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p-Index From 2020 - 2025
0.61
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All Journal International Journal of Educational Narratives International Journal of Multidisciplinary Approach Research and Science International Journal of Post-Axial: Futuristic Teaching and Learning
Brown, Sarah
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Religion Agriculture, Biological Sciences & Forestry Chemical Engineering, Chemistry & Bioengineering Economics, Econometrics & Finance Education Immunology & microbiology Languange, Linguistic, Communication & Media Social Sciences Other

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Development of the sex industry and the spread of prostitution in advanced European civilization Goldsmith, Jemima; Brown, Sarah; Robert, Alice
International Journal of Multidisciplinary Approach Research and Science Том 1 № 01 (2023): International Journal of Multidisciplinary Approach Research and Science
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/ijmars.v1i01.27

Abstract

This paper presents a comprehensive sex industry typology based on primary data collected between 2020 and 2022. Contemporary sex industry typologies in Europe tend to be sector-specific or have been developed from specific disciplinary perspectives or themes (e.g. sexual health programs, income). Set within the typological context of the international sex industry, this paper seeks to address this gap. Data was obtained from online surveys, questionnaires and consultations with stakeholders including individuals currently or previously involved in selling sex, service providers/NGOs, police, local government representatives and others. The data is complemented by insights from a systematic literature search. This work aims to assist program and policy planning in the Europe context. Our method can help develop typologies in other contexts.
Reflections on Teaching in Times of Crisis: Narrative Analysis of Urban Educators During the COVID-19 Pandemic Brown, Sarah; Miller, David; Anderson, Jessica
International Journal of Educational Narratives Vol. 3 No. 3 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i3.2210

Abstract

Background. The COVID-19 pandemic profoundly disrupted global education systems, forcing teachers to adapt to remote instruction, shifting expectations, and heightened emotional demands. Urban educators, in particular, faced layered challenges including technological inequity, socio-emotional strain, and intensified community needs. Purpose. This study explores how urban teachers experienced and responded to the crisis by analyzing their personal narratives of teaching during the pandemic. Method. Using a qualitative narrative analysis approach, the study collected data from 26 K–12 educators in three major metropolitan districts in the United States. Participants submitted reflective essays and engaged in semi-structured interviews between June and October 2021. Results. The findings reveal recurring themes of professional identity redefinition, emotional exhaustion, pedagogical innovation, and relational resilience. Teachers described a tension between systemic inadequacies and personal commitment, often framing their roles as both educators and emotional caregivers. Despite institutional constraints, many developed adaptive strategies that centered student well-being and equity. Conclusion. The study concludes that narrative inquiry provides essential insight into the lived complexities of teaching during crisis and underscores the need for systemic support structures that honor teachers’ emotional labor and professional agency.  
Evaluating the Use of Learning Analytics in Formative Assessment Brown, Sarah; Rachel Rhomsen; Hamdany Al- Farouqi
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 3 No. 4 December 2025: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v3i4.540

Abstract

This study explores the role of learning analytics in enhancing formative assessment practices within contemporary educational settings. The primary objective is to evaluate how data-driven insights from learning analytics contribute to improving feedback quality, teacher decision-making, and student engagement. Using a mixed-methods approach, the research integrates quantitative data from learning management systems with qualitative interviews from teachers and students. The findings reveal that learning analytics fosters more personalized, continuous, and responsive assessment practices. Teachers benefit from real-time data that enable targeted interventions and adaptive instruction, while students experience increased motivation and self-regulation through visual feedback of their learning progress. Nevertheless, the study highlights key challenges, including teachers’ limited data literacy, institutional readiness, and ethical considerations regarding data privacy. Overall, the integration of learning analytics into formative assessment represents a paradigm shift from static evaluation to a dynamic, learner-centered process. The study concludes that effective implementation requires strong institutional support, professional training, and ethical data governance to ensure sustainable and equitable educational improvement.
Co-Authors Anderson, Jessica Goldsmith, Jemima Hamdany Al- Farouqi Miller, David Rachel Rhomsen Robert, Alice