Equity, Equality, and Reform in Contemporary Public Education

2018 ◽  
pp. 1-30
Author(s):  
Marquis Carter Grant
Keyword(s):  
Public Education ◽  
Learning Environment ◽  
Learning Opportunities ◽  
Board Of Education ◽  
Diverse Populations ◽  
Appropriate Education

Principles of equity have largely been overlooked in the field of education in favor of an acute focus on equality. Brown vs. Board of Education challenged practices of separate but equal, maintaining that equality was the foundation on which education should be built if all students were to benefit from education. Without a dual consideration for both equity and equality, practitioners are limited in their ability to provide an appropriate education to diverse populations of children. It is not enough to give students the same access to learning opportunities and resources. Educators must also create individualized pathways to the learning environment if all students are to benefit academically.

Designing Purposeful Student Interactions to Advance Synchronous Learning Experiences

2021 ◽  
pp. 1228-1245
Author(s):  
Courtney K. Baker ◽  
Margret Hjalmarson
Keyword(s):  
Decision Making ◽  
Learning Environment ◽  
Teacher Leaders ◽  
Learning Opportunities ◽  
Specific Interactions ◽  
Student Interactions ◽  
Synchronous Learning ◽  
Self Study ◽  
Collaborative Learning Environment ◽  
Instructional Decision

This article brings together the results of a self-study conducted by two instructors of the same course for mathematics teacher leaders in a synchronous online learning environment using the videoconferencing tool Blackboard Collaborate. The combined self-study focused on the authors' instructional decision-making and on their use of scaffolded discourse to create a collaborative learning environment for teacher leaders in mathematics education. Findings indicate that two specific interactions were emphasized to highlight student engagement within the course: student-student interactions and student-content interactions. Results challenge the perception of participation as engagement and suggest the value of creating purposefully planned learning opportunities to engage students in online synchronous learning.

EAHCA (Education for All Handicapped Children Act); IDEA (Individuals with Disabilities Education Act)

2019 ◽  
pp. 109-112
Author(s):  
Shawn S. Sidhu
Keyword(s):  
Public Education ◽  
Spina Bifida ◽  
Board Of Education ◽  
Individual Education Plans ◽  
Individuals With Disabilities ◽  
Handicapped Children ◽  
Independent School District ◽  
Disabilities Education Act ◽  
Education Act ◽  
Individual Education

Chapter 14 includes two cases involving the EAHCA, now called the Individuals with Disabilities Education Act (IDEA), that have heavily influenced the way public education is provided to school children with disabilities. Hendrick Hudson Board of Education v. Rowley helped to establish the requirements and limits of Individual Education Plans (IEP), a free academic service for any school child with a learning disability. Irving Independent School District v. Tatro, although specific to a child with spina bifida, helped to establish the medical care accommodations that a school must provide for a child with a physical disability.

Enhancing Student Learning through Blending Varied Learning and Assessment Experiences

2010 ◽  
pp. 50-69 ◽  
Author(s):  
Paula Hodgson
Keyword(s):  
Hong Kong ◽  
Learning Environment ◽  
Web 2.0 ◽  
Student Learning ◽  
Learning Experiences ◽  
Peer Feedback ◽  
Learning Opportunities ◽  
Future Trends ◽  
Mediated Learning

The purpose of this chapter is to compare the learning opportunities that are available in conventional and the current Web-mediated learning environment in Hong Kong in relation to some of the applications that are available in Web 2.0 and practice-based simulation. Some of these applications can provide faster access to subject-related resources, offer greater connectivity and wider interactions with stakeholders, such as students and professionals locally and overseas, and keep track of students’ learning experiences across their years of university study. Furthermore, Web-mediated assessment can provide faster feedback than conventional paper-based methods, which can streamline the process of reporting and the provision of peer feedback. The potential of and future trends in web-mediated assessment are also discussed.

CBM Learners

2009 ◽  
pp. 88-99
Author(s):  
Patricia A. Young
Keyword(s):  
Learning Environment ◽  
Instructional Strategies ◽  
Learning Outcomes ◽  
Learning Opportunities ◽  
Individualized Instruction ◽  
Frames Of Reference ◽  
Dynamic Learning ◽  
Design Requirements ◽  
Multiple Levels ◽  
Design Factors

The Learners (L1-L10) area centers on the needs of learners and learning. These design factors assist in providing a dynamic learning environment that is supportive of the learner’s cultural frames of reference and seeks to meet the learning outcomes of the project. The design factors are adaptive to learners on multiple levels including intellectual, motivational, and educational, thereby providing opportunities for individualized instruction. Other design factors in this area focus on meeting the needs of the target audience through a variety of strategies including providing opportunities to extend learning beyond design requirements; differentiating learning opportunities; empowering and engaging learners; instilling proactive learning; identifying educational objectives; enculturating the learner; and incorporating culture-based instructional strategies.

Mainstreaming and the Mathematics Classroom

1984 ◽  
Vol 32 (3) ◽  
pp. 22-27
Author(s):  
Francis (Skip) Fennell
Keyword(s):  
Public Schools ◽  
Public Education ◽  
School Districts ◽  
Mathematics Classroom ◽  
Educational Programs ◽  
Public Law ◽  
Education For All ◽  
Exceptional Children ◽  
Free Public Education ◽  
Appropriate Education

Federal legislation known as Public Law 94-142, the Education for All Handicapped Children Act, was passed in November 1975. This legislation determines regulations and requires actions by school districts and teachers relative to exceptional children. Many have interpreted state legislat ion and PL 94-142 as legislative remedies for some of the schools' past failures to provide an appropriate education for handicapped students. The law's programmatic and budgetary requirements became enforceable in October 1977. Public Law 94-142 mandates that free public education for handicapped students between the age of three and twenty-one begin no later than September 1980. Some exceptions to the mandate do occur, but the implication is that public schools may no longer refuse to admit handicapped students into educational programs.

Blended Learning Opportunities in Ukrainian IT Public Education

2017 ◽  
Vol 12 (2) ◽  
pp. 60-70
Author(s):  
Tamás Szimkovics
Keyword(s):  
Information Technology ◽  
Public Education ◽  
Secondary School ◽  
Blended Learning ◽  
Learning Opportunities ◽  
Educational Process ◽  
Low Level ◽  
It Education ◽  
Catch Up

Abstract Based on previous surveys the usage of ICT and blended learning is at a low level in Ukraine. To catch up with the European average, it is important to familiarize the students and teachers with blended learning in the secondary school. The information technology classes provide the best opportunity to introduce the blended learning, because they are well equipped with computing devices. This choice is positively affected by the new Ukrainian IT curriculum. The aim of this paper is to introduce the available options for blended learning in Ukrainian secondary IT education. By examining the curriculum, the possibilities of using the online space in the educational process has been determined. The blended learning methodology has been tried in practice as well.

Enhancing Experiential Learning in Collaborative-Competitive Student Design Teams

2011 ◽  
Author(s):  
Keith Hurdelbrink ◽  
Bobby Doyle ◽  
David Collins ◽  
Nic N. Evans ◽  
Paul A. Hatch ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Learning Environment ◽  
Learning Opportunities ◽  
Design Teams ◽  
Student Centered ◽  
New Members ◽  
Student Centered Learning ◽  
Concrete Experience ◽  
Hands On ◽  
Team Design

Engineering educators and practitioners have suggested that collaborative-competitive team design events promote innovation. These competitions are popular, and they attract sponsors and participants. Beyond being popular, they are believed to provide rich learning opportunities for students. In this paper we present a peer-to-peer learning environment for student centered learning to have a more appropriate mix of theory and experience (hands-on activities) to provide a complete experiential learning environment for collaborative-competitive student design teams. A student-taught seminar course on designing an FSAE vehicle is being offered to new members of the team to address issues in collaborative-competitive student design teams, which addresses the concrete experience and active experimentation element of the experiential model, but has deficiencies in the reflective observation and abstract conceptualization elements of the cycle. In this paper we will present the structure of the seminar course and how it tries to support and enhance the experiential learning in the FSAE team.

scholarly journals From Classroom to Digital Arena in Seeking Higher-level Learning: Student Experience

Seminar.net ◽  
2013 ◽  
Vol 9 (1) ◽  
Author(s):  
Mark Brown
Keyword(s):  
Learning Environment ◽  
Digital Technology ◽  
Learning Opportunities ◽  
Traditional Classroom ◽  
Learning Activity ◽  
Digital Learning ◽  
Digital Learning Environment ◽  
Student Questionnaire ◽  
Teaching Time ◽  
Being Moved

Much of the impetus in introducing digital technologies has come from distance-learning courses rather than from traditional classroom-based activity. However, classroom-based teaching faces a resource squeeze for which digital technology offers a possible solution; in order to provide students with higher-level learning opportunities, teaching hours will probably have to be reallocated from lower levels of classroom-based learning activity. This article reports some results from a teaching project in which we moved a mid-level learning process out of the classroom and into a digital learning environment to free up teaching time for higher-level learning. The findings confirm previous work showing that students respond very positively to such reflective learning opportunities. More importantly, this article contributes to an understanding of how students, who are used to cooperating in a classroom, respond to being moved into a digital learning environment. The findings are based on results from a student questionnaire. The variation in responses to different aspects of the experience underlines the importance of offering choice in a digital learning environment.

scholarly journals INTRODUCING STUDIO ORIENTED LEARNING ENVIRONMENT (SOLE) IN UPM SERDANG: ACCESSING STUDENT-CENTERED LEARNING (SCL) IN THE ARCHITECTURAL STUDIO

2018 ◽  
Vol 12 (1) ◽  
pp. 241
Author(s):  
Mohd Zairul
Keyword(s):  
Learning Environment ◽  
Peer Assessment ◽  
Learning Opportunities ◽  
Exploratory Research ◽  
Student Centered ◽  
Student Centered Learning ◽  
Student Autonomy ◽  
Environment Model ◽  
Design Perspective ◽  
Initial Results

This article reports the initial results of the exploratory research related to student-centered learning (SCL) in final year Architecture studio education in Universiti Putra Malaysia (UPM). SCL is defined as an approach to empower students in their own learning. Although studies on the adaptability of this concept in education has increased, there are few studies conducted for the benefits of architectural education from studio design perspective. In this article, we define SCL as an approach to increase student autonomy in learning curve especially in making decisions related to design subjects using a summative and formative approach. The objective of this article is to experiment the SOLE model and how it can move forward. The SOLE (Studio Oriented Learning Environment) model encompasses lecturing, sharing and peer review that is inspired by self-regulated theory. However, several problems and difficulties were identified namely, a lack of tutor input and problems in discussion dynamic in addition to resistance to peer assessment. This article suggests a number of improvements for future recommendations. The study will benefit educators in the architectural field in contributing to helping students to build on unique background knowledge and at the same time let the students generate learning opportunities and reconstruct knowledge dynamically in an open-ended learning environment to implement SCL in the studio module.

Minecraft Server Project

2017 ◽  
pp. 197-219
Author(s):  
Ugochi Acholonu ◽  
Jessa Dickinson ◽  
Dominic Amato ◽  
Nichole Pinkard
Keyword(s):  
Middle School ◽  
African American ◽  
Learning Environment ◽  
Blended Learning ◽  
Computer Science ◽  
Geographic Distribution ◽  
Learning Opportunities ◽  
Middle School Girls ◽  
Design Recommendations ◽  
School Girls

Opportunities to participate in computing-related informal programs are limited in terms of quantity and geographic distribution. This limitation is due, in part, to the dearth of adults who have the expertise to mentor youth on computational concepts. This chapter introduces the Digital Youth Network Minecraft Server Project, which aims to reduce the barriers to for non-expert adults to be able to provide informal, computing-related learning opportunities to diverse youth. Using Minecraft, an online multiplayer game, the authors investigate a blended approach to mentorship that diversifies who can lead informal computing opportunities. This study examines learner-mentor interactions in a Synchronous Blended Learning Environment (SBLE) focused on engaging African American and Latina middle school girls in computer science. The chapter concludes with design recommendations for SBLEs to better support the needs of mentors facilitating computing opportunities for African American and Latina middle-school girls.

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