Relevant bibliographies by topics / Marginalised students

Academic literature on the topic 'Marginalised students'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Marginalised students"

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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.

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Funds of knowledge refer to the historically accumulated and culturally developed bodies of knowledge and skills essential for household and individual functioning and well-being. Teachers face students from different backgrounds in the classroom. In order to provide the best possible education for all the students in a classroom, teaching practices must reflect an authentic sense of caring for a child in a way that recognises the importance of the utilisation of marginalised students’ fund of knowledge. Hence, reviewing existing literature systematically is very important for finding the gaps in using marginalised students’ funds of knowledge in science teaching and learning. A systematic Literature Review (SLR) is conducted to identify the type of funds of knowledge that can be used in science teaching and learning processes. Out of 321 articles identified from Scopus and Web of Science (WoS) databases, 28 articles were selected for the systematic review process. The finding of the analysis shows nine types of funds of knowledge that can be used in teaching and learning science, particularly for marginalised students. This research and its finding are expected to provide insight and information on the type of funds of knowledge for marginalised students that can be utilised in science education and contribute to the improved quality of science education in general.
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Holttum, 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.

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Purpose The purpose of this paper was to report on recent research about how students belonging to marginalised groups can be empowered. Design/methodology/approach The author searched for articles that covered the topic of empowerment, published in the past two years. The author selected two papers that each focus on a different group and illustrate processes of empowerment applicable in their contexts. Findings The first paper deals sensitively with the topic of in-fighting amongst Indigenous students at Canadian universities and how Canada’s colonisation history contributes to this. It also illustrates how Indigenous students are working together to improve universities’ recognition of their needs and rights. The second paper describes a consciousness-raising programme for Black girls in secondary schools in Pennsylvania, USA. Black girls attending the programme valued it and felt more connected with other Black girls. There was some dropout from the programme, but those who remained appeared to benefit. Originality/value These two papers represent important illustrations of some complex challenges facing marginalised groups and how their empowerment and inclusion can increase, with implications for their mental and physical well-being.
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Strauss, 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.

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Callingham, 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.

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Coates, 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.

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Chinese migrants are currently the largest group of non-Japanese nationals living in Japan. This growth is largely the result of educational migration, positioning many Chinese in Japan as student-migrants. Based on 20 months’ ethnographic fieldwork in Ikebukuro, Tokyo's unofficial Chinatown, this paper explores the ways in which the phenomenology of the city informs the desire for integration amongst young Chinese living in Japan. Discussions of migrant integration and representation often argue for greater recognition of marginalised groups. However, recognition can also intensify vulnerability for the marginalised. Chinese student-migrants’ relationship to Ikebukuro's streets shows how young mobile Chinese in Tokyo come to learn to want to be “unseen.” Largely a response to the visual dynamics of the city, constituted by economic inequality, spectacle, and surveillance, the experiences of young Chinese students complicate the ways we understand migrants’ desires for recognition and integration.
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Maringe, 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.

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Purpose – This paper examines the experiences of engaging with academic writing of international doctoral students in the schools of humanities and education at a UK university. The purpose of this paper is to uncover the real accounts of international students whose cultural and language backgrounds are often marginalised and considered, not as facilitators, but as barriers to academic writing in the western context of universities. Design/methodology/approach – Developed broadly within an interpretive post-positivistic paradigm, the study utilised Harré and van Lagenhove, 1999 Positioning theory and Goffman’s theory of Stigma to interrogate accounts of 12 students from the two schools in a year-long project involving three focus group discussions, questionnaire responses and personal reflective summaries by the students. Findings – The paper highlights the notions of stigma associated with their foreign writing conventions and how students experience tensions and apprehensions about their ability as they painfully negotiate the new academic writing conventions of the institution. International students position themselves as vulnerable outsiders working within an ill-defined but highly valued language environment. Research limitations/implications – The research is limited to the extent that it utilises a very small number of students as its key source of evidence. However, the study was not aimed at providing generalisation as much as it sought to explore issues associated with the use of language by international studying in UK universities. Practical implications – The study has practical implications for the professionals in HE to develop clear guidelines about what constitutes good English and to provide greater support to international students who see themselves as vulnerable outsiders in an environment which marginalises their linguistic and cultural identities. Social implications – The study has implications for the social, cultural, and academic integration of international students in HE institutions. Originality/value – The paper signals a need for diverse writing frameworks which seek to promote rather than silence and marginalise potentially rich sources of knowledge and understanding in an increasingly globalising world.
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Kanmani, 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.

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Fiorentino, 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.

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Matoo, 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.

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This article explores the importance of intersectionality and critical thinking for social work students and how this paradigm can develop a more nuanced understanding of Black and South Asain mothers. By using intersectionality as a framework, we can begin to understand and problematise unequal power relations and structures that lead to marginalisation and social injustice.
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Mannay, 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.

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Cardiff University, Wales, UKClare O’ConnellUniversity of Wales, Newport, Wales, UKFor young, non-traditional students, higher education pathways are often characterised by initial aspirations and later disappointments when classed, gendered and relational positionings conflict with students’ identities and contribute to their withdrawal from academia. This paper discusses an innovative ‘group encounter’ that engendered an opportunity for young marginalised students to gain access to a successful learner identity creating inclusive spaces in place of divided communities. The central argument of the paper is that if we intend not only to widen access at points of entry but rather engender a space where academic journeys can be successfully completed and projects of social mobility achieved, there is a need to create inclusive spaces for young people in place of divided communities.Key words: affinity space, higher education, inequality, youth, marginalisation.Aukštojo mokslo pasiekiamumas: netradicinio jaunimo įtraukimo ir išlaikymo studijose strategijosDawn Mannay, Clare O’ConnellSantraukaNetradiciniai studentai dažnai nusivilia studijomis, todėl kyla konfliktas tarp asmens turimo ir jam priskiriamo identitetų. Identitetų konfliktas sukelia nusivylimą studijomis ir pasitraukimą iš jų. Šiame straipsnyje pristatomas „susitikimų grupės“ metodas, kurį naudojant netradiciniams studentams sudaromos sąlygos įgyti sėkmingo studento identitetą. Pagrindinė straipsnio tezė – turime sukurti ne vien tik sąlygas netradiciniams studentams patekti į studijas, bet ir visą mokymosi laiką sudaryti socialinio mobilumo galimybes.Pagrindiniai žodžiai: traukos zonos, aukštasis mokslas, nelygybė, jaunimas, marginaliziacija.
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Dissertations / Theses on the topic "Marginalised students"

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Frost, Helen. "Promotional approaches to undergraduate recruitment for marginalised courses and marginalised students." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/43236/.

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This research challenges the norms of undergraduate recruitment promotion practice responding to political, economic, social and technological drivers in a competitive environment. The practical problem is defined from a marketing practitioner standpoint working with core approaches which do not represent nuanced subject and audience needs, instead leaving them on the margins of the institutional recruitment offer. Marginalised students are represented by those who did not attend private or high-achieving state schools, including, but not restricted to, those identified by widening participation policy. Marginalised subjects are represented by selected arts and humanities courses without overt links to specific professions. These aspects of marginalisation triangulated from an elite institution perspective create a framework for investigating the problems created by core promotional practice, and for developing solutions. The use of a case study supported by design-based research methods allows for practical research outputs in a live environment. Mixed methods are employed to gather data from a small sample of insider sources (nine students and seven tutors) and general public sources (1,923 online reader responses to 31 news articles and forum posts). The insider and public accounts provide an alternative marketing intelligence corpus to normative large-scale quantitative data. This is used to inform design principles incorporated into a prototype package of three promotional resources and a sustainable strategy. The success of the challenge to promotional practice norms materialises not simply through public-facing practical solutions as initially anticipated, but also though the collaborative processes of the enquiry, improving professional relations between marketing administrative and academic staff. The alternative approaches realised through this research can be summarised as a move towards small-scale market intelligence gathering and resource production to meet the nuanced needs of marginalised subjects and audiences, and an alteration to professional practice which acknowledges academics as marketing partners. These outputs are now employed within routine practice within the boundaries of the original study, and have the potential to be generalisable through wider discussions among HE marketing practitioners.
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Bland, 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.

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Educational disadvantage, long recognised as a factor in determining post-school options, manifests in forms of marginalisation from and resistance to education, and in under-representation in tertiary education. Moreover, while student voice is becoming a more normalised aspect of decision making in schools, marginalised students have limited opportunities to participate in education reform processes. The practice of "students as researchers" (SaR) extends student voice through engaging students in researching the educational issues that directly affect them and inviting participation in pedagogical and school reform issues. In this research, I examine the application of an SaR model with marginalised secondary school students, and the outcomes for the participants and their schools. The Student Action Research for University Access (SARUA) project provides the site of my empirical investigation. The research is informed by two complementary lines of theory: Habermasian critical theory, which provides the framework for participatory research, and Bourdieuian social reproduction theory, which scaffolds the aims of empowerment underlying SaR. These theories are extended by a theory of imagination to take account of difference and to establish a link to post-modern considerations. I employed a participatory action research methodology to investigate changes in the students' awareness of post-school options, their aspirations regarding tertiary study, and the development of related educational skills as a result of their participation in the project. The principal findings from the research are that the SARUA model provides an effective medium for the empowerment of marginalised students through engagement in meaningful, real-life research; that participant schools are positioned to benefit from the students' research and interventions when school and student habitus are in accord; and that the SARUA model complements current pedagogical reforms aimed at increasing student engagement, retention, and progression to higher education.
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Bland, 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/.

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Educational disadvantage, long recognised as a factor in determining post-school options, manifests in forms of marginalisation from and resistance to education, and in under-representation in tertiary education. Moreover, while student voice is becoming a more normalised aspect of decision making in schools, marginalised students have limited opportunities to participate in education reform processes. The practice of "students as researchers" (SaR) extends student voice through engaging students in researching the educational issues that directly affect them and inviting participation in pedagogical and school reform issues. In this research, I examine the application of an SaR model with marginalised secondary school students, and the outcomes for the participants and their schools. The Student Action Research for University Access (SARUA) project provides the site of my empirical investigation. The research is informed by two complementary lines of theory: Habermasian critical theory, which provides the framework for participatory research, and Bourdieuian social reproduction theory, which scaffolds the aims of empowerment underlying SaR. These theories are extended by a theory of imagination to take account of difference and to establish a link to post-modern considerations. I employed a participatory action research methodology to investigate changes in the students' awareness of post-school options, their aspirations regarding tertiary study, and the development of related educational skills as a result of their participation in the project. The principal findings from the research are that the SARUA model provides an effective medium for the empowerment of marginalised students through engagement in meaningful, real-life research; that participant schools are positioned to benefit from the students' research and interventions when school and student habitus are in accord; and that the SARUA model complements current pedagogical reforms aimed at increasing student engagement, retention, and progression to higher education.
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Walls, 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.

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Schools often find problem behaviour difficult to address due to an overabundance of research and methods in this area. For a variety of reasons, wavering on this matter is based on multiple reform initiatives that compete and intersect. A solution to this indecisiveness finds a high proportion of adolescents, who are considered to be deviant by their teachers, excluded from mainstream classes and placed in alternative learning environments. These placements promise academic intervention, but tend to only address issues of self‐esteem through behaviour modification. As a result, these students remain in a skills‐deficit position that threatens their self‐esteem and provokes their original deviance. The study reported in this thesis considers this issue and its relationship to student voice. In so doing, it challenges exclusion as a way of addressing negative behaviour by looking at school experiences from the perspectives of students considered to be deviant to discover and examine the common places where they have found success.Bearing this argument in mind, this one-year study set out to find areas in a school in the United States that students labeled with a behaviour difficulty might identify as positive learning environments. The specific focus was designing and implementing a methodology that used action research to more accurately identify literature to address the specific needs and concerns of the students under scrutiny. It used school tours to help participants identify areas of success, as a basis for interviews, and as a direction for teacher observations. The voices of these marginalized students produced common categories that identified possible paths to reform. They were able to identify several successful components of lesson planning and general concerns that challenged the school’s culture. The implications of these findings are a significant step forward to what we know about the workings of inclusive classrooms, the teachers who find success in them, and how students come to be labeled with a behaviour difficulty.
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Jones, 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/.

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A social model of learning is proposed on the basis of findings from an investigation conducted in order to understand the learning experiences of some institutionally marginalised students within the art and design sector of post-16 British education. The research thus contributes to the growing body of generic knowledge about student experience and forms a significant addition to the limited number of studies of learning experience specific to art and design. The focus of research and the researcher's professional interest in art and design combine to determine an eclectic and researcher inclusive approach to the methodology. Juxtaposing institutional practice in post-16 art and design with theoretical precepts drawn from the wider field of education for adults shows that marginalisation is a social rather than academic phenomenon. It also reveals a paucity of studies about student learning experience in the sector, thereby providing a rationale for conducting a systematic investigation. Phenomenological analysis of accounts provided by marginalised students shows that they explicitly construct learning as a holistic experience of continuously coping with diverse practical circumstances and conflicting ideas in a dynamic of changing self-perceptions. On these grounds, the findings from this investigation are hypothesised as a social approach to learning. Following substantiation by juxtaposition with established theoretical positions and comparable studies of practice, the hypothesis is proposed as a social model of learning. It is argued that under current circumstances the approach of students hitherto marginalised in art and design is likely to become typical of most future students in the sector. Deploying the social model of learning in conjunction with the liberal apprenticeship model typical of art and design institutions would therefore enable the sector to respond more effectively and positively to challenges posed by the prevailing socio-economic circumstances and government imperatives to widen participation.
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Newton, Steven John. "Resisting education: A capital idea." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/125534/1/Steven_Newton_Thesis.pdf.

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This study examines an alternative education program for students displaying challenging behaviours in mainstream schools in Queensland. It identifies how some students are disempowered in both mainstream schools and alternative education and how this leads to ongoing challenging behaviours. This thesis draws on Bourdieu's theories of habitus, cultural and social capital as well as resistance theory (Willis, 1977) and identifies a novel capital termed as justice capital as an unrecognised resource with the potential to empower these students to achieve greater educational success. The study concludes that providing effective alternative education pathways necessitates providing educational experiences that empower these students.
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Slaney, 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.

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Thesis advisor: Lauri Johnson
This 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
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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.

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Thesis advisor: Lauri Johnson
Lesbian, 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
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Kaufmann, Shayla. "Marginalized students accessing museum art education programs." Thesis, Boston University, 2014. https://hdl.handle.net/2144/21185.

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Thesis (M.A.) PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
For 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
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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.

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This 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.

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Books on the topic "Marginalised students"

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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.

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Marginalized students. San Francisco, Calif: Jossey-Bass, 2011.

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Yadgarov, Yakov. History of economic thought. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1059100.

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The textbook presents the course of history of economic doctrines in accordance with the General plan of previous editions. Discusses the economic doctrine of the era of pre-market economy (including the economic thought of the Ancient world and middle Ages), mercantilism, classical political economy, socio-economic reform projects of economic romanticism, utopian socialism, German historical school, marginalism. To the era of regulated market relations are covered in the textbook socio-institutional direction, the theory of market with imperfect competition, Keynesian Economics, neoliberalism, the concept of the neoclassical synthesis, neo-institutionalism, the phenomenon of the Russian school of economic thought. Special attention is given to synthesis as the basis of modern theories of value. Meets the requirements of Federal state educational standards of higher education of the last generation. For students enrolled in the specialty 38.03.01 "Economics", graduate students, researchers and anyone interested in the history of world and domestic economic thought.
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Wenham, Lucy. Misunderstood, Misinterpreted and Mismanaged: Voices of Students Marginalised in a Secondary School. Lang AG International Academic Publishers, Peter, 2021.

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Wenham, Lucy. Misunderstood, Misinterpreted and Mismanaged: Voices of Students Marginalised in a Secondary School. Lang AG International Academic Publishers, Peter, 2021.

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Wenham, Lucy. Misunderstood, Misinterpreted and Mismanaged: Voices of Students Marginalised in a Secondary School. Lang AG International Academic Publishers, Peter, 2021.

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Fataar, Aslam. Educational Practices and Pathways of South African Students: Across Power-Marginalised Spaces. African Sun Media, 2018.

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Wenham, Lucy. Misunderstood, Misinterpreted and Mismanaged: Voices of Students Marginalised in a Secondary School. Lang Publishing, Incorporated, Peter, 2021.

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Fataar, 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.

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Alternative Schooling, Social Justice and Marginalised Students: Teaching and Learning in an Alternative Music School. Palgrave Macmillan, 2017.

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Book chapters on the topic "Marginalised students"

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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.

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Harrison, 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.

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Berg, 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.

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Stevenson, 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.

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Riddle, 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.

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Riddle, 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.

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Riddle, 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.

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Riddle, 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.

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Riddle, 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.

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Riddle, 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.

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Conference papers on the topic "Marginalised students"

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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.

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NETWAK is a global digital education strategy and network that aims to enhance the access of free education courses to the global disadvantaged individuals with an emphasis on gender sensitivity. // The main objective of the NETWAK strategy is to create an online authentication audit system that seeks and verifies needy students globally who are willing to learn and are hindered by lack of resources and lack of access to technology. // The strategy involves identification of sustainable funding sources for both technical manpower, computer and educational resources that make education networking and learning possible globally. // The technical setup will require a server network to be established with protocols that enable authentication of user inputs collected from both computer and android phones on the NETWAK system. NETWAK is a non-profit making organization that provides free and low-cost certified education globally. NETWAK will be accessible on the internet to any android phone, tablet, PC and all laptop. The network will be social media friendly to include networking capacity building on Facebook, Instagram, WhatsApp, Twitter, and many other social media platforms. // Structure and purpose // NETWAK provides linkages to education opportunities worldwide. Proper administrative privileges will be allocated to individuals chosen by the governing council under the leadership of the founder president. The president elects the ten members of the governing council and has the mandate to replace them at any time. // NETWAK is a global network that leverages the internet to provide authentication systems that vet the skills, qualifications, suitability and experience of network tutors and the credibility of individuals and communities intending to seek education via the network. // NETWAK creates linkages and networks with the aim of providing subsidized digital education opportunities by identifying scholarships for talents identified from needy early childhood to advanced college and university higher education students and tutors extending to industry professionals looking to further skills and training. // NETWAK collaborates with employer companies and industries globally to connect graduands with job opportunities and to inform curriculum development in relevant government institutions to meet industry employment standards.
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"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.

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[This Proceedings paper was revised and published in the 2019 issue of the International Journal of Doctoral Studies, Volume 14] Aim/Purpose: This work expands discussions on the application of cultural frameworks on research in doctoral education in the United States and South Africa. There is an emphasis on identifying and reinterpreting the doctoral process where racial and cultural aspects have been marginalized by way of legacies of exclusions in both contexts. An underlying premise of this work is to support representation of marginalized students within the context of higher education internationalization. Background: Decades of reporting provide evidence of statistical portraits on degree attainment. Yet, some large-scale reporting does not include representation of historically marginalized groups until the 1970’s in the United States, and the 2000’s for South Africa. With the growth of internationalization in higher education, examination of the impact of marginalization serves to support representation of diversity-focused discussions in the development of regional international education organizations, multilateral networks, and cross-collaborative teaching and research projects. Methodology: Qualitative research synthesis of literature focused on a dimensional framework of diversity provides a basis for this discussion paper regarding the potential of Sankofa as a cultural framework for examining the historically marginalized doctoral experience in the United States and South Africa. Contribution: A major contribution of this work offers critical questions on the use of cultural frameworks in doctoral education in the US and South Africa and broader dynamics of higher education internationalization. Findings: Sankofa reveals critical insight for reinterpretation of the doctoral process through comparison of perspectives on the historically marginalized doctoral experience in the United States and South Africa. They include consideration of the social developments leading to the current predicament of marginalization for students; awareness of the different reporting strategies of data; implementation of cultural frameworks to broaden the focus on how to understand student experiences; and, an understanding of the differences in student-faculty relationships. Recommendations for Practitioners: Recommendations for practitioners highlight the application of cultural frameworks in the development and implementation of practical strategies in the support of historically marginalized doctoral students. Recommendations for Researchers: Recommendations for researchers consider the application of cultural frameworks in the development of scholarship supporting historically marginalized doctoral students within a global context. Impact on Society: Intended outcomes for this work include increasing awareness about historically marginalized doctoral students. Recommendations are focused on improving their academic and career experiences in the United States and South Africa with global implications for this student population. Future Research: Future research should consider the application of cultural frameworks when examining the historically marginalized doctoral experience within global, national, and local contexts.
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Njue, 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.

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Globally, female students from marginalized areas experience multiple disadvantages. In Kenya, the marginalized communities are synonymous with arid and semi-arid areas that continue to experience education disparities. Culture, the education and training systems, and the learning mode are among the other barriers that continue to disenfranchise women and girls in the education space. Towards ensuring women are proportionately benefiting from the education and training opportunities, Masai Technical Training Institute (MTTI) tested some tools of learning with students mainly from the Maasai and Swahili communities that have been marginalized for long. We employed an innovative Triple Response Model (TRM) of skills development encompassing flexible learning technologies, multimedia content and psychosocial support. This model benefited regular girls and girls with disabilities. Partly attributed to this intervention, MTTI has realized an increased number of trainees with disabilities by 40 percent improved retention and completion rates of female students during the COVID-19 reopening of institutions. This paper, documents the TRM as a learning solution in marginalized communities with the potential of scaling beyond Kenya. Practical steps on development and implementation in different setups within learning systems will be provided. Key lessons will be recommended to learning institutions, governments and development partners for remodeling and replication.
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Rittle-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.

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Bowen, 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.

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Tapia-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.

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Abreu, 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.

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Danielak, 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.

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Louie, 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.

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The Strengthening Data Literacy across the Curriculum (SDLC) project has been developing and researching curriculum modules to build interest and skills in data science among U.S. high school students from historically marginalized groups. SDLC modules are centered on investigations of social justice questions using large-scale social science data and the Common Online Data Analysis Platform (CODAP). This paper examines the extent to which students show increased interest in statistics and data analysis, and stronger understanding of core statistical concepts and multivariable thinking, after completing a three-week SDLC module. This paper also discusses ways in which a social justice focus may contribute to students’ interests in and understanding of data analysis.
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Geiger, 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.

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Reports on the topic "Marginalised students"

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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.

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In this report, we examine the impacts of the pandemic and policy responses to it, focusing on Indigenous Peoples (IPs) in the Nilgiri Biosphere Reserve, which spans Tamil Nadu, Karnataka, and Kerala. Our analysis reveals that the pandemic and accompanying lockdowns produced new forms of exclusions. It widened existing socio-economic fissures and brought into sharp relief social security systems which were already strained. For example, a widening of the existing digital divide that excluded Adivasi students from online education and homogenous policy interventions that often reproduce inequities based on caste, class, livelihoods, and gender. Policy interventions have, to some extent, engaged with the multiple risks and impacts COVID-19 placed on the poor and marginalised, but few of them attend to the structural inequities of IPs or speak to their differential experiences and vulnerabilities.
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McElhaney, 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.

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This white paper supports an ongoing effort to define a research agenda and catalyze a research community around the OpenSciEd curriculum materials. Rigorous research on these materials is needed in order to answer questions about the equitable design of instructional materials, impacts on student learning, effective and equitable classroom teaching practices, teacher professional development approaches, and models for school adoption that address the diverse needs of historically marginalized students in STEM. Research findings have the potential to advance the knowledge, skills, and practices that will promote key student, teacher, and system outcomes. The research agenda stands to accelerate the research timeline and stimulate a broad range of research projects addressing these critical needs. To support the collaborative development and activation of the research agenda, we outline an initial logic model for OpenSciEd. The logic model can shape research efforts by clarifying intended relationships among (1) the principles, commitments, and key affordances of OpenSciEd; (2) the components of OpenSciEd and how they are implemented and supported in classrooms, schools, districts, and states; and (3) the desired outcomes of OpenSciEd.
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Powerful 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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The Powerful Learning with Computational Thinking report explains how the Digital Promise team works with districts, schools, and teachers to make computational thinking ideas more concrete to practitioners for teaching, design, and assessment. We describe three powerful ways of using computers that integrate well with academic subject matter and align to our goals for students: (1) collecting, analyzing, and communicating data; (2) automating procedures and processes; and (3) using models to understand systems. We also explore our four main commitments to computational thinking at Digital Promise: PreK-8 Integration; Commitment from District Leadership; Inclusive Participation of Students Historically Marginalized From Computing; and Participatory and Iterative Design.
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