Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8860-4.ch006
Rachel Lambert, Quinn Greene, V. Lai
In this chapter, the authors propose that Universal Design for Learning can be a way to resist and reframe pervasive deficit thinking in exceptional education. While UDL is based on a radical framework, it has been taken up in practice in a diluted way, de-emphasizing the radical conception of learners at its core. In this chapter, the researchers argue that in order to eliminate deficit thinking in UDL, users and scholars alike will need to 1) interrogate gaps and erasures in UDL professional development that affect its anti-racist and anti-ablest potential and 2) provide professional development that can challenge deficit thinking. This chapter describes findings in two studies working towards these goals. The first preliminary study investigates gaps in the conceptualization of the “user” of UDL in professional texts on UDL. The second study reports on how a professional development course on UDL actively disrupted deficit thinking about disability.
{"title":"#DeleteDeficitThinking","authors":"Rachel Lambert, Quinn Greene, V. Lai","doi":"10.4018/978-1-7998-8860-4.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-8860-4.ch006","url":null,"abstract":"In this chapter, the authors propose that Universal Design for Learning can be a way to resist and reframe pervasive deficit thinking in exceptional education. While UDL is based on a radical framework, it has been taken up in practice in a diluted way, de-emphasizing the radical conception of learners at its core. In this chapter, the researchers argue that in order to eliminate deficit thinking in UDL, users and scholars alike will need to 1) interrogate gaps and erasures in UDL professional development that affect its anti-racist and anti-ablest potential and 2) provide professional development that can challenge deficit thinking. This chapter describes findings in two studies working towards these goals. The first preliminary study investigates gaps in the conceptualization of the “user” of UDL in professional texts on UDL. The second study reports on how a professional development course on UDL actively disrupted deficit thinking about disability.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127356053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-9073-6.CH014
Neeti Mathur
In the age of innovation, social media is the ideal platform for academic bodies to reach out to prospective students, currently enrolled students and alumni. This chapter explains role and significance of social media in keeping students engaged. Student as customer concept is in trend which keeps academic institutions under pressure to improve quality. Prospective students expect academic institutions to be transparent in their governance and promote simple and easy to use social media and digital channels for information. The inevitable role of social media for connecting alumni and current student worldwide for networking is explained in this chapter. Social media is an affordable tool for academic institutions to connect to larger student network, but it is important to learn how to use the social media to influence and engage students and alumni of both online and on campus program. The objective of this chapter is to use various examples to help readers understand the concept well to attract prospective students and retain current students.
{"title":"Fostering Engaged Prospects Through Digital and Social Media","authors":"Neeti Mathur","doi":"10.4018/978-1-5225-9073-6.CH014","DOIUrl":"https://doi.org/10.4018/978-1-5225-9073-6.CH014","url":null,"abstract":"In the age of innovation, social media is the ideal platform for academic bodies to reach out to prospective students, currently enrolled students and alumni. This chapter explains role and significance of social media in keeping students engaged. Student as customer concept is in trend which keeps academic institutions under pressure to improve quality. Prospective students expect academic institutions to be transparent in their governance and promote simple and easy to use social media and digital channels for information. The inevitable role of social media for connecting alumni and current student worldwide for networking is explained in this chapter. Social media is an affordable tool for academic institutions to connect to larger student network, but it is important to learn how to use the social media to influence and engage students and alumni of both online and on campus program. The objective of this chapter is to use various examples to help readers understand the concept well to attract prospective students and retain current students.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132293998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-8003-4.ch010
Chen Liu
This chapter reviews literature on impact investing and maps the impact investing ecosystem. It finds that the academic work in impact investing is of a nascent field of research, in which there is considerable interest and potential, but currently no substantial core of ideas, theory, or data. The academic contributions to date are scattered and disparate, coming from diverse perspectives and approaching a range of topics that sometimes share little common ground. Overall, this chapter offers a contribution towards the institutionalization of impact investing as an area of both research and practice. This research suggests a pathway towards creating a body of work that is built upon a core set of ideas and theories that has a clear identity and commonly agreed upon definitions and that represents the progressive accumulation of knowledge.
{"title":"Impact Investing","authors":"Chen Liu","doi":"10.4018/978-1-5225-8003-4.ch010","DOIUrl":"https://doi.org/10.4018/978-1-5225-8003-4.ch010","url":null,"abstract":"This chapter reviews literature on impact investing and maps the impact investing ecosystem. It finds that the academic work in impact investing is of a nascent field of research, in which there is considerable interest and potential, but currently no substantial core of ideas, theory, or data. The academic contributions to date are scattered and disparate, coming from diverse perspectives and approaching a range of topics that sometimes share little common ground. Overall, this chapter offers a contribution towards the institutionalization of impact investing as an area of both research and practice. This research suggests a pathway towards creating a body of work that is built upon a core set of ideas and theories that has a clear identity and commonly agreed upon definitions and that represents the progressive accumulation of knowledge.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133689830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-2925-6
{"title":"Multidisciplinary Approach to Entrepreneurship Education for Migrants","authors":"","doi":"10.4018/978-1-7998-2925-6","DOIUrl":"https://doi.org/10.4018/978-1-7998-2925-6","url":null,"abstract":"","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130364925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8279-4.ch015
Vuyo Mthethwa
Since 1997, the ordinary students at South African universities have depended on the SRC to be at the forefront of student advocacy in relation to resources to support their academic experiences. The onset of the lockdown on the eve of 26th March 2020 had an unprecedented effect on student life, with a change of student governance from cohesion to isolation. Adopting a snowball sampling methodology, 15 students registered at various South African universities were interviewed via WhatsApp about the support they received from their SRC during the COVID-19 lockdown. The impact of the lockdown on student governance is examined through the lens of ordinary students. Findings suggest that the surge to technology-based modes of interaction and self-regulated learning had a resultant effect of a highly compromised academic experience, even though some were able to adapt to online learning. Adjusted approaches to student governance are inevitable as the coronavirus continues to manifest.
{"title":"Student Governance and the Academic Minefield During COVID-19 Lockdown in South Africa","authors":"Vuyo Mthethwa","doi":"10.4018/978-1-7998-8279-4.ch015","DOIUrl":"https://doi.org/10.4018/978-1-7998-8279-4.ch015","url":null,"abstract":"Since 1997, the ordinary students at South African universities have depended on the SRC to be at the forefront of student advocacy in relation to resources to support their academic experiences. The onset of the lockdown on the eve of 26th March 2020 had an unprecedented effect on student life, with a change of student governance from cohesion to isolation. Adopting a snowball sampling methodology, 15 students registered at various South African universities were interviewed via WhatsApp about the support they received from their SRC during the COVID-19 lockdown. The impact of the lockdown on student governance is examined through the lens of ordinary students. Findings suggest that the surge to technology-based modes of interaction and self-regulated learning had a resultant effect of a highly compromised academic experience, even though some were able to adapt to online learning. Adjusted approaches to student governance are inevitable as the coronavirus continues to manifest.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116548635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-9073-6.CH006
Ruchika Dugal
This chapter focuses on the development of an effortless interview strategy for selecting the cream of the crop. While selecting the candidate for the institute, the management needs to look beyond the papers and documents. They need to look for skills that sets the candidate apart from the rest. Soft skills are the set of qualities that provide assurance to the management on the candidate chosen. The author throws light on the intricate details to be kept in mind by the interviewer while processing an interview. It takes a lot of effort to select the very best candidates from the lot. The chapter highlights the soft skills needed to be considered carefully by the management while selecting the candidate who would do justice to the seat that they will acquire. The research is based on the author's experience and discussion with the students.
{"title":"Soft Skills","authors":"Ruchika Dugal","doi":"10.4018/978-1-5225-9073-6.CH006","DOIUrl":"https://doi.org/10.4018/978-1-5225-9073-6.CH006","url":null,"abstract":"This chapter focuses on the development of an effortless interview strategy for selecting the cream of the crop. While selecting the candidate for the institute, the management needs to look beyond the papers and documents. They need to look for skills that sets the candidate apart from the rest. Soft skills are the set of qualities that provide assurance to the management on the candidate chosen. The author throws light on the intricate details to be kept in mind by the interviewer while processing an interview. It takes a lot of effort to select the very best candidates from the lot. The chapter highlights the soft skills needed to be considered carefully by the management while selecting the candidate who would do justice to the seat that they will acquire. The research is based on the author's experience and discussion with the students.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116655832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7703-4.CH006
Y. Williams
Special education teacher preparation is one of the most critical areas of teacher preparation in higher education. The field is even more complicated depending on the environment in which it takes shape given urban, high-needs, suburban, and rural school communities. Equally important in today's teacher preparation paradigm is supplying pre-service teachers with the pedagogical skills necessary to meet the needs of their 21st century learners, especially those students from culturally and linguistically diverse (CLD) backgrounds and who attend urban schools. This chapter attempts to construct a practitioner friendly framework to examine inextricable linkages between teacher preparation and the role higher education institutions play in providing pre-service special education teachers the requisite skills necessary to become successful urban educators/practitioners. Teacher preparation programs can better support new teacher retention through CRT and family diversity training.
{"title":"Building a Conceptual Framework for Culturally Inclusive Collaboration for Urban Practitioners","authors":"Y. Williams","doi":"10.4018/978-1-5225-7703-4.CH006","DOIUrl":"https://doi.org/10.4018/978-1-5225-7703-4.CH006","url":null,"abstract":"Special education teacher preparation is one of the most critical areas of teacher preparation in higher education. The field is even more complicated depending on the environment in which it takes shape given urban, high-needs, suburban, and rural school communities. Equally important in today's teacher preparation paradigm is supplying pre-service teachers with the pedagogical skills necessary to meet the needs of their 21st century learners, especially those students from culturally and linguistically diverse (CLD) backgrounds and who attend urban schools. This chapter attempts to construct a practitioner friendly framework to examine inextricable linkages between teacher preparation and the role higher education institutions play in providing pre-service special education teachers the requisite skills necessary to become successful urban educators/practitioners. Teacher preparation programs can better support new teacher retention through CRT and family diversity training.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131434743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-5858-3.CH012
G. Steyn
This chapter outlines the findings from a case study that explored how a South African primary school in a challenging context had improved and raised students' academic performance. It shows how the principal's leadership in collaboration with all role players was able to influence the school's ability to improve and sustain its improvement. The study, however, argues that a school facing challenging contexts requires appropriate differentiated strategies to ensure school improvement. It concludes by proposing a model in which schools in challenging contexts can improve student performance. This, however, implies that such schools need to be committed to change and identify “tailor-made” strategies to ensure improved performance.
{"title":"Proposing a Leadership Model to Improve Underachieving Schools' Performance in Deprived Communities","authors":"G. Steyn","doi":"10.4018/978-1-5225-5858-3.CH012","DOIUrl":"https://doi.org/10.4018/978-1-5225-5858-3.CH012","url":null,"abstract":"This chapter outlines the findings from a case study that explored how a South African primary school in a challenging context had improved and raised students' academic performance. It shows how the principal's leadership in collaboration with all role players was able to influence the school's ability to improve and sustain its improvement. The study, however, argues that a school facing challenging contexts requires appropriate differentiated strategies to ensure school improvement. It concludes by proposing a model in which schools in challenging contexts can improve student performance. This, however, implies that such schools need to be committed to change and identify “tailor-made” strategies to ensure improved performance.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134398048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7379-2.ch007
J. Hung
This research project examined the social barriers to gender equalities in rural Chinese educational contexts in order to identify impediments to educational advancement and, thus, career mobility and poverty reduction, especially for rural girls in the long-term. The research questions of this study were as follows: In what ways and to what extent do different social factors influence the gender gaps among rural Chinese students' academic outcomes? The examined barriers were (1) gender, (2) parental educational attainment, (3) opportunities to practise Mandarin at home, (4) social welfare entitlement, (5) adequacy of educational facilities, and (6) transport accessibility. Human capital theory and dependency theory were used to develop the conceptual framework. Low paternal and particularly maternal education are associated with the widening rural Chinese cohorts' gender gaps in educational attainment; the magnitudes of the found associations are moderate.
{"title":"Social Barriers to, and Gender Gaps in, Educational Attainment for Rural Citizens in China","authors":"J. Hung","doi":"10.4018/978-1-7998-7379-2.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-7379-2.ch007","url":null,"abstract":"This research project examined the social barriers to gender equalities in rural Chinese educational contexts in order to identify impediments to educational advancement and, thus, career mobility and poverty reduction, especially for rural girls in the long-term. The research questions of this study were as follows: In what ways and to what extent do different social factors influence the gender gaps among rural Chinese students' academic outcomes? The examined barriers were (1) gender, (2) parental educational attainment, (3) opportunities to practise Mandarin at home, (4) social welfare entitlement, (5) adequacy of educational facilities, and (6) transport accessibility. Human capital theory and dependency theory were used to develop the conceptual framework. Low paternal and particularly maternal education are associated with the widening rural Chinese cohorts' gender gaps in educational attainment; the magnitudes of the found associations are moderate.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134473315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-4930-8.ch004
Verónica Gutiérrez, Ariana Daniela Del Pino
Today, social networks have become an important part of an individual's life. Most people use social networks to interact and communicate not only with people, but also with different companies or institutions in search of information. This includes higher education institutions. The role of social networks in a higher education institution is important; It helps show what the university does, what services it offers, the achievements of its students, what achievements they get, etc. Social networks, with the right strategies, can create a great impact on how students see the university and what to do, and also they become an admission tool to generate interest in future students.
{"title":"The Impacts of Social Media in Higher Education Institutions","authors":"Verónica Gutiérrez, Ariana Daniela Del Pino","doi":"10.4018/978-1-7998-4930-8.ch004","DOIUrl":"https://doi.org/10.4018/978-1-7998-4930-8.ch004","url":null,"abstract":"Today, social networks have become an important part of an individual's life. Most people use social networks to interact and communicate not only with people, but also with different companies or institutions in search of information. This includes higher education institutions. The role of social networks in a higher education institution is important; It helps show what the university does, what services it offers, the achievements of its students, what achievements they get, etc. Social networks, with the right strategies, can create a great impact on how students see the university and what to do, and also they become an admission tool to generate interest in future students.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134534309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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