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Статті в журналах з теми "160201 Equity and access to education"
Tomkinson, Bland. "Equity and access." Perspectives: Policy and Practice in Higher Education 25, no. 1 (January 2, 2021): 1. http://dx.doi.org/10.1080/13603108.2021.1862996.
Повний текст джерелаPosselt, Julie Renee, Ozan Jaquette, Rob Bielby, and Michael N. Bastedo. "Access Without Equity." American Educational Research Journal 49, no. 6 (December 2012): 1074–111. http://dx.doi.org/10.3102/0002831212439456.
Повний текст джерелаHarrison, Lisa, Ellis Hurd, and Kathleen Brinegar. "Equity and access to STEM education." Middle School Journal 51, no. 3 (April 21, 2020): 2–3. http://dx.doi.org/10.1080/00940771.2020.1735847.
Повний текст джерелаOrfield, Gary. "Money, Equity, and College Access." Harvard Educational Review 62, no. 3 (September 1, 1992): 337–73. http://dx.doi.org/10.17763/haer.62.3.q153011101064242.
Повний текст джерелаWinkelmes, Mary-Ann. "Equity of Access and Equity of Experience in Higher Education." National Teaching & Learning Forum 24, no. 2 (February 2015): 1–4. http://dx.doi.org/10.1002/ntlf.30014.
Повний текст джерелаMilliard, Asa G. "Chapter XI: Equity, Access, and Segregation." Teachers College Record: The Voice of Scholarship in Education 92, no. 5 (April 1991): 199–213. http://dx.doi.org/10.1177/016146819109200512.
Повний текст джерелаGroundwater‐Smith, S. "Educational Broadcasting: access and equity." Journal of Educational Television 16, no. 3 (January 1990): 163–73. http://dx.doi.org/10.1080/0260741900160304.
Повний текст джерелаLE, ANH T., and PAUL W. MILLER. "Participation in Higher Education: Equity and Access?*." Economic Record 81, no. 253 (June 2005): 152–65. http://dx.doi.org/10.1111/j.1475-4932.2005.00240.x.
Повний текст джерелаHAMP‐LYONS, LIZ. "Access, Equity and … Plagiarism?" TESOL Quarterly 43, no. 4 (December 2009): 690–93. http://dx.doi.org/10.1002/j.1545-7249.2009.tb00192.x.
Повний текст джерелаNugroho, Rossi Adi, and Binti Azizatun Nafi'ah. "Internet Access Equity Policy Is the Internet Access Equity Policy Through USO Funds effective?" IJID (International Journal on Informatics for Development) 8, no. 1 (June 22, 2019): 8. http://dx.doi.org/10.14421/ijid.2019.08102.
Повний текст джерелаДисертації з теми "160201 Equity and access to education"
Townsend, Andrea D. "Equity and Access for Students with Disabilities: The Role of Implicit Bias and Oppression." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1625953250126442.
Повний текст джерелаGarrett, Galen. "Equity of access: Exploring Internet connectivity within Oklahoma public schools." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4663/.
Повний текст джерелаIgualada, Mirynne O'Connor. "The beliefs of advanced placement teachers regarding equity and access to advanced placement courses| A mixed-methods study." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10154938.
Повний текст джерелаThis mixed methods study of teachers’ beliefs about Advanced Placement (AP) equity and access policies occurred in Sunshine County School District, a large south Florida school district that has received accolades for leading the nation in access and equity in AP. Drawing on social reconstructionism, this study framed AP as an acceleration mechanism with the potential to increase students’ prospects for social advancement. These policies have resulted in a more diverse classroom experience through nontraditional student participation in AP courses.
The purpose of this embedded case study was to examine the relationship between beliefs held by AP teachers in regard to the implementation of equity and access policies, as well as to what extent these beliefs may support or hinder the execution of such policies and procedures. The study occurred in three phases and consisted of document analysis, a survey, and interviews. Surveys collected from 176 AP teachers in the district yielded quantitative data on AP teachers’ beliefs regarding equity and access and the subsequent implementation of equity and access policies. Qualitative data regarding beliefs surrounding equity and access policies and the potential challenges these policies may pose were collected through open-ended survey questions, document analysis, and interviews with eight teachers at two selected high schools representing the highest and the lowest access rates to AP in the district.
The findings indicated that AP teachers support equity and access policies in AP. Despite these beliefs, there is evidence that such policies are not implemented consistently across schools and particularly in science, technology, engineering and mathematics (STEM) related content areas. The analysis of both quantitative and qualitative data led to the conclusion that the historic tension between elitism and equity that surrounds the AP program currently is fueled primarily through state accountability measures. Implications and suggestions for future research are related to policy changes regarding the revision of the state of Florida grading system and district-level procedural changes in relation to the design of school-based professional development and development of clear AP pathways that support access among underrepresented students.
Hall, Heather. "Sustained Education Access for Homeless Youth: Case Study of U.S. Transitional Living Programs." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3300.
Повний текст джерелаStone, Catherine. "The Second Chance Journey... or... "How did these oldies get to be uni students?"." University of Sydney, 2009. http://hdl.handle.net/2123/5324.
Повний текст джерелаThis doctoral thesis presents the findings of a qualitative research project which examines the impact of university study on a group of twenty female and male mature-age students at the University of Newcastle, Australia, who have entered university via a non-traditional pathway. The students who are the subject of this thesis are in the second to final years of their undergraduate degree programs and have all faced significant hurdles in gaining university entrance and persevering with their studies. The majority have come from lower socio-economic backgrounds with little, if any, family history of higher education and little positive experience of prior study. Postmodern feminist theory has primarily informed this research, using a narrative method to gather the data, analyse the results and present the findings. This thesis describes the experiences of the twenty individuals, derived from their individual narratives. As such, it gives voice to their stories: their triumphs and achievements as well as their struggles. It examines the gender issues that are at work in the shaping of their experiences, including the ways in which gender affected the type and extent of help and support on which they could rely. It highlights the transformative nature of these experiences for each of the students in this cohort, as well as potentially the next generation, and makes some tentative connections between these individual experiences and the experiences of the wider mature-age university student population. The narratives that individuals tell are socially and culturally located. Hence it is likely that the experiences of these twenty students may reflect, at least to some extent, the experiences of other mature-age students within a similar culture. The findings of this research also highlight the important role that higher education institutions can play, not only in widening access to higher education, but also in encouraging and assisting students, from a diverse range of backgrounds, to participate fully in higher education and achieve their goals.
Fogarty, Diane. "Universal Design for Learning| A New Clinical Practice Assessment Tool Toward Creating Access and Equity for ALL Students." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10623437.
Повний текст джерелаTo examine to what extent current general education pre-service teachers within a teacher preparation program at a private institution of higher education know and understand the principles of Universal Design for Learning (UDL), expert focus groups were conducted. General education program syllabi were examined for UDL content and found to be lacking in such content. General education pre-service teachers videotaped lessons were reviewed for UDL content and were also found to be inadequate in demonstrating knowledge and understanding of Universal Design for Learning principles. Focus groups comprised of university fieldwork instructors and teacher education experts were asked to review and give feedback on a current clinical observation tool being utilized. Feedback indicated that the current tool was insufficient for measuring pre-service teachers’ knowledge and understanding of UDL. Further, the current tool was not anchored to the UDL framework or any other teaching framework. In service to contributing to the field of teacher preparation, a new clinical practice tool grounded in Universal Design for Learning was created.
Lorenzo, Sarah-Jane Lasek. "Planning Postsecondary Pathways: An Exploration ofCollege and Career Access through Solutions-Based Reporting." Ohio University Honors Tutorial College / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1502999397675549.
Повний текст джерелаMoss, Sidney. "Teachers' Perceptions of Actions to Achieve Equity and Access to Excellence in a Large School District." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5679.
Повний текст джерелаEd.D.
Doctorate
Teaching, Learning, and Leadership
Education and Human Performance
Educational Leadership; Executive
Pounders, Cherise. "Social Justice Leadership| Advocating Equity, Access and Opportunity for Black Students Attending Urban High-Poverty Elementary Schools." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685504.
Повний текст джерелаThe purpose of this qualitative phenomenological study was to explore and describe the lived experiences and perspectives of 4 elementary school principals and 4 instructional leaders committed to social justice practices who have improved and sustained grade level performance in reading with Black students for the duration of 3 consecutive years.
Four research questions guided this study and included: What strategies are used by elementary principals and instructional leaders to advance equity, access, and opportunity, to improve core teaching and curriculum, address barriers faced, and develop resilience when leading the work of social justice? Data were collected through semi-structured interviews with the intention of learning specific leadership strategies used to create, promote, and sustain equitable learning environments where Black students meet and exceed proficiency rates in reading.
Key findings suggest that leaders who accomplish and sustain high academic achievement at their schools hold high expectations for their students, immerse themselves in culturally responsive professional development trainings, seek community supports to enhance curricular programs, and invest in professional study and self-care practices to sustain themselves both professionally and personally. Recommendations for future policy demonstrate the need for principal preparation programs dedicated to addressing social justice leadership practices as a means to advocate equity, access, and opportunity for marginalized and oppressed students everywhere.
Wilhite, Paul. "Superintendent second-order change leadership to achieve equity and access to excellence in a large Florida school district." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5572.
Повний текст джерелаEd.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership
Книги з теми "160201 Equity and access to education"
O'Hara, Sabine. Higher education in Africa: Equity, access, opportunity. New York: Institute of International Education, 2010.
Знайти повний текст джерелаShami, Pervez Aslam. Access and equity in basic education in Pakistan. Islamabad: Academy of Educational Planning and Management, Ministry of Education, 2006.
Знайти повний текст джерелаParma), Access to Higher Education in Europe (Conference) (1992. Contribution from Ireland: Equity and access in education. Strasbourg: Council of Europe, 1992.
Знайти повний текст джерелаPower, C. Access to higher education: Participation, equity, and policy. Bedford Park, S. Aust: National Institute of Labour Studies Inc., Flinders University of South Australia, 1985.
Знайти повний текст джерелаAcademy of Educational Planning and Management (Pakistan). Study on access and equity in basic education. Islamabad: Academy of Educational Planning and Management, Ministry of Education, 2004.
Знайти повний текст джерелаAsian Association of Open Universities. Conference. Access & equity: Challenges for open and distance learning. Edited by Dikshit H. P and Indira Gandhi National Open University. New Delhi: Kogan Page India, 2002.
Знайти повний текст джерелаAccess, equity, and capacity in Asia-Pacific higher education. New York: Palgrave Macmillan, 2011.
Знайти повний текст джерелаNeubauer, Deane E., and Yoshiro Tanaka. Access, equity, and capacity in Asia-Pacific higher education. New York: Palgrave Macmillan, 2011.
Знайти повний текст джерелаLee, W. O. Equity and access to education: Themes, tensions, and policies. Mandaluyong City: Asian Development Bank, 2002.
Знайти повний текст джерелаNeubauer, Deane, and Yoshiro Tanaka, eds. Access, Equity, and Capacity in Asia-Pacific Higher Education. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230119215.
Повний текст джерелаЧастини книг з теми "160201 Equity and access to education"
Hofmann, Kim. "Equity of Access." In 10 Perspectives on Equity in Education, 53–67. First Edition. | New York : Routledge, 2021. | Series: Great Educators Series: Eye on Education, 2021. http://dx.doi.org/10.4324/9781003093145-5.
Повний текст джерелаPinheiro, Rómulo. "Access, Equity, and Regional Development." In Higher Education in Societies, 113–25. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-746-9_8.
Повний текст джерелаMarav, Daariimaa, and Michelle Espinoza. "Equity and Access in Higher Education." In Equality in Education, 169–81. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-692-9_13.
Повний текст джерелаPanigrahi, Jinusha. "Financing of Higher Education Institutions: Access to Funds and Issues of Equity." In Education, Equity, Economy, 113–34. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90388-0_7.
Повний текст джерелаGates, Peter. "Equity and Access in Mathematics Education." In Encyclopedia of Mathematics Education, 217–21. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_58.
Повний текст джерелаGates, Peter. "Equity and Access in Mathematics Education." In Encyclopedia of Mathematics Education, 279–83. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_58.
Повний текст джерелаGates, Peter. "Equity and Access in Mathematics Education." In Encyclopedia of Mathematics Education, 1–5. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77487-9_58-3.
Повний текст джерелаNeubauer, Deane, and Yoshiro Tanaka. "Introduction—Access, Equity, and Capacity." In Access, Equity, and Capacity in Asia-Pacific Higher Education, 1–4. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230119215_1.
Повний текст джерелаNavani, Manasi Thapliyal. "Expanding Higher Education in India: The Challenge for Equity." In Access to Higher Education, 109–20. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-41190-7_9.
Повний текст джерелаHawkins, John N., W. James Jacob, and Li Wenli. "Higher Education in China: Access, Equity and Equality." In Inequality in Education, 215–39. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-90-481-2652-1_9.
Повний текст джерелаТези доповідей конференцій з теми "160201 Equity and access to education"
Rizwan, Sidra, and Afshan Huma. "ACCESS & EQUITY IN TERTIARY EDUCATION." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0041.
Повний текст джерелаQuan, Gina M., Brianne Gutmann, Joel C. Corbo, Benjamin Pollard, and Chandra Turpen. "The Access Network: Cultivating Equity and Student Leadership in STEM." In 2019 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2019.pr.quan.
Повний текст джерелаAmezcua, Fidel, Gina M. Quan, and Chandra Turpen. "Students’ exploring and refining their equity ethic within the Access Network." In 2020 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2020.pr.amezcua.
Повний текст джерелаAmmar, Alia. "Egypt: A Special Education Policy Analysis for Equity and Access." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1571324.
Повний текст джерелаCheddadi, Saoussen, and Mourad Bouache. "Improving Equity and Access to Higher Education Using Artificial Intelligence." In 2021 16th International Conference on Computer Science & Education (ICCSE). IEEE, 2021. http://dx.doi.org/10.1109/iccse51940.2021.9569548.
Повний текст джерелаLee, Sarah, Jessica Ivy, and Andrew Stamps. "Providing Equitable Access to Computing Education in Mississippi." In 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2019. http://dx.doi.org/10.1109/respect46404.2019.8985981.
Повний текст джерелаZhang, Jiayi. "Investigating the Equity of Access When Comparing Migrant and Local Students." In 2021 6th International Conference on Modern Management and Education Technology(MMET 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211011.106.
Повний текст джерелаClothey, Rebecca A. "Equity, Access, and Diversity through Short-term Study Abroad in Online Education Programming." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8185.
Повний текст джерелаHaynes, Madeline, Yiwen Yang, Natashia Bibriescas, Miriam Jacobson, Stephanie N. Baker, and Jayce R. Warner. "Equity in Access to and Participation in K-12 Computer Science Education." In SIGCSE 2022: The 53rd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3478432.3499117.
Повний текст джерелаBallerini, Victoria. "America's Promise and Argentina's Unrestricted Access: Different Equity Approaches to Tuition-Free and Open-Access Higher Education." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1435244.
Повний текст джерелаЗвіти організацій з теми "160201 Equity and access to education"
van Ravens, Jan, Luis Crouch, Katherine Merseth King, Elisa A. Hartwig, and Carlos Aggio. The Preschool Entitlement: A Locally Adaptable Policy Instrument to Expand and Improve Preschool Education. RTI Press, January 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0082.2302.
Повний текст джерелаvan Ravens, Jan, Luis Crouch, Katherine Merseth King, Elisa A. Hartwig, and Carlos Aggio. The Preschool Entitlement: A Locally Adaptable Policy Instrument to Expand and Improve Preschool Education. RTI Press, January 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0082.2301.
Повний текст джерелаGehlhaus, Diana, Luke Koslosky, Kayla Goode, and Claire Perkins. U.S. AI Workforce: Policy Recommendations. Center for Security and Emerging Technology, October 2021. http://dx.doi.org/10.51593/20200087.
Повний текст джерелаSible, Jill, Erica Echols, Kasey Richardson, and Hao Wang. Using Data to Fuel Inclusive Excellence at Virginia Tech. Ithaka S+R, May 2021. http://dx.doi.org/10.18665/sr.315527.
Повний текст джерелаAdamu, Abdalla Uba. Status of Open and Distance Learning in Nigeria. Commonwealth of Learning (COL), October 2022. http://dx.doi.org/10.56059/11599/4070.
Повний текст джерелаChegwin, Valentina, Cynthia Hobbs, and Agustina Thailinger. School Financing in Jamaica: An Exploration of the Allocation of School Resources. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003880.
Повний текст джерелаGoldemberg, Diana, James Genone, and Scott Wisor. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Minerva's Co-op Model: A Pathway to Closing the Skills Gap. Inter-American Development Bank, September 2020. http://dx.doi.org/10.18235/0002633.
Повний текст джерелаRosser, Andrew, Phil King, and Danang Widoyoko. The Political Economy of the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), July 2022. http://dx.doi.org/10.35489/bsg-rise-2022/pe01.
Повний текст джерелаOlsen, Laurie, Elvira Armas, and Magaly Lavadenz. A review of year 2 LCAPs: A weak response to English Learners. Center for Equity for English Learners, 2016. http://dx.doi.org/10.15365/ceel.lcap2016.1.
Повний текст джерелаDoes your Local Control Accountability (LCAP) Plan deliver on the promise of increased or improved services for English Learners? 10 research aligned rubrics to help answer the question and guide your program. The Center for Equity for English Learners (CEEL), 2015. http://dx.doi.org/10.15365/ceel.lcap2015.1.
Повний текст джерела