Innovations in Higher Education Teaching and Learning最新文献_第10页

Occupation-Based Didactic Model for English Language Teaching to Refugees to Improve their Sustainability and Social Integration 基于职业的难民英语教学模式:促进难民的可持续性和社会融合

Innovations in Higher Education Teaching and Learning Pub Date : 2019-01-02 DOI: 10.1108/S2055-364120180000015005

Haydeé Ramírez Lozada

{"title":"Occupation-Based Didactic Model for English Language Teaching to Refugees to Improve their Sustainability and Social Integration","authors":"Haydeé Ramírez Lozada","doi":"10.1108/S2055-364120180000015005","DOIUrl":"https://doi.org/10.1108/S2055-364120180000015005","url":null,"abstract":"Abstract \u0000With the purpose to contribute to the English language teaching-learning process of refugees, as part of a university linking project carried out at the Pontifical Catholic University of Ecuador, Esmeraldas Campus, to foster refugees’ sustainability and social integration, an educative investigation was carried out with the help of the Applied Linguistics School at the mentioned university, in collaboration with the United Nations Refugee Agency, from 2016 to 2017. The population was formed by 20 student refugees and 4 students from the Applied Linguistics School who worked as teachers. The refugees who attended the course needed English language literacy because they were going to be resettled in other countries, which were English-speaking ones. With the empirical-analytical and hermeneutic methods, and the techniques of observation and survey, a diagnosis of the teaching-learning process was made, which revealed the necessity to teach English to the referred refugees based on their communicative needs, according to their jobs. As a result, an occupation-based didactic model for English language teaching to refugees, with its components, principles, and laws, was designed, which permitted the proposal of a didactic methodology for fostering meaningful learning, motivation, and communicative competence in English in connection with refugees’ occupations.","PeriodicalId":262577,"journal":{"name":"Innovations in Higher Education Teaching and Learning","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116069823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Refugees, Education, and Disability: Addressing the Educational Needs of Arabic-Speaking Refugees with Learning Challenges 难民、教育和残疾:解决有学习困难的阿拉伯语难民的教育需求

Innovations in Higher Education Teaching and Learning Pub Date : 2019-01-02 DOI: 10.1108/S2055-364120180000015009

D. Banes, Carine Allaf, Maggie Mitchell Salem

{"title":"Refugees, Education, and Disability: Addressing the Educational Needs of Arabic-Speaking Refugees with Learning Challenges","authors":"D. Banes, Carine Allaf, Maggie Mitchell Salem","doi":"10.1108/S2055-364120180000015009","DOIUrl":"https://doi.org/10.1108/S2055-364120180000015009","url":null,"abstract":"Abstract \u0000Estimates suggest there are currently over 15 million Arabic-speaking refugees and internally displaced persons. The average duration of displacement has increased from 9 years in 1993 to 17 years in 2003 (Loescher & Milner 2006) and is still increasing. It is difficult to determine the precise number of people with a disability within the refugee community. Estimates vary but at least 10% of that population have some form of disability, while others suggest that this figure is around 22%, using a broader definition of needs and including those with undiagnosed disabilities as well as psychosocial trauma (Karasapan, 2016). Based on three years of intensive development including discussions with a range of humanitarian and educational organizations, government agencies, and philanthropic entities, the authors have identified the paucity of digital educational content as a significant and pressing challenge for all Arabic learners, with a major impact upon those with additional needs or disabilities. This chapter addresses the key issues to be considered in planning for and accommodating those needs within an inclusive context.","PeriodicalId":262577,"journal":{"name":"Innovations in Higher Education Teaching and Learning","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124811138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Perspectives on Diverse Student Identities in Higher Education: International Perspectives on Equity and Inclusion 高等教育中多元学生身份的视角:公平与包容的国际视角

Innovations in Higher Education Teaching and Learning Pub Date : 2018-11-26 DOI: 10.1108/s2055-3641201814

N. Petersen, Sandra J. Gruberg

引用次数: 0

Strategies, Policies, and Directions for Refugee Education 难民教育的策略、政策和方向

Innovations in Higher Education Teaching and Learning Pub Date : 2018-09-27 DOI: 10.1108/s2055-3641201813

Enakshi Sengupta

引用次数: 2

Chapter 3 Looking on the Bright Side: Pathways, Initiative, and Programs to Widen Arab High School Graduates’ Participation in Israeli Higher Education 第三章展望光明的一面:扩大阿拉伯高中毕业生参与以色列高等教育的途径、倡议和项目

Innovations in Higher Education Teaching and Learning Pub Date : 2018-09-04 DOI: 10.1108/S2055-364120180000012004

K. Arar, Kussai Haj-Yehia

{"title":"Chapter 3 Looking on the Bright Side: Pathways, Initiative, and Programs to Widen Arab High School Graduates’ Participation in Israeli Higher Education","authors":"K. Arar, Kussai Haj-Yehia","doi":"10.1108/S2055-364120180000012004","DOIUrl":"https://doi.org/10.1108/S2055-364120180000012004","url":null,"abstract":"Abstract \u0000The chapter looks at policies regarding access to higher education (HE) for the Palestinian Arab minority in Israel (PAMI). Recently, HE among PAMI has expanded compared to previous years, but the proportion of PAMI students in Israeli institutions of HE (14%) is still not equal to the percentage of PAMI (20%). The Council for Higher Education (CHE) in Israel has been trying to increase the accessibility of PAMI students in institutions of HE through the implementation of several projects and academic programs and the expectation of reaching 17% in 2021. The chapter has three main aims: (1) to describe the decisions and recommendations of CHE for increasing the rate of peripheral students in HE, (2) to trace their implementation in HE institutions, and (3) to investigate the influences of these policies in schools through interviews with secondary school principals and secondary students in PAMI schools to understand how they act to improve students’ awareness of these initiatives and to improve access to HE for their graduates. A qualitative-phenomenological study analyzes policy guidelines regarding HE for PAMI as set out by the two main committees established by the Israeli CHE. The findings may have international significance since similar difficulties are encountered in access to HE among underprivileged or peripheral populations in other world states.","PeriodicalId":262577,"journal":{"name":"Innovations in Higher Education Teaching and Learning","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132419008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Chapter 1 Introduction to Contexts for Diversity and Gender Identities in Higher Education 第一章高等教育中性别认同与多样性的背景介绍

Innovations in Higher Education Teaching and Learning Pub Date : 2018-09-04 DOI: 10.1108/S2055-364120180000012002

P. Blessinger, Jaimie Hoffman, M. Makhanya

引用次数: 0

Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion 高等教育中的多样性与性别认同:平等与包容的国际视角

Innovations in Higher Education Teaching and Learning Pub Date : 2018-09-04 DOI: 10.1108/s2055-3641201812

Jaimie Hoffman

{"title":"Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion","authors":"Jaimie Hoffman","doi":"10.1108/s2055-3641201812","DOIUrl":"https://doi.org/10.1108/s2055-3641201812","url":null,"abstract":"The chapters in this book focus on how higher education can cultivate and promote a more inclusive and equitable environment in higher education, especially with regard to gender diversity as well as those non-conforming, nonheteronormative groups. The chapters in this volume cover the broad picture/ context of diversity in various countries as well as a specific focus on gender. The chapters discuss the factors relating to inclusion and equity, what is driving campuses to be more inclusive, and practical steps and case studies that higher education institutions can implement to create more inclusive and equitable learning environments. Finally, this volume discusses the need for inclusive leadership which involves building institutional capacity for inclusion and creating the right conditions under which inclusion and equity can grow and thrive and crafting policies and practices whose end result is to create a culture of inclusion. Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion Innovations in Higher Education Teaching and Learning, Volume 12, 1–12 Copyright © 2018 by Emerald Publishing Limited All rights of reproduction in any form reserved ISSN: 2055-3641/doi:10.1108/S2055-364120180000012002 2 PatriCK BlessinGer et al.","PeriodicalId":262577,"journal":{"name":"Innovations in Higher Education Teaching and Learning","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126561899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Chapter 12 Motivation Behind Male Students’ Decision to Participate in a Study Program Abroad: A Study Conducted in the United States 第12章男生出国留学的动机:以美国为例

Innovations in Higher Education Teaching and Learning Pub Date : 2018-09-04 DOI: 10.1108/S2055-364120180000012013

Dianne M. Timm, R. Lindhart, Kurt R. Olausen, Aaron Walk

引用次数: 0

Chapter 6 The Internationalization of Portuguese Higher Education Institutions – Reasons, Strategies and Challenges 第六章葡萄牙高等教育机构国际化的原因、策略与挑战

Innovations in Higher Education Teaching and Learning Pub Date : 2018-09-04 DOI: 10.1108/S2055-364120180000012007

C. Guerreiro, T. Barros

{"title":"Chapter 6 The Internationalization of Portuguese Higher Education Institutions – Reasons, Strategies and Challenges","authors":"C. Guerreiro, T. Barros","doi":"10.1108/S2055-364120180000012007","DOIUrl":"https://doi.org/10.1108/S2055-364120180000012007","url":null,"abstract":"Abstract \u0000In a global world, the internationalization of higher education institutions (HEIs) emerges related with the continuous growing of knowledge and sharing of experiences. The main purpose of this research is to identify reasons, strategies and challenges inherent to the process of internationalization of HEIs in a very distinct context – Portugal. Therefore, literature is reviewed and a group of 10 deans/presidents/directors of Portuguese higher education institutions (HEIDs) are interviewed following a pre-designed protocol. The conclusions of this research are related to economic, academic and cultural aspects. The economic reasons are considered very important since they are related to funding issues. Yet, it was found that there are also cultural and academic issues influencing the internationalization of HEI´s in Portugal, such as the existence of a binary system. The challenges are closely associated with economic and cultural aspects. On the one hand, they are strictly connected to budgetary constraints; on the other hand, they encourage a new shift towards a different paradigm.","PeriodicalId":262577,"journal":{"name":"Innovations in Higher Education Teaching and Learning","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133437514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Chapter 2 Access and Permanence Conditions for Students with Special Educational Needs in Brazilian Higher Education 第二章巴西高等教育中有特殊教育需要的学生的入学和永久条件

Innovations in Higher Education Teaching and Learning Pub Date : 2018-09-04 DOI: 10.1108/S2055-364120180000012003

A. L. Manrique, Geraldo Eustáquio Moreira

{"title":"Chapter 2 Access and Permanence Conditions for Students with Special Educational Needs in Brazilian Higher Education","authors":"A. L. Manrique, Geraldo Eustáquio Moreira","doi":"10.1108/S2055-364120180000012003","DOIUrl":"https://doi.org/10.1108/S2055-364120180000012003","url":null,"abstract":"Abstract \u0000Few people with special educational needs (SEN) had access to higher education in Brazil until the 1980s, mainly due to their lack of access to basic education and a lack of specific public policies for this population. It was only in 2003 that the Brazilian government implemented strategies for the dissemination of the factors referring to inclusive education. The objective was one of the support for the transformation of educational systems into inclusive educational systems. As these policies are recent; few studies have been carried out in Brazil. According to Brazilian statistical data, the number of enrollments connected to special education in regular basic education classes, in 2015, was almost 751,000 students, while in higher education in diverse graduation courses the number was 38,000. In this sense, this chapter aims to unveil and discuss Brazilian public policies for the access and permanence of SEN students in higher education. Reflections will also be presented related to the evolution of the number of enrollments of students with specific SEN (visual, physical, hearing, and intellectual) in basic and higher education, as well as the implementation of public policies focused on this population in a Brazilian context.","PeriodicalId":262577,"journal":{"name":"Innovations in Higher Education Teaching and Learning","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115200473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0