ethanporcaro/eric-fulltext-meta huggingface dataset:
A Linguistic Analysis of Spelling Errors in Grade 3 isiXhosa Home-Language Learners
Author: Daries, Mikaela A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Spelling,Error Patterns,African Languages,Grade 3,Elementary School Students,Native Language,Phoneme Grapheme Correspondence,Teaching Methods,Alphabets,Case Studies,Foreign Countries,Literacy

Background: Spelling is a vital component of literacy. This is because spelling includes multiple metalinguistic components, such as phoneme-grapheme awareness, orthographic awareness and morphophonemic knowledge. Despite this, there remains, to date, insufficient literature on spelling in the Southern Bantu languages and, more specifically, in isiXhosa. Objectives: This study explores the nature of spelling among Grade 3 isiXhosa home-language learners and provides a linguistic analysis of the types of errors produced by these learners. Method: Data were collected from 51 isiXhosa home-language learners using a carefully designed isiXhosa spelling task, which included both real and pseudowords. Results: The findings showed that grapheme complexity was a significant predictor of spelling error production in isiXhosa. Furthermore, the main error type for both real words and pseudowords was errors of omission, specifically (&quot;n&quot;) in nasal blends and (&quot;h&quot;) in aspirated digraphs. Conclusion: While the isiXhosa orthography is transparent, and thus relatively predictable in decoding, its agglutinative, conjunctive character coupled with the existence of a number of complex graphemes presents a greater challenge for spelling. This supports the need for targeted instruction of complex graphemes in isiXhosa pedagogical practice to improve encoding skills.
Critical Reading Perceptions and Practices of English First Additional Language Learners in Gauteng, Tshwane South District
Author: Olifant, Tilla
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Reading,English (Second Language),Second Language Learning,High School Students,Critical Literacy,Cultural Context,Literacy,Employment Opportunities,Second Language Instruction,Student Attitudes,Reading Comprehension,Self Evaluation (Individuals),Foreign Countries,Correlation

Background: Apart from being a knowledge-gaining commodity, critical literacy is believed to be a practice that exists between people, groups and communities in a sociopolitical and cultural context. It is assumed that without strong literacy skills, post-secondary education and employment options are limited. It is thus against this background that this investigation focused on the critical reading perceptions and practices of Grade 8 English First Additional Language (FAL) learners from two high schools in Gauteng, Tshwane South district. Objective: The study investigated Grade 8 learners' critical reading self-perceptions and practices in the English FAL classroom. Method: A quantitative research approach based on a non-experimental descriptive design was used. The purposively selected research sample consisted of 166 Grade 8 English FAL learners from two high schools in Gauteng, Tshwane South district. Data were collected through the use of a survey questionnaire, as well as a critical reading comprehension activity measurement and evaluation instrument. The Statistical Package for the Social Sciences (SPSS) version 25 was used to analyse data solicited through the survey questionnaire and reading comprehension activity. Specifically, the Spearman's correlation coefficient of variables was used to indicate if there was any relationship between the learners' reading perceptions and their reading practices. Results: The results showed that although learners' self-perceptions indicated that they could critically analyse texts, the critical reading comprehension activity measurement and evaluation instrument revealed that learners were unable to apply most of the critical reading strategies they claimed to be using. Thus, learners' perception about their critical reading ability was not automatically an accurate indicator of their actual reading practice ability. Conclusion: The findings from this study re-emphasise the reading crisis that is prevalent within the South African reading literacy landscape. A devastating conclusion that was arrived at, was that because learners did not engage critically in classroom reading, the Grade 8 English FAL learners from the participating schools contributed to the existing reading crisis in South Africa.
Exploring Kindergarten Teachers&apos; Perspectives in Parental Involvement in the Philippines
Author: Bartolome, Melissa Tiglao
Date: 2020-00-00
Type: Journal Articles
Subjects: Kindergarten,Preschool Teachers,Teacher Attitudes,Teacher Role,Parent Participation,Parent Teacher Cooperation,Family School Relationship,Homework,Young Children,Foreign Countries

In this descriptive qualitative study, parental involvement is the partaking of families on the learning and holistic development of children at home and in school on teachers lens and a part of a larger study. Teachers' perspective is imperative in developing a school-facilitated parental involvement framework in the Philippine context. The researcher used document analysis and interview to gather data. Data were analyzed using content and thematic analysis. Results revealed four themes: (1) meaningful home-school communication; (2) collective in-school engagement; (3) structural at-home learning support; and (4) refining teachers' capacity. These results can be used as an input in developing a school-facilitated parenting involvement framework that encompass the contribution of teachers in planning, developing, and evaluating parental involvement programs which future researchers can also use in their studies. It is important that teachers especially early childhood educators should understand parental involvement and recognize its positive effects to the teaching and learning process.
Managing Teaching Approach in Early Childhood Care Education towards Skill Development in Nigeria
Author: Abdullahi
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Early Childhood Education,Child Care,Young Children,Student Centered Learning,Active Learning,Thinking Skills,Skill Development,Correlation,Public Schools,Foreign Countries

This study embarked on managing teaching approach in early childhood care education towards skill development in Nigeria. This study determined the relationship between learner-centered approach, active learning, higher-order thinking and skill development of early childhood care education learners in Northcentral zone, Nigeria. Quantitative research designed was used for this study. Stratified random sampling technique was used to select 338 head teachers and 361 teachers making a total number of 699 participants in public primary school with early childhood care education centre. Data was collected using Managing Teaching Approach in Early Childhood Care Education and Skill Development Questionnaire (MTAECCESDQ). Pearson product moment correlation coefficient and linear regression analysis were used to analyze the data collected. The findings show that learner-centered approach, active learning and higher-order thinking were positively and significantly correlated with skill development. Therefore, it was recommended that head teacher should continue to encourage the teachers to make use of learner-centered approach so as to improve learners' retention of knowledge and promote personalized learning and development. Also, head teachers and teachers should continue to inspire learners to participate in active learning in order to improve their critical thinking. Furthermore, the teachers should continue to guide learners to develop effective higher-order thinking so as to develop flexibility in thinking and reasoning skills to achieve early childhood care educational goals and objectives in Nigeria.
Research on Preparing Preservice Mainstream Teachers for Linguistically Diverse Classrooms
Author: Mills, Tammy
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Diversity,English Language Learners,Teacher Competencies,Teacher Education Programs,Equal Education,Teacher Attitudes,Teaching Methods,Power Structure,Social Bias,Elementary Secondary Education,Minority Group Students,Educational History,Bilingual Education,Educational Legislation,Second Language Learning,State Legislation,Federal Legislation,English (Second Language),Cultural Awareness,Study Abroad,Educational Research,Social Influences

Despite an increasing number of English-language learners (ELLs) in U.S. schools and a trend toward placing them in mainstream classrooms, relatively little attention has been paid to synthesizing and appraising the extant research on how future mainstream teachers are prepared to teach this student population. To shed light on this topic, the article analyzes the limited but expanding body of research on the preprofessional preparation of mainstream teachers for linguistically diverse classrooms. The authors found that between 2000 and 2018, teacher educators experimented with a variety of pedagogical strategies, most of which situated learning to teach ELLs in diverse classrooms, schools, and communities--both in the United States and elsewhere. The authors conclude that despite having equity goals and including a variety of pedagogically rich ideas for preparing future mainstream teachers to teach ELLs, the vast majority of the studies leave unquestioned the power dynamics that sustain existing educational and social inequalities, thereby perpetuating the status quo.
Teacher Identity Making, Shifting, and Resisting: The Case of Two Former Teach for America Corps Members
Author: Mawhinney, Lynnette
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Recruitment,Alternative Teacher Certification,Beginning Teachers,Professional Identity,Faculty Mobility,Teacher Attitudes,Self Concept,Teaching Experience,Resistance (Psychology)

This article explores the development of teaching identity among Teach for America (TFA) corps members through the use of storied experience. Grounded in a conceptual framework of intersectional identities, specifically Gee's notions of &quot;institution-identity&quot; and &quot;affinity-identity,&quot; we consider the storied experiences of two former classroom teachers (referred to as teacher leavers) who entered the profession through the TFA alternative certification pathway. Although both teacher leavers followed the TFA pathway into the classroom and ultimately left teaching, they constructed their identities in unique and at times opposing ways, with consequences for their ultimate career pathways. We consider issues of resistance and return in examining the implications of TFA's identity model on the teachers themselves and the larger teaching profession.
Personal Adjustment, Language Acquisition and Culture Learning in Short-Term Cultural Immersion
Author: Jones, Mary Elaine
Date: 2019-00-00
Type: Journal Articles
Subjects: Adjustment (to Environment),Cultural Awareness,Second Language Learning,Study Abroad,Anxiety,Student Attitudes,Measures (Individuals),Spanish,Cultural Differences,Immersion Programs,Foreign Countries,Culture Conflict,College Students

This study describes how length of stay in a foreign country influenced personal adjustment, language acquisition, and culture learning among a convenience sample of 150 United States student volunteers participating in a short-term cross-cultural living/learning situation in Mexico. Short-term was defined as two, four; six, eight, or ten weeks. Five instruments measured anxiety and discomfort, expectations of cultural difference, changes in group membership, personal health, and language placement over the five time periods. Improvements occurred in personal adjustment, language acquisition, and culture learning for all learners regardless of length of stay, supporting short- term immersion as a viable strategy for culture and language learning. [Note: This article is reprinted (with updated format and editing) from the archives of the Phi Beta Delta International Review, Volume X, Spring 2000, pp. 33-48.]
Impact on Teacher Beliefs about Emergent Bilinguals&apos; Mathematical Learning
Author: I, Ji Yeong
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Bilingualism,Online Courses,Culturally Relevant Education,Teaching Methods,Mathematics Instruction,Cognitive Ability,Academic Language,Cultural Background,Preservice Teachers,Student Attitudes,English Language Learners,Faculty Development,Kindergarten,Elementary Secondary Education

We investigated how an online course designed for teachers to learn how to teach mathematics for emergent bilinguals influenced teachers' beliefs toward emergent bilinguals, especially in terms of culturally responsive mathematics teaching. Using qualitative pre- and post-surveys and the modified culturally responsive mathematics teaching framework, we examined 27 teachers' responses within five domains: cognitive demand, mathematical discourse, power and participation, academic language support, and funds of knowledge. The results showed both preservice and inservice teachers began to shift their beliefs from deficit to asset-based views.
Informing Programmatic-Level Conversations on Mathematics Preservice Teachers&apos; Problem-Solving Performance and Experiences
Author: Nielsen, Maria
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Problem Solving,Word Problems (Mathematics),Mathematics Education,Middle School Mathematics,Secondary School Mathematics,Educational Experience,Undergraduate Study,Performance Factors,Program Effectiveness,Knowledge Level

Problem solving is an important aspect of the mathematics classroom and teachers should work to promote problem solving in their classrooms. The purpose of this explanatory mixed-methods study was to examine mathematics preservice teachers' (PSTs) problem-solving performance and connect it with their K-12 and tertiary education problem-solving experiences. The present study is part of a research agenda involving the development and uses of the Problem-Solving (PSM) series. Research conducted in the present study was done within the context of a mathematics teacher education program evaluation and made connections between mathematics content and education faculties. PSTs from one mathematics teacher education program completed one problem solving measure from the PSM series. PSTs were also representatively sampled to participate in a structured interview investigating their problem-solving experiences. Based upon results from this study, we drew the conclusion that PSTs in this teacher education program need more problem-solving experiences in their education to prepare them for their future classrooms.
Study of the Effectiveness of Brain Exercise Training and Intensive Short-Term Dynamic Psychotherapy (ISDTP) on Emotional Self-Awareness of Mothers with Mentally Retarded Children in Ahvaz
Author: Ghanavati, Maryam
Date: 2020-08-00
Type: Journal Articles
Subjects: Intellectual Disability,Mothers,Children,Brain,Training,Psychotherapy,Program Effectiveness,Emotional Development,Foreign Countries,Coping,Self Management,Mental Health

Nowadays, study of the conditions of families with mentally retarded children, especially their mothers, is of great interest to researchers. Therefore, the present study aimed to investigate the Effectiveness of Brain Exercise Training and Intensive Short-Term Dynamic Psychotherapy (ISDTP) on Emotional Self-Awareness of Mothers with Children with Mentally Retarded Children in Ahvaz in the spring 2020. The statistical population of the study included all mothers of mentally retarded children in Ahvaz who were selected by available sampling method of 45 mothers and were divided into three groups of 15 (two experimental groups and one control group) by lot. The research design was experimental with pre-test and post-test with control group. The instruments used were Grant et al. (2002) Emotional Self-Awareness Questionnaire, which were completed in two stages before the intervention and at the end of the intervention . The results of the study using multivariate analysis of covariance and Bephroni post hoc test showed that the groups of brain exercise training and short-term dynamic psychotherapy in comparison with the control group are effective in increasing the emotional self-awareness of mothers of mentally retarded children. The results also showed that both methods are effective in increasing emotional self-awareness.
Measurement of the MOOC Phenomenon by Pre-Service Teachers: A Descriptive Case Study
Author: Gómez-Galán, José
Date: 2020-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Open Education,Preservice Teachers,Student Attitudes,Affordances,Barriers,Access to Education,Cost Effectiveness,Student Evaluation,Foreign Countries,Social Networks,Distance Education

The main objective of this research is to establish the measurement of pre-service teachers on the MOOC phenomenon, one of the most important manifestations within the processes of on-line education that have emerged under the protection of the digital paradigm. The research methodology used was of an exploratory, qualitative, and descriptive nature. It falls within the generic scope of qualitative research methods of an ethnographic nature through the analysis of learning objects and interventions in the network. The sample (n = 218) was composed of students from the educational field, who took a subject focused on ICT applied to education, over several academic years. Using the edublog as a digital and documentary source, a total of 1962 frequencies were collected referring to the advantages (1052 frequencies) and limitations (910 frequencies) that they determined when carrying out these courses. As main results, it is worth mentioning that pre-service teachers consider MOOC courses valuable as teaching models in socio-educational contexts. They offer unquestionable advantages such as free of charge usage, training for disadvantaged groups, flexible hours, etc. However, their disadvantages are also important. For example, it is considered that these courses do not adequately follow up on the student, that the materials they offer are not very innovative, or also that the evaluation of the learning is inadequate. It is interesting to note that the main problems identified are of a pedagogical, not technical, nature.
All Inclusive?! Empirical Insights into Individual Experiences of Students with Disabilities and Mental Disorders at German Universities and Implications for Inclusive Higher Education
Author: Bartz, Janieta
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Higher Education,Students with Disabilities,College Students,Equal Education,Access to Education,Barriers,Age Differences,Gender Differences,Academic Support Services,Instructional Materials,Accessibility (for Disabled),COVID-19,Pandemics,School Closing,Online Courses

In the context of the ratification of the UN Convention on the Rights of Persons with Disabilities (CRPD), the German Rectors' Conference has expressed the goal of empowering inclusive education at German universities. The German study &quot;beeinträchtigt studieren&quot; from 2018 indicates that the situation of disabled university students needs to be improved (1). The present case study uses a mixed-methods approach to re-examine the situation of disabled students against the background of individual narratives. One important focus is on accessibility in teaching (2). The study shows that students with disabilities have to deal with many special barriers, among them learning environments, learning materials, and attitudes of teachers--a situation that is further exacerbated by the COVID-19 pandemic (3). Given the results, the question arises as to what measures are useful in ensuring that students do not suffer from stigmatizing or discriminatory experiences during their studies (4). There is a need for further training and development of inclusive teaching methods, such as the Universal Design for Learning (5).
E-Learning Critical Success Factors during the COVID-19 Pandemic: A Comprehensive Analysis of E-Learning Managerial Perspectives
Author: Alqahtani, Ammar Y.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Educational Technology,Electronic Learning,Blended Learning,Teaching Methods,Readiness,Administrator Attitudes,Distance Education,Online Courses,Higher Education,Homework,Video Technology,Synchronous Communication,Asynchronous Communication,Conventional Instruction,Student Characteristics,Teacher Characteristics,Educational Environment,Instructional Design,Technological Literacy,Cooperation,Knowledge Management

During the COVID-19 pandemic, educational institutions were shut down all over the world, which impacted over 60% of students and caused a massive disruption of the education system. The goal of this paper was to identify the critical success factors for E-learning during COVID-19 using the multi-criteria Analytic Hierarchy Process (AHP) and Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) techniques to enhance the educational process. Data were generated by interviewing 69 E-learning managers in educational institutions during COVID-19 based on defined evaluation criteria and E-learning approaches through several channels. We found that technology management, support from management, increased student awareness to use E-learning systems, and demanding a high level of information technology from instructors, students, and universities were the most influential factors for E-learning during COVID-19. Among the five learning systems, blended learning was the most suitable learning system to practice. These results demonstrated that, regardless of how extraordinary the technology is in an educational institution, the readiness of E-learning execution played a large role in boosting the educational process during the COVID-19 pandemic.
The Effect of Digital Economy and Artificial Intelligence on the Participants of the School Educational Process
Author: Vinichenko, Mikhail V.
Date: 2020-08-00
Type: Journal Articles
Subjects: Artificial Intelligence,Educational Technology,Technology Uses in Education,Teacher Characteristics,Age Differences,Teaching Experience,Intellectual Disciplines,Teacher Role,Student Role,Teacher Attitudes,Personality Traits,Computer Mediated Communication,Foreign Countries,COVID-19,Pandemics

The article examines the nature of the effect of the digital economy and artificial intelligence on the participants of the school educational process. The study deploys a Likert scale questionnaire, focused interview, and IBM SPSS Statistics 22 as the main instruments. The authors determine the status of a teacher in the AI-teacher system and identify the nature of AI's influence on the students and communication within the teacher-student-teacher system. Support is provided for the hypothesis suggesting that the effect of the digital economy and AI on the participants of the school educational process (teachers and students) is complex and controversial and causes the differences in the teachers' positions depending on their age, working experience, and the subject of specialization. The primary advantage of the article is the identification of stable relationships in the teacher-student-teacher system developing with the help of AI. The study indicates the teacher's advantage over AI in teaching technique and social influence, as well as the negative effect of AI on students' health. For the first time, the authors examine the nature of role changes in the AI-teacher system in the context of a global pandemic. The danger of AI replacing teachers with the help of teachers themselves is identified. The acquired results may be used by theorists and practitioners for further development of the foundations of the system of education and human interaction with AI in the digital economy.