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1.
ABSTRACT

Reform initiatives around the world are reconceptualising science education by stressing student engagement in science practices. Yet, science practices are language-intensive, requiring students to have strong receptive and productive language proficiencies. It is critical to address these rigorous language demands to ensure equitable learning opportunities for all students, including English language learners (ELLs). Little research has examined how to specifically support ELL students’ engagement in science practices, such as argumentation. Using case-study methodology, we examined one middle school science teacher's instructional strategies as she taught an argumentation-focused curriculum in a self-contained ELL classroom. Findings revealed that three trends characterized the teacher’s language supports for the structural and dialogic components of argumentation: (1) more language supports focused on argument structure, (2) dialogic interactions were most often facilitated by productive language supports, and (3) some language supports offered a rationale for argumentation. Findings suggest a need to identify and develop supports for the dialogic aspects of argumentation. Furthermore, engaging students in argumentation through productive language functions could be leveraged to support dialogic interactions. Lastly, our work points to the need for language supports that make the rationale for argumentation explicit since such transparency could further increase access for all students.  相似文献   

2.
ABSTRACT

Evidence exists that American institutions of higher education are well-entrenched in the consideration of mechanisms for supporting the implementation of Open Educational Resources (OER) and alternative textbooks. Literature reveals that developing and implementing OER is a significant undertaking in terms of time and human resources. This study deploys content analysis of a sample of United States regionally based higher education institutional websites to determine the current state of institutional support mechanisms to implementers just embarking on the OER journey. Findings reveal that institutions have made strides in the development of faculty mini-grants and stipends with guidelines, proposal checklists, and weighting mechanisms to inform decision making. However, due to widespread language across the stratified sample emphasising award pool and individual limits, it is clear that OER funding is still seeking wider support as a permanent funded resource. Sponsorship of institutional OER initiatives seems split between institutional library functions and teaching and learning centres. Other issues, such as ownership and licensing, are significantly underdeveloped in field implementation or fall in a large continuum of practices. Recommendations of shared responsibility and use of data driven initiatives are provided that may improve institutional support of faculty OER adoption, adaption and creation.  相似文献   

3.
ABSTRACT

Sexually active college students in the United States have alarming rates of unplanned pregnancy and sexually transmitted infections. Varying degrees of sexual health knowledge and attitudes among college students are an outcome of sexuality education in the K-12 school systems with abstinence-only or comprehensive focus. Community college students (n = 737) aged 18–24 years, 57% from a college in an abstinence-only sex education state and 43% from a college in a comprehensive sex education state, both in the Mid-Atlantic region, took the Sexual Health Survey in October 2016, which measures sexual health knowledge and attitudes. Gender and ethnicity differences, as well as other sources of sexuality information were evaluated. Students from the comprehensive sex education state, New Jersey had higher sexual health knowledge and attitude scores than the students from the abstinence-only sex education state, Pennsylvania. Male students in New Jersey scored significantly higher in sexual health knowledge compared to male students in Pennsylvania, while female students in New Jersey had higher sexual health knowledge scores compared to the male students. Analysis of ethnicity revealed the New Jersey college sample had healthier sexual attitudes as compared to the Pennsylvania college sample, with notable distinction among Black students. The Internet, friends, and personal experiences were chosen by 75% of all students across both colleges as the top reported sources of sexuality information. In addition to advocating for comprehensive sex education, recommendations are made for sexual health initiatives in community colleges to provide sexual health instruction and support.  相似文献   

4.
Abstract

In this essay we develop the concept of ‘cosmopolitan nationalism’, offering a working definition and suggesting ways sociologists of education might draw on it in their future work. We show how it is a useful analytical lens through which to examine contemporary policies and practices that navigate global processes (ranking systems, mobility of people, expectations for futures) but also take account of nationalistic tendencies, as well as local and national attempts to challenge persistent inequalities within education systems. By using policy examples from three countries (South Korea, Israel and the US), we illuminate how cosmopolitan nationalism is evident across various initiatives in these countries, and the varied implications this has for education systems in terms of equality, access and quality.  相似文献   

5.
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6.
Abstract

In the United Kingdom, 233 higher education institutions were surveyed in 1988 and 1989 providing 166 returns. The survey sought information on equal opportunities policies, provision of technical support, the availability of support personnel and interpreters, funding arrangements, and the numbers of deaf students within higher education (HE). With a few notable exceptions, the returns showed a generally poor level of services available to deaf students, an ignorance of the required support needs and a low representation of deaf people within HE. The need for positive action seemed to be least recognized within teacher training colleges. The study also highlighted the absence of any monitoring of deaf or disabled students within HE. Several suggestions are made on how policies and practices in institutions could be changed to widen access to this group of students.  相似文献   

7.
ABSTRACT

In response to evidence that one in five college women are sexually assaulted, institutions of higher education have started adopting affirmative consent policies. Affirmative consent must be voluntarily and explicitly communicated—verbally or nonverbally. A recently published article highlighted barriers to the success of affirmative consent initiatives at the intrapersonal level. To extend this discussion, we identified barriers at each level of the Social Ecological Model. In our commentary, we discuss social determinants that are particularly relevant for campus sexual assault. There are elements in young people's micro-, meso-, exo-, and macrosystems that hinder their adoption of affirmative consent practices. We focus on gender as an aspect of the macrosystem that is a formidable barrier to the success of affirmative consent initiatives, influencing each of the other levels. Finally, we discuss how sexuality education might begin to address the social determinants of sexual assault.  相似文献   

8.
ABSTRACT

Despite wide-ranging policies and practices intended to address historical inequalities in South African higher education, and calls for decolonisation to include more local relevance, little attention has been paid to the experiences of rural students, especially their digital participation once at university. Previous research has highlighted limitations in technological access in rural areas and the importance of mobile phones for transitions. Whilst universities offer wide-ranging digital support, there remains a tendency towards universalist mechanisms. Drawing on a longitudinal study across three universities, and employing Holland’s theory of figured worlds, we highlight rural students’ experiences of digital transitions across different cultural worlds, prior to university and once they arrive, including the bewildering technocratic systems and practices and resulting conflicts and positionings encountered. We show how students improvise to decode the digital university and figure out new practices. Decolonisation of universities involves rethinking the ‘technocratic consciousness’ (both colonialist and neoliberal) and its apparatus including digital systems and structures. For rural students to become successful digital practitioners in higher education, universities should acknowledge prior digital experience and forms of knowledge and focus on expanding individual and collective agency in supporting transitions, as mechanisms for shaping a decolonised digital education.  相似文献   

9.
ABSTRACT

Online education and in particular Massive Open Online Courses (MOOCs) are often regarded as a way to solve global educational challenges. In this article, we highlight the students’ uptake of such a ‘digital solution’. Presenting initial findings from a research project in Germany, we situate our investigation in the specific context of digital educational offers for refugees, using Kiron Open Higher Education as an example. Kiron has designed an innovative academic model, with MOOCs at its core, to ease refugees’ access into higher education. Drawing from student data of 1375 Kiron students we look at students’ actual usage of the offer and the accompanying support services as well as the difficulties refugee students face while navigating online higher education. Results show, amongst others, rather low completion rates in the online courses and point to a much more nuanced picture of how students make use of the offer – putting online education as an easy, straightforward formula to the integration of disadvantaged students into question.  相似文献   

10.
ABSTRACT

Within Australian higher education, there has been an evolving of employability policy, realised in curriculum, at an intersection of the constructs of employment, work-readiness, life-long learning, and career development. The enactment of employability policy has driven an evolution in the practices of higher education in both curriculum and student support. This paper presents a case study of an Australian university which has reimagined the delivery of career and student support services through a framework that envisions preparing students for future worlds of work. The emergent policy framework has transformed organisational structures, human resources, and connections between student support practices and curriculum design. This transformation has generated new intersections of practice and is challenging institutional constructs of expertise. This case study provides transferrable learnings for broader considerations of higher education policy and practice as employability becomes the core driver of student success, and explores layered discourses of policymaking across an institution.  相似文献   

11.
ABSTRACT

Historically, American institutions of higher learning have embraced community service as a necessary component of students' learning experiences. Recent initiatives through the Corporation for National and Community Service emphasize the idea that civic responsibility is an important element of an adequate education at all levels of learning. In this article we discuss the feasibility of integrating a graduate gerontology program and a Foster Grandparent Program. The integration is designed in such a way that, beyond sustaining the Foster Grandparent Program and introducing students to practical field experiences, greater community needs can be met. Ideally, positive outcomes will be achieved through such a collaborative effort, and will affect change at the individual, community, policy, and social structural levels.  相似文献   

12.
ABSTRACT

Drawing on a sample of undergraduate social work students from four mid-western social work programs, this study compared perceptions of field instructors regarding non-traditional and traditional students. Field instructors rated their perceptions of the successful fulfillment of the demands of field practicum and the impact of several life characteristics for traditional and non-traditional students.

Non-traditional students were rated significantly higher on a variety of measures as assessed by field instructors. This study has implications for social work education that involves differential recruitment, retention, and support of traditional and non-traditional students.  相似文献   

13.
The agenda for widening participation in higher education has led to increasing numbers of students with a broader range of education and family backgrounds. However, transitioning to the university landscape remains a highly complex negotiation process, especially for first‐in‐family students, who cannot draw on previous experience from higher education in their families. Gaining access to informational capital—a combination of cultural and social capital—plays a crucial role in managing education transitions. We draw on rich empirical data obtained from 26 autobiographical narrative interviews with first‐in‐family university students in Austria to investigate how transitions to university are affected by informational capital. We also explore how access to informational capital was influenced by (1) institutional practices, such as initiatives to support students, especially first‐year students; and (2) cultural fit—the extent to which a student's cultural capital corresponded with the dominant cultural capital in the field of their chosen discipline or higher education establishment. Our findings show that gaining access to informational capital was strongly affected by the institutional practices at universities within the different disciplines, thus highlighting the importance of higher education institutions in supporting their students during transition processes. We conclude with policy implications for how higher education institutions can assist first‐in‐family students to succeed at university.  相似文献   

14.
Abstract

In the last years we have observed a growing interest in the use of gamification approaches for climate change education. While most practices are related to digital gaming, there is a new trend which is still academically unexplored: escape rooms. The main objective of this paper is to serve as an initial exploratory study in this field by identifying and analysing climate change-related escape rooms. For that purpose we carried out a web search and a qualitative content analysis. A total of 17 initiatives are described and compared, unravelling their main audience, country of origin, topics, scenarios and objectives covered. The paper also highlights what escape rooms can offer to climate change education: experiential and immersive learning, problem solving and critical thinking skills, and a sense of collaboration and urgency.  相似文献   

15.
Abstract

In this article, we focus on the life and accomplishments of Ed Roberts, leader of the Independent Living Movement for people with severe disabilities, to consider ways he envisioned and enacted a radical shift in professional practices within the field of rehabilitation. Using the field of rehabilitation as an adult parallel to the field of Special Education, we invite readers to contemplate ways in which the independent living movement can hold potential lessons for how inclusive education is conceptualized and implemented, as well as offering some suggestions of our own.  相似文献   

16.
Abstract

Student data, whether in the form of engagement data, assignments or examinations, form the foundation for assessment and evaluation in higher education. As higher education institutions progressively move to blended and online environments, we have access to, not only more data than before, but also a greater variety of demographic and behavioural data. While the notion of ‘student-centred’ is well-established in the discourses and practices surrounding assessment and evaluation, the concept of student-centred learning analytics is yet to be fully realised by the sector. This article explores and extends this debate by introducing the teachings of Freire as a framework to examine the potential to include students as partners in the collection, analysis and use of their data. The exclusion of students in much of current learning analytics practices, as well as defining categories of analysis and making sense of (their) learning, not only impoverishes our (and their) understanding of the complexities of learning and assessment, but may actually increase vulnerabilities and perpetuate bias and stereotypes. In acknowledging the voice and agency of students, and recentring them as data owners, rather than data objects, learning analytics can realise its transformative potential – for students and institutions alike.  相似文献   

17.

An emphasis on widening participation, on making higher education accessible to students who have never traditionally considered it as an option, is being increasingly stressed. The article examines tutors' responses to non-traditional students in an institution with a well-established access policy. The responses reveal that the emphasis was on helping students to adjust to the existing undergraduate provision rather than engaging in a radical rethink on possible approaches appropriate to a more diverse population. Recent policy initiatives (ILT and QAA) are considered in order to identify to what extent they might achieve a cultural change at the micro level. In addition, their limitations are considered, in the light of competing demands. The article concludes that the current top-down approach to policy implementation, supported by related research, should be modified; account needs to be taken of how tutors, in interaction with students, interpret policy initiatives. In drawing attention to practice at the micro level, the article should be relevant to both policy makers and tutors in higher education.  相似文献   

18.
Abstract

This article reviews the Hong Kong policy (1998) on information technology in education (ITE). Key proposals in the policy and the rationales presented for introducing new technology in schools are examined. It is suggested that initiatives presented would have been difficult to implement fully without more far-reaching changes in education policies and school practices. Now, other proposals for reform of education in Hong Kong have been released. The ways in which these recent proposals for reform support existing initiatives in ITE are identified and discussed. Available data on the implementation of ITE are also reviewed. It is suggested that while a comprehensive policy framework has now been developed, the ‘vision’ for ITE may take some time to be realised.  相似文献   

19.
《Africa Education Review》2013,10(2):302-317
Abstract

Central to the pursuit of education and its functions like assessment, is social justice. Given the (still) existing inequalities brought about by years of neglect, it is clear that the building of a just society is indeed fraught with challenges. This article explores the extent to which all learners in South Africa are afforded fair treatment and an impartial share of what the education system through assessment practices can offer them. In attempting to illuminate this issue, we will start by providing a brief overview of assessment policy initiatives and the current assessment system in South Africa. This will be followed by a conceptual analysis of assessment practices and their social justice implications for learners by using Cribb and Gerwitz's (2003) key dimensions of social justice, namely the distribution of educational resources, recognition and respect for cultural differences and participation. Through this analysis we conclude that, while acknowledging the massive impact of family/community circumstances and poor educational provision, unfair assessment practices as discussed remain an important dimension of the degradation of social justice in the South African education system. Many learners, despite efforts to ensure more just assessment practices, are still marginalised and do not reap the benefits that can support them in developing their full potential.  相似文献   

20.
One of the hottest topics in higher education today is distance or distributed education (DE)—whether to get into it or not, whether it's as good as traditional in-class education or not, what forms of DE are better than others, whether it's a threat to faculty or not, and more. This paper addresses making sure DE efforts meet the course objectives and the students needs by working through five DE components: defining the students, defining the faculty, defining the curriculum, describing needed support systems, and understanding the environment created (ethical, aesthetic, cultural, and hidden aspects). Careful consideration of these five components will help ensure a successful DE program with positive experiences for faculty and students alike, and assure you readiness to embrace teaching in the 21st century.  相似文献   

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