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Disability, Higher Education, Teaching and Learning Bibliography April 2019

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Disability, Higher Education, Teaching and Learning Bibliography April 2019

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Disability, Higher Education, Teaching and Learning Bibliography April 2019

  1. 1. Disability- higher education, libraries, teaching and learning. Bibliography April 2019 Teachingand Learning Grimes, S.; Southgate, E.; Scevak (2019) University student perspectives on institutional non-disclosure of disability and learning challenges: reasons for staying invisible. International Journal of Inclusive Education, 23 (6) 639-655, DOI: 10.1080/13603116.2018.1442507 Abstract: Students with disabilities (SWD) in Australian higher education need to disclose to their institution to access a range of 'reasonable adjustments' to support their learning. Nationally, 5.8% of the university population disclose their disability to their institution. It is suspected that there is a much larger population of students who choose non-disclosure, and therefore decide not to access support. Very little is known about the reasons for non-disclosure as this group represents a hidden population in higher education. The research reported here is based on a survey of undergraduate students in one regional Australian university where disability was reframed as 'learning challenge'. This identified the institutionally non-disclosed group. This research identified that there were sound reasons for non-disclosure, students continually weigh up potential disclosure during their study, and students have difficulty with the disclosure process. We conclude that institutions need to understand that they have an invisible group of non-disclosing SWD in their student populations and that, to meet their learning challenges, universities need to support changes to policies, procedures and curriculum design. [ABSTRACT FROM AUTHOR] Hamblet, E. (2019) Use your office's website to counter myths for prospective students. Disability Compliance for Higher Education, 24 (9) 5. DOI: 10.1002/dhe.30616 Abstract: In addition to working in a disability services office, I travel the country doing presentations and write about preparing students with disabilities for successful college transition. In my conversations with students, parents, and high school professionals, and in online forums, I read and hear a lot of things that people believe about accommodations at college that aren't correct. [ABSTRACT FROM AUTHOR] McKie, A. (2019) Change timetables to help disabled students, says minister. Times Higher Education, 2403, 11 https://www.timeshighereducation.com/news/change-timetables-help-disabled- students-says-minister
  2. 2. Abstract: Chris Skidmore says few UK higher education institutions are ‘truly disabled student friendly’ Osborne, T. (2019) Not lazy, not faking: teaching and learning experiences of university students with disabilities. Disability & Society, 34 (2). 228-252. DOI: 10.1080/09687599.2018.1515724 Abstract: This study explores the learning and teaching experiences of 105 disabled students mostly based in England, but with international voices. Students with disabilities are under-represented in universities and tend to have worse post-degree outcomes despite similar attainment rates to their peers. This presents a social justice issue. This article focuses on classroom experiences of these students. Using a survey with qualitative and quantitative elements, students were asked to give details about their experiences in taught settings, about their relationships with academic staff, and about their aspirations. Their responses have been analysed thematically and have been discussed in the context of the discourse around epistemic ignorance and social justice. The study finds that students may feel concerned about anonymity in disclosing disabilities and may be concerned about the way that others perceive them. The study finds that students perceive academic staff as often improperly trained for inclusive teaching. [ABSTRACT FROM AUTHOR] Wray, M.; Houghton, A. Implementing disability policy in teaching and learning contexts – shop floor constructivism or street level bureaucracy? Teaching in Higher Education, 24(4) 510-526, DOI: 10.1080/13562517.2018.1491838 Abstract: Since 1995 the UK higher education sector has been required to implement national disability related legislation. This paper reports on a study which explored the role that policies play in influencing how staff support disabled students. In particular the extent to which staff in HE behave in similar ways to those described as street level bureaucrats by (Lipsky, M. 1980. Street-Level Bureaucracy: Dilemmas of the Individual in Public Services. New York: Russell Sage Foundation). Semi- structured interviews undertaken with 34 staff in the case study university provided the substantive data. Although there was little evidence to show that policy had a direct influence on practice, it was clear that staff made considerable efforts to support disabled learners and these efforts were based on values associated with providing an equitable experience for all students. Additionally, staff were able to exercise discretion in the way they responded to disabled students and constructed responses to policies without significant influence from institutional managers, national legislation or broader policy discourse. [ABSTRACT FROM AUTHOR] Stigma Easterbrook, A. (2019) University gatekeepers' use of the rhetoric of citizenship to relegate the status of students with disabilities in Canada
  3. 3. Disability & Society, 34 (1), 1-23, DOI: 10.1080/09687599.2018.1505603 Abstract: Despite affirmation that students with disabilities should have equal access to education, individuals with disabilities are still not participating to the same degree as individuals without disabilities, particularly within postsecondary institutions. Students in Health and Human Service (HHS) programs experience many unique challenges and disadvantages. In-depth focus groups and interviews were conducted with 14 university stakeholders in HHS programs regarding their perceptions and experiences of working with students with disabilities. We found that the rhetoric of citizenship, specifically notions of rationality, autonomy, and productivity, interacts with beliefs about students with disabilities to allow stakeholders to justify their exclusion or limited participation. Our findings demonstrate how taken-for-granted beliefs can limit the inclusion of students with disabilities in ways that seem natural and unproblematic. [ABSTRACT FROM AUTHOR] Assistive Technology Cahalane, C. (2019, 8 May). Less than 1% of website home pages are likely to meet accessibility standards [Blog Post] Retrieved from https://abilitynet.org.uk/news-blogs/less-1-website-home-pages-are- likely-meet-accessibility-standards Abstract: A new accessibility report - the WebAIM Million: An accessibility analysis of the top one million home pages - indicates that less than 1% of website home pages are likely to meet standard accessibility requirements. The results of the latest accessibility report by US charity WebAIM (Web Accessibility in Mind) offers some disappointing figures for those who care about making the web a more inclusive place. The McKie, A. (2019) Student mental health apps give some a worried feeling: researchers concerned by lack of evidence for mobile tools' efficacy Times Higher Education. Issue 2404, 16 https://www.timeshighereducation.com/news/could-student-mental-health-apps-be- doing-more-harm-good Abstract: As universities try to demonstrate actions and developers sense an opportunity, researchers express concern about lack of evidence behind mobile tools McNaught, A. (2019, April 6) Responsibility without authority – the fast route to failure [Blog post]. Retrieved from https://accessibility.jiscinvolve.org/wp/2019/04/06/authority/ Abstract: There’s a lot of activity going on in organisations to prepare for the web accessibility regulations. Alistair McNaught examines why appropriate ownership of the activity is vital
  4. 4. Schindler, P (2019, March 25) E-Books and accessibility: a librarian’s perspective [Blog post] Retrieved from: https://aipi.com.au/ebooks-and-accessibility-a-librarians-perspective/ Abstract: As a librarian at a big university library, I see first-hand the vital importance of accessibility in the design of ebooks and ebook platforms. For students and staff with a print disability, it can make all the difference between being able to read the book – or not. Wellbeing/ MentalHealth Billingsley, J.; Hurd, N. (2019) Discrimination, mental health and academic performance among underrepresented college students: the role of extracurricular activities at predominantly white institutions. Social Psychology of Education. 22 (2), 421-446. DOI: 10.1007/s11218-019-09484-8. Abstract: In this study, we explored the potential of extracurricular activity involvement (ECAI) among underrepresented college students to counter and protect against the noxious effects of perceived discrimination on academic performance. Students (N = 340; 68.5% female), were eligible to participate if they identified as a member of a historically underrepresented racial or ethnic group, as first-generation college students, and/or if their families were economically disadvantaged. Data were collected over three time points during students' first two academic years attending a predominantly white institution. We explored the potential association between ECAI and grade point average (GPA) in the context of students' experiences of discrimination by testing depressive symptoms as a mediator and ECAI as a compensatory factor. Bootstrapped confidence intervals of the standardized indirect effect indicated that discrimination at time one indirectly predicted lower GPAs at time three via greater depressive symptoms, while ECAI at time one acted conversely and indirectly predicted higher GPAs at time three via fewer depressive symptoms. These results suggest that promoting ECAI may be an effective strategy to facilitate academic success by countering negative psychological health outcomes stemming from underrepresented students' experiences of discrimination. [ABSTRACT FROM AUTHOR] Erschens, R. (2019). Professional burnout among medical students: systematic literature review and meta-analysis. Medical Teacher. 41 (2), 172-183. DOI: 10.1080/0142159X.2018.1457213. Abstract: Background: This systematic review and meta-analysis aim to summarize the available evidence on the prevalence of professional burnout among medical students. Methods: The review was performed according to the PRISMA guidelines. Databases were systematically searched for peer-reviewed articles, reporting burnout among medical students published between 2000 and 2017. The meta- analysis was conducted on the available data on burnout rates in medical students measured with the Maslach Burnout Inventory (MBI-HSS). Results: Fifty-eight out of
  5. 5. 3006 studies were found eligible for inclusion. Twelve of these studies met the criteria for meta-analysis. Weighted mean values for the three sub-dimensions of the MBI–HSS were M = 22.93 (SD = 10.25) for Emotional Exhaustion, M = 8.88 (SD = 5.64) for Depersonalization, and M = 35.11 (SD = 8.03) for Personal Accomplishment. Prevalence rates for professional burnout ranged from 7.0% to 75.2%, depending on country-specific factors, applied instruments, cutoff-criteria for burnout symptomatology. Conclusion: This review underlines the burden of burnout among medical students. Future research should explicitly focus on specific context factors and student group under investigation. Such efforts are necessary to control for context-dependent confounders in research on medical students' mental health impairment to enable more meaningful comparisons and adequate prevention strategies. [ABSTRACT FROM AUTHOR] Flynn, A.; Li, Y; Sánchez, B. (2019) The mental health Status of law students: implications for college counselors. Journal of College Counseling, 22 ( 1), 2-12, DOI: 10.1002/jocc.12110 Abstract: The purpose of this study was to describe law students' psychological symptoms, assess the role of law school stress in students' symptoms, and suggest ways college counselors can help this population. More than half of the 316 participants displayed symptoms of depression and psychological distress, and nearly half showed symptoms of anxiety. Law school stressors significantly predicted students' symptoms. Workload, peers, and low instrumental support most impacted students, thus providing specific directions and implications for college counselors. [ABSTRACT FROM AUTHOR] Gulliver, A.; Farrer, L. (2019) University staff mental health literacy, stigma and their experience of students with mental health problems. Journal of Further & Higher Education, 43 (3), 434-442, DOI: 10.1080/0309877X.2017.1367370 Abstract: Despite high rates of mental disorders in university students, very few seek professional help. University teaching staff are well placed to connect students with mental health care. However, little is known about university staff attitudes to and knowledge about mental health problems, or whether these factors influence their experience with and assistance of students with these problems. A total of 224 teaching staff members at the Australian National University, Canberra completed an anonymous online survey via an email link (16.4% response rate from N ~ 1370). Measures included demographic and professional information, experiences with student mental health, knowledge of depression (literacy) and attitudes to depression (stigma). Strength of stigmatising attitude did not predict whether a teaching staff member would approach a student to assist with mental health problems. Teaching staff with higher levels of depression literacy (OR = 1.14, p = 0.007) were more likely to feel sufficiently informed to help students with mental health problems. Ensuring staff complete mental health literacy training and have adequate skills to respond appropriately to students with mental health problems may help in connecting young people to appropriate care in a university context. [ABSTRACT FROM AUTHOR] Lewis, S; Heath, N.(2019)
  6. 6. Addressing self‐Injury on college campuses: institutional recommendations. Journal of College Counseling, 22 (1), 70-82, DOI: 10.1002/jocc.12115 Abstract: Nonsuicidal self‐injury is a significant concern on college campuses. Hence, the authors, the International Consortium on Self‐Injury in Educational Settings, offer the current position paper. First, the authors review current research in the field. Next, they discuss considerations for colleges' institutional‐wide response to self‐injury, including the role of and recommendations for relevant stakeholders (students, residence staff, mental health professionals) who directly and indirectly support students who self‐injure. Guidelines for response and suggested resources are also presented. [ABSTRACT FROM AUTHOR] Qudah, S; Davies, J. (2019). Can we get more satisfaction? Improving quality of working life survey results in UK universities. Perspectives: Policy & Practice in Higher Education, 23 (2/3), 39-47, DOI: 10.1080/13603108.2018.1534758 Abstract: The quality of working life (QoWL) has preoccupied practitioners and management scholars since the 1960s [Grote, G., and D. Guest. 2017. "The Case for Reinvigorating Quality of Working Life Research." Human Relations 70 (2): 149– 167. doi:10.1177/0018726716654746], while satisfaction and occupational stress for professional and academic staff in universities are issues of growing concern amidst a context of poor student mental health literacy [Gorczynski, P., W. Sims-Schouten, D. Hill, and J. C. Wilson. 2017. "Examining Mental Health Literacy, Help Seeking Behaviours, and Mental Health Outcomes in UK University Students." The Journal of Mental Health Training, Education and Practice 12 (2): 111–120]. The enhancement of QoWL appears increasingly difficult to achieve within the UK higher education (HE) sector, with constant external and internal reforms [Bessant, C., and S. Mavin. 2016. "Neglected on the Front Line: Tensions and Challenges for the First-Line Manager-Academic Role in UK Business Schools." Journal of Management Development 35 (7): 916–929. doi:10.1108/JMD-09-2014-0105], the "tyranny of metrics" [Muller, J. Z. 2018. The Tyranny of Metrics. Princeton: Princeton University Press], and the continuous decline in QoWL survey results, which became an issue for many UK universities [Denvir, A., J. Hillage, A. Cox, A. Sinclair, and D. Pearmain. 2008. "Quality of Working Life in the UK." ]. Furthermore, there is little understanding of how university HR departments enhance QoWL [Yeo, R. K., and J. Li. 2011. "Working Out the Quality of Work Life: A Career Development Perspective with Insights for Human Resource Management." Human Resource Management International Digest 19 (3): 39–45. doi:10.1108/09670731111125952]. This paper presents a new perspective by looking at the role of HR and management in achieving QoWL in the UK's HE sector. The incongruity between strategic human resource management metrics in the HE sector to measure employee well-being and self-reported employee satisfaction has a significant influence on student satisfaction, particularly in large units like business schools. Drawing on secondary data, we contribute to debates on current challenges faced by UK universities and offer practical suggestions to improve QoWL. [ABSTRACT FROM AUTHOR] Rith-Najarian, L. (2019). What's in a Name? Branding of online mental health programming for
  7. 7. university students. Journal of Consulting & Clinical Psychology, 87 (4) 380-391, DOI: 10.1037/ccp0000383 Abstract: Objective: University students experience many help-seeking barriers, and thus not all students who could benefit from mental health services enroll in them. This study aimed to examine student enrollment in response to strategic marketing of an online prevention program for anxiety and depression. Method: Data were collected from students at two universities during recruitment phases for the online program. The program was branded as either "The Happiness Challenge" or "ReBoot Camp" through parallel sets of recruitment materials using language intended to address help-seeking barrier concerns (e.g., stigma, inaccessibility). The yielded samples were examined for unaddressed psychological need rates, demographic composition, and differential enrollment by student subgroups into either program brand. Results: Replicated results between Study 1 (n = 651 students; 71.2% undergraduate, 80.3% female, 27.9% White non-Hispanic) and Study 2 (n = 718 students; 60.6% undergraduate, 73.4% female, 53.2% White non- Hispanic) showed that more than a third of students qualified as having "unmet need" for services, enrollment was disproportionately self-identified as female and Asian students, Asian students were less likely to report prior service use and more likely to be categorized as having "unmet need," and ReBoot Camp was disproportionately selected by male students. Conclusion: Findings suggest that recruitment effectively reached students with unaddressed mental health need, including high enrollment by Asian students, who historically seek services less often. Additionally, important gender differences emerged in preferences for program name. These findings could inform how to market services in university settings to reach more students, including those from underserved subgroups. [ABSTRACT FROM AUTHOR] Tubbs, J.; Savage, J.; (2019). Mindfulness moderates the relation between trauma and anxiety symptoms in college students. Journal of American College Health, 67 (3), 235-245 DOI: 10.1080/07448481.2018.1477782 Abstract: Objective: To explore the relations between trauma exposure and anxiety and depression among college students, and to determine whether trait mindfulness may moderate these relations. Participants: Self-report survey data from 2,336 college sophomores were drawn from a larger university-wide study ("Spit for Science"). Methods: We constructed multiple linear regression models using past- year trauma exposure, trait mindfulness, and their multiplicative interaction to predict current anxiety and depressive symptom severity, while controlling for covariates. Results: Mindfulness was associated with lower levels of depression and anxiety symptom severity. Trauma was a significant predictor of anxiety, but not depression, and high levels of mindfulness attenuated the association between trauma exposure and higher anxiety symptom severity. Conclusions: These results have implications for the treatment and prevention of anxiety among trauma-exposed college students and provide a basis for further research into the mechanisms through which mindfulness may facilitate positive mental health. [ABSTRACT FROM AUTHOR