ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Professional Certification Criteria to Assess Occupational Safety Curricula in Degree Programs Investigating Accreditation
Author: Loushine, Todd William
Date: 2013-06-00
Type: Journal Articles
Subjects: Occupational Safety and Health,Program Evaluation,Certification,Undergraduate Students,Case Studies,Graduate Students,College Faculty,Teacher Attitudes,Curriculum Evaluation,Assignments,Program Effectiveness,Teaching Methods,Rating Scales,Course Content,Electronic Mail,Interviews

The aim of this paper is to demonstrate a novel assessment method developed to determine if the curriculum from two separate safety degree programs provided sufficient opportunity for students to obtain the knowledge required for professional practice in occupational safety. The method relies on the Board of Certified Safety Professionals (BCSP) examination blueprints. In the graduate program case study, over 88% of the BCSP criteria were met through an explicit means and up to 64% through assignments or better. Aggregating criteria into respective subject areas showed that the curriculum covered anywhere from 58% to 100% of the items within each BCSP topic. In the undergraduate case study, over 96% of the BCSP criteria through an explicit means, and 82.8% of knowledge items were assessed in assignments, exams or better. Aggregating criteria into respective subject areas showed that the curriculum covered anywhere from 75% to 100% of the items within each BCSP topic. Once briefed on the results, all faculty/instructors agreed that the approach helped identify strengths and weaknesses in their current curriculum. Most importantly, presentation of results acted as a catalyst for curricular discussions amongst the faculty that resulted in improvement priorities and a better understanding of student learning potential in course assignments.
Student Perception of Content Master and Engagement in Using an E-Authoring Tool
Author: Carver, Lin
Date: 2013-09-00
Type: Journal Articles
Subjects: Student Attitudes,Mixed Methods Research,Likert Scales,Learner Engagement,Student Reaction,Student Surveys,Electronic Learning,Graduate Study,Online Courses,Adult Learning,Computer Software,Integrated Learning Systems,Computer Assisted Instruction,Multimedia Materials

Examination of student comments and end of course surveys from previous courses revealed two content design themes: request for additional graphics and visuals to support content and improved quality and opportunities to master content. Researchers wanted to investigate if incorporating SoftChalk, an e-authoring tool, would effectively address these expressed design concerns. As such, the purpose of the study was to explore the students' perceptions of the effectiveness of the newly implemented e-authoring tool. A mixed-method survey design, which included Likert scales and qualitative responses, was utilized. All students enrolled in five sections of the three online graduate education courses (N = 81) were eligible to participate in the anonymous online survey. Response data were collected at the beginning of the term through an external link outside of the course website to allow for voluntary participation in the study. Implied consent was demonstrated through completion of the survey. Student participation or lack of participation did not impact student grades. The qualitative and quantitative data support the addition of an e-authoring tool to an online module as an effective method for increasing students' perception of their engagement with and mastery of the course content as compared to the previous more static Word format.
Cathedrals, Casinos, Colleges and Classrooms: Questions for the Architects of Digital Campuses
Author: McCluskey, Frank
Date: 2013-09-00
Type: Journal Articles
Subjects: Campuses,Virtual Classrooms,Instructional Design,Architecture,Computer System Design,Colleges,Educational Facilities Design,Educational Environment

The bricks and mortar classroom has a long and storied history. The digital classroom is so new and different it may be wrong to even call it a &quot;classroom&quot;. The authors argue that architecture influences behavior. So in constructing our new digital classrooms we must pay attention to the architecture and what job we want that architecture to do. In thinking about the relation between instructional design and our pedagogical aims we must keep in mind that this new type of &quot;space&quot; may require us to rethink our views of both teaching and learning.
The Management of User Fees and Other Fundraising Initiatives in Self-Managing Public Schools
Author: Mestry, Raj
Date: 2016-05-00
Type: Journal Articles
Subjects: Foreign Countries,Fees,Fund Raising,Educational Finance,Public Schools,Governing Boards,Money Management,Efficiency,Compliance (Legal),Educational Legislation,Stakeholders,Budgeting,Likert Scales,Questionnaires

In view of redressing past imbalances created by the apartheid regime and achieving equity in funding public schools, the post-1994 government introduced the Norms and Standards for School Funding policy that severely reduces state funding to schools located within affluent areas. However, the South African Schools Act, No. 84 of 1996 makes provision for school governing bodies (SGBs), responsible for financial and physical resource management of schools, to supplement state funding. In order to ensure that effective teaching and learning takes place, self-managed SGBs secure funding from parents, corporates and the broader community through school (user) fees, donations and unconventional fundraising projects. These additional funds enable SGBs to provide schools with state-of-the-art physical resources, and to employ teaching and non-teaching staff not provided for in the post-provisioning norms determined by the department of education. Using quantitative research, this study aimed to determine how self-managed SGBs manage funds through user fees and other fundraising initiatives. Findings revealed that governing bodies of most self-managed schools were able to secure substantial funding from school fees and other fundraising initiatives, and managed the funds effectively and efficiently.
Inclusive Instructional Practices Used and Their Perceived Importance by Instructors
Author: West, Elizabeth A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Inclusion,Disabilities,Academic Accommodations (Disabilities),Teacher Attitudes,Teacher Characteristics,Attitude Measures,College Faculty,Teacher Educators,Tenure,Adjunct Faculty,Accessibility (for Disabled),Civil Rights Legislation,Federal Legislation,Knowledge Level,Instructional Design,Teacher Surveys,Statistical Analysis,Self Efficacy

This research examines the inclusive instructional and accommodative strategies instructors use to assist students with disabilities in their classes, and what faculty perceives as most important for student success. The survey included demographic questions (gender, role in the college, and experience) and response items from the Inclusive Teaching Strategies Inventory ([ITSI] Lombardi, Murray, &amp; Gerdes, 2011). The ITSI is a self-report survey that asks participants about their attitudes towards inclusive teaching strategies, as well as how they act on these strategies. Responses were collected from 52 instructors in the College of Education at a large university in the Pacific Northwest. Respondents included a mixture of tenure-track faculty, adjunct faculty, and course instructors. Findings from the analysis suggest differences between instructors' attitudes and actions in two areas: (1) Scholastic Accommodations to assignment due dates and individual reading loads, and (2) Physical Accommodations, such as examining the classroom in advance to anticipate physical barriers for students with disabilities. Findings also suggest that instructors lacked confidence in their knowledge of Universal Design for Learning, legal definitions of disability, the Americans with Disabilities Act, and Section 504 compliance. The implications of these findings for instructor professional development and student self-advocacy are presented.
Sexual and Reproductive Well-Being of Teenage Mothers in a South African Township School
Author: Nkani, Nomvuyo
Date: 2016-05-00
Type: Journal Articles
Subjects: Foreign Countries,Sexuality,Pregnancy,Well Being,Adolescents,Early Parenthood,Mothers,At Risk Persons,Knowledge Level,Contraception,Qualitative Research,Empowerment,Aspiration,Access to Information,Gender Bias,Intervention,Interpersonal Relationship,Semi Structured Interviews,Parent Attitudes,Access to Education,Sex Education,Focus Groups

Research addressing the sexual health and reproductive rights of pregnant teenagers and teenage mothers is growing, although attention to the sexual well-being of young mothers who are already in school remains limited. This omission places teenage mothers at risk, who may be susceptible to repeated pregnancies that may compromise their well-being and educational outcomes. By drawing on a qualitative study, we focus on young mothers' sexual relationships and their knowledge and choice of contraceptive methods, as well as their accessibility to them. In this paper, we ask how sexual and reproductive well-being is constructed in relation to knowledge, choice and accessibility to contraceptive methods. While the study found that schooling was constructed as vital to economic empowerment, teenage mothers' aspirations were compromised by limited contraceptive knowledge and choices, and enduring patterns of gender inequalities within relationship dynamics. Effective interventions require attention to a comprehensive understanding of sexual health, which includes a focus on gender and relationship dynamics, as well as knowledge of and access to contraceptive methods. Accessibility to all methods of contraceptive use remains vital in all health centres. Community health workers need to engage better with young mothers so as to support their reproductive well-being.
Experiences of Minority College Students with Disabilities in STEM
Author: da Silva Cardoso, Elizabeth
Date: 2016-00-00
Type: Journal Articles
Subjects: College Students,STEM Education,Minority Group Students,Student Experience,Disabilities,Qualitative Research,Academic Support Services,Student Personnel Services,Attitude Measures,Semi Structured Interviews,Coding,Interpersonal Relationship,Social Support Groups,Academic Accommodations (Disabilities),Barriers,Student Motivation,Help Seeking

Despite recent growth in the number of college students majoring in Science, Technology, Engineering, and Mathematics (STEM), there is a disparity in participation for students from racial and ethnic minority backgrounds with disabilities. This issue has received little attention in the research literature. We sought to gain a better understanding of the experiences of minority students with disabilities in their pursuits of a degree and career in STEM and their experiences with a program designed to support the accomplishment of this goal--the Minority-Disability Alliance in Science, Technology, Engineering, and Mathematics (MIND Alliance). We used the Consensual Qualitative Research (CQR) approach to address the research questions with six former or current STEM students who received MIND Alliance services and supports. Results provide insights into the experiences of STEM students from racial and ethnic minority backgrounds with disabilities, and the influence of the MIND Alliance program on their academic success. Findings emphasize the importance of social supports from peers, family, and the university, as well as the proper handling of accommodations. Participants were generally satisfied with MIND Alliance services and reported positive influences on academic and career goals and on social aspects of college success.
The Academic and Psychosocial Impacts of Ehlers-Danlos Syndrome on Postsecondary Students: An Integrative Review of the Literature
Author: Giroux, Catherine M.
Date: 2016-00-00
Type: Journal Articles
Subjects: College Students,Physical Disabilities,Student Needs,Psychological Patterns,Chronic Illness,Access to Education,Student Rights,Educational Legislation,Foreign Countries,Social Influences,Teacher Attitudes,Academic Accommodations (Disabilities),Accessibility (for Disabled),Attendance Patterns,Technology Uses in Education,Social Bias,Misconceptions,Literature Reviews

Ehlers-Danlos Syndrome (EDS) is a complex, often invisible, connective tissue disorder that has arguably profound psychosocial and academic impact on postsecondary students. It is an underdiagnosed and misunderstood condition that is the focus of little research, particularly within the social sciences. Several factors influence the academic experiences of postsecondary students with EDS, including institutional issues, faculty attitudes, accommodations, school attendance, and technology use. Psychosocially, adjusting to new or changing diagnoses, dealing with the stigmas and misperceptions of others, and the ongoing identity formation of youth are major factors for students. Since there is a notable shortfall in academic literature with the specific focus of EDS in postsecondary education, this review draws from the peripheral fields of chronic illness and disability studies for support.
The &quot;Cape Times&quot;'s Portrayal of School Violence
Author: de Wet, Corene
Date: 2016-05-00
Type: Journal Articles
Subjects: Violence,Foreign Countries,Content Analysis,Qualitative Research,Victims,Juvenile Gangs,School Safety,Newspapers

This study explores the &quot;Cape Times&quot;'s portrayal of school violence in the Western Cape (WC), South Africa, reporting on findings from a qualitative content analysis of 41 news articles retrieved from the SA Media database. The findings shed light on the victims and their victimisation, the perpetrators, as well as the context of the violence, identifying gangsterism, as well as school administrative and community factors as the reasons for violence in WC schools. It is argued that school violence and gangsterism are inextricably linked to the Cape Flats in particular, and that the interaction of forms of inequality and oppression such as racism, class privilege and gender oppression are structural root causes for school violence in this area of the WC. The study highlights the negative consequences of school violence on teaching and learning and on the economy. It is concluded that even if the &quot;Cape Times&quot; paints an exaggerated and atypical picture of violence in the gang-riddled parts of the WC, the detrimental effects thereof on the regions cannot be denied. The study therefore recommends a holistic approach to addressing the structural root causes of school violence where it takes place in the WC.
The Dual Role of the Principal as Employee of the Department of Education and Ex Officio Member of the Governing Body
Author: Prinsloo, Sakkie
Date: 2016-05-00
Type: Journal Articles
Subjects: Principals,Foreign Countries,Governing Boards,Governance,School Supervision,School Based Management,Partnerships in Education,Accountability

In terms of section 15 of the Schools Act, a public school is a legal person (&quot;juristic person&quot;) with legal capacity to perform its functions under the Act. The Schools Act distinguishes between governance and professional management, assigning the former to the governing body and the latter to the principal of the school (section 16(1) and 16(3)). The professional management of a public school must be undertaken by the principal under the authority of the Head of Department. Section 16(A) makes provision for the functions and responsibilities of principals of public schools. Section 16(A) lists the tasks and responsibilities for which the principal as employee of the Department of Education is accountable to the Head of Department. The principal is however also accountable to the governing body for the implementation of statutory functions or policies regarding admission, language, religion and school funds that are delegated to him or her by the governing body in terms of the Schools Act. Since 1996, an increasing number of court cases and disciplinary hearings took place in which provincial heads of education departments were challenged for unlawful actions against principals due to the latter's implementation of the statutory functions of governing bodies. Principals therefore seem to be caught between their role as employee of the Department of Education and ex officio member of the governing body of their public school.
Lessons Learnt from Teachers' Perspectives on Mobile Learning in South Africa with Cultural and Linguistic Constraints
Author: Jantjies, Mmaki
Date: 2016-08-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Student Diversity,Cultural Differences,Language Usage,Rural Schools,Urban Schools,Semi Structured Interviews,Code Switching (Language),Teaching Methods,Learning Processes

South Africa's classrooms are characterised by a wide variety of cultural and linguistic differences, providing teachers with educational challenges, particularly in mathematics and science subjects. In response, various mobile learning systems have been developed and piloted in the North West and Gauteng Provinces of South Africa. A framework has been proposed to support the development of similar technologies to be used in multilingual contexts. This paper evaluates teachers' perspectives on this framework using interviews with eight teachers from a mixture of urban and rural schools in various locations across the two provinces. The results of the study reflect the important roles that language and culture play in the technology needed to support learning in linguistically diverse schools. They highlight the challenges that teachers in schools face in diversely linguistic classrooms and how technology can be used to enhance such classrooms.
Invisible Barriers: The Loneliness of School Principals at Turkish Elementary Schools
Author: Korumaz, Mithat
Date: 2016-11-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Elementary Schools,Professional Isolation,Psychological Patterns,Phenomenology,Work Environment,Barriers,Qualitative Research,Semi Structured Interviews,Observation,Interpersonal Communication,Interpersonal Relationship

School principals fulfil unique and crucial roles, drawing on their respective experience to react to an increasing number of challenges. They must carry out their roles as school leaders within a context highly charged with emotion. The loneliness of principals at schools urgently requires investigation. Limited details can be found in current academic literature concerning the issue of how principals deal with the issue of loneliness at school. Therefore, the aim of this study is to gain insight into the nature of loneliness among school principals. The study employed a qualitative research design incorporating a phenomenological approach. The participants of the study consisted of seven elementary school principals. The data was collected via face-to-face interviews, and related observations were carried out over the duration of two months during the two semesters of the 2015-2016 academic year. The data was then analysed across three steps, namely an exploration of the general meaning/significance of the data, an encoding of the data, and a subsequent identification of the principal themes involved. As a result of this analysis, three main themes were identified: psychological insight, the organisational climate, and professional effort. &quot;Psychological insight&quot; is the notion that all participants agreed on and emphasised when asked to offer a definition of loneliness at schools. Participants also agreed on the fact that the &quot;organisational climate&quot; at Turkish schools represented the most significant reason for principals' loneliness at work. The school principals that participated in the study stated that they invested (additional) &quot;professional efforts&quot; (in their work) to overcome this invisible barrier. The results were discussed in the light of existing literature, and suggestions were presented within the context of the final discussion.
The Feasibility of Quality Function Deployment (QFD) as an Assessment and Quality Assurance Model
Author: Matorera, D.
Date: 2016-08-00
Type: Journal Articles
Subjects: Case Studies,Qualitative Research,Interviews,College Faculty,Quality Assurance,Observation,Business Schools,Focus Groups,Sampling,Masters Degrees,Models,Administrator Attitudes,Higher Education,Foreign Countries,Strategic Planning,Teacher Attitudes,Quality Control,Work Environment,Marketing,Risk Management,Phenomenology

Business schools are globally often seen as structured, purpose-driven, multi-sector and multi-perspective organisations. This article is based on the response of a graduate school to an innovative industrial Quality Function Deployment-based model (QFD), which was to be adopted initially in a Master's degree programme for quality assurance purposes. The approach is based on the premise that individuals ought to take responsibility for the quality of their own work. A structured qualitative case study approach was used with the deployment of one-on-one and focus group interviews, document analysis, and observations. Convenient sampling assisted in reaching 27 respondents (five from the Ministry of Higher and Tertiary Education, eight academics and university managers and 14 students and alumni), documents and facilities that had the most pertinent information on the research focus. A validation study was used to test the value of the research findings to business and the practice of quality assurance. The main findings of the study attest to the feasibility of QFD as an assessment and quality assurance tool in higher education, and as a compact and holistic model for quality assurance that subsumes the many fragmented models available. QFD appears to supersede most models, where it compounds the market, social and management dimensions in terms of quality. In addition, Six Sigma Road Mapping can be linked to QFD to balance the quality requirements in terms of planned quality, offered quality and expected quality.
Establishing a Research Agenda for Foundation Phase Initial Teacher Education: A Systematic Review (1994-2014)
Author: Baxen, Jean
Date: 2016-08-00
Type: Journal Articles
Subjects: Research Needs,Agenda Setting,Literature Reviews,Journal Articles,Research Methodology,Units of Study,Social Justice,Cultural Differences,Theory Practice Relationship,Curriculum Development,Professional Identity,Educational Policy,Educational Change,Language Acquisition,Preservice Teacher Education

Poor literacy and numeracy levels in schools have raised questions in South Africa, as they have internationally, on the quality and appropriateness of initial teacher education for preparing teachers for the complexities faced in schools generally and for the mediation of literacy and numeracy in the early years in particular. This paper profiles empirical research relating to initial teacher education over two decades of South African democracy, derived from a systematic review of journal articles, with the aim of proposing an agenda for research into foundation phase initial teacher education. It concludes that in the period between the birth of South Africa's democracy and the present, there is little evidence of sustained research on initial teacher education in general, and a dearth of research focused on teacher preparation for the foundation phase in particular. The paper argues for the development of a research agenda that better takes account of the iterative relationship between researching classrooms and researching initial teacher education, especially as it relates to the foundation phase, where research is patchy and unsystematic. Evidence from such research might not only provide a base for policy and curriculum decisions but also lead to more responsive and contextually relevant teacher preparation.