Academic literature on the topic 'Marginalised students'
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Journal articles on the topic "Marginalised students"
Phillip, Paul Anak, and Nurazidawati Mohamad Arsad. "Marginalised Students’ Funds of Knowledge in Teaching and Learning Science: A Systematic Literature Review." International Journal of Social Science Research 11, no. 1 (December 27, 2022): 88. http://dx.doi.org/10.5296/ijssr.v11i1.20622.
Full textHolttum, Sue. "Research watch: routes to marginalised students’ increased inclusion and empowerment." Mental Health and Social Inclusion 25, no. 4 (September 29, 2021): 326–33. http://dx.doi.org/10.1108/mhsi-08-2021-0055.
Full textStrauss, Pat, and Judy Hunter. "Uncertain pathways: foundation skills tutors and marginalised students in neoliberal times." Journal of Further and Higher Education 42, no. 7 (May 25, 2017): 879–92. http://dx.doi.org/10.1080/0309877x.2017.1323193.
Full textCallingham, Maggie. "From discrete intervention to engage marginalised students to whole-school initiative to engage all students." International Journal of Inclusive Education 21, no. 2 (August 12, 2016): 131–45. http://dx.doi.org/10.1080/13603116.2016.1218947.
Full textCoates, Jamie. "“Unseeing” Chinese Students in Japan: Understanding Educationally Channelled Migrant Experiences." Journal of Current Chinese Affairs 44, no. 3 (September 2015): 125–54. http://dx.doi.org/10.1177/186810261504400306.
Full textMaringe, Felix, and Jennifer Jenkins. "Stigma, tensions, and apprehension." International Journal of Educational Management 29, no. 5 (June 8, 2015): 609–26. http://dx.doi.org/10.1108/ijem-04-2014-0049.
Full textKanmani, M. "SELF EFFICACY AND ACADEMIC ACHIEVEMENT OF HIGH SHOOL STUDENTS FROM MARGINALISED SOCIETY." International Journal of Advanced Research 6, no. 5 (May 31, 2018): 1297–302. http://dx.doi.org/10.21474/ijar01/7159.
Full textFiorentino, Matthew C. "Exploring citizenship and belonging with two college music students of marginalised identities." Music Education Research 22, no. 2 (January 31, 2020): 145–58. http://dx.doi.org/10.1080/14613808.2020.1719991.
Full textMatoo, Gurbax. "Othered subjects: marginalised voices of Black and South Asian mothers." Critical and Radical Social Work 10, no. 1 (March 1, 2022): 109–26. http://dx.doi.org/10.1332/204986021x16312856627399.
Full textMannay, Dawn. "Accessing the academy: developing strategies to engage and retain marginalised young people on successful educational pathways." Socialinė teorija, empirija, politika ir praktika 7 (January 1, 2013): 133–40. http://dx.doi.org/10.15388/stepp.2013.0.1401.
Full textDissertations / Theses on the topic "Marginalised students"
Frost, Helen. "Promotional approaches to undergraduate recruitment for marginalised courses and marginalised students." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/43236/.
Full textBland, Derek Clive. "Researching educational disadvantage : using participatory research to engage marginalised students with education." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16434/1/Derek_Bland_Thesis.pdf.
Full textBland, Derek Clive. "Researching educational disadvantage : using participatory research to engage marginalised students with education." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16434/.
Full textWalls, Chad Alan. "Using the views of marginalised students about effective teaching." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/using-the-views-of-marginalised-students-about-effective-teaching(02f64f2d-14e8-4bea-ab56-5b2b14cdff9e).html.
Full textJones, Tom. "A social model of learning constructed from the perceptions of marginalised art and design students." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10020794/.
Full textNewton, Steven John. "Resisting education: A capital idea." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/125534/1/Steven_Newton_Thesis.pdf.
Full textSlaney, Jaime D. "Leadership Practices That Support Marginalized Students: Cultural Awareness and Self-reflection." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108821.
Full textThis qualitative case study, part of a larger group study about how leaders support marginalized student populations in a Massachusetts school district, explored how leaders develop and maintain cultural awareness and self-reflection for themselves and for their teachers. The study asked: 1) How, if at all, does the leader develop and maintain critical self-reflection to support marginalized populations? And 2) What leadership practices does the leader enact, if at all, to engage teachers in cultural awareness and self-reflection? Data was gathered and analyzed from 20 semi-structured interviews, including the superintendent, two assistant superintendents, director of bilingual education, two secondary level principals, two elementary level principals, and 12 teachers, and document reviews. Findings indicate that almost all of the leader participants exhibited cultural awareness and reflectiveness which was attributed to either feeling marginalized themselves, or through childhood and professional experiences. Leaders utilized a variety of leadership practices to maintain their awareness, engage in self-reflection, and create more equitable environments for marginalized students, but these practices were not consistent, embedded, or persistent. Implications of this study reveal that district and school leadership practices to enact cultural awareness and self-reflection of leaders and teachers are critical to effectively address inequities and to support marginalized students
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Soria, Luis Ramirez. "Leadership Practices that Support Marginalized Students: District and School Leaders' Support for LGBTQ Youth." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108822.
Full textLesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth are a marginalized student population in school settings. The purpose of this qualitative case study was to examine whether and how district and school leaders’ knowledge, attitudes/beliefs, and practices regarding LGBTQ students affected school policies for advocacy, anti-discrimination, and proactive care for this marginalized population. It was part of a larger group case study of how leaders support marginalized students in a Massachusetts urban school district. Data was gathered and analyzed from eight semi-structured interviews, document reviews, and observation of a student organization meeting. Results showed that leaders created and sustained safe environments in schools for LGBTQ youth, made efforts to urge the normalization of LGBTQ advocacy and discourse, and afforded opportunities for LGBTQ student-led activism. The study also found that district and school leaders need to further their systemic efforts toward establishing and implementing inclusive LGBTQ curriculum and instruction. Implications of this study reveal that district and school leadership practices must be explicitly designed, implemented, and sustained in order to effectively support LGBTQ youth
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Kaufmann, Shayla. "Marginalized students accessing museum art education programs." Thesis, Boston University, 2014. https://hdl.handle.net/2144/21185.
Full textFor many years as an art educator, this researcher, has observed, the positive impact an art education program can have on a variety of different student populations. All students deserve access to a meaningful art education. It has been shown that developing brain health and looking at art is beneficial for the human mind. Scientists in collaboration with artists have recently shown, through Computed Axial Tomography (CAT scans) something that we already knew (or suspected), from our own experiences; making and looking at art is positive for human cognition. According to Professor Semir Zeki, Chair of the Neurasthenics Department at University College London: (1999, p.187). Inner Vision: An exploration of art and the brain: "What we found is when you look at art – whether it is a landscape, a still life, an abstract or a portrait – there is strong activity in that part of the brain related to pleasure. We put people in a scanner and showed them a series of paintings every ten seconds. We then measured the change in blood flow in one part of the brain. The reaction was immediate. What we found was the increase in blood flow was in proportion to how much the painting was liked. The blood flow increased for a beautiful painting just as it increases when you look at somebody you love. It tells us art induces a feel-good sensation direct to the brain." This thesis will not be examining the positive impact art has on the brain; it is referred to in order to acknowledge the fact many artists and art appreciators already know: Looking at art is a valuable thing, and art education is important for developing minds. This thesis will examine the bridge between art museum programs and marginalized student populations. These are the students who have Individualized Education Programs (IEP’s), or those for whom English is a second language and who may live in low-income urban communities. It will also examine what museum-based art education programs can provide to this population of youth. In the Wall Street Journal, as cited by (Winner, Goldstein, and Vincent-Lancrin, 2013, p.18) the former chairman of the National Endowment for the Arts, Rocco Landesman offers pointed remarks when arts education comes up: "Some students don’t fit the No Child Left Behind regime and other subjects don’t inspire them. Talented but offbeat, they sulk through algebra, act up in the cafeteria, and drop out of school. The arts 'catch' them and pull them back, turning a sinking ego on the margins into a creative citizen with 'a place in society.'" Museums often provide a place for students to go and engage with art in a meaningful way that captures their imagination and engages them in learning. The emphasis of this research falls on the unusual student, the difficult learner, the student who has a learning style difference and who may never have encountered an original work of art. The purpose of this study is to report the ways in which students responded to art in a museum setting. Why art museums enjoy a reciprocal benefit from serving these students will also be examined. Art educators know that art is important for the development of creativity in students, and students’ benefit from engagement in studio art activities. Yet, most crucially, art programs are often marginalized in low-income urban communities. According to the Center on Budget and Policy Priorities, more than 95 percent of schoolaged children are attending schools that have cut art education since the recession. In low-income communities, many students have few studio art classes along their journeys through pre/K-12 public education. Those denied an art education often find themselves without the benefit of an education that includes studies about the value of culture, leaving those affected by poverty with little impetus to reach for higher educational goals. Art education programs at two museums are examined to show how their programs reach out to students from underserved communities. In particular, this study looks at the Cape Ann Museum in Gloucester and Peabody Essex Museum in Salem, both in, Massachusetts, to evaluate how to engage marginalized, urban students and retain these youth as enthusiastic lifetime museumgoers.
2031-01-01
Ruich, Lawrence Joseph. "Voices of Special Educators Teaching Students with Emotional Disturbances (ED)| Examining the Marginalized of the Marginalized." Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10244144.
Full textThis qualitative study examines the identities of three secondary special education teachers in self-contained classrooms. Nationally, there is a serious shortage of special educators interested in and successful working with students exhibiting emotional and behavioral disorders. An understanding of teacher identity and the personal and professional contexts that contribute to it is critical to the retention of these teachers in the field and the preparation of future special educators. Interviews, observations, and the use of image elicitation provided data to examine each participant’s identity in relation to the students they taught, the school setting, and their sense of self. Analysis of collected data emphasized their historical past, present relationships (e.g., family, colleagues), professional development, and lives within the school.
Cross-case analysis findings illuminate each teacher’s reasons for working with students who exhibit challenging behaviors and how their personal experiences shaped their identity and approach to teaching. Findings demonstrate how teacher-participants addressed student autonomy through empowerment or control via an instituted behavioral model. Social and relational aspects of teaching effected collaboration within the classroom and school setting.
Findings from this study indicate several implications. Due to the stressful and emotional work environment, the field has both a quantity and a quality shortage. Preparation programs must offer prospective teachers the chance to observe and participate in daily work within restricted settings while cultivating and recognizing a network of supports. Well-planned mentor and field-based programs offer on-the-job resources that help incoming teachers with classroom practice and the stimulation of identity development. Schools should implement strategies to improve the consistency of instructional aide support for special education teachers.
It is important to recognize the systemic structures that shape teacher identity. Institutional settings rarely challenge the status quo; so it is important that teachers resist, otherwise practices appear fixed and unalterable. While working with students who are emotional, aggressive, combative, and traumatized, teachers should detach from maladaptive conduct and not associate the student with their behavior. It is essential for special educators experiencing the effects of a school system and the challenges brought by students to practice a method of self-care.
Books on the topic "Marginalised students"
Riddle, Stewart, and David Cleaver. Alternative Schooling, Social Justice and Marginalised Students. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58990-9.
Full textMarginalized students. San Francisco, Calif: Jossey-Bass, 2011.
Find full textYadgarov, Yakov. History of economic thought. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1059100.
Full textWenham, Lucy. Misunderstood, Misinterpreted and Mismanaged: Voices of Students Marginalised in a Secondary School. Lang AG International Academic Publishers, Peter, 2021.
Find full textWenham, Lucy. Misunderstood, Misinterpreted and Mismanaged: Voices of Students Marginalised in a Secondary School. Lang AG International Academic Publishers, Peter, 2021.
Find full textWenham, Lucy. Misunderstood, Misinterpreted and Mismanaged: Voices of Students Marginalised in a Secondary School. Lang AG International Academic Publishers, Peter, 2021.
Find full textFataar, Aslam. Educational Practices and Pathways of South African Students: Across Power-Marginalised Spaces. African Sun Media, 2018.
Find full textWenham, Lucy. Misunderstood, Misinterpreted and Mismanaged: Voices of Students Marginalised in a Secondary School. Lang Publishing, Incorporated, Peter, 2021.
Find full textFataar, Aslam, ed. The Educational Practices and Pathways of South African Students across Power-Marginalised Spaces. SUN MeDIA, 2018. http://dx.doi.org/10.18820/9781928357896.
Full textAlternative Schooling, Social Justice and Marginalised Students: Teaching and Learning in an Alternative Music School. Palgrave Macmillan, 2017.
Find full textBook chapters on the topic "Marginalised students"
Kwok, Diana K. "Genderism and trans students in Hong Kong higher education." In Marginalised Communities in Higher Education, 64–78. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429293399-6.
Full textHarrison, Neil, Linda O’Neill, and Graham Connelly. "The journeys of care-experienced students in England and Scotland." In Marginalised Communities in Higher Education, 15–35. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429293399-3.
Full textBerg, Jana. "Expectations, experiences and anticipated outcomes of supporting refugee students in Germany." In Marginalised Communities in Higher Education, 97–118. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429293399-9.
Full textStevenson, Jacqueline. "The marginalisation of religious students in higher education in the United Kingdom." In Marginalised Communities in Higher Education, 79–94. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429293399-7.
Full textRiddle, Stewart, and David Cleaver. "A Day in the Life at an Alternative Music School." In Alternative Schooling, Social Justice and Marginalised Students, 1–24. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58990-9_1.
Full textRiddle, Stewart, and David Cleaver. "Policies and Politics of Contemporary Schooling." In Alternative Schooling, Social Justice and Marginalised Students, 25–47. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58990-9_2.
Full textRiddle, Stewart, and David Cleaver. "Finding Myself at Music Industry College." In Alternative Schooling, Social Justice and Marginalised Students, 49–70. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58990-9_3.
Full textRiddle, Stewart, and David Cleaver. "The Freedom to Teach." In Alternative Schooling, Social Justice and Marginalised Students, 71–92. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58990-9_4.
Full textRiddle, Stewart, and David Cleaver. "Community, Culture and Connections in Alternative Schooling." In Alternative Schooling, Social Justice and Marginalised Students, 93–109. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58990-9_5.
Full textRiddle, Stewart, and David Cleaver. "On Social Justice and Schooling." In Alternative Schooling, Social Justice and Marginalised Students, 111–25. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58990-9_6.
Full textConference papers on the topic "Marginalised students"
Njenga, Ashington. "NETWAK - Digital Educational Training Support and Linkage to Employment for Needy and Marginalised People Globally." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9471.
Full text"Perspectives on Historically Marginalized Doctoral Students in the United States and South Africa." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4210.
Full textNjue, Teresa, and Nathaniel Muthomi. "Triple Response Model as a Learning Facilitator Among Young Women in Technical Training Institutions from Marginalized Communities of Kenya." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1780.
Full textRittle-Johnson, Bethany. "Marginalized Students' Opportunities to Learn in Integrated Mathematics Courses." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1688760.
Full textBowen, Corin L., Aaron W. Johnson, and Kenneth G. Powell. "Critical Analyses of Outcomes of Marginalized Undergraduate Engineering Students." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9273827.
Full textTapia-Fuselier, Nicholas. "Community Colleges, Neoliberalism, and the Implications for Students From Marginalized Populations." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1435514.
Full textAbreu, Joshua. "Instructional Equity: Teaching Practices That Promote Academic Success Among Marginalized Students." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1883277.
Full textDanielak, Brian A., Ayush Gupta, and Andrew Elby. "The marginalized identities of sense-makers: Reframing engineering student retention." In 2010 IEEE Frontiers in Education Conference (FIE). IEEE, 2010. http://dx.doi.org/10.1109/fie.2010.5673158.
Full textLouie, Josephine, Soma Roy, Beth Chance, Jennifer Stiles, and Emily Fagan. "Promoting interest and skills in statistical and multivariable thinking with social justice data investigations." In IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.ohylj.
Full textGeiger, Tray. "Supporting Systematically Marginalized Students in Higher Education Using Analytic-Driven Advisor Action." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1891990.
Full textReports on the topic "Marginalised students"
Kaur, Harpreet. The Policy Response to the COVID-19 Pandemic: Analysing Implications for Indigenous Peoples in the Nilgiri Biosphere Reserve. Indian Institute for Human Settlements, 2022. http://dx.doi.org/10.24943/prcp12.2022.
Full textMcElhaney, Kevin, Anthony Baker, Carly Chillmon, Zareen Kasad, Babe Liberman, and Jeremy Roschelle. An Initial Logic Model to Guide OpenSciEd Research: Updated Version. Digital Promise, March 2022. http://dx.doi.org/10.51388/20.500.12265/152.
Full textPowerful Learning with Computational Thinking: Our Why, What, and How of Computational Thinking. Digital Promise, March 2021. http://dx.doi.org/10.51388/20.500.12265/115.
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