Equal Educational Opportunities For Students Research Articles

Collaborative co-design to reimagine teaching practices in hybrid spaces

Following the Future Made in Australia Act, which prioritises quality and equitable education (Albanese, 2024), there is a pressing need for regional universities to provide equal educational opportunities for students regardless of their geographical locations. Furthermore, as outlined in the Australian Universities Accord Final Report, advances in pedagogy are required to fulfil the potential of high-quality online and hybrid learning modes, as well as deliver teaching which supports more diverse student cohorts (Australian Government, 2024). Hybrid learning spaces have the potential to bridge educational disparities by offering accessibility and flexibility to both regional and metropolitan students, allowing them to pursue their education without compromising their other responsibilities (Lightner & Lightner-Laws, 2016). However, significant adjustments to traditional face to face student engagement activities are crucial to the success of hybrid teaching and learning (Gamage et al., 2022). University teachers often have preconceived ideas about these spaces and lack the time, skills, and knowledge to adapt their teaching practices effectively (Bøjer & Brøns, 2022; Raes et al., 2020). Additionally, students struggle to adapt their learning approaches in these spaces, leading to limited engagement and interaction with teachers and peers (Raes et al., 2020). Effective implementation requires support for both teachers and students to reimagine their routines, practices, and expectations in teaching and learning (Bøjer & Brøns, 2022; Fawns et al., 2022; Gamage et al., 2022). To address this challenge, a research project was conducted that involved four phases: (1) Co-design workshop, (2) Resource development, (3) Data collection, (4) Analysis and outcomes. The first and second phases will be discussed in this poster presentation. In the first phase, the research team participated in a collaborative co-design workshop to develop a professional development (PD) module and practical guidelines for teachers. Collaborative co-design is a participatory process where designers and users work together using co-design tools, techniques, and scaffolds to provide expert perspectives on a problem (Bøjer & Brøns, 2022; Sanders and Stappers, 2007). In this process, researchers, teachers, and students collaborated to generate ideas and knowledge for the content of a PD module and the practical guidelines. The workshop was theoretically grounded in Moore’s (1989) three types of interactions and Radcliffe’s (2009) Pedagogy-Space-Technology (PST) framework. The active involvement of teachers and students allowed the research team to explore challenges between learning spaces, technology and teaching practices, focusing on student agency and engagement. Crucial to co-design, the research participants interchanged roles during the workshop, shifting between users, designers, and facilitators depending on individual creativity and expertise in specific areas (Bøjer & Brøns, 2022; Sanders and Stappers, 2007). The design solution of a PD module and practical guidelines was developed and provided teachers with strategies for effective hybrid teaching, addressing both technological challenges and appropriate pedagogies. The future direction of this project is to examine the effectiveness of hybrid learning and teaching by exploring the engagement between teachers and students online and on campus. The findings advance pedagogy by promoting equitable engagement for online and on-campus students, ensuring consistent learning experiences and bridging geographical gaps.

A Comparative Analysis of Inclusive Education Policies in China and the United States

Inclusive education has become popular to ensure equal educational opportunities for students with specific educational requirements or disabilities (SEND). This research paper compares the inclusive education policies in China and the United States with a comprehensive review of relevant literature, examining the conceptual framework, legal framework, and practices. This paper found that China adopts a pragmatic model to practice its policies while the U.S. uses an idealistic model. Furthermore, both countries are working towards attaining UNESCO's definition of inclusive education, facing conflict with neo-liberal education policies. Building on these findings, policymakers and stakeholders in both countries can draw insights to emphasize their country's high priority and foster greater inclusion in education accordingly.

Teaching for a monolingual school? (In)visibility of multilingual perspectives in Swedish teacher education

ABSTRACT This article analyses the knowledge about linguistic and cultural diversity that is delineated in the syllabi of teacher education programmes for pre-, primary and secondary schools at two Swedish universities. A quantitative search for 14 chosen keywords preceded a closer analysis of the concepts *language* and *cultur*, when using truncation, in 192 syllabi. This showed that linguistic diversity was to a certain extent evident, mainly through the subjects Swedish and English, while for one university cultural diversity was mainly identified in the syllabi of Educational Work and English. If knowledge about linguistic and cultural diversity is limited to language subjects, and to some extent to pre-school and earlier school years, the risk is high that student teachers are not prepared to support equity in education for multilingual and non-dominant groups. Thus, we find that students studying the current Swedish teacher education programme are unlikely to be well equipped to meet the challenges related to creating equal educational opportunities for students in situations of linguistic and cultural diversity.

Педагогическое сотрудничество как условие познавательного развития дошкольников с ОВЗ в инклюзивном образовании

We substantiate the need to develop pedagogical cooperation as a condition for the cognitive development of preschoolers with disabilities (on the example of children with mental retardation) in inclusive education. Domestic preschool education is based on new educational standards and equal educational opportunities for students. Our position is that the development of the cognitive sphere of preschoolers with mental retardation in inclusive education is most successful in the process of cooperation of children with teachers (teacher-defectologist and educators). The results of an experimental study carried out on the basis of the “Kindergarten no. 5 “Zvonochek” of the city of Tambov are presented. 20 preschoolers with mental retardation took part in the expe-rimental work. The study of cognitive mental processes was carried out with the help of diagnostic methods: “Correction test”; “10 words”; “Elimination of extra”. The developed program of peda-gogical cooperation as a condition for the cognitive development of preschoolers with mental re-tardation in inclusive education includes two blocks: the first block – classes on “Familiarization with the outside world”; the second block – classes on “Development of elementary mathematical concepts” in the process of joint activities of children, a teacher-defectologist and educators in a preschool educational organization. The relationship between the identified blocks of the program is analyzed, the main factors for pedagogical cooperation are determined. A comparative analysis of the level of development of cognitive processes in preschoolers with mental retardation (expe-rimental and control groups) at the control stage is presented, proving the effectiveness of the tested program.

A Brief Overview of Multicultural Education in Ethiopian: A Review

Ethiopia is a country of pluralistic society, having at least eighty nations and nationalities having their own cultures, norms, values, etc. which can be considered as a resource for country’s heritage. Multicultural education is designed to address and promote belongingness, equality and recognitions among several different ethnicities in an educational system. It is a field of study and an emerging discipline aims to create equal educational opportunities for students from diverse ethnic, social-class, and cultural groups. Contrary to this fact, however, such diversities had not been given recognition during the former regimes for they used to implement assimilationist ideology. With this regard, the education activities of a country had been carried out from one dominant cultural perspective. However, following the 1994 education & training policy, major reforms were introduced in the education system of the country. The changes constitute a significant turning point in the history of education of the country. The designing of education system that is responsive to multiculturalism has much importance to the citizens. In general, the underlying goal of multicultural education is to contribute to the transformation of society and to the application and maintenance of social justice and equity. Accordingly, educators, educational theorists, researchers, activists, and everyone else needs to continue to practice and apply multicultural teaching and learning principles both inside and out of the classroom if there is a need to be beneficiary from it at large and to achieve the major goals. Keywords: Historical development, Multicultural education, Multiculturalism DOI : 10.7176/JPCR/42-02 Publication date :March 31 st 2019

Intertextuality across Angolan medium of instruction policy texts, discourses, and practices

ABSTRACTPortuguese is the mother tongue for many Angolans yet a majority continue to use African languages in everyday interactions and schools struggle to provide equal educational opportunities for students whose first language is not Portuguese. Recognizing this challenge, the Angolan government has created a language policy that will introduce six African languages into the school system. For a country that has maintained a monolingual education system for over 32 years, the new policy is perhaps a milestone achievement. This study examines the historical and ideological processes that gave rise to new medium of instruction policies in Angola. Then, interview data collected from policymakers, educators, and students are examined to illuminate how these language policies are interpreted and appropriated in schools and communities. We argue that, while recent language policies create ideological spaces for multilingual education, the hegemonic status of Portuguese, and the growing influence of English, are formidable obstacles.

Psychometric Characteristics of the Social Justice Scale's Turkish Form and A Structural Equation Modeling

Problem Statement : In order to provide equal educational opportunities for students, teachers should encourage their students to have an effective voice concerning social justice. Studies reveal that teachers face trouble when transferring from the concept of social justice as theory to social justice as practice. A scale which will be developed on social justice may enable teachers to better comprehend the process of movement from attitude to action. Moreover, examining which factors affect teachers’ behaviors towards social justice will contribute to the arrangement of social justice studies in learning environments. Purpose of the Study : The primary aim of the study is to analyze the psychometric characteristics of the Social Justice Scale’s Turkish form. The secondary aim is to determine the effects of social justice attitudes, subjective norms and perceived behavioral control on behavioral intentions. Method : The scale adaptation process was conducted with 515 participants (376 female, 139 male), and structural equation modeling was conducted with 410 (313 female, 97 male) participants. The data were collected through the Social Justice Scale. In analyzing the data, Pearson Correlation Coefficients, confirmatory factor analysis and Cronbach Alpha coefficients were utilized. The effects of social justice attitudes, subjective norms and perceived behavioral control on behavioral intentions were analyzed through structural equation modeling. Findings and Results : Linguistic equivalence of the scale was obtained p =.00, p <.01. After confirmatory factor analysis, the fit indices χ 2 =671.15, df =246, χ 2 /df =2.72, GFI=.90, AGFI=.88 were found to be at an acceptable level; RMSEA=.05, NFI=.96, NNFI=.97, CFI=.97, SRMR=.04 indices demonstrated good fit. The internal and external consistency coefficients and corrected item-total correlations of the scale were found to be high. After the model test, the values of χ 2 =570.93, df =246, χ 2 / df =2.32, GFI=.90, AGFI=.87 showed that model data consistency was at an acceptable level; the values of RMSEA=.05, NFI=.95, NNFI=.97, CFI=.97, SRMR=.05 demonstrated a good fit. Conclusion and Recommendations : It was determined that the Turkish form of the scale has 24 items that fall under four factors. The reliability coefficients of the scale were found to be high. It was revealed that the effects of attitudes towards social justice, perceived behavioral control and subjective norms on behavioral intentions were significant. It is concluded that the Turkish form of the scale will help measure prospective teachers’ views about social justice and thus will contribute to filling a gap in the field. Further researches are recommended to provide evidence for the concurrent validity of the scale. Keywords : Equality, educational opportunity, confirmatory factor analysis, teacher education

The Learning Satisfaction, Attitudes, and Grades of E-Tutees Receiving Online English Tutoring

One-on-one online English tutoring provides equal educational opportunities for students living in remote areas. This study examines the learning satisfaction, attitudes, and grades of e-tutees receiving online English tutoring. Ten e-tutees and ten e-tutors participated in the study. The study found that the e-tutees were satisfied with their one-on-one online English tutoring and that they performed well on online English tests. In addition, evaluations made by e-tutors show their e-tutees learning attitudes were positive. Online English distance education not only overcomes the limitations of space and time but also facilitates e-tutees' learning and development.

Keeping on Keeping On: OCR and Complaints of Racial Discrimination 50 Years afterBrown

This article, written by a former civil rights investigator in the U.S. Department of Education's Office for Civil Rights (OCR), contends that ordinary Americans advocating for equal educational opportunity for students of color might enlist OCR more actively and knowingly to help secure racial equality of opportunity 50 years after Brown. Now a scholar of racial inequality in education, the author shows that OCR's original purpose of rooting out racial discrimination in federally funded educational programs has been both hampered by hostile administrations and eclipsed by nonrace casework in the years since OCR's inception. The author argues that to successfully enlist OCR's civil rights tools today, complainants must arrive at OCR with as much concrete evidence of racial harm as possible and be ready to navigate some core disputes over defining and investigating racial discrimination in the current era.

Keeping on Keeping On: OCR and Complaints of Racial Discrimination 50 Years after Brown

This article, written by a former civil rights investigator in the U.S. Department of Education's Office for Civil Rights (OCR), contends that ordinary Americans advocating for equal educational opportunity for students of color might enlist OCR more actively and knowingly to help secure racial equality of opportunity 50 years after Brown. Now a scholar of racial inequality in education, the author shows that OCR's original purpose of rooting out racial discrimination in federally funded educational programs has been both hampered by hostile administrations and eclipsed by nonrace casework in the years since OCR's inception. The author argues that to successfully enlist OCR's civil rights tools today, complainants must arrive at OCR with as much concrete evidence of racial harm as possible and be ready to navigate some core disputes over defining and investigating racial discrimination in the current era.

Categorical Eligibility for Special Education: The Enshrinement of the Medical Model in Disability Policy

To qualify for the right to a free and appropriate public education, disabled students in most states must meet the categorical eligibility requirements outlined in Section 300.7 of IDEA. The fundamental question posed in this article is: do students with disabilities really have a right to equal educational opportunity when that right is tied to a stigmatizing label based on a medical model of disability? This article attempts to answer that question through an analysis of (a) the history of categorical eligibility for special education (b) its purpose and (c) its problems. It then examines some of the changes that have been proposed to current eligibility policies and practices. The article concludes with a rejection of both categorical and non-categorical eligibility and calls for a fundamental restructuring of the educational system and a reconceptualization of the right to equal educational opportunity for students with disabilities.

Equal Educational Opportunity for Students with Disabilities: Legislative Action in Canada

Equal Educational Opportunity for Students with Disabilities: Legislative Action in Canada