educational equity
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2022 ◽  
pp. 002205742110535
Author(s):  
Marcela Ossa Parra ◽  
Patrick Proctor

Translanguaging pedagogy is an approach to educational equity that harnesses multilingual learners’ communicative repertoires (e.g., home languages, non-standard varieties, and gestures) by strategically incorporating them in the classroom to ensure students’ active participation and meaningful learning. This paper proposes a research-informed continuum that captures a range of possibilities for integrating translanguaging in language and literacy instruction. This continuum provides insight into how educators may make socially just instructional and curricular decisions that are based on recognizing multilingual students' languages, cultures, and ways of knowing as valuable assets in the classroom.


2022 ◽  
pp. 1451-1472
Author(s):  
Leslie Haas ◽  
Jill Tussey

This chapter is founded on the idea that literacy is the cornerstone of teaching and learning across disciplines and is the scaffold for quality communication across modes. Therefore, it contends that the ever-widening education and opportunity gaps seen throughout United States school systems have the potential to be bridged through engaging communicative literacy experiences. Information and resources provided are supported through a theoretical framework based on engagement theory, equitable access as a construct, and multiple literacies theory. As educational equity gaps continue to develop and widen for students based on race, income, language, and technology, it is imperative that innovative practices be researched, reviewed, and put into practice. By utilizing digital storytelling and game-based learning, this chapter attempts to provide the reader with a deeper understanding of issues related to classroom practice, educational equity, learning engagement, and literacy opportunities.


2022 ◽  
pp. 172-187
Author(s):  
Elizabeth A. Gilblom

This chapter provides an overview of the benefits of utilizing geographic information systems (GIS) to explore the intersections of school choice policy, educational equity, space, and race. The author discusses the theory of racial space, a framework for understanding the complex interactions between spatial processes and race. Additionally, the author offers an overview of GIS functionality and discusses research that incorporates GIS as a tool to examine the role of charter schools in shaping educational opportunities and outcomes across neighborhoods, cities, and states. Finally, this chapter will introduce emerging research areas and interdisciplinary research approaches, including advanced geospatial techniques, used to examine the intersections of geography and educational equity.


2021 ◽  
Vol 10 (2) ◽  
pp. 1451-1459
Author(s):  
Song Han

In the current climate of pursuing educational equity, the construction of educational community is a worthwhile experiment in achieving equitable development of urban and rural education. Establishing a multi-channel cooperation mechanism between urban and rural schools and giving full play to the existing high-quality educational resources are feasible and efficient ways to reach quality and equity education. Based on the technology of Internet plus satellite live broadcasting and its own resource advantages, Zhengzhou No.1 High School constructed an educational community across time and space, which effectively promotes balanced development of education in the region and has enhanced the overall educational level there.


2021 ◽  
Vol 10 (2) ◽  
pp. 1451-1459
Author(s):  
Song Han

In the current climate of pursuing educational equity, the construction of educational community is a worthwhile experiment in achieving equitable development of urban and rural education. Establishing a multi-channel cooperation mechanism between urban and rural schools and giving full play to the existing high-quality educational resources are feasible and efficient ways to reach quality and equity education. Based on the technology of Internet plus satellite live broadcasting and its own resource advantages, Zhengzhou No.1 High School constructed an educational community across time and space, which effectively promotes balanced development of education in the region and has enhanced the overall educational level there.


2021 ◽  
Vol 57 (1) ◽  
pp. 016001

Abstract Books: Engaging with Astronomy: Gary Williams reviews ‘Universe’ by Robert M Geller, Roger Freedman and William J Kaufmann. Transitioning to University: Gary Williams reviews ‘Mathematics for Physicists’ by Brian R Martin and Graham Shaw. No pupil left behind: Peter Main reviews ‘Leading Inclusion in a Secondary School’ by Mark Allen. Overcoming Poverty: Peter Main reviews ‘Educational Equity—Pathways to Success’ Edited by Christopher Chapman and Mel Ainscow.


2021 ◽  
Vol 6 ◽  
Author(s):  
Benjamin J. Lovett

Educational accommodations are frequently given to students with disabilities. For instance, students might be given a copy of class notes or provided additional time to complete a test. One purpose of accommodations is to improve educational equity, putting all students on equal footing. However, research on current accommodations practices raises two distinct equity-related concerns. First, students from privileged backgrounds are more likely to receive certain accommodations even without adequate evidence of need; this can provide an unfair boost in performance and widen gaps among students. Second, when students from less privileged backgrounds are given accommodations, the incentive for schools to provide academic remediation, compensatory strategies, and coping skills is lessened, leaving these students in a worse position when accommodations are not available outside of educational settings. Implications for practice are discussed.


2021 ◽  
Vol 5 (11) ◽  
pp. 188-191
Author(s):  
Qiaohong Cheng

After-school service is an effective arrangement of time and space for students after school hours. Its demand and value are under the strong advocacy and implementation of national policies to establish a “people-oriented” concept while focusing on students’ development and pursuing educational equity.


2021 ◽  
Vol 19 (1) ◽  
pp. 9-44
Author(s):  
Andreea Gheba

The main objective of this article is to analyze the interaction between the principle of proximity in the enrollment process to primary school and the high school admission mechanism from an educational equity perspective. Specifically, I conduct a case study in which I analyze how the type of school graduated by a student in Bucharest influences the type of high school at which she will be admitted, given the present system of allocation. As such, I am interested in identifying the extent to which the school where the student is enrolled (when parents, theoretically cannot choose, as it is dependent on the street where they reside) can represent an explanatory factor for the probability to be admitted at a particular high school (a stage when parents and students can manifest their preferences for a school/specialization).


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