ethanporcaro/eric-fulltext-meta huggingface dataset:
Undergraduate Economics Curriculum and Employability Skills in South Africa
Author: Ngulube, Beatrice
Date: 2020-00-00
Type: Journal Articles
Subjects: Economics Education,Employment Potential,Employment Qualifications,Job Skills,Soft Skills,Communication Skills,Thinking Skills,Teamwork,Education Work Relationship,Labor Market,Career Readiness,College Graduates,College Curriculum,Study Guides,Occupational Information,Undergraduate Study,Foreign Countries

Graduates with employability skills are considered as assets by employers because they are dynamic and adapt easily to today's work environment. Thus, higher education globally is under pressure to produce graduates who are employable and able to continue learning and remain employed. This study examined the extent to which the undergraduate economics curriculum in South Africa equips economics graduates with employability skills. This was achieved through a qualitative approach using a content analysis design. Data analysed from advertisements extracted from the Sunday Times for four consecutive years and data from six undergraduate economics study guides indicated that there was a disjuncture between undergraduate economics skills and those required by the industry. The analysed study guides only cover about 29.4 % of the needed skills in the labour market. It is imperative for higher education institutions to produce employable graduates because evidence demonstrates that employers today do not hire employees solely based on academic qualifications. Recommendations are that there should be an alignment between employability skills required in the labour market and those offered by the academic institutions. Curricula and pedagogy should also be adjusted to enhance graduate skills outcomes.
A Collaborative Exchange to Improve Early Childhood Education Outcomes
Author: Takagi, Yumiko
Date: 2020-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Foreign Countries,Intercollegiate Cooperation,International Cooperation,Educational Research,International Educational Exchange,Child Care,Child Rearing

International collaborative research has great value in helping each of the participant's view their respective situations from novel and various perspectives. When people involved in the same work tackle problems from different perspectives, new awareness arises, and innovative solutions are created. Kagawa University and Colorado State University have conducted excellent research exchanges in the field of early childhood education based on their international exchange agreements. As the trend in Japan towards nuclear families continues in tandem with Japan's aging society and low childbirth rate, a number of parents and guardians are becoming increasingly isolated and unsure of how to raise their children. The process of introducing a new childcare support system based on Japan's national policies and the problems Japanese regional prefectural governments face in early childhood education were clarified through exchanges between Kagawa University and Colorado State University. By sharing information and giving an overview concerning efforts and successful cases in Japan and the U.S., mutual clues were found for problem analysis and problem solving. This research analyzed the factors for constructive interaction and provided clues for the problems highlighted by the results. It enabled several researchers in Kagawa who have experience in this field, overseas as well as locally, and those at the prefectural level involved as leaders in professional guidance in this field of childcare, to understand the current situation and trends for childcare in the U.S. This has the potential to lead to improvements in the quality of childcare and the training of teachers in Japan. It also put forward a direction and recommendations for development in international collaborative research.
Culturally Responsive Teaching for the Children of New Immigrants in Taiwan: Perspectives of New Immigrant Parents
Author: Chen, Mei-ying
Date: 2020-00-00
Type: Journal Articles
Subjects: Immigrants,Culturally Relevant Education,Teaching Methods,Curriculum Design,Cultural Differences,Equal Education,Barriers,Foreign Countries,Ethnography,Parent Aspiration,Elementary School Teachers,Teacher Attitudes,Multicultural Education,Family Characteristics,Elementary School Students,Parent Attitudes

International marriages have increased the population of new immigrants in Taiwan. Most Taiwanese educators are unaware of the expectations of the new immigrant parents. This ethnographic research explored whether Taiwanese primary school teachers implemented culturally responsive teaching to help the children of new immigrants become academically accomplished from the perspectives of the new immigrant parents. The findings indicated that most Taiwanese primary school teachers were aware of the challenges the children of new immigrants faced but culturally responsive teaching approaches were rarely implemented in any meaningful way, and that Taiwan still lacked effective communication styles, multicultural curriculum design and culturally congruent teaching. While most Taiwanese teachers recognized cultural differences, they failed to pursue measures to achieve educational equity. The new challenges and relevant issues are discussed.
&apos;My Body, My Boundaries&apos;: The Impact of a New Sexual Health Program on Elementary Age Children and Parents in Mississippi
Author: Kimberly, Claire
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Sex Education,Health Education,Comprehensive School Health Education,Sexual Abuse,Parent Education,Human Body,Family Programs,Knowledge Level,Prevention,Safety Education,Parent Role

Teaching elementary students about sexual health is not a common practice in the United States; however, the ability of children to understand and prevent sexual abuse could be learned in programs dedicated to improving communication about safe touch and boundaries. This study evaluates a program (i.e., &quot;My Body, My Boundaries&quot;) currently being conducted in Mississippi with elementary age students and their parents. The hour long program taught children and their parents/guardians about proper body names and how to set clear boundaries of who can and cannot touch them. A total of 101 parents/guardians and 127 children completed the program. Significant improvement in parental self-reported knowledge was found with a pre/post-test. Recommendations for continued improvement have been provided.
Challenges Facing Schools in Rural America
Author: Tieken, Mara Casey
Date: 2021-01-00
Type: Journal Articles
Subjects: Barriers,Rural Areas,Social Differences,Racial Differences,Rural Education,Well Being,COVID-19,Pandemics,Educational Policy,Policy Formation,Equal Education,Community Leaders,Administrators,Local History,Funding Formulas,Educational Finance,Taxes,Real Estate,Elementary Secondary Education,Rural Schools,Institutional Characteristics,Diversity

Rural America is experiencing an era of unprecedented demographic change, as rural communities of color are growing--an expansion that is necessary for keeping rural America thriving. But racial and class inequality divides many rural places, threatening rural students' education and rural communities' well-being, and the current pandemic is already exacerbating these divides. If these inequalities go unchecked, they will jeopardize rural communities across the country. Education leaders play an important role in addressing these inequalities. Policymakers must spend time in rural communities and schools, getting to know their unique obstacles and opportunities and, importantly, their most pressing equity issues. They should partner with rural leaders--school administrators but also community leaders like pastors and organizers--to design policies. These policies must account for the local context, such as a town's brutal racial history or the effects of a recently closed mill or long and mountainous bus routes. These details will dramatically shape a policy's effectiveness. Policymakers must change education funding formulas: relying on property taxes to fund schools only perpetuates educational injustice. Rural schools need policies that promise all students, no matter where they live, a well-resourced, community-responsive education.
Colorado&apos;s Network for Local Accountability
Author: Banghart, Kirk
Date: 2021-01-00
Type: Journal Articles
Subjects: Accountability,Rural Schools,Educational Policy,Educational Cooperation,School Districts,Elementary Secondary Education,Program Evaluation,Institutional Evaluation,COVID-19,Pandemics

In Colorado, a grassroots accountability and continuous improvement network is uniting far-flung rural school districts--with members as many as 400 miles apart--in a collaborative effort to address the unique needs of Colorado's rural students. As in other states, Colorado rural districts must deal with funding disparities, isolation, education policies driven by urban voices, and small enrollments, which, when coupled with lower per-pupil revenues, result in tight district budgets and make it hard to offer equitable opportunity for all students. The state legislature passed a bill to create Local Accountability System Grants in 2019, and the Colorado State Board of Education awarded $450,000 in grants in spring 2020. The Student-Centered Accountability Program (S-CAP), a grassroots accountability and continuous improvement network driven by a geographically diverse group of rural district leaders, received one of the grants. Created in 2015, S-CAP was also a source of inspiration for the legislation that created the grant program. Its lessons learned may also help state boards nationwide as they grapple with how to make accountability relevant amidst COVID realities and how to better serve small, remote districts and school settings that serve nontraditional student populations with small n-sizes.
To Act with Justice and Love Tenderly: Exploring the Church&apos;s Call for Inclusion
Author: Boyle, Michael J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Catholic Schools,Social Justice,Inclusion,Students with Disabilities,Religious Education,Program Design,Program Implementation,Compliance (Legal),Educational Legislation,Federal Legislation,Equal Education

This paper explores some of the documents that provide a foundation for the Church and its ministries to deliver justice and mercy to all, including students with disabilities. First, Catholic Social Teaching (CST) traditions will be presented as the foundation to some of the documents of the American Church. A chronology of the documents of United States bishops will trace the flow of CST as the impetus for designing and delivering programs for students with disabilities in Catholic schools. Implications for Catholic schools are outlined for next steps for implementation. [Note: The page range (5-22) shown via the .pdf is incorrect. The correct page range is 5-23.]
Same Song, Different Verse: Consistent Content Vocabulary across Grade Levels in the New ELAR TEKS
Author: Revelle, Carol
Date: 2020-00-00
Type: Journal Articles
Subjects: Vocabulary,English,Language Arts,Elementary Secondary Education,Alignment (Education),Academic Standards,State Standards,Reliability,English Language Learners

The new ELAR TEKS include consistent content vocabulary across grade levels that represent an opportunity for teachers to build a strong foundation for efficient growth and development. In this article, the author looks at consistent content vocabulary, shifting content vocabulary, and content vocabulary spread in the new ELAR TEKS and then ends with recommendations for capitalizing on the repetition in the new standards.
Unpacking Cultural Barriers in the Secondary Classroom Using Multicultural Literature
Author: Barrios, Amy
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Literature,Cultural Awareness,Culturally Relevant Education,Social Bias,Identification (Psychology),Class Activities

The establishment of self-identity within the learning community is at the core of participation; as educators, it is critical that we consider the cultural makeup of our classroom participants, and address those cultures through instructional decision making, teaching opportunities, and development of the classroom community. This article discusses the need for cultural self-awareness from teachers and students. It also provides teachers with a cultural identification activity and multicultural book jigsaw to support the integration of diverse texts into the classroom.
Write Away: Writing across the Curriculum and Beyond
Author: Childs, Kamshia R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing Across the Curriculum,Writing Instruction,Relevance (Education),Instructional Effectiveness,Mathematics Education,Science Education,Social Studies,Elective Courses,Physical Education,Art Education,Music Education,Second Language Learning

Writing often serves as a medium for students to express their feelings as well as share their perspectives gained. Students can benefit from learning to articulate through authentic and relevant writing. Writing can be beneficial in all core subjects (not just English Language Arts) as well as special programs (such as Fine Arts and Physical Education). This article shares the importance of writing to learn, with discussion about integrating writing in core subjects at school and beyond the classroom (at home). In order to further engage students, insight will be shared on how to teach the major purposes for writing in a way that is more applicable and relevant to students' lives.
Effects of a Collaborative Planning and Consultation Framework to Increase Participation of Students with Severe Disabilities in General Education Classes
Author: Kuntz, Emily M.
Date: 2021-03-00
Type: Journal Articles
Subjects: Cooperative Planning,Students with Disabilities,Severe Disabilities,Inclusion,Regular and Special Education Relationship,Learner Engagement,Middle School Students,Teacher Competencies,Student Participation,Teacher Behavior,Middle School Teachers,Special Education Teachers,Intervention,Teacher Collaboration

Although many students with severe disabilities are enrolled in general education classrooms, general educators rarely receive strong training and guidance on supporting the academic and social participation of these students. A multiple probe across participants design was used to evaluate the effectiveness of a collaborative planning and consultation framework on the academic engagement of four middle school students with severe disabilities and the instructional behaviors they receive from their general educators. The intervention package increased each focus student's academic engagement with classwide instruction and changed the types of instructional behaviors some general educators directed toward these students. Recommendations are offered for research and practice aimed at engaging general educators in the design and delivery of inclusive interventions.
Getting beyond &quot;Why&quot;: A Reflection on &quot;To Act with Justice and Love Tenderly: Exploring the Church&apos;s Call for Inclusion&quot;
Author: Benton, Janice L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Catholic Schools,Religious Education,Social Justice,Inclusion,Students with Disabilities,Student Attitudes,Electronic Journals,Civil Rights,Advocacy,Catholic Educators,Attitudes toward Disabilities

This is a response to Michael J. Boyle's &quot;To Act with Justice and Love Tenderly: Exploring the Church's Call for Inclusion.&quot; While Janice L. Benton agrees with his suggestions of self-reflection, retreats, and guided explorations of the Church documents, she also recommends gathering the perspectives of individuals with disabilities by talking with them and reading blogs and articles from disability-rights advocates, reflecting a more inclusive dynamic of working together versus the helper and helped mentality. Also while he offers a thoughtful conclusion to his article, she would add to urge Catholic school teachers, administrators, and other personnel to see the student as you see any other student without focusing or dwelling on the disability and to remember that well-documented Church teaching is without equivocation--all means all (Racunas, 2017). To her, there is no alternative to inclusion. [For &quot;To Act with Justice and Love Tenderly: Exploring the Church's Call for Inclusion,&quot; see EJ1286835.]
Learner Performance in the 2009 to 2014 Final Grade 12 Mathematics Examination: A Quantile Regression Approach
Author: Zondo, Nombuso
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Grade 12,Mathematics Education,Mathematics Tests,Mathematics Achievement,Socioeconomic Status,Scores,School Districts

The South African education system bears evidence of fluctuations in the final Grade 12 mathematics marks occurring across different learner profiles. This study reflected on the National Senior Certificate (NSC) mathematics results from the Western Cape Education Department for the years 2009 to 2014, the period just after the introduction of the NSC in 2008 and including the updated NSC introduced in 2014. Accordingly, this study aimed to examine the learners' performance by socio-economic school quintile and education district for the period of 2009 to 2014, for learners in the Western Cape. Instead of the ordinary regression model, we adopted the quantile regression approach to examine the effect of school (national) quintile (NQ) type and education district at different quantiles of learner performance in the mathematics examination. The results showed that there is a significant school quintile type and education district effect on learner performance in NSC mathematics examinations for learners in the Western Cape. In some years, there were no significant performance differences between learners from NQ2 and NQ4 schools in the different quantiles. Similarly, learner performance differences for NQ3 and NQ4 schools were not significant. As we moved from 2009 to 2014, the performance difference between the lower school quintiles and the upper school quintiles narrowed, although the performance differences remained significant. These differences were smallest in 2013. This is a good sign, as it indicates that government efforts and policies, designed to narrow the historical social disparities manifested in the schools, have been somewhat successful. The identification and scrutinising of school quintile type and education district where the gap is wider will assist the government to review policies and interventions to accelerate the transformation.
Postgraduate Mathematics Education Students&apos; Experiences of Using Digital Platforms for Learning within the COVID-19 Pandemic Era
Author: Naidoo, Jayaluxmi
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Graduate Students,Educational Technology,Electronic Learning,COVID-19,Pandemics,Communities of Practice,Foreign Countries,Mathematics Teachers,Computer Mediated Communication,Social Media,Online Courses,School Closing

Within the digital era, as global society embraces the fourth industrial revolution, technology is being integrated swiftly within teaching and learning. Within the Coronavirus disease (COVID-19) pandemic era, education institutions are preparing robustly for digital pedagogy. This article reports on a study focusing on 31 postgraduate mathematics education students' experiences of using digital platforms for learning during the COVID-19 pandemic era. The study was located at one teacher education institution in KwaZulu-Natal, South Africa. The research process encompassed three interactive online workshops and two online discussion forums, which were conducted via different digital platforms (Zoom, Moodle and WhatsApp). The study was framed using the theory of Communities of Practice, which denotes a group of people who share an interest which is enhanced as group members support and interact with each other. Qualitative data generated during the interactive online workshops and discussion forums were analysed thematically. The results exhibit challenges and strengths of using digital platforms as experienced by the participants. The results of this study suggest that before using digital platforms for mathematics learning, it is important for students to be encouraged to practise and engage collaboratively within digital platforms. The study adds to the developing knowledge in the field concerning using digital platforms for learning mathematics within the COVID-19 pandemic era.
The Effect of Graphing Calculator Use on Learners&apos; Achievement and Strategies in Quadratic Inequality Problem Solving
Author: Ndlovu, Levi
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Secondary School Mathematics,Teaching Methods,Graphing Calculators,Mathematics Achievement,Problem Solving,Intervention,Student Attitudes,Algebra,Learning Strategies,Foreign Countries,Word Problems (Mathematics),Equations (Mathematics)

The purpose of this mixed methods study was to investigate the effect of a graphing calculator (GC) intervention on Grade 11 learners' achievement in quadratic inequality problem solving. The quantitative aspects of the study involved an experimental and control group design in which the experimental group received instruction using the GC activities and the control group was taught without using the GC. The qualitative aspects of the study involved script analysis and task-based interviews. We used three data collection instruments: a quadratic inequality problem solving test used both as a pre- and a post-test administered to both the experimental and the control group learners, a written task analysis protocol and a task-based interview schedule. The results of the dependent samples &quot;t&quot;-test confirmed a statistically significant improvement in the quadratic inequality problem solving achievement of the experimental group with a Cohen's &quot;d&quot; effect size of 1.3. The dependent &quot;t&quot;-test results for the control group were also a statistically significant improvement but with a smaller Cohen's &quot;d&quot; of 1.2. The results of the independent t-test indicated that the experimental group achievement was significantly higher than that of the control group with a Cohen's &quot;d&quot; effect size of 0.79. Script analysis of selected learners' post-test solutions also showed that learners in the experimental group employed more problem-solving strategies (at least three -- symbolic, numeric and graphical). Interview results of purposively selected learners also affirmed that experimental group participants perceived the GC intervention to have prepared them more effectively for multiple solution strategies of the quadratic inequality problem tasks. The researchers recommend the integration of GCs in the teaching and learning of mathematics in general and quadratic inequalities in particular. However, more research is needed in the integration of the GC in high-stakes assessment.