Validating culturally diverse students: Toward a new model of learning and student development

Rendón, Laura I.

doi:10.1007/bf01191156

Cited by 613 publications

(747 citation statements)

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“…The findings are consistent with research related to the Model of Future Oriented Motivation and Self-Regulation and to validation theory (Brickman & Miller, 2001;Miller & Brickman, 2004;Rendón, 1994;Rendón & Saggio, 2004). Sociocultural influences that demonstrate the benefits of education, coupled with engagement in academics and positive feedback, contributed to the women's aspirations.…”

Section: Discussionsupporting

confidence: 86%

The Educational Journeys of American Indian Women: Forming Aspirations for Higher Education (pp. 21-39)

Andrade

2014

IJME

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American Indians (AIs) have lower higher education enrollment and completion rates than Whites and most minority groups. AI women, however, participate at higher rates than AI men, White women, and White men. Research has not examined what contributes to their higher education aspirations. This study explored the middle and high school experiences of educationally successful AI women to determine how academic factors-activities within and beyond school and relations with peers, teachers, and counselors-affected their enrollment decisions. Findings indicate that academic engagement, community and culture, resiliency to challenges, and knowledge of higher education contribute to aspirations. Implications are discussed.

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Section: Discussionsupporting

confidence: 86%

The Educational Journeys of American Indian Women: Forming Aspirations for Higher Education (pp. 21-39)

Andrade

2014

IJME

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“…Computer systems are ideal for providing real-time feedback and validation to learners in a collaborative environment. This feedback can provide a sense of personal significance that is a part of constructivist learning [5,10].…”

Section: Educational Pedagogymentioning

confidence: 99%

Special issue on child computer interaction

Tse¹

2013

Pers Ubiquit Comput

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Given the growth of child computer interaction research and of the rapid adoption of interactive technologies as teaching tools, next-generation HCI technologies play an important role in the future of education. Educators rely on technology to improve/adapt learning to the pedagogical needs of learners; thus, the HCI community needs to examine how these concepts can be matched to contemporary paradigms in educational pedagogy. The classroom is a challenging environment for evaluation; thus, new interaction techniques need to be established to prove the value of new HCI interactions in the educational space. This workshop provides a forum to discuss key HCI issues facing next-generation education ranging from whole class interactive whiteboards, small-group interactive multitouch tables, and individual personal response systems in the classroom.Interactive whiteboards and other electronic learning tools and materials have experienced exponential growth across many countries in recent years. This has resulted in a growing acceptance of digital content for delivering lessons in the classroom. Interactive whiteboards have also been quite successful in education given the proliferation of lesson-relevant content easily accessed through the Internet. Building on the discussions of our last CHI workshop on the next generation of HCI and education, there is a growing need to understand how these emerging technologies (e.g., walls, tables, and mobiles devices in Fig. 1) will be leveraged in educational environments. As this next generation of HCI technology arrives in the classroom, educators are expecting researchers and practitioners to determine how this technology will align with contemporary educational pedagogy.New technologies such as multi-touch whiteboards and interactive tables (Fig. 1) can be used by teachers to aid communication and collaboration. Gestures serve as consequential communication [4] so a teacher scaling a calendar with two fingers is also directing attention to course materials. Instruction is very much linked to speech actions in real time, and modern speech processing is opening up a number of exciting opportunities. Technology can assist and hinder educational pedagogy. In this workshop, we take the approach that next-generation HCI technologies will have a significant role in learning if the technology is applied in a pedagogically appropriate way and rigorously evaluated in the field.Below we begin the discussion with perspectives of educational pedagogy, cognitive and physical design challenges, multi-user content development, and a revisitation of evaluation in an educational setting. Educational pedagogyThe paradigm shift from teacher-centric to learner-centric pedagogy [1,3,6] is being mirrored by teaching technologies that support the activities of a single teacher to those that support individual learners and small-group activities. Student-teacher and student-student negotiation is a key aspect of self-reflection [11]. Digital technologies have the potential to support self-reflecti...

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“…L. I. Rendon (1994) argues that universities must validate students. Their aim should be "to remove obstacles to learning, to instill in students a sense of trust in their ability to learn, to liberate students to express themselves openly even in the face of uncertainty, and to know that the way they construct knowledge is as valid as the way others construct knowledge" (47).…”

Section: T H E P R O B L E Mmentioning

confidence: 99%