Inclusive Education for International Students: Applications of a Constructivist Framework

Authors

  • Natalie Stipanovic University of Northern Colorado
  • Stephanie Irlene Pergantis University of Northern Colorado

Keywords:

Inclusive Pedagogy, International Students, Constructivist

Abstract

International students are a globally growing population that have numerous risk factors to their successful matriculation. One classroom tool university instructors have to combat these risk factors is utilizing an inclusive pedagoglogical framework. Instructors of international students that wish to apply an inclusive pedagogy to meet the needs of all students are lacking in concrete examples and strategies. This manuscript expands upon the idea of constructivist education as a type of inclusive pedagogy and uses the Constructive Supervision Process (Guiffrida, 2015) to provide a methodology for instructors of internationals students.  The tenents of the model are described in practical detail and a table of examples is provided.

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Published

2018-05-28

Issue

Vol. 17 No. 1 (2018)

Section

Vol 17(1) Special Edition

License

The International Education Journal: Comparative Perspectives is the official journal of the Oceania Comparative and International Education Society. The IEJ, (ISSN 1443-1475), publishes a general volume bi-annually in July and December and also publishes Special Editions occasionally. It is a free, open-access scholarly journal, managed by volunteers. There are no article processing charges, or any charges to authors.

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