ethanporcaro/eric-fulltext-meta huggingface dataset:
Towards the Development of Teachers for the Future
Author: Özsezer, M. Sencer Bulut
Date: 2021-05-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Student Teacher Attitudes,Classroom Techniques,Teacher Behavior,Teacher Education,Teacher Characteristics,Teacher Competencies,Self Concept

The purpose of this research was to examine student teachers' views on the kind of teachers they would like to be. The participants were 51 student teachers at the primary education department of a state university. The views of these student teachers were collected from unstructured reports that they submitted following a one-semester classroom management course in the 5th semester. The qualitative data gained from the reports, specifically the attributes that the student teachers associated with themselves, were analysed in terms of classroom management according to Korthegan's Onion Model using a qualitative content analysis method. The data demonstrate that the participants expressed their opinions mostly regarding classroom environment, behaviour and competency. The reports also present their views about the kind of teachers they would grow into and the teacher behaviour they would like to adopt. The results of the study reveal that the student teacher participants were at the levels of interventionist and interventionist/interactionist control; 2 different approaches to dynamic assessment and classroom management styles. They also used authoritative, educational, behaviour-based, and democratic approaches. The study suggests that, in order for the student teachers to express themselves about their teaching in the layers of belief, identity and mission (inner layers) of the Onion Model, they must be provided with opportunities and experiences.
Learner Discipline in the Post-Corporal Punishment Era: What an Experience!
Author: Obadire, Olufunmilayo Tenidade
Date: 2021-05-00
Type: Journal Articles
Subjects: Discipline,Punishment,Civil Rights,Discipline Policy,Principals,Administrator Attitudes,School Administration,Academic Achievement,Parents as Teachers,Moral Values,Behavior Problems,Advisory Committees,Foreign Countries,Family Environment,Parent School Relationship,Poverty,Peer Influence,Extracurricular Activities,Class Size,Mass Media Effects,Violence,Elementary Secondary Education

Learner discipline is one of the bases of effective teaching and learning. If learners are not well disciplined, schools will not provide the best possible education. Therefore, it is important that good disciplinary measures and procedures be put in place in any school. In this article we investigate how learners in schools are currently being disciplined without violating their human rights. The nature and the causes of learners' disciplinary problems are fundamental. A qualitative data-collection approach was employed in this research. Purposive non-probability sampling was used to select the participants for the study. Experienced educators from school disciplinary committees, Representative Councils of Learners (RCLs) and the school principals of 4 schools were interviewed. We found that the common causes of learners' disciplinary problems varied from school to school. Furthermore, effective school management was found to be at the heart of learner discipline and the general academic performance of the school. We recommend that parents as first teachers should instill values and morals for their children to distinguish right from wrong.
An Analysis of the Learning Performance Gap between Urban and Rural Areas in Subsaharan Africa
Author: Sumida, Sugata
Date: 2021-05-00
Type: Journal Articles
Subjects: Achievement Gap,Reading Achievement,Rural Urban Differences,Student Characteristics,Institutional Characteristics,Family Characteristics,Teacher Characteristics,Performance Factors,Elementary School Students,Grade 6,Foreign Countries

The learning gap between urban and rural areas is a persistent problem in many sub-Saharan African countries. Previous studies have found that the urban-rural learning gap is attributed to the fact that student characteristics and school resources are different in urban and rural areas. Our study updates this finding by using the latest dataset and further examines the changes in the attributed sources over time. Using 15 educational systems in sub-Saharan Africa, we examined 4 potential sources of the gap: student, family, teacher, and school characteristics. Our results reveal that the urban-rural learning gap in recent years is attributed mostly to differences in school and family characteristics. We also found that the attribution remains the same over time from 2004 to 2011 and that the attribution to family characteristics' differences became slightly greater than the one to school characteristics' differences.
Teenage Pregnancies in Bapong Schools, Madibeng Local Municipality: Teachers&apos; Views
Author: Ramalepa, Tshiamo N.
Date: 2021-05-00
Type: Journal Articles
Subjects: Teacher Attitudes,Pregnancy,Educational Legislation,Prevention,Teacher Role,Foreign Countries,Educational Environment,Elementary Secondary Education,Municipalities,Content Analysis,Academic Achievement,Teacher Student Relationship,Teacher Education,School Nurses,Obstetrics,Partnerships in Education

The South African Schools Act 84 of 1996 forbids discrimination against learners based on pregnancy, while the 2007 guideline document, &quot;Measures for Prevention and Management of Learner Pregnancy,&quot; stipulates teachers' role in preventing and managing learner pregnancy. Teachers are, therefore, responsible for pregnant learners in the school environment. In the study, which was conducted in primary and secondary schools in Bapong, we aimed to explore and describe the perceptions of teachers regarding pregnancy of school learners. A qualitative exploratory and descriptive approach with purposive sampling was used. In-depth interviews were used for data collection and content analysis was done through Tesch's approach using open coding. The findings suggest that, despite being against learner pregnancy, teachers are more concerned with the educational success of pregnant learners. They view learner pregnancy as a threat to teachers, other learners and the school environment because they are not trained to deal with pregnancy-related problems. The findings also indicate that the Departments of Health and Education should collaborate in order to initiate a partnership between teachers, school health nurses, and midwives regarding learner pregnancy in schools.
The Predictive Influence of Gender, Onset of Deafness and Academic Self-Efficacy on the Attitudes of Deaf Learners towards Biology
Author: Adigun, Olufemi Timothy
Date: 2021-05-00
Type: Journal Articles
Subjects: Deafness,Gender Differences,Self Efficacy,Biology,Science Interests,Learning Motivation,Science Education,Correlation,Student Attitudes,Questionnaires,Secondary School Students,Public Schools,Reliability,Academic Ability,Foreign Countries

In the study reported on here we examined the attitudes of deaf learners towards biology in Ibadan, Nigeria. Forty-one deaf learners (28 males; 13 females) in the Secondary School II science classes from 3 government-funded secondary schools for the deaf were purposively selected for the study. In the study we adopted a descriptive survey research design of the correlational type. Four research questions were raised and answered. A structured questionnaire, &quot;Deaf Learners and Biology Questionnaire&quot; with a reliability coefficient of 0.81, was used for data collection. Data were analysed with descriptive statistics and inferential statistics of Pearson product moment correlation, multiple regression and t-test at 0.05 level of significance. There was a positively significant relationship between academic self-efficacy and the attitudes of deaf learners towards biology (r = 0.511; p &lt; 0.05); a significant but negative relationship between gender and the attitudes of deaf learners towards biology (r = 0.15; p &lt; 0.05). No significant relationship between the onset of deafness and the attitudes of deaf learners towards biology (r = 0.810; p &gt; 0.05) was observed. A total of 58.1% of the variance of the independent variables accounted for the attitudes towards biology among deaf learners who participated in the study. We conclude that academic self-efficacy has a great effect on the attitude of deaf learners towards biology. Gender contributes to and is inversely proportional to learners' disposition towards biology. In light of the findings, appropriate recommendations are made.
Deep Learning Opportunities in the Geography Classroom
Author: Naidoo, Devika
Date: 2021-05-00
Type: Journal Articles
Subjects: Geography Instruction,Teaching Methods,Discourse Analysis,Classroom Communication,Pedagogical Content Knowledge,Grade 10,Grade 11,High School Students,Lesson Plans,Cognitive Development,Epistemology,Concept Formation,Learning Processes,Racial Differences,Academic Achievement,Foreign Countries,Social Change,Racial Segregation,National Curriculum

From a cognitivist theory stance, domain-specific subject knowledge is necessary for deep learning and cognitive advance. What opportunities for deep learning and cognitive advance are provided in geography classrooms? This analysis of teaching in geography classrooms is framed by the concepts of deep learning, pedagogic discourse, and a curriculum of engagement. This article draws on Grade 10 and 11 lessons observed, recorded, transcribed, analysed and qualitatively interpreted. Analysis of pedagogic discourse shows diminished opportunities for deep learning and cognitive advance. Geography is being taught in less elaborated ways and more for compliance, thereby hindering deep learning of the epistemic structure of geography. Furthermore, surface features of the curriculum including knowledge as &quot;given&quot; have displaced attention to underlying principles and conceptual meanings. These practices deny learners access to deep learning of powerful knowledge. Implications for social equality and teacher education are raised.
Assessing Students&apos; Mathematics Achievement and Mathematical Creativity Using Mathematical Creative Approach: A Quasi-Experimental Research
Author: Abdul Hamid, Nor Haniza bt
Date: 2021-04-00
Type: Journal Articles
Subjects: Mathematics Achievement,Mathematics Instruction,Instructional Effectiveness,Teaching Methods,Creativity,Creative Development,Correlation,Secondary School Students,Adolescents,Foreign Countries

There is an abundance of literature highlighting the need to focus on enhancing students' creativity in the classroom. This research aimed to determine the impact of the Mathematical Creative Approach (MCA) on mathematical creativity and mathematics achievement among students and to explore the relationship between mathematical creativity and achievement in mathematics. A quasi-experimental research design was employed for the study that included a total of 64 Form Four students from schools in Kuala Lumpur; 32 students in the intervention group and 32 students in the comparison group. The findings showed that those participants who were exposed to MCA reported significant positive changes in both outcome variables (mathematical creativity and mathematics achievement) as compared with those from the control group. Based on the results, there was also a high correlation between mathematical creativity and mathematics achievement. The research revealed that MCA has enormous capabilities to promote creativity; hence it should be integrated into pedagogical approaches to foster higher-quality learning among students. Additionally, the research results may serve as a guide for educators in Higher Learning institutions to design innovative curriculum for pre-service mathematics teachers, especially those being trained to integrate creativity and character development into student learning.
The Influence of Local Worldview Presuppositions on Learners&apos; Conceptions of Selected Mechanics Topics
Author: Fakudze, Cynthia
Date: 2021-05-00
Type: Journal Articles
Subjects: World Views,Secondary School Students,Grade 11,Beliefs,Indigenous Knowledge,Social Environment,Cultural Influences,Science Education,Scientific Concepts,Concept Formation,Mechanics (Physics),African Culture,Achievement Tests,Rural Schools,Foreign Countries

The study is situated within a worldview theory as espoused by socio-cultural constructivists. Science classrooms in secondary schools in Swaziland are culturally largely homogeneous where learners and their teachers have a strong grounding in traditional Swazi culture. The aim of this study was to investigate whether the conceptions held by Grade 11 learners of selected mechanics topics were influenced by the worldview presuppositions prevalent in their socio-cultural environment. The learners were exposed to a socio-culturally-based teaching/learning strategy that integrated selected indigenous knowledge presuppositions into school science. The learners were given a pre-and post-physics achievement test (PAT). At the end of the intervention, a focus group interview was conducted with some of the learners. Data on selected PAT questions were analysed quantitatively and qualitatively. The learners' responses to the focus group interview and the PAT's open-ended questions were analysed at a later stage using the Ogunniyi's Contiguity Argumentation Theory (CAT). The findings of the study show that the learners' post-conceptions on selected mechanics topics were influenced by their local worldview presuppositions and could be analysed according to the CAT worldview categories.
The Influence of Korean University Students&apos; Contact Experience with North Korean Refugee Students on Social Identity and Integrated Conflicts
Author: Kyung-Hwa, Lee
Date: 2021-04-00
Type: Journal Articles
Subjects: Self Concept,Intergroup Relations,Foreign Countries,Undergraduate Students,Refugees,Conflict,Correlation,Leadership Training,Camps,Program Development,Student Attitudes,Peer Relationship,Social Systems

This study investigated the influence of South Korean university students' contact experiences with North Korean refugee university students on social identity and integrated conflicts. The study was conducted with students in years 1-4 of university enrolled in S University in Seoul. Data from 446 participants were gathered. Pearson's correlation analysis was conducted to determine the relationship between college students' contact experience with North Korean defector students, with variables of social identity and integrated conflict included. In addition, a t-test was conducted to analyse the differences in social identities and integrated conflicts according to whether or not college students participated in a unification leadership camp and whether or not they attended lectures related to unification. This study found significant correlations between variables such as contact experience, social identity and integrated conflicts. In addition, an increase in experiences between North Korean defectors and South Korean university students had a positive effect on social identity and negatively affected integrative conflict. In addition, there was no difference in social identity and integrated conflicts according to whether or not students participated in the Unification Camp or attended lectures related to unification. The results of this study will contribute to the development of programs and course openings to increase social identity and reduce integrated conflicts by expanding the contact experience between South and North Korean college students.
Adapting an Evidence-Based Early Childhood Tier 2 Social-Emotional Learning Intervention for Web-Based Delivery
Author: Granger, Kristen L.
Date: 2021-09-00
Type: Journal Articles
Subjects: Early Childhood Education,Evidence Based Practice,Preschool Education,Preschool Teachers,Intervention,Web Based Instruction,Delivery Systems,Feedback (Response),Faculty Development,Behavior Problems,Positive Behavior Supports,Usability,Feasibility Studies

The purpose of this article is to describe the adaptation process of an evidence-based early childhood Tier-2 intervention program, BEST in CLASS-Prekindergarten, from a face-to-face format to a web-based delivery format called BEST in CLASS-Web. We describe the three-phase iterative development process used to adapt the parent program for delivery via the web. Activities in these phases included focus groups, interviews, an expert panel review, alpha and beta testing (Phase 1), feasibility testing (Phase 2), and a pilot promise study (Phase 3). Each phase included a series of refinements and improvements to materials based on data and stakeholder feedback. Lessons learned and implications for developing and implementing professional development services via online platforms are discussed.
Evaluation of the Super League Team&apos;s Competition Analysis before and after the COVID-19 Outbreak Is Given
Author: Sever, M. Onur
Date: 2021-00-00
Type: Journal Articles
Subjects: Team Sports,Athletes,Competition,Performance Factors,Exercise,Physical Activity Level,Training Methods,Program Effectiveness,Body Weight,COVID-19,Pandemics,Physical Fitness,Foreign Countries

The paper is aimed to determine whether there is a loss of performance by comparing the competition values of the Super League team before and after the COVID-19 epidemic. In order to reduce the performance losses of the athletes due to lack of training, 60-75 minutes of self-weight training was applied during the quarantine period. Paired t test was used for statistical analysis. A statistically significant difference was found in the Total Distance, High Intensity Distance, Sprint Distance, High Speed Distance, Number of High Intensity Runs, Number of Sprints, Number of High Speed Runs, Average Speed, Total Distance in Possession, Total Distance Out of Possession, Total Distance Ball Out of Play, High Intensity Distance in Possession, High Intensity Distance Out of Possession, High Intensity Distance Ball Out of Play, Sprint in Possession, Sprint Out of Possession, Sprint Ball Out of Play, High Speed Distance in Possession, High Speed Distance Out of Possession, High Speed Distance Ball Out of Play values of the athletes compared to p &lt; 0.05. As a result, it has been observed that the training of super league football players with their own body weight during the quarantine period positively affects their performance during the season.
Examining the Perceived Sports Literacy of Physical Education Teachers, Trainers and Sports Managers in Terms of Various Variables
Author: Demir, Meral
Date: 2021-00-00
Type: Journal Articles
Subjects: Physical Education Teachers,Trainers,Athletics,Knowledge Level,Test Validity,Test Reliability,Physical Activity Level,Psychomotor Skills,Gender Differences,Health Behavior,Life Style,Administrators,Occupations,Team Sports,Self Efficacy,Self Esteem,Communication Skills

Introduction and Purpose: UNESCO stated that literacy in the most general sense should include not only reading and writing, but also components of knowledge, thinking, communication, language, culture, and social practice (as cited in Lounsbery &amp; McKenzie 2015). The main purpose of this study is to examine the perceived sports literacy of physical education teachers, trainers, and sports managers in terms of various variables. Furthermore, the validity and reliability level of the scale used in the study, developed by Sum et al., (2016) and adapted into Turkish by Ülker (2019), is examined in the subject group. Method: 103 physical education teachers, 55 trainers and 28 sports managers working in Manisa participated in the study. The &quot;Perceived Sports Literacy Scale&quot; (PSLS) and &quot;Personal Information Form&quot; were used to obtain the data. The data were evaluated using the Mann-Whitney test and Kruskal-Wallis test, internal consistency for reliability, and exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) for construct validity. Results: The gender and team supporter variables did not make a difference to PSLS scores. PSLS scores in all sub-dimensions were found to be higher and significant for those who did regular physical activity (RPA) compared to those who did not, while &quot;confidence in psychomotor knowledge and ability&quot; and &quot;communication and lifelong sports consciousness&quot; scores of trainers were found to be higher and significant compared to those of other occupational groups. As a result of the EFA and CFA analysis, it was seen that the scale was divided into 17 items and 3 sub-dimensions. Conclusion: It was concluded that doing RFA and being a trainer were effective in having higher PSLS scores than those of other participants, while the gender and team supporter variables were ineffective. The scale is a measurement tool that provides psychometric qualities to measure the sports literacy levels of sports sector employees.
Textbook Reliance: Traditional Curriculum Dependence Is Symptomatic of a Larger Educational Problem
Author: Scott, Timothy
Date: 2021-00-00
Type: Journal Articles
Subjects: Conventional Instruction,Textbooks,Curriculum Development,Achievement Gap,Equal Education,Disadvantaged,Barriers,State Standards,Standardized Tests,Accountability,Educational Finance,Professional Development,Public Education,Elementary Secondary Education

The complexities of adapting traditional educational courses to a virtual setting highlighted numerous inequalities within the current United States' K12 school system. Students in low socioeconomic communities have suffered a more significant academic slide in core competencies due to poor lesson integration, online learning fatigue, poor learning environments, and low technological proficiency. Policymakers, believing achievement gaps result from teaching performance, have argued for additional academic controls that promote rigorous standardized instruction to reduce existing achievement gaps. However, a state-mandated textbook-driven curriculum that prioritizes test-taking strategies will only exasperate previous educational deficiencies. As numerous schools face significant financial constraints, technological and resource investment is severally limited, and teacher professional development is marginalized. Without appropriate tools or skills to adapt curriculum, classes devolve into simple rote-learning of textbook content lacking any semblance of differentiated instruction. Students in impoverished communities disassociate with taught content as textbooks lack a multicultural presentation; thus they perceive school environments as unwelcoming and hostile towards their lived-experiences. Performance-based funding through high-stakes accountability further incentifies underfunded schools to abandon student-centric learning designs and prioritize a textbook dependent 'one-size-fits-few' strategy to avoid sanctions to meet state benchmarks. While a return to traditional classroom instruction may signal a return to normal, without increased state funding, reduced emphasis on standardized testing, improved teacher professional development, and incorporation of multivoiced textbooks, a return to normal will additionally signal a return to existing educational inequalities in the US.