The Learning Satisfaction, Attitudes, and Grades of E-Tutees Receiving Online English Tutoring

2015 ◽  
Vol 5 (3) ◽  
pp. 17-30
Author(s):  
Chiung Wei Huang ◽  
Eric Zhi Feng Liu
Keyword(s):  
Distance Education ◽  
Educational Opportunities ◽  
Learning And Development ◽  
Remote Areas ◽  
Learning Satisfaction ◽  
Space And Time ◽  
Learning Attitudes ◽  
Equal Educational Opportunities

One-on-one online English tutoring provides equal educational opportunities for students living in remote areas. This study examines the learning satisfaction, attitudes, and grades of e-tutees receiving online English tutoring. Ten e-tutees and ten e-tutors participated in the study. The study found that the e-tutees were satisfied with their one-on-one online English tutoring and that they performed well on online English tests. In addition, evaluations made by e-tutors show their e-tutees learning attitudes were positive. Online English distance education not only overcomes the limitations of space and time but also facilitates e-tutees' learning and development.

scholarly journals Integrating disability and developmental theories for an equitable inclusive education: towards transformative educational praxes

2021 ◽  
Vol 32 (2) ◽  
pp. 148-173
Author(s):  
Dušana Podlucká
Keyword(s):  
Inclusive Education ◽  
Educational Opportunities ◽  
Transformative Pedagogy ◽  
Learning And Development ◽  
Critical Disability Studies ◽  
Developmental Theories ◽  
The Us ◽  
Inclusive Pedagogy ◽  
Context Of Learning ◽  
Equal Educational Opportunities

The US higher education institutions are legally bound to provide equal educational opportunities for diverse learners. This paper contends that despite the growing interest in implementing more inclusive pedagogy, those efforts still fall short of systematically addressing intersecting, oppressive, and anti-ableist practices in the classroom. I call for a theory that frames disability in the context of learning and development and overcomes dichotomized, reductionist and individualistic notions of disability and learning. Drawing on Critical Disability Studies, Vygotsky’s theory of defectology and the Transformative Activist Stance, this paper outlines a transformative pedagogy framework for inclusive, equitable, and anti-ableist education for all learners.

scholarly journals Light People: Professor Chennupati Jagadish

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Hui Wang
Keyword(s):  
Developing Countries ◽  
Scientific Research ◽  
Educational Opportunities ◽  
Research Career ◽  
National University ◽  
Education In India ◽  
Set Up ◽  
Equal Educational Opportunities ◽  
Australian Academy ◽  
Young Researchers

EditorialIn 2018, the Indian film “Starting Line” focused the public’s attention on the issue of education in India. It depicted the length some Indian parents were willing to go to secure educational resources for their children, as well as the difficulties faced by those disadvantaged in society in their fight for equal educational opportunities. In reality, many brilliant young Indian talents have been able to study in Australia through a fund set up by Prof. Chennupati Jagadish, a Distinguished Professor of the Australian National University. Prof. Jagadish is a Fellow of the Australian Academy of Science and the Australian Academy of Technological Sciences and Engineering. In 2018 he was awarded a UNESCO Prize for his contribution to the development of nanoscience and nanotechnology. He holds many positions, and has won numerous awards. What started Prof. Jagadish on his scientific research career? How did he become the respected scientist he is today? What was his intention in setting up the educational fund for students from developing countries? What advice does he have for young researchers? Here are the answers from Prof. Jagadish.

scholarly journals The governors of school markets? Local education authorities, school choice and equity in Finland and Sweden

2018 ◽  
Vol 13 (4) ◽  
pp. 481-498 ◽  
Author(s):  
Janne Varjo ◽  
Ulf Lundström ◽  
Mira Kalalahti
Keyword(s):  
School Choice ◽  
School Achievement ◽  
Geographic Origin ◽  
Welfare States ◽  
Educational Opportunities ◽  
Education Systems ◽  
Local Education ◽  
Equal Educational Opportunities ◽  
Choice Policy ◽  
Welfare Model

As one of the key elements of the Nordic welfare model, education systems are based on the idea of providing equal educational opportunities, regardless of gender, social class and geographic origin. Since the 1990s, Nordic welfare states have undergone a gradual but wide-ranging transformation towards a more market-based mode of public service delivery. Along this trajectory, the advent of school choice policy and the growing variation in the between-school achievement results have diversified the previously homogenous Nordic education systems. The aim of our paper is to analyse how Finnish and Swedish local education authorities comprehend and respond to the intertwinement of the market logic of school choice and the ideology of equality. The data consist of two sets of in-depth thematic interviews with staff from the local providers of education, municipal education authorities. The analysis discloses the ways in which national legislation has authorized municipal authorities to govern the provision of education.

The Pennhurst and Rowley Decisions: Issues and Implications

1983 ◽  
Vol 49 (6) ◽  
pp. 517-522 ◽  
Author(s):  
Martha M. McCarthy
Keyword(s):  
Developmentally Disabled ◽  
Educational Opportunities ◽  
Education For All ◽  
Board Of Education ◽  
Bill Of Rights ◽  
Adequate Treatment ◽  
Handicapped Children ◽  
The Supreme Court ◽  
Individualized Educational Program ◽  
Equal Educational Opportunities

The Supreme Court recently delivered two significant decisions interpreting the federal rights of the handicapped. In Pennhurst v. Halderman (1981), the Court ruled that the Developmentally Disabled Assistance and Bill of Rights Act contains a statement of national goals for the developmentally disabled, but does not create substantive rights to adequate treatment. In Board of Education v. Rowley (1982), the Court interpreted the Education for All Handicapped Children Act as assuring handicapped children procedural safeguards and an individualized educational program, but not placing an obligation on states to provide a particular level of education or equal educational opportunities for such children. Both decisions suggest a reduced federal role in determining what constitutes appropriate programs and services for the handicapped.

scholarly journals Challenges and Opportunities for Educational Actors in light of the COVID-19 Pandemic in Paraguay / Desafíos y oportunidades para los actores educativos ante la pandemia de COVID-19 en Paraguay

2021 ◽  
Vol 6 (28) ◽  
pp. 167-181
Author(s):  
Valentina Canese ◽  
Juan Ignacio Mereles ◽  
Jessica Amarilla
Keyword(s):  
Educational Opportunities ◽  
Digital Tools ◽  
Educational Institutions ◽  
School Activities ◽  
Educational Processes ◽  
The World ◽  
Challenges And Opportunities ◽  
Show Evidence ◽  
Equal Educational Opportunities ◽  
Improve Access

The measures implemented in response to COVID-19 have affected education systems around the world, generating significant disruptions. This study examines the main challenges and opportunities presented to the different educational actors in Paraguay considering the health emergency and the need to give continuity to the educational processes in the country from the last week of March until the first days of May 2020. A total of 2501 people participated, including teachers, students, parents of non-university students, and managers from educational institutions at all levels and from all over the country. It follows a mixed-quan-qual explanatory approach and data collection was conducted through online questionnaires. The study showed changes and strategies implemented by educational actors for the development of classes mediated by digital tools. The results reflect challenges related to access to technological resources, training in the use of ICT, and difficulties in carrying out school activities. Among the opportunities mentioned is the possibility of continuing with studies, learning about technology, and transforming the educational system. These show evidence of the need to improve access to technology to guarantee equal educational opportunities in the country.

Extending Educational Opportunities in Rural Areas

2010 ◽  
pp. 276-294
Author(s):  
Wallace Hannum ◽  
Matthew Irvin ◽  
Claire de la Varre
Keyword(s):  
United States ◽  
Distance Education ◽  
Rural Communities ◽  
Rural Schools ◽  
Rural Areas ◽  
The United States ◽  
Further Education ◽  
Educational Opportunities ◽  
Qualified Teachers ◽  
Declining Populations

Rural schools in many countries face problems in providing educational opportunities to children and youth for a variety of reasons. There has been the tendency in many countries to migrate to urban areas, often in search of better economic opportunities. The resulting shift from rural areas to urban/suburban areas has placed increased pressures on schools in rural communities. Schools often form the hub of social and civic activity in rural communities. Although they are an important component to rural communities, many rural schools are struggling under the weight of declining populations, declining budgets, staffing difficulties, and increased pressures to better prepare students for the workforce or further education. Rural schools face particular difficulties in attracting and retaining qualified teachers. Faced with problems of providing a comprehensive curriculum and qualified teachers, many rural schools in the United States have turned to distance education. This case explores the use of distance education in the United States through a national survey of distance education use, analysis of barriers to distance education and an experimental study of enhancing distance education through more appropriate training of local facilitators to support students.

Challenging Current Ways of Evaluating and Documenting the Accessibility of Educational Digital Resources

2012 ◽  
Vol 3 (1) ◽  
pp. 52-66 ◽  
Author(s):  
Stefania Bocconi ◽  
Silvia Dini ◽  
Michela Ott
Keyword(s):  
Educational Opportunities ◽  
Educational Resources ◽  
Specific Information ◽  
Methodological Framework ◽  
Documentation System ◽  
Digital Resources ◽  
School Practice ◽  
Related Information ◽  
Documentation Systems ◽  
Equal Educational Opportunities

The accessibility of digital educational resources is a key issue in order to provide “all” students with equal educational opportunities. Teachers and educators need adequate help and support to choose and adopt in their school practice those products that are fully accessible by “all” their students; this entails both that they should receive adequate training and that they may access reliable specific information (i.e., that the accessibility of digital educational resources is carefully assessed and documented and that related information is made available for them through appropriate documentation systems). This paper refers on how the authors, during a field experience, tackled the issue of evaluating, documenting and spreading information about the accessibility of educational digital resources. The methodological framework adopted for evaluating the accessibility of educational digital resources is outlined and a concrete example of how this was implemented in a nation-wide dedicated documentation system is described.

scholarly journals Trust: A Process and an Outcome in an Audio-Teleconferencing Learning Environment

2013 ◽  
Vol 23 (1) ◽  
Author(s):  
Judith Buchanan ◽  
Judith MacIntosh
Keyword(s):  
Distance Education ◽  
Nursing Students ◽  
Learning Environment ◽  
Developmental Process ◽  
Educational Opportunities ◽  
Education Students ◽  
Experience Teaching ◽  
Teachers And Students ◽  
Challenging Question ◽  
Education Nursing

If trust is critical in relationships between teachers and distance education students, then how do teachers facilitate trust? This particularly challenging question arose from our experience teaching distance education nursing students who were continuing their education through the medium of audio-teleconferencing. Although audio-teleconferencing has the advantage of allowing students to stay in their own communities while accessing educational opportunities, we believed that it complicates the development of trusting relationships between teachers and students. In a qualitative study, students were asked to provide their perspectives on factors that facilitate trust within this distance education learning environment. Their responses indicate that, within the context of the learning milieu, trusting is construed as a developmental process, and through this process, trust in the learning, in the curriculum, and in one's co-learners occurs.

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