How Do You Achieve Inclusive Excellence in the Classroom?

Considine, Jennifer R.; Mihalick, Jennifer E.; Mogi-Hein, Yoko R.; Penick-Parks, Marguerite W.; Auken, Paul M. Van

doi:10.1002/tl.20255

Cited by 14 publications

(9 citation statements)

References 52 publications

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“…В рамках модели разнообразие и инклюзивность рассматриваются не как результат, а как процесс, направленный на улучшение обучения. Основополагающей для этой концепции является мысль о том, что разнообразие, справедливость и инклюзивностьнеотъемлемые части образовательного опыта и успеха (академического, социального, личного) всех студентов, сотрудников и университета в целом [11]. В начале своей инициативы AAC&U выделила основные элементы инклюзивного совершенства университета: фокус на интеллектуальном и социальном развитии студентов; предложение наилучшего из возможных курса обучения для контекста, в котором осуществляется образование; целенаправленное развитие повышения качества обучения студентов и использование для этого организационных ресурсов (в организационном плане это означает создание среды, которая ставит перед каждым студентом задачу достижения высокого академического уровня, а перед каждым членом кампуса -внесение своего вклада в обучение и развитие знаний); внимание к культурным различиям, которые учащиеся привносят в образовательный опыт и которые усиливают сообщество; гостеприимное сообщество, которое вовлекает все свое разнообразие в служение студенческому и организационному обучению 1 .…”

Section: обзор литературыunclassified

The convergence of the concepts of academic and inclusive excellence at research universities

et al. 2021

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Introduction. In the 21st century, there is an active involvement of universities in inclusive processes; however, against the backdrop of increasing diversity, new types of inequality arise in higher education. The processes of transformation of organisational cultures in universities and their research agenda under the influence of inclusion need to be studied.The aim of the present research was to analyse the convergence of concepts of academic and inclusive excellence in foreign universities of the world level, the impact of convergence on their missions, the values expressed in official strategies, the research agenda and the infrastructure of scientific collaborations.Methodology and research methods. The authors conducted a content analysis of three strategies of world-class University associations (the Association of American Colleges and Universities, the Association of Universities in Canada, the League of European Research Universities), nine strategies for the development of universities in the USA and Canada, the European Union, and Australia. A scientometric analysis of Web of Science metadata was performed using the VOSViewer software.Results and scientific novelty. The current research confirms the convergence of values of academic excellence and inclusion in research universities. It is revealed that the concept of inclusive excellence of the university is an enriched version of its academic excellence and denotes a set of university strategies and practices aimed at achieving the best results in training, research and services through maintaining diversity and inclusive processes. The world's leading universities are actively involved in the process of creating an inclusive friendly environment and services, which are accessible to all members of the educational process, regardless of their social status and development characteristics. When universities reach academic heights, they recognise inclusion as the next level of their development. In turn, inclusion becomes a factor in the movement of the university towards academic excellence. The key characteristics and contradictions of the convergence of the concepts of inclusive and academic excellence of universities are identified. The local models of inclusive excellence of universities and the contexts, which influence these models, are described. The gaps between educational policies and research agendas of leading universities are revealed. The clusters of international studies on inclusive processes in higher education are highlighted.Practical significance. Russian universities, which implement the federal programme for improvement of international competitiveness based on the values of academic excellence, are developing in accordance with global trends. Therefore, the model of inclusive excellence of the university can be used in practical terms to implement inclusive strategies and overcome social inequality both at the university and outside of it within the framework of a new educational initiative of Russia on academic leadership.

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Section: обзор литературыunclassified

The convergence of the concepts of academic and inclusive excellence at research universities

et al. 2021

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“…В рамках ИС разнообразие и инклюзивность рассматриваются как «процесс, направленный на улучшение обучения, а не как результат» (Williams, 2005, p. iv). (В источнике именно так указаны страницыэто не ошибка) Другими словами, основополагающим для концепции инклюзивного превосходства является идея о том, что разнообразие, справедливость и инклюзивность являются неотъемлемой частью образовательного опыта и успеха (академического, социального, личного) всех студентов и высшего учебного заведения в целом (Considine, Mihalick, Mogi-Hein, Penick-Parks, & Auken, 2017).…”

Section: Literature Reviewunclassified

Transforming Excellence Into Inclusive: Cases From Universities in the Usa, Uk, Singapore and Russia

Волосникова

Fedina

2020

SIE

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The article presents a semantic analysis of program documents of universities from different countries, who has leading positions in the QS-2018 ranking. The aim of this study is to provide a meaningful and semantic study of the development strategies of top universities in order to identify trends in the convergence of academic and inclusive excellence. The study conducted a content analysis of plans or strategies for the development of 4 universities: Massachusetts Institute of Technology (MIT, USA), University of Oxford (UO, UK), National University of Singapore (NUS, Singapore), Lomonosov Moscow State University (MSU, Russia). The content analysis criteria were refined indicators of diversity proposed in the model for Inclusive Excellence.The results showed that all program documents identify the basic values of inclusive excellence as the main ones: internationalization, activity, support, development, and others. Inclusive and academic excellence is formed in an environment where the main value and resource is the individual. Descriptors of criterions 1 and 2 are most common in the program documents of MIT and the UO. A comparative analysis of 4 documents showed that the strategy and models of inclusive and academic excellence reflect the unique track of development of the University and the country in which they are implemented.

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“…For example, traditional instructional approaches that focus on transmitting scientific knowledge through lectures and traditional textbooks appear to still dominate undergraduate instruction in STEM (Burgan, 2006; Freeman et al, 2014). However, traditional instruction may disproportionately benefit majority students (Burgan, 2006; Considine, Mihalick, Mogi-Hein, Penick-Parks, & Auken, 2017). There is growing evidence that supports the effectiveness of moving away from the traditional pedagogy in closing the achievement and engagement gaps in STEM between minority and majority students (e.g., Freeman et al, 2014; Miyake et al, 2010; P.…”

Section: The Socially Influenced Self-regulation Processmentioning

confidence: 99%

Social influences of interest: Conceptualizing group differences in education through a self-regulation of motivation model

Thoman

Lee

Zambrano

et al. 2019

Group Processes & Intergroup Relations

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journals.sagepub.com/home/gpi Students' choices about which educational and career paths to pursue, including their selection of college majors, shape many aspects of their future lives. Although people often believe that educational interests and choices are determined primarily by intrinsic factors, initial selection and retention rates in specific majors (e.g., STEM) vary systematically as a function of gender, social

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How Do You Achieve Inclusive Excellence in the Classroom?

Abstract: This chapter identifies pedagogical strategies promoting equity for all students. Historical roots of Inclusive Excellence (IE), theories surrounding IE, and ways to affirm student identity are described, as well as factors that may interfere with the adoption of inclusive pedagogy.

Cited by 14 publications

References 52 publications

The convergence of the concepts of academic and inclusive excellence at research universities

The convergence of the concepts of academic and inclusive excellence at research universities

Transforming Excellence Into Inclusive: Cases From Universities in the Usa, Uk, Singapore and Russia

Social influences of interest: Conceptualizing group differences in education through a self-regulation of motivation model

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