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1.
ABSTRACT

South African schools experience diverse access to educational technology. Further, South African educators have limited opportunities to attend educator professional development workshops focused on technology integration. These differences can have a tremendous impact on students’ educational experiences and educators’ levels of self-efficacy toward implementing technology in their school settings. To provide further support and training opportunities to educators in South African township schools, administrators are able to partner with nongovernmental organizations and institutions of higher education. This article provides an overview of South African educational contexts and how partnerships can be formed to provide educator support to integrate educational technology in township schools.  相似文献   

2.
ABSTRACT

This paper compares the systems of support in inclusive education in Canadian and Icelandic schools. The rationale for comparing these two support systems is grounded in the idea that they were developed in two countries with a long tradition of inclusive school development. They shifted the responsibility and the necessity of support for all learners towards the regular school, as it is embedded in the Salamanca Statement. The comparison is based on research findings from two comprehensive qualitative studies on inclusive education (Óskarsdóttir 2017. “Constructing Support as Inclusive Practice: A Self-Study.” Doctoral Thesis University of Iceland, Reykjavík; Koepfer 2013. Inclusion in Canada. Bad Heilbrunn: Klinkhardt) and is focused on the role of support as an integral part of inclusive practices. A system of support can be considered an inevitable pillar of inclusive education, in order to remove barriers, to enable participation in educational and social activities and to ensure equitable access to learning. Although the organisation and implementation of support is contextualised and bound in different historical and political frameworks, this international comparison shows that both countries – with all its ambivalences and conflictual settings – emphasise a human-rights based understanding of inclusion. They on a cultural transformation process of schools to implement support for all pupils.  相似文献   

3.
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   

4.
ABSTRACT

School choice policies and the movement to privatize education have become the currently preferred school reform methods on both the state and federal levels under the guise they will provide equal educational opportunities and access for all students. The 1954 school desegregation decision in Brown v. Board of Education arguably paved the way for equal educational opportunities, including school choice; however, we contend that the present-day school choice and privatization movements may be a part of a larger social, political, and legal cycle of inequality that has established residence in the American educational system for more than a century. We conduct a critical race theory policy analysis using a framework that has been effective in previous work with examining cyclical inequalities, the convergence-divergence-reclamation cycle (or C-D-R cycle). In this article, we are focusing our analysis on the state of North Carolina due to its complex legal and political history with school desegregation and its recent support for various school choice options and privatizing public education. We assert that the push for school choice and privatizing public education in North Carolina demonstrates a broader, recurring problem in American public schools-–creating progressive education laws and policies appearing to promote educational equity and opportunity and then regressing to policies supporting White privilege while maintaining the status quo of inequitable educational opportunities for historically underserved and minoritized students.  相似文献   

5.
ABSTRACT

Widening higher education participation can deliver benefits to individuals, societies and economies but rural populations experience factors which inhibit their aspiration for and participation in higher education. When designing outreach programs, universities need to consider this landscape of factors, many of which are socio-cultural. This article reports evaluation results from a project that trialled three university outreach programs designed to align with rural contexts with the aim of identifying aspects which were effective in addressing factors of rurality, revealing obscured future options and showing higher education pathways as attainable. Universities can work effectively with rural communities to inform people’s higher education aspirations through ‘disruptions’, interventions that inform educational aspiration, and ‘bridges’ which support higher education participation through facilitating access to information, physical, financial, academic and social resources. A model including both ‘disruptions’ and ‘bridges’, jointly resourced and drawing on social capital resources of communities and higher education institutions is presented.  相似文献   

6.
Abstract

The world currently has the highest documented level of displaced people in recorded history. This includes a large number of individuals who are spending their youth as asylum seekers or refugees, which often impedes their access to and engagement with educational pursuits. Given that education has been shown to be a fundamental factor to facilitative resettlement and acculturation for newly-arrived refugee families and individuals, continued research attempting to understand the barriers to accessing education is warranted. This study qualitatively examines the educational experiences (with a focus on access to education) of 10 refugee and asylum-seeking students in Australian tertiary education using thematic analysis on semi-structured interview data. Six themes were identified from the interviews as barriers to or facilitators in accessing education. These are: relationships, emotional well-being, logistics, knowledge, instability, and financial hardship. The findings from this study add to a limited empirical knowledge base on this topic, and improve our understanding of the experiences of accessing education for students with refugee backgrounds. This is discussed in relation to its implications for institutes and policy makers.  相似文献   

7.

The concept of the 'knowledge economy' is increasingly used to underpin education policy in developed countries. In Australia, it has been applied to post-compulsory education policy, with efforts to increase retention in senior secondary education and reform of vocational education in the senior years. The article draws on two research projects with senior secondary schools. Many students (and their teachers and parents) perceived qualifications not so much as providing the knowledge considered necessary by government policy for the contemporary economy, but rather as a 'screen' used by employers to sort and select. Knowledge of opportunity structures and access to resources, while not only defined by social class, operated to create differential access to available choices in the educational market place. Despite ongoing inequality, the article argues that the hope many students expressed in relation to education can be fulfilled in practice.  相似文献   

8.
ABSTRACT

International interest in technical communication education is growing as more individuals gain online access worldwide. This factor means technical communication educators might find themselves developing online classes for students located in other nations. Doing so requires an understanding of aspects affecting international interactions in such educational contexts. This article examines central factors—or friction points—that technical communication instructors must understand and address to offer effective online educational experiences to globally distributed students.  相似文献   

9.

This paper deals with the provision of educational services and access to higher education of the Negev Bedouin Arabs in Israel, in the context of the social change this community is undergoing. The Negev Bedouin have been transformed from semi‐nomads and agriculturists to urban town dwellers. Education in general, and higher education in particular, are crucial to their adjustment and development. As members of the Arab minority in Israel, they face a number of inequities in the provision of educational services, access to higher education and access to job opportunities. The Negev Bedouin schools face additional problems related to the lack of qualified teachers and proper facilities. These schools have the highest drop‐out rates and the poorest success rates on the matriculation exams in the country. As of the 1993‐94 academic year, there were only 135 Bedouin Arab university graduates and 163 university students. Their higher education ratio is 2 per 1000, which is far below the Israeli national average of 80 per 1000. Recommendations are offered for improving the access of Negev Bedouin Arabs to higher education and their subsequent absorption into the Israeli labour market.  相似文献   

10.
ABSTRACT

The rapid expansion of primary education in Ethiopia has enabled most children to attend primary education—or at least to start schooling. This expansion, however, is largely “symbolic” rather than “substantive” where “substantive” refers to access that generates meaningful learning. The article explores spatial inequality in access to meaningful learning in secondary education in Ethiopia with a particular focus on the Amhara region, and addresses the question: Is substantive learning equitably distributed? To operationalise this question, “access-to-learning” is conceptualised using a new method of constructing a learning-oriented measure of educational quality that combines grade survival (access) and test score (quality). Moreover, the “zones of exclusion” framework has been used to see the systematic loss of students from the education system at different points in time. Using GIS tools, the extent of spatial inequality in access-to-learning was determined by mapping the proportion of students who achieved the required level of performance, and geographical variation in the distribution of inequality factors. The paper concludes with implications for educational policy and planning and recommendations for further research.  相似文献   

11.
ABSTRACT

In 1991, shortly after independence, the government of Namibia established a Presidential Commission on Higher Education. The Commission's report contains almost 200 recommendations covering the whole field of post‐school education. The account presented here concentrates on technical and vocational education, access to higher education and inter‐relationships between the various levels of the educational system. Technical and vocational education at the time of independence was fragmented, inappropriate in a number of ways and not well supported. Fundamental change was necessary. Solutions need to be found around a set of baste principles, including: the need for a coherent system of linked qualifications, the importance of a national training policy enunciated by government, strategies which are responsive to employment requirements and which meet the needs of disadvantaged groups, special access routes for students who have missed out on educational opportunities, adequate provision for pre‐service and in‐service instructor training and teacher education.

  相似文献   

12.
ABSTRACT

Background: The recent influx of Newly Arrived Migrant Students (NAMS) in Western-European societies poses important educational questions about how best to support migrant students within the education system.

Purpose: We sought to study how elements that are associated with cultural capital – namely a sense of entitlement and strategic knowledge – have relevance to NAMS’ educational trajectories. In studying the process of how cultural capital relates to educational careers, this study argues for a general shift from a resource-focused approach towards a strategy-focused approach to cultural capital.

Sample: We collected data from 33 NAMS from six secondary schools in a city in Flanders (the Dutch-speaking part of Belgium). A maximum difference approach was used: this allowed comparison of NAMS who followed the most academic track (general track) and the least academic track (vocational track) in secondary education in Flanders.

Design and methods: We undertook 33 in-depth biographical interviews during which the NAMS reconstructed their educational trajectories. Data were analysed qualitatively. We used structural approach analysis to identify each narrative’s core structure. These structured fragments were then thematically coded.

Results: Within the categories ‘a sense of entitlement’ and ‘strategic knowledge of the education system’, the analysis detected differences in strategies of action between pupils in the general track and in the vocational track.

Conclusion: The findings offer insights that could support the development of better strategies to guide and support NAMS in education. As NAMS’ integration in the educational system appears to be a stretched and slow process of orientation, studying their trajectory has the potential to deepen our understanding of known mechanisms of the reproduction of inequalities in education.  相似文献   

13.
ABSTRACT

In England, ‘Virtual Schools’ oversee and support the educational progress of children in care. This paper reports on the analysis of 16 interviews with Virtual School headteachers that were part of two mixed methods research projects on the educational progress of children in care. These interviews explored their role; the types of support they offer young people in care; what they see as the key factors about a young person’s individual characteristics and care experiences that influence their educational outcomes; how schools support young people in care; and the influence of the foster carer/residential staff on the educational outcomes of these children. The interviews were analysed using NVivo and emerging themes were identified informed by the literature on the education of children in care. The paper draws out the main findings which explore the status and role of Virtual Schools in England, their functions, strategies, and what they see as their contribution to improving the educational outcomes of children in care.  相似文献   

14.
Abstract

Current changes in agricultural and food science higher education in Central and Eastern Europe are interesting for the analysis of the repercussions of post communist economic and social transition, particularly in the adaptation and restructuring of scientific and technical education.

Using an institutional approach and referring to their experiences of these educational systems, the authors provide a Western view of current transformations and areas of development of higher education in agricultural and food sciences in the countries concerned. The emergence of a new social demand and of new systems of access to employment implies re-evaluation and adaptation of former training models. The authors suggest that the current reflection on the question should focus on three key issues:

  • -redefinition of the role and function of managers in the agricultural and food economic sector;

  • -replacement of a production-oriented approach by a more comprehensive approach to the problem of rural development;

  • -recognition of the educational value of biological sciences as both models and tools for the acquisition of knowledge and the management of complex systems.

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15.
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16.
Developments in international inclusive education policy, including in prominent UN documents, often refer to the aim of a quality education for all. Yet, it remains unclear: What exactly is meant by quality education? And, under what conditions are quality educational experiences possible for all learners? In this essay, Diana Murdoch, Andrea English, Allison Hintz, and Kersti Tyson bring together research on inclusive education with philosophy of transformative learning, in particular John Dewey and phenomenology, to further the discussion on these two questions. The authors argue that teacher–learner relationships, of a particular kind, are necessary for fostering environments wherein all learners have access to quality educational experiences associated with productive struggle as an indispensable aspect of transformative learning processes. They define such relationships as “educational relationships that support students to feel heard.” In developing their argument, the authors first analyze the concept of productive struggle, an aspect of learning increasingly recognized in research and policy as an indicator of quality education. Second, they discuss three necessary, though not sufficient, conditions for the teacher to cultivate educational relationships that support students to feel heard. Third, they draw out connections between environments that support feeling heard and those that support productive struggle, and they discuss teachers' challenges and risk-taking in creating such environments. The authors close with a discussion of implications for international policy, practice, and research.  相似文献   

17.
ABSTRACT

This paper analyses the determinants of national student mobility under the unified system of admission in Russia and evaluates the barriers which still limit educational mobility. It is argued that even with the Unified State Examination (USE) and the decreased transaction costs of applying to universities, student interregional national mobility is directed towards more developed regional educational markets and richer regions, but is still limited due to the financial constraints in the absence of the additional student support. Russia is an interesting case, because it consists of regions with highly variable socio-economic development and it represents local higher education markets with different levels of competition between universities, which may influence the decision to move. USE was intended to mitigate against these differences, and for political reasons under USE such differences are not considered the main barriers of access to higher education. However, this study takes into account the importance of the institutional characteristics of regions in student mobility.  相似文献   

18.
ABSTRACT

Enrolments in STEM disciplines at universities are increasing globally, attributed to the greater life opportunities open to students as a result of a STEM education. But while institutional access to STEM programmes is widening, the retention and success of STEM undergraduate students remains a challenge. Pedagogies that support student success are well known; what we know less about is how university teachers acquire pedagogical competence. This is the focus of this critical review of the literature that offers a theorised critique of educational development in STEM contexts. We studied the research literature with a view to uncovering the principles that inform professional development in STEM disciplines and fields. The key finding of this critical review is how little focus there is on the STEM disciplines. The majority of studies reviewed did not address the key issue of what makes the STEM disciplines difficult to learn and challenging to teach.  相似文献   

19.
ABSTRACT

Access to education has long been seen as a fundamental element of a developed country. Specifically, the relative availability and access to education by various constituent groups has been identified as an essential metric in educational evaluation. Yet, individuals with disabilities have been identified as being underrepresented within institutions of higher education, including the United States (U.S.) community college. Furthermore, scholars have also argued that discussion of disability remains on the margins of scholarship within academia. Therefore, this investigation employed qualitative methods by conducting a Critical Discourse Analysis of California Title 5 policies specific to disabled students. This was done in order to examine the sociopolitical space afforded to disabled students to navigate the institutional environment of the community college. Titchkosky’s (2011) 4 W Access framework provided the analytical frameworks for this investigation. Findings indicate that ideological constructs, inflexible funding models, and lack of integration shape access and opportunity negatively for disabled students in California community colleges.  相似文献   

20.
Abstract

This paper begins by establishing the existence of a debate in the broader educational community about the nature, meaning and significance of educational research, and its recognition that different approaches to educational research do not simply represent different strategies for data collection but rest on and express different ideologies that implicate different political attitudes among teachers, students, subject‐matters,schools, support agencies and researchers themselves. Evidence can be seen that this debate is beginning to appear in the science education literature and it is believed that the arguments can be extended.

It is argued that research in science education and environmental education needs to consider methodology in the political terms of ideology, rather than simply in the technical terms of method and technique. Some of the recent thinking about the politics of method in both science education and environmental education, is then considered briefly and a number of meta‐research questions are proffered that might focus further attention on the political theory of research in these two fields.  相似文献   

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