Equitable learning outcomes: Supporting economically and culturally disadvantaged students in ‘formative learning environments’

Abstract

The central and distinguishing thesis of social and cultural perspectives on outcome equity is that public school classrooms are culturally biased environments. Such environments disaffect children who arrive at school from the economic or cultural margin. The 'formative learning environment' (FoLE) establishes and sustains legitimate partnerships for the purpose of supporting learning and minimizing the outcome inequities experienced by students from conditions of social adversity. Research consistently finds that when children learn in FoLEs, they begin to participate actively in their own learning progression by consciously monitoring and regulating product-oriented learning. The focus of the article is placed upon the conceptual knowledge required to design FoLEs which shield marginalized and disaffected students from academic failure.

Formative Assessment in Higher Education: From Theory to Practice

“…Students' opinions help lecturers to improve their work, it is double-sided and meaningful feedback. This data confirms the theoretical conclusions in pedagogy (Yorke, 2003;Bloxham, & Boyd, 2007;Clark, 2014), that in case formative assessment is organized purposefully and student involvement occurs essentially, then self reflection and communication are all important features of a student's employability and will be invaluable to them throughout their lives. Transfer of acquired skills to other situations is one of the most important basic conditions for formative assessment, therefore it was essential to inquire in focus group discussion whether students applied the acquired skills in other study courses.…”

“…D. R. Sadler characterizes new doctrines by emphasizing the meaning of feedback in the study process (Sadler, 1998). I. Clark uses the term "formative learning environment", in which, as demonstrated by the research, the student is actively involved and is protected from academic failure (Clark, 2014). Prior to that, P. Black and D. Wiliam point out that teacher is responsible for the establishment and implementation of an effective learning environment while student is responsible for learning in this environment.…”

Importance of Promoting Metacognitive Awareness at University

“…The individual belief that one's try will lead to actual learning is called self-efficacy (McCaig et al, 2011). Also, the attempts in encountering distractions and pressures both inside and outside academic context, is itself a self-regulated learning (SRL) strategy (Clark, 2014).…”

Peer Learning as a Supplement to the Classroom Teaching-Using Peer Learning to Teach Interpreting

“…There is compelling evidence that assisted learning holds considerable potential to improve student performance [5], ensure outcome equity [6], enhance instructional efficacy and, most significantly, motivate students to learn and think together more deeply [7][8][9]. There is therefore a deepening consensus on the proposition that cooperative "interactive styles" [10] of classroom instruction are generally more effective than teacher-centered methods [11][12].…”