Relevant bibliographies by topics / Educational Equity Group

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational Equity Group'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2025

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Journal articles on the topic "Educational Equity Group"

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Baker, Trish, and Jill Clark. "Educational equity in ethnically diverse group work." Intercultural Education 22, no. 5 (2011): 411–22. http://dx.doi.org/10.1080/14675986.2011.643138.

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Jiang, Tao, Hong-wei Jin, Wen-jie Ma, Ji-gen Chen, and Ling-min Yuan. "TYPES OF QUALITY AND EQUAL SCIENCE EDUCATION SYSTEMS AND THE DEVELOPMENT OF EQUALITY IN EDUCATION." Journal of Baltic Science Education 22, no. 3 (2023): 439–53. http://dx.doi.org/10.33225/jbse/23.22.439.

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Some education systems have both quality and equality. They have achieved educational equity. This study aimed to uncover the practical wisdom of such systems in developing educational equality. A quantitative research design was used. Family capital and science achievement were the variables analyzed. They were secondary data collected by the 2018 PISA test. PISA surveyed students' family capital with questionnaires and measured students' science achievement with cognitive items. Six education systems with quality but low equality comprised the control group. Its sample size ranged from 4656
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Veinotte, Cheryl. "Race to Equity: Disrupting Educational Inequality." Journal of Educational Thought / Revue de la Pensée Educative 41, no. 1 (2018): 93–97. http://dx.doi.org/10.55016/ojs/jet.v41i1.52537.

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The STAR group reached new ground when they fought for all schools in the Toronto School Board to provide copies of course outlines (which were already deemed to be public knowledge) in order to investigate and grade courses for their level of social justice content, including material from authors of color, material from gays and lesbians, and other social justice issues. Toward the Inclusive University, where he outlined six key principles that he felt essential in anti-racist education including: 1 anti-racist education dealing with the concept of racism being a social construction; 2 anti-
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Yan, Yuanyuan. "Analysis of the Application of Educational Equity in Primary Education." Lecture Notes in Education Psychology and Public Media 85, no. 1 (2025): 43–50. https://doi.org/10.54254/2753-7048/2025.20912.

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Traditional teaching modalities, which mainly feature teachers' lecturing and systematic knowledge imparting while disregarding students' initiative, have become difficult to accommodate the demands of modern education. Although the group cooperative approach is conducive to enhancing students' comprehensive capabilities, it also has deficiencies. Education equity refers to providing citizens with equal opportunities for learning and development, encompassing fair and just access to education and enjoying balanced educational resources for potential realization. This article analyzes the appli
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Wang, Xiaolei, Junchen Wang, and Zengxin Li. "A Questionnaire Survey on the Sense of Educational and Social Equities among College Students in China." International Journal of Emerging Technologies in Learning (iJET) 15, no. 14 (2020): 122. http://dx.doi.org/10.3991/ijet.v15i14.15357.

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The sense of equity reflects how fair a domain is as evaluated by those engaging in that domain. It is very meaningful to explore the sense of equity among college students, which are a special group of people. This study carried out a questionnaire survey on the sense of equity among 982 college students in China, from the perspectives of educational equity and social equity. The questions were validated by the 27/73 quantile method, and the survey results were analyzed through one-way analysis of variance (one-way ANOVA). The results showed that the college students could evaluate the sense
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Walsh, A., E. Dixon, L. Morrison, and G. Stanford. "P207 Supporting equity in educational access: analysis of physiotherapy special interest group membership." Journal of Cystic Fibrosis 24 (June 2025): S134. https://doi.org/10.1016/j.jcf.2025.03.1093.

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Ayoola, Fagbenro W., and Abdullahi Ibrahim. "Students’ Growth Mindset: Potential Asset in Fostering Educational Equity." Asian Journal of Education and Social Studies 50, no. 6 (2024): 523–33. http://dx.doi.org/10.9734/ajess/2024/v50i61429.

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Over the decades, schools have been facing the challenges of organizing lessons and making available equal prospects for students with diverse needs. This is so because students enter school with a wide scope of individual differences as a result of the multifaceted relationship between unequal environmental situations and genetic dispositions. The diverse sets of socioemotional characteristics and cognitive skills students entered formal school with determine how fast and how well students will learn. The capacity of schools to manage student heterogeneity will influence the provision of equa
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McLay, Katherine Frances, and Vicente Chua Reyes. "Identity and digital equity: Reflections on a university educational technology course." Australasian Journal of Educational Technology 35, no. 6 (2019): 15–29. http://dx.doi.org/10.14742/ajet.5552.

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This inquiry explored preservice teachers (PSTs) developing learner and professional identities while participating in a university course that explicitly incorporates the use of technology into teaching. The paper posits that it is important for initial teacher education to explicitly engage with the role of technology in these developing identities to minimise the risk of digital inequity, both for PSTs’ learning and that of their future students. Two central questions are addressed: How did PSTs make sense of their identities as they took part in an educational technology course? And what c
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Kippin, Sean. "Educational equity in England: the shortcomings of the UK Government’s COVID-19 response." Routledge Open Research 2 (December 8, 2023): 24. http://dx.doi.org/10.12688/routledgeopenres.17904.2.

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The UK Government sought to respond to lockdowns and lost learning during the coronavirus disease (COVID-19) pandemic in multiple ways, including replacing cancelled examinations and compensating for lost learning through a National Tutoring Programme. In the case of the former, the system failed to realise the demands of equity by privileging wealthier students and beating a path back to a flawed ‘normality.’ In the case of the latter, while the idea of providing targeted, high quality small group and one on one tutoring to the most in-need students was well-conceived, implementation was a fa
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Kippin, Sean. "Educational equity in England: the shortcomings of the UK Government’s COVID-19 response." Routledge Open Research 2 (July 28, 2023): 24. http://dx.doi.org/10.12688/routledgeopenres.17904.1.

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The UK Government sought to respond to lockdowns and lost learning during the coronavirus disease (COVID-19) pandemic in multiple ways, including replacing cancelled examinations and compensating for lost learning through a National Tutoring Programme. In the case of the former, the system failed to realise the demands of equity by privileging wealthier students and beating a path back to a flawed ‘normality.’ In the case of the latter, while the idea of providing targeted, high quality small group and one on one tutoring to the most in-need students was well-conceived, implementation was a fa
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Dissertations / Theses on the topic "Educational Equity Group"

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Andrews, Benjamin James. "Assessing first- and second-order equity for the common-item nonequivalent groups design using multidimensional IRT." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1196.

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The equity properties can be used to assess the quality of an equating. The degree to which expected scores conditional on ability are similar between test forms is referred to as first-order equity. Second-order equity is the degree to which conditional standard errors of measurement are similar between test forms after equating. The purpose of this dissertation was to investigate the use of a multidimensional IRT framework for assessing first- and second-order equity of mixed format tests. Both real and simulated data were used for assessing the equity properties for mixed-format tests. Usin
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Gardenhour, Allison L. "Student Achievement in Response to Intervention Groups." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3009.

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The purpose of this study was to identify components of Response to Intervention (RTI) groups associated with increased student growth on progress monitoring tests. The relationship between student growth scores and fidelity of implementation scores, types of groups, types of interventionists, group setting, group time, and various demographic groups were examined. Seven hundred fifteen students enrolled in reading and math groups in an RTI program at 8 schools in an Upper East Tennessee school system participated in this study. Ten research questions and null hypotheses were analyzed using Pe
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Chavez-Haroldson, Maria Teresa. "LatinX Diversity Officers in Higher Education: Capacitating Cultural Values as Champions of Equity, Diversity, and Inclusion." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1583658860303437.

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Escovar, Peggy L. "Social facilitation effects on automatic and effortful processing in children with attention deficit/hyperactivity disorder." FIU Digital Commons, 1993. http://digitalcommons.fiu.edu/etd/3153.

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This dissertation investigated the effects of social facilitation theory, specifically mere presence of a peer, on automatic and effortful processing in boys (ages 7 to 12 years) diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD). The sample (N=61) was comprised of ADHD and Normals who were matched by chronological age (+ /- 9 months) and IQ (1 standard deviation). Forty-eight percent of the sample was Hispanic. Each pair was randomly assigned to one of two conditions to test social facilitation effects. The conditions were Alone (subject worked alone in room) and Presence (subject
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Mettler, Gretchen G. "Growing into a Midwife: A Theory of Graduate Nurse-Midwife Students' Process of Clinical Learning." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271258271.

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Brasó, i. Rius Jordi. "El joc, un element clau per la història de la renovació pedagògica." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/460811.

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La tesi, en format de compendi de 14 publicacions, analitza la importància que el joc ha tingut a la societat, i en concret en els infants i a l’educació. L’anàlisi teòric sobre el joc i la seva pedagogia, centrada en un pedagog com fou Pere Vergés, ha fet pertinent distribuir-la en dos grans blocs, cadascun amb els seus objectius, continguts i articles. El primer bloc es relaciona amb El joc en el jovent, la societat i l’educació. Per a aquest apartat s’han determinat dos grans objectius. El primer fa referència a l’estudi de diversos jocs en el passat, relacionant-los amb la societat i
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Oliveira, Andréia Peres de. "Percepções de profissionais de enfermagem de um hospital universitário sobre a integração de estagiários na equipe." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/106973.

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As equipes de enfermagem de serviços de saúde que recebem acadêmicos, nos estágios de administração em enfermagem, são fundamentais, pois o apoio e o reconhecimento desses profissionais podem auxiliar nos enfrentamentos dos desafios durante as atividades teórico-práticas. Contudo, é preciso dialetizar esta questão, tendo em vista que os estagiários interferem na dinâmica das equipes, exigindo que elas reorganizem o próprio trabalho para acolhê-los, sem prejudicar a assistência. Nesse compasso, desenvolveu-se um estudo qualitativo, exploratório e descritivo, ancorado no referencial pichoniano d
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Taqi, Fatmatta B. "An investigation into the new emerging social sub group of professional Muslim women in Sierra Leone." Thesis, Anglia Ruskin University, 2010. https://arro.anglia.ac.uk/id/eprint/266832/1/Taqi_Breaking_barriers_phd.pdf.

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Sierra Leone is in transition to peace and development, from a previous decade long civil war. Educated Muslim women appear to have a great deal of expression, interest and passion to offer the process. The study investigates the new emerging social sub group of professional Muslim women in Sierra Leone society and explores their views and experiences of identifying and attempting to overcome the burdens of patriarchy, oppression and exploitation perpetrated by religious, social and cultural beliefs. The research and thesis consider in what ways these women and their views ‘fit’ in or challeng
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Carpio, Camacho Adilen. "Propuesta para la intervención psicopedagógica con vista a la mejora de la orientación en el contexto del Centro Universitario de Sancti Spíritus "José Martí Pérez"." Doctoral thesis, Universitat de Girona, 2008. http://hdl.handle.net/10803/8002.

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La investigación se propuso identificar las posibilidades que ofrece el marco universitario actual para la práctica de la orientación y la tutoría en Cuba y asesorar el diseño e implementación de un programa de orientación a ser aplicado en el Centro Universitario de Sancti Spíritus. El abordaje de la problemática desde una perspectiva interpretativa, con un marco metodológico cualitativo, basado en la investigación - acción como estrategia de intervención y el asesoramiento colaborativo como modelo de interrelación de las partes implicadas, nos posibilitó conocer que las modificaciones en las
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Maria, Ingels Lindqvist, and Stengård Josephine. "Matchad förvärvsgrad i Dalarna och Sverige : Påverkar könsfördelningen i en utbildningsgrupp kvinnors och mäns möjligheter att få ett relevant jobb?" Thesis, Högskolan Dalarna, Nationalekonomi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-26333.

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Denna studie syftar till att undersöka den matchade förvärvsgraden för kvinnor och män, i Dalarna och i Sverige, samt att förklara eventuella skillnader. Om en stor andel av utbildningsgruppen vid avklarad examen blir anställda inom andra yrkesområden än vad utbildningen gav kompetens för, är den matchade förvärvsgraden inom utbildningsgruppen låg. Datamaterialet är hämtat från Statistiska centralbyrån (SCB) och studeras genom en multipel linjär regressionsanalys. Både kvinnor och män med universitets-/högskoleutbildning påverkar den matchade förvärvsgraden mer jämförelsevis med gymnasial utbi
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Books on the topic "Educational Equity Group"

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Emily, Lardner, and Washington Center for Improving the Quality of Undergraduate Education., eds. Diversity, educational equity, & learning communities. Washington Center for Improving the Quality of Undergraduate Education, 2005.

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DiPardo, Anne. Nested contexts: A basic writing adjunct program and the challenge of "educational equity". Center for the Study of Writing, 1992.

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Educational Resources Information Center (U.S.), ed. How should we group to achieve excellence with equity? U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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Samuel, Coleman James. Equality of educational opportunity. Ayer Co., 1988.

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Board, College Entrance Examination, ed. Equality and excellence: The educational status of Black Americans. College Entrance Examination Board, 1985.

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Chodkowska, Maria, and Aleksandra Mach. Pedagogika wobec zagrożeń marginalizacją jednostek, grup i regionów. Wydawn. Uniwersytetu Rzeszowskiego, 2011.

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Schmuck, Richard A. Group processes in the classroom. 6th ed. Wm. C. Brown, 1992.

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Schmuck, Richard A. Group processes in the classroom. 7th ed. Brown & Benchmark, 1997.

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A, Schmuck Patricia, ed. Group processes in the classroom. 8th ed. McGraw Hill, 2001.

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A, Schmuck Patricia, ed. Group processes in the classroom. 5th ed. W.C. Brown, 1988.

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Book chapters on the topic "Educational Equity Group"

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Baran, Jolanta, Tamara Cierpiałowska, and Ewa Dyduch. "Traditional Teaching–Learning Process in the Class of Polish School Through Lens of UDL Approach." In Inclusive Learning and Educational Equity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_4.

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AbstractEducation researchers have long advocated modifications to the teaching–learning process in order to make the school a more inclusive space and conducive to individual and group development of students with diverse (including special) educational needs. This is to develop competences, skills and values that will allow students to better prepare for adult life in a rapidly changing world. This demand is not new and is not only a demand but refers to reforming the education process. In Poland, for many years the schools have been undergoing dynamic changes in many different dimensions, p
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Meisels, Samuel J., Aviva Dorfman, and Dorothy Steele. "Equity and Excellence in Group-Administered and Performance-Based Assessments." In Equity and Excellence in Educational Testing and Assessment. Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0633-7_9.

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Mittal, Oleksandra, Trude Nilsen, and Julius K. Björnsson. "Measuring Equity Across the Nordic Education Systems—Conceptual and Methodological Choices as Implications for Educational Policies." In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_3.

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AbstractEver since international large-scale student assessments made it possible to rank countries according to their equitability, Nordic countries have topped these rankings. Nevertheless, a decline in equity has been reported lately. However, the process of empirical enquiry that leads to specific inferences on equity partly stays obscure to education decision-makers. This unawareness of the boundaries of specific methodological and analytical approaches may lead to wrong interpretations and policy implications. Therefore, our aim is to discuss and empirically illustrate how the array of c
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Baptista, João, Cristina Sin, and Orlanda Tavares. "Data and Reflections on Access-Transition to Higher Education in Portugal." In Equity Policies in Global Higher Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-69691-7_7.

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AbstractThis chapter analyses inequalities in the transition from upper secondary to higher education in Portugal, using empirical data from the General-Directorate of Education and Science Statistics (DGEEC). It argues that educational inequalities are already present in Portuguese students’ trajectories before higher education and that the transition to higher education therefore reflects these different opportunities. The central argument is that socioeconomic status is the most important aspect that directly or indirectly conditions transition to higher education in Portugal, and thus is t
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Aamodt, Per Olaf. "An Equality Paradox? The Northern European Case." In Equity Policies in Global Higher Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-69691-7_9.

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AbstractThe Nordic countries are often regarded as unique, with relatively small income differences and welfare state policies characterised by universal and generous public support to its citizens. Educational policies aim at offering schooling for all, with a predominantly public comprehensive school system free of tuition. Based on a broad review of research contributions, this paper aims at investigating whether access to higher education in the Nordic countries are also more equitable than in most other countries.Research on inequality in higher education has adapted a broad range of data
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Alkalbani, Mariam Mohammed. "The Contribution of Artificial Intelligence (AI) Applications to Innovation and Sustainability in Education." In Sustainability, AI and Innovation: Proceedings of the Applied Research in Humanities & Social Sciences (ARHSS 2023). Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-96-2532-1_7.

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Abstract This study investigates the profound impact of artificial intelligence (AI) on fostering innovation and promoting sustainability within educational systems. Utilizing a descriptive analytical approach, the research explores how AI tools enhance personalized learning, improve administrative efficiency, and support sustainable educational practices. By analyzing data collected from a diverse group of university professors across the United Arab Emirates through a meticulously designed questionnaire, the study highlights AI’s significant contributions to optimizing educational outcomes a
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Engdal Jensen, Ragnhild. "Implications of Changing the Delivery Mode on Reading Tests in Norway—A Gender Perspective." In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_13.

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AbstractWhat can be seen as a digital shift in society is also visible in the Norwegian educational system, as the use of digital devices has increased in both teaching and learning activities. Together with some practical and logistical reasons, the former has very much facilitated the change of delivery mode of the Norwegian National Assessment of Reading Literacy. At the same time, a concern arose regarding whether the test will continue to measure the same underlying concept of reading as before. Furthermore, from the equity perspective, it is important that the change of mode is not disfa
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Frønes, Tove Stjern, Andreas Pettersen, Jelena Radišić, and Nils Buchholtz. "Equity, Equality and Diversity in the Nordic Model of Education—Contributions from Large-Scale Studies." In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_1.

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AbstractIn education, the ‘Nordic model’ refers to the similarities and shared aims of the education systems developed in the five Nordic countries—Denmark, Finland, Iceland, Sweden and Norway—after World War II. Traditionally, there have always been many similarities and links between the Nordic countries through their historical connections and geographical proximity. The common experience of solidarity and political oppression during World War II also created the basis for a common political orientation in the postwar period, which was also reflected in the education systems during the deve
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Gorard, Stephen, and Emma Smith. "The Notions of Justice Used by Different Groups of Pupils." In Equity in Education. Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230277335_8.

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Salmi, Jamil. "Access, Inclusion, Completion, and Employability—Responding to the Needs of Students and Society." In European Higher Education Area 2030: Bridging Realities for Tomorrow’s Higher Education. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-75140-0_13.

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Abstract Many youths face challenging circumstances due to financial barriers, discrimination, lack of social capital, insufficient academic preparation, low motivation, and lack of access to information about labour market prospects. These obstacles drastically affect their opportunities to access and complete higher education. The eight articles included in this section on access, inclusion, completion, and employability explore equity policy interventions at the national and institutional levels. These include support programs and alternative pathways for specific equity target groups (non-
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Conference papers on the topic "Educational Equity Group"

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Guimarães, Raquel, and Ernesto Faria. "Excellence with equity: the importance of school factors for student success in unfavourable circumstances." In Advances in Statistics Education: Developments, Experiences, and Assessments. International Association for Statistical Education, 2015. http://dx.doi.org/10.52041/srap.15201.

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This study analyzes the determinants of success of a group of public schools that served students of low socioeconomic status (Excellence with Equity study). Based on Prova Brazil data, we test whether there is a difference between the prevalence of school factors in the 215 schools identified by the Excellence with Equity study compared to schools with similar characteristics in 2007 but which did not show the same performance regarding the learning of their students thereafter. Taking into account statistical significance, results show that the treatment schools have principals who have been
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Geske, Andrejs, Rita Kiseļova, and Olga Pole. "School Socioeconomic Segregation in Baltic Sea Countries." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.14.

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School socioeconomic segregation has an impact on students’ academic performance and affects equity in education. This study aims to evaluate socioeconomic segregation in schools and its changes in the previous decades, using data obtained from international large-scale assessments (ILSA). In this study, data from eight European Union (EU) countries bordering the Baltic Sea (i.e. Latvia, Estonia, Lithuania, Denmark, Sweden, Finland, Poland and Germany) were analysed. Data from two International Association for the Evaluation of Educational Achievement (IEA) studies, i.e. Trends in Internationa
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Alfano, Anita, Paola Sarti, Ludovico Bernasconi, et al. "Spazio allo Spazio." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.030.

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“Spazio allo Spazio", active since 2010, involves students aged 5 to 20. This educational project was launched by a group of Italian teachers from the Lower Secondary School Fermi in Villasanta who believed Space exploration could be an efficient way to convey the idea that the extraordinary experience of the astronaut, who on the International Space Station must acquire new skills and be able to dominate a challenging and unpredictable context, similar to a disabled person's routine in daily life. This was a winning choice because gradually international institutions promoted similar initiati
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Archibeque, Ben, Florian Genz, Maxwell Franklin, Scott V. Franklin, and Eleanor C. Sayre. "Quantitative measures of equity in small groups." In 2017 Physics Education Research Conference. American Association of Physics Teachers, 2018. http://dx.doi.org/10.1119/perc.2017.pr.006.

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Hutchison, Paul. "Equity and off-task discussion in a collaborative small group." In 2022 Physics Education Research Conference. American Association of Physics Teachers, 2022. http://dx.doi.org/10.1119/perc.2022.pr.hutchison.

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Wu, Yuqiong, and Yu Liu. "Study on Class Teaching Equity in Cooperative Group Learning*." In Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.077.

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Eya, Patrick. "Introduction of Technologies in Teaching Rural Nigerian Children to Promote Equity and Inclusion." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8744.

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Over 70% of the population in Nigeria are located in rural areas. Education is still largely delivered through the traditional method of teacher centered pedagogy. Rural areas in Nigeria is characterized by lack of basic infrastructural facilities. Outbreak of Covid-19 pandemic has necessitated changes in educational structure, learning environment, learning devices and teaching approaches. According to Gambary (2021) “our education can solve no problems if technologies meant to support innovative teaching and learning are not available at all levels of education”. In this 21st century, emphas
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Chernosky, Jeffery. "Expanding Access and Impact: Culturally Responsive Practices for Hispanic Graduate Students in Virtual Academic Spaces." In InSITE 2025: Informing Science + IT Education Conferences: Hiroshima. Informing Science Institute, 2025. https://doi.org/10.28945/5500.

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Aim/Purpose This paper investigates the challenges Hispanic graduate students face in online education, focusing on disparities in satisfaction and academic outcomes. It aims to identify and implement culturally responsive teaching strategies and community-building practices that promote equity and success. Background The study addresses the problem by exploring how tailored, culturally grounded instructional strategies and virtual community practices can mitigate feelings of isolation, improve engagement, and foster academic achievement among Hispanic students. Methodology Using a qualitative
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Jeon, Sophia M., Z. Yasemin Kalender, Eleanor C. Sayre, and N. G. Holmes. "How do gender and inchargeness interact to affect equity in lab group interactions?" In 2020 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2020.pr.jeon.

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DuCloux, Kanita K., and Corey M. Wadlington. "Prospective mathematics teachers’ conceptualizations of equity." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-84.

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Reports on the topic "Educational Equity Group"

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Vo, Thao, Susan Lyons, Felice Levine, Nathan Bell, and Ye Tong. State of the Field: Gender and Racial Equity in Educational Measurement. American Educational Research Association, 2024. http://dx.doi.org/10.3102/aera20241.

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This report is the result of a collaborative initiative of the American Educational Research Association (AERA), the National Council on Measurement in Education (NCME), and Women in Measurement (WIM) aimed at understanding the current state of gender and racial equity within the educational measurement field. Based on a survey of professionals’ experiences and perceptions, the study documents disparities across racial and gender groups and offers recommendations for creating a more diverse, equitable, and inclusive profession.
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Chea, Phal, Muytieng Tek, and Sorsesekha Nok. Gender Gap Reversal in Learning and Gender-Responsive Teaching in Cambodia. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.141.202307.

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In the past two decades, Cambodia has been committed to the global agenda of ensuring that all children from all walks of life have access to education and quality learning opportunities. The focus was not only on access to education but also on gender parity and learning quality. Three years after the adoption of the Dakar Framework for Action in 2003, Cambodia adopted the national plan for Education for All (EFA) as a guiding pathway to realise the government’s commitments toward the education goals reiterated in the Dakar Framework. Cambodia has made subsequent development in education, not
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Pitman, Tim, Paul Koshy, Daniel Edwards, Liang-Cheng Zhang, and Julie McMillan. Australian Higher Education Equity Ranking Project: Final Report. Australian Council for Educational Research, 2019. http://dx.doi.org/10.37517/978-1-74286-666-6.

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This report details the findings of a feasibility study for the Department of Education and Training (DET) into the development of a higher education student equity ranking index. The purpose of study was to determine whether it was possible to measure higher education equity performance at the institutional level and convey each institution’s relative performance through an ‘equity rank’. The ranking was to be based on institutional performance in regard to equity-group students, including students from low socio-economic backgrounds; students from regional/remote areas of Australia; Indigeno
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Onyango, Roselyne, and Timothy Fish Hodgson. Build Us More Schools!' - The Quest for Quality Affordable Education in Mabatini and Ngei Wards of Mathare, Nairobi. Edited by Ian Seiderman, Juana Barragán Díaz, Aya Douabou, and José Antonio Guevara. Global Initiative for Economic, Social and Cultural Rights, 2024. http://dx.doi.org/10.53110/czrj2477.

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This publication pprovides an in-depth exploration of the challenges and barriers to accessing quality education in urban informal settlements of Nairobi. Based on extensive research, including interviews, focus groups and participatory methods involving local communities and stakeholders, the report highlights the significant gaps in educational infrastructure, teacher qualifications and equity in school access. Despite the Kenyan government's legal frameworks and policies to ensure education for all, the proliferation of private, low-cost schools and inadequate public school facilities have
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Abera, Mikyas, Jean Claude Byungura, Raymond Ndikumana, et al. Implementing e-Learning in low-resourced university settings: A policy and institutional perspectives at the University of Gondar and University of Rwanda. Mary Lou Fulton Teachers College, 2023. http://dx.doi.org/10.14507/mcf-eli.j11.

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The COVID-19 pandemic outbreak affected most universities, and it severely disrupted their face-to-face teaching and learning processes. The University of Gondar (UoG) and the University of Rwanda (UR) were no exceptions. Before the pandemic, E-learning was not an education norm in both institutions. Education was mainly face-to-face, inside a four-wall classroom experience. As COVID-19 restricted such experience, the two universities adopted a range of online platforms to support teaching, learning, and access to learning resources. Across the globe, E-learning solutions promise institutional
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Page, Kelly, Alexandra Merritt Johnson, Kristen Franklin, et al. Learning Transition Design Principles for Learning and Employment Records: Co-designing for Equity. Digital Promise, 2023. http://dx.doi.org/10.51388/20.500.12265/185.

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Emerging technologies such as learning, and employment records (LER) have been identified as a promising solution for historically and systematically excluded (HSE) learners and workers to share and access their learning- and skills-data from their individual learning journeys and transitions. However, learning journeys are rarely linear; the way in which learners and workers may demonstrate and get recognized for their skills and competencies may evolve over time. Further, systemic barriers and inequities embedded in the learning journeys of HSE communities, disproportionately impact their ab
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Page, Kelly, Alexandra Merritt Johnson, Kristen Franklin, et al. Learning Transition Design Principles for Learning and Employment Records: Co-designing for Equity. Digital Promise, 2023. http://dx.doi.org/10.51388/20.500.12265/183.

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Emerging technologies such as learning, and employment records (LER) have been identified as a promising solution for historically and systematically excluded (HSE) learners and workers to share and access their learning- and skills-data from their individual learning journeys and transitions. However, learning journeys are rarely linear; the way in which learners and workers may demonstrate and get recognized for their skills and competencies may evolve over time. Further, systemic barriers and inequities embedded in the learning journeys of HSE communities, disproportionately impact their ab
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Chea, Phal, Davut Nhem, Sathya Chea, and Chankoulika BO. The Reversal of Gender Gap in Learning: Why Boys Are Falling Behind in Upper Secondary Schools. Cambodia Development Resource Institute, 2024. https://doi.org/10.64202/wp.145.202406.

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The global emphasis on addressing gender disparities in education has highlighted the importance of equitable academic achievement for policymakers, scholars, and the public. The Sustainable Development Goals (SDGs) have incorporated gender equity, emphasising the ongoing challenge of ensuring equal access to quality education worldwide. In Cambodia, traditionally a male-dominated society, a notable shift has been observed: female students are now surpassing their male counterparts in school enrolment and academic performance. This reversal has sparked significant public interest, prompting th
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Magnoli, Alessandro. Bridging the Gender Gap in Developing Regions. Inter-American Development Bank, 2000. http://dx.doi.org/10.18235/0012210.

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According to conventional wisdom, health and education are important factors for economic and social development: they improve productivity and income distribution, and the poor gain the most. Nonetheless, in many regions of the world not all members of society receive these services equally. To a large extent, women are left out of health and education systems; as a consequence, they constitute an economically and socially disadvantaged group. This article analyzes the gender gaps within health and education in six regions of the developing world: Sub-Saharan Africa; South Asia; East and Sout
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Gallego Méndez, Jorge, Lina M. García-Moreno, Ángela María Franco Calderón, Jackeline Murillo-Hoyos, and Ciro Jaramillo Molina. Policy Brief No. 4. Actions to close accessibility gaps in popular neighbourhoods. Universidad del Valle, 2023. http://dx.doi.org/10.25100/policy-briefs.pb.04-eng.

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Accessibility is fundamental to ensuring human dignity, well-being, and quality of life, as it determines people's possibilities to access employment, education, leisure, basic services, among others, through the use of transport systems. Accessibility is an indicator that allows measuring territorial equity in mobility and transcending conventional approaches based on estimating transport demand and infrastructure supply. The lack of opportunities for citizen participation and the limited availability of data on transport barriers for specific groups, among other factors, lead to the repetiti
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