The possibilities and practicalities of professional learning in support of Indigenous student experiences in schooling: A systematic review

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.

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Educational Leadership Training, the Construction of Learning Communities. A Systematic Review

Social Sciences ◽

10.3390/socsci7120267 ◽

2018 ◽

Vol 7 (12) ◽

pp. 267 ◽

Cited By ~ 1

Author(s):

Inmaculada García-Martínez ◽

Miguel Díaz-Delgado ◽

José Ubago-Jiménez

Keyword(s):

Systematic Review ◽

Educational Leadership ◽

Instructional Leadership ◽

Professional Learning Communities ◽

Learning Communities ◽

Professional Learning ◽

Training Model ◽

Shared Responsibility ◽

Education Systems ◽

Head Teachers

Instructional leadership notions and practices allow educators to engage in relevant roles within schools. Instead of implementing these concepts in professional programs, Mexican and Spanish education systems still preserve a “technically oriented” training model that separates educational and professional aims. Diverse studies have identified the benefits of implementing instructional leadership orientations within “Educational cooperation”, “Cooperative education”, “Team teaching” and “Teacher leadership” at schools. This systematic review conducted using Web of Science—contributes by organizing the produced knowledge and identifies the main findings reported by the academic literature on this topic. It seeks to answer the following questions: (1) What are the contributions of this research to the education systems examined? (2) What kind of knowledge about educational leadership and professional learning communities can be inferred from them? Results from the majority of studies found that instructional leadership offers a useful tool to promote shared responsibility between teachers and head teachers and supports professional learning communities. A main conclusions of the present study is that it highlights the importance of bypassing existing bureaucratic practices within schools in order to replace the traditional “technical orientation” of training programs. Instructional leadership may facilitate some of the required transformations in the context of global educational reform.

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Indigenous student literacy outcomes in Australia: a systematic review of literacy programmes

Asia-Pacific Journal of Teacher Education ◽

10.1080/1359866x.2019.1700214 ◽

2019 ◽

pp. 1-24

Author(s):

Amanda Gutierrez ◽

Kevin Lowe ◽

John Guenther

Keyword(s):

Systematic Review ◽

Indigenous Student ◽

Literacy Outcomes

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Exploring Latent Topics and Research Trends in Mathematics Teachers’ Knowledge Using Topic Modeling: A Systematic Review

Mathematics ◽

10.3390/math9222956 ◽

2021 ◽

Vol 9 (22) ◽

pp. 2956

Author(s):

Sunghwan Hwang ◽

Eunhye Cho

Keyword(s):

Systematic Review ◽

Content Knowledge ◽

Professional Learning ◽

Mathematics Teachers ◽

Topic Modeling ◽

Research Trends ◽

Pedagogical Content ◽

Knowledge For Teaching ◽

Mining Technique ◽

Over Time

Mathematics teachers’ knowledge is considered one of the most critical factors in instruction and student achievement. As such, various studies have focused on mathematics teachers’ knowledge. Despite the expansion of the field, however, a systematic review was rarely implemented. Therefore, this study aimed to identify major research topics and trends on mathematics teachers’ knowledge by analyzing abstracts of 3485 scholarly articles published from 1987 to 2021. Using a text-mining technique, 11 underlying topics were found in the articles. The topics were classified based on their relationships and the following four groups were identified: “assessment”, “teachers’ knowledge for teaching”, “students’ knowledge and understanding”, and “teachers’ professional learning”. Over time, the analysis of research trends showed that professional development is the most popular topic, followed by pedagogical content knowledge and students’ mathematical understanding. Moreover, the popularity of these topics has not changed considerably over time. This study provides implications based on these results.

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