ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of the Relationship between Curriculum Literacy and Teacher Performance
Author: Sügümlü, Üzeyir
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Language Teachers,Second Language Instruction,Second Language Learning,Turkish,Foreign Countries,Correlation,Teacher Evaluation,Performance Based Assessment,Computer Software,Literacy,Curriculum,Rating Scales,Pedagogical Content Knowledge,Predictor Variables,Gender Differences,Teaching Experience,Secondary School Teachers,Teacher Attitudes

This study aims to determine the relationship between curriculum literacy and teacher performance among Turkish language teachers. With a quantitative research design, a correlational survey model was utilized for this study. The study was conducted with 200 secondary school Turkish language teachers. This study used the Curriculum Literacy Scale and Teacher Performance Evaluation Scale as data collection instruments. The obtained data were transferred to the statistical program Jamovi 2.2.5, where statistical operations were performed. Standard deviation, mean, frequency, and percentage were used during data analysis. The relationships between dependent and independent variables were examined using the independent samples t-Test and one-way analysis of variance (ANOVA). Correlation analysis (Pearson product-moment correlation coefficient) was conducted to determine the relationships between scales and their dimensions. Utilizing linear regression analysis, the predictive role of curriculum literacy in teacher performance was determined. Results demonstrated a positive and highly significant correlation between curriculum literacy and teacher performance; curriculum literacy was a significant predictor of teacher performance. In addition, curriculum literacy did not differ significantly by gender or professional experience. There was also a significant difference in teacher performance in favor of female Turkish language teachers, but there was no significant difference in teacher performance based on their professional experience.
Can Non-Subject-Based Off-Campus Training Improve Student Mental Health in the Context of the Implementation of the Double Reduction Policy? A Study Based on a Survey in 30 Counties in Six Eastern, Central, and Western Provinces of China
Author: Fu, Weidong
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Students,Secondary School Students,Mental Health,Training,Extracurricular Activities,Foreign Countries,Policy,Control Groups,Anxiety,Affective Measures,Depression (Psychology),Positive Attitudes

Mental Health of primary and secondary school students has drawn wide public attention against the backdrop of the implementation of the Double Reduction policy. This article aims to analyze the effects of non-subject-based off-campus training on student mental health based on an investigation among primary and secondary school students from 30 counties (cities, districts) in six eastern, central, and western provinces of China.
The Influence of Teacher Gender on Student Human Capital Development: An Empirical Study Based on Data from China Education Panel Survey
Author: Liang, Wenyan
Date: 2023-00-00
Type: Journal Articles
Subjects: Gender Differences,Human Capital,Student Development,Foreign Countries,Teacher Influence,Secondary School Teachers,Grade 7,Grade 8

Based on data from China Education Panel Survey, this article examined the impact of teacher gender on student human capital development at the junior secondary education level. The research findings showed that female teachers were more capable of promoting cognitive and non-cognitive ability development of both girl and boy students than their male counterparts; and that student cognitive and non-cognitive performance was significantly and negatively related to the increase in the percentages of male teachers in the class and school.
The &quot;Theatre Effect&quot; of Shadow Education: A Study Based on Data from China Education Panel Survey
Author: Xue, Haiping
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Tutoring,Supplementary Education,Socioeconomic Status,Social Differences,Rural Urban Differences,Academic Achievement,Achievement Gains,Secondary School Students,Grade 7,Grade 9

Based on data from the China Education Panel Survey in the academic years of 2013-2014 and 2014-2015, this article sought to investigate whether shadow education can yield the &quot;theater effect&quot; and whether the &quot;theater effect&quot; of shadow education is heterogeneous between families of different socio-economic status as well as between urban and rural families, using the hierarchical linear Bernoulli model.
Enabling Environments That South African Teachers Create to Accommodate Diversity in Their Classrooms: A Case Study on the Limpopo Province
Author: Mabasa-Manganyi, R. B.
Date: 2022-11-00
Type: Journal Articles
Subjects: Foreign Countries,Classroom Environment,Diversity,Elementary School Teachers,Pedagogical Content Knowledge,Educational Policy,Educational Legislation,Guidelines,Models,Students with Disabilities,Individualized Instruction,Academic Accommodations (Disabilities)

With this article, we investigate how primary school teachers create enabling environments to accommodate diversity in their classrooms. In the study reported on here, we used the qualitative research approach and a case study research design was adopted. Five primary school teachers were recruited through purposive sampling to participate in the study. Data were collected through an open-ended questionnaire. We employed pedagogical content knowledge (PCK) (Shulman, 1986) as a theoretical lens to make sense of the findings. Four findings emerged from the analysis of the data. Firstly, teachers were knowledgeable about the legislation, policies and guidelines about inclusive education to leverage their efforts to create enabling environments to accommodate diversity in their classrooms. Secondly, teachers' understanding of inclusive education was still entrapped in the medical model, and not in the social model. According to the medical model of disability people are regarded as disabled by their impairments or differences while according to the social model disability is caused by the way in which society is organised. Thirdly, teachers showed an understanding on how to use the principle of differentiation to accommodate diversity in their classrooms. Fourthly, teachers used their social capital to manage diversity in their classrooms. These findings have at least 3 implications. One, policymakers need to take teachers into consideration when they develop policies for inclusive education. Two, there is a need to empower teachers with a better understanding of what inclusive education is. Three, there is a need for parents, teachers and other stakeholders to collaborate in accommodating diversity in schools.
Investigating English First Additional Language Educators&apos; Reading Comprehension Practices in Selected Schools in Gauteng, South Africa
Author: Olifant, Tilla
Date: 2022-11-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Teachers,Reading Comprehension,Teaching Methods,Grade 9,Reading Strategies,Secondary School Teachers,Reading Instruction

Educators' reading comprehension instructional practices have been identified as 1 of the factors that contribute to learners' poor reading comprehension performance. To this end, several studies were conducted to identify and analyse educators' practices while teaching reading comprehension. As a result, the aim of the study reported on here was to investigate educators' teaching practices when teaching reading comprehension in order to diagnose challenges and then make recommendations. The study was qualitative in nature with a case study design. For the purpose of data collection, 3 Grade 9 English First Additional Language (FAL) educators were purposively chosen. The observation data collection method was followed and content analysis was used to analyse data. With regard to the choice of reading comprehension strategies, the findings reveal that the educators did not appear to have a thorough knowledge of reading comprehension strategies. In the observed lessons, the reading comprehension strategies were neither applied explicitly nor implicitly. Educators tended to change the reading lessons into vocabulary lessons. The findings further reveal that the educators relied on traditional questioning techniques that did not engage learners with the text. Thus, the reading comprehension support, motivation and feedback from educators were limited. The main recommendation is for teacher training institutions and universities to play a more active role in developing both pre-service and in-service educators' reading comprehension instructional practices.
Construction of Self as a Principal: Meanings Gleaned from Narratives of Novice School Principals
Author: Blose, Sibonelo
Date: 2022-05-00
Type: Journal Articles
Subjects: Principals,Novices,Self Concept,Administrator Role,Administrator Behavior,Leadership,Administrator Attitudes,Foreign Countries,Elementary Secondary Education

It is assumed that individuals' cognitions of who they are in a particular social structure influence their behaviour in that space. Likewise, school principals' cognition of who they are in schools as social structures influences how they behave as leaders. In this article, we use the role identity theory as a framework to analyse novice principals' narratives of lived experiences to understand how they construct themselves as principals in schools and how these constructions influence their execution of leadership. Positioned within the interpretivist paradigm, we adopted the narrative inquiry methodology to engage with the lived experiences of 3 purposively selected novice principals from the Pinetown district in KwaZulu-Natal. The narrative interview was employed to generate field texts, which were subsequently analysed using 2 methods: narrative analysis and analysis of narratives. From our analysis of field texts, 4 themes explaining how the participating novice principals construct themselves as school principals were identified; these themes are: a leader as a learner, re-establishing oneself as a leader, spanning boundaries, and leading to inspire. From these themes, we conclude that a principal's conception of self is dynamic and is a blend of multiple meanings generated prior to becoming a principal and meanings generated during the principalship tenure.
Correlation between Behavioural Management, Instructional Management, and the English Proficiency Level of Teachers of English as a Foreign Language (EFL)
Author: Yasin, Burhanuddin
Date: 2022-05-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Classroom Techniques,Language Teachers,Correlation,Language Proficiency,Age Differences,Gender Differences,Language Tests,Teaching Experience,Teacher Characteristics,Foreign Countries,Reading Tests,Rating Scales,High School Teachers,Student Behavior

The study reported on here was aimed at providing statistical evidence on the correlation between instructional management and behaviour management, and how they relate to English proficiency level, gender, age, and years of experience among low proficiency teachers in Indonesia. The data were collected using a behaviour management and instructional management scale developed by Martin and Sass (2010). The data for the English proficiency level were obtained by administering a reading subtest from the sample test of the Preliminary English Test (PET) to 54 English teachers from Aceh, the westernmost province in Indonesia. Information regarding age, gender, and years of experience were embedded in the PET. The correlations were analysed by using the Pearson coefficient formula for normal data, the Spearman rank correlation coefficient for non-normal data, and the Independent Sample T-test for the analysis of the gender category. The results show that there was a medium positive correlation between instructional management and behaviour management, which was statistically significant (r = 0.4121, p = 0.0019). Behavioural management skills were also significantly correlated, but in a negative direction with the level of English proficiency (r = 0.32, p = 0.018), as were instructional management skills (r = 0.35, p-value = 0.029). In addition, age was negatively correlated to instructional management skills, and no correlation was found for gender and years of experience.
Collaboration: The Key to Managing Discipline in South African Schools
Author: Padayachee, Amy Sarah
Date: 2022-11-00
Type: Journal Articles
Subjects: Foreign Countries,Discipline,Cooperation,Secondary Schools,Administrator Attitudes,Discipline Policy,Student Behavior,School Policy,Restorative Practices,Interpersonal Relationship,Counseling,School Community Relationship,Police School Relationship

South African schools are faced with an arguably insurmountable problem as a culture of indiscipline continually increases in schools. Despite being undeterred by the legal framework that guides stakeholders in the discipline crisis in schools, indiscipline in schools has soared to critical levels. Scant literature exists on how stakeholders collaborate in managing discipline in schools. The research reported on here was guided by the primary research question: How do stakeholders collaborate in managing discipline in schools? As such, in this article we explore how stakeholders collaborate in managing discipline in schools. Through purposive sampling, 16 participants from 4 secondary schools in KwaZulu-Natal were chosen to take part in semi-structured interviews. The sample of participants comprised school management team members (SMT); the principal, 1 head of department, 1 post-level 1 educator and 1 school governing body (SGB) member from 4 schools in the iLembe education district. Themes that emerged from the data include that implementation of the school code of conduct as one of the most effective strategies in managing discipline in schools. The inclusion of stakeholders such as the local community, the Community Police Forum, the South African Police Services and the Department of Social Development in the successful management of learner discipline surfaced as an important theme. Furthermore, participants asserted that a whole-school approach to the implementation of the code of conduct was successful in managing discipline. The participants revealed that the collaboration of stakeholders in schools was very important for the smooth running of the school, including the management of discipline.
Interactive Pedagogy Elevating Learners as Producers of Knowledge in the isiZulu Classroom
Author: Ntshangase, Sicelo Ziphozonke
Date: 2022-05-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Instructional Innovation,Transformative Learning,Language Teachers,African Languages,Interaction,Authentic Learning,Student Teachers,Instructional Design,Brainstorming,Discussion (Teaching Technique),Music,Singing,Role Playing,Interviews,Story Telling,Drama

The modern era demands a radical pedagogical shift and a complete overhaul of traditional teaching methods that flaunt teachers as the sole producers of knowledge and learners as impetuous consumers of knowledge. In this article I propose interactive teaching methods and strategies as the pedagogical approach to be advocated by 21st-century isiZulu teachers so that learners are empowered on all cognitive levels as producers of knowledge. This pedagogical shift in the isiZulu classroom has the power to revoke the historical debt of the marginalisation of indigenous African languages, which native speakers of these languages inherited from the apartheid education system of South Africa. Used as the guiding theoretical framework, the transformative learning theory is set to challenge the status quo and disrupt the current instructional classroom practice that is regressive to change demanded by the Fourth Industrial Revolution. The participatory action research methodology, reflecting the encounters with student teachers at a teacher education institution in South Africa, provides a critical analysis of how interactive teaching methods and strategies can be used in an authentic classroom environment.
Learning Design in the Time of COVID-19: The Digital Learning Design Unit Story
Author: Farrell, Orna
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Instructional Design,Electronic Learning,Blended Learning,Universities,Foreign Countries

Learning designers became the &quot;first responders&quot; during the great onlining due to the COVID-19 pandemic. In this innovative practice article, we share the experiences of a team of digital learning designers created to support the university community's pivot online. This project adopts a case study methodology. The case study of the Digital Learning Design Unit (DLDU) described in this article offers an examplar of learning design and the work of learning designers during the time of COVID-19. Findings from this case study indicate that a demand led professional learning approach can be very effective at encouraging staff engagement with learning design; a rapid learning design intervention can provide just in time support for colleagues during a time of crisis; time and digital competencies are essential to build staff competence and confidence with online pedagogy and learning design approaches. In this case study, the pandemic prompted a strategic approach to learning design for online, blended and hybrid education. This strategic approach began as a temporary proactive measure to keep teaching and learning going but has now been cemented into a permanent strategy for online blended and hybrid education at our institution which will continue in the post pandemic environment.
Investigation of Kyrgyz Learners&apos; Engagement in Online Courses
Author: Afacan Adanir, Gülgün
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Learner Engagement,Undergraduate Students,Student Attitudes,Academic Achievement,Gender Differences,Prior Learning,Internet,Access to Computers,Energy,Family Environment

This study aimed to investigate Kyrgyz learners' engagement in online courses. In this respect, the Student Engagement Scale and appropriate open-ended questions were employed in order to obtain data from learners. The sample covers 400 undergraduate learners studying at Kyrgyz-Turkish Manas University. The study has a mixed research design, hence both quantitative and qualitative approaches were employed. The results of the study revealed that behavioral engagement has a significant effect on learner achievement. The study also demonstrated that the engagement of Kyrgyz learners in online courses differs in terms of their gender and their prior online course experience. The majority of Kyrgyz learners had limited access to the Internet and computers; therefore, they experienced problems in online courses. The other problems facing Kyrgyz learners are due to insufficient house conditions, frequent power failures, health problems, and a lack of interactivity in online courses.
Post-Method Practice in the English First Additional Language Classroom: A Transformative Language Pedagogy
Author: Motlhaka, Hlaviso
Date: 2022-05-00
Type: Journal Articles
Subjects: Transformative Learning,Second Language Learning,Second Language Instruction,Preservice Teachers,Teacher Education Programs,Language Teachers,Departments,Foreign Countries,English (Second Language),Critical Theory,Teaching Methods,Self Concept,Reflection,Communities of Practice,Professional Autonomy

In the study reported on here we investigated the use of post-method practice to optimise pre-service teachers' teaching practice and English First Additional Language (EFAL) proficiency. This study was premised on the theoretical framework of Paulo Freire's critical pedagogy which promotes diverse perspectives in language learning and teaching among teachers and learners. Qualitative data were collected using semi-structured interviews with 10 (n = 10) third year pre-service teachers enrolled in a 4-year Bachelor of Education (BEd) degree programme in the Department of Language Education, School of Education at the University of Limpopo, South Africa. We found that post-method pedagogy enables pre-service teachers to monitor their teaching process and optimise learners' potential to learn, which affords them opportunities for critical reflection on the self and the social world, as well as opportunities to form learning communities. The results suggest that post-method pedagogy enables pre-service teachers to recognise their prior and current knowledge, and their potential to teach and act autonomously. This promotes their ability to know how to develop a reflective critical approach in their teaching by analysing and evaluating their teaching acts, initiating change in their classroom practices, and monitoring the effects of these changes. We concluded that post-method practice could provide teachers, curriculum developers and researchers with an understanding of the realisation of post method in teaching and learning of EFAL in South African classrooms.
Qualitative Exploration of Workplace Demands, Resources and Bullying among Teachers in South African Schools: Implications for Individual and Organisational Well-Being
Author: Bernstein, Colleen
Date: 2022-05-00
Type: Journal Articles
Subjects: Bullying,Work Environment,Teachers,Teaching Conditions,Faculty Workload,Resources,Barriers,Stress Variables,Aggression,Peer Relationship,Psychological Patterns,Mental Health,Well Being,Foreign Countries,Social Problems,Professional Autonomy,Teacher Burnout

The aim of the study reported on here was to examine workplace bullying among teachers in South African schools. The research was framed by the Job Demands-Resources Model which was utilised to determine the extent of demands and resources that teachers experience and the implications thereof for creating an environment that fosters bullying and the effect of such bullying on teachers and schools. A qualitative interpretative research design was utilised. Data were collected by means of semi-structured interviews with 13 teachers. Thematic Content Analysis (TCA) was used to interpret the data. The findings reveal that teachers work in an environment characterised by excessive demands with ever increasing workloads and a lack of supportive resources. This environment fosters stress, anger, frustration and aggression, and increases perpetration of bullying acts, as teachers turn upon one another. The findings in this study indicate that in the aftermath of bullying, feelings of incompetence, emotional exhaustion, depression and anxiety manifest. Furthermore, teachers reported engaging in withdrawal behaviour and expressing an increased desire to leave the profession. The results of this study have serious implications for teachers' well-being and their willingness to remain within the profession. In order to protect the well-being of teachers and the overall integrity of schools there is an urgent need to increase resources and interventions to create a more conducive and healthy work environment. The need for resource provision and a re-examination of demands becomes even more evident during the era of the coronavirus disease (COVID-19).