scholarly journals Re-Conceptualizing Inclusive Pedagogy in Practice in Higher Education

2021 ◽  
pp. 29-63
Author(s):  
Marcia Livingston-Galloway ◽  
Andree Robinson-Neal
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Educational System ◽  
Educational Institution ◽  
Faculty Members ◽  
First Century ◽  
Academic Needs ◽  
Racially Diverse ◽  
Educational Stakeholders ◽  
Inclusive Pedagogy

Twenty-first-century classrooms are becoming increasingly culturally, ethnically, and racially diverse and are looking more and more like microcosms. Consequently, students and some educational stakeholders are demanding the inclusion of race, culture, justice, and equality in the curricula and pushing the envelope for more inclusive pedagogy. Central to the concept of inclusive pedagogy are the values of fairness and equity. Proponents of inclusive pedagogy have indicated that numerous variables influence pedagogy, particularly inclusive pedagogy. These values have elicited concerns throughout the educational system regarding how instructors and facilitators serve all learners academic needs in their academies. However, there is no consensus on what constitutes inclusive pedagogy in higher education (HE) or if inclusive pedagogy even exists in that space. Therefore, educational institution leaders need to re-conceptualize their thoughts on inclusive pedagogy. This paper reviews some of the existing literature applicable to inclusive education and inclusive pedagogy. It proposes inclusive pedagogy dimensions that instructors in HE need to consider to effectively implement inclusive pedagogy practice (IPP) in the classroom. It concludes with a conceptual framework for inclusive pedagogy in practice (IPIP) in HE and suggestions of how administrators, faculty members, and course designers can advance the IPIP framework across their campuses.

Administrative Environment And Employee Prductivity In Higher Education A Theoritical View

2019 ◽  
Vol 118 (11) ◽  
pp. 230-243
Author(s):  
Jamal Asad Mezel ◽  
Kiran Das Naik Eslavath
Keyword(s):  
Higher Education ◽  
Work Engagement ◽  
Physical Environment ◽  
High Performance ◽  
Educational Institution ◽  
Positive Association ◽  
Faculty Members ◽  
Employee Productivity ◽  
Administrative Staff ◽  
Administrative Employees

Ensure that from the above theoretical review on administrative context and employee productivity in higher education and there is a positive association between work engagement of faculty members and administrative staff motivate the employees in accomplishing their work regardless of any result that they are more productive. Researchers argue the fact that the physical environment of the institutional and administrative, employees effect job perception attitudes and job satisfaction which is in sequence affects the job performance and employee productivity. Improving the work environment in higher educational institution there is a dissatisfaction and complaints of employee while increasing their productivity the more satisfied employee are with their jobs in high performance and productivity.

scholarly journals Inclusive Education and Learning English as Foreign Language in Algeria: Views from Faculty Members at Abderrahmane Mira University

2021 ◽  
Vol 13 (2) ◽  
pp. 339-353
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Foreign Language ◽  
General Education ◽  
Inclusive Education ◽  
Structured Interview ◽  
General Education Teachers ◽  
Faculty Members ◽  
Current Status ◽  
English As Foreign Language

This is an exploratory case study conducted at the faculty of Letters and languages at the University Abderrahmane Mira of Bejaia -Algeria. It examined general education teachers and faculty members’ views concerning inclusive education (IE) in classes of English as a foreign language (EFL) and identified major issues regarding its future development in higher education. The goal of the present study was to reflect on the current status of inclusive education in the Algerian learning environment. To gather data, a semi-structured interview was conducted with teachers and administration members; the interview results were thematically arranged and results were discussed accordingly. The data of the current study revealed that while faculty members believe and support the idea of education for all, EFL teachers have varying perceptions towards inclusion. In light of this, we tend to conclude that material facilities, teacher training, and professional development are fundamental issues that curtailed its full implementation. Keywords: Algerian learning culture; General education teachers; Higher education; Inclusive education; teacher training.

Challenges of Learning Analytics Execution in the Educational System

2018 ◽  
pp. 28-40
Author(s):  
Manoj Kumar Singh
Keyword(s):  
Higher Education ◽  
Educational System ◽  
Learning Analytics ◽  
First Century ◽  
Teachers And Students ◽  
Twenty First Century ◽  
Essential Set ◽  
Educational Enterprise ◽  
Education Stakeholders

Education for the twenty-first century continues to promote discoveries in the field through learning analytics. The problem is that the rapid embrace of learning analytics diverts educators' attention from clearly identifying requirements and implications of using learning analytics in higher education. Learning analytics is a promising emerging field, yet higher education stakeholders need to become further familiar with issues related to the use of learning analytics in higher education. This chapter addresses the above problem and design of learning analytics implementations: the practical shaping of the human tactics involved in taking on and using analytic equipment, records, and reviews as part of an educational enterprise. This is an overwhelming but equally essential set of design choices from the ones made within the advent of the learning analytics structures themselves. Finally, this chapter's implications for learning analytics teachers and students and areas requiring further studies are highlighted.

Methodological preparedness of a teacher at a higher educational institution as a tool for developing an inclusive educational environment

2020 ◽  
pp. 81-85
Author(s):  
Olga Yurievna Muller
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Educational Institution ◽  
Educational Environment ◽  
Educational Process ◽  
Teaching Staff ◽  
Education Environment ◽  
The Subject ◽  
Higher Educational ◽  
High Level

The article is devoted to the organization of an inclusive educational process in higher education institutions, which is not possible without the formation of a high-level methodological preparedness of the entire teaching staff of an educational institution. The subject of the analysis is the methodological preparedness of a teacher at a higher educational institution to work in an inclusive education environment. In order to examine the object of this research and clarify its internal content, the author considers the structure of methodological preparedness of a teacher at a higher educational institution in an inclusive education environment.

Prospects for the Development of Ideas of Inclusive Education in the Russian Federation

2019 ◽  
Vol 8 (1) ◽  
pp. 77-80
Author(s):  
Д. Фролочкина ◽  
D. Frolochkina ◽  
Ю. Брыкин ◽  
Yu. Brykin
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Russian Federation ◽  
Educational System ◽  
Effective Implementation ◽  
The Russian Federation

The article considers the prospects for the development of inclusive education in the Russian educational system, analyzes the main problems of the implementation of integration ideas and suggests ways of more effective implementation of this concept in professional and higher education.

scholarly journals DIGITALIZATION AND INCLUSIVE EDUCATION: ISSUES AND CHALLENGES

2020 ◽  
pp. 445-449
Author(s):  
Nilam Panchal ◽  
Darshini Dave
Keyword(s):  
Higher Education ◽  
Digital Media ◽  
Inclusive Education ◽  
Education System ◽  
The Other ◽  
Children And Youth ◽  
Considerable Potential ◽  
Educational Stakeholders ◽  
Inclusive Society ◽  
Contemporary Education

Education sector in India has long awaited an overhaul to meet the growing demand for a contemporary education system that is accessible to all. Children and youth in India have in the last decade become increasingly technology-driven, revealing considerable potential and readiness to imbibe and learn using digital media. Digitalization in Higher Education (HE) institutions is an issue that concerns many educational stakeholders. On one hand, digitalization enhances our economic, social and political lives. But on the other hand, it leads to certain negative social impacts. This study has analyzed the movement of digitalization and its contribution in inclusive society.

Teaching the Adult Learner

2018 ◽  
pp. 12-33 ◽  
Author(s):  
Mette L. Baran
Keyword(s):  
Higher Education ◽  
Educational System ◽  
Student Motivation ◽  
Adult Learner ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Quality Outcomes ◽  
Current Structure ◽  
Trusting Relationships

Several authors have discussed that the current structure of the educational system, geared to creating successful employees and consumers, is not adequate for the needs of today's students. Higher education continues to struggle. Today, it is imperative that higher education institutions find renewed confidence from public constituents. The emphasis on this chapter will be what faculty members can focus on to strengthen the learning and quality outcomes of instruction by developing trusting relationships with students and enhanced student motivation.

scholarly journals CONSUMER EXPERIENCE AS A FACTOR OF STUDENT LOYALTY IN HIGHER EDUCATION

2021 ◽  
Vol 6 ◽  
pp. 494-505
Author(s):  
Natalija Sotikova
Keyword(s):  
Higher Education ◽  
Educational System ◽  
Foreign Students ◽  
Educational Institution ◽  
Positive Influence ◽  
Educational Institutions ◽  
Consumer Experience ◽  
Higher Educational Institutions ◽  
Higher Educational ◽  
The Impact

Intensive competition in contemporary education market makes higher educational institutions choose market focused strategy in order to make their offer outstand their other competitors. Defining the factors of experience development, their impact on satisfaction and loyalty of foreign students would help higher educational institutions to create positive experience for foreign students that would later, thanks to this experience, can become loyal and spread positive information about the higher educational institution. Research of these factors is especially topical for Latvia because one of the main directions for development of the state educational system is integration in international educational system. The objective of research is to study the impact of experience developing factors on forming satisfaction and loyalty in higher education. Survey has been used as a research method, questionnaire covered foreign students in Latvia. Data analysis has been conducted with frequency analysis, calculations of central tendency indicators, correlation analysis and path analysis. As a result, it was found that satisfaction with higher educational institution was mainly formed with its capability to fulfil its obvious functions, that is provide qualitative education corresponding with expectations of foreign students. The analysis of impact of general satisfaction with higher educational institution on loyalty demonstrated very strong positive influence: the higher the satisfaction, the more likely foreign students would consider studies in particular higher educational institution to be useful for other foreign students and advise it.  

Internationalization in higher education: faculty tradeoffs under the social exchange theory

2019 ◽  
Vol 34 (3) ◽  
pp. 461-476
Author(s):  
Marcello Romani-Dias ◽  
Jorge Carneiro
Keyword(s):  
Higher Education ◽  
Social Exchange ◽  
Social Exchange Theory ◽  
Educational Institution ◽  
Sample Selection ◽  
Faculty Members ◽  
Exchange Theory ◽  
Content Type ◽  
The Individual ◽  
Internationalization In Higher Education

Purpose Although faculty members are regarded as one of the main agents of internationalization in higher education (IHE), research has focused on the upper levels of analysis (e.g. country or educational institution) rather than the individual. The purpose of this paper is to draw from social exchange theory (SET) to examine how the perceptions of costs and expected rewards affect faculty members’ choices of international activities. Design/methodology/approach This qualitative study adopted as main methods a review of the literature on IHE and in-depth interviews based on a semi-structured script with an international sample. A sample of 16 researches was selected for interview using the snowball technique of sample selection. Findings The authors verified that faculty may seek internationalization in search of job opportunities, greater social approval, greater autonomy and greater security. On the other hand, temporal, monetary, psychological and physical costs discourage faculty members from seeking international insertion. Based on these tradeoffs, our findings suggest that although the basic tenets of SET do apply, the theory does not explicitly address two issues: the fact that costs and rewards are intricately related, and the apparent mismatch between (short-term) costs and (long-term) expected rewards. Originality/value This study contributes to the IHE literature by highlighting the crucial role of faculty – that is, the level of analysis of the individual – which has been under-researched and by setting out the reasoning that supports the decision of faculty members to seek (higher) international insertion. Furthermore, this study extends SET as a plausible explanation for the self-internationalization decision by scholars.

scholarly journals Czech Experience of Future Teachers Training to Work in the Conditions of Inclusive Education

2019 ◽  
pp. 157-177
Author(s):  
Oksana Pluzhnyk ◽  
Olha Shapran
Keyword(s):  
Higher Education ◽  
Czech Republic ◽  
Inclusive Education ◽  
Professional Training ◽  
Educational Institution ◽  
School Teachers ◽  
Master's Programs ◽  
The Czech Republic ◽  
Assistant Teachers ◽  
Teachers Training

The article examines the Czech experience of future elementary school teachers training for activities in the context of inclusive education. The main models of inclusive education in the world and specifically the Czech Republic are considered. The basic laws concerning the training of teachers, special teachers, assistants are analyzed. The basic teachers’ competences are determined according to the Czech standard of the teacher’s profession quality; the necessary conditions for conferring the qualification of primary and secondary school teachers are defined. The system of higher education in the Czech Republic and the educational programs of leading higher educational institutions for the preparation of primary school teachers and special teachers are considered. The Charles University and the Masaryk University were selected for the research as leading, because these institutions ranked the highest in world rankings. The article acquaints readers with the activity of pedagogical faculties of both universities. The particular attention was paid to the activities of the departments of pedagogy and special pedagogy. The curricula of training teachers, assistant teachers for a work in inclusive education were analyzed. This made it possible to state that bachelor/master’s programs were designed to provide graduates with the necessary knowledge, ethical values and practical skills necessary for constructing a pedagogical career. The contents of the bachelor/master’s program provides an extensive and deep knowledge in the fields of inclusive education, including the theory of special pedagogy, the necessary  skills and abilities in providing medical services, knowledge of the behavior of a child with different pathologies or abnormalities. It is found that a theoretical training is given to most of the study time, the courses of in-depth specialization are offered. It is determined that in the process of special teachers’ professional training in the Czech Republic, three main components can be distinguished: general pedagogical, special pedagogical, specialization with a choice in two main types of A and B. The bachelor training is carried out in two models: simultaneous (parallel, integrative) and sequential. During the study, it was emphasized that an adherence to the unified structure of training bachelors/masters of special education for all institutions of higher education in the Czech Republic contributes to improving their theoretical, methodological and practical basis, facilitates the students’ transition from one educational institution to another, an admission to a magistracy in another institution of higher education, gives a few specializations. Consequently, the peculiarities and positive aspects of training specialists for a work in the conditions of inclusive education in the Czech Republic are highlighted in this article as those, that could be used in Ukraine taking into account the peculiarities and traditions of the national high school.

Sign in / Sign up

Export Citation Format

Share Document