ethanporcaro/eric-fulltext-meta huggingface dataset:
How Teachers Integrate Dashboards into Their Feedback Practices
Author: Knoop-van Campen, Carolien
Date: 2020-00-00
Type: Journal Articles
Subjects: Feedback (Response),Technology Integration,Teacher Student Relationship,Behavior Patterns,Instructional Effectiveness,Educational Technology,Learning Analytics,Grade 2,Grade 6,Elementary School Teachers,Foreign Countries,Computer Assisted Instruction,Visual Aids,Prompting

In technology empowered classrooms teachers receive real-time data about students' performance and progress on teacher dashboards. Dashboards have the potential to enhance teachers' feedback practices and complement human-prompted feedback that is initiated by teachers themselves or students asking questions. However, such enhancement requires teachers to integrate dashboards into their professional routines. How teachers shift between dashboard-and human-prompted feedback could be indicative of this integration. We therefore examined in 65 K-12 lessons: i) differences between human- and dashboard-prompted feedback; ii) how teachers alternated between human- and dashboard-prompted feedback (distribution patterns); and iii) how these distribution patterns were associated with the given feedback type: task, process, personal, metacognitive, and social feedback. The three sources of feedback resulted in different types of feedback: Teacher-prompted feedback was predominantly personal and student-prompted feedback mostly resulted in task feedback, whereas dashboard-prompted feedback was equally likely to be task, process, or personal feedback. We found two distribution patterns of dashboard-prompted feedback within a lesson: either given in one sequence together (blocked pattern) or alternated with student- and teacher-prompted feedback (mixed pattern). The distribution pattern affected the type of dashboard-prompted feedback given. In blocked patterns, dashboard-prompted feedback was mostly personal, whereas in mixed patterns task feedback was most prevalent. Hence, both sources of feedback instigation as well as the distribution of dashboard-prompted feedback affected the type of feedback given by teachers. Moreover, when teachers advanced the integration of dashboard-prompted feedback in their professional routines as indicated by mixed patterns, more effective types of feedback were given.
Effects of Read It Again! In Early Childhood Special Education Classrooms as Compared to Regular Shared Book Reading
Author: Piasta, Shayne B.
Date: 2020-09-00
Type: Journal Articles
Subjects: Reading Programs,Reading Strategies,Reading Instruction,Books,Program Effectiveness,Direct Instruction,Phonological Awareness,Vocabulary Development,Language Skills,Literacy,Special Education,Students with Disabilities,Preschool Children

Read It Again! PreK (RIA) is a whole-class, teacher-implemented intervention that embeds explicit language and literacy instruction within the context of shared book reading and has prior evidence of supporting the language and literacy skills of preschool children. We conducted a conceptual replication to test its efficacy when implemented in early childhood special education classrooms relative to regular shared book reading. The randomized controlled trial involved 109 teachers and 726 children (341 with disabilities and 385 peers). Compared to the rigorous counterfactual condition, RIA significantly increased teachers' provision of explicit instruction targeting phonological awareness, print knowledge, narrative, and vocabulary during shared book readings but had limited impact on children's language and literacy skills. Findings underscore the need to conduct replication studies to identify interventions that realize effects for specific populations of interest, such as children with disabilities served in early childhood special education classrooms.
What Early Intervention Looks Like in Child Care Settings: Stories from Providers
Author: Weglarz-Ward, Jenna M.
Date: 2020-09-00
Type: Journal Articles
Subjects: Infants,Toddlers,Child Care,Early Intervention,Child Caregivers,Teamwork,Cooperation,Educational Legislation,Equal Education,Federal Legislation,Inclusion,Disabilities,Allied Health Personnel,Attitudes,Program Implementation,Space Utilization,Role

As more families enroll their infants and toddlers with disabilities in child care programs, early intervention (EI) services are being delivered in these natural environments. This article presents the findings of a study on infants and toddlers with disabilities in child care settings from the perspectives of professionals. Twenty-four child care and EI providers participated in eight focus groups across one state to discuss their experiences with EI services in child care settings. Using thematic analysis, major themes emerged, including &quot;Participant Experiences With EI in Child Care&quot; with six unique codes. Results suggest that the great variability of experiences across children, professionals, and programs contributed to an uncertainty of professional roles and responsibilities, challenges to communication among providers, and alignment to professional recommended practices. In addition, differences in specific location of services (i.e., in a separate room) and delivery model led to EI visits being viewed as disruptive and carrying over strategies into child care routines difficult. Recommendations for future research, policy, and practice are included.
Student Experience and Quality of Tertiary Education for Students with Disabilities in Lesotho
Author: Mosia, Paseka Andrew
Date: 2020-00-00
Type: Journal Articles
Subjects: Access to Education,Higher Education,Educational Quality,Physical Mobility,Students with Disabilities,Bullying,Universities,Student Attitudes,Teacher Attitudes,College Faculty,College Students,Educational Experience,Student Needs,Educational Environment,Blindness,Dormitories,Equal Education,Trauma,Victims,Educational Policy,Inclusion,Foreign Countries

Access to tertiary education in the least developed countries, such as Lesotho, continues to be a rare experience for persons with disabilities who, despite being admitted to studies, struggle with meaningful participation. This article explores student experience of persons with disabilities studying at the National University of Lesotho. A combination of convenience and snowballing sampling techniques were used to recruit 15 staff members and 11 students enrolled in various programmes. A combination of individual semi-structured interviews and a focus group discussion were used to generate data. Findings reveal that various dimensions of student experiences are negatively affected. Students with disabilities encounter mobility challenges due to an inaccessible built environment; lecture timetables are not adapted to suit the needs of students with mobility challenges, blind students are not informed of potholes that are left uncovered and the students' request for their hostel to be adapted is not addressed. Additionally, students are not readily supported by their lecturers while some are subjected to bullying which goes unpunished and the victims receive no counselling for the resultant trauma. These factors affect the students' welfare and have an effect on their academic participation. The students are simply expected to conform to university practices. The summary of student experience, if used for assessment of quality education, demonstrates inequitable access to education for persons with disabilities. The study concludes that the institution provides poor-quality education as it fails to address the support needs of students with disabilities. The study recommends development of policies and practices that promote equity, and that student experience can be used to inform how the institution may improve access and the quality of its programmes. Equally, this study challenges students with disabilities to assert their right to an inclusive and equitable quality education.
Investigation of First-Year Learning Experiences in a Rural University in South Africa
Author: Uleanya, Chinaza
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Experience,College Freshmen,Rural Areas,Universities,Barriers,Orientation,Stress Variables,Student Adjustment,Foreign Countries,Educational Background,Parent Background,Student Personnel Services,Student Attitudes,Educational History,First Generation College Students

This study investigated the first-year experiences (FYE) of students in a South African university. Survey research design was used in the study. The quantitative method was used for data collection and 1479 first-year students were randomly selected. The findings reveal that first-year students in the selected South African rural-based university experience certain specific challenges amongst which are poor orientation to the new context, poor knowledge of the Higher Education system, and poor educational background of parents. The study recommends that a special office under the direct line management of the dean of students be established to observe and closely monitor the progress of first-year students. This office would accommodate orientation of first years, and liaise and collaborate with appropriate offices within the institution to ensure that first-year students are properly guided and assisted in integrating without stress into the university system.
Financial Challenges and the Subjective Well-Being of First-Year Students at a Comprehensive South African University
Author: Pretorius, Marinda
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Well Being,College Environment,Psychological Patterns,Student Satisfaction,Life Satisfaction,Student Attitudes,Economics Education,Gender Differences,Racial Differences,Language Usage,Place of Residence,Paying for College,Hunger,Anxiety,Transportation,Cultural Activities,Athletics,Friendship,Teacher Student Relationship,First Year Seminars,Attendance,College Choice,Study Habits,Student School Relationship

Since 1994, there has been a doubling in the enrolment of students in South Africa's public universities. Students, especially first-generation students, face numerous challenges that may impact their subjective perceptions of their well-being. In a milieu of high levels of suicide and depression amongst South Africa's student population, the understanding of the variables determining students' subjective well-being (SWB) should be deepened. This article investigates the levels and changes in the SWB of successive groups of first-year students at a comprehensive university in South Africa between 2014 and 2017. It makes use of a fit-for-purpose survey instrument. The results show that the SWB of students is influenced positively by their living arrangements and variables that have a direct influence on the educational environment in which they operate, such as feeling 'at home' and an overall level of satisfaction of the students' experience at the university. Negative variables that influence the SWB of students include concerns regarding finances and upcoming tests, and living on campus or within walking distance of campus.
A Comparative Study of the Academic Performance of Resident and Non-Resident Students at a Rural South African University
Author: Sikhwari, Tshimangadzo Daniel
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Achievement,Commuting Students,Rural Schools,Universities,On Campus Students,Place of Residence,Foreign Countries,College Environment,Student Participation,Social Integration,Dropout Prevention,College Students

Lack of sufficient accommodation in many South African universities has forced many students to reside outside the campus and commute to attend classes as commuter students. Research indicates that living on campus is related to gains in social and personal competence. The level of competence gained may help students living on campus (resident students) to be more successful in their courses. The purpose of this study was to compare the academic performance of resident and non-resident students at a university in Limpopo Province. The study employed a survey design. Systematic sampling and snowball sampling methods were used to select 1769 participants from both resident and non-resident students. A questionnaire was used to collect data. The main finding from this study is that the academic performance of resident students is slightly better than that of non-resident students -- hence, residing on campus is an advantage. The study concludes that campus environment, student involvement as well as student academic and social integration into the institution tend to account for effects of living on-campus versus living off-campus. Furthermore, academic and social integration of students at university are essential for study commitment, success and preventing students from dropping out. The study recommends that future research should focus on the direct influence of resident versus commuter status on such outcomes as degree aspiration, satisfaction with university and institutional persistence.
Choreographies of Protest Performance as Recruitment to Activism
Author: Qoza, Phiwokazi
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Activism,Music,Singing,Performance,Human Body,Emotional Response,Audiences

This article seeks to understand why some bystanders to protest transcended to become actors in protests during the re-emergence of wide-spread student activism in an institution of higher education in South Africa during 2015. For this purpose, a performance ethnography is employed in the observation and analysis of protest performances. The article shows that in encountering an atmosphere of protest, there emerged a relation of feeling, referred to as &quot;feeling the vibe or atmosphere&quot;, which those who became protest performers resolved in ways which increased their capacity to act in favour of co-constituting that atmosphere. In the encounter between the body of bystanders and the atmosphere of protest, non-linear somatic communication, characterised by active and passive gestures and postures, occurred through which protest performers developed contact and connection with other bodies as a result of the displacement of space. Therefore, this article suggests that participation in activism can be about going with the flow of movement in an uncertain and ambiguous moment and is not limited to an identification with the pre-existing organisation of preferences and interests as the creativity of movement produces a social space -- a performed becoming in space.
Design and Implementation of a Student Biographical Questionnaire (BQ) Online Platform for Effective Student Success
Author: Masango, Mxolisi
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Construction,Test Use,Biographical Inventories,Questionnaires,College Students,Academic Support Services,Foreign Countries,Computer Assisted Testing,Student Characteristics,Data Collection,Data Use

Knowing relevant information about students entering the higher education (HE) system is becoming increasingly important, thus enabling higher education institutions (HEIs) to design effective studentcentred support programmes. Therefore, HEIs should ascertain all relevant information about their students before the commencement of the academic year. Doing so means that institutions have a head start in understanding the types of support that will be required for different students throughout the year. This article describes the design, implementation and application of a student biographical questionnaire (BQ) online platform at the University of the Witwatersrand (Wits), as well as some of the lessons learned in this regard. The BQ online platform was fully implemented for the first time in January 2016 during the student registration process and has now become an integral part of the university student registration process. Once data collection and analysis is done, a BQ report is compiled and presented to various high-level decision-making structures of the university. The Faculty Student Advisers are the most critical users of the BQ data, as they utilise the data to inform and improve the various student support interventions that each faculty is providing. The planning process for BQ data collection includes questionnaire review; updates on the BQ online platform; testing of the BQ online platform; stakeholder meetings and BQ training of involved stakeholders. Some of the lessons learned when implementing this online platform include buy-in and support from University Management; understanding of the BQ online platform by those dealing directly with students during the registration process; and continuous review and improvements of the BQ online platform. The BQ online platform has proven to be a valuable tool in providing Wits with a head start in understanding the needs of the students and the support they might require to succeed in their first year of study.
Finding Common Ground towards Progressive Transformation in Student Residence Spaces: Residence Committee Members as Bricoleuric Brokers
Author: Maseko, Neo
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Housing,Student Personnel Services,Social Change,Committees,Conflict Resolution,Systems Approach,Transformative Learning,Change Agents,Student Leadership,College Students

This article stemmed from discussions related to residence committee members and their role as leaders within their communities. The ideas presented during these conversations gave rise to a research interest for a conceptual exploration of collaborative and progressive social transformative brokering within a complex context. In particular, the identified interest within this context relates to finding common ground, between, inter alia, student affairs management, and residence committee (RC) management in residence spaces. The specific focus is the RC leadership team as strategists who are positioned to deal with potential conflict resolution in policy interpretation and enactment. The argument presented here has to do with the extent to which they can do this in a manner that facilitates the collegial and amicable interpretation of policy in residence communities. Inherent within this is the notion of managing the potential disjuncture between policy formulation and policy implementation. The primary question about this concern finds expression in how RCs move from being part of active cultural residence spaces to critical participants in dialogic conversations as part of a multi-perspectival progressive transformation strategy. Indeed, while bringing about transformation, the dynamic issues of brokering cohesion within a context of ideological and political complexity remain. Given the inherent situational complexities, the article adopts a bricoleuric theoretical thread that requires a multiperspectival orientation. In this regard, appropriate components of critical complexity theory, critical system theories, transformative learning, and hope theory account for this theoretical approach. A further consideration is that of a positionality of finding progressive and transformative common ground. In this regard, the argument revolves around examining the systemic factors that bear relevance for actualising the envisaged intention, that is, common ground in the interests of the common good. At stake in this argument is the notion of RC identity and their role in building a values-based residence system of policy interpretation and enactment, while bridging the ideological divide and finding common ground between the expectations of student affairs management and the residence community
Role Enactment and Types of Feedback: The Influence of Leadership Content Knowledge on Instructional Leadership Efforts
Author: Fuentes, Sarah Quebec
Date: 2020-00-00
Type: Journal Articles
Subjects: Feedback (Response),Pedagogical Content Knowledge,Instructional Leadership,School Administration,Expertise,Teacher Attitudes,Administrator Attitudes,Principals,Leadership Role,Teacher Administrator Relationship,Instructional Program Divisions,Familiarity,Leadership Responsibility,Elementary Secondary Education,Supervision,Teacher Evaluation,Leadership Effectiveness

Instructional leadership is a primary task of school leaders, but this work may be complicated when leaders and teachers do not share content area or grade level expertise. Work around leadership content knowledge (LCK) acknowledges that school leaders cannot know everything about teaching in the content areas, but suggests leaders can work to bridge this divide. Still, little is known about how leaders' LCK intersects with their efforts to support improvements in teaching and learning. The purpose of this study was to explore ways in which LCK facilitates or, in its absence, hinders instructional leadership efforts. Thirty-one teachers and school leaders were interviewed about experiences receiving or providing instructional feedback. Analyses revealed factors that teachers perceived as foundational to instructional leadership efforts. Further, depending on their LCK, school leaders enacted a range of roles and provided different types of feedback.
Why the English Home Language Curriculum and Assessment Policy Statement Will Not Improve Learners&apos; Reading Comprehension
Author: de Lange, Maryna M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Foreign Countries,International Assessment,Grade 4,Educational Policy,Native Language,Evidence Based Practice,Reading Improvement,Assessment Literacy,Elementary School Teachers,Summative Evaluation,Formative Evaluation,Educational Principles,Position Papers,Grade 5,Grade 6,English (Second Language),National Curriculum,Guidelines

Background: The Progress in International Reading Literacy Study (PIRLS), and similar international assessments, have consistently shown South African intermediate phase learners' performance to be among the lowest worldwide. Of particular concern is the Curriculum and Assessment Policy Statement (CAPS) for Home Language in the Intermediate Phase and, specifically, the document's treatment of the assessment of reading comprehension. Objectives: In this study, the CAPS requirements for assessing reading comprehension were examined, with the aim of laying the groundwork for an improved policy framework. Method: The research design of the study involved evaluating the assessment of reading comprehension in the CAPS document, using a social realist approach to uncover its underlying structures and mechanisms. Results: The study found that a principled approach to the assessment of reading comprehension was lacking, which had a cumulative effect across the CAPS document, resulting in random, yet highly prescriptive, requirements. Conclusion: The study concluded that CAPS does not provide adequate guidance for improving reading comprehension and, moreover, that the prescribed programme of assessment is not supported by the research literature on reading comprehension. The study recommends that better, more evidence-informed and consultative policies and guidelines be introduced to support teachers in the assessment -- and, ultimately, the improvement -- of intermediate phase learners' reading comprehension.