Policies on and practices of cultural inclusivity in learning management systems: perspectives of Indigenous holistic pedagogies     

Neal Dreamson  Gary Thomas  Anita Lee Hong  Soyoung Kim 《高等教育研究与发展》2017,36(5):947-961

Online learning has become a conventional term and practice in Australian higher education, yet cultural inclusivity for Indigenous (Indigenous for the purposes of this paper refers to Australian Aboriginal and Torres Strait Islander peoples) students is insufficiently reflected in learning management system (LMS) policies and design. This study aims to explore culturally inclusive learning entrenched in Australian university policies on and practices of LMS by applying Indigenous holistic pedagogical values in LMS design. Based on a literature review, we articulate four dimensions: communication, collaboration, community and interculturality for culturally inclusive learning in an online learning environment. By using the dimensions, we critically review policies (n?=?10) and LMS sites (n?=?50). In this review, we argue that there are contrasts of individually heterogeneous and collectively homogeneous approaches, self-focused and community-driven pedagogy, and task-oriented and relational learning. Significantly, the review results indicate that Indigenous holistic pedagogies have a metaphysical strength to be the ontological foundation for cultural inclusivity.  相似文献   

Demographic Transformation in a Policy Vacuum: The Changing Face of U.S. Metropolitan Society and Challenges for Public Schools     

Kfir Mordechay  Gary Orfield 《The Educational forum》2017,81(2):193-203

Abstract

Educators and policy makers must confront the race and class disparities in learning opportunities across American society. Nowhere are these disparities more acute than in the country's great metropolitan areas. As the demographic landscape continues to shift, metropolitan areas are fueling the transition to a majority-minority country. This essay provides an overview of the challenges for the country's public schools and offers an alternative path to creating a more just and vital society.  相似文献   

Effects of verbal shadowing on the recognition of visually presented verbal and nonverbal information     

Gary W. Orwig 《Educational technology research and development : ETR & D》1979,27(1):25-30

Are there distinct verbal and non-verbal processing systems in the mind? This study seems to support a dual-processing hypothesis. Although the first experiment determined that verbal interference (shadowing) was detrimental to the subjects’ memory of words and high-similarity pictures, the second, designed to minimize the possibility that students would sort through pictures (as they apparently had in the first experiment) indicated that verbal interference did not decrease memory of high-similarity pictures. Subjects were graduate students and faculty members.  相似文献   

Unpacking the data: an analysis of the use of Danielson’s (2007) <Emphasis Type="Italic">Framework for Professional Practice</Emphasis> in a teaching residency program     

Rachel Roegman  A. Lin Goodwin  Rebecca Reed  Randolph M. Scott-McLaughlinII 《Educational Assessment, Evaluation and Accountability》2016,28(2):111-137

This mixed methods study examines one teacher preparation program’s use of Danielson’s 2007 Framework for Professional Practice, with an emphasis on how different stakeholders in the traditional student teaching triad rated student teachers, called residents, and justified their ratings. Data sources include biannual self-assessments of each resident as well as assessments by the residents’ cooperating teachers and university supervisors based on the Framework, including both a numerical score for each of the 22 indicators and a written justification for the highest and lowest scores in each of the four domains. Findings show significant differences in terms of how stakeholders are rating residents’ teaching practice. The variation in scores and rationales raises questions about the reliability and validity of the results of the Framework for use as a tool to evaluate student teachers. Implications for practice include the need to consider multiple and potentially conflicting roles, such as that of providing feedback while also evaluating student teachers. In addition, we consider the costs and benefits of more extensive training around the Framework within teacher preparation, if a lack of expertise with the rubric was the cause for the variation. Finally, we consider implications for student teachers around the different messages they may be receiving about what it means to learn to teach.  相似文献   

Academic engagement in students with a hearing loss in distance education   总被引：2，自引：0，他引：2  

Richardson JT  Long GL  Foster SB 《Journal of deaf studies and deaf education》2004,9(1):68-85

This investigation compared 267 students with a hearing loss and 178 students with no declared form of disability who were taking courses by distance learning in terms of their scores on an abbreviated version of the Academic Engagement Form. Students with a hearing loss obtained lower scores than students with no disability with regard to communication with other students, but some felt that communication was easier than in a traditional academic situation. Students who were postvocationally deaf had lower scores than students with no disability on learning from other students, but they obtained higher scores on student autonomy and student control. In general, the impact of a hearing loss on engagement in distance education is relatively slight.  相似文献   

Do Relational Risks and Protective Factors Moderate the Linkages between Childhood Aggression and Early Psychological and School Adjustment?     

Gary W. Ladd  & Kim B. Burgess 《Child development》2001,72(5):1579-1601

This investigation addressed the question of how relational stressors and supports interface with a known behavioral risk (aggression) to influence early emerging adjustment trajectories. Children's risk for aggression, as well as multiple relational risk and protective factors (i.e., stressful and supportive features of peer and teacher relationships), were assessed in a sample of 396 children and used to predict changes in psychological functioning and school adjustment from the fall of their kindergarten year to the spring of their first-grade year. Results were largely consistent with additive risk-maladjustment models; with few exceptions, relational experiences predicted adjustment beyond children's aggressive risk status. For some adjustment criteria, however, there was evidence to suggest that relational stressors or supports exacerbated or compensated for dysfunctions that were linked with aggressive behavior. Moreover, compared with early onset, the chronicity of children's aggressive risk status and relational stressors and supports bore a stronger association with changes in maladjustment. Analyses conducted by ethnic groups suggested that African American children, who were typically a minority among their European American classmates, were more likely to experience particular stressors (e.g., chronic peer rejection), and were less likely to be afforded some form of support (e.g., stable teacher-child closeness). However, the nature of the predictive linkages found between the relational risk and protective factors and later maladjustment did not differ substantially by SES or ethnicity. The importance of investigating behavioral risks in conjunction with the relational features of children's interpersonal environments is discussed.  相似文献   

Statement of American Social Scientists of Research on School Desegregation to the U.S. Supreme Court in Parents v. Seattle School District and Meredith v. Jefferson County     

Gary Orfield  Erica Frankenberg  Liliana M. Garces 《The Urban Review》2008,40(1):96-136

In June 2006, the U.S. Supreme Court agreed to review two related cases originating from school districts in Louisville, Kentucky and Seattle, Washington that involved voluntarily adopted racial integration plans. Concerned about the outcome of these cases, 553 social scientists submitted a social science statement to the Supreme Court summarizing the large body of social science research supporting the school districts’ policies relevant to the Court’s determination. The statement, reprinted here, supports three interrelated conclusions: (1) racially integrated schools provide significant benefits to students and communities; (2) racially isolated schools have harmful educational implications for students; and (3) race-conscious policies are necessary to maintain racial integration in schools. Because of the overwhelming amount of scholarly data, social scientists argued, as the lower courts had found, that the schools boards have a compelling interest to promote racial integration and prevent racial isolation through choice-based school assignment policies that consider race as a factor. On June 28, 2007, the U.S. Supreme Court struck down the school assignment plans on the grounds that the plans were not narrowly tailored to the interests that the school districts had asserted. In addition to affecting the ability of school districts to maintain racially diverse schools, the decision has broad implications for researchers who seek to help school districts in these efforts.

Erica FrankenbergEmail:

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Presidential Address African‐American Education History—A Manifestation of Faith     

Adah Ward Randolph 《History of education quarterly》2014,54(1):1-18

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A Review of “Marx and Education”     

Gary L. Anderson 《Educational Studies A Journal of the American Educational Studies Association》2013,49(6):581-587

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A Multimedia Alternative for Professional Development     

Mary M. Hatfield  Gary G. Bitter 《Teaching Education》2013,24(2):67-72

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