ethanporcaro/eric-fulltext-meta huggingface dataset:
Identifying the Factors Impacting the Uptake of Educational Technology in South African Schools: A Systematic Review
Author: Hart, Samantha Anne
Date: 2023-02-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Integration,Influences,Resources,Skills,Training,Competence,Beliefs,Efficiency,Leadership,Administration,Educational Research,Schools

The South African education system is considered one of the most unequal in the world. Providing learners with quality education and equipping them with the digital skills required for the Fourth Industrial Revolution is essential. To achieve this, plans are in place to incorporate educational technology in schools. However, it is important to understand the factors and conditions which have had the greatest impact on this process. This systematic review outlines 5 aspects that have been found to influence the use of educational technology in South African schools: access to technical resources; skills, training and competence; efficacy and efficiency beliefs; pedagogical compatibility; and a supportive leadership and management structure. Recommendations based on these findings are provided which can inform policy and practice.
Learning through Shared Mental Models: Experiential Learning, and Transaction Costs in a Research Institute
Author: Yonk, Ryan M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Learning Processes,Experiential Learning,Public Policy,Student Research,Student Development,Training,Models,Clubs

In this Report on Practice, we explore both the process and an approach of engaging Undergraduate Students in research using a Research Institute setting. Drawing from our experience we conceive of the learning process as a series of interactions and transactions that face the same impediments as any transaction or interaction The approach, we report on is one rooted in the reduction of the transaction costs that exist in the process of learning for students and for faculty. We develop both our understanding of this reality and report our approach and the programs we developed to engage students in economic research focused on public policy questions.
Professional Development for Physical Education Teachers: A Participatory Approach to Identifying Learning Needs
Author: Kahts-Kramer, Samantha
Date: 2023-05-00
Type: Journal Articles
Subjects: Faculty Development,Educational Needs,Physical Education,Physical Education Teachers,Action Research,Transformative Learning,Evidence Based Practice,Teacher Attitudes,Disadvantaged Schools,Teaching Methods,Reflection,Peer Relationship,Educational Policy,Student Evaluation,Teacher Administrator Relationship,Coping,Participatory Research,Foreign Countries,Elementary School Teachers

Predetermined professional development (PD) programmes delivered by external experts are the usual approach to enhancing the teaching of physical education (PE) in disadvantaged school contexts. This generally does not result in sustained learning and development once the PE professionals withdraw. Addressing the lack of teacher- and context-driven PD, we propose an evidence-based, collaborative, and transformative PD approach that involves teachers themselves in designing, implementing, and evaluating ongoing learning opportunities suited to their context. To enable teachers to improve their practice in a sustainable manner, we adopted a participatory action learning and action research design, using qualitative data generation tools. With this article we report on the first cycle, namely that of action and reflection, where teachers generated and analysed qualitative data to identify their learning needs. Four themes emerged, namely (1) the need to interpret and adapt the Curriculum and Assessment Policy Statement (CAPS) (2); ability to teach PE in their specific low-resource context while; (3) generating support from colleagues and management, and (4) coping with systemic issues impacting on their teaching. We discuss the implications of these needs for the continuing PD of teachers.
Closing Reading Achievement Gaps for Middle School Students
Author: Daugherty, Michael D.
Date: 2023-00-00
Type: Journal Articles
Subjects: Middle School Students,Reading Achievement,Achievement Gap,Self Efficacy,Faculty Development,Special Education Teachers,Middle School Teachers,Reading Comprehension,Reading Fluency,Correlation,Incidence,Group Behavior,Teacher Effectiveness,Teacher Role,Response to Intervention

This research examined how self-efficacy, collective efficacy, and professional development compared between core content and special education middle school teachers working with middle school students in reading comprehension and fluency. Accordingly, no statistically significant difference in teacher self-efficacy between core content and special education teachers was discovered based on the ANOVA analysis results. An analysis of professional development and collective teacher efficacy showed mixed results with a negative relationship predicted between increased professional development hours for core content teachers. A predicted positive relationship existed with the number of professional development hours increasing for special education teachers. There was no statistically significant difference between core content and special education teachers' numbers of professional development hours identified as low, medium, or high. The chi statistic showed that both populations of teachers had insufficient training.
Science Curriculum Requirements: Science Process Skills in Textbook Activities
Author: Özalp, Dilek
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Education,Textbooks,Textbook Content,Elementary Schools,Middle Schools,Foreign Countries,Elementary School Science,Secondary School Science,Grade 3,Grade 4,Grade 5,Science Activities,Learning Activities

Science textbooks play an important role in making scientific knowledge and applications available to learners. In most countries, science curriculum expects to cultivate scientifically literate individuals who are able to use science process skills. Critical analysis of textbooks is therefore crucial to determine whether they can facilitate this outcome. The purpose of this study is to find out to what extent science process skills are included in the activities of elementary and middle school science textbooks in Turkey. A total of 304 activities in six science textbooks were analyzed. A content analysis was employed to determine the frequency and percentage of science process skills in the activities. The results indicate that observing, collecting information and data, recording data, and interpreting and drawing conclusions receive the most emphasis in the activities at all grade levels. Measuring, estimating, predicting, processing and model creating, determining variables, knowing and using experimental materials and tools, and designing experiments are either the least frequently found science process skills or are included in none of the activities. This suggests textbooks focus more on basic science process skills rather than on high-level, causal, and experimental skills. [Note: The issue number (12) shown in the header on the PDF is incorrect. The correct issue number is 13.]
An Exploration of Impostor Syndrome in STEM and STEM Self-Efficacy in Adolescent Learners from a Teacher&apos;s Perspective
Author: Amoa-Danquah, Portia
Date: 2023-00-00
Type: Journal Articles
Subjects: Adolescents,Teachers,STEM Education,Self Efficacy,Students,Self Concept,Self Esteem,Student Attitudes,Teacher Student Relationship,Learning Processes,Elementary Secondary Education,Foreign Countries,Cognitive Processes

Over the years, there has been a surge in the demand for a proficient STEM (Science, Technology, Engineering, and Math) workforce to occupy the proliferating STEM job vacancies worldwide. The STEM workforce must be expanded in order to fill this gap. However, the reputation of STEM learning as being arduous has proven to be a deterrent to students' interest in the pursuit of STEM careers. In an expounding qualitative study, three STEM teachers were interviewed for the purpose of examining STEM Impostor Syndrome (IS) and STEM Self-Efficacy (S-SE) from a teacher's perspective. Findings suggest that teachers are sentient of the manifestation of STEM IS among students. Teachers noted that STEM IS poses a significant challenge for their interactions with students in the classroom, and also suggested that STEM IS is inversely proportional to S-SE.
Conceptualizing School Education Wellbeing for Migrant Girlhood in Germany
Author: Güner, Pinar Burcu
Date: 2023-00-00
Type: Journal Articles
Subjects: Well Being,Females,Immigrants,Foreign Countries,Secondary School Students,Student Attitudes,Disadvantaged,Ethnicity,Immigration,Pilot Projects,Socioeconomic Status,Personal Narratives,Social Differences,Personal Autonomy,Grounded Theory,Self Concept,Empowerment,Aspiration

The main focus of the study was to explore the experiences of inequalities and the expectations of a good life of girls at the age of 14 to 16 years old from a Turkish background living in Germany. Essentially, the research focused on identifying the gaps and analyzing inequality through girls' interpretation of a good life in Germany. Specifically, this paper will concentrate on the finding &quot;capabilities for other girls&quot;. Girls who participated in the interview have experienced exclusion in their everyday life which made them feel other and this paper will highlight what are the valuable capabilities for these girls not too feel other. To find the inequalities in the life of socially vulnerable girls of Turkish origin, this research conceptualized how ethnicity and migration background deprives or enhances the capabilities (opportunities) of 2nd, 3rd and 4th generation Turkish migrant origin girls living in Germany. The data for research was collected in collaboration with schools and youth institutes in the Federal State of North Rhein Westphalia in Germany. A pilot study was conducted to define the research design, research questions, data collection methods and methodology. The pilot study had identified that focus groups provided a rich amount of data but were not enough to analyze the experienced inequalities and the individual agency of the participants. The pilot study revealed that it needed to be triangulated with a socio-economic questionnaire, to be able to report the distribution of the socio-economic backgrounds of the participants among the Turkish immigrant youth. An individual life history interview was used as a method of data collection to analyze how Turkish girls interpreted their feelings of inequality and active agency. As a result of analyzing the pilot data using Grounded Theory methodology, two goals of the research were identified. The first one was to determine how girls of Turkish origin living in Germany developed a positive view of themselves; such as empowerment, agency, emancipation, inspirations and aspirations, as they were challenged at school and in the German society. The second was to ascertain how girls of Turkish origin living in Germany interpreted challenges, at school and in the wider society, to obtaining a good life. I aimed to develop the literature review with concepts derived through the results of the pilot study, because a literature review that has been conducted with the concepts relevant to the objective of the study results in building the background of the research (Hammick, 1996).
Improving Access and Equity in East African Higher Education through Internationalization
Author: Amutuhaire, Tibelius
Date: 2023-00-00
Type: Journal Articles
Subjects: Access to Education,Equal Education,Higher Education,Global Approach,Inclusion,Foreign Countries,Universities,Economically Disadvantaged,Developing Nations,Barriers,Students with Disabilities,Adult Students,Study Abroad,Foreign Students

The 1998 UNESCO World Conference on Higher Education in Paris recommended that global higher education institutions should internationalize and reduce inequalities between developed and emerging countries. Since then, universities strive to incorporate an international dimension in their service. The aim was initially guided by the 20th century understanding of internationalization being just, fair, and an equitable process that promotes peace and mutual understanding. However, under the influence of the General Agreement on Trade in Services and competition, internationalization changed focus and became less inclusive. This paper explores inclusive international education in East Africa using narrative review methodology. Findings suggest that rather than promoting access and equity in higher education, internationalization, for example, excludes economically disadvantaged, disabled, and adult learners. Thus, in addition to internationalization at home, inclusive internationalization abroad strategies should be devised. Internationalization of higher education is more valuable if it translates into fair, just, and peaceful social systems.
Satisfaction, Professional Development, and Professionalism of Overseas South African Teachers: The Application of Social Cognitive Career Theory
Author: Dos Santos, Luis Miguel
Date: 2023-02-00
Type: Journal Articles
Subjects: Foreign Countries,Teachers,Satisfaction,Faculty Development,Professionalism,Overseas Employment,Career Development,Teacher Persistence,Time,Social Cognition,Teacher Attitudes,Teacher Motivation

For almost 2 decades South Korea has been 1 of the popular destinations for English teaching. Due to the development of globalisation, a great number of qualified and experienced South African teachers decided to invest their career development and personal goals in 1 of the schools in South Korea. However, due to the social and cultural differences, many teachers decided to leave their position within the first few years of their contract. The frequent departure of teachers may negatively influence the students' achievement and the reputation of the school. The purpose of this study was to understand why South African teachers decided to stay in the same school for more than 10 successive years in South Korea. With the application of the phenomenological analysis, 37 participants were invited. Based on the Social Cognitive Career Theory, the results indicate that both the workplace and the social environment were positive for both career and personal development and growth. Government departments, policymakers, school leaders, non-profit organisational leaders, human resource planners, and researchers should regard the findings from this study as support to reform and improve their current regulations and plans for teachers' professional development and teachers' recruitment, particularly regarding school teachers' recruitment and foreign teachers' plans.
Adjustments of Elementary Music Instruction for Students with Disabilities: A Pilot Study
Author: Hollingsworth, Kelly Jo
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Students with Disabilities,Music Education,Music Teachers,Student Needs,Accessibility (for Disabled),Symptoms (Individual Disorders),Physical Disabilities,Intellectual Disability,Emotional Disturbances,Behavior Disorders,Incidence,Program Effectiveness

Elementary music specialists teach all students in all grades at their schools, which requires the preparation of a variety of lessons simultaneously. As a result of seeing 100% of the student population, elementary music teachers host more students with disabilities than a general classroom teacher would in their class. Depending on the severity of students' disabilities, some students require alterations to general music lessons. In this study, we surveyed regional elementary music teachers (N = 15) to discover what disabilities were prevalent in their classes and if activities were adjusted. By examining the characteristics of the disabilities listed in the Individuals with Disabilities Education Act, we split disabilities into three groups: physical, cognitive, and emotional and behavioral disabilities. We surveyed elementary music educators on the prevalence of disabilities in their classrooms, to what degree educators adjusted their instruction for those students, and whether growth was seen in those students through musical instruction. Results revealed that all educators tailored their instruction in some way to serve students with disabilities. Educators mostly adjusted in the planning beforehand and while teaching their students. The most overall growth (musical, academic, and social) was seen in students with emotional and behavioral disabilities. Further research is needed in elementary music curriculum adaptation and modification, including pre-service and in-service music teacher training in working with students with disabilities.
Primary School Teachers&apos; Knowledge of Differentiation for Students with Giftedness and Learning Disabilities in Mixed-Abilities Classrooms in Saudi Arabia
Author: Alsamiri, Yasir A.
Date: 2023-02-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Students with Disabilities,Learning Disabilities,Academically Gifted,Individualized Instruction,Teacher Competencies,Knowledge Level,Teacher Attitudes,Teaching Methods,Faculty Development,Inclusion,Teacher Education

Primary school students with both giftedness and learning disabilities (SGLD) in inclusive educational settings may not always receive a differentiated curriculum. Differentiation in all-level classrooms is necessary for consistently meeting the needs of SGLD. There is insufficient research on teachers' knowledge of SGLD and differentiation in Saudi Arabia and the Middle East. To fill this knowledge gap, we interviewed 9 primary school teachers in Madinah, Saudi Arabia. The interview data were analysed using content analysis. Our conceptual framework is based on the theories of Howard Gardner, who believe that all students learn in different ways. We also considered Lev Vygotsky's view that students learn best with instructions that meet their individual developmental level and address their zone of proximal development. Our findings suggest that teachers are willing to teach SGLD along with other students in the same classroom. Although they understand that differentiation is important, they were not implementing it for SGLD. Professional training and development related to teaching SGLD can improve the educational outcomes for SGLD. These results can assist teachers and educational personnel to seek optimal methods to identify and assist SGLD in Saudi Arabia and other regions. Finally, we provide recommendations for accommodations, strategies, and a differentiated curriculum for SGLD in primary schools.
A Preliminary Investigation into the Effect of Bell Cover and Filter on Pitch of Wind Instruments
Author: Emge, Jeffrey
Date: 2022-00-00
Type: Journal Articles
Subjects: Music Education,Musical Instruments,COVID-19,Pandemics,Disease Control,Communicable Diseases,Music Theory

The COVID-19 pandemic has caused adverse effects on instrumental music teaching and concerts, including those involving wind instruments. Many schools now use bell covers and air filters during rehearsals and performances to help prevent aerosol transmission of disease. This study sought to examine if the use of these bell covers and filters might have an effect on mean instrument pitch. A sample of pitches in the low, middle, and high tessitura of each wind instrument were collected in three groups: no treatment, bell cover only, and bell cover with air filter. The data was then entered into the analytical software package &quot;R.&quot; T-tests and Analysis of Variance were run on the data to compare the three groups. Additional comparisons of mean pitch deviation were also made as to instrument family (brass/woodwind) and note (low tessitura to high). The analysis showed that when using both bell cover and filter, there is a small degree of sharpness when compared to performing with no treatment.
Symptoms of Oppositional Defiant Disorder, Conduct Disorder and Anger in Children with ADHD
Author: Mphahlele, Ramatladi Meriam
Date: 2023-02-00
Type: Journal Articles
Subjects: Symptoms (Individual Disorders),Attention Deficit Hyperactivity Disorder,Behavior Disorders,Comparative Analysis,Psychological Patterns,Self Control,Age Differences,Gender Differences,Behavior Problems,Conceptual Tempo,Measures (Individuals),Identification,Therapy,Emotional Disturbances,Early Intervention,Comorbidity,Foreign Countries

With the research reported on here we sought to determine whether children with attention-deficit/hyperactivity disorder (ADHD) displayed more symptoms of oppositional defiant disorder (ODD), conduct disorder (CD) and anger, which are categorised as externalising disorders, when contrasted to the control group and, also, whether gender and age impacted these ADHD comorbidities. ADHD is a neurodevelopmental disorder that presents before the age of 12 years according to which an individual displays a recurrent pattern of extreme inattentiveness, overactivity, and impulsiveness that inhibits performance, and is not age-appropriate. ODD is defined as a psychological syndrome characterised by disruptive behaviour, a pattern of anger and irritability, confrontational, and spiteful behaviour. CD is a psychological and behavioural syndrome characterised by difficulties with following rules, recurrent patterns of hostility, destruction, and dishonesty. Anger is a frequent reaction (contrasted to ordinary irritable mood), intense and long-lasting defensive or retaliatory response to perceived provocation or threat, which interferes with normal functioning. Both teacher and parent ratings on the Disruptive Behavior Disorders Scale, and self-report on the Anger Inventory of the Beck Youth Inventories were employed in this investigation. The sample (n = 216) consisted of 216 school children aged 6 to 15 years that were divided into an ADHD group and a matched control group without ADHD (50 boys and 58 girls in each group). The results indicate that children with ADHD displayed notably elevated symptoms of ODD, CD and anger. The externalising disorders are more pronounced in boys with ADHD than in girls. Age had no effect on the results. We recommend that externalising comorbidities should be the target of early interventions. Our findings contribute to the debate about how best to conceptualise ADHD regarding related behavioural and emotional disturbances, and the treatment thereof. Since these symptoms occur during childhood and progress to adolescence, early identification and management may improve the livelihood of those affected.