The Experts below are selected from a list of 25581 Experts worldwide ranked by ideXlab platform
Feng Jian-ju - One of the best experts on this subject based on the ideXlab platform.
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Three Different Viewpoints of Educational equity——Comparison on Educational equity viewpoints of J.Rawls,R.Nozick,and R.Dworkin
Comparative Education Review, 2007Co-Authors: Feng Jian-juAbstract:This paper analyzes these three different viewpoints. Liberal egalitarian advocates to equally distributing Educational resources among all the people. Libertarianism advocates to distributing Educational resources according personal endowments and choices instead of sacrificing freedom for equality. R. Dworkin's thoughts of"endowment-insensitivity" and "ambition-sensitivity" advocate to respecting people's Educational choices on the base of public education. All these three viewpoints of equity provide us enlightenment to form our own viewpoint of Educational equity.
Margaret J. Mclaughlin - One of the best experts on this subject based on the ideXlab platform.
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evolving interpretations of Educational equity and students with disabilities
Exceptional Children, 2010Co-Authors: Margaret J. MclaughlinAbstract:The education of students with disabilities in today's schools is being shaped by 2 very powerful laws: the 2004 Individuals With Disabilities Education Improvement Act (IDEA 2004) and the 2001 Elementary and Secondary Education Act (Title I, No Child Left Behind Act). These 2 laws are changing our conceptions about special education. Both of these laws are sources of a great deal of ambiguity and frustration among special education professionals mostly resulting from the tension that exists between the core policy goals and assumptions underlying Title I and IDEA. This article explores the sources of tension between the 2 major policies. Specifically, the article traces the evolution of the meaning of Educational equity as defined in K–12 education and compares that to the underlying policy of a Free Appropriate Public Education (FAPE). The article concludes with a proposal for reconsidering what constitutes equity for students with disabilities and a model that acknowledges different interpretations of ...
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Special education in the new millennium: Achieving Educational equity for students with learning and behavioral disabilities
Advances in Learning and Behavioral Disabilities, 2009Co-Authors: Margaret J. Mclaughlin, Michael P. Krezmien, Mark ZablockiAbstract:Different interpretations of what constitutes Educational equity have shaped public policies and practices for students with disabilities over the past century. These differences are apparent in the clash between access to education as defined in the Least Restrictive Environment (LRE), and access to more intensive Educational services which smaller special education classrooms are designed to provide. This chapter examines these differences within the context of how services have historically been provided and how students have been assessed and have achieved academically. Specifically, this chapter also describes relevant literature and current data related to services and outcomes for youth with disabilities. We describe academic and behavioral interventions and strategies that have been used in different settings. We conclude by offering recommendations for future research in developing effective interventions to help close the achievement gap and move toward true Educational equity.
Norfariza Mohd Radzi - One of the best experts on this subject based on the ideXlab platform.
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ZAKAT AND Educational equity OF URBAN POOR CHILDREN
2019Co-Authors: Norfariza Mohd Radzi, Asmak Ab RahmanAbstract:This paper aims to explore the zakat distribution to the poor Muslim children in the urban area of Lembah Kelang, Malaysia for assisting them achieving equity in education. The methodology used in this research was qualitative study conducted through interview and document analysis with Lembaga Zakat Selangor (LZS) and Majlis Agama Islam Wilayah Persekutuan (MAIWP), the formal organizing bodies for Zakat management in Selangor and Federal Territory of Kuala Lumpur and Putrajaya. The findings show that zakat has been distributed to improve the Educational equity for the urban poor and needy Muslim children by providing education inputs in the forms of i) learning and study materials, (ii) school related personal needs, (iii) adequate living and learning facilities and (iv) morale or motivation support. As a results, most of the children experienced improvement in their academic performance, increment of school entry rates among young children and reduction of dropout rates for those in both the primary and secondary level of schooling. Overall, this study highlighted the role of zakat institution to support government in handling the issue of Educational equity particularly for the Muslim poor children in urban area. As an implication, this research has upgrades the level of zakat institution in assisting government to realize the education policy and further provide the Muslim urban poor children with better academic opportunities in their life.
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Educational equity FOR MALAYSIAN URBAN POOR MUSLIM STUDENTS
Malaysian Online Journal of Educational Management, 2017Co-Authors: Norfariza Mohd Radzi, Husaina Banu KenayathullaAbstract:This study aims at determining the contribution of zakat in improving Educational equity of Muslim urban poor students in Malaysia. This research was carried out based on quantitative methodology using a survey questionnaire on a sample of 462 urban poor students. The students were recipients of full assistance from zakat institutions in the cities of Kuala Lumpur, Putrajaya and state of Selangor. Data were analyzed using descriptive and inferential statistics of Spearman correlations and Kruskal-Wallis H test. Based on analysis, respondents were highly agreed that zakat funds had contributed to the input, process and output of their education. A moderately strong correlation was found between input from zakat and the education output of the poor students (r = 0.598, p < 0.05) similar with the correlation between education process provided by zakat and the education output of the poor students (r = 0.604, p < 0.05). There was no significant difference in education output of the poor students for five categories of family members’ highest level of education [χ2(4, N = 462) = 5.412, p = 0.05]. The study highlighted the contribution of zakat in improving Educational equity among Muslim urban poor students. It is also emphasized the role of zakat institutions in assisting the government in implementing education policy and providing better opportunity for education of urban poor students
Sage A. Wright - One of the best experts on this subject based on the ideXlab platform.
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Leadership for professional learning towards Educational equity: a systematic literature review
Professional Development in Education, 2020Co-Authors: Philip E. Poekert, Sue Swaffield, Ema K. Demir, Sage A. WrightAbstract:This systematic review of recent research explored the uncharted intersection of literature on Educational leadership, professional learning, and Educational equity. It investigated leadership appr...
Chen Xiaolong - One of the best experts on this subject based on the ideXlab platform.
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The Research of the Urban-Rural Differences of School P.E.in Shaanxi in a View of Educational equity
Journal of Ankang University, 2009Co-Authors: Chen XiaolongAbstract:By the method of investigation and interview,this article analyzed the content and concrete performance of the urban-rural differences of school P.E in Shaanxi from the view of Educational equity,in order to bring about some changes in the condition.