ACCESS, EQUITY AND INCLUSION OF HINDI MEDIUM STUDENTS IN EDUCATION AT THE TIME OF COVID-19

2021 ◽  
pp. 66-69
Author(s):  
Farah Diba
Keyword(s):  
Online Teaching ◽  
Mother Tongue ◽  
Virus Disease ◽  
Computer Training ◽  
Well Being ◽  
Medium Of Instruction ◽  
Government School ◽  
Course Content ◽  
K 12 ◽  
At Home

This is the time when the whole world is locked down with a fear of his /her own life because of ongoing pandemic of corona virus disease 2019(COVID-19).All activities are stopped for an uncertain period. Students from K-12 or from higher education, all are stuck in home and their studies are stopped. This environment has affected their physical and mental health. For well being of all- schools, colleges and universities have taken an initiative of 'Online Learning' to educate them and lessen the loss of their studies for these academic sessions. This is a very good decision and demand of the hour as well. It is available for anyone, anytime and anywhere which is the main characteristic of Distance education itself. It gives accessibility, exibility and equity to all the learners. Now all the institutions are using online teaching learning method with their own made teaching materials, some are using OER and some are providing to the students the ready made contents to the students that are available in the market by educational content developers which are available in English medium. In this situation, Hindi medium students are facing problems related to the language of medium of instruction, lack of knowledge of handling the computers and all the latest apps suggested by the institution and also feel inferiority complex because of not being able to do the proposed work. Wittgen Ludwig said-“The limit of my language is the limit of my world” (Bialystok, 2001). In this scenario, somehow the students are trying to operate computers and latest apps but they are not getting their course content in their own language. That's why they wouldn't understand the content properly. According to Pal (2016), who study through vernacular medium, face difculty in acquiring programming knowledge in English medium of instruction and it became very difcult to cope up in international front. For progress, English is in demand. It is in use for centuries but yet it is not in reach for most of the people and perceived as a killer of native and indigenous languages…GOI, 2007 (Ramanujam,2011) Here the researchers wants to emphasis on distance learners who are studying through Hindi medium and who have completed their schooling from Hindi medium government school. Mostly they belong to low or lower middle income groups who can't afford costly computers at home nor they have proper computer training. That's why they are not technically procient to handle all the apps and understand the course content. In this study the researchers wanted to bring in notice the problems of Hindi medium students who also want to study at home in this crucial time but due to many constraints they are unable to do the same. In this study narrative review method will be used to examine the socio economic, psychological and language related problems of those students and try to nd out possible solution of the problem. Although this study is focusing on Hindi Medium Students but covers broader arena and relates to all the students who are studying or studied in mother tongue/ vernacular/ regional languages.

scholarly journals Quarantined-at-Home Teaching Experience: My E-Learning Plan and Implementation

2020 ◽  
Vol 14 (1) ◽  
pp. 120-132 ◽  
Author(s):  
Azher Hameed Qamar
Keyword(s):  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching Experience ◽  
Course Content ◽  
Implementation Model ◽  
Learning Plan ◽  
Teacher Student ◽  
E Learning ◽  
Study Context ◽  
At Home

Using my own teaching experience in quarantined-at-home settings, I describe and reflect on my e-learning plan and its implementation. I am teaching two groups of undergraduate students consisting of 80 students. I have taught half of the course content during the first half of the semester in a formal university setting. However, after the novel corona breakout, we are engaged in online teaching. In line with university guidelines and available support, I initiated my e-learning plan based on blended learning and led by the core objectives to maintain accessibility and quality. Using asynchronous and synchronous modes I used common and easily available options to enhance two-way teacher-student communication. The feedback that I received after three weeks of implementation of my e-learning plan proved my understanding of the study context as workable and realistic. My conceptual models about the objectives leading the e-learning plan and the implementation model presented in this article can be helpful for the teachers teaching social sciences for the first time in ‘quarantined’ settings. 

scholarly journals Ecuadorian and Uruguayan teachers' perceptions and experiences of teaching online during COVID

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ximena D. Burgin ◽  
Sheila Coli Coli ◽  
Mayra C. Daniel
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
School Administrators ◽  
Well Being ◽  
Content Type ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Available Technology ◽  
Qualitative Phenomenological ◽  
K 12

PurposeThe COVID-19 pandemic is a unique event that forced K-12 schools to rethink the delivery of instruction to protect the well-being of school system stakeholders. Teachers, school administrators and parents had to adapt to and embrace new ways of teaching and learning by utilizing available technology. The purpose of this study is to examine the challenges encountered by in-service teachers when moving from face-to-face to online teaching.Design/methodology/approachThis study utilized a qualitative phenomenological research methodology to examine Ecuadorian and Uruguayan teachers' perceptions and experiences transitioning from face-to-face to online teaching during the COVID-19 pandemic. This comparative study used convenience sampling to include 12 K-12 teachers from Ecuador and Uruguay.FindingsThe results of this study produced two themes that evidenced the demands placed on educators. The first theme was job demands, relating to teachers' perceptions about workload, preparation time and curriculum issues. The second theme related to available support provided by the school administrators and technology issues faced by teachers and students. Even though the teachers demonstrated adaptability for educating students during the pandemic, the experiences from both countries should be considered by teacher training programs and in post-graduate professional development.Originality/valueThis article examined how COVID-19 affected teachers in Uruguay and Ecuador. Data analysis documented the challenges encountered by teachers transitioning to online learning during the pandemic. The findings inform a larger audience about the needs of teachers working online.

scholarly journals Intergenerational Tutoring: Older Adults Supporting Children’s Academic Needs via Video Conferencing

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 950-951
Author(s):  
Jessica Hoffman ◽  
Edward Miller ◽  
Jeffrey Burr ◽  
Jan Mutchler ◽  
James Hermelbracht ◽  
...  
Keyword(s):  
Older Adults ◽  
Early Literacy ◽  
Implementation Fidelity ◽  
Well Being ◽  
Literacy Skills ◽  
Lessons Learned ◽  
Kindergarten Children ◽  
Tutoring Program ◽  
K 12 ◽  
At Home

Abstract COVID-19 resulted in societal disruptions across the lifespan. School (K-12) closures were among the most challenging impacts of the virus, leaving many parents with the burden of schooling their children at home. Another major impact of the virus was the social isolation and loneliness felt by many retired, older adults, who were sheltering at home. The disruptions of COVID-19 led our inter-professional team to develop the Intergenerational Tutoring program. Intergenerational Tutoring addresses a service delivery gap in schools because tutors expand schools' capacity to implement evidence-based instruction with students in need of individual support. At the same time, research shows that meaningful volunteering supports the well-being of older adults across physical, psychosocial and cognitive dimensions of health. The aim of the Intergenerational Tutoring program is to pair older adults with kindergarten children in high needs schools to implement early literacy interventions remotely via Zoom. Our poster will describe the Intergenerational Tutoring program including tutor training and tutoring implementation. We will summarize the initial findings from our pilot study conducted in spring and summer 2021 with tutors and children. Data will include (1) themes from tutor interviews regarding the personal meaningfulness of the program and the program’s associated benefits and challenges; (2) implementation fidelity data; (3) impact of tutoring on children’s early literacy skills; and (4) parent feedback. We will summarize lessons learned and next steps for the program.

scholarly journals Constructive alignment of Mother Tongue-Based Multilingual Education (MTB MLE) language policy implementation to the practices of a multilingual classroom

2021 ◽  
Vol 4 (2) ◽  
pp. 125
Author(s):  
Hyra Dave Pepito Gempeso ◽  
Jubelle Dianne Solatorio Mendez
Keyword(s):  
Policy Implementation ◽  
Language Policy ◽  
Mother Tongue ◽  
Subject Area ◽  
The Philippines ◽  
Medium Of Instruction ◽  
Constructive Alignment ◽  
Multilingual Education ◽  
Multilingual Classroom ◽  
K 12

This descriptive observational study examined the implementation of Mother Tongue-Based Multilingual Education (MTB MLE) language policy to the classroom practices of a grade three multilingual classroom in the Philippines. The constructive alignment of the said language policy implementation was evaluated in terms of: (1) Mother Tongue (MT) as a subject area, examining specifically the coherence of the teaching and learning activities and assessment criteria used; and (2) MT as a medium of instruction. Findings revealed that there were discrepancies, incongruences, and insufficiencies in the administration of assessments in the alignment of MT as a subject area. These issues resulted in the underdevelopment of the four macro skills of the learners and caused misalignment of the classroom implementation to the language policy. The same is true with the implementation of MT as a medium of instruction in the classroom; however, the use of translation and code-switching of L1, L2, and L3 helped in the comprehension and participation of the students. These findings call for the attention of the policymakers and teachers for a rigorous review of the policy and its actual implementation as it significantly affects the holistic development of the students. This study further contributes to the continuous improvement of the educational system in the country particularly in the K-12 and MTB MLE implementation.

scholarly journals Psychosocial health of school-aged children during the initial COVID-19 safer-at-home school mandates in Florida: a cross-sectional study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sarah L. McKune ◽  
Daniel Acosta ◽  
Nick Diaz ◽  
Kaitlin Brittain ◽  
Diana Joyce- Beaulieu ◽  
...  
Keyword(s):  
Mental Health ◽  
Depressive Symptoms ◽  
Psychosocial Health ◽  
Cross Sectional Study ◽  
Home School ◽  
Sectional Study ◽  
Cross Sectional ◽  
School Aged Children ◽  
K 12 ◽  
At Home

Abstract Background Given the emerging literature regarding the impacts of lockdown measures on mental health, this study aims to describe the psychosocial health of school-aged children and adolescents during the COVID-19 Safer-at-Home School mandates. Methods A cross-sectional study was conducted in April 2020 (n = 280) among K-12 students at a research school in North Central Florida. Bivariate analysis and logistic and multinomial logistic regression models were used to examine socio-demographic and knowledge, attitude, and practice (KAP) predictors of indicators of anxiety-related, depressive, and obsessive-compulsive disorder(OCD)-related symptoms. Outcomes (anxiety, OCD, and depressive related symptoms) were measured by indices generated based on reported symptoms associated with each psychosocial outcome. Results Loss of household income was associated with increased risk for all three index-based outcomes: depressive symptoms [aOR = 3.130, 95% CI = (1.41–6.97)], anxiety-related symptoms [aOR = 2.531, 95%CI = (1.154–5.551)], and OCD-related symptoms [aOR = 2.90, 95%CI = (1.32–6.36)]. Being female was associated with being at higher risk for depressive symptoms [aOR = 1.72, 95% CI = (1.02–2.93)], anxiety-related symptoms [aOR = 1.75, 95% CI = (1.04–2.97)], and OCD-related symptoms [aOR = 1.764, 95%CI = (1.027–3.028)]. Parental practices protective against COVID-19 were associated with children being at higher risk of depressive symptoms [aOR = 1.55, 95% CI = (1.04–2.31)]. Lower school level was associated with children being at higher risk of anxiety-related and OCD-related symptoms. Conclusions As the COVID-19 pandemic continues, schools should prioritize mental health interventions that target younger, female students, and children of families with income loss. Limiting the spread of COVID-19 through school closure may exacerbate negative psychosocial health outcomes in children, thus school administrators should move quickly to target those at greatest risk.

scholarly journals Evaluation of Online Teaching Quality: An Extended Linguistic MAGDM Framework Based on Risk Preferences and Unknown Weight Information

Symmetry ◽  
2021 ◽  
Vol 13 (2) ◽  
pp. 192
Author(s):  
Hui Lin ◽  
Jianxin You ◽  
Tao Xu
Keyword(s):  
Online Teaching ◽  
Virus Disease ◽  
Risk Preferences ◽  
Teaching Quality ◽  
Indicator System ◽  
Partial Ranking ◽  
Evaluation Indicator ◽  
Linguistic Term ◽  
Evaluation Indicator System ◽  
Two Stages

Evaluation of online teaching quality has become an important issue because many universities are turning to online classes due to the Corona Virus Disease 2019 (COVID-19) pandemic. In this paper, online teaching quality evaluation is considered as a linguistic multi-attribute group decision-making (MAGDM) problem. Generally, the evaluation sematic information can be symmetrically or asymmetrically distributed in linguistic term sets. Thus, an extended linguistic MAGDM framework is proposed for evaluating online teaching quality. As the main contribution, the proposed method takes into account the risk preferences of assessment experts (AEs) and unknown weight information of attributes and sub-attributes. To be specific, the Delphi method is employed to establish a multi-level evaluation indicator system (EIS) of online teaching quality. Then, by introducing the group generalized linguistic term set (GLTS) with two risk preference parameters, a two-stage optimization model is developed to calculate the weights of attributes and sub-attributes objectively. Subsequently, the linguistic MAGDM framework was divided into two stages. The first stage maximizes the group comprehensive rating values of teachers on different attributes to obtain partial ranking results for teachers on each attribute. The latter stage maximizes the group comprehensive rating values of teachers to evaluate the overall quality. Finally, a case study is provided to illustrate how to apply the framework to evaluate online teaching quality.

Education and Socioeconomic Weil-Being in Racially Diverse Rural Counties

2003 ◽  
Vol 35 (2) ◽  
pp. 251-262
Author(s):  
Elton Mykerezi ◽  
Bradford Mills ◽  
Sonya Gomes
Keyword(s):  
Historically Black ◽  
College Education ◽  
Well Being ◽  
Black Colleges ◽  
Historically Black Colleges ◽  
Racially Diverse ◽  
Rural Counties ◽  
Education Levels ◽  
Black Residents ◽  
K 12

This paper examines trends in the socioeconomic well-being in rural counties where Black residents represent one third or more of the population. These racially diverse rural counties (RDRCs) are located exclusively in the rural South and generally have low levels of economic well-being. On a positive note, college education levels in RDRCs are found to have increased rapidly between 1990 and 2000. Regression analysis suggests that these increases were in part due to the concentration of Historically Black Colleges and Universities in the region. Local investments in K-12 education are also found to be linked to county education levels.

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