ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Multiple Intelligence Profiles and Reading Strategy Use of Successful English as a Foreign Language (EFL) Readers
Author: Iyitoglu, Orhan
Date: 2015-05-00
Type: Journal Articles
Subjects: Correlation,Multiple Intelligences,Statistical Analysis,Achievement Tests,Qualitative Research,English (Second Language),Second Language Learning,Check Lists,High School Students,Gender Differences,Foreign Countries,Metacognition,Teaching Methods,Reading Strategies,Music,Interpersonal Competence,Verbal Ability,Problem Solving,Language Proficiency,Second Language Instruction,Observation,Likert Scales

This study relied on Sheorey and Mokhtari's (2001) metacognitive knowledge about reading strategies,which was influenced by a number of factors, including previous experiences, beliefs, culture-specific instructional practices and proficiency in a second language (L2). This study is thereby built on the premise that EFL readers' metacognitive awareness of reading strategies was also influenced by their multiple intelligence profiles. The purpose of this study is to explore the integrated impact of multiple intelligences and reading strategies on EFL learners' reading performance. This was an explanatory sequential study, combining quantitative and qualitative research design. A convenience sample of 60 high school EFL learners from one of the Anatolian high schools in Istanbul, Turkey participated in this study. Two quantitative surveys and an achievement test, followed by a qualitative observation checklist, were used in this study to collect the data. The results of the study indicated that females were found to be more successful than males in EFL reading in addition to employing more support and problem solving reading strategies. In addition, this study also found that successful readers in EFL seemed to use more global strategies and tended to support reading strategies if they were dominant in musical, intrapersonal intelligences. Moreover, successful musically or verbally intelligent readers were found to use more problem-solving strategies. As a result, this study provides EFL teachers and curriculum designers with valuable information that will foster awareness of the role of these intelligence-strategy relations may play in triggering success in EFL reading, and thus, in their overall proficiency in the language.
A &quot;Teacher Tablet Toolkit&quot; to Meet the Challenges Posed by 21st Century Rural Teaching and Learning Environments
Author: Botha, Adèle
Date: 2015-11-00
Type: Journal Articles
Subjects: Educational Environment,Rural Education,Faculty Development,Learning Modules,Program Development,Technology Integration,Classroom Techniques,Educational Practices,Technological Literacy,Pedagogical Content Knowledge,Teacher Responsibility,Collegiality,Foreign Countries

This article draws upon the experiences gained in participating in an Information and Communication Technology for Rural Education (ICT4RED) initiative, as part of a larger Technology for Rural Education project (TECH4RED) in Cofimvaba in the Eastern Cape Province of South Africa. The aim of this paper is to describe the conceptualisation, design and application of an innovative teacher professional development course for rural teachers, enabling them to use tablets to support teaching and learning in their classrooms. The course, as outcome, is presented as a &quot;Teacher Tablet Toolkit,&quot; designed to meet the challenges inherent to the 21st century rural technology enhanced teaching and learning environment. The paper documents and motivates design decisions, derived from literature and adapted through three iterations of a Design Science Research Process, to be incorporated in the ICT4RED Teacher Professional Development Course. The resulting course aims to equip participating teachers with a toolkit consisting of technology hardware, pragmatic pedagogical and technology knowledge and skills, and practice based experience. The significance of game design elements such as simulation and fun, technology in need rather than in case, adequate scaffolding and a clear learning path with interim learning goals are noted.
A Study of the Transition Pathways of School Level Scholarship Recipients into Work and Tertiary Education
Author: Hobden, Sally
Date: 2015-08-00
Type: Journal Articles
Subjects: Intervention,Graduate Surveys,Longitudinal Studies,Progress Monitoring,Academic Aspiration,Socioeconomic Background,Postsecondary Education,Developmental Studies Programs,Resilience (Psychology),Performance Factors,Questionnaires,Transitional Programs,Scholarships,Participant Satisfaction,Program Effectiveness,Program Evaluation,Foreign Countries

School-level educational interventions targeting learners from low socioeconomic backgrounds often have the long-term goal of enabling access to, and successful completion of tertiary studies. This study tracked the progress of alumni of an educational intervention two or three years post school, in order to investigate their pathways to their destinations of work and study. Forty percent of the alumni were successfully traced, and asked to fill in an online questionnaire. Of the 104 traced alumni, 80% reported good academic progress, despite false starts and changes in direction, which resulted in complex transitional pathways. The main factor disrupting a direct pathway through tertiary studies was a lack of finances. The alumni reported that many of the enabling factors for their tertiary success were legacy benefits of the school-level intervention. The benefits reported included a sound preparation for life and academic studies, and other benefits that the researchers categorised as developing resilience and grit.
Meaningful Work and Secondary School Teachers' Intention to Leave
Author: Janik, M.
Date: 2015-05-00
Type: Journal Articles
Subjects: Secondary School Teachers,Job Enrichment,Case Studies,Foreign Countries,Faculty Mobility,Intention,Teacher Persistence,Secondary Schools,Supervisor Supervisee Relationship,Employees,Statistical Analysis,Factor Analysis,Regression (Statistics)

The study investigates the relations between secondary school teachers' work-role fit, job enrichment, supervisor relationships, co-worker relationships, psychological meaningfulness of work and intention to leave. A cross-sectional survey was used. The participants were 502 secondary school teachers in Namibia. The following measuring instruments were used: Work-role Fit Scale, Job Enrichment Scale, Co-worker and Supervisor Relationships Scales, Psychological Meaningfulness Scale and Turnover Intention Scale. Work-role fit and job enrichment both had direct positive effect on experiences of psychological meaningfulness at work, while poor work-role fit and low psychological meaningfulness both had a direct effect on teachers' intentions to leave. An analysis of the indirect effects showed that poor work-role fit and poor job enrichment affected intention to leave due to the concomitant experience of low psychological meaningfulness. These findings have implications for the retention of teachers in secondary schools.
University-Affiliated Schools as Sites for Research Learning in Pre-Service Teacher Education
Author: Henning, Elizabeth
Date: 2015-02-00
Type: Journal Articles
Subjects: Professional Development Schools,Preservice Teacher Education,Partnerships in Education,College School Cooperation,Student Research,Questionnaires,Teacher Educators,Experienced Teachers,Teacher Surveys,Teacher Attitudes,Research Needs,Educational Research,Educational Practices,Learning Experience,Research Skills,Transformative Learning,Reflection,Foreign Countries

This article proposes that the &quot;teaching/practice schools&quot; formally affiliated to initial teacher education programmes at universities, can be utilised more optimally as research sites by student teachers. The argument is put forward with reference to the role that such schools have played historically in teacher education in the United States (US), and more recently, in the successful Finnish teacher education system, in which research is highly valued as a requisite part of a teaching qualification. The authors propose that the single component of these schools, which has historically distinguished them from schools for work integrated learning (WIL), is that they are also research spaces and have retained some of the &quot;lab&quot; character of earlier schools, such as the one established by John Dewey. In such schools, the authors argue, students learn to be reflective practitioners by positioning themselves as researchers, who reflect on practice in a research-rich environment. In a pilot study, the authors found that university and school personnel hold different views about research in the schools. The article recommends that careful consideration be given to the research function in these public schools as part of teacher training.
The Lesotho Curriculum and Assessment Policy: Opportunities and Threats
Author: Raselimo, Mohaeka
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Social Change,Educational Policy,Policy Analysis,Teaching Methods,Evaluation Methods,Secondary School Students,Educational Development,Economic Development,Core Curriculum

The end of British colonial rule in 1966 provided an impetus for curriculum reform in Lesotho. Since then, a number of curriculum and assessment reforms have been attempted, albeit with a little success. In all cases, the aim has been to achieve the goals of education for national development. The &quot;Curriculum and Assessment Policy&quot; 2009 represents the latest education reform, which marks a departure from the subject and examination-oriented curriculum to a new dispensation wherein curriculum is organised into learning areas reflecting practical life challenges. In this paper, we analyse the content of this policy document in order to identify the underlying assumptions about curriculum, pedagogy and assessment focusing on secondary education. We take a critical perspective on policy analysis to uncover contradictions and paradoxes associated with the educational discourses being promoted by the document. We further discuss the implications of curriculum policy intentions of the document, highlighting opportunities and threats for educational development in Lesotho. Based on the findings of our review, we argue that although the new policy creates opportunities for personal growth of learners and economic development in Lesotho, there are threats and challenges, which can be detrimental to its successful implementation.
Teacher Knowing or Not Knowing about Students
Author: Amin, Nyna
Date: 2015-08-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Ethnography,Urban Schools,Teacher Student Relationship,High School Students,Secondary School Mathematics,Personal Narratives,Secondary School Teachers,Teacher Effectiveness

Based on a critical ethnography of an urban high school that exemplifies the many changes of post-apartheid South Africa, this paper presents data about two teachers who propose opposing perspectives and practices of knowing students. The analysis of the teachers' narratives shows that they came to know their students through solicited, unsolicited and professional knowing processes. A surprise finding for successful teaching, in what may be considered difficult yet not uncommon conditions of schooling in South Africa, is that knowing about students can be dangerous, and that &quot;not&quot; knowing students can be useful for teachers. These counter-intuitive findings are generative of questions requiring further exploration.
Perceived Usefulness and Culture as Predictors of Teachers Attitudes towards Educational Technology in South Africa
Author: Hart, Samantha Anne
Date: 2015-11-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Influences,Predictor Variables,Teacher Attitudes,Educational Technology,Technology Uses in Education,Elementary Secondary Education,Computer Attitudes,Teacher Surveys,Usability,Statistical Analysis,Cultural Relevance,Multiple Regression Analysis,Likert Scales

The use of educational technology (ET) worldwide is increasing rapidly, and South Africa is no exception. Grouped amongst the emerging economies of the world, South Africa's information and communication technology (ICT) infrastructure is often mentioned as one of the key factors leading to the growth of the country. Integrating ICT into education has become a priority for the South African government. However, it is necessary to move beyond merely providing physical access to ICT's in order for integration to be successful. The integration of ET in schools is greatly influenced by teachers' attitudes towards the technology. The aim of this study was to investigate teachers' attitudes towards educational technology and the factors that are thought to influence teachers' attitudes, namely, perceived usefulness, perceived cultural relevance, perceived competence and access to ET. A convenience sample of 117 teachers in the Johannesburg area, from both public and private schools, across foundation, intermediate and senior phase, completed the Attitudes Towards Computer Scale. Teachers' attitudes were generally positive. The strongest predictor of teachers' attitudes was perceived usefulness followed by perceived cultural relevance. Thus, it is evident that when integrating ET into schools, attention must be paid to teachers perceptions of the utility of ET in order for integration to be successful. Having access to ET and the competence to use ET are not enough for the successful integration of ET in schools.
Home and School Resources as Predictors of Mathematics Performance in South Africa
Author: Visser, Mariette
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Mathematics Achievement,Family School Relationship,Achievement Tests,International Assessment,Elementary Secondary Education,Science Achievement,Mathematics Tests,Science Tests,Multiple Regression Analysis,Predictor Variables,Statistical Analysis

The creation of an environment conducive to learning is vitally important in the academic achievement of learners. Such an environment extends beyond the classroom and school to include the home. It is from these environments that learners draw resources, both tangible and intangible, that impact on their educational experience. While current bodies of literature focus on either school or home resources, this paper looks at both. Multiple regression analyses were conducted on the 2011 Trends in International Mathematics and Science Study (TIMSS) data to determine the resources factors that influence South African learners' performance in mathematics. The findings reveal that both school and home environments play significant roles in learners' mathematics performance. This paper therefore suggests that it is not only the socio-economic factors of schools that impact learners' mathematics performance, but also that higher levels of parental education have a significant positive influence.
From Challenging Assumptions to Measuring Effect: Researching the Nokia Mobile Mathematics Service in South Africa
Author: Roberts, Nicky
Date: 2015-05-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Technology Uses in Education,Handheld Devices,Educational Technology,Mathematics Instruction,Grade 10,Teaching Methods,Secondary School Mathematics,Quasiexperimental Design,Control Groups,Experimental Groups,Integrated Learning Systems,Mathematics Achievement,Program Effectiveness

This paper reports on the analysis of the voluntary uptake and use of the &quot;Nokia Mobile Mathematics&quot; service by 3,957 Grade 10 learners. It measures the effect of the service on the school Mathematics attainment of 1,950 of these learners over one academic year. The study reveals that 21% of Grade 10 Mathematics learners voluntarily and regularly made use of this mobile learning resource outside of school time, with little involvement from their teachers. We found that across the group of 1,950 learners, there was an average decline in Mathematics attainment from Grade 9 to Grade 10 of 15 percentage points. We further found that there was a significant difference in the percentage point shifts of the group of non-users (zero questions), where there was a mean decline of 19 percentage points compared to the group of &quot;regular/extensive users&quot; (151+ questions), where the mean decline was 11.5 percentage points. This difference in means was significant (t (1344) = 8.0, p = 2.2 x 10[superscript -15]), with a small to medium effect size (d = 0.45). Research limitations and directions for future research are discussed in light of these findings.
Meaning in Work of Secondary School Teachers: A Qualitative Study
Author: Fourie, Mandi
Date: 2015-08-00
Type: Journal Articles
Subjects: Qualitative Research,Secondary School Teachers,Phenomenology,Semi Structured Interviews,Concept Formation,Transfer of Training,Job Satisfaction,Work Ethic,Change Strategies,Foreign Countries,Content Analysis

In order to identify specific, shared sources of meaning and mechanisms with which individuals attempt to make meaning, the objectives of this study were to explore the way in which secondary school teachers perceive, conceptualise and attain meaning in their work. A qualitative design with a phenomenological strategy was used with a convenience sample (n = 20) of teachers. Semi-structured, one-to-one interviews with open-ended questions were used to gather data. Participants were asked to diarise related issues for five working days following the interview, in order to strengthen and validate the interviews' results. The results showed that the participants conceptualise meaning as purpose and significance, and that the main sources of meaning related to work include the transfer of knowledge, and making a positive difference in the learners' lives. Forming relationships based on trust and receiving feedback was also important. The main mechanisms identified were putting effort into preparations, while this group of participants reported that meaning leads to the experience of happiness and personal satisfaction. Although most of these findings support those in the broader literature, there are differences in the emphasis placed on some of the findings, due to the context of education in South Africa. From the results, recommendations were made to create opportunities for teachers to experience more meaning in their work.
A Bio-Ecological Interpretation of the Relationship Challenges in the Context of the Reconstituted Family
Author: Ebersohn, S.
Date: 2015-05-00
Type: Journal Articles
Subjects: Family Environment,Child Rearing,Parenting Styles,Qualitative Research,Family Structure,Divorce,Child Development,Spouses,Children,Parent Child Relationship,Foreign Countries,Semi Structured Interviews,Fathers,Adolescents

From an educational psychology perspective, family life--as a child's primary educational situation--is changing drastically as divorces increase worldwide. Various challenges to relationships accompany the restructuring of family systems after divorce. When remarriage occurs, children's shared membership of two family microsystems and the resultant complexity of the mesosystem cause the reconstituted family situation to come to differ radically from that of a nuclear family. The purpose of this article is to extend Bronfenbrenner's bio-ecological model in order to construct a deeper understanding of the relationship challenges in the context of the reconstituted family, specifically noting the importance of effective parenting at mesosystemic level. Data from two separate qualitative studies was interpreted, based on Bronfenbrenner's bio-ecological model, to form an integrated understanding of the complexity and influence of the mesosystem. The findings indicate that sound proximal interactive processes in the primary and secondary family microsystems depend on an effective mesosystem, and hence, on at least a functionally co-operative relationship between the biological parents after a divorce. Since the biological parents primarily control the effectiveness of the mesosystem, Bronfenbrenner's extended bio-ecological model can be fruitfully applied in all professions dealing with the contextual relationship challenges of reconstituted families.
ICT and Inclusive Education: Attitudes of the Teachers in Secondary Education
Author: Fernandez-Batanero, Jose Maria
Date: 2016-00-00
Type: Journal Articles
Subjects: Information Technology,Inclusion,Case Studies,Questionnaires,Group Discussion,Teacher Attitudes,Educational Practices,Reliability,Secondary School Teachers,Positive Attitudes,Gender Differences,Statistical Analysis,Educational Policy,Networks,Faculty Development,Foreign Countries,Discourse Analysis

The inclusion and the Information and Communication Technologies (ICT) configure a field of great scientific interest in the current society. In this context, the attitudes of the teachers towards the ICT play an important role. The present article gathers the results of a study whose purpose was to determine how a teacher will use and integrate the &quot;Information and Communication Technologies&quot; (ICT) in inclusive classrooms. This will also identify the factors that promote good educational practices supported by ICT. Towards this we prepared a case study of multiple cases. The questionnaire and group discussion are the techniques that are used for collecting required information. To validate the questionnaire, it was used the expert judgment method selected by the &quot;Coefficient expert Competence&quot; procedure or also named &quot;K coefficient.&quot; The Reliability was established by Cronbach's Alpha method with a value of 0.87. The result shows that teachers in general have a positive attitude towards ICT, especially the male teachers with greater possibilities of interaction with ICT. This will also promote inclusive and cultures policies between networks of schools and it is presented as an important factor in developing good educational practice with the support of ICT.
Mathematical Modelling in Engineering: A Proposal to Introduce Linear Algebra Concepts
Author: Cárcamo Bahamonde, Andrea
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematical Models,Algebra,Mathematical Concepts,Engineering Education,Heuristics,Instructional Design,College Freshmen,Instructional Effectiveness,Mathematics Instruction,Foreign Countries

The modern dynamic world requires that basic science courses for engineering, including linear algebra, emphasise the development of mathematical abilities primarily associated with modelling and interpreting, which are not exclusively calculus abilities. Considering this, an instructional design was created based on mathematical modelling and emerging heuristic models for the construction of specific linear algebra concepts: span and spanning set. This was applied to first year engineering students. Results suggest that this type of instructional design contributes to the construction of these mathematical concepts and can also improve first year engineering students' understanding of key linear algebra concepts and enhance the development of higher order skills.