial role it plays in influencing the performance of teachers and students.There is a call for principals who are more transformational and less transactional.Prior research has established that principals who adopt the transformational leadership style can motivate their teachers to ensure the higher academic achievement of students.Nonetheless, there is limited study on the relationship between the transformational leadership styles of principals and teacher motivation in most developing countries such as Ghana.Using the Multifactor Leadership Questionnaire (MLQ 6S), this study investigates the four dimensions of transformational leadership; idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration of teacher motivation in some selected basic schools in Eastern Region, Ghana.Findings indicate that although principals self-reported higher transformational leadership style, it had no significant relationship with teacher motivation.Three of the four dimensions of transformational leadership negatively correlated with teacher motivation ("idealized influence, inspirational motivation, and intellectual stimulation).Teachers also reported low motivation.Further analysis revealed that principals equally practiced the transactional leadership style and less of the laissez-faire leadership style.The laissezfaire leadership style negatively correlated with teacher motivation.School administrators are encouraged to organize more leadership training programs for principals, and ensure teachers are adequately motivated to improve the academic performance of students.
Social networks have revolutionized the way people communicate.They have been a source of opportunities, but also risks.The minors are a group of consumers of this type of network, which, due to their characteristics of not having completed their maturity, are a group to which dangerous situations can especially affect.The problems that affect minors in their use of social networks can affect them as victims, but also as offenders, leading them to commit actions of doubtful morality or even legality.This study, of an exploratory, descriptive nature and a mixed methodology, tries to understand if minors are breaking the law in their internet usage habits, or if, on the contrary, the consequences of their actions on social networks are not known.The knowledge of this information can be of interest in the processes of formation of the teachers of primary and secondary education, so much the initial one, in the university world, like continuous.
