ethanporcaro/eric-fulltext-meta huggingface dataset:
Final-Year Teacher Training Students' Perceptions of THRASS
Author: Condy, Janet
Date: 2010-00-00
Type: Journal Articles
Subjects: College Seniors,Student Teacher Attitudes,Handwriting,Reading Skills,Spelling Instruction,Mixed Methods Research,Questionnaires,Focus Groups,Interviews,Preservice Teacher Education,Preservice Teachers,Literacy,Achievement Gap,Teaching Methods,Educational Practices,Foreign Countries

Our purpose was to see if THRASS (Teaching Handwriting, Reading and Spelling Skills) is a programme that should be taught to Foundation Phase (FP) and Intermediate/Senior Phases (ISP) pre-service teachers at the Cape Peninsula University of Technology (CPUT). The term &quot;literacy&quot; is defined as an evolving, developing and complex concept, not only because it describes a set of practices, but also because it is context-driven. The THRASS programme is fundamentally for teaching phonics, and is described as being at the &quot;word&quot; level teaching of literacy. We argue that word level teaching should be done in context and within texts. A mixed method research design was used in order to provide better understandings and answers to the research question: What are the BEd 4 students' perceptions of THRASS? A questionnaire and two focus group interviews were used to gather data. Qualitative data were analysed, using an inductive approach. The findings confirm that pre-service teachers going to teach in schools feel prepared to teach reading, but not spelling or creative writing.
From Policy to Practice: Education Reform in Mozambique and Marrere Teachers' Training College
Author: Guro, Manuel
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Policy,Educational Practices,Educational Change,Foreign Countries,Teaching Methods,Interdisciplinary Approach,Case Studies,Teacher Education,Global Approach,Correlation,Economic Factors,Observation,Knowledge Base for Teaching,Academic Achievement,College Seniors,Statistical Analysis

The Mozambican government has introduced reforms of basic education, notably the introduction of interdisciplinarity, learner-centredness and new teaching pedagogies. This is a case study of how these curriculum reforms have been implemented at Marrere Teachers' Training College. We conducted interviews with lecturers, observed their teaching practices, and studied student results to assess teaching outcomes. The study is grounded in the literatures on educational change and globalization. The problems of policy and practice have focused attention on bottom-up and top-down research, and hybrid approaches. The study of globalization has highlighted the relationship between curriculum change and the world economy. There is a paucity of research on how these developments have affected underdeveloped countries. We found that practical issues influence implementation. Lecturers did not understand the meaning of interdisciplinarity. They could, however, articulate the meaning of learner-centredness. Lesson observations showed they did not implement it. Against the backdrop of these inter-related factors, final year students performed poorly in examinations. These analyses show the complexities of the moving from policy to practice, and the global to the local.
Victims of Educator-Targeted Bullying: A Qualitative Study
Author: de Wet, Corene
Date: 2010-00-00
Type: Journal Articles
Subjects: Victims,Bullying,Interviews,Qualitative Research,Content Analysis,Verbal Communication,Nonverbal Communication,Aggression,Violence,Parent Teacher Cooperation,Teacher Student Relationship,Antisocial Behavior,Foreign Countries,Teacher Attitudes,Administrator Attitudes,Elementary School Teachers,Secondary School Teachers

I report on findings emanating from in-depth personal interviews with victims of educator-targeted bullying (ETB). Qualitative content analysis was used to analyse the narratives. The findings indicate that the victims of ETB were exposed repeatedly over time to verbal, non-verbal, psychological, and physical abuse during and after school hours. ETB had a negative influence on the victims' private lives, as well as on teaching and on learning. Lastly, I found that ETB may lead to a breakdown of relations between victims and the bullies' parents and the members of the community in which schools are situated.
A Feminist Post-Structuralist Analysis of an Exemplar South African School History Text
Author: Fardon, Jill
Date: 2010-00-00
Type: Journal Articles
Subjects: Feminism,Foreign Countries,Gender Bias,Textbooks,Content Analysis,History Instruction,Females,Instructional Innovation,Gender Differences,Masculinity,Questionnaires,Secondary School Teachers,Qualitative Research,Case Studies

A feminist post-structuralist perspective offers an alternative paradigm for the study of gender bias in History texts. It focuses on multiple perspectives and open interpretation, opens up space for female voices of the past and present, and deconstructs realist historical narrative. Our aim in this article is to discuss feminist post-structuralism as an innovative approach to History as a school subject, and to demonstrate its implications for the analysis of school History texts. We seek to identify and expose biases that marginalise women in school History texts and contribute to correcting these. Additionally, we seek to develop new knowledge for understanding gender differences. An example of the empirical application of the feminist post-structuralist perspective is provided. The exemplar text analysed supports masculine historical narrative, using a neutral and naturalising style, and renders women and the feminine meaning invisible. It is suggested that non-traditional forms of writing will help to dislodge the inherent hegemony in History texts and challenge the masculine status quo in school History texts.
School-Based Assessment: The Leash Needed to Keep the Poetic &quot;Unruly Pack of Hounds&quot; Effectively in the Hunt for Learning Outcomes
Author: Reyneke, Maryna
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Assessment,High Stakes Tests,English (Second Language),English Teachers,Public Schools,Secondary School Teachers,Questionnaires,Statistical Analysis,Qualitative Research,Teacher Attitudes,Educational Objectives

The problem with assessment in South African public schools persists. In 2008 thousands of candidates taking South Africa's first ever National Certificate Examination could not be resulted because of a failure to report school-based assessment (SBA) tasks. Only 62.5% of candidates prepared for the final external examination through a process of continuous SBA passed. In 2009 the pass rate dropped to a new low of 60.7%, which begs the question: why is SBA not serving its purpose of enhancing learning and preparing candidates for the high stakes external examinations? We focus on English First Additional Language (EFAL) teachers' perceptions of SBA in the Further Education and Training (FET) band and the challenges they face with the implementation of the curriculum that calls for drastic changes in assessment practice.
Exploring a Secondary School Educator's Experiences of School Violence: A Case Study
Author: Bester, Suzanne
Date: 2010-00-00
Type: Journal Articles
Subjects: Case Studies,Violence,Foreign Countries,Teacher Attitudes,Systems Approach,Teaching Experience,Secondary School Teachers,Educational Environment,Qualitative Research,Interviews,Victims,Student Behavior,Behavior Problems,Aggression,Secondary School Students,Blacks,Females

In an increasingly violent society, South African secondary school educators often need to manage violent learners. In the context of a challenging and uniquely South African educational environment, managing this escalating violence often leaves educators battling to cope with increasing demands for learner performance in the midst of an inherited culture of violence and intimidation that spills over into the classroom. We attempt to explore, from an interpretive perspective, the experiences of an educator in a violence-affected educational setting. This includes the educator's perceptions of the causes, nature and results of violence. The article also unveils the educator's emotional experience and her perceptions of what contributes to the violence.
Using Blogs to Improve Professional Competencies among Undergraduate Students
Author: Rosselló, Maria
Date: 2017-06-00
Type: Journal Articles
Subjects: Undergraduate Students,Electronic Publishing,Web Sites,Diaries,Competence,Practicums,Technology Uses in Education,Educational Technology,Competency Based Education,Hypothesis Testing,Student Attitudes,Mixed Methods Research,Preservice Teacher Education,Early Childhood Education,Foreign Countries,Questionnaires,Personal Autonomy,Reflection,Program Effectiveness,Knowledge Level,Technical Support

Advances in information and communication technologies, and the introduction of competency-based educational approaches promoted as a result of the participation of universities in the construction of the European Higher Education Area (EHEA) are demanding urgent changes in teaching methodologies and in the role of students. In this context the article proposes and assesses how blogs can become a useful learning tool for the acquisition of professional competencies. Students were asked, after opening a personal blog, to introduce the activities carried out in class as well as their reflections on the Practicum period, and to use labels as an element of self-reflection on the degree of acquisition of the competencies worked on. In order to assess the experience, a self-report questionnaire was used, which was completed by 82 students. This information is complemented with an analysis of the contents published in the blogs. Among the results obtained it is worth highlighting that students did not always have extensive knowledge of blogs as a technological tool, a fact that must not be overlooked if blogs are to be included in university courses. The study also showed that participating students valued blogs as a valid instrument for the acquisition of professional competencies, were satisfied with the teaching-learning-teaching process achieved, and recommended their use at university level. Highlights: Blogs are a support to reflect on the acquisition of professional competencies. The use of labels gives guidance to students on the acquisition of their competencies. Blogs have potential benefits as interactive and communicative tools. Feedback from teachers helps students increase their professional competencies.
Storyline-Based Videogames in the FL Classroom
Author: Casañ-Pitarch, Ricardo
Date: 2017-06-00
Type: Journal Articles
Subjects: Video Games,Educational Technology,Technology Uses in Education,Second Language Instruction,Teaching Methods,Literature Reviews,Student Motivation,Story Telling,Simulated Environment

The use of videogames in the foreign language (FL) classroom seems to be gradually increasing nowadays. TICs are making the lives of educators easier and their teaching methods more effective; these positive experiences make that researchers in this field are constantly introducing and developing new teaching methods and electronic applications. This paper explores the use of storyline-based videogames in the FL classroom in order to enhance students' learning process and their communication outcomes through interactive and engaging tasks that may raise their motivation. This paper is a literature review which concerns the use of supportive material in the field of foreign language learning and it suggests that videogames based on story-lines may be applied in the same way that traditional workbooks and e-workbooks have been used for several years. This proposal is addressed to teaching professionals interested in the use of videogames as well as to editorials of language teaching materials.
Giving Voice to the Voiceless through Deliberative Democratic School Governance
Author: Mabovula, Nonceba
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Role,Governance,Secondary School Students,Student Attitudes,Questionnaires,Guidelines,Democratic Values,Principals,Administrator Attitudes,Conflict Resolution,Cooperation,Educational Legislation,Foreign Countries,Qualitative Research,Consciousness Raising,Personal Narratives,Case Studies

I focus on the role of learners in the governance of secondary schools. I seek to promote a voice for learner expression as guaranteed in the national Department of Education's guidelines for Representative Council of Learners as part of promoting democratic governance. The potential, limitations, constraints, consequences, and challenges facing learners in the school governance structure need to be revealed and debated. The views of school principals were solicited by means of unstructured open-ended questionnaires. Six problem areas emerged from the data. The irony is that although the democratisation of school governance has given all stakeholders a powerful voice in school affairs, learners' voices are, seemingly, being silenced. In attempting to resolve the problem, a new model of democratic school governance to be known as &quot;deliberative democratic school governance&quot; (DDSG) is suggested. There are several DDSG approaches that can be employed in creating elements for stakeholder empowerment and in driving deliberative democratic school governance forward. These include inclusion, motivational communication, consensus, deliberation/ dialogue, collaboration, and conflict resolution. Some school governance stakeholders and schools may use only one or a few of these strategies to create spaces for learner voices in their respective schools.
Teaching Practice: A Make or Break Phase for Student Teachers
Author: Kiggundu, Edith
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Student Teachers,Student Teaching,Practicums,Student Teacher Attitudes,Teaching (Occupation),Career Choice,Educational Attitudes,Semi Structured Interviews,Content Analysis,Qualitative Research,Theory Practice Relationship,Mentors,School Orientation,Teacher Student Relationship,Outcome Based Education,Program Implementation,Barriers,Instructional Materials,Outcomes of Education

Teaching practice is an integral component of teacher training. It grants student teachers experience in the actual teaching and learning environment. We explore the experiences of student teachers in the Vaal University of Technology Postgraduate Certificate in Education (PGCE) during their 10 weeks' teaching practice in the Vaal area. In this article we aim to establish the ways in which these experiences influence the student teachers' perception of the teaching profession. Semi-structured interviews with all student teachers were used to collect the data while content analysis was used to identify themes and analyse the data. We established that, despite the positive experiences during teaching practice, student teachers experienced challenges which affected their perception of the teaching profession. Based on the findings of this study, measures are suggested on how to improve teaching practice in order to have a positive influence on the student teachers' perception of, and attitude towards, the teaching profession.
Why Metaphor Matters in Education
Author: Botha, Elaine
Date: 2009-00-00
Type: Journal Articles
Subjects: Figurative Language,Teaching Methods,World Views,Epistemology,Ideology,Models,Semantics,Educational Philosophy

I track the influence, presence and pivotal role of changes in the understanding of metaphor, which accompanied the paradigm shift from objectivism to pluralism and relativism in education. These shifts are also reflected in the choice of teaching methodology. I argue that metaphors are constitutive of educational activities, events and processes and that they &quot;inter alia&quot; mediate foundational world view assumptions of these events and activities. Metaphor carries epistemic and ideological freight, functions as a vehicle of a world view and provides access to a discipline's assumptions about the way the world and humankind are structured.
Non-Physical Bullying: Exploring the Perspectives of Grade 5 Girls
Author: Swart, Estelle
Date: 2009-00-00
Type: Journal Articles
Subjects: Bullying,Elementary School Students,Females,Gender Differences,Prevention,Intervention,Foreign Countries,Parochial Schools,Qualitative Research,Student Attitudes,Semi Structured Interviews,Individual Characteristics,Peer Relationship,Focus Groups

Research into bullying has generated an awareness of many aspects of this phenomenon: it has shown a distinction between various types of bullying and how these are delineated by gender. It has also shown a scarcity of research on bullying amongst girls, a phenomenon which is rife. We report on a qualitative study, which explored and described the nature of bullying amongst girls, in order to make the invisible problem more visible and to make recommendations for intervention and prevention. In this interpretive study we explored bullying amongst girls by using the perspectives of Grade 5 girls in a parochial school in the Western Cape. Data were generated through the use of semi-structured group interviews. We argue that there is no single solution to the problem. Each situation seems to require a unique set of rules, a unique understanding. This is supported by the main finding, namely, some girls have innate characteristics that help maintain bullying while others have characteristics that protect them from bullying. The environment also plays a large part in either maintaining bullying or protecting girls from bullying. The implication is that intervention and preventative strategies need to be based on these personal and contextual factors in order to effect change.
Meta-Synthesis on Learners' Experience of Aggression in Secondary Schools in South Africa
Author: Myburgh, Chris
Date: 2009-00-00
Type: Journal Articles
Subjects: Meta Analysis,Aggression,Secondary School Students,Research Projects,Coping,Foreign Countries,Educational Research,Research Methodology,Mental Health,Qualitative Research,Phenomenology,Student Attitudes,Negative Attitudes,Responses

This meta-synthesis is on research conducted by different researchers in a team research project on learners' experience of aggression in secondary schools in South Africa. The objective was to obtain a broader understanding of their experience of aggression in different contexts in South Africa, as well as possible ways to assist learners to address the experienced aggression. Eleven completed research projects were purposively sampled. Data were collected utilising the following headings: objectives, sampling, research design, research method, and research results, and guidelines. At the end of the meta-synthesis process the results are described, with supporting direct quotations from participants and a literature control. Guidelines for learners to cope with aggression are described.
A Comparison between the Views of Teachers in South Africa and Six Other Countries on Involvement in School Change
Author: Swanepoel, Cassie
Date: 2009-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Educational Change,Teacher Attitudes,Decision Making,Cross Cultural Studies,Foreign Countries,Educational Policy,School Administration,Principals,Participative Decision Making,Faculty Workload,Teacher Participation,Secondary School Teachers,Administrator Attitudes,Questionnaires,Preferences

Worldwide, and especially in South Africa, change and decentralised decision-making have been topical issues in the provision of education for the past years. It appears that teachers--the key agents in implementing the policies concerned--are largely ignored in the pre-implementation phases, and treated merely as implementers of these policies. The results from an empirical investigation revealed that the teachers in the South African sample expressed an exceptional degree of eagerness to be involved in decision-making and responsibility-taking concerning school change, even in aspects of management that could be considered as the principal's &quot;turf&quot;. Although the views of a group of teachers in six other countries showed very similar result patterns, the sample of South African teachers was considerably more eager to be involved in initiatives of school change and related responsibilities than the teachers in the samples of the other countries. The results are illuminating, taking into consideration the increased workload of teachers, as well as certain other factors. Possible explanations for these observations are discussed.
Disruptive Behaviour in the Foundation Phase of Schooling
Author: Marais, Petro
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Behavior,Behavior Problems,Semi Structured Interviews,Primary Education,Qualitative Research,Questionnaires,Elementary School Teachers,Grade 1,Grade 2,Aggression,Interpersonal Relationship,Bullying,Language Usage,Vandalism,Antisocial Behavior,Crime

Since the passage of legislation banning corporal punishment in South African schools, disruptive behaviour in schools has become an issue of national concern. Against this background a research project was undertaken in which the types and causes of disruptive behaviour occurring most frequently in the Foundation Phase of schooling were identified, with a view to providing strategies for teachers to manage behaviour of this kind. A qualitative research approach was applied. Data collection was done by conducting interviews comprising semi-structured questions with Foundation Phase teachers. Strategies purposely devised to deal specifically with the identified types and causes of disruptive behaviour are explained.
Perceptions of Teachers on the Benefits of Teacher Development Programmes in One Province of South Africa
Author: Mestry, Raj
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Educational Benefits,Teacher Education Programs,Professional Continuing Education,Educational Policy,Educational Change,Management Systems,Educational Improvement,Public School Teachers,Multivariate Analysis,Teacher Attendance,Statistical Analysis,Questionnaires,Factor Analysis,Faculty Development

Evidence in literature indicates that Continuing Professional Development (CPD) of teachers is essential in creating effective schools. Since 2001 the implementation of education legislation and policies has progressively shifted the new agenda within a transformation framework aimed at reconstructing the education system to the fore. The many changes that have taken place in the education system arise out of the implementation of legislation and policies and the restructuring of the education system to align with the vision of the National Department of Education. One such policy, the Integrated Quality Management System (IQMS) was introduced in an attempt to improve the culture of teaching and learning in schools. CPD is a performance standard in the IQMS policy which aims to contribute to the professional development of teachers. Quantitative research was used to investigate the perceptions of teachers in South African public schools on the importance of continuing professional development. The data analysis from questionnaires administered to teachers revealed that two factors form the underlying components of CPD as an aspect of IQMS, namely, purpose of teacher development programmes, and the process of teacher development programmes.