ethanporcaro/eric-fulltext-meta huggingface dataset:
Mothers' Reflections on the Role of the Educational Psychologist in Supporting Their Children with Attention Deficit Hyperactivity Disorder
Author: Mohangi, K.
Date: 2015-02-00
Type: Journal Articles
Subjects: Mothers,Reflection,Educational Psychology,Children,Parent Child Relationship,Attention Deficit Hyperactivity Disorder,Foreign Countries,Inclusion,Qualitative Research,Case Studies,Focus Groups,Interviews,Mother Attitudes,Child Rearing,Parent Participation

The characteristically disruptive conduct exhibited both at school and home by children diagnosed with attention deficit hyperactivity disorder (ADHD) appears to be particularly emotionally difficult for the children's mothers, who often turn to educational professionals for guidance. With a view to improving best practice in assistance to mothers and to promoting the tenets of inclusive education policy, the authors investigated the ways in which mothers experienced the support provided by educational psychologists. A qualitative interpretivist approach was adopted, with five purposefully selected mothers, whose children had previously been diagnosed with ADHD. Data was gathered from a focus group discussion and an individual interview. It emerged that mothers experienced parenting their children with ADHD as stressful, requiring continual reassurance and emotional support from educational psychologists. Having need of counselling for their families and academic help for their children, these mothers expected that educational psychologists should collaborate with educators and other role players, so as to enhance overall support to their children as learners. The findings pointed to the need for an effective inclusive school environment that forefront the role of educational psychologists in sharing knowledge and working collaboratively across the education system in South Africa.
A Teacher's Identity Trajectory within a Context of Change
Author: Oswald, Marietjie
Date: 2015-02-00
Type: Journal Articles
Subjects: Professional Identity,Educational Change,Socioeconomic Influences,Political Influences,Disadvantaged Environment,Teacher Background,Teacher Characteristics,Elementary School Teachers,Social History,Cultural Context,Foreign Countries,Ethnography,Qualitative Research,Focus Groups,Interviews,Questionnaires

This article examines the effects of political, socio-economic and educational change on a South African teacher's identity trajectory. Our research was conducted at a primary school in a historically disadvantaged community in the Western Cape Province, South Africa. We applied a cultural-historical activity theoretical (CHAT) lens to explore the identity trajectory of one of the teachers. Our findings suggest that a teacher's identity is a social product, drawn from social history, actively internalized and re-authored in response to new circumstances. This was especially evident during the transformation at the macro-political, educational and institutional levels in South Africa since 1994.
Teacher Training for Mathematical Literacy: A Case Study Taking the Past into the Future
Author: Bansilal, Sarah
Date: 2015-02-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Numeracy,Teacher Education Programs,Knowledge Base for Teaching,Mathematical Aptitude,Reflective Teaching,State Programs,Training Methods,Educational Practices,Teacher Qualifications,Educational Change,Mathematics Instruction,Foreign Countries,Pedagogical Content Knowledge

With the advent of the Minimum Requirements for Teacher Education Qualifications policy (MRTEQ), higher education institutions (HEIs) are rethinking curricula for teacher training in order to enable entree for in-service teachers to reskill, retrain and have access to higher qualifications. In the field of mathematical literacy (ML), most teacher training has been offered via government-funded Advanced Certificate in Education (ACE) qualifications, which have now largely been phased out. In this article we examine two ACE ML programmes offered in KwaZulu-Natal (KZN) in order to present some lessons that have been learnt. We put forward some elements that we consider to be essential for training ML teachers and also raise concerns about future training of ML teachers.
Brief Measure of Student-Instructor Rapport Predicts Student Success in Online Courses
Author: Lammers, William J.
Date: 2013-07-00
Type: Journal Articles
Subjects: Teacher Student Relationship,College Students,College Faculty,Surveys,Online Courses,Educational Technology,Technology Uses in Education,Psychometrics,Test Validity,Factor Analysis,Factor Structure

At all educational levels, researchers show a positive link between student-teacher rapport and student outcomes. However, few scales have been developed to measure rapport at the university level and no study has examined the link between student-instructor rapport and objective measures of student learning in online courses. We developed a brief, 9-item rapport scale, the Student-Instructor Rapport Scale-9 (SIRS-9), and administered it, along with an existing &quot;connectedness&quot; scale, to university students taking online courses. Student outcome measures included three course evaluation questions and student's final course grade. Results support the internal consistency, concurrent validity, and predictive validity of SIRS-9 scores. The research and practical usefulness of the SIRS-9 are discussed.
Corrective Feedback via E-Mail on the Correct Use of Past Tense among Iranian EFL Learners
Author: Alipanahi, Fatemeh
Date: 2015-11-00
Type: Journal Articles
Subjects: Foreign Countries,Feedback (Response),Second Language Learning,English (Second Language),Language Tests,Scores,Computer Mediated Communication,Electronic Mail,Educational Technology,Technology Uses in Education,Females,Randomized Controlled Trials,Quasiexperimental Design,Comparative Analysis,Hypothesis Testing,Statistical Analysis,Pretests Posttests

This study explores the differential effect of two types of corrective feedback strategies--explicit and implicit--on the acquisition and retention of correct past form of irregular verbs by Iranian English as Foreign Language (EFL) learners. Sixty out of 80 pre-intermediate EFL learners were selected as the participants, based on their performance on Key English Test (KET); their scores were between one standard deviation (SD) above and below the mean (M). Thereafter, they were randomly assigned into two experimental groups: the explicit group (N = 30) who received explicit corrective feedback and the implicit group (N = 30), who received implicit feedback. Results indicate that the explicit group outperformed the implicit group on the immediate and delayed post-tests. The findings of this study have theoretical and pedagogical implications for teachers. Feedback strategy provides teachers with information on effective teaching and student comprehension, and encourages them to use technology in a way that reduces anxiety and facilitates social learning.
How Does High Impact Practice Predict Student Engagement? A Comparison of White and Minority Students
Author: Sweat, Jeffrey
Date: 2013-07-00
Type: Journal Articles
Subjects: Predictor Variables,Predictive Validity,Academic Persistence,Graduation Rate,Undergraduate Students,Student School Relationship,Ethnicity,Racial Differences,Comparative Analysis,Minority Group Students,White Students,Academic Support Services,Communities of Practice,Student Participation,Likert Scales,Positive Behavior Supports,Cognitive Restructuring,Student Surveys,Student Attrition,Student Attitudes,School Holding Power,Multiple Regression Analysis,Statistical Analysis

This High Impact Practices (HIPS) contribute to higher retention and graduation rates. HIPS are effective for racial and ethnic minorities in particular, who disproportionately experience high and persistent levels of postsecondary attrition. Little is known about the mechanism by which HIPS promote retention. Based on a random survey of 268 undergraduate students, we conclude that HIPS correlate with &quot;engagement&quot;, defined as the alignment of student and institution (identified in the present study by behavioral and cognitive measures) and posit that this is the likely mechanism by which HIPS affect retention. Moreover, exposure to HIPS and the relationship between HIPS and engagement varies based on race/ethnicity. HIPS that have an effect on engagement across racial categories are service learning, undergraduate research, group assignments, learning communities, sequence courses, and, especially, having a close faculty mentor. In addition to these factors, diversity-related course content is especially effective for racial/ethnic minority engagement. Implications for educators and policy-makers are elucidated.
Mainstreaming Disability in Education beyond 2015
Author: Sefotho, Maximus Monaheng
Date: 2015-02-00
Type: Journal Articles
Subjects: Case Studies,Disabilities,Mainstreaming,Critical Theory,Inclusion,Sustainability,Observation,Entrepreneurship,Sustainable Development,Business,Consciousness Raising,Qualitative Research,Foreign Countries,Training,Semi Structured Interviews

This article presents an exemplary case study of an Independent Business Owner (IBO) from multiple case studies on narratives of differently abled persons. The aim of this article is to illustrate mainstreaming disability through an exemplary case of the IBO. The article is informed by the imperatives of critical theory to understand mainstreaming disability. I examine mainstreaming disability in reference to inclusive education and sustainable development via hephapreneurship (later described in the text). The purposively selected sample of the study was (n = 18) participants. The argument forwarded suggests hephapreneurship as one way of mainstreaming disability. Data were collected through interviews, observations and informal conversations. Results indicate the need to unlock entrepreneurial capacities of persons with disabilities such that they may contribute to sustainable development. The study concludes by showing that the participation of independent business owners in sustainable development activities could serve as an anchor for mainstreaming disability beyond 2015.
Evaluation of a Classroom Exercise on Social Distance and Discrimination
Author: Maurer, Trent W.
Date: 2013-07-00
Type: Journal Articles
Subjects: Class Activities,Course Evaluation,Social Distance,Social Discrimination,Lecture Method,Pretests Posttests,Intermode Differences,Control Groups,Experimental Groups,Attitude Change,Student Attitudes,Undergraduate Students,Consumer Science,Student Surveys,Likert Scales,Multivariate Analysis

This project evaluated a class activity on social distance and discrimination using the Bogardus Social Distance Scale. Students [N = 266] in six sections of a family development course received either lecture or lecture plus the activity and completed two pretest and posttest measures. Results revealed greater positive shifts on the Scale for students who received the activity, but equivalent changes in attitudes toward the target group as students in the lecture only group. Students in the activity group rated the activity plus lecture as highly as students in the lecture only group rated the lecture. Discussion focused on future directions for development, expansion, and adaptation of this activity to other classes and contexts.
Exploring Student Teachers' Perceptions of the Influence of Technology in Learning and Teaching Mathematics
Author: Bansilal, Sarah
Date: 2015-11-00
Type: Journal Articles
Subjects: Influence of Technology,Mathematics Instruction,Technology Uses in Education,Semi Structured Interviews,Questionnaires,Teaching Methods,Learning Experience,Usability,Educational Practices,Foreign Countries,Qualitative Research,Preservice Teachers

Rapid global technological developments have affected all facets of life, including the teaching and learning of mathematics. This qualitative study was designed to identify the ways in which technology was used and to explore the nature of this use by a group of 52 mathematics student teachers. The participants were pre-service Mathematics students who were enrolled for a Mathematics module at a South African university. The research instruments were an open question and a semistructured interview schedule. Saxe's framework was used to analyse the data. Some benefits of mathematics software were found to be the provision of different representations, dynamic visualisation of concepts and variation in mathematical situations. It was also found that students used technology more often in their own learning than in their teaching, because the schools did not have many resources. It is recommended that the education department prioritise the provision of specialist mathematics software that can be used to improve learning outcomes in mathematics.
Using Performance Tasks to Improve Quantitative Reasoning in an Introductory Mathematics Course
Author: Kruse, Gerald
Date: 2013-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Introductory Courses,Mathematical Logic,Thinking Skills,Quasiexperimental Design,Pretests Posttests,Scoring Rubrics,Critical Thinking,College Mathematics,College Students,Performance,Teaching Methods

A full-cycle assessment of our efforts to improve quantitative reasoning in an introductory math course is described. Our initial iteration substituted more open-ended performance tasks for the active learning projects than had been used. Using a quasi-experimental design, we compared multiple sections of the same course and found non-significant gains on a pre/post, rubric-scored, measure of quantitative reasoning. Subsequent course modifications included more explicit emphasis on critical thinking as a course goal and extended experience with the rubric used to score the performance tasks. Results of the second iteration yielded stronger evidence for gains in quantitative reasoning and suggest that the impact of open-ended performance tasks is increased when supported by efforts that emphasize their importance.
A Handful of Bacteria: A Simple Activity That Engages Students to Think and Write Like a Scientist
Author: Song, Pengfei
Date: 2014-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Nonmajors,Program Effectiveness,Microbiology,Learning Activities,Literature Reviews,Statistical Analysis,Science Process Skills,Scientific Research,Inquiry,Science Experiments,College Science,Undergraduate Students,Writing Assignments,Surveys

Non-major students taking science courses to fulfill degree requirements may show low interest in traditional lecture-based classrooms. While professors may try to incorporate hands-on activities to the classroom to foster enthusiasm, the development of a low-cost, low-hazard scienitfic activity that engages students can be challenging. Moreover, teaching and evaluating critical thinking, scientific literacy, quantitatve analysis and writing skills utilizing such activities require asking carefully designed questions. Here, I introduce a tested effective, inexpensive, 20-minute in-classroom microbiology deep-learning activity, and explain how it can be adapted to other disciplines of science. From one simple exercise, students conducted literature research, performed statistical analysis and made quantitative/causative conclusions. Students also learned to write, appreciate and critically analyze a scientific paper.
Management Challenges in an Information Communication Technology (ICT) Network in Rural Schools
Author: Mihai, Maryke
Date: 2015-11-00
Type: Journal Articles
Subjects: Information Networks,Rural Schools,Disadvantaged Schools,Mathematics Instruction,Science Instruction,Governance,Program Administration,Technology Integration,Technology Uses in Education,Technology Planning,Strategic Planning,Leadership Role,Qualitative Research,Semi Structured Interviews,Content Analysis,Models,Barriers,Performance Factors,Foreign Countries,Case Studies

This study concerns the management of an interactive whiteboard (IWB) network started in April 2008 in Mpumalanga, with a leading school partnered with several disadvantaged schools, transmitting lessons in Mathematics and Science. Many educational institutions try to provide learners with better learning opportunities by equipping schools with the latest technology. The IWBs have been invested in the most and the project is very successful in bridging the urban-rural divide. Information Communication Technologies (ICTs) play an important role in reforming education. This study concentrated on the key managerial challenges to leaders when faced with introducing, accepting and managing new technology in their schools. The purpose of the study was to describe the management approach that developed during the implementation of the IWB network and what possible contribution the lessons learnt from this case study could have on management theory regarding the management of ICTs in similar multi-school models.
Real Life Applications in Mathematics: What Do Students Prefer?
Author: Premadasa, Kirthi
Date: 2013-07-00
Type: Journal Articles
Subjects: Word Problems (Mathematics),Mathematics Instruction,College Mathematics,Student Attitudes,College Students,Problem Solving,Preferences,Relevance (Education),Regression (Statistics),Statistical Analysis

We attempt to answer the problem &quot;When approaching word problems, do students prefer certain real life application over others?&quot; through two studies involving classroom research. Each study involved students in four college algebra sections in two two-year campuses. Students were presented with a selection of word problems covering a spectrum of application areas and asked to select three problems to solve. Problems in study one covered quadratic functions while those in study two covered exponential and logarithmic functions. The problems were categorized in to three categories. Category &quot;R&quot; represented problems to which the students can easily relate to while category &quot;I&quot; represented problems which had a certain level of intrigue. Category &quot;U&quot; represented problems which did not fall in to the &quot;R&quot; or &quot;I&quot; categories. The results conclusively showed that students significantly preferred problems in the &quot;I&quot; and &quot;R&quot; categories over those in the &quot;U&quot; category.
Evaluating Students' Responses to iTunes U as a Rich Media Delivery Solution for Teacher Education
Author: Yerrick, Randy K.
Date: 2013-01-00
Type: Journal Articles
Subjects: Technology Uses in Education,Multimedia Materials,Social Media,Delivery Systems,Preservice Teacher Education,Preservice Teachers,Instructional Material Evaluation,Usability,Interviews,Case Studies,Student Satisfaction,Distance Education,Qualitative Research

Content management and delivery systems are becoming central to the support and expansion of distance education at universities. A case study was conducted at a Midwestern university to examine the use of iTunes-U as a potential venue for supporting teacher education. Implications for research and next steps are discussed.
Promoting Healthy Lifestyle Behaviour through the Life-Orientation Curriculum: Teachers' Perceptions of the HealthKick Intervention
Author: Hill, Jillian
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,Health Promotion,Life Style,Program Effectiveness,Teacher Attitudes,Workshops,Principals,Attitude Measures,Semi Structured Interviews,Focus Groups,Questionnaires,Program Evaluation,Barriers,Program Implementation,Grade 4,Grade 5,Grade 6,Qualitative Research,Statistical Analysis

This study explores the feasibility of implementing the curriculum and action-planning components of the HealthKick (HK) intervention in eight low-resourced schools in the Western Cape, South Africa. Process evaluation comprising workshops and personal interactions with teachers and principals were followed up with semi-structured interviews and focus group discussions, along with a questionnaire and evaluation sheet, during three implementation phases. Since promoting healthy habits during the early formative years is of key importance, the research team actively intervened to ensure successful implementation of the curriculum component. Time constraints, teachers' heavy workload, and their reluctance to become involved in non-compulsory activities, were the main reasons for non-compliance in using the curriculum document. Furthermore, the priorities of the teachers were not necessarily those of the researchers. However, findings indicate that with an appropriate introduction and continued interaction and support, the integration of specific healthy lifestyle outcomes into a curriculum can be sustainable if teachers are well informed and motivated.
Teachers' Professional Development: Awareness of Literacy Practices
Author: Lundgren, Berit
Date: 2015-02-00
Type: Journal Articles
Subjects: Literacy,Educational Practices,Faculty Development,Grade 8,Teacher Employment,Semi Structured Interviews,Critical Literacy,Teacher Attitudes,Language Usage,Language Acquisition,Classroom Techniques,Foreign Countries,Case Studies,Observation

This article draws upon our experiences of participating in a Literacy Hub in South Africa. The aim is to describe and analyse how dialogue among Grade Eight teachers in a Literacy Hub around literacy teaching practices might lead to professional development and deepen teachers' understanding of literacy practices and teaching. Interviews and observations with eight teachers were conducted to understand their literacy practices. The result indicates that sustainable development is a process that takes time. Furthermore, the study shows that the teachers relate to students' context and own experiences as a means of introducing a topic. While some teachers try to give the students access to cognitively demanding tasks, most tasks and events in the classrooms are cognitively undemanding and context-embedded. The importance of offering teachers examples of varied literacy practices and of making classroom literacy practice visible is noted.
Using Writing Assignments with Calibrated Peer Review to Increase Engagement and Improve Learning in an Undergraduate Environmental Science Course
Author: Ruggiero, Dana
Date: 2013-07-00
Type: Journal Articles
Subjects: Writing Assignments,Undergraduate Students,Environmental Education,Web Based Instruction,Questionnaires,Content Area Writing,Writing Instruction,Peer Evaluation,Educational Benefits,Usability,Grading,Feedback (Response),Performance Factors,Reading Skills,Research Skills,Writing Skills,Courseware,Learner Engagement,Writing Improvement,Student Surveys

Learning outcomes for introductory college-level science classes include content knowledge and a range of critical thinking and analysis skills. In this context, rich writing assignments that engage students in researching content, constructing arguments, and critiquing other students' work are highly desirable but unwieldy due to large enrollment. Calibrated Peer Review (CPR) is a web-based program that engages peers in writing and in reviewing each other's writing. The authors explored whether students saw CPR as simply a way to improve writing skills, or if they also thought the process had other educational benefits. The researchers gathered student perspectives using open-ended qualitative questionnaires. We report on the themes that emerged in these survey responses over two semesters, and examine some implications of the students' perspectives for future use of CPR in an introductory science course.