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Journal articles on the topic 'Educational Equity Group'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2025

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1

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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Kaur, Inderjit. "Performance of Equity Mutual Fund and Educational Credentials of Fund Manager." Vision: The Journal of Business Perspective 21, no. 1 (2017): 23–34. http://dx.doi.org/10.1177/0972262916681227.

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The investors of mutual funds can reduce their selection risk by selecting the mutual funds based on certain criteria. One such criterion could be the educational credentials of fund managers. The present study has examined whether performance of mutual funds could be attributed to differentials in educational credentials of fund managers and thereby can provide necessary signals to investors. The study has compared performance and investment strategy of fund managers having management degree from premier management institutions with others having CA/CFA/ICMA qualification. The results show th

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Momen, Md Abdul, Seyama Sultana, and A. K. M. Ahasanul Haque. "Web-based marketing communication to develop brand image and brand equity of higher educational institutions." Global Knowledge, Memory and Communication 69, no. 3 (2019): 151–69. http://dx.doi.org/10.1108/gkmc-10-2018-0088.

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Purpose Internet-based marketing communication has been an important element for organizations to build brand image and brand equity. Higher education is not an exception. However, configuring the right mix in the age of social networking sites and various online displays and constantly changing algorithm in search engine optimization have become major challenges today. Hence, the purpose of this study is to configure integrated online marketing communication for the development of brand image and brand equity for higher educational institutions. Design/methodology/approach The study is quanti

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Campbell, Mathew, and Stephen MacGregor. "Gender and sexually minoritized system educational leaders and the team-based development of equity policies: A framework." International Journal for Leadership in Learning 25, no. 1 (2025): 112–51. https://doi.org/10.29173/ijll59.

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Inequities experienced by minoritized groups are one of the greatest challenges facing education systems today. Accordingly, system educational leaders are responsible for developing equity-related policies that have far-reaching impact on school systems, which situates these leaders at the forefront of delivering solutions that improve outcomes for minoritized students. Yet, because of extant oppressive structures that reinforce hegemonic power norms and exacerbate social inequities, educational leaders are often complicit in perpetuating inequities. This is complicated further by the fact th

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Kou, Danfei. "Analyzing the Influence of Corporation Social Responsibility Behavior on Enterprises and Educational Equity." Transactions on Economics, Business and Management Research 14 (December 23, 2024): 502–7. https://doi.org/10.62051/1cs9cb50.

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This paper explores the role of corporate social responsibility (CSR) in promoting educational equity, using the case of TAL Education Group during the COVID-19 pandemic. TAL's initiatives, such as the "suspend classes but not stop studying" project, have provided online education solutions to millions of students, ensuring access to quality education despite disruptions. The study examines how CSR activities not only enhance educational fairness but also build brand loyalty, attract high-quality talent, and improve corporate competitiveness. Through case analysis, this research highlights the

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Nurekenova, Elvira, and Ayaulym Baitekova. "Child Poverty and Educational Access: A Gender Perspective in Kazakhstan." Eurasian Journal of Gender Studies 1, no. 4 (2024): 26–37. https://doi.org/10.47703/ejgs.v1i4.19.

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Access to education for girls is among the global challenges strongly linked to poverty reduction, economic development, and social equity. Despite progress in narrowing gender disparities, significant gaps persist in regions where economic and demographic pressures prevail. In Kazakhstan, these challenges are compounded by uneven access to education, income disparities, and demographic dynamics. The current study explored the socio-economic and demographic factors influencing poverty levels and access to education. Six hypotheses were developed to analyze relationships between demographic str

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Green, Terrance L., and Melissa A. Rodgers. "Developing An Assessment of Community Equity Literacy: An Exploratory Study of Aspiring School Principals." Journal of School Leadership 27, no. 2 (2017): 152–83. http://dx.doi.org/10.1177/105268461702700201.

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Principals play a critical role in school-community engagement, yet there are a dearth of instruments to measure principals’ knowledge and practice in this area. This study therefore describes the research base of community equity literacy and explains why it is essential to the work of school principals and their leadership teams. It also examines the results of a pilot survey of an experienced group of aspiring school principals as a way to further develop an instrument to assess educational leaders’ community equity literacy. This article concludes with implications for leader preparation a

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Turner, Jennifer D., Angela M. Wiseman, Justin Coles, et al. "In Dialogue: Mapping Our Truths—Envisioning the Future of Multimodal Research for Racial Justice." Research in the Teaching of English 57, no. 3 (2023): 294–305. http://dx.doi.org/10.58680/rte202332356.

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With funding from the American Educational Research Association (AERA), Marva Cappello, Jennifer D. Turner, and Angela M. Wiseman convened a group of critical multimodal scholars in April 2022 to initiate a national agenda that prioritizes the use of visual and multimodal methodologies to promote educational equity and racial justice for youth of color. Our conference gathering included Reka Barton, Darielle Blevins, Justin Coles, Autumn A. Griffin, Stephanie P. Jones, Alicia Rusoja, Amy Stornaiuolo, Claudine Taaffe, Tran Templeton, Vivek Vellanki, and Angie Zapata. The dialogue presented in t

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Sasser, Jennifer. "Increasing Outreach and Expanding Inclusion: Community-Based Educational Gerontology." Innovation in Aging 4, Supplement_1 (2020): 540. http://dx.doi.org/10.1093/geroni/igaa057.1755.

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Abstract Gerontologists have the opportunity to step into an increasingly significant role as public educators who convene gatherings focused on expanding aging awareness and literacy, inter-generational inquiry and collaboration, and age inclusion, equity and justice. The purpose of this presentation is to share creative design principles and keen take-aways from several ongoing community-based educational interventions connected to these themes. As well, we will discuss the role such public-facing initiatives might play in making a compelling case for the importance of supporting and partici

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Walker, Gwen, Max Chernin, Eliana Rubin, Jonah Schwartz, and Becca Suskauer. "MTEA Diversity, Equity, and Inclusion Committee Focus Group Series: Addressing Anti-Semitism Inclusive Musical Theatre Pedagogy." Musical Theatre Educators Alliance Journal 5, no. 2024 (2024): 8–15. http://dx.doi.org/10.62392/mcqn9899.

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As an ongoing effort to support inclusive musical theater training within our musical theater educational community, the MTEA Diversity, Equity, and ELIANA RUBIN, Inclusion Committee hosts a Focus Group Series. On July 29th, 2023, Vice IONAH SCHWARTZ., AND President of the MTEA DEI Committee Gwen Walker convened a focus group BECCA SUSKAUER to discuss rising anti-Semitism and what musical theatre educators can do to address it. Included in our discussion from our community is an established professional, an educator, a young professional, and a student currently in an academic musical theater

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Gunawan, Andi Restu, Sudarmin Sudarmin, and Zulkifli Rais. "Applied of the Self-Organizing Maps (SOM) Method for Clustering Educational Equity in South Sulawesi." ARRUS Journal of Mathematics and Applied Science 4, no. 1 (2024): 6–19. https://doi.org/10.35877/mathscience2607.

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This research aims to group regencies/cities based on education indicators and identify the characteristics of each group formed based on education indicators. The method used in this research is Self self-organizing map (SOM). SOM is an artificial neural network that requires no assumptions and a method that produces a representation of the input space from low-dimensional training samples. The data used in this research are 9 variables regarding pure enrollment rates, gross enrollment rates, and student-to-teacher ratios at each level of education in 24 districts/cities in South Sulawesi in

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Rosener, William Joseph, Mai Anh Vu Tran, and Jon M. Shapiro. "A Case for Virtual Desktops." Journal of Cases on Information Technology 27, no. 1 (2025): 1–21. https://doi.org/10.4018/jcit.382568.

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This study delves into strategies for overcoming software access barriers in educational settings for a course on Database Management Systems. It demonstrates how access to course materials and software via a virtual desktop can mitigate challenges such as schedule conflicts and limited resources, benefiting student retention and overall achievement. The Experimental Group, which benefited from the virtual desktop, demonstrated superior performance and retention compared to the Control Group. Notably, the Experimental Group exhibited a lower dropout rate (4.1% vs. 7.4%), indicating enhanced re

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Gbolo, Simone, and Tabitha LaShaun Grier-Reed. "An African American Student Networking Group in an Urban High School: Experiences and Outcomes." Urban Education 54, no. 9 (2016): 1210–32. http://dx.doi.org/10.1177/0042085916641170.

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Educational disparities are deeply entrenched in U.S. society. Our research focused on a move toward equity and investment in one Midwestern charter school via the implementation of the African American Student Network. Participants were 15 male and 15 female students in Grades 9 to 12 who participated in the network for one semester. Qualitative analysis of focus group interviews revealed that students in the network experienced safety, support, empowerment, affirmation, and connectedness. Quantitative analysis revealed that pre- and post-test grade point averages (GPAs), disciplinary referra

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Phuc, Tran Quang Bao, Khalida Parveen, Ha Thi Minh Tran, and Anh Quynh Hoang. "Confucius' Thought of Education and Insights for Today’s Moral Education." Journal of Social Sciences Advancement 2, no. 1 (2021): 01–07. http://dx.doi.org/10.52223/jssa21-020101-06.

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The present paper attempts to gain insights into Confucius' thought of education and to draw lessons for today’s education in the Industry 4.0 era. Confucius, the founder of Confucianism, deserves the world recognition as ‘the great exemplary teacher for generations’ for his dedication and contributions to education with respect to the role, aim, contents, and pedagogical methods of education. As per Confucius, education should be a universal right and not a privilege only to a group of people in society. The theory of ‘no class distinction in education’ soon initiates a real revolution in anc

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Cherner, Todd, and Alex Fegely. "Answering Damarin’s Call: How iOS Apps Approach Diversity, Equity, and Multiculturalism." International Journal of Multicultural Education 20, no. 1 (2018): 21. http://dx.doi.org/10.18251/ijme.v20i1.1464.

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In 1998, Suzanne Damarin put forward a call for technologists and multicultural educators to work together to create technologies that promote inclusiveness and equity for students. As significant technological advancements have happened along with major changes in educational policy over the past 20 years, this study set out to examine if Damarin’s call has been answered. In this article, the researchers first explain how they systematically identified a group of iOS applications designed for iPads and analyzed them for their design quality and content through a lens of diversity, equity, and

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Ready, Douglas D., and Valerie E. Lee. "Choice, Equity, and the Schools-Within-Schools Reform." Teachers College Record: The Voice of Scholarship in Education 110, no. 9 (2008): 1930–58. http://dx.doi.org/10.1177/016146810811000902.

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Background/Context There is general agreement that most public high schools should be smaller than they are. Although the small-schools movement attracts considerable support, there is a general reluctance or inability to close large schools and to build many new small schools. A more cost-effective approach is to divide larger high schools into several smaller units, typically called schools within schools (SWS). We use the term subunit to describe these smaller educational groupings, which are generally organized around themes, careers, or pedagogical approaches intended to appeal to student

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DALGA, Nehir. "Eğitim Yönetiminde Kurumsal Çerçevede Örgütsel Adalet Teori ve Yaklaşımlarının İncelenmesi." Journal of Social Research and Behavioral Sciences 9, no. 29 (2023): 213–25. http://dx.doi.org/10.52096/jsrbs.9.20.15.

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Organizational justice theories are classified as Adams' equality theory, Deutsch's distribution theory, the justice judicial model developed by Leventhal, Crosby's relative deprivation model, Thibaut and Walker's self-interest model and the group value model. The theory of equality questions whether people have a moral state of the rewards they receive during their perceptions of justice. The concept of equity or equality that makes up the theory consists of distributive justice and mental incompatibility approaches. Observations have been made about the fairness of what employees will receiv

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Rammila, Davy. "(Im)mobility as Group Disadvantage: Are Vehicle Requirements in Candidate Attorney Recruitment Justifiable?" Industrial Law Journal 44, no. 2 (2023): 702–23. http://dx.doi.org/10.47348/ilj/v44/i2a2.

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Nearly three decades since the fall of apartheid, South Africa, to a considerable extent, has not achieved the level of transformation desired in respect of the attorney’s profession. Efforts at encouraging or supporting diversity have not been helped by a recent trend which has transformed the entry requirements for the profession from those based on educational qualifications and equity to those based on [unequal] economic and social privilege. As the number of black graduates grew, recruiters increasingly required applicants for practical vocational training contracts to own, or at least ha

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Willie, Charles Vert, and Sarah Susannah Willie. "Black, White, and Brown: The Transformation of Public Education in America." Teachers College Record: The Voice of Scholarship in Education 107, no. 3 (2005): 475–95. http://dx.doi.org/10.1177/016146810510700306.

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This article reflects upon changes in U.S. education since the U.S. Supreme Court's 1954 decision in Brown v. the Board of Education of Topeka, Kansas. The authors reject both the naively hopeful and the bitterly cynical interpretations of the efficacy of Brown in favor of a more moderate assessment: Brown has had many positive effects, they argue, but it has been slow going and there is much work yet to be done. Drawing on their research in primary, secondary, and post-secondary educational settings, the authors argue that the concept of justice is a negotiated concept that depends on the “re

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Mavrinac, Marilyn. "Conflicted Progress: Coeducation and Gender Equity in Twentieth-Century French School Reforms." Harvard Educational Review 67, no. 4 (1997): 772–96. http://dx.doi.org/10.17763/haer.67.4.gn44u7662177165p.

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Since the Third French Republic was established in 1875, French education has operated under a mandate to provide compulsory citizenship training to all children and to select an elite group of talented students who will receive a more rigorous form of schooling. In the twentieth century, France has experienced two major education reform movements aimed at democratizing this mandate — one between 1920 and 1930, and the other between 1960 and 1980. Both reform waves concentrated on changing the selection process for this elite group, which had almost exclusively included middle- and upper-class

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MURVANIDZE, Elene. "Equity in Education Financing: The Case of Turkey." International Journal of Contemporary Economics and Administrative Sciences, no. 2 (December 31, 2024): 567–87. https://doi.org/10.5281/zenodo.14553041.

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This study investigates the burden of out-of-pocket education expenditures on households in Turkey. To measure equity in education financing we follow a conceptual framework outlined by UNESCO (2018) and utilize approaches previously used in assessing health equity. Following Wagstaff et al.’s (2008) approach, we first calculate education expenditure as a share of Ability-to-Pay (ATP) and then utilize the Lorenz dominance analysis to compare the distribution of these education expenditures with the distribution of income. Lastly, we calculate Kakwani indices and measure the magnitude of

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Stewart-Brown, Sarah. "Research in Relation to Equity: Extending the Agenda." Pediatrics 112, Supplement_3 (2003): 763–65. http://dx.doi.org/10.1542/peds.112.s3.763.

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The Issue. An appreciation of the role of social and emotional well-being in determining health outcomes is important in advancing the equity agenda.1 These aspects of health are adversely affected by inequity. They also are important as potential causal factors. Low levels of emotional and social well-being among the rich may be important in perpetuating health and social inequity. In the past, most research on inequity has focused on the negative end of the continuum of emotional and social health (eg, child abuse, conduct disorder, mental illness, drug and alcohol abuse) and concentrated on

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Cook, Kristin L., Jessica Ivy, Cat Maiorca, et al. "STEM Rocks Research Collective: Building and Sustaining a Collaborative, Equity-Focused Scholarly Community." Education Sciences 14, no. 9 (2024): 947. http://dx.doi.org/10.3390/educsci14090947.

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Here, we outline the stories of a collective of innovation-focused STEM education professionals engaged in a STEM collective across thirteen institutions of higher education. Using focus group interviews, faculty share how collaboration began and sustains, the affordances and challenges of collaboration across universities and professional fields, support systems through professional organizations and scholarship, and contributions made to the national landscape of STEM education. Guidance is presented on establishing STEM collaborations that are mutually beneficial to faculty, institutions, a

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Wehrli, Daniel, Hans Gilljam, Koh Dow Mu Matoori, et al. "Smoking trends and health equity in Switzerland between 1992 and 2017: dependence of smoking prevalence on educational level and social determinants." Frontiers in Psychiatry 14 (November 23, 2023): 1258272. https://doi.org/10.5281/zenodo.10365582.

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BACKGROUND: Switzerland ranks among the top three healthcare systems in the world with regards to healthcare access, suggesting a high degree of health equity. However, Switzerland has few preventive strategies against smoking abuse. The aim of this study is to clarify whether educational level and citizenship status have an influence on the prevalence of smoking in Switzerland and whether there is health inequity related to a lack of preventive strategies. METHODS: We based our analysis on publicly available health data published in the Swiss government's Swiss health survey (1992-2017). We c

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Gultom, Frianna, Faustine Gultom, Marco Kosasih, et al. "What is Home? A Collaborative Multimodal Inquiry Project by Transnational Youth in South Philadelphia." in:cite journal 2 (June 26, 2019): 4–24. http://dx.doi.org/10.33137/incite.2.32826.

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This piece reflects the work of a group of middle- and high-school students who are exploring issues of social justice, educational equity, and access in the context of a community- based partnership between the University of Pennsylvania and the St. Thomas Aquinas community in South Philadelphia. The youth, who represent a range of racial, linguistic, and cultural backgrounds, each explored what “home” meant to them through multiple rounds of writing and revision. Then, after reflecting further through art projects and group conversations, they collaboratively assembled these final compositio

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Mallén-Lacambra, Carlos, Miguel Pic, Pere Lavega-Burgués, and Zhaira Ben-Chaabâne. "Educating gender equity through non-competitive cooperative motor games: Transforming stereotypes and socio-affective dynamics." Retos 60 (September 6, 2024): 498–508. http://dx.doi.org/10.47197/retos.v60.107364.

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Non-competitive cooperative motor games hold the potential to educate gender equity from a relational perspective. These motor games present educational relational challenges where different genders interact for mutual benefit. Such interactions generate emotional well-being, enhance socio-affective relationships, and promote feminized motor conducts that potentially perform gender hegemonies and reduce gender stereotypes. This study, grounded in the ethics of care and motor praxeology, explored the effects of non-competitive cooperative motor games on group and cross-gender socio-affective re

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Tutić Grokša, Ivana. "Zdravstvene razlike u Republici Hrvatskoj− prikaz odabranih ranjivih skupina." Annual of social work 28, no. 2 (2021): 375–94. http://dx.doi.org/10.3935/ljsr.v28i2.419.

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Health is considered one of the fundamental human rights. Health equity means that every person should be able to reach their full health potential and that no member of any group should be at a disadvantage in achieving that potential. Unfortunately, health differences between different social groups are present in all European countries, including the Republic of Croatia. A health vulnerable group is one that is exposed to health disparities due to lack of resources and/or increased exposure to social risk. In this paper, some of the health vulnerable groups in the Republic of Croatia are si

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Armijo, Pablo Castillo, and Isabel Rodríguez Pincheira. "Bicentennial schools project in Chile. A case study in the Maule region." Revista Boletín Redipe 11, no. 3 (2022): 94–112. http://dx.doi.org/10.36260/rbr.v11i3.1709.

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Bicentennial Schools are a group of educational establishments that surge as a project in 2011 whose objective was to provide answers to the ailing secondary education in the country that follows the model of emblematic schools which selected honour students to get academic achievements. However, that same year, the protest movement of undergraduate university students of would start to form a new educational, politic and social scene that would insistently demand change in the system. Pushing forward a new free of charge, secular and public education. From a case study, we will present this t

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Peterson, Candida C., and James L. Peterson. "Older Men's and Women's Relationships with Adult Kin: How Equitable are they?" International Journal of Aging and Human Development 27, no. 3 (1988): 221–29. http://dx.doi.org/10.2190/27f4-at50-gg3v-3mmd.

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Recent research has shown that satisfying casual relationships and short-term intimacies among young adults tend to be characterized by mutual perceptions of global equity or a proportional subjective balance between each partner's overall inputs and gains. The present study extended the measurement of global equity perceptions to sixty-two elderly men's and women's relationships with their frequently-contacted spouses, adult children, and aged parents. A comparison group of forty younger adults likewise rated the equity of their marriages and relationships with elderly parents and grandparent

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Zirkel, Sabrina. "The Influence of Multicultural Educational Practices on Student Outcomes and Intergroup Relations." Teachers College Record: The Voice of Scholarship in Education 110, no. 6 (2008): 1147–81. http://dx.doi.org/10.1177/016146810811000605.

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Background How best to serve a racially and ethnically diverse student body has been a topic of intensive theory development for the past 30 or 40 years. We have strong theoretical models regarding the need for and practice of multicultural education, the goals of which include both increased educational achievement for students of color and improved inter-group relations. Nevertheless, there are few places where one can find a broad examination of the empirical support for the influence of multicultural educational practice on either student outcomes or intergroup relations. Purpose In this a

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Zhou, Kexu. "Ethnic Disparities in Income and Education in China---A Socioeconomic Analysis Based on the 2021 China General Social Survey." Advances in Economics, Management and Political Sciences 159, no. 1 (2025): 104–12. https://doi.org/10.54254/2754-1169/2025.19665.

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China's multi-ethnic composition, with the Han as the dominant group, has shaped both its historical and modern socioeconomic landscape. Despite governmental efforts to promote ethnic equality through policies like ethnic regional autonomy and economic incentives, significant disparities in income and education levels remain among different ethnic groups. This study explores these disparities using data from the 2021 China General Social Survey (CGSS), focusing on how ethnic background influences income and educational attainment. Employing statistical methods such as ANOVA and regression anal

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Samreen Ramzan, Dr Ayesha Shoukat ,Muhammad Sajjad,. "Political Connection and Enterprise Development (A case study of Nishat Business Group)." Psychology and Education Journal 58, no. 2 (2021): 1811–26. http://dx.doi.org/10.17762/pae.v58i2.2339.

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This paper explores what role political connections of any business group of developing country have in its expansion and growth. Starting from explaining the different mediums through which business groups are related to politics, we focus to investigates a little studied but common mechanism that firms use to obtain state favors: business owners use political connections to seek influence to the top offices and commercial banks. Using Pakistan’s biggest private business group as a case study, we find that the accessibility to loans of the business group in favored political regimes is beyond

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Ziegler, Albert, Ching-Chih Kuo, Sen-Peng Eu, et al. "Equity Gaps in Education: Nine Points toward More Transparency." Education Sciences 11, no. 11 (2021): 711. http://dx.doi.org/10.3390/educsci11110711.

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The aim of this paper is to increase transparency in the scientific analysis of equity gaps in education. This should be useful in avoiding common ambiguities and misunderstandings in the discourse and in presenting the analyses results in a constructive way. We focused on a very basic aspect of transparency: Information availability. We identified nine topics related to the constitutive terms: “equity”, “gap”, and “education”, topics for which information is often only implicitly or selectively transmitted or not transmitted at all. Regarding the constitutive term “equity”, and as the possibl

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Buttaro, Anthony, and Sophia Catsambis. "Ability Grouping in the Early Grades: Long-Term Consequences for Educational Equity in the United States." Teachers College Record: The Voice of Scholarship in Education 121, no. 2 (2019): 1–50. http://dx.doi.org/10.1177/016146811912100204.

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Background Ability grouping has resurged in U.S. schools despite long-standing debates over its consequences for educational equity. Proponents argue that it is the best response to variation in academic skills because it allows teachers to customize the content and pace of instruction to students’ diverse needs. Critics answer that this practice places students in divergent educational paths that reproduce educational and social inequalities. Despite the contested nature of ability grouping, research has yet to produce reliable longitudinal evidence to evaluate critics’ claims. Objective We e

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Lawrence, Sara, and Kathy Lease. "Think Globally, Travel Locally: Doctoral Program Travel for Inquiry, Equity, and Social Justice." Experiential Learning and Teaching in Higher Education 6, no. 1 (2023): 79–85. http://dx.doi.org/10.46787/elthe.v6i1.3591.

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Real-world experience is often considered subordinate to academic learning at the doctoral level. Lessons from experiential learning at the doctoral level show higher education can be equity-minded and focused on the needs of learners without sacrificing depth and quality even at the highest levels of educational attainment. Doctoral faculty developed a travel experience providing doctoral students the opportunity to better understand themselves as leaders, broaden their understanding of the “other,” and bring current issues and trends to life through experiential learning provided by travelin

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Johnstone, Christopher, Tiffany Lachelle Smith, and Jodi Malmgren. "Academics as Arbiters: Promoting Equity and Cultural Responsibility in Group-based Study Abroad." Frontiers: The Interdisciplinary Journal of Study Abroad 32, no. 2 (2020): 120–44. http://dx.doi.org/10.36366/frontiers.v32i2.470.

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Study abroad is a high impact practice, touted as a tool for developing global and intercultural awareness. In 2017/18, of the nearly 350,000 U.S. students who studied abroad, sixty-five percent participated in “short-term” programs (IIE, 2018). Short-term programs are often administered as group opportunities, in which students undertake experiential education activities with fellow classmates in a host country. In this study, students from populations that have been historically under-represented in study abroad reflected on their experiences within group programs by centering their unique i

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Lü, Xuanling. "A Data-Driven Exploration of AI-Enhanced Educational Models." Studies in Linguistics and Literature 9, no. 2 (2025): p10. https://doi.org/10.22158/sll.v9n2p10.

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The rapid advancement of Artificial Intelligence (AI) is revolutionizing pedagogical approaches to foreign language education. This study conducted a 16-week controlled experiment comparing AI-augmented instruction (n=153) with conventional methods (n=147) in tertiary-level English learners, integrating quantitative metrics with qualitative analysis through standardized testing, speech recognition analytics, and longitudinal learning strategy surveys. Our mixed-methods approach revealed statistically significant improvements (p<0.01) in AI-group performance metrics: 28.7% greater vocabulary

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Sukstrienwong, Anon. "A Genetic-algorithm Approach for Balancing Learning Styles and Academic Attributes in Heterogeneous Grouping of Students." International Journal of Emerging Technologies in Learning (iJET) 12, no. 03 (2017): 4. http://dx.doi.org/10.3991/ijet.v12i03.5803.

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Cooperative learning is an instructional approach in which students work together in small groups in order to achieve a common academic goal. In the context of cooperative learning, students in classrooms tend to learn more by sharing their experiences and knowledge. In addition, a diversity of educational backgrounds and student learning styles can be used to build heterogeneous groups of students. In this paper, we propose an approach for the group composition, regarding the Index of Learning Styles (ILS) questionnaire and prior educational knowledge in order to achieve the mechanism for equ

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Zvavahera, Promise, Evelyn Chiyevo Garwe, Chamunogwa Nyoni, and Roda Madziva. "Gendered barriers to education for refugee girls in Tongogara Camp, Zimbabwe." Perspectives in Education 43, no. 2 (2025): 69–83. https://doi.org/10.38140/pie.v43i2.7693.

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It is widely recognised that education plays a critical role in achieving gender equality, yet refugee girls face significant challenges in accessing education globally. This study, grounded on feminist theory, explores girls’ gendered barriers to education in Zimbabwe’s Tongogara Refugee Camp. Through focus group discussions and face-to-face interviews with 124 girls and boys, 45 parents/ guardians, and 30 key informants (Ministry officials, teachers, camp officials, and NGO workers), the study examines how gender intersects with the vulnerabilities of displacement to create a complex web of

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Shehnaz Gul, Bibi Fatima, and Naveen Akhtar. "Gender Equality in Education: Addressing Structural Barriers and Social Norms Asian Context." Critical Review of Social Sciences Studies 3, no. 1 (2025): 2839–54. https://doi.org/10.59075/6bgnrq69.

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Gender inequality in education constitutes an enormous contemporary challenge faced across many of the Asian countries, due to rigid structural barriers as well as social norms. This study aims at exploring how such factors affect gender equality in education in the Asian region, emphasizing how certain societal standards and expectations, cultural beliefs, and institutional practices sustain inequities in recruitment and educational performance. The study employed qualitative method with a sample of in-depth interviews and focus group discussions held with teachers, policymakers, and students

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Howe, Aaron S., Joyce Lo, Sharan Jaswal, Ali Bani-Fatemi, Vijay Kumar Chattu, and Behdin Nowrouzi-Kia. "Engaging Employers in Apprentice Training: Focus Group Insights from Small-to-Medium-Sized Employers in Ontario, Canada." International Journal of Environmental Research and Public Health 20, no. 3 (2023): 2527. http://dx.doi.org/10.3390/ijerph20032527.

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Several factors have been identified to influence the registration and retention of apprentices in the construction trades. Employer engagement is a key factor to promote growth in apprenticeships in the construction trades as participation rates continue to be low among small-to-medium-sized employers. In this study, we evaluated the effectiveness of the Ontario Electrical League’s (OEL) employer mentorship program through the perspectives of small-to-medium-sized employers using a qualitative approach. Two focus groups were conducted virtually with 11 employers. Focus group audio transcripts

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