Case Studies of Aboriginal Students - a Measure of Success for Tertiary Students

1989 ◽  
Vol 17 (1) ◽  
pp. 8-24 ◽  
Author(s):  
P.C. Taylor ◽  
J.A. Malone ◽  
D.F. Treagust
Keyword(s):  
Case Studies ◽  
Aboriginal People ◽  
Individual Learning ◽  
Learning Needs ◽  
Central Concern ◽  
Aboriginal Students ◽  
Successful Students ◽  
Course Of Study

The issue of selecting potentially successful students for a course of study is of central concern to course organisers. Nowhere is this issue of more concern than in the area of bridging courses designed to promote access to tertiary courses and professions in which Aboriginal people are grossly under-represented. Organisers of bridging courses are faced with the problem of identifying potentially successful candidates and designing courses to meet their individual learning needs. The problem exists because of the unprecedented nature of innovative courses catering for newly defined clientele such as mature-aged, urban and academically aspiring Aboriginal students.

scholarly journals Developing the practice of pre-service physical education teachers through a dyad model of lesson study

2021 ◽  
pp. 1356336X2110046
Author(s):  
Penny Lamb ◽  
Graham King
Keyword(s):  
Physical Education ◽  
Lesson Study ◽  
Computer Mediated Communication ◽  
Learning To Teach ◽  
Individual Learning ◽  
Theory And Practice ◽  
Learning Needs ◽  
Cross Sectional ◽  
Holistic View ◽  
School Based

This article reports on a dyad model of lesson study aimed at scaffolding the theory and practice of learning to teach physical education. Participants were pre-service teachers (PSTs) completing a 38-week Master’s-level Postgraduate Certificate in Education in eastern England, training to teach the secondary age range (11–18 years). A total of 40 PSTs volunteered to participate in the study during their school-based training. A three-year cross-sectional case-study framework involving three distinct cohorts of PSTs allowed for a comparison of data, captured through computer-mediated communication. Dialogue through email communications and electronic evaluations was analysed inductively. Three substantive themes were identified as a result of the PSTs’ experiences: (a) developing confidence in the classroom through collaboration with a peer; (b) developing physical education pedagogies to support students’ individual learning needs; and (c) developing physical education pedagogies to support assessment of students’ progress. The dyad lesson study model provided a safe and non-hierarchical platform for collaboration between PSTs. Peer-to-peer reflection on aspects of their own practice instilled confidence and enhanced understanding, particularly in relation to understanding students’ individual learning needs to promote progress and assessing such progress. Dyad lesson study positively supported PSTs’ professional development against prescribed Teachers’ Standards beyond the formal hierarchical rules and structures associated with the school-based training process. Such collaborative conversations can help to minimise professional isolation for PSTs during their school-based training and address the juxtaposition of connecting the theory of learning to teach with a holistic view of student learning in practice.

Reflecting on how we learn

2019 ◽  
Vol 33 (4) ◽  
pp. 45-48
Keyword(s):  
Case Studies ◽  
Design Methodology ◽  
Reading Time ◽  
Individual Learning ◽  
Content Type ◽  
Learning Pathways ◽  
Pertinent Information ◽  
Student Reflections ◽  
Practical Implications ◽  
Specific Learning

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings This paper explores student reflections during entrepreneurial learning, revealing new insights into the interaction between cognition, conation and affection and finding patterns in individual learning profiles that indicate four specific learning pathways. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Providing consistent patient education across the continuum of cancer care.

2017 ◽  
Vol 35 (8_suppl) ◽  
pp. 187-187
Author(s):  
Becky Hoff ◽  
Heidi Tonne
Keyword(s):  
Patient Education ◽  
Patient Experience ◽  
Cancer Care ◽  
Individual Learning ◽  
Smooth Transition ◽  
Cancer Center ◽  
Learning Needs ◽  
Team Members ◽  
Role Expectation ◽  
Education Delivery

187 Background: The need for consistent patient education across Cancer Care Services was identified while planning for the Fred and Pamela Buffett Cancer Center. Work began in November 2015 to validate if education provided by multiple providers in various settings was consistent and delivered a clear message to patients. A plan was developed to provide consistent education across the care continuum with the goal of enhancing patient experience, improving staff workflow and defining expectations for patient education. Methods: A survey to assess the current state of education was conducted. Participants in the survey included multidisciplinary team members from inpatient and ambulatory care settings. Five questions were asked about education consistency. Comments about the current and future state of education were encouraged. An audit of educational materials was completed and outdated resources eliminated. Results: 456 surveys were sent with 154 surveys completed (34% return rate). Five major themes emerged (documentation, role expectation, resource standardization/availability, handoff between departments and disciplines, and assessment of individual learning needs). The documentation in Electronic Medical Record was inconsistent and unable to easily assess learner progress. Role expectation was poorly defined with no consistent approach to education delivery. Resource standardization/availability had varying availability of education materials and staff unaware of resources. Handoff between departments and disciplines had inconsistent documentation and no established process to identify needs and barriers related to successful handoffs. Assessment of individual learning needs had unknown compliance in completing the Learning Questionnaire. A team was assembled to address the themes. A process map of patient education was created starting at the initial encounter through end of treatment. Staff was educated on their role, available resources, and documentation expectations. Conclusions: Conducting an evaluation of the patient education process allows for identification of improvement opportunities. This reduces patient confusion and increases trust. Patient satisfaction scores related to education have increased. This work enhanced the patient experience and helped prepare for a smooth transition of patient education initiatives into our new cancer center.

scholarly journals The MacPhail Family Aboriginal Pride Program of Calgary

2020 ◽  
Vol 6 (2) ◽  
pp. 14-19
Author(s):  
Joanne Pinnow ◽  
Shane R. Gauthier
Keyword(s):  
Graduation Rates ◽  
School Environment ◽  
Aboriginal People ◽  
Field Trips ◽  
Children And Youth ◽  
Attendance Rates ◽  
United Way ◽  
Aboriginal Students ◽  
Aboriginal History ◽  
Aboriginal Children

Since 1997, certain schools within Calgary have adopted the MacPhail Aboriginal Pride Program. This pilot program intends “to increase graduation rates among Aboriginal students, which historically have been lower than that of their non-Aboriginal peers. Its approach is based on the premise that students who bond and relate to their school environment are more likely to stay in school and succeed academically” (Calgary United Way, 2010). The Aboriginal population has been growing quickly, and Aboriginal children account for a growing proportion of all of the children in Canada (O’Donnel, 2006, p. 65). However, despite growing numbers, many Aboriginal children who live off reserve are being raised in communities where Aboriginal people represent only a small minority. In these communities, it is difficult to maintain ties to Aboriginal traditions and cultures. The MacPhail Aboriginal Pride Program attempts to help Aboriginal children and youth maintain these cultural ties and helps by infusing Aboriginal history and culture in the curriculum and by encouraging activities such as field trips and presentations. The MacPhail Aboriginal Pride Programs in Calgary strive to “achieve higher graduation rates, have consistent attendance rates, and experience a sense of pride in their culture and a willingness to share their culture with non-aboriginal peers and families.”

scholarly journals Classroom Implementation of Instructional Strategies and Techniques that are Based on Universal Instructional Design Principles and Support Diversity

10.28945/4197 ◽  
2019 ◽  
Keyword(s):  
Instructional Design ◽  
Instructional Strategies ◽  
Classroom Environment ◽  
Vision Loss ◽  
Design Principles ◽  
Individual Learning ◽  
Instructional Materials ◽  
Future Research ◽  
Learning Needs ◽  
Diverse Population

Aim/Purpose: This paper describes foundational principles of universal instructional design (UID), which is also known as universal design for learning, that support accessibility and inclusivity for a diverse population of students and discusses how these design principles and instructional strategies are being implemented in courses we instruct. Background: The goal of any instructor should be to ensure all students have their learning needs met. Unfortunately, this is complex. Each student is unique and can have individual learning needs and preferences. Consequently, it would likely be impossible to create instructional materials that address the specific learning needs and preferences of every individual. Principles of UID help to minimize this challenge. UID strategies should support deaf and hard of hearing individuals, students with a vision loss, learners who have difficulties staying focussed, weak readers, academically-weak students, students with low confidence, learners with high anxiety, individual learning preferences, and cultural minorities. UID principles should also lead to the creation of instructional materials that support cognitively-gifted students. The principles applied in our classroom, based on the principles of UID, helped to address these challenges that students have and foster a classroom environment that was conducive to supporting the diversity in our student population. Methodology: This is not applicable because this is a practical paper, not a research paper. Contribution This paper provides practical instructional strategies and techniques that can presumably help students with disabilities learn more effectively while also fostering a culture of inclusivity. Findings: There are no formal findings for this paper. Recommendations for Practitioners: Readers should consider applying the discussed instructional strategies and techniques to support their own students that have disabilities. Recommendations for Researchers: Researchers should create instructional interventions for students with specific disabilities and assess whether those interventions help students with that disability learn more effectively. Impact on Society: Although not proven by research on populations of individuals with disabilities, the presented instructional strategies and techniques are presumed to help students with a disability learn more effectively. The aim is for other instructors to create instructional materials with similar instructional strategies and techniques to enable accessibility and promote inclusivity for their diverse population of students. Future Research From a practical perspective, instructors should apply the presented instructional strategies and techniques in their classrooms for their diverse population of students. In-class research could be done afterwards.

Five Case Studies on Tackling Real-World Problems as a Means to Increase Student Engagement

2021 ◽  
pp. 142-158
Author(s):  
Mark Patrick Ryan
Keyword(s):  
Case Studies ◽  
Real World ◽  
Content Standards ◽  
Learning Needs ◽  
Leadership Roles ◽  
Student Survey ◽  
Teacher Interviews ◽  
Achievement Data ◽  
Real World Problem ◽  
Authentic Learning Experiences

Five case studies detail teachers and professors who use a real-world problem as the basis for planning and implementing a comprehensive unit of authentic learning experiences aligned with academic content standards, instructed with high levels of rigor, and assessed authentically to determine the extent to which students mastered the standards. The text details how the instructor works with students to identify a meaningful problem, aligns appropriate work products to standards and instructional activities, and adapts the plan to address varying student learning needs. A mixed methods approach used student achievement data, student and teacher interviews, and a student survey. Increases were seen in students' self-efficacy, as well as their abilities to collaborate, communicate both verbally and in writing, engage in higher order thinking, conduct research, apply knowledge to novel circumstances, justify opinions, and assume leadership roles.

Individual Learning Needs and Designing Learning Programs

2014 ◽  
pp. 54-66
Author(s):  
Margaret Baguley ◽  
Patrick Alan Danaher ◽  
Andy Davies ◽  
Linda De George-Walker ◽  
Janice K. Jones ◽  
...  
Keyword(s):  
Individual Learning ◽  
Learning Needs ◽  
Learning Programs

“The system of compulsory education is failing”

2018 ◽  
Vol 47 (2) ◽  
pp. 143-154 ◽  
Author(s):  
Beth Marsden
Keyword(s):  
Indigenous People ◽  
Aboriginal People ◽  
Compulsory Education ◽  
The State ◽  
Aboriginal Education ◽  
Content Type ◽  
Aboriginal Students ◽  
Aboriginal History ◽  
Aboriginal Children ◽  
State Schools

Purpose The purpose of this paper is to examine the ways in which the mobility of indigenous people in Victoria during the 1960s enabled them to resist the policy of assimilation as evident in the structures of schooling. It argues that the ideology of assimilation was pervasive in the Education Department’s approach to Aboriginal education and inherent in the curriculum it produced for use in state schools. This is central to the construction of the state of Victoria as being devoid of Aboriginal people, which contributes to a particularly Victorian perspective of Australia’s national identity in relation to indigenous people and culture. Design/methodology/approach This paper utilises the state school records of the Victorian Department of Education, as well as the curriculum documentation and resources the department produced. It also examines the records of the Aborigines Welfare Board. Findings The Victorian Education Department’s curriculum constructed a narrative of learning and schools which denied the presence of Aboriginal children in classrooms, and in the state of Victoria itself. These representations reflect the Department and the Victorian Government’s determination to deny the presence of Aboriginal children, a view more salient in Victoria than elsewhere in the nation due to the particularities of how Aboriginality was understood. Yet the mobility of Aboriginal students – illustrated in this paper through a case study – challenged both the representations of Aboriginal Victorians, and the school system itself. Originality/value This paper is inspired by the growing scholarship on Indigenous mobility in settler-colonial studies and offers a new perspective on assimilation in Victoria. It interrogates how curriculum intersected with the position of Aboriginal students in Victorian state schools, and how their position – which was often highly mobile – was influenced by the practices of assimilation, and by Aboriginal resistance and responses to assimilationist practices in their lives. This paper contributes to histories of assimilation, Aboriginal history and education in Victoria.

scholarly journals Encountering Romanitas: Characterising the Role of Agricultural Communities in Roman Britain

Britannia ◽  
2013 ◽  
Vol 44 ◽  
pp. 171-190 ◽  
Author(s):  
Jeremy Taylor
Keyword(s):  
Rural Communities ◽  
Case Studies ◽  
Occupational Identity ◽  
Rural Life ◽  
Potential Significance ◽  
Roman Britain ◽  
Agricultural Communities ◽  
Central Concern ◽  
Identity And Agency

AbstractThere has been a hesitancy in academic discussion of Roman Britain to address the potential significance of the identity and agency of rural communities in shaping the provincial landscape. This article seeks to address the reasons for this before delineating some avenues by which we might better investigate this issue. Through two case studies the importance of kinship, agricultural peers and occupational identity (being farmers) are recognised as potential drivers for the course of rural life in Roman Britain. In so doing the extent to which ‘being Roman’ was really a central concern of many agricultural communities is questioned.

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