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Author: Cintia Inés Agosti
Publisher: Springer
ISBN: 331972505X
Category : Education
Languages : en
Pages : 285
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Book Description
This volume is the first to compile the insights of experienced and informed education researchers and practitioners involved in the delivery of university pathway programs. These programs have emerged as effective responses to global, national and local students’ needs when transitioning to Higher Education. The book opens with an overview of the main drivers for the development of university pathway programs, and a description of the main characteristics of such programs, as well as of the different types of programs available. It examines topics such as the way in which policy and governance issues at the institutional, state, and federal level affect university pathway programs’ financial models, compliance and quality assurance mechanisms as well as program provision. It also looks at how to address issues related to 'non-traditional' background students such as those from lower socioeconomic background, students for whom English is an additional language (EAL), indigenous students, mature age students and humanitarian entrants. The volume showcases thirteen university pathway programs offered in Australia, Canada, New Zealand, South Africa, Qatar, and the United Kingdom. These examples provide valuable insights that will help guide future practice in the field as the programs described effectively foster and support the development of students’ academic literacies, study skills and awareness of the socio-cultural norms that are necessary to participate successfully in higher education settings. In reporting the strategies to overcome challenges in the areas of curriculum development and implementation, of equity, inclusion and participation, of cross-sector collaboration and of student welfare, the volume promotes reflection on these issues and, therefore, better equips those education practitioners embarking on the university pathway program journey.
Author: Cintia Inés Agosti
Publisher: Springer
ISBN: 331972505X
Category : Education
Languages : en
Pages : 285
Get Book
Book Description
This volume is the first to compile the insights of experienced and informed education researchers and practitioners involved in the delivery of university pathway programs. These programs have emerged as effective responses to global, national and local students’ needs when transitioning to Higher Education. The book opens with an overview of the main drivers for the development of university pathway programs, and a description of the main characteristics of such programs, as well as of the different types of programs available. It examines topics such as the way in which policy and governance issues at the institutional, state, and federal level affect university pathway programs’ financial models, compliance and quality assurance mechanisms as well as program provision. It also looks at how to address issues related to 'non-traditional' background students such as those from lower socioeconomic background, students for whom English is an additional language (EAL), indigenous students, mature age students and humanitarian entrants. The volume showcases thirteen university pathway programs offered in Australia, Canada, New Zealand, South Africa, Qatar, and the United Kingdom. These examples provide valuable insights that will help guide future practice in the field as the programs described effectively foster and support the development of students’ academic literacies, study skills and awareness of the socio-cultural norms that are necessary to participate successfully in higher education settings. In reporting the strategies to overcome challenges in the areas of curriculum development and implementation, of equity, inclusion and participation, of cross-sector collaboration and of student welfare, the volume promotes reflection on these issues and, therefore, better equips those education practitioners embarking on the university pathway program journey.
Author: Angela Jones
Publisher: Routledge
ISBN: 1000712400
Category : Education
Languages : en
Pages : 171
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Book Description
Transitioning Students in Higher Education focuses on the relationship between philosophy, pedagogy and practice when designing programs, units or courses for transitioning students to new educational spaces in the university environment. The term ‘transition’ is used to describe the academic as well as social movement and acculturation of students into new higher educational spaces. This book offers both theoretical perspectives and real-world practical examples that reveal the successes and challenges of implementing philosophically driven pedagogies with diverse transitioning cohorts. Drawing on examples from Australia, New Zealand, US and Canada, it writes through the relationship between philosophy, pedagogy and how it can effectively shape the practice of transition and develop the flourishing student. This book is split into three main sub-themes: Flourishing in Transition, Engaging Diverse Cohorts and Challenges for Educators, and sits at the intersections between philosophy and pedagogy in the practice of effectively engaging and transitioning different enabling groups. This book will be of great interest to postgraduate students, researchers and educators working in the areas of enabling or bridging education, higher/tertiary education, distance learning, and indigenous as well as culturally diverse cohorts.
Author: Ann Kim
Publisher: Taylor & Francis
ISBN: 100093084X
Category : Education
Languages : en
Pages : 249
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Book Description
This book explores how the recruitment and retention of Asian international students in Canadian universities intersects with other institutional priorities. Responding to the growing need for new insights and perspectives on the institutional mechanisms adopted by Canadian universities to support Asian international students in their academic and social integration to university life, it crucially examines the challenges at the intersection of two institutional priorities: internationalization and anti-racism. This is especially important for the Asian international student group, who are known to experience invisible forms of discrimination and differential treatment in Canadian post-secondary education institutions. The authors present new conceptualisations and theoretical perspectives on topics including international students’ experiences and understandings of race and racism, comparisons with domestic students and/or non-Asian students, institutional discourse and narratives on Asian international students, comparison with other university priorities, cross-national comparisons, best practices, and recent developments linked to the COVID-19 pandemic. Foregrounding the institutional strategies of Canadian universities, as opposed to student experience exclusively, this direct examination of institutional responses and initiatives draws out similarities and differences across the country, compares them within the broader array of university priorities, and ultimately offers the opportunity for Canadian universities to learn from each other in improving the integration of Asian international students and others to their student body. It will appeal to teacher-scholars, researchers and educators with interested in higher education, international education and race and ethnic studies.
Author: Awad Ibrahim
Publisher: Taylor & Francis
ISBN: 1000644111
Category : Education
Languages : en
Pages : 226
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Book Description
This edited volume contributes a novel understanding of the past, present and future of higher education across the six countries that make up the Gulf Cooperation Council (GCC). Against the backdrop of intense political, ideological and epistemological disruptions across the Arabian Gulf Region over the last two decades, this volume adopts critical comparative perspectives in order to chart the history, present-day and future realities of higher education in Saudi Arabia, the United Arab Emirates, Oman, Qatar, Bahrain and Kuwait. By focusing on dynamics relating to neoliberalism, and using the notions of ‘tensionality’ and ‘locality’ to situate topics such as curricula, policies, practices, the volume engages with current discourses, controversies and themes such as the internationalization and marketization of higher education in these countries. In doing so, the book offers a theoretical framework to enable greater understanding of the contemporary functioning of higher education in the Arabian Gulf Region. This text will benefit scholars, academics and students in the fields of higher education and international and comparative education more broadly. Those involved with educational policy and politics, and Middle Eastern studies in general, will also benefit from this volume.
Author: Tebeje Molla
Publisher: Taylor & Francis
ISBN: 1000918688
Category : Social Science
Languages : en
Pages : 220
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Book Description
In the last four decades, Australia has resettled thousands of African refugees. As a visibly different minoritised group, Black African youth are often represented as disengaged, dangerous, and undesirable. Even so, rarely are generative mechanisms that negatively affect the life-courses of the youth critically examined. Drawing on a wide range of theoretical resources, policy reviews, longitudinal statistical data, and in-depth interviews, this book reports on the educational attainment and integration outcomes of African heritage Australian youth from refugee backgrounds. The book also identifies intersectional factors of educational disadvantage, analyses equity provisions, and outlines policy ideas for improved educational attainment and integration of refugee youth. It is unique in its scope and focus and contributes to knowledge in African Australian studies. The book will appeal to researchers, postgraduate students, and policymakers interested in understanding the dynamics of refugee resettlement and integration.
Author: David Kember
Publisher: Springer Nature
ISBN: 9819908981
Category : Education
Languages : en
Pages : 460
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Book Description
Higher education has undergone a massive transformation in teaching and learning in a very short period of time since the onset of Covid-19. Students, teachers and universities have had to adopt online and blended learning, often with little or no experience or models of good practice to draw upon. It is clear that blended and online learning are here to stay. This book draws on research from universities that have adopted online and blended learning to facilitate the expansion and diversification of their intake; which resulted in considerable experience and expertise in online and blended teaching. The book describes a model, tested with qualitative and quantitative data, which shows how teachers can support the retention and success of online and blended learners with four high-quality pedagogical elements: bite-sized videos of interest and relevance; learning materials that are well organised and provide a clear learning roadmap; discussion forums which are set up and moderated so as to result in lively student-student and student-teacher interaction; and, online teachers being approachable and responsive to communication with individual students through email, phone and online communication platforms. This model is explained and profusely illustrated with examples from the teaching of award-winning teachers. This book introduces the concept of a spectrum from traditional to contemporary models of admission and course delivery in higher education. It explains how universities which have adopted a contemporary model, with high levels of blended and online learning, have been able to expand their intake and markedly diversify the student body. It discusses how to support the retention and success of online and blended learners. Student support services are examined from the perspectives of service providers and online and blended learners and the case is made for support services being aligned with student needs. The book has a discussion of university management systems which utilise feedback at all levels to improve alignment between support service provision and student needs.
Author: Tennyson Mgutshini
Publisher: African Sun Media
ISBN: 1991201737
Category : Education
Languages : en
Pages : 164
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Book Description
The introduction of ECPs in South African Universities is seen by many as South Africa’s key strategy for addressing the problem of poor patterns of student success and has its basis on the uncontested acceptance that an extended study duration may be necessary to bring some categories of learners to a level of parity with the readiness expectations of their course of study. Even so, this transformative strategic imperative has been plagued by a range of challenges that include poor systems readiness; poor selection mechanisms in the identification of ECP students; poor numeracy and literacy amongst students, and indifferent teacher involvement in ECPs. This volume offers a rare insight into many of the above-recognised challenges and in so doing provides critical matter for thought for educators within the higher education sector.
Author: Mark Wyatt
Publisher: Taylor & Francis
ISBN: 1000868001
Category : Language Arts & Disciplines
Languages : en
Pages : 221
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Book Description
Focusing on English as a Medium of Instruction (EMI) in the Arab Gulf states, the authors consider both sociolinguistic and pedagogical perspectives, and explore practical implications. This edited volume features chapters covering how teachers are negotiating the linguistic challenges posed by EMI; issues of ownership, choice and agency; the scaffolding of academic literacies; how to support the development of content teachers’ pedagogical content knowledge in EMI settings as well as the benefits of a bilingual education. Chapter authors all have extensive local experience that they draw upon reflectively in their writing. Policy-makers, teachers and teacher educators wondering how they can best balance the need to develop competence in English in students of all ages on the Arabian Peninsula in a globalizing world, together with the concern to nurture Arabic language, culture and identity, will gain rich insights from this book. Postgraduates and researchers exploring issues surrounding EMI, both locally and internationally, will benefit from the arguments presented in this volume.
Author: Kashif Raza
Publisher: Springer Nature
ISBN: 9811993505
Category : Language Arts & Disciplines
Languages : en
Pages : 520
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Book Description
This book presents exemplars of multilingualism in TESOL worldwide. It incorporates essential topics such as curriculum development, classroom instruction, materials creation, assessment, and teacher training where TESOL and multilingualism co-exist and co-develop. The wide-ranging and international collection of chapters is written by leading researchers in multilingualism and TESOL from around the world. This handbook provides unique insights into a range of practical approaches to promote local, indigenous and national languages in English language classrooms across a range of instructional programs in various geographical contexts. The book is divided into six sections. Part 1 presents curricular and principle-based approaches to multilingual TESOL in ESL/EFL classes. Part 2 includes chapters that showcase how diverse teachers bring multilingual TESOL to their classrooms. Part 3 discusses the challenges of teaching multilingual TESOL and how educators address them in their contexts. Part 4 provides activities and materials to support local languages in TESOL classrooms. Part 5 addresses assessment issues in multilingual TESOL. Part 6 includes initiatives and examples to prepare TESOL teachers to promote multilingualism in ESL/EFL classrooms.
Author: Doris Dippold
Publisher: Routledge
ISBN: 1000381153
Category : Education
Languages : en
Pages : 195
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Book Description
This edited collection draws together the latest thinking, research and practical case studies related to classroom interaction at internationalised universities. Through evidence-based approaches which involve the analysis of and reflection on classroom interaction practices, this book examines issues related to classroom interaction in disciplinary higher education contexts, whilst addressing the question of how teachers and students can develop their ability in orchestrating and taking part in classroom interaction. Covering topics such as classroom interactional competence, ‘silent’ students, interaction and integration in multicultural classes, social factors in classroom talk, group interaction, oracy development and anti-bullying interventions, this title is ideal reading for postgraduate students, teacher trainers in higher education, scholars and researchers and anyone interested in higher education pedagogy and its development.
