scholarly journals Equality in education

2005 ◽  
Vol 3 (2) ◽  
pp. 131-164 ◽  
Author(s):  
Kathleen Lynch ◽  
John Baker
Keyword(s):  
Teaching And Learning ◽  
Integrated Approach ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Wide Range ◽  
Assessment Systems ◽  
Discrete Area ◽  
Key Dimensions ◽  
Inclusive Processes ◽  
Equality In Education

Transforming schools into truly egalitarian institutions requires a holistic and integrated approach. Using a robust conception of ‘equality of condition’, we examine key dimensions of equality that are central to both the purposes and processes of education: equality in educational and related resources; equality of respect and recognition; equality of power; and equality of love, care and solidarity. We indicate in each case some of the major changes that need to occur if we are to promote equality of condition. Starting with inequalities of resources, and in particular with inequalities tied to social class, we argue for abandoning rigid grouping policies, challenging the power of parents in relation to both selection and grouping, and changing curricula and assessment systems to make them more inclusive of the wide range of human intelligences. In relation to respect and recognition, we call for much more inclusive processes for respecting differences, not only in schools’ organizational cultures, but also in their curriculum, pedagogy and assessment systems. Regarding inequalities of power, we call for democratization of both teacher-student relationships and school and college organization. For promoting equality of love, care and solidarity, we argue that schools need to develop an appreciation of the intrinsic role that emotions play in the process of teaching and learning, to provide a space for students and teachers to talk about their feelings and concerns, and to devise educational experiences that will enable students to develop their emotional skills or personal intelligences as a discrete area of human capability.

scholarly journals STUDENTS’ PERSPECTIVES ON ONLINE LEARNING – ARE THEIR EXPECTATIONS MET BY CURRENT TEACHING PRACTICES?

2021 ◽  
Vol LXIX (1) ◽  
pp. 73-91
Author(s):  
Iulia Gonţa ◽  
Cristina Tripon
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Experience ◽  
Traditional Learning ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students

The challenges of online learning, created by the COVID-19 pandemic, have prompted a significant demand in researching this particular field of education. The adaptation to online learning, unfortunately, was applied in a context of unprepared teachers and students. This situation was caused by the new format of education, which differs significantly from massive open online courses, traditional learning or distance learning. The new hybrid model of education, prompted by the pandemic, has certainly become a trend that could incite future transformations in terms of teaching and learning. To better understand the specifics of this type of online learning, we asked the students (N = 705) from the University POLITEHNICA of Bucharest to express their opinion on their learning experience during the pandemic. The survey included the problems and expectations of the interviewees, and the research results were analyzed in the article. Our goal was to improve educational practices in the virtual educational environment. In this regard, we analyzed the important components of online learning, focusing on the following ones: the quality of the educational resources used to support the content, the improvement of the quality of the teacher- student relationships, time management, online assessment. The article also provides solutions for effective online learning, from the students’ perspective.

scholarly journals Emergency online school learning during COVID-19 lockdown: A qualitative study of adolescents’ experiences in Italy

2022 ◽  
Author(s):  
Iana Tzankova ◽  
Christian Compare ◽  
Daniela Marzana ◽  
Antonella Guarino ◽  
Immacolata Di Napoli ◽  
...  
Keyword(s):  
High School ◽  
Content Analysis ◽  
Collaborative Learning ◽  
Qualitative Study ◽  
Teaching And Learning ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Online School ◽  
School Learning

AbstractThe COVID-19 pandemic caused abrupt and profound changes to teaching and learning. The present study seeks to understand adolescents’ experiences of the emergency adoption of online school learning (OSL) during the first national lockdown in Italy. Sixty-four students in their final two years of high school were interviewed and content analysis was performed. The findings describe students’ views of the changes related to OSL according to structural, individual and relational dimensions. Schools’ lack of organization, overwhelming demands, as well as experience of difficulties in concentration, stress and inhibited relationships with teachers and classmates were among the challenges evidenced in the transition. OSL, however, has also made it possible to experience a new flexibility and autonomy in the organization of learning. The study stresses the importance of fostering adaptation of teacher-student relationships and collaborative learning in order to improve schools’ preparedness for digital transitions in and out of emergencies.

scholarly journals Teaching English as a Foreign Language in Saudi Arabia: Struggles and Strategies

2018 ◽  
Vol 6 (1) ◽  
pp. 133
Author(s):  
Tanzin Ara Ashraf
Keyword(s):  
Saudi Arabia ◽  
Effective Teaching ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
First Year ◽  
First Year Students ◽  
Teacher Student Relationships ◽  
Effective Teaching Strategies ◽  
Teacher Student ◽  
And Mathematics

This paper is based on action research carried out in King Khalid University, Saudi Arabia. The purpose of this study is to investigate the vital issues related to the teaching of English in Saudi Arabia. Some major problems include: influence of mother tongue, less exposure to English in day to day life, attitude towards teaching and learning English, lack of recent trends of EFL teaching, enrolling larger number of students in EFL classes and failure of creating effective teaching environment. The research is conducted among the first year students of Chemistry and Mathematics of King Khalid University, studying Intensive English (Blended Course) as university requirement for 12 hours a week for 15 weeks. The study proposes some remedial measures which recommend introducing English from the beginning of primary level, modern and effective teaching strategies, selecting appropriate textbooks, building sound teacher-student relationships and implementing diverse assessment methods.

scholarly journals Transition from Primary to Secondary School Mathematics: Students’ Perceptions

2012 ◽  
Vol 2 (1) ◽  
pp. 31-43
Author(s):  
Catherine Attard
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
First Year ◽  
Mathematics Students ◽  
Longitudinal Case Study ◽  
Student Interactions ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
South Wales ◽  
Pedagogical Relationship

During a longitudinal case study on engagement in Australian middle school years mathematics, 20 students in their first year of secondary school in Western Sydney, New South Wales, were asked about their experiences of the transition to secondary school in relation to their experiences of mathematics teaching and learning. Changes and disruptions in teacher-student relationships were a major cause of concern. This was due to fewer opportunities for teacher-student interactions and a heavy usage of computer-based mathematics lessons during the first months of secondary school. Findings indicate that a strong pedagogical relationship is a critical foundation for sustained engagement in mathematics during the middle years.

scholarly journals Socio-emotional empowering through mediation to resolve conflicts in a civic way

2014 ◽  
Author(s):  
Sara Ibarrola-García ◽  
Concha Iriarte
Keyword(s):  
Conflict Resolution ◽  
Civic Education ◽  
Affective Dimension ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Moral Improvement ◽  
Teacher Student ◽  
The Social ◽  
Wide Range

Schools are responsible for civic education and for educating the students so they may live together. This means that they need to develop educative processes that take into account the social and affective dimension of the classroom, such as improvements in the atmosphere at school and the quality of teacher–student relationships. Practical strategies are required to carry out these procedures. Foremost among these strategies is mediation as a conflict resolution procedure in school. This also promotes a wide range of emotional, socio-cognitive, and socio-moral skills, and can be influential in the development of effective civic behaviour to improve the community. In this study we present and analyse the results of a study conducted in 13 schools in Navarre, Spain, with 50 teacher mediators, 33 peer mediators, and 23 student participants aged between 13 and 18 ( x =15.27 and s=1.543), all of whom are involved in mediating processes, in order to perform mediation in a systematic way with the objective of bringing about socio-moral improvement.

What influences teachers' self-efficacy in East Asia? Evidence from the 2018 Teaching and Learning International Survey

2021 ◽  
Vol 49 (5) ◽  
pp. 1-13
Author(s):  
Yi An ◽  
Li Li ◽  
Xiaoman Wei
Keyword(s):  
East Asia ◽  
Hierarchical Linear Modeling ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Social Utility ◽  
School Level ◽  
International Survey ◽  
Linear Modeling ◽  
Teacher Student Relationships ◽  
Teacher Student

Teachers' self-efficacy plays an essential role in shaping an effective teaching and learning environment. We investigated the factors influencing teachers' self-efficacy in three typical and influential East Asian countries: China, Japan, and South Korea. Data were sourced from the 2018 Teaching and Learning International Survey. We used hierarchical linear modeling to examine the effects of teacher-and school-level factors on teachers' self-efficacy. Results show that teaching years, teaching practices, disciplinary climate, teacher–student relationships, job satisfaction, and social utility motivation to teach were significantly associated with teachers' selfefficacy in each location. In addition, at the school level, teachers in China who worked in private and urban schools had higher self-efficacy than those who worked in public and rural schools. Implications for improving teachers' self-efficacy in East Asia are discussed.

scholarly journals Democracy in the classroom

2018 ◽  
Vol 10 (2) ◽  
pp. 181-194
Author(s):  
Tony Leach
Keyword(s):  
Classroom Practice ◽  
Teaching And Learning ◽  
Third Space ◽  
Democratic Citizenship ◽  
Student Relationships ◽  
Role Identities ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students ◽  
School Democracy

This article presents the case for a progressive education that embraces notions of democratic values in the classroom, and an education for democratic citizenship. Informed by John Dewey’s and Martin Buber’s philosophies of education, and Homi Bhabha’s concept of ‘third space’ work, the article examines the problematic and contested issues of emancipation and empowerment for learning in the classroom and across the school. Democracy in schooling requires a learning environment where teachers and students are encouraged and empowered to engage in mutual dialogue over matters to do with teaching and learning. Acknowledging this requirement, and the traditional agential and power-related positioning of teacher–student relationships and role identities in the classroom and across the school, this article argues for the creation of learning environments where classroom practice is democratically ‘top-down’ teacher-guided and ‘bottom-up’ student-informed.

A Systematic Study for Digital Innovation in Management Education

2021 ◽  
pp. 1439-1455
Author(s):  
Subhra Rani Mondal
Keyword(s):  
Moral Education ◽  
Education System ◽  
Teaching And Learning ◽  
Management Education ◽  
Integrated Approach ◽  
Problem Solver ◽  
Teacher Student ◽  
Modern Business ◽  
World Class ◽  
Approach To Teaching

The past two decades have witnessed an unrelenting expansion of management education around the world. At the same time, however, influential scholars—Mintzberg, Bennis, Pfeffer, and others—have leveled pointed critiques at these programs questioning their quality and relevance, as well as their approach to teaching and learning. In the present era of globalization, information technology is really an opportunity for the management education system in Vietnam to convert it to be globally competitive through world-class quality. The present management education model in Vietnam drags the features of the British model designed by the British to train the natives as “OGA,” enabling them to run the administration of the country at that time. Now the management or business education system has changed. Many modern business schools introduced several features in the management education system as replacing the traditional model of curriculum-teacher-student by problem-coach-problem solver, moral education, competence-based techniques approach, etc. This chapter explores and integrated approach to problem-based learning in Vietnam.

A Systematic Study for Digital Innovation in Management Education

2020 ◽  
pp. 104-120
Author(s):  
Subhra Rani Mondal
Keyword(s):  
Moral Education ◽  
Education System ◽  
Teaching And Learning ◽  
Management Education ◽  
Integrated Approach ◽  
Problem Solver ◽  
Teacher Student ◽  
Modern Business ◽  
World Class ◽  
Approach To Teaching

The past two decades have witnessed an unrelenting expansion of management education around the world. At the same time, however, influential scholars—Mintzberg, Bennis, Pfeffer, and others—have leveled pointed critiques at these programs questioning their quality and relevance, as well as their approach to teaching and learning. In the present era of globalization, information technology is really an opportunity for the management education system in Vietnam to convert it to be globally competitive through world-class quality. The present management education model in Vietnam drags the features of the British model designed by the British to train the natives as “OGA,” enabling them to run the administration of the country at that time. Now the management or business education system has changed. Many modern business schools introduced several features in the management education system as replacing the traditional model of curriculum-teacher-student by problem-coach-problem solver, moral education, competence-based techniques approach, etc. This chapter explores and integrated approach to problem-based learning in Vietnam.

Teaching as invasion: emotions, boundaries and entanglements

2020 ◽  
Vol 19 (4) ◽  
pp. 479-491
Author(s):  
Erin B. Stutelberg
Keyword(s):  
Teaching And Learning ◽  
Open Space ◽  
English Teachers ◽  
New Materialism ◽  
Content Type ◽  
Teacher Student Relationships ◽  
Memory Work ◽  
Teacher Student ◽  
Everyday Classroom ◽  
Collective Memory Work

Purpose This paper aims to engage nine women English teachers in exploring their personal memories centered around the perception of their raced, classed and gendered teacher bodies, and led them to conceptualize teaching as invasion. Design/methodology/approach The process of collective memory work (CMW), a qualitative feminist research method, was used to structure collaborative sessions for the nine women English teachers. In these sessions, the group took up the CMW process as the memories were written, read, analyzed and theorized together. Findings The analyses of two memories from our group's work builds understanding of how the use of new materialism and a conceptualization of emotions as social, collective and agentic, can expand the understanding of the teacher bodies and disrupt normalizing narratives of teaching and learning. The post-humanist concept of intra-action leads one to better understand the boundaries in the teacher – student relationships that is built/invaded, and to see the ways materials, humans, emotions and discourses are entangled in the teaching encounters. Originality/value This study demonstrates how sustained and collective research methodologies like CMW can open space for teachers to more fully explore their identities, encounters and relationships. Further, unpacking everyday classroom moments (through the framework of literacy-as-event) can yield deep and critical understanding of how bodies, emotions and non-human objects all become entangled when teaching becomes an act of invasion.

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