Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning

2022 ◽  
Keyword(s):  
Teaching And Learning ◽  
Inclusive Teaching ◽  
Policies And Practices

Quality Teaching and Learning in Australian and South African Universities: Comparing policies and practices

2000 ◽  
Vol 30 (2) ◽  
pp. 193-209 ◽  
Author(s):  
Lesley Vidovich ◽  
Magda Fourie ◽  
Heinrich Alt ◽  
Louis Van Der Westhuizen ◽  
Somarie Holtzhausen
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Quality Teaching ◽  
South African Universities ◽  
Policies And Practices

Assessment, accountability, and access: Constrained skill mastery as instructional gatekeeper

2021 ◽  
pp. 146879842110420
Author(s):  
Colleen E Whittingham ◽  
Emily Brown Hoffman ◽  
Kathleen A Paciga
Keyword(s):  
Public Education ◽  
Student Success ◽  
Literacy Instruction ◽  
Teaching And Learning ◽  
Literacy Assessments ◽  
Skill Mastery ◽  
Definition Of ◽  
Policies And Practices

The nature of the literacy assessments valued in the persistent accountability climate within U.S. public education, coupled with an increasingly polarized discourse around what counts as the science of reading (SOR), have resulted in instructional gatekeeping that privileges constrained skill teaching and learning in K-3 settings. The gatekeeper phenomenon is an urgent issue of equity, with children from minoritized populations bearing the brunt of the disparity. By highlighting how commonly enacted policies and practices around assessment and accountability withhold unconstrained skill teaching and learning due to pressure to prove student success via constrained skill mastery, we demonstrate how some students, often the most marginalized, receive insufficient literacy instruction in K-3. To fully actualize an expansive definition of the SOR, an expansive definition of assessment and accountability must also be adopted - one which attends to constrained and unconstrained skills while utilizing appropriate measures to document learning beginning in the earliest grades.

scholarly journals A socially inclusive teaching strategy for fourth grade English (second) language learners in a South African school

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Mots'elisi L. Malebese ◽  
Moeketsi F. Tlali ◽  
Sechaba Mahlomaholo
Keyword(s):  
Second Language ◽  
Critical Discourse Analysis ◽  
South African ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Private Property ◽  
Teaching Strategy ◽  
Learning And Teaching ◽  
Support Materials ◽  
Inclusive Teaching

Background: Learners from predominantly less priviledged South African schools encounter English as a language of teaching and learning for the first time in Grade 4. The transition from the use of home language to second language, namely English first additional language, is complexly related to the learners’ inability to read text meaningfully. This complexity is traceable to the reading materials, actual teaching practices and learners’ cultural underpinnings. Learners’ inability to read text meaningfully impacts negatively their academic performance in general.Aim: This article demonstrates how a socially inclusive teaching strategy is used to enhance the teaching of reading in a second additional language to Grade 4 learners.Setting: A one-teacher public school situated on a remote private property with bad access roads. Learners from neighbouring farms walked long distances to school. The teacher’s administrative work and workshops often clashed with teaching and learning that received very limited support.Methods: The principles of the free attitude interview technique and critical discourse analysis were used to generate and analyse the data. Socially inclusive teaching strategy that is participatory action research-oriented and underpinned by critical emancipatory research principles guided the study.Results: The use of socially inclusive teaching strategy helped improve reading of English text significantly.Conclusion: Socially inclusive teaching strategy can help improve learning and teaching support materials, teacher support and learning.

scholarly journals Globalization and language policies of multilingual societies: some case studies of south east Asia

2012 ◽  
Vol 12 (2) ◽  
pp. 349-380 ◽  
Author(s):  
Navin Kumar Singh ◽  
Shaoan Zhang ◽  
Parwez Besmel
Keyword(s):  
East Asia ◽  
Case Studies ◽  
Teaching And Learning ◽  
Language Education ◽  
South East Asia ◽  
Language Policies ◽  
The World ◽  
Power Centers ◽  
Multilingual Societies ◽  
Policies And Practices

Over the past few decades, significant economic and political changes have taken place around the world. These changes also have put a significant mark on language teaching and learning practices across the globe. There is a clear movement towards multilingual practices in the world, which is also evident in the title of UNESCO 2003 education position paper, "Education in a multilingual world." Given the long-standing history of multilingual contexts of the Himalayan region and the emergence of the two major global economic power centers of 21st century, China and India, language policies and practices of the region have become a great matter of interests for linguists and policy makers around the world. This paper uses case studies to investigate how globalization influences language education policies and practices in multilingual countries. The case studies that we have drawn from the four nations of South East Asia - Afghanistan, China, India, and Nepal offer insights for other multilingual nations of the world, as they portray the influences of globalization on language policies and practices of multilingual countries. This paper suggests more research on comparative studies of multilingual education across multilingual nations in the world.

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