ethanporcaro/eric-fulltext-meta huggingface dataset:
What Mathematics Knowledge for Teaching Is Used by a Grade 2 Teacher When Teaching Counting
Author: Chikiwa, Samukeliso
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Mathematics Teachers,Grade 2,Pedagogical Content Knowledge,Mathematics Instruction,Computation,Number Concepts,Teacher Education Programs,Curriculum Development

Background: The study on which this article is based investigated the Mathematics Knowledge for Teaching (MKfT) that a well experienced Grade 2 teacher utilized when teaching counting. Aim: In this paper we share excerpts from one of the lessons of this Grade 2 teacher, which we analyzed to illuminate the various domains of MKfT and their interconnectedness in the teaching of counting. Setting: The research was conducted in a former Model C school in the Eastern Cape province of South Africa. Method: Using a case study methodology, 15 Grade 2 mathematics lessons were observed, video recorded and transcribed. Two formal interviews based on two selected video-recorded lessons were conducted to understand this teacher's practice. The data were analysed using Deborah Ball and colleagues' MKfT framework. Results: The study found that Foundation Phase mathematics teaching requires the knowledge and tactful employment of all six knowledge domains as described in the work of Ball and colleagues. The Knowledge of Content and Teaching (KCT) domain, was found to be essential in teaching counting in Grade 2. The other five domains supported and informed the KCT domain. Conclusion: We suggest from the insights gained here that research examining the MKfT that competent teachers draw on in teaching Foundation Phase mathematics could assist in developing curricula for in-service and pre-service teacher education programs.
The Development of Scientific Reasoning of Preschool Children: Micro-Analysis of Mind-Material-Body Integration
Author: van Niekerk, Retha
Date: 2019-00-00
Type: Journal Articles
Subjects: Preschool Children,Logical Thinking,Perceptual Motor Coordination,Foreign Countries,Scientific Concepts

Background: This article argues that the emergence of scientific reasoning in the preschool years could be augmented by caregivers and preschool teachers through nurturing 'Habits of Mind' (HOM) and 'Habits of Body' (HOB) of young children. This type of mind--material-- body integration is proposed from an epistemological position that comprises a Hybrid (morphinuum) of theories about early learning and human development. Aim: The aim of this article is to present an exemplar of the capacity of one preschooler to show emergence and integration of two HOM, namely conjecturing and reasoning with invariance, in tandem with the Habit of Body (HOB), namely hand-eye coordination that can lay the foundation for scientific reasoning in the early years. Setting: The study referred to in this article is an exemplar (case study) taken from a larger, 18-month educational design research intervention, the 'Little African Scientists Project'. That study investigated the emergent scientific HOM and HOB through a multimodal material approach to pedagogy at preschool level (Grade RR to R). Methods: A three-layered digital video analysis was utilised to interpret the data pertaining to a specific interaction of one child, who was manipulating magnets during one of the many free-play activities that formed part of the larger project. Results: Several specific HOM and HOB were evident in the one child who was engaged in an activity in which he was moving magnets. Two HOM that emerged were those of making and testing conjectures and reasoning with invariance, while the HOB that emerged was a close alignment of hand movement and eye coordination. Conclusion: This type of close observation and micro-analysis could be utilised for studies of more children in similar settings.
The Constructions of Early Childhood Practitioners&apos; Literacy Needs on an In-Service Bachelor of Education Course
Author: Hackmack, Karin
Date: 2019-00-00
Type: Journal Articles
Subjects: Early Childhood Teachers,Academic Language,Teacher Educators,Socialization,Professional Identity,Foreign Countries,Facilitators (Individuals),Disadvantaged,First Generation College Students,Multiple Literacies,Bachelors Degrees,Inservice Teacher Education

Background: Academic literacy(ies) is a major determining qualifier for success in a university qualification. Academic literacy(ies), in this study, are seen as social practices or discourses that occur within specific academic disciplines. Students therefore needed to 'learn' the academic literacy(ies) discourse of the faculty. Aim: This study investigated the way lecturers and the course facilitators understood literacies and their students' literacy demands. Setting: The early childhood practitioners were attempting to obtain a B.Ed degree on a piloted degree career path at a university. Methods: Data were collected from individual and focus group interviews, one assessment task, and one assessment report from each respective course. Two lecturers and two course facilitators participated in the individual interviews, and three lecturers and three course facilitators participated in the focus group interviews. Results: The study revealed that the course facilitators' and lecturers' understanding of literacies was not cognisant of literacy as a set of social practices, nor of the enormous changes students needed to make at the level of identity to progress in their academic careers. Conclusion: The findings from the study showed a disjuncture between the understanding of the meaning of academic literacies by course facilitators and lecturers. A focused and cohesive discussion on academic literacy needs to occur in order to facilitator the practitioners' progress.
Evaluating a Grief Programme Offered in Primary Schools: An Appreciative Inquiry
Author: Horn, Jacqueline
Date: 2019-00-00
Type: Journal Articles
Subjects: Grief,Death,Children,Facilitators (Individuals),Foreign Countries,Mental Health,School Community Programs,Rural Schools,Parent Child Relationship,Elementary School Students,Emotional Development,Group Therapy,Nongovernmental Organizations,Elementary School Teachers,Program Effectiveness,Student Welfare

Background: Death and loss are inevitable, and life changes profoundly for those left behind. A General Household Survey by Statistics South Africa indicated that 94.2% of orphans aged 7-18 years were still attending school. With no parental and often familial support, learners often had to turn to their teachers for support. Vukuzakhe, a non-governmental organisation, saw the need for a grief programme in schools. Aim: The aim of this study was to evaluate how the school-based grief programme is perceived by different stakeholders (grieving children, educators and programme facilitators). Setting: The grief programme is being implemented in four primary schools in Underberg and Himeville, rural KwaZulu-Natal, and this study will conduct an evaluation at all four sites. Methods: Appreciative Inquiry, based on a four-dimensional cycle, was used to evaluate a grief programme offered in selected primary schools in KwaZulu-Natal, South Africa. Three stakeholder groups (grief support programme facilitators [n = 4], grieving children [n = 6] and educators [n = 2]) from four schools were asked three open-ended questions to ascertain the programme's value. Results: Nine key themes were identified: healing, insight, relationships, growth, skills, support, enjoyment, collaboration and value of the programme. All stakeholders noted positive outcomes resulting from participation in the programme and held it in high regard. Conclusion: Improvements for its future development were suggested and recommendations made for its further implementation at schools throughout South Africa.
&apos;They Are Visually Impaired, Not Blind … Teach Them!&apos;: Grade R In-Service Teachers&apos; Knowledge of Teaching Pre-Reading Skills to Visually Impaired Learners
Author: Kao, Matiekase A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Skills,Prereading Experience,Visual Impairments,Teaching Methods,Braille,Technological Literacy,Pedagogical Content Knowledge,Special Education,Foreign Countries,Elementary School Teachers

Background: Teaching reading skills is the cornerstone of all learning; therefore, teachers' adherence to this mandate is important. However, it becomes complicated and challenging if the teacher has to teach pre-reading skills to Grade R learners with visual impairments. In light of this challenge, researchers have endeavoured to determine the Technological Pedagogical and Content Knowledge (TPACK) that teachers should possess for the effective teaching of reading in classrooms with visually impaired learners. Aim: This article explores a small sample of in-service teachers' knowledge of using Braille to teach pre-reading skills to Grade R learners with visual impairments. Setting: The study was conducted in a School for the Blind in Maseru, Lesotho, where three Grade R in-service teachers teaching learners with visual impairments were purposively sampled. Methods: This study is underpinned by Koehler and Mishra's theory of TPACK. An interpretivist, qualitative small-scale case study approach was employed, using semistructured interviews and classroom observations. Document analysis was also used to corroborate findings. Results: Findings reveal that although some of the participants possess a high level of technological knowledge, they tend to teach Braille as a 'stand-alone' skill and fail to integrate it with the teaching of other pre-reading skills to Grade R learners. Conclusion: In-service teachers showed limited knowledge of some of the essential skills for teaching pre-reading skills to Grade R learners who are visually impaired. The study calls for supportive in-service teacher education programmes that equip Grade R teachers of learners with visual impairments with the necessary skills to teach pre-reading skills.
The Contribution of South African Teachers to Students&apos; Sense of Belonging and Mathematics Achievement: Students&apos; Perspective from the 2015 Trends in International Mathematics and Science Study
Author: Arends, Fabian
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Bullying,Student Attitudes,Socioeconomic Status,Attendance,Foreign Countries,Achievement Tests,Elementary Secondary Education,Mathematics Achievement,Mathematics Tests,Science Achievement,International Assessment,Science Tests,Teacher Role,Student School Relationship,Teacher Student Relationship,Student Characteristics,Correlation,Mentors,Educational Environment

Background: The role of teachers in nurturing students' sense of belonging cannot be overemphasised. Students who do not feel accepted by their teachers are at risk of withdrawing from school life and feeling disaffected. This study contributes to theories on school belonging by investigating the contribution of teachers to students' sense of school belonging, the association of students' attitudes towards teachers, and their sense of school belonging with students' mathematics achievement. Aim: To provide empirical evidence of how students' attitudes towards teachers contributed to their sense of school belonging, as well as their mathematics achievement. Setting: A representative sample of 10932 grade 5 students at 297 schools in South Africa completed a contextual questionnaire and a mathematics assessment during the 2015 Trends in International Mathematics and Science Study (TIMSS). Methods: The TIMSS 2015 data were used to develop indicators of students' attitudes towards teachers, sense of school belonging and home socio-economic status. Absenteeism and the extent of bullying were also considered. Descriptive and inferential statistical analyses were performed. Results: A high positive correlation between students' attitudes towards teachers and their sense of school belonging was found. Students' attitudes towards teachers and their sense of belonging contributed significantly to mathematics achievement. Conclusion: The study confirms the crucial role that a sound student-teacher relationship plays in a healthy sense of school belonging and in terms of academic performance. The school environment should be managed in a manner that allows for mentoring relationships between students and teachers to be strengthened.
Supply Chain Management Model in Digital Quality Assurance for ASEAN University Network Quality Assurance (AUN-QA)
Author: Kaewngam, Attiyaporn
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Supply and Demand,Information Management,Quality Assurance,Information Technology,Educational Quality,Universities,College Applicants,Graduate Students,Employment Potential,Employers,Satisfaction,Feedback (Response),Input Output Analysis,Curriculum Design

This research aims were to (1) design the supply chain management model in digital quality assurance for ASEAN quality assurance network (AUN-QA), and (2) assess the suitability of the supply chain management model. The sample group consisted of five experts in the field of information technology and communication for education and quality assurance of the ASEAN university network. Data analysis was the average mean and standard deviation. The research was found that (1) supply chain management model consists of six components: 1) Applicant, 2) University, 3) Graduate, 4) Employers, 5) Satisfaction, and 6) Feedback. (2) The results from experts agreement of the supply chain management model was a high level. It showed that the supply chain management model could be used to develop digital quality assurance for AUN-QA.
Re-Enfranchising Mathematically-Alienated Students: Teacher and Tutor Perceptions of the Getting Ready in Numeracy (G.R.I.N.) Program
Author: Kalogeropoulos, Penelope
Date: 2020-00-00
Type: Journal Articles
Subjects: Learner Engagement,Mathematics Instruction,Teacher Attitudes,Numeracy,Barriers,Intervention,Cognitive Processes,Difficulty Level,Mathematics Achievement,Elementary Secondary Education,Tutoring,Tutors,Social Cognition,Self Esteem,Interpersonal Communication

This paper outlines a tutoring initiative intended to re-engage students who have become alienated from mathematics class at school. The initiative is focused on priming students for their subsequent mathematics lessons, and is referred to as &quot;Getting Ready in Numeracy&quot; (G.R.I.N.). Following a discussion outlining the principles of G.R.I.N., data from interviews with G.R.I.N. tutors and classroom teachers are presented. Findings suggest that participating in G.R.I.N. enhanced student engagement in mathematics and helped foster a growth mindset. Analysis of interviews also revealed some of the challenges associated with the initiative, in particular, issues relating to communication and coordination, such as: understanding the purpose of G.R.I.N., timetabling, planning and having sufficient students in the target group. In addition, in some instances, tensions between the professional and pedagogical expertise of the G.R.I.N. tutor and classroom teacher required navigation. Recommendations for mitigating these challenges and tensions are put forward, all of which are reliant on strong leadership and support for the program at the school level.
Examining the Implementation of an Online Curriculum Designed with the Person Theoretical Framework on Student&apos;s Evidentiary Reasoning and Self-Regulated Learning
Author: Marsteller, Robert
Date: 2019-00-00
Type: Journal Articles
Subjects: Curriculum Implementation,Evidence,Self Management,Electronic Learning,Biology,Evolution,High School Students,Suburban Schools,Thinking Skills,Secondary School Science,Asynchronous Communication,Instructional Effectiveness,Grade 9,Learning Strategies,Questionnaires,Independent Study,Scientific Literacy

An online curriculum about biological evolution was designed according to the &quot;Promoting Evidentiary Reasoning and Self-Regulation Online&quot; (PERSON) theoretical framework to support evidentiary reasoning and self-regulation. An efficacy study was conducted with 83 suburban high school biology students using design-based research methods. Data sources and instruments included the Biological Evolution Assessment Measurement (BEAM), self-regulatory ability measures, discussion forum posts, and embedded evidence based reasoning assessments. Findings revealed that BEAM posttest scores were significantly greater than pretest scores for items designed to measure evidentiary reasoning. Performance on daily evidentiary reasoning tasks strongly predicted BEAM posttest scores. Self-regulatory ability did not significantly predict BEAM gain scores. Further, self-regulatory ability was not demonstrably improved as a result of this intervention. Implications for designing science instruction in asynchronous online learning environments to support evidentiary reasoning and self-regulation are discussed.
Permission as Support: Teacher Perceptions of Schoolyard Pedagogy
Author: Feille, Kelly
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Public Schools,Elementary School Teachers,Science Instruction,Outdoor Education,Elementary School Science,Gardening,Place Based Education,Academic Standards,Scientific Concepts,Teacher Administrator Relationship,Faculty Development,Playgrounds

There is a growing body of literature emphasizing the use of the schoolyard as a teaching tool, however there is limited research that investigates how to support the development of schoolyard pedagogy. Plains Public Schools is home to 17 elementary schools, 12 of which include one or more features of an enhanced schoolyard, such as garden beds. This manuscript investigates the research questions: 1) In what ways do Plains Public School (PPS) elementary teachers use their schoolyard to teach science? and 2) What types of support are needed for the development of schoolyard pedagogy for PPS elementary teachers? Four hundred and fifty-nine elementary teachers in PPS were solicited for participation in an online survey to investigate their perceptions of the opportunities for teaching in the schoolyard (response rate of 8.27%). Survey results indicate that although elementary teachers are teaching science, a limited number are capitalizing on the opportunities for science instruction within the features of the schoolyard. The findings reported in this manuscript further add to the literature base regarding teacher-perceived opportunities, barriers, and constraints for schoolyard pedagogy. In addition, these findings can help support the development of pre- and in-service programs that aim to improve schoolyard pedagogy for elementary teachers.
Teaching Chemistry as a Story: Using Narrative Structure as a Framework for Science Education
Author: Winston, Johnny
Date: 2019-00-00
Type: Journal Articles
Subjects: Chemistry,Story Telling,Science Education,Secondary School Science,Science Curriculum,Learner Engagement,Academic Standards,Scientific Concepts,High School Students,Narration,Core Curriculum

For years science curriculum reformers have bemoaned curricula that are &quot;a mile wide and an inch deep.&quot; The tendency for high school science to be &quot;[content]-dominate and textbook centered&quot; leads to science courses bloated with facts and equations at the expense of a deep understanding of science as a process and way of knowing about the world. One reason for the excess of content in US national science standards documents is a reliance on identifying the so-called core ideas of science. Core ideas do not provide constraining factors and so the favorite topic of everyone is included leading to the expanding of science content over the last three decades. Selecting and organizing science content based on a narrative framework suggests a way to constrain and organize content in a way that students, already prone to organizing new information in narrative forms, can more easily manage. This article will lay out the basic structure of the narrative framework and apply it to construct a scope and sequence for the first-year secondary chemistry course.
The Confluence Approach: Developing Scientific Literacy through Project-Based Learning and Place-Based Education in the Context of NGSS
Author: Engels, Mary
Date: 2019-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Active Learning,Student Projects,Place Based Education,Academic Standards,Rural Schools,Engineering Education,Science Education,Science and Society,High School Students,Program Effectiveness,Attitude Change,Self Efficacy,Decision Making,Alignment (Education),Water Quality,Local Issues,Learner Engagement,Field Experience Programs,Natural Resources

This study evaluates the effectiveness of a newly developed educational framework for enhancing scientific literacy in rural high school classrooms. The Confluence Approach (TCA) is a curriculum aligned to the Next Generation Science Standards (NGSS) that utilizes a combination of project-based learning (PrBL) and place-based education (PlBE). TCA educational activities take place in students' local watersheds where they interact with local partners and gain experience carrying out science and engineering practices focused on water quality, water quantity, and water use in real world settings. In 2014-15, before and after participation in a year-long TCA program, researchers administered attitudinal surveys to understand the program's impact on two important aspects of scientific literacy: students' perceptions of science as important to society and personal decision-making, and student ability to carry out scientific practices. Qualitative and quantitative survey results were analyzed using a mixed methods approach, where qualitative data were coded using both a priori and grounded theories and quantitative data were analyzed with exploratory factor analysis and Mann-Whitney-Wilcoxon tests to compare pre- and post-survey responses. Results show that completion of a TCA program positively changed students' perceptions of the importance of science, both locally and globally, and it increased their confidence engaging in scientific practices. Recommendations from this work include utilizing local contextual factors as frequently as possible to enhance curriculum relevance for students and to use PrBL curriculum elements to elevate student confidence with scientific practices.
Caregiver-Implemented Intervention for Communication and Motor Outcomes for Infants and Toddlers
Author: Windsor, Kelly S.
Date: 2019-08-00
Type: Journal Articles
Subjects: Intervention,Psychomotor Skills,Coaching (Performance),Communication Skills,Infants,Toddlers,Severe Disabilities,Caregiver Training,Play,Federal Legislation,Educational Legislation,Equal Education,Developmental Delays,Mothers,Program Effectiveness,Outcomes of Education,Educational Strategies,Family Environment,Early Childhood Education

The purpose of this study was to examine the effects of coaching caregivers to embed both communication and motor outcomes concurrently within daily routines of their infants or toddlers with significant disabilities using Enhanced Milieu Teaching (EMT) strategies. The coaching and embedding practices were part of a multicomponent intervention known as Embedded Practices and Intervention with Caregivers (EPIC). Three children, aged 15 to 23 months with significant disabilities, their caregivers, and an early intervention provider participated in this single case multiple probe design study. Primary dependent variables were caregivers' number of naturalistic teaching strategies used and rates of correctly embedded instruction for each learning target in each routine. Child motor and communication outcomes were also examined. Results provide initial support for the positive effects of the EPIC approach using EMT strategies to embed intervention on two developmental domains concurrently in caregiver's daily routines.