ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Thinking in South African Schools: Selected School Leaders&apos; Perceptions
Author: Green, Lena
Date: 2021-05-00
Type: Journal Articles
Subjects: Teaching Methods,Thinking Skills,Skill Development,Communities of Practice,Teacher Attitudes,Teacher Leadership,Grounded Theory,Instructional Leadership,Cognitive Development,Foreign Countries,Taxonomy,Guidelines,Leadership Role,Faculty Development

In this article we argue that school leaders should ensure that teachers experience a supportive professional learning community committed to collaborative, thoughtful inquiry and be enabled to create similar communities in their classrooms. This study followed on one published in 2017 that explored school leaders' responses to an introduction to cognitive education. The same participants investigated cognitive education practices (ways of teaching thinking) in their schools, with an emphasis on the factors that facilitated or constrained implementation. Using a qualitative research approach an open-ended research assignment in the form of a report was completed by 32 teachers in school leadership positions. The data was analysed using the guidelines of grounded theory to identify key themes. The findings suggest a possible starting point for leadership initiatives, although cognitive education practices in the participating schools were constrained by a number of structural, contextual and personal factors. Discussion highlights the importance of the development of professional learning communities that focus on cognitive education and identifies a possible leadership direction, namely, building on the progress already made in training teachers to apply Bloom's taxonomy to assessment tasks. Although our data is from schools in one area of South Africa, our conclusions are likely to have implications for school leadership generally, with particular reference to the development of classroom and professional thinking and learning communities.
Multiple Intelligences: Educational and Cognitive Development with a Guiding Focus
Author: Berrios Aguayo, Beatriz
Date: 2021-05-00
Type: Journal Articles
Subjects: Teaching Methods,Multiple Intelligences,Learning Theories,Correlation,Learning Processes,Comparative Analysis,Creativity,Maturity (Individuals),School Effectiveness,Public Schools,Academic Achievement,Outcomes of Education,Foreign Countries,Elementary School Students,Measures (Individuals),Cognitive Ability

Development and dissemination of innovative pedagogies continues to be one of the challenges of the 21st century. The visible deficiencies in the educational field have highlighted the need for other types of pedagogies that promote complete student development. Gardner's theory about multiple intelligences (MIs) has great potential that has not yet been realised in practice in school contexts. With this research we aimed to analyse the relationship between the intelligences that students develop in primary education and the increase in certain cognitive and academic capacities, and to demonstrate that a pedagogy based on Gardner's theory does more to promote creativity, maturation and school performance than traditional teaching-learning pedagogies. A total of 420 participants from 2 state-funded schools participated in this study (experimental group = EG; control group = CG). The EG (n = 230) was taught using Gardner's theory and the CG (n = 190) was taught according to traditional pedagogy. There was an association between the intelligences developed by the students and their academic, creative, and maturational levels. Finally, significant differences were found between the EG and CG, with the EG obtaining a higher mean in the variables analysed in favour of the EG. In conclusion, using MIs in classrooms allows for a more mature and creative development and greater academic performance.
Information and Communication Technology Reading Interventions: A Scoping Review
Author: Dean, Jessica
Date: 2021-00-00
Type: Journal Articles
Subjects: Intervention,Computer Uses in Education,Reading Difficulties,Elementary School Students,Educational Research,Reading Programs,Program Effectiveness,Foreign Countries,Developing Nations

Background: Information and communication technology (ICT) reading interventions can help children with reading difficulties, especially those in resource-constrained environments who otherwise might not have support. Objectives: (1) Provide an overview of ICT reading interventions used globally with primary school children. (2) Provide further information on the subset of studies conducted in majority world countries, describing the interventions used, their impact on reading and challenges faced. Method: A scoping review was used with a search strategy that yielded a total of 49 studies for inclusion in the main review (Objective 1), and a subset of five studies undertaken in the majority world (Objective 2). Results: Most published studies (93.88%, 46 studies) demonstrated positive outcomes of ICT reading interventions on learners' reading. Well-researched programmes with demonstrated effectiveness included GraphoGame, ABRACADABRA, Reading RACES and Chassymo. Only five studies (10.2%) were conducted in the majority world, but all reported in this subset described positive literacy gains through ABRACADABRA and GraphoGame. Conclusion: There is a growing evidence base of ICT reading interventions that could be helpful in addressing the reading crisis in South Africa. Programmes such as ABRACADABRA and GraphoGame demonstrate effectiveness in a variety of contexts and may have a role to play in addressing the reading challenges faced by children in South Africa. Contribution: The review highlighted evidence supporting the use of ICT reading interventions. Evidence of such approaches in South Africa (and other majority world countries) remains limited and requires further evaluation of both existing and innovative, locally developed interventions.
The Benefits of an Extensive Reading Programme Implemented in Two Foundation Phase Classrooms in the Eastern Cape, South Africa
Author: Nkomo, Sibhekinkosi A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Programs,Program Effectiveness,Grade 3,Elementary School Students,Language of Instruction,Bilingual Students,African Languages,English (Second Language),Recreational Reading,Reading Attitudes,Student Attitudes

Background: This article reports on a responsive extensive reading programme (ERP), involving Grade 3 learners at two primary schools in the Eastern Cape over a duration of 20 weeks. Objectives: The sociocultural perspective of learning guided the implementation of the ERP which aimed at providing learners with opportunities to read books for pleasure in their preferred language. Method: Learners had a choice to talk about their reading in isiXhosa, their home language, or English, which is their first additional language. In supporting the long-term goal of being bilingual, learners were encouraged to see themselves as emergent bilinguals who have reasons to use both languages as young scholars and in future. Results: Data collected through a post-intervention questionnaire, learners' reading logs and observations illuminated interesting findings which show that learners benefited from the ERP. Conclusion: The benefits of participating in the ERP were observed in the learners' acquisition of new knowledge (cognitive benefits), transformation in their attitude towards reading (affective benefits), and they began to take agency of their reading (social benefits). Contribution: This study demonstrates the cognitive, affective, and social benefits of introducing learners to reading for pleasure as early as in the Foundation Phase.
Recruitment and Retention of Male Educators in Preschools: Implications for Teacher Education Policy and Practices
Author: Okeke, Chinedu Ifedi
Date: 2021-05-00
Type: Journal Articles
Subjects: Preschool Teachers,Males,Teacher Recruitment,Teacher Persistence,Cultural Influences,Sex Role,Social Bias,Gender Bias,Fear,Professional Recognition,Educational Policy,Foreign Countries,Teacher Education Programs

In the study reported on here we employed the interpretivist qualitative approach to explore the recruitment and retention of male educators in preschool centres. Purposive sampling was used to select 2 preschool owners, 2 principals, 4 preschool educators and 2 male educators in the Foundation Phase. Data were obtained by in-depth interviewing and were analysed thematically. Results showed no male educators in preschools in the education district where the study was conducted. Misinterpretation of cultural roles, stigma, fear and prejudice, low educator status within the preschool sector and a lack of male recruitment policies were found to be negatively affecting the recruitment of males into the preschool sector. A gender balance that ensures that both female and male educators are recruited within the preschool sector would appear to be congruent with the philosophical underpinnings of the Social Role Theory (SRT). The Departments of Education and Social Development should, therefore, embark on awareness campaigns to educate all stakeholders on the need for a gender balance within the preschool sector.
Psychological Aspect of Pre-Competition Warm-Up: Motivational Process and Outcomes
Author: Gencer, Eylem
Date: 2021-00-00
Type: Journal Articles
Subjects: Competition,Exercise,Motivation,Sport Psychology,Athletics,Athletes,Young Adults,Performance,Stimulation,Goal Orientation,Injuries,Prevention,Foreign Countries

Pre-competition warm-up has mostly been examined physically in the literature, focusing on its effect on performance and protection from injuries. However, there is a lack of studies regarding the psychological influences of warm-up. Therefore, in this study it was aimed to explore the psychological reflections of pre-competition warm-up in terms of motivational process and outcomes. The research was designed in qualitative research, and phenomenology was employed. Participants were 10 international wrestlers whose age differentiated between 20 and 25 years. They have a sports career ranging from 8 to 12 years. The data were collected via focus group interviews and analyzed via content analysis. Results showed that wrestlers need pre-competition warm-up as they perceive it improves their performance and protects them from injuries. However, perception of the opponent as stronger or weaker, guides whether the warm-up is needed or not. In addition, pre-competition warm-up motivates wrestlers through stimulating, goal-directing (e.g., adaptation, concentration, awareness), and encouraging them to the competition. In conclusion, pre-competition warm-up not only physically prepares athletes for the competition, but also prepares them psychologically with its motivating influences.
Student and Teacher Perceptions of Goal Attainment during Intervention with the Self-Determined Learning Model of Instruction
Author: Shogren, Karrie A.
Date: 2021-08-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Goal Orientation,Intervention,Students with Disabilities,Inclusion,Learner Engagement,Self Management,Electronic Learning,Coaching (Performance),Academic Achievement,High School Students,High School Teachers,Instructional Effectiveness,Self Determination

A major instructional focus of interventions designed to promote self-determination, such as the Self-Determined Learning Model of Instruction (SDLMI), is to engage students in learning to set their goals, identify action plans, and evaluate their performances. However, little is known about how students define their goal attainment outcomes, or the degree to which students and teachers agree on the attainment of goals set using the SDLMI in inclusive general education classes. This study examined the relation between student and teacher ratings of goal attainment during the first semester of a longitudinal, cluster randomized controlled trial of the SDLMI, as well as the impact of student disability status and teacher supports for implementing the SDLMI (i.e., online resources vs. online resources + in-person coaching) on goal attainment. Findings suggested the feasibility of engaging students with and without disabilities in rating their goal attainment process during SDLMI in secondary schools, with kappa analysis indicating that, when credit is given for at least partial agreement between students and teachers, there is a fair amount of interrater agreement using conventional interpretation criteria. Importantly, however, conclusions drawn about the impact of student (i.e., disability status) and teacher factors (i.e., teacher implementation supports) on goal attainment outcomes are impacted by whether student or teaching ratings of goal attainment are utilized as the outcome measure. Implications for future research and practice are described. [For the Grantee Submission, see ED607065.]
Evolution of New Approaches in Pedagogy and STEM with Inquiry-Based Learning and Post-Pandemic Scenarios
Author: Deák, Csaba
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Active Learning,Inquiry,Teaching Methods,Educational Innovation,Pedagogical Content Knowledge,Technological Literacy,Technology Integration,Electronic Learning,Elementary Secondary Education,COVID-19,Pandemics,Models

In the last ten years, pedagogy has been evolving rapidly in terms of teaching approaches. This study is an attempt to analyze the recently developed novel pedagogy models. STEM integration and classroom engagement are primary approaches in pedagogy in recent times. The article aims to provide educators with some analytical tools to complement the modernization of STEM pedagogy. Integration flow and skill-set balancing, along with matrix analysis, are projected to be efficient solutions for evolved pedagogy. A novel PESTLE model is framed for tackling the changes in pedagogies during pandemics and emergencies. Inquiry-based learning can foster and accelerate the cause of integrating subjects in STEM pedagogy. In addition, the article discusses the post-pandemic scenario of pedagogy in the education system as a whole.
The Promises and Limitations of Educational Tiers for Special and Inclusive Education
Author: Kauffman, James M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Special Education,Inclusion,Students with Disabilities,Regular and Special Education Relationship,Accessibility (for Disabled),Models,Educational Practices,Student Needs,Teaching Methods,Labeling (of Persons),Evidence Based Practice

Making public school accommodating of all learners such that the need for special education is obviated, or at least reduced, has long been a desideratum of educators. Various strategies for making general public education more accommodating of students with disabilities have been tried. The most recent efforts to improve the general education of students with disabilities involve various models of tiered education. Educational tiers can be logical and advantageous in some ways, holding promise for improving general education, but they do not address the core problems of special education. Special education is still needed as part of inclusive education.
Education and Heritage of Medieval Warfare. A Study on the Transmission of Knowledge by Informal Educators in Defensive Spaces
Author: Español-Solana, Darío
Date: 2021-00-00
Type: Journal Articles
Subjects: Heritage Education,Informal Education,Medieval History,Foreign Countries,Historical Interpretation,War,History Instruction

Historical reenactment is becoming a top-tier teaching tool in the countries of Southern Europe. In Spain specifically, this discipline is experiencing a boom as a heritage education method, particularly in informal settings. This article is the outcome of a qualitative research study of the results obtained from one hundred and fifteen educators from historical reenactment groups. The study analyses the methods used by the exponents of this discipline to teach war in the Middle Ages, specifically in three Spanish castles dating from the 11th to the 12th centuries. It has made it possible to analyse how the educational discourses are organised in relation to Medieval war within military spaces from this period, and how historical reenactment is a coadjutant in the construction of teaching/learning spaces from a heritage education perspective.
Risk and Safety Management in Physical Education: Teachers&apos; Perceptions
Author: Porsanger, Lise
Date: 2021-00-00
Type: Journal Articles
Subjects: Risk Management,Safety,Physical Education Teachers,Elementary Secondary Education,Teacher Attitudes,Injuries,Incidence,Athletics,Play,Outdoor Education,Foreign Countries

Bodily movement is a central component in students' educational experiences in school-based physical education (PE) programs. PE unavoidably involves physical risk. In some respects, the risk of play, sports and adventure is portrayed as necessary and healthy for children's development. However, concerns about students' safety and teachers' liability might generate risk aversion among teachers. This article explores teachers' perceptions of risk and safety management (RSM) in PE. Designed as a mixed methods study, the data include an online survey questionnaire (n = 698) and semi-structured interviews (n = 17) among primary and lower secondary PE teachers in Norway. A majority of the survey respondents report that their students only experience minor injuries in their PE classes. The interview data coincide with these results and indicate that minor injuries are rather common. While the survey results show that teachers mostly perceive RSM to be important in PE, the interview data suggest that the teachers' perceptions of risk are characterized by uncertainty, which restricts the teachers' control by means of RSM. Teachers also accept risk for enhancing students' educative experiences in PE. Consequently, this study contributes to the knowledge of the complexity of risk and teachers' perceptions of RSM in PE.
Professional Agency for Learning as a Key for Developing Teachers&apos; Competencies?
Author: Toom, Auli
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Autonomy,Teacher Competencies,Learning,Teacher Education

Teacher's professional competencies have been discussed extensively in the literature, often linked to educational policy discourses, teaching standards, student learning outcomes, or the intended outcomes of teacher education. Extensive, but fragmented and loosely theoretically or empirically based lists of teacher competencies are provided without much clarification of how, when, and why teachers learn and identify the competencies they need. Teacher competencies and how they are related to the core of their work as thinking practice have been discussed extensively by a range of stakeholders. However, what is actually needed in order to attain such competencies has been less studied. This paper contributes to the gap in the literature on active and intentional learning of teacher competencies by elaborating the relationship between teacher competencies and professional agency for learning. Through this, our aim in this article is to provide a better understanding of the topic, both theoretically and empirically. Drawing on earlier research, we have elaborated on the relationships between a teacher's professional competencies and agency for learning among pre- and in-service teachers. We also aim to answer the question: what characteristics of teacher education lead to student teachers becoming competent and agentic? Why should we focus on those features during pre-service teacher education and as part of a teacher's career?
Exploring Competing Perspectives on How to Design Open Innovation Program for High School STEM Education: A Case Study
Author: Lee, Sam Youl
Date: 2021-00-00
Type: Journal Articles
Subjects: Case Studies,STEM Education,High School Students,Entrepreneurship,Innovation,Teaching Methods,Correlation,Educational Change,Curriculum Development,Ethics,Civics,Clubs,Imagination,Art,Cultural Education,Service Learning,Program Design,Logical Thinking,Criticism

Open innovation (OI) has become an essential business model for big tech companies and innovation ecosystems. However, most STEM high schools in the United States do not have appropriate OI programs for students. This paper explores how various perspectives on open innovation as an emerging trend in the entrepreneurial ecosystem can link with STEM education programs. We use the Q methodology technique with interviews from students and managers of STEM education at C Academy and academic members from a field of open innovation. Twenty-three participants responded to the 35 Q statements derived from preliminary findings of critical issues on a relationship between open innovation and STEM education. Five key perspectives compete, each with a unique view on why STEM education matters and how to renovate the current STEM program for an open innovation-based curriculum and club activities inside and outside high schools. Empirical findings from Q method analysis combined with Promax rotation illustrate five views: (1) civic virtue-driven open innovation, (2) open innovation with imagination from arts and culture, (3) daily life-based open innovation project, (4) critics on conventional STEM education, and (5) community service-driven open innovation. A common area that all five perspectives support is that the government should expand and strengthen support in the design and operation of open innovation education programs in STEM high schools.
Educational Practices for Immigrant Children in Elementary Schools in Russia
Author: Gromov, Chulpan
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Practices,Elementary School Students,Content Analysis,Immigrants,Teacher Attitudes,Second Language Learning,Academic Support Services,Emotional Adjustment,Parent School Relationship,Foreign Countries,Acculturation,Cultural Pluralism,Elementary School Teachers,Ethnic Groups,Intercultural Communication,Turkic Languages,Native Language,Language Usage,Russian

Teachers have a pivotal role in the acculturation and adjustment of immigrant children. Practices are an important but an insufficiently explored part of teachers' work in a multicultural classroom. The purpose of the present research was to identify educational practices that elementary school teachers in the Republic of Tatarstan, Russia, use in their work with immigrant children to provide language and academic support and promote a welcoming atmosphere in the classroom that fosters psychological adjustment of the child. Data were collected through interviews with twenty elementary school teachers working with immigrant children. Interviews were analyzed using inductive and deductive content analysis methods. Findings suggest that in the absence of institutionalized structures, teachers take the initiative to adapt their teaching and instruction methods when working with immigrant children. Teachers primarily rely on individual (one-on-one) tutoring methods to provide language and academic support. Approaches to creating a favorable climate in the classroom and the child's psychological adjustment include practices of promoting respect for different ethnic groups and developing cross-cultural communication skills. Inclusion of parents in the educational process is used in conjunction with all practices with immigrant children used by teachers. In addition, teachers often rely on Tatar language as an intermediary between the migrant children's heritage language and Russian when communicating with them. Most children of immigrants are from Central Asian countries where the languages spoken are Turkic in origin and similar to Tatar--the indigenous language spoken in the Republic of Tatarstan.