Moving towards inclusive learning and teaching: A synthesis of recent literature

Lawrie, Gwen; Marquis, Elizabeth; Fuller, Edgar; Newman, Tara; Mei, Qiu; Nomikoudis, Milton; Roelofs, Frits; Dam, Lianne van

doi:10.20343/teachlearninqu.5.1.3

Cited by 77 publications

(49 citation statements)

References 37 publications

(30 reference statements)

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“…Rather, a spectrum of approaches to inclusive teaching exist, including teaching to accommodate various learning differences and ability levels (An & Carr, 2017;Orr & Hammig, 2009) as well as teaching that includes and empowers historically marginalized learners (Friedrich et al, 2008). Whatever the approach, the goal of inclusive teaching is to ensure that diverse learners have equal opportunities to engage in meaningful learning experiences that maximize their participation and achievement (Lawrie et al, 2017). For this manuscript, we use the broad definition proposed by Dewsbury (2017) and see inclusive teaching as "a philosophy of teaching that provides equal opportunities for all students to have a successful learning experience."…”

Section: Incorporating Inclusive Teaching Practicesmentioning

confidence: 99%

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond

Harris

McCarthy

Wright

et al. 2020

Ecology and Evolution

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In response to COVID-19, in spring, 2020 many of us rapidly took our in-person courses to an online format. This was panic pedagogy and we made the best of an emergency situation. Going forward, we now have a chance to reflect and think critically about how to best develop and deliver evolutionary and ecological content online. In this piece we challenge instructors to use the opportunity created by the COVID-19 pandemic to rethink the way in which they teach. Let us leverage the situation to increase use of active and inclusive practices in our (online) classrooms. We encourage instructors to be

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Section: Incorporating Inclusive Teaching Practicesmentioning

confidence: 99%

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond

Harris

McCarthy

Wright

et al. 2020

Ecology and Evolution

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“…Lawrie G., [26] have researched on inclusive teaching and learning (at all levels of institutions of learning) based on the recent literature review (from year 2010). They have noted that the idea of inclusive and equitable learning and teaching is elusive, and that it might not be possible to fully realize it.…”

Section: Literature Reviewmentioning

confidence: 99%

Higher Education in the 21st Century: Relevance, Sufficiency, Challenges and Remedies from Graduates’ Perspective

Mwangi

Ingado

2020

JESBS

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Changes in life are ever bound to take place and as a result, what was important yesterday may be obsolete tomorrow, and education is not an exception. Prior to the 21st century, necessity of changes in education had been identified by many researchers and international organizations concerned with education. This had been brought about by the fact that things were changing and education had to keep the pace. In light to this fact, this study was carried out in Eldoret town, Kenya, in order to investigate whether education was up-to-date in the 21st century. It targeted university and college graduates. It was guided by four objectives namely: the relevance of education in this century, the sufficiency, the challenges facing the education in the century and the solutions to the challenges. 300 graduates from 28 different higher learning institutions were considered and data collected using questionnaires. Purposive sampling method was employed. Data analysis was performed in R software and Microsoft Excel for both descriptive and inferential statistics. The results show that, the rate of unemployment among graduates in Eldoret stands at 56.3% (p=0.0163) and 83.4% (p<0.0001) of these unemployed graduates are seeking employment. Among the employed, 59.5% (p=0.0180) are in non-self-employment. At higher learning institutions, majority (74.3%) of the graduates feel that they only gained knowledge while only 3.7% gained both skills and knowledge. Those who don’t find higher education in the 21st century useful in preparing graduates for 21st century’s life are 93.0% (p<0.0001), which is the same as those who don’t find what they gained from higher education useful in their life. The need for reforms in higher education in 21st century for the sake of meeting modern expectations and realization of developments was supported by 98.7% (p<0.0001). 99.7% (p<0.0001) admitted to have faced challenges when studying, which is the same as those with remedies to the challenges. The conclusions are: the higher education in the 21st is not useful, sufficient and relevant for modern life, it is full of challenges and reforms are necessary to help realize developments and modern expectations, and graduates can be useful in finding solutions to the challenges. Recommendations are: the stakeholders should embrace these findings and make necessary reforms to ensure that higher education in 21st century meets the 21st century’s expectations in transforming the modern society, and more research to be done involving wider scope.

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“…Hockings (2010) provides a broad definition of inclusive learning, describing it as ways pedagogy, curricula, and assessment are designed to engage students in learning that is meaningful, relevant, and accessible to all. His definition makes room for considering how broader institutional factors relate to and impinge upon the educational encounter (Lawrie, et al, 2017). The focus of inclusive education is the transformation of educational systems, cultures, and practices, and the reorganization of schools to meet the diverse educational needs of students, so learning and full participation of each child can be achieved (Gonzá lez-Gil et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

The Epistemological Dilemma: Student Teachers Shared Experiences of Jamaica’s National Standards Curriculum (NSC)

Mayne¹,

Dixon²

2020

JCT

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In this paper, we examined the epistemological dilemma embedded in Jamaica’s new National Standards Curriculum (NSC), as seen through student teachers' experience. A basic qualitative research design was used with a purposive sample of ten student teachers, eight females and two males. They were all in the final semester of their four-year teacher education program for a Bachelor of Education in Technical Vocational Education and Training (TVET). Findings indicated student teachers perceived the 5 E-Design process in the new National Standards Curriculum allows knowledge to be constructed through facilitation, conducting research in class, problem-solving, exploration, questioning, real-life experiences, and using active learning strategies. They also reported that resources were lacking in classrooms, some cooperating teachers were resistant to the 5E Methodology, readiness of students were lacking but over time students adopted to strategies used in the 5E approach and began to participate actively in class.

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Moving towards inclusive learning and teaching: A synthesis of recent literature

Cited by 77 publications

References 37 publications

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond

Higher Education in the 21st Century: Relevance, Sufficiency, Challenges and Remedies from Graduates’ Perspective

The Epistemological Dilemma: Student Teachers Shared Experiences of Jamaica’s National Standards Curriculum (NSC)

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