scholarly journals It Takes a Village: Listening to Parents

2020 ◽  
Vol 10 (3) ◽  
pp. 53
Author(s):  
Stephen Bolaji ◽  
Sulay Jalloh ◽  
Marilyn Kell
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Government Policies ◽  
Antisocial Behaviors ◽  
Australian Government ◽  
Australian School ◽  
Structured Interviews ◽  
Post Secondary ◽  
African Community ◽  
Policies And Programs

The study was premised on the concern of the migrant African parents about their children’s lack of aspiration for higher education after completing their secondary education in the Northern Territory (NT), Australia. There appears to be little understanding of, or confusion around, the different pathways available to higher education in Australia. The reports and anecdotes around African youths in the NT demonstrating antisocial behaviors, including, but not limited to drug offences, teen pregnancies and suicides prompted this research. These troubling behaviors have culminated in the death of two young boys in the African community in Darwin 2016 and another girl in 2019 in Kathrine. The study comprises of African parents who migrated to NT in Australia from different demographics in Africa. This study used a questionnaire and semi-structured interviews to investigate African parents’ perception of their child’s post-secondary school aspiration. The outcome of this investigation revealed a lack of understanding of the NT Australian school systems and reporting strand on their children performance and the different pathways through which their children can access higher education in Australia. This study provided four recommendations to help African parents understand the NT Australian government policies and programs on education.

scholarly journals The Pertinence of a Culturally Relevant Pedagogy in Internationalized Higher Education

2018 ◽  
Vol 12 (1) ◽  
pp. 1 ◽  
Author(s):  
Rebeca Heringer
Keyword(s):  
Higher Education ◽  
Culturally Relevant Pedagogy ◽  
Culturally Diverse ◽  
Culturally Relevant ◽  
Phenomenological Study ◽  
Structured Interviews ◽  
Post Secondary ◽  
Diverse Context ◽  
University Classrooms ◽  
Relevant Pedagogy

The burgeoning process of internationalization of higher education has greatly transformed university classrooms with the presence of innumerous nationalities. Thus it is imperative that professors are well equipped to teach in such culturally diverse context while sustaining the goals of internationalization. Although a culturally relevant pedagogy has been widely used in many educational settings, including higher education, there is a paucity of studies looking for its pertinence in an internationalized context. Then, based on Gloria Ladson-Billings’ (1995) theoretical framework, this critical phenomenological study depicts the extent to which that approach is also pertinent for informing post-secondary teachers’ work with international students in modern days. Semi-structured interviews were conducted with ten experienced professors across different faculties at a mid-sized Canadian university. Findings reveal that this pedagogy is highly appropriate to illuminate professors’ practices, but this relevance also points to fundamental and urgent aspects that must be taken into consideration when aiming at a democratic and true internationalized education.

scholarly journals College Program Directory

2019 ◽  
Vol 17 (1) ◽  
pp. 1
Author(s):  
Journal Of Emergency Management
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Emergency Management ◽  
Leading Edge ◽  
New Thought ◽  
Practical Applications ◽  
Post Secondary ◽  
Entry Points ◽  
Response And Recovery ◽  
Additional Education

We are pleased to present the inaugural edition of our Journal of Emergency Management Higher Education Program Directory.Our goal was simple, to create an authoritative directory where persons looking towards emergency management could get comprehensive data on all the higher education programs in the field. This profession has a diverse number of entry points. From post-secondary school to professionals changing careers or leaders in the field seeking additional education, individuals need information to pick the programs that will allow for their success.The concept grew out of my recent travels with my sons to local "college fairs" in the Boston area. As we walked the isles past hundreds of colleges, there were signs for "STEM," "Journalism," "Medicine," "Biotech" and more, but there was not one sign promoting "Emergency Management" or "Disaster Sciences." I  thought that was a real tragedy as we need leading edge trained professionals to expand the disaster sciences. We need new thought leaders who can do leading-edge research in the four phases of emergency management: mitigation, preparedness, response, and recovery and roll that into practical applications that will help reduce the exploding costs of disasters both in people and property.

scholarly journals state of post-secondary food studies pedagogy in Canada

2021 ◽  
Vol 8 (4) ◽  
Author(s):  
Phoebe Stephens ◽  
Lucy Hinton
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Undergraduate Students ◽  
Food Systems ◽  
Food Studies ◽  
Postsecondary Institutions ◽  
Structured Interviews ◽  
Post Secondary ◽  
Canadian Higher Education ◽  
Undergraduate Programs

To date, there has been little empirical research on how food studies pedagogy has developed in Canada. Yet, across Canada, more and more postsecondary institutions are offering food studies in formalized programs and individual courses to undergraduate students. This paper contributes to the literature on food studies pedagogy by gathering insights from interviews with key faculty in food studies undergraduate programs at Canadian higher education institutions, and other food studies scholars in Canada. The purpose of this empirical research is to provide clarity regarding the ways that food studies programs are conceptualized and taught to better understand the evolution and future course of food studies pedagogy. Semi-structured interviews were undertaken to explore the normative commitments and philosophical underpinnings of food studies programs; various ways that scholars scope food studies; and challenges faced by food studies programs. We found that food studies programs in higher education in Canada and their associated pedagogy do not have a set of fixed attributes, but they do share common threads. Transformation is a defining characteristic of food studies and its pedagogy and puts critical thinking at the core of how food studies are taught in Canada at the undergraduate level. Interviewees also emphasized the importance of moving beyond critique towards solutions in their teaching to facilitate a transition towards more socially and ecologically just food systems.

Bridging Cultural Identities: Examining Newcomer’s Post-Secondary School Integration Experiences Through an Arts-Based Ethnographic Approach

2021 ◽  
pp. 216769682110276
Author(s):  
Jessica F. Saunders ◽  
Michelle Zak ◽  
Emily Matejko ◽  
Anusha Kassan ◽  
Rabab Mukred ◽  
...  
Keyword(s):  
Identity Development ◽  
Secondary School ◽  
Emerging Adults ◽  
Structured Interviews ◽  
Post Secondary ◽  
Ethnographic Approach ◽  
Intersecting Identities ◽  
Fitting In ◽  
New Education ◽  
Familial Expectations

Many modern emerging adults undertake the task of identity development while navigating life on a post-secondary campus, where they assimilate to new social and learning environments. Emerging adult newcomers (i.e. immigrants) must navigate additional developmental challenges as they reconcile their cultural, ethnic, and personal identity development simultaneously while facing systemic barriers to post-secondary integration. We employed an arts-based engagement ethnography to investigate the post-secondary integration experiences of 10 emerging adults from a person-first perspective. Through cultural probes, individual semi-structured interviews, and focus groups, we identified four key structures to participants’ integration experience: fitting in (through assimilation and accommodation), biculturalism, managing familial expectations, and being a newcomer in the classroom. This research clarifies the key experiences shaping young newcomer identity development and highlights the profound ways in which young newcomers negotiate and reconcile their intersecting identities while integrating into new education contexts following migration.

From Scarcity to Abundance: Achieving Quality-Assured Mass Higher Education

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Peter P. Smith
Keyword(s):  
Higher Education ◽  
Knowledge Economy ◽  
Good Practice ◽  
The United States ◽  
The Other ◽  
Secondary System ◽  
Mass Higher Education ◽  
Post Secondary ◽  
One Year ◽  
The One

The United States is in a bind. On the one hand, we need millions of additional citizens with at least one year of successful post-secondary experience to adapt to the knowledge economy. Both the Gates and Lumina Foundations, and our President, have championed this goal in different ways. On the other hand, we have a post-secondary system that is trapped between rising costs and stagnant effectiveness, seemingly unable to respond effectively to this challenge. This paper analyzes several aspects of this problem, describes changes in the society that create the basis for solutions, and offers several examples from Kaplan University of emerging practice that suggests what good practice might look like in a world where quality-assured mass higher education is the norm.

Theatrology, the New Cultural Management School in Romania

2018 ◽  
Vol 8 (2) ◽  
pp. 255-273
Author(s):  
Ivona Tătar-Vîstraş
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Labour Market ◽  
Paradigm Shift ◽  
Cultural Management ◽  
National Theatre ◽  
New Directions ◽  
Management School

Abstract We are witnessing a paradigm shift regarding the theatrologist’s position in the Romanian theatre environment. While, until recently, theatrology meant cultural journalism, this definition is no longer sufficient or attractive for secondary school graduates. Romania’s higher education offer has changed increasingly in the last years, in the attempt to keep up with the requirements of the labour market; the solution was provided by the area of cultural management. Every last faculty in this sector covers the new direction of study and research. This article seeks to investigate the existing educational offers, which should allow an understanding and a new complete image of the theatrologist in Romania; in our opinion, this image will have an increasing impact on the national theatre community, shaped, of course, by the new directions of study.

Students' Independent Professional Activity in Pedagogical Practice

2010 ◽  
Vol 12 (2) ◽  
pp. 38-58
Author(s):  
Aina Strode
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Empirical Study ◽  
Qualitative Data ◽  
Academic Staff ◽  
Professional Activity ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Criteria And Indicators ◽  
Study Process

Students' Independent Professional Activity in Pedagogical PracticeThe topicality of the research is determined by the need for changes in higher education concerned with implementing the principles of sustainable education. The article focuses on teacher training, highlighting the teacher's profession as an attractive choice of one's career that permits to ensure the development of general and professional skills and an opportunity for new specialists to align with the labour market. The empirical study of students' understanding of their professional activity and of the conditions for its formation is conducted by applying structured interviews (of practice supervisors, students, academic staff); students and experts' questionnaire. Comparative analysis of quantitative and qualitative data and triangulation were used in case studies. As a result, a framework of pedagogical practice organisation has been created in order to form students' independent professional activity. The criteria and indicators of independent professional activity have been formulated and suggestions for designers of study programmes and organisers of the study process have been provided.

ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ СОГЛАСОВАНИЯ ГУМАНИТАРНОГО СТИЛЯ МЫШЛЕНИЯ И ЕСТСТВЕННОНАУЧНОГО ЗНАНИЯ В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ ВУЗА// Academy Journal No.5(17), 2019/ Chief Editor Susan Belih /OEAPS Inc.(Open European Academy of Public Sciences). Tallinn, Estonia. 09.05.2019: OEAPS Inc., 2019. - pp. 45-53.

2019 ◽  
Author(s):  
Раиса Николаевна Афонина ◽  
Людмила Константиновна Синцова
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Teaching Methods ◽  
Natural Science ◽  
Chief Editor ◽  
Interactive Teaching ◽  
European Academy ◽  
Secondary School Education ◽  
New Knowledge ◽  
Knowledge Practice

В статье рассматривается проблема согласования гуманитарного стиля мышления и естественнонаучного знания. Практика показывает, что у студентов, выбравших для обучения гуманитарные специальности, преобладает гуманитарное мышление. Оно сформировано условиями профильного обучения в средней школе и продолжает развиваться на этапе получения высшего образования. Гуманитарный тип мышления характеризуется диалогичностью, вариативностью, креативностью, самостоятельностью в освоении новых знаний, способностью к интеллектуальным изобретениям и экспериментам с неизвестными и неочевидными результатами, к рефлексивности и критичности результатов деятельности. Важнейшими условиями повышения эффективности в освоении содержания естественнонаучных дисциплин студентами-гуманитариями являются учет возможностей и познавательных интересов студентов, использование резервов учебной информации, интерактивных методов обучения.The article deals with the problem of harmonizing the humanitarian style of thinking and natural science knowledge. Practice shows that students who choose humanities to study in humanities have humanitarian thinking that prevails. It is shaped by the profile of secondary school education and continues to evolve at the stage of higher education. The humanitarian type of thinking is characterized by dialogue, variability, creativity, autonomy in the development of new knowledge, the ability to intellectual inventions and experiments with unknown and non-obvious results, to reflexivity and criticality of the results of activities. The most important conditions for increasing the effectiveness in mastering the content of natural science disciplines by students of the humanities are taking into account the capabilities and cognitive interests of students, the use of reserves of educational information, interactive teaching methods.

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
Author(s):  
Anne Roosipõld ◽  
Krista Loogma ◽  
Mare Kurvits ◽  
Kristina Murtazin
Keyword(s):  
Higher Education ◽  
University Education ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Constructivist Learning Theory ◽  
Education Experience ◽  
Restaurant Management ◽  
The Social ◽  
The University ◽  
Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

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