ethanporcaro/eric-fulltext-meta huggingface dataset:
Administering Narrative Career Counselling in a Diverse Setting: Trimming the Sails to the Wind
Author: Maree, Kobus
Date: 2006-00-00
Type: Journal Articles
Subjects: Career Counseling,Postmodernism,Narration,Data Collection,Career Choice,Student Diversity,Counseling Techniques,Counseling Services,Foreign Countries

The purpose of this article was to investigate the extent to which a postmodern, narrative approach to career counselling can be utilized to address complexities in career counselling settings characterized by diversity. We also contemplated whether the inclusion of multiple approaches towards the data collection for assisting clients in career choices is indeed possible. Our expectation was that this article could contribute to advancing our theory base in career counselling to one which is more inclusive, holistic, and contextual. We reconsidered assumptions possibly separating existing career counselling practices in SA from theory because, in our view, using the framework of a constructivist and postmodern approach also links practice and theory with societal &quot;realities&quot;. We invite future research to explore and explain the theoretical associations we have established by constructing a resonant career theory. We also encourage documentation of the exploration of our premises in clinical cases. Lastly, we propose the revision of training programmes to answer to diversity particulars so that theory-practice integration can be strengthened, and we support transformation processes focused on recruiting students representative of SA diversity to study in the field of educational psychology, focusing on career counselling, and to equip them with the skills to deal with larger and smaller groups satisfactorily.
Investigating Zimbabwean Mathematics Teachers' Dispositions on the &quot;O&quot; Level Calculator Syllabus 4028
Author: Nyaumwe, Lovemore
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Mathematics,Mathematics Teachers,Teacher Attitudes,Calculators,Technology Uses in Education,Educational Technology,Mathematics Instruction,Technology Integration,Interviews,Questionnaires,Likert Scales,Teaching Methods,Qualitative Research,Statistical Analysis,Observation

The questionnaire responses of 38 secondary school mathematics teachers provided initial data for this study. About 26.3% (n = 10) of this number was sampled for classroom observation and in-depth interviews in order to assess the consistency of the dispositions. Only 15.8% of the schools in the study adopted the calculator version of the &quot;O&quot; Level curriculum, 4028. The teachers' dispositions showed competence to use scientific calculators during instruction but maintained teacher-centred instructional approaches in both classrooms where students possess calculators and logarithms. This finding raises fears that even when calculators are available, they may remain on the periphery of mathematics instruction when they continue to be narrowly used as computational devices. Implications of these results are explored with a goal of providing teachers with insight into how to use calculators effectively in the &quot;O&quot; Level mathematics curriculum.
The Difficulties of School Development Planning
Author: Xaba, Mgadla
Date: 2006-00-00
Type: Journal Articles
Subjects: Educational Planning,Educational Development,Barriers,Change Strategies,Institutional Mission,Case Studies,Governing Boards,Interviews,Parent Attitudes,Principals,Administrator Attitudes,Teacher Attitudes,Elementary Secondary Education,Strategic Planning,Foreign Countries

The South African Schools Act No. 84 of 1996 requires that school governing bodies develop school mission statements and, by implication, school development plans. The Gauteng Regulations and Rules for Public School Governing Bodies specifically direct school governing bodies to draw up and amend school development plans. Whilst training in development planning has been provided to school management teams and educators, schools generally still do not have realistic development plans. The difficulties of school development planning are demonstrated with reference to schools in the Gauteng Department of Education, through personal experiences of the researcher and a case example of the development planning process at two schools. This is premised on the fact that school development planning is a highly technical process that requires skill and know-how to be executed successfully. It is argued that school development planning is fraught with numerous challenges that require an approach that focuses on its purpose, i.e. school improvement and management of planned change.
Free State Educators' Experiences and Recognition of Bullying at Schools
Author: de Wet, Corene
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bullying,Teacher Attitudes,Educational Research,Questionnaires,Victims,Peer Relationship,Verbal Communication,Aggression,Statistical Analysis,Measures (Individuals),Secondary Schools,Secondary School Teachers

In South Africa little research has been conducted into bullying and particularly into South African educators' experiences of school bullying. In an attempt to address this hiatus in the literature on bullying, I report on an investigation into Free State educators' experiences and recognition of school bullying. The research instrument was an adapted version of the Delaware Bullying Questionnaire, altered from a learner to an educator self-reporting questionnaire. The first important result from the research was that Free State educators had frequently witnessed learners being physically and verbally abused by fellow learners. Secondly, it was found that more than half of the respondents had been victims of direct verbal educator-targeted bullying. Thirdly, the results of the study indicated that verbal and physical bullying of learners by their educators was not an uncommon occurrence in some Free State schools. Finally, some recommendations regarding the protection of the rights of educators and learners to work and play in a bully-free milieu are given.
The Career Plans of Newly Qualified South African Teachers
Author: Bertram, Carol
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Surveys,Preservice Teachers,Student Attitudes,Career Planning,Teacher Shortage,Beginning Teachers,Racial Differences,Foreign Nationals,Questionnaires,Student Characteristics,Probability

We report on survey data collected from 776 final-year student teachers from 11 higher education institutions in October 2004. The purpose of the survey was to find out how many newly qualified teachers were planning to teach abroad and how many were planning to teach in South Africa. Two issues formed the backdrop of the study: teacher migration and teacher shortages in South Africa. Key findings from the study showed that 27.4% of the student teachers were planning to teach abroad in 2005, 63.3% were planning to teach in South Africa, and the remainder (7.2%) were not planning to teach. However the vast majority of those planning to teach abroad indicated that they would be returning to South Africa within two years. Of the student teachers who were planning to teach in South Africa, only 33% indicated that they already had a job secured for 2005. Three-quarters of these posts were to be paid by school governing bodies in ex-Model C schools. We argue that teacher shortages are not translating into available jobs for newly qualified teachers. Issues of race cannot be ignored, in that white teachers are more likely to get posts in well-resourced schools, and are more likely to go abroad to teach.
The Functions of School Governing Bodies in Managing School Finances
Author: Mestry, Raj
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Governing Boards,Educational Finance,Money Management,Educational Legislation,Federal Legislation,Stakeholders,Knowledge Level,Qualitative Research,Focus Groups,Governance,School Responsibility,Accountability,State Agencies,Agency Role,Board Administrator Relationship,School Policy,Quality Control,Guidelines,Policy Formation,Program Implementation,Training Objectives,Advisory Committees,Cooperation

In the Schools Act No. 84 of 1996 school governing bodies are mandated to manage the funds of schools. The Act also provides guidelines for the school governing body and the principal on their roles and responsibilities in managing the finances of the school. However, some members of school governing bodies and principals either have little knowledge of the Schools Act or simply interpret it incorrectly, which results in many schools experiencing financial mismanagement. Although the provincial department of education provides financial management training for school governing bodies, many schools still encounter problems in this area. When financial problems are referred to the department of education, many remain unresolved. The purpose of the study was to determine the perceptions of stakeholders on the financial functions of school governing bodies, to explore the functions of a school governing body in managing a school's finances and, based on the findings of the research, to develop guidelines for principals and school governing bodies to enable them to manage their school funds efficiently and effectively. The research design was based on qualitative research because of its exploratory, descriptive and contextual nature. The collection of the data was done by means of focus group interviews. Themes forthcoming from the study revealed a misconception amongst various stakeholders regarding the functions of the school governing body in managing the school's funds.
Occupational Stress, Organisational Commitment, and Ill-Health of Educators in the North West Province
Author: Jackson, Leon
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Work Environment,Stress Variables,Occupational Safety and Health,Questionnaires,Teacher Surveys,Health,Correlation,Screening Tests,Teacher Persistence,Mental Health,Physical Health,Teaching Conditions,Teacher Characteristics,Statistical Analysis,Multiple Regression Analysis

The objectives were to analyse the occupational stress of educators, to determine the differences between occupational stress and strain of educators in different biographical groups, and to assess the relationship between occupational stress, organisational commitment and ill-health. A cross-sectional survey design was used. A stratified random sample (N = 1170) was taken of educators in the North West Province. An Organisational Stress Screening Tool (ASSET) and a biographical questionnaire were administered. The results confirmed the internal consistency of the ASSET. Differences between the occupational stress, organisational commitment and ill-health of educators in different types of schools, age, and qualification groups were found. Occupational stress and low organisational commitment explained 15% of the variance in physical ill-health and 30% of the variance in psychological ill-health. Although organisational commitment had major effects on physical and psychological ill-health, it only moderated the effect of one occupational stressor, namely, job insecurity, on the physical and psychological health of educators.
Meeting National Expectations for Partnering with Families
Author: Sánchez, Claudia
Date: 2017-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Early Childhood Education,Family Involvement,Guidelines,National Standards,National Organizations,Change Strategies,Expectation

The field of early childhood education supports the notions that early childhood programs need the active support of families and that the school and the home are the most critical environments impacting children's development (Mart, Dusenbury, &amp; Weissberg, 2011). The vast majority of state standards do not align with family involvement guidelines from national organizations. This article introduces six national organizations, presents key themes resulting from an analysis of standards, and proposes ideas for those interested in infusing their programs with nationally recognized best practices for family involvement.
Response to Intervention and Authentic Assessment
Author: McCrary, Donna
Date: 2017-00-00
Type: Journal Articles
Subjects: Response to Intervention,Performance Based Assessment,Early Intervention,Socioeconomic Background,Disadvantaged,Special Needs Students,Accessibility (for Disabled),Early Childhood Education,Educational Practices,Academic Accommodations (Disabilities),Change Strategies

The brief description of a real child presented in this article highlights some of the obstacles faced by many children in the United States today, particularly those who come from low-income homes. There is an increasingly large chasm between the number of children who are on target for success in school and those who need extra help to close challenges in behavioral and academic development. Early intervention with children from less privileged socio-economic backgrounds can lead to long term success in education. This article outlines a detailed method of meeting these children at their skill level and giving them the attention they need to excel.
Suggestions for Implementing First Year Experience Learning Communities in Teacher Education Programs
Author: Hintz, Kathryn
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Communities of Practice,College Freshmen,Student Experience,Models,Program Development,Program Implementation,Guidelines,Best Practices,Field Experience Programs,Problem Based Learning,Program Improvement,Change Strategies

This article describes the creation of a First Year Experience learning community in a teacher education program. The First Year Experience model was adopted by the university because of declining enrollment, retention, and graduation rates and has been generally successful in the education department. With little information available for teacher educators about this type of learning community, we offer recommendations for implementing and evaluating them.
Human Rights Education Here and Now: U.S. Practices and International Processes
Author: Tibbitts, Felisa
Date: 2014-00-00
Type: Journal Articles
Subjects: Civil Rights,Civics,Peace,Social Studies,Role of Education,Social Justice,At Risk Persons,International Organizations,Standards,Knowledge Level,Values,Teaching Methods,Empowerment,Curriculum,Teacher Education,Educational Environment,Teacher Competencies

Felisa Tibbitts has spent the better part of her professional life in the field of human rights education. She remarks here that earlier in her career, as a U.S. national, she had been steeped in the language of civic education and peace education, but had not come across the term &quot;human rights&quot; and didn't initially understand (beyond a reference to the United Nations in social studies classes) how these standards and the United Nations could have any bearing on curriculum and classroom practices. She has since come to understand and vigorously promote the unique place that human rights education (HRE) can play within a larger field of educational approaches that seeks to promote the human dignity of all members of the school community. Human rights are focused on the concept of justice and, by extension, the protection of those who are marginalized and abused. Human rights organizations familiar to us monitor such conditions. Teaching about human rights content alone, however, does not constitute human rights education (HRE). Given the agenda to forward capacities to protect and promote human dignity, there has to be much more than a transfer of knowledge. Based on good work carried out over the past 20 years, the United Nations has embraced a holistic definition of HRE that sets a high standard. In the Declaration on Human Rights Education and Training (Dec 2011), the UN General Assembly endorsed the view that teaching and learning processes for HRE should incorporate: (1) Education &quot;about&quot; human rights, which includes providing knowledge and understanding of human rights norms and principles, the values that underpin them and the mechanisms for their protection; (2) Education &quot;through&quot; human rights, which includes learning and teaching in a way that respects the rights of both educators and learners; and (3) Education &quot;for&quot; human rights, which includes empowering persons to enjoy and exercise their rights and to respect and uphold the rights of others. Examples of outcomes related to knowledge and understanding (education &quot;about&quot; human rights) are provided here as well as sample outcomes related to HRE-related skills, attitudes and values (education &quot;for&quot; human rights) are also provided. In a report submitted to both to the U.S. State Department and to the UN Office of the High Commissioner for Human Rights, HRE USA reported key problems and recommendations oriented towards three priorities: (1) curriculum standards; (2) teacher preparation; and (3) school environment. Since Tibbitts anticipates that many of these issues will be similar for other school systems, she also shares analyses from the report which can be found in its entirety on the HRE USA website.
I Just Want to Know: Helping Children Express Their Curiosity about Others with Disabilities
Author: Cellitti, Anarella
Date: 2015-00-00
Type: Journal Articles
Subjects: Personality Traits,Disabilities,Preschool Children,Inclusion,Attitudes toward Disabilities,Preschool Teachers,Preschool Education

Many new teachers are concerned with how to respond appropriately when preschoolers make statements that can be considered rude, hurtful, or socially inappropriate. This is particularly true for comments related to children with disabilities. New teachers are often afraid that negative and unkind comments will be made by young children in their classrooms. If this occurs, the teacher may be petrified, not respond, or respond in a manner that makes the situation worse. The purpose of this article is to offer insight about the reasons behind young children's comments concerning others with disabilities in the inclusive classroom environment. Moreover, this article will provide new teachers with tools to prepare themselves to handle these situations more effectively. When teachers expect comments and are prepared to respond to such comments, the situations tend to be less intense. As a result, both teachers and children benefit from the interchange.
Reflections from the Field: Creating an Elementary Living Learning Makerspace
Author: Shively, Kathryn L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Reflection,Elementary Education,Living Learning Centers,College Housing,Elementary School Curriculum,Preservice Teacher Education,Preservice Teachers,Field Experience Programs,Program Implementation,Best Practices,Educational Technology,College Freshmen

This article features the creation of a makerspace in the elementary education (ELED) living and learning community (LLC) residence hall. This space was created based on the growing body of literature demonstrating the rise of makerspaces across learning environments as well as the need to expose pre-service teachers (PSTs) to early field experiences that integrate digital technologies and new media across the elementary curriculum. We provide a roadmap for others who aim to create makerspaces in conjunction with teacher preparation programs and living learning communities. We also reflect on ways to improve our process, recommending further research into the effectiveness of makerspaces as field experiences for students preparing for 21st century careers.
Educational Solutions to Improve the Employability of Senior High School Learners
Author: Horn, Gideon
Date: 2006-00-00
Type: Journal Articles
Subjects: Grade 12,High School Seniors,Employment Qualifications,Foreign Countries,Unemployment,Economic Climate,Entrepreneurship,Job Skills,Business,Teacher Morale,Teacher Competencies,Curriculum,Student Centered Learning,Active Learning,Labor Market,Questionnaires

The new political dispensation and socio-economic transformation in South Africa do not, unfortunately, guarantee jobs for those who wish to enter the labour market after school. Indications are that only between 5-7% of successful Grade 12 candidates in the country find employment in the formal sector. The problem of unemployment and ways to improve the employability of learners therefore need to be urgently addressed. Reasons for the low employability levels of new entrants to the labour market include the structural change in the economy towards a more knowledge-based service sector; the lack of entrepreneurial skills and orientation among new entrants to create new business; and teachers with low morale who do not actively prepare learners for the job market. Strategies to increase the employability of learners include the successful implementation of the new FET curriculum from 2006 with the aim of increasing the employability of learners exiting in 2008, by encouraging a more learner-centred and activity-based approach to education; teachers who are well informed regarding current requirements in the labour market and prepare their learners accordingly; and continuous involvement by the private sector in the design of curriculum.
Living and Learning Communities: One University's Journey
Author: Whitcher-Skinner, Kendra
Date: 2017-00-00
Type: Journal Articles
Subjects: Communities of Practice,College Housing,Sense of Community,Residential Patterns,Resource Centers,Campuses,Models,Inquiry,Parent Influence,Institutional Role,Program Effectiveness,Program Descriptions,Program Development,Resident Advisers

University housing has the capacity to offer more than comfortable living spaces, and campuses across the U.S., including our own, are exploring models of residential learning communities that provide both academic and social support students while cultivating a strong sense of community. In this article, we describe our campus foray into offering a new residential learning community model. We explain its origins, its evolution, and the questions we face now that we have successfully created a second approach to living learning communities on our campus.
How One Learning Community Approached Death
Author: Ungemah, Lori
Date: 2017-00-00
Type: Journal Articles
Subjects: Death,Communities of Practice,Caring,Helping Relationship,Collegiality,Learning Experience,Social Support Groups,Educational Practices,Community Colleges,College Faculty,Grief

In this narrative piece, the author describes how a learning community was able to transfer their practices of care to support a colleague as he faced illness and death. The author chronicles how the learning community responded to support their team member, other members of the campus community, and the students. She reflects on this experience and explores how the learning community structure supported compassion during this challenging year.