scholarly journals USING A CREATIVITY TEST STANDARDIZED ON A HUNGARIAN SAMPLE TO IDENTIFY HIGH CREATIVE ABILITIES OF SOCIALLY DISADVANTAGED STUDENTS

2022 ◽  
pp. 88-101
Author(s):  
Emese Rákóczi ◽  
Imre Szitó
Keyword(s):  
Disadvantaged Students ◽  
Socially Disadvantaged ◽  
Creative Abilities

scholarly journals Using a creativity test standardized on a Hungarian sample to identify high creative abilities of socially disadvantaged students

2021 ◽  
Vol 2 (2) ◽  
pp. 2427-2437
Author(s):  
Emese Rákóczi ◽  
Imre Szitó
Keyword(s):  
Divergent Thinking ◽  
Disadvantaged Students ◽  
Gifted Identification ◽  
Important Indicator ◽  
Domain Specific ◽  
Socially Disadvantaged ◽  
Confirmatory Factor ◽  
Identification Test ◽  
Creative Abilities

Although there is no consensus about the nature of the connection between creativity and divergent thinking, divergent thinking is an important indicator of creative abilities. Creativity is an important characteristic of the diversity of giftedness that contains general and domain specific manifestations. The MONDALK Test measuring divergent thinking was developed in Hungary utilizing and furthering the principles of Wallach–Kogan Creativity Tests (WKCT) and standardized on a representative sample of 1219 students aged 7-18. The results of the confirmatory factor analysis show that the A and B versions of the three subtests of the test measure a unified construct of the related visual, linguistic and productivity focused domains that also differ in domain-specific characteristics. In gifted identification, test bias against socially disadvantaged students and students at the risk of school dropout can only be eliminated if we use an 80th percentile cut-off point of originality and quality of originality measures instead of the usual 90th percentile cut-off point.

scholarly journals Cuba’s Academic Advantage: Why Student’s in Cuba Do Better in School

2008 ◽  
Vol 17 (1) ◽  
Author(s):  
Michael O’Sullivan
Keyword(s):  
Social Capital ◽  
Academic Success ◽  
Student Success ◽  
Educational Reform ◽  
School System ◽  
Economic Indicators ◽  
Disadvantaged Students ◽  
Socially Disadvantaged ◽  
Language Tests

In Cuba’s Academic Advantage, Martin Carnoy analyses the success of the Cuban school system as measured by the results achieved by Cuban students in international math, science, and language tests. The study includes data from Chile and Brazil whose students consistently test less well than Cuban students on these same tests despite the fact that these two countries enjoy better socio-economic indicators than does Cuba and educational reform efforts have been undertaken by their respective governments. He references studies, the results of which are well known by researchers, which demonstrate that academic success among socially disadvantaged students is far less likely than for students from better-off families (p. 45). Why does this co-relation not hold true for Cuba? Carnoy argues that an important component of student success in Cuba, including students from lower socio-economic circumstances, is the result of what he terms state-generated social capital.

scholarly journals Listening skill among socially disadvantaged students in relation to academic performance at higher education in West Bengal

2020 ◽  
Vol 16 ◽  
pp. 99-107
Author(s):  
Chayan Adak ◽  
Bijoy Krishna Panda
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
West Bengal ◽  
Statistical Significance ◽  
Disadvantaged Students ◽  
Listening Skills ◽  
Socially Disadvantaged ◽  
Listening Skill ◽  
High Statistical Significance ◽  
Processing Information

Listening is the key to all effective communication. Good listening ability helps a person to make ideas, processing information, making pertinent comments, and ask relevant questions. This study aimed to understand existing listening skills among the socially disadvantaged students based on different demographic indicators and check whether listening skill and academic performance are somehow related when both the category of students are considered in higher education in West Bengal. Undergraduate freshman students of college and universities at West Bengal consisted of the population for the study where 225 students who regularly attended the course after successful completion of the higher secondary level selected as sample. Major findings revealed that the gender, stream, and medium of instruction has a significant contribution in a variation of listening skill (p<0.05); also, listening skill and academic performance is positively correlated with high statistical significance (p<0.01).

scholarly journals La expresión corporal: un proyecto para la inclusión (Corporal expression: a project for inclusión)

Retos ◽  
2015 ◽  
pp. 107-112
Author(s):  
José Manuel Armada Crespo ◽  
Ignacio González López ◽  
Mar Montávez Martín
Keyword(s):  
Inclusive Education ◽  
Personal Development ◽  
Cooperative Work ◽  
Disadvantaged Students ◽  
Student Diversity ◽  
Educational Settings ◽  
Community Activities ◽  
Socially Disadvantaged ◽  
Teachers And Students ◽  
Social Level

El momento educativo en el que nos encontramos actualmente refleja la importancia de que la educación es una cuestión que concierne a todos y todas. En este caso el asunto referido es la educación inclusiva y sus bondades tanto a nivel académico como social. La UNESCO (2005) entiende la educación inclusiva como un proceso que permite responder a la diversidad de necesidades de todos los educandos mediante su participación en el aprendizaje, en actividades culturales y comunitarias reduciendo la exclusión a nivel académico y social. La educación inclusiva supone la transformación de los entornos educativos para dar repuestas apropiadas a las necesidades de todo del alumnado, siendo su principal objetivo que docentes y discentes entiendan la diversidad del alumnado como una oportunidad de enriquecimiento personal académico y profesional para todos y todas. Al hilo de esta cuestión, la investigación que se va a presentar a lo largo de este artículo refleja que el uso de la Expresión Corporal (EC) es una útil herramienta para la inclusión del alumnado considerado en desventaja social, ya que pone en juego la dimensión expresiva, comunicativa, creativa y estética (Coterón et al. 2008 y Montávez, 2012), en sinergia con las competencias del Real Decreto 1631/2006. Dichas dimensiones facilitan el desarrollo personal además de favorecer el trabajo cooperativo, por lo que la EC apunta a ser una estrategia generadora de espacios que permiten la inclusión del alumnado en desventaja social.Palabras clave: Expresión Corporal, educación inclusiva, actividades cooperativas.Abstract: The educational moment in which we are now reflects the importance that education is a question that concerns everyone. In this case the matter referred to is inclusive education and its benefits both academically and socially. UNESCO (2005) defines inclusive education as a process to respond to the diverse needs of all learners through participation in learning, cultural and community activities reducing exclusion at an academic and social level. Inclusive education involves the transformation of educational settings to tailor to all the students’ needs. Its main objective is that teachers and students get to understand student diversity as an opportunity for personal and professional enrichment. In line with this issue, the research that will be now presented in this article shows that the use of Corporal Expression is an useful tool for the inclusion of those students which are considered to be socially disadvantaged, as it sets into play the expressive, communicative, creative and aesthetic dimensions (Coterón et al. Montávez 2008, 2012), in synergy with the powers of the Law 1631/2006. Such dimensions would provide personal development and they would also enhance cooperative work, therefore the EC aims to be a strategy that generates spaces that allow the inclusion of socially disadvantaged students. Keywords: Corporal Expression, inclusive education, cooperative activities.

scholarly journals A customized belonging intervention improves retention of socially disadvantaged students at a broad-access university

2020 ◽  
Vol 6 (29) ◽  
pp. eaba4677 ◽  
Author(s):  
Mary C. Murphy ◽  
Maithreyi Gopalan ◽  
Evelyn R. Carter ◽  
Katherine T. U. Emerson ◽  
Bette L. Bottoms ◽  
...  
Keyword(s):  
Disadvantaged Students ◽  
First Year ◽  
Post Intervention ◽  
Multiple Control ◽  
First Year Students ◽  
Socially Disadvantaged ◽  
Randomized Intervention ◽  
Historically Disadvantaged ◽  
American Society ◽  
One Year

Broad-access institutions play a democratizing role in American society, opening doors to many who might not otherwise pursue college. Yet these institutions struggle with persistence and completion. Do feelings of nonbelonging play a role, particularly for students from groups historically disadvantaged in higher education? Is belonging relevant to students’ persistence—even when they form the numerical majority, as at many broad-access institutions? We evaluated a randomized intervention aimed at bolstering first-year students’ sense of belonging at a broad-access university (N = 1,063). The intervention increased the likelihood that racial-ethnic minority and first-generation students maintained continuous enrollment over the next two academic years relative to multiple control groups. This two-year gain in persistence was mediated by greater feelings of social and academic fit one-year post-intervention. Results suggest that efforts to address belonging concerns at broad-access, majority-minority institutions can improve core academic outcomes for historically disadvantaged students at institutions designed to increase college accessibility.

scholarly journals Diverzitás és inklúzió a felsőoktatásban

Educatio ◽  
2021 ◽  
Vol 29 (3) ◽  
pp. 449-464
Author(s):  
Aranka Varga ◽  
Kitti Vitéz ◽  
István Orsós ◽  
Bálint Fodor ◽  
Gergely Horváth
Keyword(s):  
Higher Education ◽  
Academic Life ◽  
Disadvantaged Students ◽  
Questionnaire Study ◽  
International Studies ◽  
Diverse Group ◽  
Socially Disadvantaged ◽  
The University ◽  
Inclusion And Diversity

Összefoglaló. Tanulmányunk hazai és nemzetközi írásokra támaszkodva tisztázza az inklúzió és a diverzitás fogalomkörét. Vizsgáljuk, hogy miként vált a felsőoktatás jellemzőjévé a diverzitás, valamint az inkluzivitás fókuszba kerülése mögött meghúzódó további okokat és következményeket. Kérdőíves kutatásunk arra irányult, hogy a Pécsi Tudományegyetem diverz hallgatói köre (N: 809) mennyire részese az egyetemi közösségi és tudományos életnek, mutatnak-e különbséget a társadalmi hátránnyal küzdők a bevonódásban. Az eredmények rámutattak, hogy a nagy egyetemi programokon a társadalmi hátrányban levők alulreprezentáltak, azonban a szakkollégiumok és egyéb mikroközösségek nagyobb mértékben képesek a személyes megszólításra, az inkluzív közeg biztosítására. Summary. Our study clarifies the concepts of inclusion and diversity based on domestic and international studies. We examine how diversity has become a feature of higher education, and the additional causes and consequences behind the focus of inclusivity. Our questionnaire study explored the extent to which the diverse group of students of the University of Pecs (N: 809) is involved in the university social and academic life, and whether those with social disadvantages show a difference in involvement. The results revealed that socially disadvantaged students are underrepresented in large university programmes, however, student colleges and other micro-communities are more able to address these students in a personal way and to provide an inclusive environment.

scholarly journals Diversity and Inclusion in Higher Education

2021 ◽  
Vol 19 (1-2) ◽  
pp. 70-81
Author(s):  
Aranka Varga ◽  
Kitti Vitéz ◽  
István Orsós ◽  
Bálint Fodor ◽  
Gergely Horváth
Keyword(s):  
Higher Education ◽  
Academic Life ◽  
Disadvantaged Students ◽  
Questionnaire Study ◽  
International Studies ◽  
Diverse Group ◽  
Diversity And Inclusion ◽  
Socially Disadvantaged ◽  
The University ◽  
Inclusion And Diversity

Our study clarifies the concepts of inclusion and diversity based on domestic and international studies. We examine how diversity has become a feature of higher education, and the additional causes and consequences behind the focus of inclusivity. Our questionnaire study explored the extent to which the diverse group of students of the University of Pécs (N: 809) is involved in the university social and academic life, and whether those with social disadvantages show a difference in involvement. The results revealed that socially disadvantaged students are underrepresented in large university programmes, however, student colleges and other micro-communities are more able to address these students in a personal way and to provide an inclusive environment.

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