ethanporcaro/eric-fulltext-meta huggingface dataset:
Predicting Secondary School Dropout among South African Adolescents: A Survival Analysis Approach
Author: Weybright, Elizabeth H.
Date: 2017-05-00
Type: Journal Articles
Subjects: Foreign Countries,Predictor Variables,Predictive Measurement,Secondary School Students,Dropout Rate,Dropout Characteristics,Substance Abuse,Leisure Time,Longitudinal Studies,Dropout Research,Dropout Prevention,Grade 8,Grade 9,Grade 10,Grade 11,Achievement Need,Self Determination,Motivation,Regression (Statistics),Statistical Analysis

Education is one of the strongest predictors of health worldwide. In South Africa, school dropout is a crisis where by Grade 12, only 52% of the age appropriate population remain enrolled. Survival analysis was used to identify the risk of dropping out of secondary school for male and female adolescents and examine the influence of substance use and leisure experience predictors while controlling for demographic and known predictors using secondary, longitudinal data. Results indicated being male, not living with one's mother, smoking cigarettes in the past month, and lower levels of leisure-related intrinsic motivation significantly predicted dropout. Results support comprehensive prevention programmes that target risk behaviour and leisure.
Repeated Retention or Dropout? Disputing Hobson's Choice in South African Township Schools
Author: Grossen, Silke
Date: 2017-05-00
Type: Journal Articles
Subjects: Foreign Countries,Grade Repetition,Academic Failure,Low Achievement,Educational Policy,Educational Improvement,Academic Achievement,Career Development,Maturity (Individuals),Student Surveys,Grade 11,Grade 12,Dropout Rate

South Africa, like many developing countries, is heavily burdened by high dropout and unemployment rates and an undersupply of skilled workers. Grade retention is a common practice when learners do not meet the specific requirements--especially in countries with limited socio-economic resources. In South Africa, 52% of the learners are retained at least once before they reach Grade 10. However, the results of this study clearly suggest that the policy of repeated scholastic retention does not contribute positively to the academic achievement or to career maturity of Grade 11 and Grade 12 learners in township schools in South Africa. This study emphasises the importance of improving learner performance, starting in the Foundation Phase (Grade 0/R to Grade Three) and the need for accessible career guidance and counselling for all learners. By guiding these at-risk learners into vocation-oriented or technically oriented directions before the career maturity and academic achievement decline emerges, a decrease in dropout and an increase in the outflow of skilled people in the short term and unemployment in the long term may be addressed. The latter can be regarded as the cornerstone of socio-economic development and enhanced social capital in all developing countries.
Pre-Service Accounting Teachers' Attitudes to Mathematics
Author: Mkhize, Msizi Vitalis
Date: 2017-05-00
Type: Journal Articles
Subjects: Accounting,Student Teacher Attitudes,Preservice Teacher Education,Mathematical Aptitude,Mathematics Skills,Attitude Measures,Mathematics Anxiety,Teacher Surveys,Correlation,Likert Scales,Questionnaires,Foreign Countries,Statistical Analysis

Mathematics proficiency has an acknowledged impact on students' accounting grades. Success in this core business subject is dependent on students' mathematical aptitude, attitude and type of secondary schooling. Our study investigated accounting students' attitudes to mathematics on domains of the Fennema-Sherman Mathematics Attitudes Scales (F-SMAS) and identified demographic variables in overall attitudes to mathematics, which are pertinent to higher education pedagogy for accountancy. Eight of nine F-SMAS with established reliability and validity were used for the study. A cross-sectional data set containing demographic details and attitudes to mathematics were collected, and quantitative responses of 255 first-, second- and third-year pre-service teachers were analysed. The F-SMAS scores were strongly positive, except for mathematics anxiety, where the score was slightly above neutral. The distribution of scores showed that there are first- and second-year students who experience mathematics anxiety, and have low scores in other domains, while third-year students are less anxious. The results also revealed more positive overall attitude to mathematics from specific categories of students, who also more frequently indicated parents and teachers as sources of support and encouragement for mathematics studies.
The Liminality of New Foundation Phase Teachers: Transitioning from University into the Teaching Profession
Author: Petersen, Nadine
Date: 2017-05-00
Type: Journal Articles
Subjects: Teacher Surveys,Teacher Attitudes,Teaching Experience,Semi Structured Interviews,Teaching Conditions,Elementary School Teachers,Beginning Teacher Induction,Career Readiness,Progress Monitoring,Foreign Countries,Qualitative Research,Beginning Teachers

This paper explores novice foundation phase teachers' descriptions of their experiences in the liminal stage between being a student teacher and entering the professional world of the early grade classroom. The term &quot;liminality&quot; was popularised by anthropologist Turner (1969), building on the early work of Van Gennep (1960), in his work on rites of passage. The fluidity of the liminal period is characterised by instability and uncertainty with a diversity of factors affecting different novice teachers. In a generic qualitative study, based on individual, semi-structured interviews with 10 participants, findings show that the new teachers appeared to be somewhat unrealistic and/or unprepared in their expectations of what they would encounter in this period. The novices struggled to settle into the practice of a school classroom and largely blame the inadequacy of their teacher education programmes. They also cite the demands of tracking their young charges' learning and the lack of support from senior teachers as compounding factors for the difficulties they faced. These issues may have serious consequences for the retention of teachers in this important phase of schooling and therefore require the attention of both teacher education and school managers.
Encounters of Newly Qualified Teachers with Micro-Politics in Primary Schools in Zimbabwe
Author: Magudu, Snodia
Date: 2017-05-00
Type: Journal Articles
Subjects: Foreign Countries,Politics of Education,Work Environment,Teaching Experience,Organizational Climate,Organizational Culture,Semi Structured Interviews,Focus Groups,Teacher Attitudes,Beginning Teacher Induction,Teacher Placement,Social Justice,Teaching Conditions,Extracurricular Activities,Teacher Workshops,Faculty Development,Tenure,Social Status,Professional Identity,Access to Information,Elementary School Teachers,Qualitative Research,Phenomenology

This article demonstrates, through the example of Zimbabwe, the complexities of micro-political learning during induction. It reports on the experiences of ten newly qualified teachers with micro-politics or power relations in their schools during induction and locates these experiences within the broader context of their professional development. Data was collected through semi-structured interviews and a focus group discussion, and analysed using an abridged version of Hycner's (1985) framework for phenomenological explication of interview data proposed by Groenewald (2004). The findings revealed that the beginners' micro-political experiences mainly revolved around themes such as exploitation and marginalisation, lack of respect and recognition, lack of access to information about the scheme-cum-plan and dealing with the micro-political realities. Furthermore, the findings suggest that although the newly qualified teachers (NQTs) displayed some micro-political literacy, the strategies they adopted to counter adverse micro-political actions were limited. Findings reflect an inability by schools to contain micro-political activity, which in some instances might have been so rabid that it distracted the attention of the beginners from the process of learning to teach. We conclude the article by suggesting areas for further research on micro-politics and new teachers.
An Integrative Framework for the Teaching of Information Management in a Business Context
Author: Kesner, Richard M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Information Management,Teaching Methods,Information Systems,Appropriate Technology,Job Skills,Integrated Activities,Technological Literacy,Education Work Relationship,Case Studies,Business Administration Education,Automation,Learning Experience,Management Information Systems,Database Management Systems,Technology Planning,Undergraduate Study

As professional, academic and accrediting bodies have periodically reviewed the need for and content of foundational college curricula in information management, a broad-based consensus has emerged as to what is to be covered in the standard management information systems (MIS) course. Within U.S. business schools today, there is little debate over the need for MIS courses and the topics addressed therein. On the other hand, those who teach information management continue to face challenges in connecting their sometimes highly-technical subject matter to the rest of the business school curriculum and more importantly in winning over their students to the fact that MIS plays a central role in the successful operations and competitive standing of all organizations. This lack of connection manifests itself very clearly in the serious drop witnessed over recent years in business school student interest in MIS as a major area of study and as a post-graduation career option. The purpose of this article is to present a framework for thinking about and teaching MIS that in the view of the authors better integrates the learnings of a MIS offering with the rest of the business school curriculum. The framework includes business needs, information requirements, and information systems elements. The objectives of this framework are three fold: (1) to more accurately relate the processes and technologies of information management to the operational, managerial, and strategic needs of the enterprise; (2) to provide the student with a lens through which to better appreciate the connections between the effective deployment and use of MIS and the realization of the organization's goals and objectives; and (3) to better enable the team of instructors who typically teach these courses within a business school program to provide a uniform and substantive MIS learning experience for their students while at the same time allowing individual instructors flexibility in their coverage of course materials. To these ends, the authors provide a historical context for the creation of their integrative learning and teaching model, an explication of the model itself, and then several illustrations of the application of this model in the teaching of representative business cases. We also outline course, student, and instructor-related benefits of employing the framework.
Postgraduate Supervision at an Open Distance E-Learning Institution in South Africa
Author: Manyike, Tintswalo Vivian
Date: 2017-05-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Open Education,Distance Education,Electronic Learning,Communities of Practice,Qualitative Research,Supervisors,Supervisory Methods,Supervisor Supervisee Relationship,Questionnaires,Teacher Supervision,Student Participation,Teacher Role,Barriers,Preservice Teacher Education,Best Practices

Effective postgraduate supervision is a concern at universities worldwide, even under optimal conditions where postgraduate students are studying full-time. Universities are being pressured by their governments to increase the throughput of postgraduates where there is a need for supervisory guidance in order to produce quality graduates within a shorter period of time than was previously thought possible. In an Open Distance E-learning (ODeL) context in South Africa, postgraduate supervision presents an even more formidable task as face-to-face communication between supervisor and student is restricted or totally non-existent. Informed by a review of the Community of Practice Theory, the researcher undertook a qualitative study to investigate the challenges of supervisors by means of a purposeful sample of postgraduate supervisors at a major ODeL institution in South Africa. Open-ended questionnaires were the means of collecting the data. The results indicated weaknesses in respect of the following: the selection and allocation of postgraduate students to supervisors without consultation; the requirements for intensive guidance during the process of writing the thesis to meet the needs of underprepared students; and the difficulties inherent in the ODeL model, which depended primarily on written communication, especially for academically weak students. The recommendation is that experienced supervisors should conduct workshops and mentor novice academics on effective ODeL supervision procedures.
An Investigation of College Students' Learning Styles in the US and China
Author: Zhan, Ginny Q.
Date: 2013-00-00
Type: Journal Articles
Subjects: College Students,Cognitive Style,Foreign Countries,Gender Differences,Class Rank,Grade Point Average,Discipline,Cultural Influences,Asian Culture,Cross Cultural Studies,Student Attitudes,Class Activities,Personality Measures,Measures (Individuals)

This research project explores learning styles of college students in the US and China. The Grasha-Reichmann Student Learning Style Scale, designed to measure how college students view their learning, was used as the main instrument for the current study. A total of 511 college students, 274 from the US and 237 from China, participated in this study. Results indicate that there are significant differences between the Chinese and American students in their reported learning styles, but not necessarily in the direction of conventional prediction. For example, the Chinese participants scored higher on the independent and competitive subscales than the American participants, reflecting a more individualistic tendency by the Chinese students than previously thought. Conversely, the American participants scored higher on the dependent subscale than the Chinese students. Some gender differences are also observed. These results are discussed in the context of traditional cultural orientations as well as current educational systems of the two countries.
Fusion Teaching: Utilizing Course Management Technology to Deliver an Effective Multimodal Pedagogy
Author: Childs, Bradley D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Computer Software,Integrated Learning Systems,Educational Technology,Technology Uses in Education,Teaching Methods,College Students,Student Attitudes,Questionnaires,Economics Education,Qualitative Research,Statistical Analysis

Fusion teaching merges several pedagogies into a coherent whole. Course management technology allows for the digitization and delivery of pedagogies in an effective and exciting manner. Online course management options more easily enable outcome assessment and monitoring for continuous improvement.
Designerly Ways of Teaching and Learning: A Course Structure for Interaction Design
Author: Wärnestål, Pontus
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Methods,Technology Uses in Education,Peer Teaching,Interaction,Design,Educational Technology,Undergraduate Students,Information Systems,Problem Solving,Alignment (Education),Workshops,Essays,Teacher Attitudes,Student Attitudes,Reflection,Foreign Countries,Qualitative Research

Society's use of increasingly complex information technology is, in a long-term perspective, shaped by the way we train our future designers and developers of information systems. By preparing students for practice on the field, in complex use-contexts, we aim to help student's bridge theory and practice, thereby helping them incorporate procedural knowledge and reflective practice in their skill repertoire. This paper presents a new course structure founded on active, contextual, and peer-based formative learning. Based on student and teacher reflections from two implementations of a course in Interaction Design, we find that our approach enhances the students' understanding, and assimilation, of the reflective aspect of interaction design practice.
Beliefs on Learning and Teaching Language Components: The Case of Iranian EAP and EFL Learners
Author: Parsi, Gholamreza
Date: 2017-06-00
Type: Journal Articles
Subjects: English for Academic Purposes,English (Second Language),Second Language Learning,Second Language Instruction,Scores,Questionnaires,Foreign Countries,Pronunciation Instruction,Vocabulary Development,Content Validity,Grammar,Correlation,Likert Scales,Student Attitudes,Statistical Analysis,Factor Analysis,Undergraduate Students

The present study intended to investigate the possible difference between EAP and EFL learners' beliefs concerning learning and teaching of language components, namely, vocabulary, pronunciation and grammar. Furthermore, this study examined the association between EAP and EFL learners' beliefs and their language components' development. To this end, 231 undergraduate EAP (117) and EFL (114) learners at Ferdowsi University took part in the study by completing a five-point Likert scale questionnaire adapted from Simon and Taverniers (2011). The face and content validity of the questionnaire was confirmed by the experts' judgment and factor analysis. Moreover using Cronbach alpha coefficient the questionnaire was found acceptably reliable (a = 0.88). Furthermore, for language components' development, the EAP learners' scores in English course and EFL learners' average scores in their Basic English courses were taken into account. The results of an Independent Samples t-test revealed that there existed a statistically significant difference between EAP and EFL learners' beliefs on learning and teaching language components. Furthermore, the results of Pearson correlation coefficients indicated a statistically significant positive association between EFL learners' beliefs and their language components' development, however no statistically significant correlation was found between EAP learners' beliefs and their language components' development.
Attitudes of Students and Practitioners Regarding Ethical Acceptability of Accounting Transactions
Author: Fischer, Mary
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Attitudes,Ethics,Accounting,Value Judgment,Adoption (Ideas),Business Administration Education,Ethical Instruction,Decision Making,Factor Analysis,Professional Personnel,Comparative Analysis,Vignettes,Demography,Age Differences,Work Experience,Credentials,Undergraduate Students

This study reports the findings of a study assessing the acceptability differences in decisions made by Certified Public Accounting practitioners (CPA) and students studying to become CPAs. The study responds to researchers' call for additional research on topics related to accounting decision ethics. Modified managerial and accounting recognition scenarios were used to collect the acceptability of ethical judgments. The analysis employs factor analysis to affirm whether the scenarios are managerial or accounting recognition decisions. The analyses further divides the managerial decisions into either revenue or expense related. The accounting recognition decisions are further divided into those involving an accounting manipulation or inventory related. Students' acceptability of the accounting transactions was far harsher than the practitioners. However, both students and practitioners considered the accounting scenarios to be unethical. Both students and practitioners judged the managerial revenue scenarios to be ethical but the managerial expense scenarios to be moderately unethical. In addition to the ethical acceptability of accounting transaction, student and practitioner demographic data including age, work experience and academic credentials are investigated to explain the differences.
Implementing a &quot;SWIF&quot; Program in an Undergraduate Strategy Course: Processes, Results and Recommendations
Author: Tarter, Jim
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Program Implementation,Student Projects,Student Developed Materials,Models,Site Selection,Site Analysis,Behavioral Objectives,Inquiry,Assignments,Program Descriptions,Delivery Systems,Educational Practices,Educational Strategies

As faculty charged with the continued development and delivery of our college's capstone strategy course, we implemented a student-written, faculty-facilitated (SWIF) case project into the curriculum beginning in the spring semester of 2011. Our objective was to integrate three main areas of our professional lives: teaching (i.e. student learning), academic scholarship (i.e. publishing), and community involvement (a component of professional service). In this paper we address the challenges associated with finding case sites and identifying case foci, and then discuss a number of specific issues related to project description, assignment instructions, and deliverables. We conclude by describing several ways in which are currently attempting to close the gap between the promise and the reality of a SWIF case program.
Analyzing Listening and Speaking Activities of Iranian EFL Textbook Prospect 3 through Bloom's Revised Taxonomy
Author: Mizbani, Maryam
Date: 2017-06-00
Type: Journal Articles
Subjects: Foreign Countries,Junior High School Students,Listening Skills,Speech Skills,Learning Activities,Second Language Learning,English (Second Language),Taxonomy,Textbook Content,Content Analysis,Thinking Skills,Mixed Methods Research

Some significant components are essential in teaching a language. Among these, textbooks are the most significant ones and must be considered seriously. Textbooks play an important role in EFL teaching and learning because they can provide ready-made materials to both teachers and students. Besides, if textbooks aren't used appropriately, they may spoil the process of teaching. This study aimed at analyzing listening and speaking activities of the textbook Prospect 3 which is used for Junior High School third graders in order to investigate in which level of lower or higher of the learning objectives related to Bloom's (2001) Revised Taxonomy of Cognitive Domain they would be classified. The findings revealed that all of the activities of listening and speaking skills were classified as the low level of cognitive complexity and could not train the students of this grade for high levels of learning objectives. Hence the teachers should employ extra activities to make the students perform in higher levels of thinking skills and book designers should improve the content of the textbook to cover the higher levels of the cognitive domain.