Subject Index
ISBN: 978-1-78756-061-1, eISBN: 978-1-78756-060-4
ISSN: 2055-3641
Publication date: 4 February 2019
This content is currently only available as a PDF
Citation
(2019), "Subject Index", Hoffman, J., Blessinger, P. and Makhanya, M. (Ed.) Strategies for Fostering Inclusive Classrooms in Higher Education: International Perspectives on Equity and Inclusion (Innovations in Higher Education Teaching and Learning, Vol. 16), Emerald Publishing Limited, Leeds, pp. 287-295. https://doi.org/10.1108/S2055-364120190000016022
Publisher
:Emerald Publishing Limited
Copyright © 2019 Emerald Publishing Limited
INDEX
Note: page numbers in italics and bold refers to figures and tables, and page numbers followed by ‘n’ refers to end notes.
academically underprepared students
, 130, 133, 143
academic discourse practices
, 134, 141
academic integrity (AI)
, 20–23, 28–30
communicating significance of
, 29–30
dishonesty and
, 22, 23
educating students
, 30–31
ethical underpinnings of
, 25
teaching students
, 28–29
academic literacy
, 130, 132–134, 136, 138, 140, 143
academic norms
, 40
academic outreach
, 69–72
academic practice
, 236
academic writing
, 132, 135, 137, 138, 142, 143
access
, 68, 70, 74, 78, 85–88, 90–94
accessibility
, 238, 239
accommodation
, 86, 91, 93
action research
, 20, 21, 27–31
active engagement
, 262
active interviews
, 256
additional staff feedback
, 92–93
adult development
, 157
affect
, 45–46
African-Ecuadorian groups
, 161
Africa, widening participation strategy in HE
, 101–103
agency
, 43, 45
AI. see academic integrity (AI)
Altered Appearance icon
, 173, 174
alternative input
, 102
American Educational Research Association
, 188
Anglophone community
, 50–54, 57–58, 60–62
anti-colonial schooling
, 184, 187, 191
Asian students
, 21, 23
assessments
, 241
assistive technology
, 99, 101, 102
Association of Canadian Community Colleges
, 117
asynchronous collaboration
, 217–218
attitudes
, 53
Attracting International Students
, 235
audit culture
, 253
Australian higher education
, 68–69, 71
authentic learning
, 262
authorial identity
, 25–27, 30, 31
authorship scale
, 26
barriers to higher education participation
, 69, 71
belongingness
, 258
Berkeley Social Welfare
, 113
black and minority ethnic (BME) students
, 253
black students
, 184
Bluebonnett University (BU)
, 184–186
bottom-up approach
, 26, 28
British Sign Language
, 253
Business and Management
, 217
Canada
, 20, 24, 27, 50, 53, 84
case study
, 244–246
Centennial College
, 112–117, 119, 126, 126n1
challenges
, 236–237
Charter of Rights and Freedoms
, 50
Charter of the French Language (Law 101)
, 50
China
, 24
citizens of the world
, 260, 261
civic attitudes
, 154, 157, 158
Civic Attitudes and Skills Questionnaire (CASQ)
, 157–158
class reflections
, 162
classroom interaction and voice
, 223–225, 224–226
clinical education
, 168–170, 176, 178–181
clinical reasoning
, 169, 176
Coady International Institute (the Coady)
, 84
co-design/collaboration
, 37–42
co-inquiring process
, 254, 256–261
Coleman-Fountain, E.
, 88
collaboration
, 257–258
college
, 112–119, 121, 125, 126, 198, 206
Colleges and Institutes Canada
, 117
college students
, 154, 158, 203, 206
Common European Framework of Reference for Languages (CEFRL)
, 51
communication
, 242
community
, 155, 156, 158–165, 185, 190, 191, 194
community-based instruction
, 62
community based learning
, 185, 190, 191
community partners
, 160
comprehensive internationalisation
, 113–114
confidence in writing factor
, 26
CONSORT (Consolidated Standards of Reporting Trials) Statement
, 176
contextualization
, 157
Convention on the Rights of People with Disabilities (CRPD)
, 91
Conversation Navigator™
, 169–175
course assessment
, 163
course content
, 164
course learning objectives
, 163
course objectives
, 162–163
creative writing
, 72–74
critical global citizenship
, 113, 119
Critical Global Citizenship Education (CGCE)
, 119
critical pedagogy
, 184, 187–188, 190, 199–209, 204
critical race theory
, 184, 187, 191
cultural capital
, 70, 71, 73, 74, 78
cultural competence
, 243
culturally relevant pedagogy
, 187, 194
cultural mediation
, 50–63
cultural navigator
, 44
cultural values
, 20, 21, 23–24
curricular innovation
, 114–115
curriculum
, 70–72, 75–76, 112–115, 117, 119, 121, 126
data analysis
, 27, 218–219, 256
data collection
, 55, 218, 256
data sources
, 54
decolonizing pedagogy
, 85–89, 91, 93
deep approach to learning factor
, 26
deficit models
, 69
Degree Quality Assessment Board
, 31
democracy
, 198, 200, 208
democratising research and learning
, 254, 255, 257, 262
de-mystifying the university
, 41
Department of English
, 69–70
diagnoses
, 169
dialogic process
, 255
dialogue
, 199–201, 203, 204, 207–209
differentiated learning
, 140, 142–143
disabilities
, 84–94
disabled students
, 253
disabled students allowances (DSA)
, 253
discipline-centered outreach
, 71, 78
dishonesty, academic integrity and
, 22, 23
diverse strategies
, 154–155
diversity
, 69, 78, 84, 113, 114, 119, 120, 124, 198, 200, 201, 207, 208, 234, 238, 239, 241, 242, 246, 247, 252, 253, 259–262
double vision icon
, 172, 172
Dr West’s statement
, 190
ecological model
, 202, 203, 203, 204
Ecuador
, 154–159, 161–163, 165
Ecuadorian liberal arts institution
, 159
Ecuadorian National Secretary of Higher Education
, 155
Ecuadorian women
, 161
educating students
, 30–31
education
, 154–164, 198–201, 204–208
educational inequality
, 132
educational technology
, 168–169
VOC
, 169–181
educational testimonio
, 207
Education as the Practice of Freedom (EPF) Project
, 185, 187–194
evaluation
, 191–193, 192, 193
implications
, 194
education for sustainable development (ESD)
, 84
embodied experiential engagement
, 41
emergence
, 236, 240
emotion
, 41, 45
employability skills
, 112, 118, 121, 121, 122, 124
empowerment
, 63
engagement
, 254
England
, 254–255
English
, 130–138, 142–143
English as a Second Language education
, 53
English Canadians
, 50
English First Additional Language students
, 133–134
English Home Language
, 133–134
English Placement test scores
, 31
English studies
, 69–71
environmental responsibility
, 244
epistemic confidence
, 36, 39, 42–45
epistemic justice
, 36, 38–46
epistemology
, 36, 38, 44
equality
, 130, 132, 140, 143
Equality Act (2010)
, 252–253
Equality Challenge Unit
, 252
equitable conceptions
, 39–40
equitable learning
, 132
equity
, 68, 71, 72, 78, 130, 132, 140, 143, 154–155, 159–162, 165, 235, 239
education
, 126
and global citizenship
, 113
policy
, 78n1
ergonomics
, 237–238, 240, 247
Essay Generator
, 29
ethical underpinnings
, 25
ethic of reciprocity
, 39
Ethiopia
, 103
Ethnic Diversity Program
, 159
evidence-based education
, 169, 181
exosystem
, 202, 203
experiential/embodied/affective knowledge
, 41, 45
experiential learning
, 156
exploitation
, 44
eye examinations
, 175
faculty
, 200–208
feedback
, 41, 42
feelings
, 41, 42
female access
, 214–215
female learners
, 216, 224
female students
, 217
feminism
, 45
film models
, 73
film studies
, 72, 73
first-in-family status
, 68
First-Year Experience
, 185
first-year orientation
, 184
first-year seminar
, 184–185, 191–92
flexibility
, 215–216
Francophone community
, 50–52, 54, 57, 57–63
Freire Institute
, 208
French as a Second Language (FSL)
, 50–63, 56–58, 60
data collection
, 55
data sources
, 54
measurement instruments
, 55
motivation for
, 58, 58–59
freshman orientation
, 186
freshman seminar
, 186
friendship
, 56, 59–60, 60, 62
gaining confidence
, 42–43
General Education curriculum
, 160
genre pedagogy
, 137
Gini Coefficient
, 156
Global Citizenship and Equity (GCE)
, 112–115
application
, 122–123
challenges and opportunities
, 124–126
elements of
, 115–116
evaluation
, 116–118
global employability skills
, 121
integration
, 119–120
multidisciplinary value
, 120–121, 124
global citizenship education
, 113
Global Citizenship Education and Inclusion (GCEI)
, 114
global classrooms
, 252
global competency
, 235, 242
global development
, 85, 91
global graduate
, 113
globalisation
, 234, 238
globalization
, 119
goals
, 234
grounded theory
, 37
growth mindset
, 188–189
health and safety
, 241
hermeneutical injustice
, 38
hidden curricula
, 69
hidden curriculum
, 237
higher education (HE)
, 98–106, 112, 113, 154, 155, 198–199, 252–255, 259, 262
inclusion in
, 252–254
inclusive
, 252
and literacy
, 132–134
online learning and female access
, 214–215
social justice
, 104–105
support programmes and services
, 103–104
Higher Education Academy Psychology Network
, 30
Higher Education Funding Council (HEFCE)
, 252, 253
high SES
, 68, 71
Historically Black Colleges and Universities (HBCUs)
, 184, 185, 187
history taking
, 169–176, 181
Home Language
, 143–144n1
Human Factors and Ergonomics Society (HFE)
, 237–241, 247
hybrid education
, 158, 163
Ideal L2 Self
, 53
imagined realities
, 260–261
inclusion
, 120, 154–156, 159–162, 164, 165, 254
inclusion through collaboration
, 257–258
inclusive education
, 100–101, 104
inclusive learning
, 254, 256–262
inclusivity
, 198, 200, 204, 206
inclusivity and meeting
, 198
income inequity
, 156
incongruence
, 71–78
incongruity
, 79n6
Index of Community Socio-Educational Advantage (ICSEA)
, 79n5
India
, 20, 24, 256
individual differences
, 239
individualism index
, 24
indulgence vs. restraint
, 24
inequality
, 154, 156, 161, 162, 164, 198, 207, 208
inequitable educational outcomes
, 141
inequitable learning
, 134
innovations
, 84, 85, 90, 91
inquiry-based inclusive learning
, 256–261
insider perspective
, 40
institutional commitment
, 241
institutional support
, 165
instruction
, 201, 204–205, 208
instruction interventions
, 188
integrative motivation
, 53
integrativeness
, 53
intellectual courage
, 45
interest in second languages
, 53
intergroup contacts
, 61
internationalisation
, 234
challenges of
, 237–238
ISO 27500
, 238–239
internationalised curriculum
, 114
internationalization
, 112–115, 117, 119, 124–126
internationalization of the curriculum (IoC)
, 114, 117, 125, 126
International Labour Organization
, 238
international recruitment
, 235
international standards
, 238
international students
, 20–23, 25–29, 31, 255
intersecting identities
, 89–90
intersectional approach
, 86, 89
intersectionality
, 256, 262
investment
, 53, 62, 63
Ireland
, 254–255, 256
I Remember (Brainard)
, 73–75
ISO 27500
, 238, 238–239
Johnson, P.
, 85, 90–92
joint-venture
, 70, 72, 78
just culture
, 242, 243
The Killer
, 73
kindness
, 243
knowledge production
, 36, 38, 40–42
language
, 86
language of learning and teaching (LOLT)
, 131, 133, 135, 138, 143
Latin America
, 154–155, 157, 159
leadership
, 93
learning
, 154–165, 198–201, 204–208
learning environments
, 215
learning strategies
, 164
legacy of learning
, 185
linguistic marginalisation
, 132, 138
linguistic policies
, 62
linguistic self-confidence
, 53
LINK Project
, 69–73, 79n5
literature review
, 215–217
lived experience
, 85, 86, 90, 91, 93, 94n1
L2 Learning Experience
, 53
L2 Motivational Self System
, 53
low socioeconomic status (low SES) students
, 68–73, 78, 130, 131, 138, 143
macrosystem
, 202, 203
magnification
, 102
“Making Meaning Through Montage” (McKay)
, 72–73
marginalisation
, 252
marginalised students
, 98–99, 103, 104, 106
marginalizing effect
, 198
marketisation
, 253
mature students
, 255, 258
meaningful internationalisation strategy
, 244
meaningful work
, 241–243
meaning-making selves
, 261
measurement instruments
, 55
medical education
, 168
medical students
, 168, 169, 176, 181
mental paradigms
, 160–162
Mexico
, 155
Mezirow’s model
, 116
microsystem
, 202
minimal link of a thing in common
, 72–78
mixed-methods research
, 175–176
models of disability
, 235
moral development
, 202, 206
motivation
, 50–56, 56, 58, 58, 59, 60, 60–62
motivational intensity
, 53
multicultural education
, 198–201, 204, 205, 207
narrative analysis
, 38
National Curriculum for English
, 70–71
New South Wales (NSW)
, 70
North America
, 20
North American educators and administrators
, 24
North American University
, 27
ocular pain icon
, 171, 171, 173, 174
online learning
, 214–215
open and trustworthy
, 243–244
open coding
, 37
ophthalmology education
, 168, 169, 170, 176, 178, 181
opportunity, flexibility and convenience
, 219, 220, 221
oppression
, 198, 200, 201, 208
organisational strength
, 239
participants and data collection
, 218
participation
, 39, 41–43
participatory approach
, 255–256
participatory research
, 255, 261
Parti Québécois
, 50
Past medical history icon
, 171, 171
Patricia Hill-Collins perspective
, 190
pedagogical partnership
, 36–44
pedagogy
, 85–91, 93, 199–209, 204
people with disabilities (PWDs)
, 84–91, 93
perceptions
, 50, 52–57, 62
perception scales
, 56, 56–57
physically disabled students
, 253
pilot project
, 159
plagiarism
, 22, 25–31
detecting and punishing
, 28
policy
, 99–101
imperative
, 99, 100–101, 106
widening participation as
, 100–101
post-secondary institutions
, 20
poverty
, 155, 156, 158, 159, 161–164
power distance
, 24
power relations
, 50, 53, 62
pragmatic approach
, 26, 28
Principles of Responsible Management Education (PRME)
, 20
professors
, 164–165
psychopedagogy
, 154
qualitative data analysis
, 158
qualitative empirical research
, 26
qualitative evaluation
, 175–176, 178, 179
quantitative analysis
, 158
quantitative data
, 240
quantitative empirical research
, 26
quantitative evaluation
, 175–176, 178
Quebec
, 50–59, 61, 62
Question Display Panel
, 173
questionnaires
, 176, 178, 179
Quito
, 154, 158
randomization procedure
, 176–178
randomized controlled trial (RCT)
, 169
reactive approach
, 22
reading to learn (RtL)
, 132, 134–143, 148–151
reciprocity
, 39
recognition
, 40, 43
reflection
, 156, 157, 159, 161–165, 200, 201, 204, 208
reflections on the co-enquiry process
, 256–261
reflexivity
, 115–116
relational equity
, 72, 78
relationality
, 45
relationships
, 36, 41, 42, 44, 45
relevance and cognitive dissonance intervention
, 190–191
relevance of research
, 52–53
research question
, 52
respect
, 39, 42
rethinking
, 98–99, 104, 106
revenue generation
, 234
ripples
, 236
risks
, 244
rural education
, 180, 181
SafeAssign
, 22, 25, 28
sampling and methodology
, 135–136
scaffolded learning
, 135, 140
Scholarship of Teaching and Learning (SoTL)
, 37, 241
School of Pharmacy and Life Sciences
, 245
School of Rural Health
, 168
school-to-university transition
, 130, 133, 143
secondary school education
, 130, 132, 133, 135, 136, 138–143
secondary school study
, 147
Second Language Acquisition (SLA)
, 51
self-authorship
, 30, 31
self-efficacy
, 53, 61
self-reflection assignment
, 190, 191
service-learning
, 154, 156–162, 164, 165, 184, 191
sharing knowledge
, 43–44
sharing reflective stories
, 258–259
Signature Learning Experience (SLE)
, 112–113
Single Equality Scheme
, 252
skills
, 154, 156–158
Skype interviews
, 260, 261
social change
, 200, 202–203
social disability
, 235
social history icon
, 171, 171
social inclusion
, 69, 71
social injustice
, 99, 106
social justice
, 84–90, 93, 98–100, 104–106, 113, 116, 118, 119, 120, 198–201, 204, 206, 208, 209
social justice as widening participation strategy
, 100, 105–106
social justice education
, 88
social location
, 88–89
social-psychological curriculum
, 188
social-psychological interventions
, 184, 185, 187–189
social reproduction
, 203, 208
society
, 198–200, 208, 209
sociocultural incongruence
, 71, 72, 78
socioeconomic status (SES) students
, 130, 131, 134, 138, 141–143
sociotechnical system
, 236
South Africa
, 130–135, 137, 138, 140, 143
differentiated processes and practices
, 142–143
educational inequality
, 132
higher education and literacy
, 132–134
reading to learn
, 134–135, 137–140
sampling and methodology
, 135–136
support and scaffolding
, 140–141
text modelling
, 141–142
Spinbot
, 29
SPSS
, 55
staff and students
, 241, 242
staff cultural competency
, 243
staff development
, 243, 244
statistical methods and data analysis
, 178
stereotype-threat
, 187–190
stereotype-threat intervention
, 189–190
structural disadvantage
, 68
structural racism
, 76
structural/systemic barriers
, 69
student attitudes
, 26
student development theory
, 199, 202–203, 203, 204
student partnership
, 38–41, 240, 243, 245
Student Partners Program (SPP)
, 37, 39
Students as Learners and Teachers (SaLT) program
, 37, 39
students with language backgrounds other than English
, 79n5
students with visual impairments (SWVI)
, 98–106
student well-being
, 235, 237, 238, 241, 244, 245, 246
Study Skills Inventory for Students
, 26
subtractive bilingualism
, 131
support programmes
, 98–99, 103–106
surface approach to learning
, 26
sustainability
, 244
Sydney Medical School
, 176
system boundaries
, 240
systemic functional grammar
, 137
Systemic Viewer
, 173, 175
systems
, 235–237, 239–242, 245, 245, 246
systems approach
, 239–241
systems engineering initiative for patients safety (SEIPS) 2.0
, 240, 240, 245
targeted and fit-for-purpose interventions
, 104
TBL
, 242
teaching
, 184–191, 193, 194, 200–202, 204, 205
teaching students
, 28–29
team-based learning
, 242, 246
technology
, 79n7, 222, 222–223, 223, 262
widening participation strategy
, 101–103
as widening participation strategy
, 106
technology-driven support programmes
, 98, 106
technology-mediated co-inquiry
, 262
technology-mediated conversation
, 260–261
technology-mediated data collection
, 257
Tell Me More icon
, 171, 171
tertiary education
, 143
tertiary study
, 146
testimonial injustice
, 38
text modelling
, 141–142
Theoharis, G.
, 105
theory to practice
, 200–202
Time icon
, 173, 173
Titanic Horror
, 73
To Kill a Mockingbird
, 75–76
Tompkins, J.
, 88, 89
top-down approach
, 26
traditional academic cycle
, 131
traditional classroom
, 215
transformation
, 184, 185, 187–191, 194
growth mindset intervention
, 188–189
relevance and cognitive dissonance intervention
, 190–191
stereotype-threat intervention
, 189–190
transformational learning
, 156–158, 165
transformative learning
, 115–116, 118, 119
transition
, 184–188
transitional academic support
, 187–188
treatment plans
, 169
Turnitin
, 22, 25
UK higher education
, 252–254
UK’s Equity Challenge Unit
, 235
UK’s National Student Survey
, 236
UN Convention on the Rights of Persons with Disabilities
, 85
underprepared students
, 184–188, 194
underserved students
, 184–187
UN directives
, 20
unfair
, 99, 103, 105
unintended consequences
, 236
United Nations Economic Commission for Latin America
, 155
United States
, 24
universal design for learning
, 238, 241
universal design for learning (UDL) principles
, 90, 92
universal teaching
, 72, 76–78
Universal Teaching
, 76–78
universities and programmes
, 217–218
university
, 198, 206
University of Sydney
, 69
University of Sydney Human Research Ethics Committee
, 176
University of Sydney Medical Program
, 168
university-school partnerships
, 68–72, 78
UN Sustainable Development goals
, 19–20
utility value
, 187, 188, 190
validated knowledge
, 88
value people
, 241–243
Vancouver-based University
, 27
Virginia Department of Education
, 102
virtual ophthalmology clinic (VOC)
, 168–169, 170, 180–181
appraisal responses
, 180
history taking and conversation navigator
, 169–175
intervention
, 178–179
methods
, 175–176
randomization procedure
, 176–178
statistical methods and data analysis
, 178
virtual patients
, 169–171
virtue-based ethics
, 25
Vision icon
, 172, 172
vocational training
, 121, 126
voice
, 43, 44
voice output
, 102
vulnerability
, 41
well-being
, 235, 237, 238, 241, 244, 245, 246
widening participation
, 68–69, 71, 99–103, 105–106
women
, 216
word processing aid
, 102
workload and mastering new skills
, 225, 227, 227–228
workshop session
, 91–93
Write Now Centre of Excellence in Teaching and Learning
, 31
writing and researching
, 26
writing reflective stories
, 259–260
Z-test
, 192–193
- Prelims
- Part I Concepts and Principles
- Introduction to Strategies for Fostering Inclusive Classrooms in Higher Education
- Part II Global Practices and Challenges
- Chapter 1 Global Perspectives on Academic Integrity
- Chapter 2 Valuing Knowledge(s) and Cultivating Confidence: Contributions of Student–Faculty Pedagogical Partnerships to Epistemic Justice
- Chapter 3 Cultural Mediation Pedagogy and Its Ability to Enable Bridge-building between Two Coexisting Groups That Do Not Meet
- Chapter 4 The Minimal Link of a Thing in Common: A Framework for Academic Outreach in Widening Participation in Australia
- Chapter 5 Decolonizing the Classroom in Social Justice Learning: Perspectives on Access and Inclusion for Participants Living with Disabilities
- Chapter 6 Rethinking the Support Programmes for the Marginalised Students in Higher Education through the Lens of Social Justice
- Chapter 7 Innovating Curriculum: Integrating Global Citizenship and Equity Education for Student Success
- Chapter 8 An Equity-based Model of Teaching and Learning: Bridging the Academic Literacy Skills Divide in the English Classroom in South Africa
- Chapter 9 Service-learning as a Methodology to Promote Equity and Inclusion: Best Practice Experience in Ecuador
- Chapter 10 The Role of Educational Technology in Promoting the Inclusion of Rural Clinical Schools for Ophthalmology Teaching Using Virtual Patients
- Chapter 11 Toward a Transformative Transition: A Critical Pedagogical Approach to Social-Psychological Interventions in First-year Seminar
- Chapter 12 Considerations for Using Critical Pedagogy as the Vehicle to Promote Social Justice in Higher Education
- Chapter 13 Online: A New ‘Geography’ of Learning that Supports Female Access to Higher Education
- Chapter 14 Adopting the International Standard ‘Becoming a Human-centred Organization (ISO 27500)’ Supports a Strategic Approach to Internationalisation
- Chapter 15 Improving Inclusive Learning through Technology Mediated Co-inquiry
- About the Authors
- Name Index
- Subject Index