Indigenous Student Experience in Higher Education

Higher education today is faced with many challenges. However, behind some of those challenges are potential opportunities. One in particular is the focus on diversity, equity, and inclusion, and especially the unpacking of systems and processes that are increasingly becoming more prevalent in higher education's ecosystem of support, mainly for Indigenous students. This is due in large part to the global shift in the rising diverse student populations across college and university campuses. Indigenous students are entering today's evolving college landscape with a clear sense of purpose. To take advantage of this opportunity, institutions are pivoting their support structures to also facilitate their diverse student populations and learning outcomes. They are developing programs to make sense of the Indigenous student experiences, issues, challenges, and are paying special attention to strategies and infrastructures designed to safeguard their student success.

Education 3.0

Education 3.0 is the confluence of known, effective throughputs in teaching and learning due to changed inputs and desired changes to output across higher education. From increasingly diverse student populations to the need for critical thinking by all, education has fundamentally changed. Practitioners must leverage technologies to scale learning and meet demands by families for more flexible, lifelong learning options. Gone are the days when student bodies had more on-campus, residential, homogeneity, as well as small cohorts from selective admissions. Such changes now require architects of learning to consider the efficacy of various teaching and assessment methods in promoting actual learning versus short-term memorization, as well as how to use technology to do all of this at scale. From neuroscience to learning psychology to education technology, there is an impressive body of research around authentic learning, yet most faculty are largely unaware of this scholarship, seeing instruction dominated by tradition rather than effectiveness.

Engaging Students Through Integrated Pedagogy

This case study presents a model of integrated pedagogy in a two-semester college-level General Chemistry course. The model was designed to engage students safely during the first year of the COVID-19 pandemic. The authors use the term “Integrated Pedagogy” to emphasize that several modes of active learning pedagogy. The technology incorporated into the course was not as an add-on enhancement but as an essential and central element. The laboratory component was integrated into the course as an independent, self-directed experience. Informal student surveys suggest that the model may transform the traditional approaches to chemistry education to meet the changing needs of diverse student populations.

The Application of Kotter's Model of Change in the Higher Education: A Case Study in Vietnam Private Universities

With the changing demands of higher quality teaching profession, especially the increasing trend of studying at private universities, many fail to produce desired effects, even when guided by organizational change models. Educational specialists, educators, academics, school administrators, and even scientists have all contributed to the development of change management as a significant concept. The purpose of this study is to apply Kotter's 8-step model of change to educational administration of private universities in Ho Chi Minh City. Change efforts focus on enhancing faculty capacity to support diverse student success. The change process is planned using Kotter's (1996) eight-step change model and is therefore a regulated, linear, sequential change process. The initial steps were reviewed, and the strategies considered workable. This approach enhances faculty acquisition and project success. Characterization of each step provides insight into ways to apply Kotter's model of change in higher education settings.

Strategies Used by Teachers in Instilling Religious Values in Elementary School Students

Background: This study aims to reveal the strategies used by teachers in instilling religious values ​​in SD Karanganyar district and reveal what are the obstacles experienced by teachers in instilling religious values ​​in SD Karanganyar district. The research subjects in this study are; principals, religious teachers, students, and guardians of students. Method: Data collection techniques used are observation, interviews, and documentation. Data validation using source triangulation. The data analysis technique uses source triangulation. Data analysis techniques use data reduction, presentation of data, and concluding. Results: The study results indicate that the strategies used by teachers in instilling religious values ​​include: (1) Familiarizing students with religious activities every day. (2) Provide good examples/examples for students. (3) Accompanying students in carrying out religious values. (4) Controlling student activities, controlling student worship activities by checking control books or mutabaah books owned by students. (5) Give awards to students who want to carry out a program of activities to inculcate religious values. (6) sanctions for students who violate or do not want to carry out the program for inculcating religious values. At the same time, the obstacles experienced by teachers in instilling religious values ​​in students are (1) Lack of facilities and infrastructure to support the implementation of the program for inculcating religious values. (2) diverse student characteristics. (3) Substitute teachers who have not mastered the reading. (4) parents who do not supervise their children's activities at home.

The Pragmatic American Revisited: A Direct Replication of Pickett and Baker (2014)

In 2014, Pickett and Baker cast doubt on the scholarly consensus that Americans are pragmatic about criminal justice. Previous research suggested this pragmaticism was evidenced by either null or positive relationships between seemingly opposite items (i.e., between dispositional and situational crime attributions and between punitiveness and rehabilitative policy support). Pickett and Baker (2014) argued that because these studies worded survey items in the same positive direction, respondents’ susceptibility to acquiescence bias led to artificially inflated positive correlations. Using a simple split-ballot experiment, they manipulated the direction of survey items and demonstrated bidirectional survey items resulted in negative relationships between attributions and between support for punitive and rehabilitative policies. We replicated Pickett and Baker’s (2014) methodology with a nationally representative sample of American respondents supplemented by a diverse student sample. Our results were generally consistent, and, in many cases, effect sizes were stronger than those observed in the original study. Americans appear much less pragmatic when survey items are bidirectional. Yet, we suggest the use of bidirectional over unidirectional survey items trades one set of problems for another. Instead, to reduce acquiescence bias and improve overall data quality, we encourage researchers to adopt item-specific questioning.

Teaching languages in multicultural surroundings: New tendencies

The purpose of this article is to help language teachers at all levels of education to understand in depth problems posed by linguistic superdiversity. Based on the study of scholarly literature, documents of educational bodies and the authors experience in language teaching in different countries, the article answers the question of how the teaching of world languages such as English and Russian is changing due to the recognition that their functions and status differ in various countries. We explore why, despite gradual changes in curricula, there is still pervasiveness of pedagogies attempting to achieve a perfect command of the studied languages, without considering students needs and language repertoires, the local sociolinguistic situation and labor market requirements. We focus on methods of teaching English and Russian, taking into account various aspects of language ideologies related to mono- and pluricentricity. To show the dependence of language teaching on the socio-cultural situation, we apply the concept of Critical Language Awareness covering aspects of language variation and changes in attitudes to normativity, prescriptivism and regional language varieties. We also show that innovative pedagogies put new demands on teachers requiring that they have to adjust to new teaching formats, acquire skills of using educational technologies and teaching diverse student populations. The focus of the review on teaching English and Russian proves that despite different histories of their pedagogies, the interplay of language, ethnicity, identity, culture and education systems is significant for both, and without taking all these elements into account, the goal of educating effective multilinguals is elusive.

Challenging Scripted Curricula With Adaptive Teaching

Although adaptive teaching is considered a cornerstone of effective instruction, there remains a lack of focus on teacher adaptability in policy, professional practice, and teacher education in the United States. High-profile educational reform efforts have pressured districts and states across the nation to rely on prescriptive curricula that fail to meet the linguistic, cultural, and instructional needs of the nation’s diverse student population. In this article, we describe the development of the Adaptive Teaching Inventory and present validity evidence from our administration in the United States. These findings provide insight into the potential for widespread implementation of adaptability and its focus to support teacher professionalism and decision-making. The discussion centers on moving adaptability to the forefront of policy and practice efforts to counter the prevailing emphasis on restrictive curricula that has stymied teachers in their efforts to support students for far too long. Implications for administrators, policymakers, and researchers are discussed.

An intersectional approach to sexual violence prevention?: Young people's experiences in New Zealand

<p>Sexual consent programmes for secondary schools have received more recent attention within New Zealand, yet no in-depth research has examined what an inclusive programme may look like. This project assists in addressing this gap in literature, by exploring the challenges of developing programmes for diverse student populations, between 13-18 years old, which will be meaningful and impactful. This project was guided by an intersectional feminist framework and employed a qualitative approach to this work. Semi-structured face-to-face interviews were conducted with ten young people who had participated in sexual consent programmes while they were in secondary school. Interviews were conducted with five key informants. All had extensive knowledge of sexual violence and experience developing and/or delivering sexual consent programmes to young people. This study found that mandatory sexual health programmes within secondary schools often maintained risk focussed approach to sexual consent education, which had a detrimental impact on young women in this study, by denying their sexual agency and reinforcing victim blaming attitudes and stereotypical gender roles. These programmes oversimplified consent negotiations and failed to consider how this process becomes more complex through the influence of social and contextual factors. The findings also revealed variation between and within the diverse identity groups of young people. Multiple programmes were found to approach consent education through a dominantly Pakeha lens and were underpinned by the assumption of heterosexuality. There are strategies facilitators could implement, such as incorporating the use of gender fluid language and the inclusion of existing value frameworks into programmes to make the content more relevant to all young people. The findings of this project assists the ongoing development and delivery of consent programmes by drawing attention to considerations facilitators should be aware of when catering to diverse student populations.</p>

An intersectional approach to sexual violence prevention?: Young people's experiences in New Zealand

<p>Sexual consent programmes for secondary schools have received more recent attention within New Zealand, yet no in-depth research has examined what an inclusive programme may look like. This project assists in addressing this gap in literature, by exploring the challenges of developing programmes for diverse student populations, between 13-18 years old, which will be meaningful and impactful. This project was guided by an intersectional feminist framework and employed a qualitative approach to this work. Semi-structured face-to-face interviews were conducted with ten young people who had participated in sexual consent programmes while they were in secondary school. Interviews were conducted with five key informants. All had extensive knowledge of sexual violence and experience developing and/or delivering sexual consent programmes to young people. This study found that mandatory sexual health programmes within secondary schools often maintained risk focussed approach to sexual consent education, which had a detrimental impact on young women in this study, by denying their sexual agency and reinforcing victim blaming attitudes and stereotypical gender roles. These programmes oversimplified consent negotiations and failed to consider how this process becomes more complex through the influence of social and contextual factors. The findings also revealed variation between and within the diverse identity groups of young people. Multiple programmes were found to approach consent education through a dominantly Pakeha lens and were underpinned by the assumption of heterosexuality. There are strategies facilitators could implement, such as incorporating the use of gender fluid language and the inclusion of existing value frameworks into programmes to make the content more relevant to all young people. The findings of this project assists the ongoing development and delivery of consent programmes by drawing attention to considerations facilitators should be aware of when catering to diverse student populations.</p>