ethanporcaro/eric-fulltext-meta huggingface dataset:
Effective Communication of Learning Intentions and Success Criteria in the Mathematics Classroom: MERLO Pedagogy for Senior Phase South African Schools
Author: Adesanya, Lydia O.
Date: 2022-00-00
Type: Journal Articles
Subjects: Intention,Teaching Methods,Mathematics Teachers,Mathematics Instruction,Participatory Research,Action Research,Teacher Attitudes,Secondary School Teachers,Evaluation Methods,Faculty Development,Printed Materials,Concept Formation,Mathematical Concepts,Lesson Plans,Student Evaluation,Foreign Countries

A well-designed assessment construct is critical for improving all aspects of quality education and validating the achievement of educational reform. The global prevalence of how teachers communicate learning intentions (LIs) and success criteria (SC) has been of great concern, particularly in the South African context. This study investigates how Meaning Equivalence Reusable Learning Objects (MERLO) pedagogy effectively transforms Senior Phase mathematics teachers' daily practice in the classroom. The study adopted qualitative participatory action research to frame the evolution of teachers' praxeologies such as teachers' meta-didactical and didactical praxeologies, to improve teachers' beliefs and practices to integrate MERLO pedagogy as assessment activities. Twelve Senior Phase teachers were purposively selected in Gauteng, South Africa. The methods used for data generation were interviews, classroom observation, document analysis, field notes and training sessions. Thematic analysis was used to obtain insight into teachers' beliefs and practice of effectively communicating LIs and SC in the classroom. At the initial stage, teachers were examined with regard to their beliefs and practices of assessment practices in the classroom, which informed MERLO intervention. In the second stage, teachers were asked to learn about MERLO items by reading the MERLO handout provided to them, participating in the workshop and sharing their opinions and views with others. In the third stage, teachers had to design MERLO assessment items on their own to assess learners' level of understanding of the mathematical concepts in Senior Phase. The findings revealed that the participating teachers acquired adequate knowledge and skills on MERLO techniques that allowed them to structure and integrate the lesson plan of assessment activities into their mathematics classrooms. This study contributes to the body of knowledge by introducing MERLO pedagogy to Senior Phase South African mathematical teachers as an assessment strategy. COVID-19 caused some teachers to drop out of the study after the pre-MERLO participation phase and, accordingly, future research suggests that more teachers be included in similar studies.
Grade 10 Teachers&apos; Example Selection, Sequencing and Variation during Functions Lessons
Author: Mbhiza, Hlamulo W.
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Grade 10,Secondary School Students,Video Technology,Teaching Methods,Lesson Plans,Learning Processes,Case Studies,Learning Theories,Teacher Attitudes,Foreign Countries,Teacher Student Relationship,Mathematics Teachers,Discourse Analysis,Classroom Communication,Mathematics

Examples that teachers choose and use are fundamental to what mathematics is taught and learned, and what opportunities for learning are created in mathematics classrooms. This qualitative multiple case study, using Sfard's commognitive theory, draws attention to mathematics teachers' classroom practices during functions lessons which is unexamined in the South African context. In this article, data sets include unstructured non-participant classroom observations on functions, which were videorecorded. Sfard's commognitive theory served as an appropriate lens in interpreting and analysing teachers' discourses and giving meaning to teachers' classroom practices during functions lessons. The findings demonstrate that the example selection and sequences teachers used during functions lessons either constrained or enabled the development of endorsed narratives about the effect of parameters on the different families of functions.
Navigating the COVID-19 Turbulence in Higher Education: Evidence from Turkish Faculty Members
Author: Örücü, Deniz
Date: 2022-09-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,College Faculty,Foreign Countries,Teacher Attitudes,Leadership,Trust (Psychology),Leadership Styles

COVID-19 was the first pandemic of the modern era to strike with such virulence. We sought to understand this recent phenomenon and contribute to the empirical findings on the expectations from HEI leadership and management in Turkey. Drawing on the Turbulence Theory, we explored how the academic staff experienced the initial phase of the pandemic in Turkey and how they perceived the HE leaders' navigation of the crisis at the selected universities. Within qualitative phenomonology, data from semi-structured interviews with a convenient sample of 10 academic staff in five public and five private universities in Turkey, was analysed through content analysis. Findings highlighted the opportunities and challenges of the pandemic for the faculty at personal and organizational level in an intersectional pattern. Moreover, the ways HEI leaders navigated the crisis created binaries in the form of experience vs. inexperience and trust vs. distrust. The challenges derived from the rapid but ineffective decision-making processes and the heightened surveillance mechanisms over the academic staff; which in some cases resulted in lack of trust. Hence, the turbulence level was shaped by how the universities and their leaders addressed it. In such cases, practices of building trustworthy connections, more distributive forms of leadership and robust communication; which would help the leaders to navigate the turbulence at times of crises are significant. Further recommendations are provided for research, policy and practice.
Investigating the Cognitive Demand Levels in Probability and Counting Principles Learning Tasks from an Online Mathematics Textbook
Author: Ekol, George
Date: 2022-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Difficulty Level,Probability,Computation,Mathematical Concepts,Learning Activities,Electronic Books,Mathematics Education,Textbooks,COVID-19,Pandemics,Grade 12,High School Teachers,Foreign Countries,Textbook Evaluation

This case study carried out during the 2020 coronavirus disease of 2019 (COVID-19) lockdown used online data collection means to investigate the distribution of cognitive demand levels of probability and counting principles (PCP) learning tasks in a popular online Grade 12 mathematics textbook, based on the PCP teachers' rating. The teachers' cognitive demand ratings were categorised following Stein's mathematical task framework. Five mathematics teachers from four secondary schools in two provinces in South Africa participated in the study by filling in an online questionnaire. We developed a rating framework named the mean cognitive demand rating (MCDR) to help us interpret the teachers' perception of the tasks in terms of cognitive demand to the learners. Data from the teachers' ratings revealed nearly 65% of the PCP learning tasks in the online textbook were rated as high. Analysis of secondary data from Department of Basic Education diagnostic reports from 2014 to 2020, however, suggests no association between teachers' rating of learning tasks and learner performance. Contribution: This study draws attention to a long-standing underperformance in the topic of probability and suggests classroom-based study that focuses on the learners' rating of the learning tasks themselves to understand clearly how best to support them.
The Intersect of Early Numeracy, Vocabulary, Executive Functions and Logical Reasoning in Grade R
Author: Bezuidenhout, Hanrie S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Programming Languages,Public Schools,Elementary School Students,Grade 1,Numeracy,Foreign Countries,Achievement Tests,Concept Formation,Mathematics Instruction,Mathematical Concepts,Computer Science Education,Executive Function,Logical Thinking,Prediction,Mathematics Tests,Prior Learning,Predictor Variables,Teaching Methods,Vocabulary Development,Child Development

The current quantitative study, a naturalistic field experiment, was conducted in a public primary school in Soweto, Johannesburg, with the objective to examine how children's achievement on four assessments at the beginning of Grade R, namely their numeracy, their mathematics-specific vocabulary, their executive functions, and their logical reasoning capabilities, predicted their performance on a numeracy assessment at the beginning of Grade 1. A purposive intact group of 59 participants was assessed at the beginning of their Grade R year and again when they entered Grade 1. The results of the study indicate that, apart from existing or prior numeracy knowledge at the beginning of Grade R, mathematics-specific vocabulary was the strongest predictor for numeracy attainment at the beginning of Grade 1. We suggest that early grade teachers consider young children's number concept development as a cognitive, developmental psychology phenomenon and that they help learners build a lexicon of mathematics-specific qualifiers in their teaching with words that represent concepts of, among others, space, position, comparison, inclusion, sequence and magnitude.
Novice Mentors versus Mentees: Mentoring Experiences in Mathematics at General Education and Training Phase
Author: Mahofa, Ernest
Date: 2022-00-00
Type: Journal Articles
Subjects: Mentors,Foreign Countries,Student Teachers,Cooperating Teachers,Mathematics Education,Secondary School Teachers,Communities of Practice,Beginning Teachers,Pedagogical Content Knowledge,Teaching Styles,Interpersonal Relationship,Motivation

In the South African educational system, student teachers are deployed to schools for practical experience, where they are monitored by lecturers from their universities. Student teachers are also mentored by teachers allocated to them by the school principal. Some of these mentoring teachers are themselves newly qualified and may have little or no teaching experience. This study analysed the relationship between these various role players during the teaching of mathematics in General Education and Training (GET) phase, at secondary schools in the Western Cape. The theoretical framework for the study was provided by Lave and Wenger's Communities of Practice. An ethnographic qualitative research design was used for collecting data from classroom observations and semi-structured interviews. The selected participants comprised four novice mathematics teachers, four mathematics student teachers in the GET phase, two lecturers and one school principal. The purposive selection method was used to select these participants. The findings revealed that novice mentor teachers were challenged by facing (1) no or little communication and collaboration between themselves and lecturers, (2) limited cooperation between mentor and mentee in the teaching of mathematics in GET phase, (3) limited mathematics content knowledge by student teachers and (4) limited mentoring skills of novice mentors. It is recommended that universities create a sound educational partnership with mentor teachers. Universities should also consider the voices of novice mentor teachers in their mentoring of student teachers.
A Case Study on University Dropout: Perspectives from Education Faculty Students and Academicians
Author: Yilmaz, Tahir
Date: 2022-09-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,College Faculty,Motivation,Individual Characteristics,College Admission,Social Influences,Dropouts,Attitudes,Teacher Attitudes

This case study investigated the reasons for students dropping out of a university and the experiences associated with the dropout process of individuals who dropped out of the faculty of education in Turkey. We collected data from 10 individuals who dropped out and 8 academic staff members who worked in the same faculty of state university in the Aegean region in Turkey between 2008 and 2018 using the criterion sampling technique. We collected data using semi-structured interview forms and conducted content analysis. The results revealed that pre-admission factors (I), which are the factors of guidance, personality, system, family, career, and city play decisive roles in the admission process of individuals. These factors can shape their intrinsic and extrinsic motivation before the faculty admission process. After admission, the university processes factors (II) such as psychological condition, academic condition, social condition, organizational situation, appointment factors, military service, family situation, and financial situation are determinant factors on individuals' intrinsic and extrinsic motivations in their university experience. After the dropout decision, individuals either drop out of the system or change department/university. Findings point out that the reasons for and process of the dropout are interdependent and divergent. Recommendations for future investigations and practices are presented based on our findings.
Transforming Governance of German Higher Education Institutions
Author: Sziegat, Hongmei
Date: 2022-09-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Change,Governance,Sustainable Development,Goal Orientation,Position Papers,Global Approach,Educational Innovation,Educational Technology,Educational Finance,Institutional Autonomy,Quality Assurance

Since the implementation of the Excellence Initiative and the Excellence Strategy, German higher education institutions have been restructuring university governance, especially those selected as Universities of Excellence. This study uses a holistic and mission-related integrated governance approach to conduct a qualitative analysis of the governance transformation of German Universities of Excellence, aiming to provoke discussion on transforming governance to optimize organizational effectiveness and sustainable development of German higher education institutions. Transforming governance of German Universities of Excellence involves mission statements, strategic goals, institutional strategies, research, teaching, the third mission, internationalization, global engagement, governance relationships and structures, institutional leadership, funding, autonomy, innovation, digital transformation, quality assurance, and sustainable development, aiming to enhance accountability, performativity, transparency, openness and organizational effectiveness with efficient administrative management in alignment with institutional missions, vision, core values, and strategic goals.
Challenges and Opportunities in Teaching Writing Online amidst the Pandemic: Voices from English Language Teachers in Philippine Universities
Author: Tarrayo, Veronico N.
Date: 2022-04-00
Type: Journal Articles
Subjects: Barriers,Writing Instruction,Teaching Methods,Second Language Learning,Second Language Instruction,Foreign Countries,Online Courses,Educational Change,COVID-19,Pandemics,Language Teachers,College Faculty,Teacher Attitudes,Coping,Distance Education,Teacher Student Relationship,Faculty Development,Equal Education,Educational Technology,Evaluation Methods,Writing Evaluation,Peer Relationship,Reflective Teaching

With the sudden transition to online instruction in most educational institutions caused by the COVID-19 pandemic, it can be assumed that there is paucity in research as regards the teaching of writing online during this crisis moment. To address this niche, 13 Filipino university English language teachers were asked to participate in both online semi-structured and follow-up email interviews to describe their experiences in teaching writing online during the pandemic, particularly the challenges they faced, their coping strategies to address these challenges, and the opportunities in online teaching they valued. The interview responses revealed three major challenges in teaching writing online: technological concerns and equity issues, vague response of schools to emergency remote teaching, and problems in assessment. Three key strategies to cope with these challenges were found: flexibility in communicating with students and in accommodating their concerns, initiatives for professional development, and gaining support from colleagues and students. Despite the challenges of online instruction, two opportunities for development in online writing instruction were identified: optimizing the use of online-teaching platforms and resources, and enhancing one's reflective practice. Implications for teaching writing online in particular and for online learning and teacher education in general are discussed in the paper.
Positioning Dispositions in Initial Teacher Education: An Action Research Approach
Author: Zhang, Qilong
Date: 2022-04-00
Type: Journal Articles
Subjects: Action Research,Preservice Teacher Education,Ethnography,Teacher Attitudes,Student Attitudes,Foreign Countries,Intervention,Teacher Education Programs,Participatory Research,Content Analysis,Self Evaluation (Individuals),Personality Traits,Teacher Characteristics,Early Childhood Education,Learning Experience,Outcomes of Education

In spite of debate, ambiguity, and tension around teacher dispositions, in the past over two decades, the place of dispositions in initial teacher education (ITE) has been widely supported among policy makers and researchers. Specifically, debate on whether dispositions are teachable has largely given way to action to foster dispositions. Adopting a two-cycle participatory action research design, this study explored ways to teach the first-year teacher candidates' dispositions in an early childhood ITE programme in New Zealand. The intervention included eight focus dispositions and corresponding strategies to teach each focus disposition. Data collection methods included student self-assessment surveys, individual and focus group interviews with students and teaching staff, team meetings, and a variety of pedagogical documentation. Ethnographic content analysis generated three themes: legitimacy of the intervention, experiential orientation of the intervention, and effect of the intervention. The study exemplifies how dispositions intervention can be incorporated in ITE programmes.
Teacher Efficacy in High Performing Teachers: Barriers and Enablers for New Graduates
Author: Longaretti, Lynette
Date: 2022-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Beginning Teachers,College Graduates,Self Efficacy,Self Concept,Teacher Effectiveness,Self Concept Measures,Barriers,Affordances,High Achievement,Educational Strategies,Self Esteem,Low Income Students,Disadvantaged Schools,Foreign Countries,Program Effectiveness

Teachers with a high sense of self-efficacy are more resilient to difficulties, experience greater job satisfaction and have higher expectations of their students. This study investigated teacher self-efficacy in high performing teachers at two points in their development: 1) as preservice teachers, halfway through their undergraduate degree using the Teacher Self-Efficacy Scale (TSES) (Tschannen-Moran &amp; Woolfolk Hoy, 2001) 2) as new graduates through a qualitative interview focused on efficacy. These 24 teachers participated in the National Exceptional Teaching for Disadvantaged Schools program (NETDS) at Deakin University during their BEd (Primary) degree. They demonstrated lower self-efficacy than their peers in Efficacy for Instructional Strategies (TSES). As graduates, however, they presented as confident teachers with high self-efficacy. It appears that their studies, their placements in low socioeconomic schools and as well mentored new graduate teachers, had helped make them into effective teachers who were ready for their new profession.
The Impact of Problem-Based Learning on Pre-Service Teachers&apos; Mathematics Pedagogical Content Knowledge
Author: Martin, David A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Preservice Teachers,Mathematics Education,Pedagogical Content Knowledge,Foreign Countries,Instructional Effectiveness

Predictors of teacher effectiveness in relation to student achievement are based on the ability to use a range of evidence-based teaching strategies. Australia's Teacher Education Ministerial Advisory Group (TEMAG) report that some tertiary providers working with pre-service teachers (PSTs) are using pedagogical practices which are not informed by established research. This paper reports on the impact a student-centred, PBL teaching approach had on third-year Bachelor of Education PSTs' PCK in a mathematics education subject, compared to a similar group taught using a conventional teacher-directed approach. A quasi-experimental group-by-time design was used to determine the impact of the intervention. Contrary to meta-analyses regarding the efficacy of PBL compared to teacher-directed instruction, findings from this study show the PSTs from the PBL group developed their mathematics PCK as well as those who were taught using a teacher-directed instructional approach, Wilks' Lambda = 0.71, F (1, 35) = 14.33, p &lt; 0.01.
Learning Loss in the COVID-19 Pandemic: Teachers&apos; Views on the Nature and Extent of Loss
Author: Carroll, Matthew
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Achievement Gains,Teacher Attitudes,Reading Skills,Mathematics Skills,Study Skills,School Closing,Distance Education,Educational Technology,Adjustment (to Environment),Foreign Countries,Elementary Secondary Education,Skills,Technological Literacy,Institutional Characteristics

The COVID-19 pandemic caused unprecedented disruption to education around the world. As education systems gradually return to normal, there is a push to understand effects of the disruption. A major impact on students is &quot;learning loss&quot;, in which attainment and progress may have fallen behind expected levels. Various efforts have been made to quantify learning loss, but to better understand it, further work, combining quantitative and qualitative approaches, is required. Here, we sought to record teachers' views on how far behind (or ahead) their students were compared to a &quot;typical&quot; year, and to gather their opinions about what had been lost (or gained). To do this, we surveyed teachers in schools that work with Cambridge CEM. We received over 400 responses, spread across 38 countries and 198 schools, thus giving a broad sample of experiences. A majority of respondents felt their students were behind expectations. 1-2 months behind was the most common estimate, but some respondents made much larger estimates of loss, while a sizeable minority thought that their students were on track or even ahead of expectations. Descriptions of the areas of loss indicated that fundamental literacy and numeracy skills had been affected, as had practical skills and general study skills. Responses also described variable impacts, both within and between groups of students. Effects of COVID-related disruption on education are ongoing and may be felt for some time still to come. By exploring the nature and extent of learning loss in students, it is hoped that it will be possible to better understand, and hopefully mitigate, these longer-term impacts.
Progress in the First Year at School
Author: Jellis, Chris
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 1,Academic Achievement,Student Evaluation,Elementary School Students,Numeracy,Literacy,Alphabets,Word Recognition,Vocabulary,Geometric Concepts,Computation

The results of an assessment taken at the start and end of the Reception Year by children in state schools in England over three years were analysed. Over 70,000 children were assessed during this time. The results of the analysis provided evidence of what the average child could do when they started school, and how much progress they made in that first year. Children typically start school with a wide range of skills and experiences and once they are settled into life in school, they make exceptional progress in their first year.