scholarly journals Experiences matter: Educators’ attitudes toward disability in higher education

2021 ◽  
Vol 51 (4) ◽  
pp. 54-66
Author(s):  
John Freer ◽  
Tanya Kaefer
Keyword(s):  
Higher Education ◽  
Demographic Factors ◽  
Attitudes Toward Disability ◽  
Secondary Educators ◽  
Post Secondary ◽  
Professional Experiences ◽  
Disability Scale ◽  
Demographic Questionnaire ◽  
Personal Experiences ◽  
Research Questions

This study investigated 128 post-secondary educators’ attitudes toward disability at a college and a university in southwestern Ontario, Canada. The participants completed the Educators’ Attitudes toward Disability Scale (EADS) and a demographic questionnaire that included questions about their experiences with disability. There were three research questions at the heart of this study: (1) What are post-secondary educators’ overall attitudes toward disability? (2) Do demographic factors predict post-secondary educators’ attitudes toward disability? (3) Does exposure to people with disability predict post-secondary educators’ attitudes toward disability? The findings of this study suggest post-secondary educators hold overallpositive attitudes toward disability and there were very few differences observed between groups (e.g., based on age, gender, discipline, etc.). Educators’ experiences with people who have a disability, however, were positively associated with their attitudes. This factor included personal experiences (e.g., friends, family, etc.), but also professional experiences (e.g., students in their classes).

Pedagogical Values in Online and Blended Learning Environments in Higher Education

2021 ◽  
pp. 1381-1403
Author(s):  
Sophia Palahicky ◽  
Donna DesBiens ◽  
Ken Jeffery ◽  
Keith Stuart Webster
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Blended Learning ◽  
Student Performance ◽  
Learning Environments ◽  
Teaching Practice ◽  
Secondary Educators ◽  
Post Secondary ◽  
Successful Teaching

Pedagogical values directly affect student performance and, therefore, are essential to successful teaching practice. It is absolutely critical that post-secondary educators examine and reflect on their pedagogical values because these principles pave the path for student success. This chapter describes four pedagogical values that are critical to student success within the context of online and blended learning environments in higher education: 1) value of care; 2) value of diversity; 3) value of community; and 4) value of justice.

Pedagogical Values in Online and Blended Learning Environments in Higher Education

2021 ◽  
pp. 1316-1338
Author(s):  
Sophia Palahicky ◽  
Donna DesBiens ◽  
Ken Jeffery ◽  
Keith Stuart Webster
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Blended Learning ◽  
Student Performance ◽  
Learning Environments ◽  
Teaching Practice ◽  
Secondary Educators ◽  
Post Secondary ◽  
Successful Teaching

Pedagogical values directly affect student performance and, therefore, are essential to successful teaching practice. It is absolutely critical that post-secondary educators examine and reflect on their pedagogical values because these principles pave the path for student success. This chapter describes four pedagogical values that are critical to student success within the context of online and blended learning environments in higher education: 1) value of care; 2) value of diversity; 3) value of community; and 4) value of justice.

scholarly journals 26. Digital Storytelling and Diasporic Identities in Higher Education

2012 ◽  
Vol 5 ◽  
pp. 147 ◽  
Author(s):  
Gail Benick
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Multiple Perspectives ◽  
Secondary Educators ◽  
Post Secondary ◽  
Global Migration ◽  
Canadian Higher Education ◽  
Digital Stories ◽  
Diasporic Identities

The increase in global migration to Canada has changed the demographic profile of students in Canadian higher education.  Colleges and universities are becoming increasingly diverse by race, ethnicity, and culture.  At the same time, the process of teaching and learning is on the cusp of transformation with technology providing the tools to alter the way post-secondary educators teach and how students learn.  What pedagogical approaches have emerged to maximize educational benefit from these twin forces of migration and technology?  This paper explores the use of one method that has attracted global interest: digital storytelling.   Specifically, the article considers student-generated digital stories as a means to authenticate the multiple perspectives of learners and create space for their diverse voices in post-secondary education.

Pedagogical Values in Online and Blended Learning Environments in Higher Education

2018 ◽  
pp. 79-101
Author(s):  
Sophia Palahicky ◽  
Donna DesBiens ◽  
Ken Jeffery ◽  
Keith Stuart Webster
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Blended Learning ◽  
Student Performance ◽  
Learning Environments ◽  
Teaching Practice ◽  
Secondary Educators ◽  
Post Secondary ◽  
Successful Teaching

Pedagogical values directly affect student performance and, therefore, are essential to successful teaching practice. It is absolutely critical that post-secondary educators examine and reflect on their pedagogical values because these principles pave the path for student success. This chapter describes four pedagogical values that are critical to student success within the context of online and blended learning environments in higher education: 1) value of care; 2) value of diversity; 3) value of community; and 4) value of justice.

From Scarcity to Abundance: Achieving Quality-Assured Mass Higher Education

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Peter P. Smith
Keyword(s):  
Higher Education ◽  
Knowledge Economy ◽  
Good Practice ◽  
The United States ◽  
The Other ◽  
Secondary System ◽  
Mass Higher Education ◽  
Post Secondary ◽  
One Year ◽  
The One

The United States is in a bind. On the one hand, we need millions of additional citizens with at least one year of successful post-secondary experience to adapt to the knowledge economy. Both the Gates and Lumina Foundations, and our President, have championed this goal in different ways. On the other hand, we have a post-secondary system that is trapped between rising costs and stagnant effectiveness, seemingly unable to respond effectively to this challenge. This paper analyzes several aspects of this problem, describes changes in the society that create the basis for solutions, and offers several examples from Kaplan University of emerging practice that suggests what good practice might look like in a world where quality-assured mass higher education is the norm.

Adult Immigrant Journeys: Occupational Downgrading and Continuously Evolving Selves

2021 ◽  
Vol 32 (1) ◽  
pp. 5-16
Author(s):  
Jan Adversario
Keyword(s):  
Adult Learning ◽  
Phenomenological Study ◽  
Possible Selves ◽  
Professional Experiences ◽  
Future Selves ◽  
Research Questions ◽  
Qualitative Phenomenological ◽  
Adult Immigrants ◽  
Possible Selves Theory ◽  
Qualitative Phenomenological Study

This qualitative phenomenological study examined the occupational downgrading experiences of six adult immigrants. Occupational downgrading happens when an individual’s occupation post immigration does not match his or her education credentials and previous professional experiences. The goal is to make sense of the participants’ narratives through the lens of possible selves theory. Therefore, the research questions guiding this study were (1) How do occupational downgrading experiences of immigrants shape their integration to the U.S. workforce? and (2) How can we make sense of the participants’ narratives through the lens of possible selves theory? Phenomenological interviews served as the main source for data collection. In addition, artifacts allowed the participants to enrich their stories. Themes that emerged from the participants’ occupational downgrading experiences include underemployment, shift in status, language barrier, feeling of discrimination, and lack of inspiration at the new job. Looking at past, present, and future selves, the participants’ narratives were examined first through identity transition processes: separation, transition, and reincorporation. The study adds to a developing body of literature focusing on the possible selves of adult immigrants experiencing occupational downgrading. In particular, they inform who is participating in adult education. Likewise, this study centralizes the immigrant as participant to adult learning; it provides new narratives of adults in transition.

From Teen Parent to Student Parent: Latina Mothers’ Persistence in Higher Education

2020 ◽  
pp. 153819272098030
Author(s):  
Giselle Emilia Navarro-Cruz ◽  
Brianne A. Dávila ◽  
Claudia Kouyoumdjian
Keyword(s):  
Higher Education ◽  
Adolescent Mothers ◽  
Transition To Parenthood ◽  
Social Experiences ◽  
Latina Mothers ◽  
Post Secondary ◽  
Teen Parent ◽  
Academic And Social Experiences ◽  
Depth Interviews ◽  
Persistence In Higher Education

Less than half of adolescent mothers graduate from high school and fewer obtain a post-secondary degree. The purpose of this study is to understand how Latina mothers who experienced childbirth during adolescence transition to parenthood and higher education. We conducted 13 in-depth interviews with Latina mothers enrolled in higher education. We found that Latina mothers’ persistence in higher education is influenced by psychosocial factors, initial commitments, academic and social experiences in college, and final commitments.

Equality and Equity in Chinese Higher Education in the Post-massification Era: An Analysis Based on Chinese Scholarly Literature

2021 ◽  
pp. 1-22
Author(s):  
Qiang Zha
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Bibliometric Analysis ◽  
Chinese Higher Education ◽  
Scholarly Literature ◽  
The Core ◽  
Research Questions ◽  
Changes Over Time ◽  
Core Issues ◽  
Over Time

Abstract This paper examines several research questions relating to equality and equity in Chinese higher education via an extended literature review, which in turn sheds light on evolving scholarly explorations into this theme. First, in the post-massification era, has the Chinese situation of equality and equity in higher education improved or deteriorated since the late 1990s? Second, what are the core issues with respect to equality and equity in Chinese higher education? Third, how have those core issues evolved or changed over time and what does the evolution indicate and entail? Methodologically, this paper uses a bibliometric analysis to detect the topical hotspots in scholarly literature and their changes over time. The study then investigates each of those topical terrains against their temporal contexts in order to gain insights into the core issues.

536 Is mothers’ perceived pressure associated with infant sleep-related parenting practices?

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A211-A212
Author(s):  
Émilie M Lannes ◽  
Samantha Kenny ◽  
Rebecca Burdayron ◽  
Karine Dubois-Comtois ◽  
Marie-Julie Beliveau ◽  
...  
Keyword(s):  
Parenting Practices ◽  
Maternal Age ◽  
Maternal Education ◽  
Demographic Factors ◽  
Infant Sleep ◽  
Feeding Method ◽  
Bed Sharing ◽  
Demographic Questionnaire ◽  
Perceived Pressure ◽  
Linear Regressions

Abstract Introduction Studies suggest that feeling pressure about parenting practices is related to higher levels of stress. However, little is known about the pressure mothers feel about infant sleep-related parenting practices. This is surprising, considering that mothers are often exposed to contradictory information about infant sleep. This exploratory study aimed to 1) identify the proportion of mothers of 6-month-old infants who report feeling pressure about their sleep-related parenting practices and 2) assess the relationships between demographic factors and perceived pressure, and between parenting practices and perceived pressure. Methods Fifty-four mothers of 6-month-old infants completed a demographic questionnaire and the Sleep Practices Questionnaire (SPQ). Mothers were asked, “Have you ever felt pressure about your parenting choices and practices related to your child’s sleep?”. Responses ranged from never to always. Linear regressions were conducted to assess the concurrent associations between demographic factors (maternal age, maternal education, parity) and perceived pressure, and between sleep-related parenting practices (feeding method, frequency of bed-sharing, picking up or not picking up the infant when he/she cries at night) and perceived pressure. Results Analyses revealed that 5.6% of mothers reported feeling pressure constantly, 20.4% reported feeling pressure quite often, 46.3% reported feeling pressure sometimes, and about a quarter (27.7%) reported feeling pressure rarely or never. Lower maternal education and breastfeeding were associated with feeling more pressure about sleep-related parenting practices (p < .05). Furthermore, mothers reporting that they (or their partner) pick up their infant when he/she cries at night were more likely to report feeling pressure (p < .01). Maternal age, parity, and frequency of bed-sharing were not associated with feeling pressure (p > .05). Conclusion The majority of mothers (72.3%) in our sample reported feeling pressure about their sleep-related parenting practices at least sometimes, suggesting that this experience is quite common. Lower maternal education, breastfeeding, and picking up the infant to comfort him/her during the night were associated with higher perceived pressure. Future studies should examine feelings of pressure about sleep-related parenting practices in larger samples of mothers and investigate whether fathers share similar concerns. Moreover, identifying the potential sources of these feelings would represent an interesting clinical avenue. Support (if any) SSHRC, FRQS

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