ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis on School Psychological Counselors&apos; Dealing with Difference in Multicultural Contexts
Author: Çetin, Münevver
Date: 2018-00-00
Type: Journal Articles
Subjects: School Counselors,Foreign Countries,Counselor Attitudes,Cultural Differences,Cultural Awareness,Counselor Characteristics,Competence,Immigrants,Culture Conflict,School Culture,Conflict Resolution,Counselor Training,Social Bias

Migrations caused by wars and economic depression have become one of the most important problems of Turkey. Considering multicultural structure of the country and the migration wave from Syria, it is aimed to find out how school psychological counselors perceive difference, how they cope with conflicts and how they perceive themselves with respect to multicultural competencies. For this reason, 28 school counselors were interviewed from two cities of Turkey. This study, conducted with a qualitative research design, aims to describe the current perceptions of school counselors. In order to analyze the data, content analysis was used. According to the findings; most of the counselors perceive differences as wealth. However, it is also stated that multiculturalism causes conflict. While the counselors' schools seem to have a culture that fosters and nurtures differences in general terms, it has become clear that some schools do not welcome cultural differences. A significant amount of school counselors do not regard themselves competent, while others find themselves partially competent.
Getting the Boys Involved: Using an Interactive Questionnaire to Investigate Grade 6 Boys&apos; Writing
Author: Mather, Nazarana
Date: 2017-11-00
Type: Journal Articles
Subjects: Males,Grade 6,Questionnaires,Foreign Countries,Writing Instruction,Writing Skills,Elementary School Students,Learning Modalities,Intermode Differences,Writing (Composition),Student Attitudes,Writing Processes,Student Participation

Whilst research has been conducted on reading skills at primary school level in South Africa, not much research exists on writing, especially boys' writing. This article focuses on the use of an interactive questionnaire to get Grade 6 boys involved in research that is based on a cycle of the writing programme as prescribed by the Curriculum and Assessment Policy Statement. Underpinned by literature on research with children and on boys' learning and writing, a questionnaire was developed, piloted and adapted to engage boys actively in the research process and facilitate ease of use. The questionnaire was then administered to 39 Grade 6 boys from two schools in KwaZulu-Natal. An evaluation of the use of the questionnaire found that four key lessons emerged: attention to affective responses, supporting and scaffolding the process, using appropriate multi-modality and using incentives to engage participants. The article argues that careful consideration of the research participants' interests, age, gender and cultural motivation is an important part of affording them agency in the research process.
Perceptions of Teachers on Creating Space for Code Switching as a Teaching Strategy in Second Language Teaching in the Eastern Cape Province, South Africa
Author: Songxaba, Sister L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,Code Switching (Language),Teacher Attitudes,Indo European Languages,Classroom Communication,Foreign Countries,African Languages,Native Language,Language Usage,Language of Instruction

This research reports on the findings regarding the perceptions of teachers towards creating space for the use of code switching as a teaching strategy in Afrikaans learning and teaching in the isiXhosa-speaking environments of the Transkei region. The aim of this investigation was to establish whether or not code switching can be used as a teaching strategy. A sample of 13 teachers from 12 schools was purposefully selected. A qualitative approach was used. Interviews and semi-structured questionnaires were used for data collection. The teachers admitted that they code switch during Afrikaans classes. It also transpired that teachers perceived code switching as the best way to facilitate understanding. The recommendations postulate a gradual move from a high tolerance of code switching in the lower classes to a low tolerance thereof in higher classes.
Building Capacity in Schools: Some Ethical Considerations for Authentic Leadership and Learning
Author: Bredeson, Paul V.
Date: 2005-00-00
Type: Journal Articles
Subjects: Capacity Building,Ethics,Faculty Development,Principals,Administrator Role,Transformational Leadership

Over the past decade capacity building in schools has emerged as one of the most promising school improvement strategies to help all students meet more challenging standards. The press for accountability in public education, most notably anchored in No Child Left Behind (NCLB, 2001) has spawned a wide variety of educational initiatives aimed at improving schools and enhancing student learning outcomes by increasing organizational capacity through professional development. This paper explores ethical considerations for school leaders as they build teacher/organizational capacity through professional development in their schools. To set the context for understanding the intersection of capacity building, professional development, principal leadership, and ethics, the author begins with a brief overview of literature on capacity building. Next, he describes multiple roles principals take on to create and sustain productive and ethical environments for professional development and work. In the final section, the author uses Starratt's (2004) three ethical leadership virtues--&quot;responsibility, authenticity,&quot; and &quot;presence&quot;--first, to examine the intersection of professional development, capacity building, and leadership and second, to propose that school leaders need to be ethical architects as they work to build teacher capacity, improve student learning outcomes, and transform their schools.
The Impacts of Reading Recovery at Scale: Results from the 4-Year i3 External Evaluation
Author: Sirinides, Philip
Date: 2018-09-00
Type: Journal Articles
Subjects: Reading Programs,Program Evaluation,Elementary School Students,Grade 1,Beginning Reading,Reading Difficulties,Literacy,Reading Achievement,Literacy Education,Standardized Tests,Achievement Tests,Outcomes of Education

Reading Recovery is an example of a widely used early literacy intervention for struggling first-grade readers, with a research base demonstrating evidence of impact. With funding from the U.S. Department of Education's i3 program, researchers conducted a 4-year evaluation of the national scale-up of Reading Recovery. The evaluation included an implementation study and a multisite randomized controlled trial with 6,888 participating students in 1,222 schools. The goal of this study was to understand whether the impacts identified in prior rigorous studies of Reading Recovery could be replicated in the context of a national scale-up. The findings of this study reaffirm prior evidence of Reading Recovery's immediate impacts on student literacy and support the feasibility of successfully scaling up an effective intervention.
Dual-Language Immersion Education at Scale: An Analysis of Program Costs, Mechanisms, and Moderators
Author: Steele, Jennifer L.
Date: 2018-09-00
Type: Journal Articles
Subjects: Bilingual Education,Bilingual Education Programs,Immersion Programs,Input Output Analysis,Costs,Expenditure per Student,Educational Finance,Urban Education,School Districts,Educational Policy,Academic Achievement,Ethnicity,Second Language Instruction,Enrollment,Student Characteristics,Teacher Characteristics,Monolingualism,Racial Differences

Using input and outcome data from a randomized study of dual-language immersion programs in an urban district, we examine the mediating relationships of dosage, expenditures, and classroom characteristics to students' academic performance, and the moderating role of students' race/ethnicity. Differential costs of immersion were concentrated at the district level and were modest, at about 2% to 4% of per-pupil spending annually. We estimate that an additional US$100 spent per immersion student in a given year was associated with an additional 8% of a standard deviation in language arts performance in English, which was just over one third of the causal point-in-time enrollment effect of 22% of a standard deviation. We find no generalizable evidence of differential effects by race/ethnicity.
Nurse Faculty Knowledge of Best Practices in Online Pedagogy
Author: Cantamessa, Patti
Date: 2018-00-00
Type: Journal Articles
Subjects: Nursing Education,Knowledge Level,College Faculty,Best Practices,Teaching Methods,Online Courses,Educational Technology,Technology Uses in Education,Online Surveys,Technological Literacy

The purpose of this cross-sectional, correlational study was to investigate nursing faculty knowledge of best practices in online pedagogy, and to examine the relationship among nursing faculty characteristics and use of best practices. The framework for this study was based on Roger's diffusion of innovation theory. A convenient sample of 154 nursing faculty participated in the study from a total sampling of 824 nursing faculty who teach in accredited nursing programs in New York State. An online survey was used to deliver the survey to study participants. Nursing faculty reported that they have a moderate knowledge of the approaches and strategies used in the delivery of online pedagogy. There were no relationships between nursing faculty characteristics and best practices. Results from this study can be used in the creation of a faculty development program to assist nursing faculty members in the development and application of best practices for online pedagogy.
A Case Analysis of a School District&apos;s Transition to College and Career Ready Standards. From the Field: Practical Applications of Research
Author: Russo, Charles
Date: 2018-00-00
Type: Journal Articles
Subjects: School Districts,College Readiness,Career Readiness,Reading Achievement,Common Core State Standards,Reading Improvement,Grade 1,Grade 2,Grade 3,Grade 4,Kindergarten,Elementary School Students,Males,Curriculum Development,Alignment (Education),Teacher Attitudes,Parent Attitudes,Elementary School Curriculum,Learner Engagement

The following study closely details how the East Moriches Union Free School District made the transition to college and career-ready standards (CCSS), the impact that change had on reading scores for students, and the alteration in attitudes of parents and teachers to the shift in standards. Specifically, this report focuses on the male students who began Kindergarten in 2011, 2012, and 2013, as these were the cohorts that experienced the curriculum shift to one that was fully aligned to Common Core State Standards (CCSS). When appropriate, these cohorts were compared to older groups to establish a baseline. Male students were a focus for this study because they lagged behind their female counterparts in reading and ELA scores for many years and anecdotally seemed to have shown improvement and increased interest in the subject after changes to align ELA curriculum to common core state standards according to their teachers. This case analysis shows that despite some initial concerns and problems surrounding the changes in standards, assessments, and curriculum, the teachers and district successfully moved beyond disagreements and missteps toward an environment where reading was continuously encouraged and students visibly improved. As detailed in the report, there are some caveats to this conclusion, but the consensus remains the same: In this case study, an alignment of curriculum, materials, and instruction to common core state standards (CCSS) lead to improvement in student reading and literacy ability.
In School Communication: Developing a Pedagogically Focussed School Culture
Author: Ärlestig, Helen
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Teacher Administrator Relationship,Interpersonal Communication,Questionnaires,Teachers,Cultural Influences,Values,Semi Structured Interviews,Secondary Schools

This study examines the interplay between organizational structure and culture and principals' communication with their teachers in a Swedish school setting. This study was a component of a larger project called &quot;Structure, Culture, Leadership--Prerequisites for Successful Schools?&quot; The data used consisted of interviews and questionnaires with teachers and principals in twenty-four Swedish schools as well as one school outside the projects study population. The twenty-four schools within the project were divided into four groups depending on how they have succeeded in reaching academic and social objectives in the curriculum. In the portion of the study relevant to this article, the focus was on the five schools that were labelled as successful in the main project. The successful schools were chosen to find positive examples of how communication can support a pedagogically focussed school culture. The overall result shows that most communication in schools is related to everyday activities and individual students. Teachers claim that their communication with their principals is uncomplicated and straightforward. The difference in the communication process between the schools was more due to organizational factors like structure and culture than the principal's individual communication abilities. In the successful schools, principals and teachers communicated more frequently about issues related to teaching and learning. These principals made more classroom visits and provided more frequent feedback on teachers' professional role. In many of the other schools, there were signs of a communicative and organizational blindness. There is a potential in many schools to improve principals' and teachers' daily conversations so the communication process to a higher extent support long-term work towards positive school outcomes.
Instructional Principles Used to Teach Critical Comprehension Skills to a Grade 4 Learner
Author: Beck, Suzanne
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Principles,Reading Instruction,Reading Comprehension,Inferences,Case Studies,Grade 4,Elementary School Students,Reading Strategies,Intervention,Sociocultural Patterns,Learning Theories,Teaching Methods,Foreign Countries

The current approach to reading comprehension instruction is not producing the desired outcomes. Provincial, national and international tests indicate that more than half of South African learners cannot read, understand and answer basic comprehension questions. This research project was informed by Vygotsky's socio-cultural theory. A case study was conducted with a ten-year old Grade 4 boy who experienced difficulty with understanding comprehension questions. A six-week intervention was designed to improve his comprehension abilities and to identify instructional principles that were appropriate for him. Interviews and observations were conducted and inductively analysed. Findings showed that the learner was well equipped to retrieve explicitly stated information but struggled with higher-order level questions such as drawing inferences or evaluating content. Certain instructional practices were more favourable than others when teaching reading strategies.
Reading Competency of First-Year Undergraduate Students at University of Botswana: A Case Study
Author: Ntereke, Beauty B.
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Foreign Countries,Reading Comprehension,Undergraduate Students,Humanities,Academic Discourse,Reading Tests,African Languages,Literacy Education,Instructional Effectiveness,College Preparation,Pretests Posttests,Second Language Learning,English (Second Language),Language of Instruction,Academic Achievement

The ability to read and interpret textbooks and other assigned material is a critical component of success at university level. Therefore, the aims of this study are twofold: to evaluate the reading levels of first-year students when they first enter the university to determine how adequately prepared they are for university reading. It is also to find out if there will be any significant improvement after going through the academic literacy course offered to first-year students. The participants were 51 first-year undergraduate humanities students enrolled in the Communication and Academic Literacy course at the University of Botswana. The data were collected through a reading test adopted from Zulu which was administered at the beginning of the first semester. The same test was administered at the end of the semester after the students had gone through the academic literacy course to see if there was any difference in performance. The findings of this study indicate that there is a mixed and wide variation of students reading competency levels when students first enter the university and that a significant number of first-year entrants are inadequately prepared for university reading.
The Use of Interactional Metadiscourse Features to Present a Textual Voice: A Case Study of Undergraduate Writing in Two Departments at the University of Botswana
Author: Ramoroka, Boitumelo T.
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Undergraduate Students,Computational Linguistics,Interpersonal Communication,Academic Discourse,Writing (Composition),Comparative Analysis,Elementary School Teachers,Essays,Foreign Countries,Discourse Analysis,Student Attitudes,Teacher Attitudes,College Faculty,English for Special Purposes,Second Language Learning,Second Language Instruction,Language Teachers,Intellectual Disciplines,Inservice Teacher Education,Journalism Education,Communications,Program Descriptions

In recent years, there has been an increased emphasis on the interpersonal function of metadiscourse features in academic texts. This means that research on writing in academic contexts began to focus on the rhetorical features, such as interactional metadiscourse, that writers use to present their voice in writing. These developments in academic writing have also considered the context in which specific genres are produced. Using a multiple-methods approach to genre analysis, this article compares students' use of interactional metadiscourse features in two undergraduate courses, Media Studies and Primary Education at the University of Botswana. A total of 40 student essays were analysed. Interviews with students and lecturers in the two departments were also done to understand the context in which the essays were produced. The comparison of interactional metadiscourse features in the two corpora indicated that interactional metadiscourse markers were present, but that there were variations in the use and distribution of these features by the learners. Contextual information shows that such variations reflect the different values and beliefs about academic writing of the discourse communities that students belong to. These values and beliefs can be problematic for English for Specific Purposes (EAP) lecturers who have to prepare students for writing in the various disciplines in L2 contexts.
Finding the Plot in South African Reading Education
Author: Rule, Peter
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Instruction,Foreign Countries,Reading Comprehension,Case Studies,Adult Basic Education,Teaching Methods,Instructional Improvement,Elementary School Students,Teacher Education,Family Environment,Social Change,Educational Change,Racial Segregation,Rural Areas,Teacher Attitudes,Elementary School Teachers,Adult Educators

This article argues that we have lost the plot in South African reading education. To find it, we need to move beyond the predominant mode of reading as oral performance, where the emphasis is on accuracy and pronunciation, to reading as comprehension of meaning in text. While reading research in South Africa has been conducted mainly in school contexts, this case study is of a school and Adult Basic Education and Training Centre in a rural KwaZulu-Natal community near Pietermaritzburg. It found that an oratorical approach to reading dominated in both settings. It suggests that developing the way in which teachers understand the teaching of reading and transforming the teaching practices of those who teach as they were taught in the education system of the apartheid era are key to improving the teaching of reading.
Extensive Reading in a Tertiary Reading Programme: Students&apos; Accounts of Affective and Cognitive Benefits
Author: Boakye, Naomi A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Programs,Student Attitudes,Intervention,Reading Comprehension,College Freshmen,Novels,Reading Habits,Literary Genres,Reading Tests,Reading Motivation,Reading Improvement,Reading Rate,Teaching Methods,At Risk Students,Foreign Countries,English for Academic Purposes,Second Language Learning

This article reports on the extensive reading (ER) component of a reading intervention programme to improve first-year students' reading proficiency. To make the intervention more practical and to accelerate improvement, an ER component was included in the programme. Two groups of first-year students (high-risk and low-risk) were required to read short stories and novels of their choice and to record their affective and cognitive experiences during the reading to submit as a portfolio. In addition, students answered pre- and post-intervention questionnaires on their reading habits. Students were selected based on their performance in a reading test and interviewed to gain more insight into their reading experiences. The questionnaires were analysed using the t-test, and the interview responses were analysed by content analysis. The findings show that students had benefited from ER. Questionnaire results show that students' reading habits had improved significantly. The reports from the interviews and inventories show that students' affective and cognitive reading levels, including reading speed, had also improved. Students also reported on the transfer of reading strategies from their ER to their academic reading. Based on the findings, recommendations are made for reading programmes at the tertiary level, specifically at this institution, to include ER in order to complement explicit teaching, instil motivation and accelerate the improvement of students' reading proficiency.