Knowledge, Justice, and Equity

2022 ◽  
pp. 188-214
Author(s):  
Jenny Dean ◽  
Philip Roberts
Keyword(s):  
School Curriculum ◽  
Learning Opportunities ◽  
Equitable Access ◽  
Indigenous Students ◽  
Academic Curriculum ◽  
School Completion ◽  
Epistemic Justice ◽  
Marginalized Learners ◽  
University Participation

This chapter explores how systemic differences across schools in Australia contribute to equality or inequality in Indigenous students' learning opportunities, specifically access to the school curriculum needed to progress to university. Equitable access to the academic curriculum is particularly important for Indigenous students because they are impacted by a range of issues affecting school completion, achievement, and university participation. This research focuses on one aspect of the key transition from school to university, examining whether Indigenous students experience a greater range of challenges in gaining the prerequisite requirements for university study than other students of similar circumstances. In exploring these issues, the authors adopt a position of curricular and epistemic justice, arguing that “doing justice” with power-marginalized learners involves changing the basis for thinking about the nature of knowledge and how knowledge is valued.

scholarly journals Integrating Exercise Counseling Into the Medical School Curriculum: A Workshop-Based Approach Using Behavior Change Techniques

2017 ◽  
Vol 15 (1) ◽  
pp. 84-107 ◽  
Author(s):  
Andrea M. Brennan ◽  
Katrina A. D’Urzo ◽  
Alyssa M. Fenuta ◽  
Robyn L. Houlden ◽  
Jennifer R. Tomasone
Keyword(s):  
Medical Students ◽  
Behavior Change ◽  
Repeated Measures ◽  
School Curriculum ◽  
Learning Opportunities ◽  
Subjective Norms ◽  
Social Cognitions ◽  
Behavior Change Techniques ◽  
Exercise Counseling ◽  
Perceived Behavior Control

Objective. Physician physical activity (PA) counseling remains low due partly to lack of knowledge, emphasizing the importance of providing learning opportunities to develop competency, given the strong associations between PA and health. This study aimed to describe the behavior change techniques (BCTs) used in an “Exercise Expo” workshop and examine the workshop’s effectiveness for improving social cognitions to discuss exercise with patients. Methods. Second-year medical students (N = 54; Mage ± SD = 25.4 ± 2.95 years) completed questionnaires assessing attitudes, perceived behavior control (PBC), subjective norms, and intentions to provide PA counseling pre- and postworkshop. Repeated-measures analyses of variance evaluated changes in these theory of planned behavior constructs. Results. The most used BCTs included presenting information from credible sources, with opportunities for practicing the behavior and receiving feedback. Significant increases in attitudes, PBC and intentions to discuss PA were observed from pre-post Exercise Expo ( P ≤ .01). No statistically significant differences in subjective norms were observed ( P = .06). Conclusions. The Exercise Expo significantly improved social cognitions for PA counseling among medical students. Future interventions should target improvements in subjective norms to increase the likelihood the workshop improves PA counseling behavior. The evidence supports the usefulness of a workshop-based educational strategy to enhance medical students’ social cognitions for PA counseling.

scholarly journals The Role of Achievement, Gender, SES, Location, and Policy in Explaining the Indigenous Gap in High-School Completion

2020 ◽  
Author(s):  
Melissa Schellekens ◽  
Joseph Ciarrochi ◽  
Anthony Dillon ◽  
Baljinder K. Sahdra ◽  
Robert Brockman ◽  
...  
Keyword(s):  
High School ◽  
Government Policy ◽  
High School Completion ◽  
Academic Ability ◽  
Completion Rates ◽  
Indigenous Students ◽  
School Completion ◽  
Underlying Mechanisms ◽  
Representative Samples

Internationally there is a gap in high school completion rates for Indigenous and non-Indigenous students. In Australia, gap estimates are commonly based on lag indicators, precluding examination of underlying mechanisms. Using two longitudinal and representative samples of Australian youth, we explored differences in high school completion between Australian Indigenous and non-Indigenous rates and whether the gap varies for students of similar academic ability. Using an intersectional approach, we show the Indigenous gap varies by SES and location. Specifically, high SES and living in urban settings are protective factors for non-Indigenous students, but not so for Indigenous students. Results also show the Indigenous gap declined in response to government policy that increased the compulsory school leaving age.

scholarly journals Formation of content modules for teaching artificial intelligence in the basic school

2021 ◽  
Vol 18 (3) ◽  
pp. 227-237
Author(s):  
Irina V. Levchenko ◽  
Polina A. Merenkova
Keyword(s):  
Artificial Intelligence ◽  
General Education ◽  
Primary School ◽  
School Curriculum ◽  
Learning Opportunities ◽  
Educational Material ◽  
Primary School Students ◽  
School Students ◽  
Grade 5 ◽  
Basic School

Problem and goal. The problem of insufficient substantive provision of training of primary school students in the field of artificial intelligence (AI) is considered. The goal is to identify and describe the basic didactic elements within the content modules, as well as to identify the intrasubject and intersubject connections that are realized in the course of teaching the elements of AI in the main school. Methodology. A set of methods was used: analysis of international experience (USA, China, England, Germany, Israel, Russia); analysis of documents defining requirements for the implementation of basic educational programs; analysis of textbooks; research of ready-made software solutions applicable in the process of teaching the basics of AI to primary school students; reflection of the content of the knowledge gained. Results. The study made it possible to identify learning opportunities in the field of AI for students starting from grade 5, regardless of the availability of teaching hours allocated for compulsory informatics education, due to the variability of general education. An analysis of informatics textbooks for basic school showed that teaching the basics of AI should be implemented taking into account intrasubject connections with informatics. This approach will make it possible to carry out a supporting, expanding or propaedeutic function of teaching AI elements in relation to the main course of informatics. In the process of forming meaningful modules for teaching the elements of AI to primary school students, starting from grade 5, didactic elements were identified, the development of which must be organized taking into account interdisciplinary connections with general education disciplines. The content of educational material in the field of AI should be mastered through the most expedient types of activity in the context of the system-activity approach, which will allow to form personally significant know- ledge and skills of students, to develop their creative abilities. Conclusion. The results of the study made it possible to substantiate the expediency of teaching the elements of AI to primary school students, starting from grade 5. Various options for including in the basic school curriculum issues related to the basics of AI, taking into account the existing experience of teaching schoolchildren in the field of informatics, were identified.

scholarly journals Undergraduate exposure to patient presentations on the acute medical placement: a prospective study in a London teaching hospital

BMJ Open ◽  
2020 ◽  
Vol 10 (11) ◽  
pp. e040575
Author(s):  
Chee Yeen Fung ◽  
Zhin Ming Tan ◽  
Adam Savage ◽  
Mahdi Rahim ◽  
Fatima Osman ◽  
...  
Keyword(s):  
Prospective Study ◽  
Teaching Hospital ◽  
School Curriculum ◽  
Learning Opportunities ◽  
Out Of Hours ◽  
Clinical Placements ◽  
Medical Unit ◽  
Acute Medical Unit ◽  
Clinical Presentations ◽  
A Prospective Study

ObjectivesTo identify the availability and variability of learning opportunities through patient presentations on an acute medical placement at a teaching hospital.DesignA prospective study evaluating all acute admissions to the Acute Medical Unit over 14 days (336 hours). Clinical presentations and the day and time of admission were recorded and compared with the learning outcomes specified in the medical school curriculum.SettingAn Acute Medical Unit at a London teaching hospital.Outcomes(1) Number of clinical presentations to the Acute Medical Unit over 14 days and (2) differences between the availability and variation of admissions and presentations between in-hours and out-of-hours.ResultsThere were 359 admissions, representing 1318 presentations. Of those presentations, 76.6% were admitted out-of-hours and 23.4% in-hours. Gastrointestinal bleeding, tachycardia, oedema and raised inflammatory markers were over three times more common per hour out-of-hours than in-hours. Hypoxia was only seen out-of-hours. Important clinical presentations in the curriculum such as chest pain and hemiparesis were not commonly seen.ConclusionsThere is greater availability of presentations seen out-of-hours and a changing landscape of presentations seen in-hours. The out-of-hours presentation profile may be due to expanded community and specialist services. Medical schools need to carefully consider the timing and location of their clinical placements to maximise undergraduate learning opportunities.

scholarly journals Health Literacy during Pandemic and Education

2021 ◽  
pp. 1-7
Author(s):  
Andreea Molnar
Keyword(s):  
Health Disparities ◽  
Health Literacy ◽  
School Curriculum ◽  
Poor Health ◽  
Access To Education ◽  
Equitable Access ◽  
Early Stages ◽  
Community Trust ◽  
Poor Health Literacy ◽  
Improve Health

Abstract The COVID-19 pandemic has highlighted the importance of health literacy. This commentary discusses the consequences of poor health literacy and argues that we need to improve health literacy. Better health literacy has the potential to improve community trust, alleviate the health disparities and improve the results of the immediate response required in the early stages of a pandemic. The commentary argues that health literacy has to be addressed as part of mandatory school curriculum. Methods on how to improve and provide equitable access to education are also discussed.

scholarly journals He Manu Hou: The Transition of Māori Students into Māori Studies

2013 ◽  
Vol 4 (4) ◽  
Author(s):  
Meegan Hall ◽  
Arama Rata ◽  
Peter Adds
Keyword(s):  
Student Retention ◽  
Thematic Analysis ◽  
Tertiary Education ◽  
Learning Opportunities ◽  
Short History ◽  
Indigenous Students ◽  
New Findings ◽  
Challenges And Opportunities ◽  
History Of ◽  
Tertiary Study

There are many known factors that can help or hinder Indigenous students undertaking tertiary study, but little is known about how Māori students experience Māori studies courses specifically. Against the backdrop of low Māori student retention in universities and the short history of Māori studies as a field of study, this article shares findings from a thematic analysis of interviews with Māori students in Māori studies. It proposes a framework, Te Ara Mātauranga, which organises new findings about Māori cultural enclaves, aspirations, engagement, learning opportunities, and support. Ultimately, this article distinguishes the experiences of Māori students in Māori studies from previous generic research about Māori students in tertiary education and identifies a set of consequential challenges and opportunities.

scholarly journals VICĒṬA TĒVAIYUṬAIYA MĀṆAVARKAḶ KAṞṞALIL ETIRKOḶḶUM CAVĀLKAḶUM AVARKAḶUKKĀṈA KAṞṞAL VĀYPPUKKAḶUM [CHALLENGES FACED BY STUDENTS WITH SPECIAL NEEDS AND LEARNING OPPORTUNITIES FOR THEM]

2021 ◽  
pp. 74-83
Author(s):  
S.H.M.SHAZNY
Keyword(s):  
Secondary Schools ◽  
Special Needs ◽  
School Curriculum ◽  
Educational Needs ◽  
Learning Opportunities ◽  
Learning Activities ◽  
Special Educational Needs ◽  
Students With Special Needs ◽  
Student Centered ◽  
Research Questions

Contemporary school curriculum more emphasis on student-centered in which is expected to provide an opportunity for learning for all students in the classroom. Students have diverse needs in their learning. There are individual differences and special educational needs among students in the classrooms. Teachers should pay attention on students’ diverse needs and their special educational needs. The main purpose of this study was to find out the Challenges faced by students with special needs and learning opportunities for them in the secondary schools. The study was conducted on 50 students and 20 teachers from 5 schools selected from the Tamil language secondary schools in Kalpitiya zonal of education. There were five research questions have been put forward for achieving the purpose of the study. Research tools such as questionnaire observation interviews have been used to gather the information needed for this study. The data obtained from the students and teachers selected for the study is analyzed through charts of tables. It was found that Students with special needs lagged in the learning activities in the classrooms. Therefore, it is recommended that the teachers should take more about the students with learning difficulties and ensure involvements in the learning activities.

Assessment to Promote Equity and Epistemic Justice: A Use-Case of a Research-Practice Partnership in Science Education

2019 ◽  
Vol 683 (1) ◽  
pp. 201-216 ◽  
Author(s):  
William R. Penuel ◽  
Douglas A. Watkins
Keyword(s):  
Evidence Base ◽  
Learning Opportunities ◽  
Educational Opportunities ◽  
Iterative Refinement ◽  
Guidance System ◽  
Student Agency ◽  
Research Practice ◽  
Science Classrooms ◽  
Epistemic Justice ◽  
Educational Assessments

Efforts to align educational assessments with the sociocultural foundations of learning and with instruction are limited because we lack evidence of how such systems can be developed and maintained in inherently complex educational settings. Credible use cases are helpful to developing the evidence base, and we present one here: a research-practice partnership between a university and a large urban school district. The goals of our codesigned system include supporting the redistribution of educational opportunities in science classrooms (equity) and supporting and repairing students’ self-perceptions as agents of knowing and reasoning in science classrooms and in the community (epistemic justice). We describe components of the partnership and educational practices that work together to accomplish these aims: curricula with embedded assessments allowing students to figure out rather than be told core ideas, exit tickets that elicit students’ classroom experience, and an instructional guidance system focused on iterative refinement of teacher learning opportunities to support student agency.

scholarly journals Equity Related Concerns: Impact of Private tutoring in India

2019 ◽  
Vol 10 (2) ◽  
pp. 299-308
Author(s):  
Harshita Sharma
Keyword(s):  
School Curriculum ◽  
Learning Opportunities ◽  
Private Tutoring ◽  
Indian Society ◽  
Indian Education ◽  
Education Planning ◽  
Regular School ◽  
National University ◽  
The Impact ◽  
Schooling System

Aim. The paper attempts to explore the impact ofrivate tutoring in light of the equity-related concerns especially in the context of the Indian society. Private tutoring is a phenomenon that has been an intrinsic part of the Indian education system since the 1980s. Methods. The paper is an outcome of the Masters of Philosophy dissertation work of the scholar submitted to National University of Education Planning and Administration, Delhi, India. Results. The structure of private tutoring is such that it mimics the regular school curriculum and modifies itself to match the needs of the school and the children. Any changes in the regular school curriculum bring a change in its supplement as well. It thus behaves like a shadow of the regular schools. Though private tutoring was believed to enhance learning opportunities of weak students, it has now become a 'parity of prestige' issue. Conclusion. The expansion of tutoring has begun to deepen the inequalities already prevalent in the stratified schooling system and society at large.

Sign in / Sign up

Export Citation Format

Share Document