ethanporcaro/eric-fulltext-meta huggingface dataset:
Practicing What We Preach: Risk-Taking and Failure as a Joint Endeavor
Author: Cunningham-Bryant, Alicia
Date: 2019-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Risk,College Students,Grading,Student Participation,Self Evaluation (Individuals),Anxiety,Student Attitudes,Social Attitudes,Teacher Role,Student Role,Program Effectiveness

Faculty and administrators often present risk-taking as something honors students must do, but rarely do they take risks themselves. In an ideal situation, communal risk-taking would subvert institutional power dynamics, free students from grade-associated anxiety, and enable them to build dynamic partnerships with faculty. This paper discusses how one honors college piloted self-grading in the second semester of its first-year seminar as a mechanism of liberatory learning for both faculty and students. While self-grading was originally intended to provide increased freedom for risk-taking, in truth it led to increased anxiety in students and high levels of frustration for faculty. This pilot program demonstrated the underlying flaws in the concept of risk-taking and ultimately failed. Although faculty may have good intentions, simply removing grades does not remove internalized, perceived judgment. Real risk-taking requires all parties to participate with enthusiasm and to adapt when necessary in order to be successful. While self-grading did not accomplish its original aims, the process demonstrated previously underappreciated underlying cultural tensions that fundamentally affect student and faculty freedom and risk-taking, displaying how deeply entrenched the social mores are for honors faculty and students, as well as how much work is left to encourage risk-taking by both groups.
Purpose, Meaning, and Exploring Vocation in Honors Education
Author: VanLaningham, Erin
Date: 2019-00-00
Type: Journal Articles
Subjects: Vocational Education,Honors Curriculum,Higher Education,Career Exploration,College Students,Portfolios (Background Materials),Electronic Publishing,Academic Advising

This paper examines the importance of cultivating a sense of vocation in honors education. Through examples of coursework, program initiatives, and advising strategies, authors from across five institutions align the scholarship of vocation with best practices and principles in contemporary honors discourse, defining vocation in the context of higher education and describing how this concept works within honors curricula to enrich student experience and cultivate individual understandings of purpose. By focusing on critical reflection processes, Ignatian pedagogy, and theories of moral development and reasoning, the authors offer different models to advance the thesis that honors educators can and should address personal fulfillment in addition to intellectual talent, and they posit vocational exploration and discernment as tools for extending and deepening their students' personal sense of meaning in local and global communities.
&apos;Seeing&apos; and &apos;Being Seen&apos;: An Embodied and Culturally Sensitive Arts-Integrated Pedagogy Creating Enriched Conditions for Learning in Multicultural Schools
Author: Svendler Nielsen, Charlotte
Date: 2020-01-00
Type: Journal Articles
Subjects: Art Education,Integrated Activities,Foreign Countries,Workshops,Dance,Visual Arts,Dance Education,Culturally Relevant Education,Student Experience,Teaching Experience,Art Teachers,Artists,Elementary School Students

This article explores the pedagogy developed for enriching conditions for learning among 10-11 year-old children in culturally diverse schools in Cape Town and Copenhagen in an artistic-educational project led by an intercultural group of artist-educators, teachers and researchers from Denmark and South Africa. The group created a workshop format in the cross-over between dance and visual arts focused on the theme of climate change, the elements of nature (water, air, earth and fire) and their importance in the southern and the northern hemispheres. Based on a hermeneutic phenomenological analysis (van Manen, 1990) that connects the children's experiences and the artist-educators' experiences of how learning became possible in different ways, it is argued that enriched conditions for learning can be fostered through integrating art forms (here dance and visual arts) and by tools that constitute an embodied and culturally sensitive pedagogy.
Get the Most from Your Survey: An Application of Rasch Analysis for Education Leaders
Author: Bailes, Lauren P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Surveys,Evaluation Methods,Item Response Theory,Administrator Role,Measurement Techniques,Test Construction,Urban Schools,Elementary Schools,Grade 3,Grade 4,Grade 5,Teacher Attitudes,Teacher Characteristics,Construct Validity,Test Reliability,Educational Policy,Self Efficacy

High-quality measurement tools are critical to school improvement efforts. Education researchers frequently employ surveys in order to assess a host of variables associated with school improvement. This article asserts that Rasch modeling techniques enhance the quality of a measurement tool because they comprise elements of both qualitative and quantitative research approaches, and because Rasch modeling corrects the erroneous conclusions that result from the errors associated with ordinal response scale data. This article illustrates, with specific attention to the needs of education leaders and researchers, how the Rasch measurement model gauges the usefulness of survey instruments. This study illustrates the benefits of Rasch modeling using the scale that measures teacher external political efficacy (TEPE). Findings show that a set of four items captures this domain well.
Advancing Human Services Education: Exploratory Study of International Service-Learning and Digital Pedagogy
Author: Sparkman-Key, Narketta
Date: 2020-01-00
Type: Journal Articles
Subjects: Service Learning,Study Abroad,Human Services,Reflection,Portfolios (Background Materials),Electronic Publishing,Skill Development,Undergraduate Students,Student Experience,Professional Education,Computer Uses in Education,Foreign Countries

This study focuses on advancing the understanding of human services education in international service-learning focused study abroad programs. There is a gap in the literature pertaining to service-learning education for human services students. This study explores the integration of service-learning, reflection, and technology in human services education. Case study methodology and document review analysis are used to examine the use of ePortfolio as a reflective tool in addition to the skill development of upper-level undergraduate human services students through service learning. Seven themes arose from the findings, which suggest that international service-learning assists students in human services skill development and ePortfolio is effective as a reflective tool in human services education.
A Faculty-Friendly Framework for Improving Teaching and Learning through Service-Learning
Author: Deal, Belinda
Date: 2020-01-00
Type: Journal Articles
Subjects: Service Learning,Online Courses,Graduate Students,Curriculum Development,Business Administration Education,Nonprofit Organizations,21st Century Skills,Student Volunteers,Labor Force Development,Educational Benefits,School Community Relationship

This manuscript highlights benefits of service-learning (SL) as a promising pedagogical approach to improving teaching and learning in college classrooms. Drawing on the collective experiences of integrating SL projects in university courses, the authors share a framework aimed at assisting faculty in higher education in designing, implementing, and evaluating SL projects across diverse higher education courses. A case example illustrating how SL projects can be infused in a graduate course is offered, and recommendations are provided for faculty who wish to integrate SL projects with the goal of improving teaching and learning in their college courses.
A Storm Called Erika: Lessons from a Service-Learning, Community-Based Psychosocial Support Post Disaster Response
Author: Shillingford, Aldene
Date: 2020-01-00
Type: Journal Articles
Subjects: Service Learning,Natural Disasters,Student Attitudes,Student Participation,Foreign Countries,School Community Relationship,Social Support Groups,Community Involvement,Internship Programs,Social Services,College Students,College Role

This paper examines students' experiences as a post disaster response in the Caribbean. The examination of reports of graduate Psychology and Social Work students, a Social Work Practitioner and programme staff of the Dominica Social Welfare Division who were involved in the University of the West Indies' (UWI) Service-Learning programme, the Caribbean Internship Programme (CIP), provides critical considerations for service-learning as a model to be utilised in the future. The study revealed the following: (1) the experience of severe hazardous events has redefined the types of support needs of the Dominica Social Welfare Division. This will impact the nature of the partnership between the Division and the UWI/CIP; (2) grassroots community-based agency prompts the propensity for mutual support and regional integration; (3) pre-disaster preparation dynamics must be understood for there to be effective post disaster recovery responses; and (4) the need for greater collaboration in revising the social work programme curriculum to meet the changing needs of organisations facilitating service-learning.
Life Orientation Teacher Training Needs in Career Guidance at Rural High Schools
Author: Modiba, Matabe Rosa
Date: 2019-12-00
Type: Journal Articles
Subjects: Educational Needs,Rural Schools,High School Teachers,Career Guidance,Foreign Countries,Faculty Development,21st Century Skills,Teacher Effectiveness,Computer Literacy,Social Networks,Youth Employment,Career Development

The inclusion of career guidance in the life orientation (LO) curriculum has posed a number of challenges for LO teachers in South Africa. LO teachers seem to experience confusion, feelings of incompetence, and insufficient training that points to a need for training and professional development. The purpose of this article is to explore the training needs of LO teachers in teaching career guidance at rural high schools in the Lephalale Municipality of the Waterberg District. A qualitative research approach was followed in this study. This study was a small investigation in which non-probability purposive sampling was used to select 2 secondary schools and 1 LO teacher per selected school. Face-to-face, semi-structured interviews were used to elicit responses from a purposefully selected sample of 2 Further Education and Training (FET) LO teachers at 2 rural high schools in the Lephalale Municipality. FET LO teacher training needs in teaching career guidance emerged as a major theme and is discussed in this article.
Challenges and Opportunities Regarding Usage of Computers in the Teaching and Learning of Mathematics
Author: Tachie, Simon A.
Date: 2019-12-00
Type: Journal Articles
Subjects: Mathematics Instruction,Computer Uses in Education,Foreign Countries,Administrator Attitudes,Barriers,Computer Literacy,Educational Resources,Teaching Methods,Access to Computers,Pedagogical Content Knowledge,Teacher Competencies,Secondary School Teachers,Teacher Attitudes

Many studies have identified the fact that most mathematics teachers experience challenges in using technology in their teaching, and learners also find it difficult to use it in their learning. Teachers often fail to address opportunities regarding this usage to address the situation. This paper explores factors contributing to teachers' and learners' challenges and opportunities for using Information and Communication Technology (ICT), such as computers, in the teaching and learning of mathematics in the OR Tambo Education District. A case-study design was used. The sample comprised 5 teachers and 5 learners selected from 5 performing schools in the District. Individual interviews and open-ended questionnaires were used for data collection. Content analysis was used to analyse the data. The study revealed that a lack of computer tuition opportunities, school managers' attitudes and limited material resources contributed to challenges and opportunities regarding the use of computers in mathematics instruction in schools. The study concluded that a lack of teachers' access to the use of computers in schools made it difficult for them to assist learners in the use of computers for teaching and for school tasks. Recommendations have been made to help enforce and monitor the use of available computers in schools.
Engaging Elementary Students in Energy Sustainability: A Service-Learning Project by Preservice Elementary Teachers
Author: Lee, Carole K.
Date: 2020-01-00
Type: Journal Articles
Subjects: Learner Engagement,Elementary School Students,Children,Service Learning,Preservice Teachers,Teaching Methods,Sustainable Development,Energy Conservation,Program Effectiveness,Relevance (Education),Consciousness Raising,Informal Education,Habit Formation,College School Cooperation,Grade 4,Hands on Science,Field Trips,Student Attitudes

Forty-one pre-service elementary teachers (PSETs) enrolled in a science methods course participated in a service-learning project on energy and sustainability. The goal was to help PSETs and elementary students to understand concepts regarding energy, energy saving, and sustainability through an oncampus Family Energy Day event for 65 elementary school students. PSETs participating in the service-learning project identified gains in science knowledge, an increased awareness of their own energy saving practices, the relevancy of the activities, and how the project helped shape their professional identity as strengths. Elementary students who participated also showed commitment to practicing a variety of energy saving habits which they were exposed to through the event. Strengths of the service-learning experience for both PSETs and elementary students included the opportunity to learn in an informal environment, the development and use of activities related to both groups' daily lives, and the opportunities the event presented for real-wold application and reciprocal learning.
Influences of Preschool on the Development of Self-Control in Preschool Children in Montenegro
Author: Jelic, Milica
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Outcomes of Education,Self Control,Preschool Children,School Culture,Preschool Teachers,Teacher Student Relationship,Educational Environment,Teaching Methods

The aim of the research presented in this paper is to examine the factors, including pedagogical ones, that influence the development of self-control in preschool children. Numerous studies emphasise the importance of discipline in the development of self-control. The methodological part of this paper represents a qualitative research study conducted within a single educational facility in Montenegro (Podgorica) which, apart from systematic observation, included interviews with teachers in a focus group (41 examinees). ATLAS.ti software was used to analyse and prepare the research data. The results of this study suggest not only the possible existence of an isolationist culture of preschools in Montenegro, but also insufficient awareness of teachers' practice. The nature of teacher-child interaction is considered in the context of an educational institution, characterised by predominantly linear communication, as well as the group tasks that dominate the working day. Studies of this type have not been conducted in Montenegro so far. The results provide significant material for further research and practice, such as the promotion of positive communication and successful teacher-child interaction in terms of the positive development of self-control in preschool institutions.
Short-Term Study Abroad Including Service-Learning with Critical Reflection Provides Transformative Experience for Students: Case Study from Kenya
Author: Moak, Stacy C.
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,Service Learning,Transformative Learning,College Students,Reflection,Educational Benefits,Cultural Awareness

As the world has become more accessible to everyone through modern technology such as airplanes and the internet, the need to educate students to function in a global society has received increasing attention. Short-term study abroad opportunities (1-3 weeks) have evolved as a viable option for contemporary students to give them exposure to life outside of their daily experiences. These short-term programs have been criticized for providing only &quot;tourism&quot; and not any real depth of experience with local people and culture. This paper provides an overview of a short-term study abroad (10 day) paired with a service-learning project that lasted an entire semester and was embedded within a for-credit university course. The structure of the project is described as well as observed impact on student learning. Conclusions provide an argument that short-term study abroad, when paired with service-learning and critical reflection, can provide the type of transformative student experience desired by universities and enable a broader section of the student body opportunities for international experiences.
Structure and Agency: Clash or Complement towards Quality Public Education within the South African Legislative Framework?
Author: Liwane, Nontsha
Date: 2019-11-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Quality,Public Education,Conflict,Power Structure,Professionalism,Teacher Empowerment,Neoliberalism,Unions

In the current South African society, characterised by typical neo-liberal market-driven priorities also forced upon the education sector, the search for quality education needs careful consideration. This search has taken a prominent focus in robust academic, public, political, and school governance debates in South Africa for the past 2 decades. Officials of the Department of Basic Education (DBE) admit that, despite noteworthy efforts, it fails in providing quality education for all learners. Key stakeholders in education neglect their professional duties. This paper investigates factors related to (dominating) structure and (a lack of) agency that might be deterrents to attainment of quality education. Bureaucratic and labour structures often deny professional educators their agency. The central question is what the nature of the impact, if any, of the conflicting powers of structure and agency is on quality public education. It was found that the conflict between structure and agency often have a negative effect on the delivery of quality education but that the advantages of both structure and agency, once reconciled, might lead to the improvement of the delivery of quality education in South Africa.
Service-Learning: A Vehicle for Inquiry Teaching and Learning
Author: Spector, Barbara S.
Date: 2020-01-00
Type: Journal Articles
Subjects: Service Learning,Science Instruction,Methods Courses,Preservice Teacher Education,Preservice Teachers,Elementary School Teachers,Problem Solving,Attitude Change,Inquiry,Anxiety,Climate,Science Activities,Critical Incidents Method

A service-learning model was used in a science methods course for elementary teachers as the context for integrating key pedagogical strategies necessary to attain current national and state standards. This innovation provided a real-world problem-solving experience and introduced learners to service-learning through personally relevant environmental issues. Designed as an inquiry, this experiential course, engaged learners in &quot;doing science&quot; and constructing knowledge of science, technology, and societal interaction content on a need to know basis. The intervention taught future teachers to engage their communities in addressing local issues. It also mitigated preservice teachers' science anxiety and enabled preservice teachers to understand and appreciate current national and state standards. Included are the methods course structure, the model used for service-learning, an extensive scenario illustrating classroom interactive inquiry strategies, and excerpts from students' journals revealing attitudinal changes during the course.
Information Needs and Constraints of Access to Educational Information in the Fort Beaufort Education District
Author: Oyediran-Tidings, Stella O.
Date: 2019-12-00
Type: Journal Articles
Subjects: Information Needs,Access to Information,Librarians,Barriers,Grade 12,High School Seniors,Library Role,Information Literacy,College Admission,Career Guidance,Foreign Countries,Information Technology,Intellectual Disciplines,Adolescents,School Libraries,Low Income Students

Types of educational information needed by learners, their level of access and librarians' supportive roles in learning are pertinent to the attainment of quality education. This study seeks to identify the types of educational information needed by high school learners and the barriers of access. The study is underpinned by the jurisprudential theory of freedom of speech augmented by the theory of access to establish the reality of access. The study adopted a mixed methods approach to obtain data from 331 grade 12 learners, 29 teachers and 3 librarians. The findings reveal that information on requirements for admission into university, subjects taught at school, and career guidance were the most needed by learners. Access challenges include inadequate information resources and the absence of and/or non-functional school libraries. Recommendations include the adequate provision of educational information, information literacy education, employment of qualified librarians by education authorities as well as provision of functional school libraries and information technology tools. The study has shown a need to further examine, in a more rigorous way, the coping strategies of teachers and learners in information-poor communities.
Application of Biometric Fingerprinting to Encourage the Active Involvement of Student Teachers in Lectures on Differentiated Instruction
Author: de Jager, Thelma
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Identification,Human Body,Measurement Techniques,Student Teachers,Individualized Instruction,Student Participation,Classroom Communication,Incentives,Preservice Teacher Education

The aim of this article was to establish whether a biometric fingerprint device can be used to accurately record and improve active class participation of student teachers when attending lectures on the application of differentiated instruction. Quantitative and qualitative approaches were used to collect data. In the quantitative study a student-teacher class (n = 180) of a university in South Africa participated during the second and third semesters of the academic year. The quantitative data consisted of the number of student teachers' active participations recorded using a biometric fingerprint device and data from the second and third semesters were compared. Results were obtained from the calculated number of active participations for which student teachers were rewarded &quot;class bucks&quot; for quality comments. Although class bucks were awarded in both the second and third semesters, the number of student teachers who were actively involved in discussions increased by 18% in the third semester (when biometric fingerprint scanning was implemented). After the completion of their training course, a qualitative approach followed, where participants (n = 36) reflected (through responses to open-ended questions) that they still desired more practice and examples to help them create differentiated activities. It was evident that more activities for practical experiences should be created where student teachers could use various forms of assessment, adjust content, select suitable methods and media, create a suitable learning environment, and identify their learners' learning barriers and learning preferences to create and apply differentiated activities in the classroom.