ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Pattern-Based Mathematics Education Program (PMEP) on 61-72-Month-Old Preschoolers&apos; Early Academic and Language Skills
Author: Kandir, Adalet
Date: 2018-11-23
Type: Journal Articles
Subjects: Preschool Children,Language Skills,Academic Ability,Mathematics Instruction,Preschool Education,Foreign Countries,Teaching Methods,Vocabulary,Numbers,Articulation (Speech),Program Effectiveness

Pattern activities have a crucial role in supporting early academic and language skills related to cognitive development, as they play a key role in understanding mathematical ideas and relationships, and in understanding the order, logic and concepts of mathematics. From this point of view, the research was conducted to investigate the effect of the Pattern-based Mathematics Education Program on the early academic and language skills of 61-72-month-old preschoolers. Quasi-experimental design with pretest-posttest control group was used in the study. Forty children, 20 for the experiment and 20 for the control group, constituted the sample. In the experimental and control groups, there were 61-72-month-old children who had not received any special mathematics education and were showing normal developmental characteristics; while attending one of the pre-school education centers in two different campuses of a public university in Besiktas and Esenler districts in the city of Istanbul, Turkey. In the study, General Information Form and Kaufman Survey of Early Academic and Language Skills were used as data collection tools. A total of eight weeks 'Pattern-based Mathematics Education Program' was applied to the children in the experimental group, five days a week. Kaufman Survey of Early Academic and Language Skills was administered as pre-test and post-test to the experimental and control groups. The same test was given to the experimental group as retention test three weeks after the post-test. In this study, which was limited to the activities presented in the Pattern-based Mathematics Education Program, it was determined that the Pattern-based Mathematics Education Program was effective in supporting the early academic and language skills of 61-72-month-old preschoolers.
Victims&apos; Experiences of Learner Challenging Behaviour in Primary Schools in Phoenix, South Africa
Author: Rubbi Nunan, Julie Shantone
Date: 2018-10-00
Type: Journal Articles
Subjects: Victims,Behavior Problems,Elementary Schools,Foreign Countries,Well Being,Fear,Teacher Student Relationship,Bullying,Violence,Aggression,Elementary School Teachers,Elementary School Students

Victims' experiences of learner challenging behaviour in South African primary schools are an ongoing problem that is cause for concern, where additionally, the parents of the perpetrators are unapologetic, and defending their wrongdoing. In this scenario, there is little teachers can do to address ill-disciplined learners. In effect, teacher helplessness has further intensified the problem in primary schools. To establish the way in which the victims experience challenging behaviour, face-to-face semi-structured interviews were conducted with a sample of six learners (N = 6). Results indicate that the victims continuously suffer at the hands, and indeed the feet, of violent learners. Furthermore, as their cries go unheard, the problem remains persistent. Since schools have been failing to respond effectively to learner challenging behaviour, this article recommends immediate intervention by the Department of Basic Education (DBE) to offer a more constructive solution to this problem, one that will effect change and offer relief and protection to the victims. The article concludes that victims continue to suffer, with little or no safeguarding from teachers. Future research ought to include the role of teachers in safeguarding learners against learner victimisation and challenging behaviour in primary schools.
Utilising a Cultural-Historical Analysis to Map the Historicity of Social Studies, Natural Science and Technology Education in the Early Years
Author: du Preez, Hannelie
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Natural Sciences,Technology Education,Citizenship,Early Childhood Education,Scientific Principles,Scholarship,Cultural Context,History,Theories

Background: South Africa needs citizens who are morally sound, adaptive to change, technologically innovative and literate in socio-scientific issues. The young child is apparently being prepared for active citizenry through basic &quot;Social Science, Natural Sciences and Technology&quot; education as encapsulated in the South African curriculum. Aim: We foreground a theoretical and analytical framework to map the cultural--historical trajectory of South Africa's Beginning Knowledge curriculum. Setting: Cultivating citizenship requires that these &quot;science&quot; subject domains be incorporated in a coherent, well-conceptualised and relevant early childhood curriculum as suggested by international literature. Educators need to be specialists in socio-scientific issues in both the content and pedagogy of these &quot;sciences&quot; in order to expound the curriculum. Methods: Our newly coined hybridised theoretical framework - the 'Hybrid CHAT' - together with an aligned analytical framework enabled us to illuminate the historical subject-didactical genetic development of Beginning Knowledge. An extensive sample of typographical textbooks, artefacts and cultural tools were analysed and interpreted. Results: Beginning Knowledge is afforded limited teaching time. The knowledge, skills and values associated with these &quot;science&quot; subjects serve to support and strengthen the acquisition of language and mathematics competencies. Currently, Beginning Knowledge does not sufficiently prepare child citizens for the global demands of the 21st century. Conclusion: Hybrid CHAT could invite further studies to place Beginning Knowledge on par with international curricula. This would also align the curriculum with the aspirations for an ideal South African citizenry as well as prepare child citizens to pursue Science and Technology for social development.
Tablet Use in Teaching: A Study on Developing an Attitude Scale for Academics
Author: Kayapinar, Ulas
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Handheld Devices,College Faculty,Teacher Attitudes,Decision Making,Correlation,Attitude Measures,Validity,Factor Analysis,Item Analysis,Computer Assisted Instruction

Purpose: Measuring and understanding academics' attitudes towards adapting the use of tablets into teaching seem necessary because there is a need for control of attitudes before making decisions on tablet use in teaching. The purpose of this study was to develop a standard attitude scale towards tablet use in teaching. Research Methods: Five judges contributed in developing items for tablet use in higher education after a review of the related literature. 152 volunteer faculty members of higher education around the world participated in the study. To provide evidence of validity for the scale, item total correlation coefficients were computed by using SPSS 16.0. Kaiser-Meyer Olkin (KMO) coefficient for the sampling adequacy of the data for principal components analysis, and the principal components factor analysis were employed to determine the factor loadings of the items. A confirmatory factor analysis was also employed to support the structure of the scale. For the reliability of the scale, Cronbach's alpha (Cra) calculations were made. Findings: Item analysis showed that the 20-item scale had three factors comprising 71.848 percent of the total variance with Eigen values of 14.286, 2.378, and 2.019. Item validity values ranged between 0.43 and 0.65. The internal consistency of the scale was calculated as .88. Implications for Research and Practice: The results indicate that the attitudes towards tablet use in teaching can be measured in a valid and reliable manner before making institution-wise or country-wise decisions. Implementation of the scale in local and international levels to better understand the concerns and attitudes of academics can be recommended.
Understanding Bullying Relationally
Author: Smit, Brigitte
Date: 2018-10-00
Type: Journal Articles
Subjects: Leadership Styles,Case Studies,Bullying,Constructivism (Learning),Foreign Countries,Administrator Attitudes,Caring,Values,Educational Practices,Educational Environment,Ethics,Instructional Leadership

In this article, bullying in South African schools is conceptualised regarding both the phenomenon and the leadership style using a relational framework. An instrumental case study nested in social constructivism was applied. I employed semistructured interviews, including some open-ended questionnaires, based on the same interview questions. Research participants were sampled purposively, after selecting a few schools that were part of a larger research project investigating bullying with the aim of countering this problem. To this end, I sourced data from 12 principals in these schools to inquire into their leadership style, and the possible ways in which a relational stance might assist in combatting this social and educational dilemma in schools. Empirical data revealed that in many cases where the school principals honed values such as care and relational attributes in their daily leadership practices, learners were more likely to respond to the relational and caring practices that they witnessed and experienced. A relational leadership style could assist in countering bullying, setting caring and supportive examples for both teachers and learners, adding much worth to a favourable educational landscape.
Lesotho Grade R Teachers&apos; Mathematical Knowledge for Teaching Numeracy
Author: Setoromo, Mamasiphole
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Mathematics Teachers,Numeracy,Early Childhood Education,Preschool Teachers,Pedagogical Content Knowledge,Teaching Methods,Teacher Effectiveness

Background: It is important that mathematics teachers have a robust knowledge of the mathematics they teach. They need more than just knowledge of the content because they are expected to facilitate understanding of the content with their learners. This study focused on the knowledge of practising Grade R teachers from Lesotho. Aim: The purpose of this exploratory study was to explore practising Grade R teachers' mathematical knowledge for the teaching of numeracy. Setting: The study was conducted with 48 practising Grade R teachers while they were enrolled in an in-service programme at a College of Education in Lesotho. Methods: Data was generated through the use of questionnaires. The questionnaire included items focusing on the four domains of knowledge, namely common content knowledge, special content knowledge, knowledge of content and students, and knowledge of content and teaching. Results: The findings revealed that some teachers were unable to carry out division problems accurately and many struggled to explain the possible modification of a teaching plan. Only 27% of the group were able to explain that there were levels of understanding numeracy. With respect to ordering a sequence of three topics, only 15% of the teachers produced a reasonable sequence. Conclusion: These teachers' difficulties raise concerns about the effectiveness of their teaching of numeracy. Despite the Lesotho government's commitment to improving the learning of mathematics at the Grade R level, much more work is required to be conducted with teachers so that their mathematical knowledge for teaching (MKT) numeracy can be improved.
Social Work Intervention to Address the Phenomenon of Bullying amongst Learners in the School Setting: A Literature Review
Author: Masilo, Daniel Tuelo
Date: 2018-10-00
Type: Journal Articles
Subjects: Social Work,Intervention,Bullying,Foreign Countries,Victims,Incidence,Adolescents,Violence,Parents

Bullying incidents amongst learners are realities that have made, and continue to make news headlines internationally, and South Africa is not immune to such incidents. The phenomenon of bullying not only affects the bully and the victim, but also the school, parents, and communities in general. In this paper, the researcher highlights factors that may be associated with bullying amongst learners in the school setting. The ecosystems perspective is also discussed as the theoretical framework for the paper. The last step describes how the social worker can address the bullying phenomenon using different methods of practice. The researcher relies on the literature review method, and his practical experience as a social worker having previously worked with several learners. This paper concludes with relevant recommendations.
The Geographies of Bullying in a Secondary School Context
Author: Sikhakhane, Hamilton Ndati
Date: 2018-10-00
Type: Journal Articles
Subjects: Bullying,Foreign Countries,Secondary School Students,Grade 10,Student Behavior,Behavior Problems,Well Being,Educational Environment,Victims,Power Structure,Student Experience,Emotional Response,Aggression,Verbal Communication

This study, undertaken at a secondary school in the province of KwaZulu-Natal, sought to research bullying--a phenomenon seen globally as a major social problem that has a serious impact on the wellbeing of children and the youth. Participants were eight Grade 10 learners, 4 male and 4 female. The research tradition was a narrative inquiry as the aim was to foreground the participants' stories of the places and spaces of bullying at the school. Data generation involved individual and focus group interviews. Data was analysed using thematic content analysis guided by theoretical concepts from New Childhood Studies and Children's Geographies. The findings indicate that bullying is a serious problem at the school and has a negative impact on the wellbeing of children. Children emerged as social actors who were able to provide insight into the kinds of bullying they experienced and how they constructed 'bullying' as a phenomenon. The study was able to capture the reality of the children's experiences of the complex power-laden spaces and places of bullying at the school. The study shows that bullying is situated in a context and an in-depth analysis of context is necessary to capture the intricacies of the phenomenon.
Reducing Bullying in Schools by Focusing on School Climate and School Socio-Economic Status
Author: Winnaar, Lolita
Date: 2018-10-00
Type: Journal Articles
Subjects: Bullying,Educational Environment,Socioeconomic Status,Foreign Countries,Achievement Tests,Elementary Secondary Education,International Assessment,Student Attitudes,Principals,Administrator Attitudes,Incidence,Student School Relationship,Self Esteem,Learner Engagement,Gender Differences,Mathematics Achievement

This paper is a secondary analysis, using data from the South African 2015 cycle of the Trends in International Mathematics and Science Study (TIMSS). TIMSS is a trend study that assesses Mathematics and Science achievement and is designed to measure changes in the education system over time. The participants of the study included 12,514 learners from 292 schools, where a national sample of schools and learners are selected, making the study nationally representative. A multiple regression was conducted to respond to the main aims of the study, which is, firstly, to investigate the association between school climate and the prevalence of bullying in schools. Secondly, to determine if the socioeconomic status of the school is associated with incidences of bullying at the school. The results show that learners are less likely to be bullied when they feel a sense of belonging to the school they attend, they are confident, and when they are constantly engaged in the classroom. A significant gender bias exists where boys are bullied more often than girls. It has also been found that students who are often bullied obtain a significantly lower score in Mathematics than their counterparts. The findings demonstrate the need for schools to monitor the nature and frequency of bullying, so that targeted interventions can be designed, implemented and monitored on a regular basis.
Coteaching in Content Area Classrooms: Lessons and Guiding Questions for Administrators
Author: Sinclair, Anne C.
Date: 2018-12-00
Type: Journal Articles
Subjects: Team Teaching,Regular and Special Education Relationship,Disabilities,Secondary School Teachers,Special Education Teachers,Secondary School Students,Administrator Role,Teacher Attitudes,Participative Decision Making,Expertise,Cooperative Planning,Faculty Development

Secondary school administrators increasingly include students with disabilities in general education classrooms with coteaching models. Theoretically, coteaching enables two educators to attend to the learning needs of students with disabilities while exposing them to grade-level content area instruction. However, our study on teachers' perceptions of coteaching found that teachers often viewed their schools' leadership decisions as adversely affecting their ability coteach effectively. The purpose of this article is to provide administrators with an overview of common coteaching models, summarize findings from our study on teachers' perceptions of how their schools' leadership influenced their coteaching practices, and provide a set of guiding questions to consider when seeking to support coteaching.
Adolescent Girls&apos; Behavioural Characteristics and Their Vulnerability to Bullying in Manzini High Schools
Author: Thwala, S'lungile Kindness
Date: 2018-10-00
Type: Journal Articles
Subjects: Adolescents,Females,Foreign Countries,Bullying,High School Students,Student Behavior,Incidence,Self Esteem

Incidences of school bullying appear to be on the rise in most schools across the globe, and schools in Swaziland are no exception. Sadly, adolescent girls appear to be most susceptible to being bullied. This study considers how some of the traits of young girls tend to expose them to incidences of bullying. The approach was qualitative and employed the multiple case study research design in which data was obtained through focus group discussions (FGDs) involving 24 girls from three schools, by purposive sampling. Content analysis was employed to analyse data from the FGD. Results show the relevance of Routine Activities Theoretical framework in explaining the incidences of bullying among adolescent girls. Low self-esteem and the feeling of loneliness appeared as two major characteristics making girls more susceptible to incidences of bullying. Data interpretation suggests that loneliness tends to expose the girls as suitable targets. Schooling presents a lonely and unprotected experience for girls, where likely offenders take advantage of their isolation. The authors argue that the schooling experiences of adolescent girls require urgent intervention, in which curriculum experts ought to consider bullying lessons for both girls and boys.
Meerkat Maths -- A Comprehensive Maths Learning Programme for Grade-R
Author: van Vuuren, Eurika Jansen
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Number Concepts,Early Childhood Education,Arithmetic,Thinking Skills,Educational Principles,Preschool Curriculum,Predictor Variables,Comparative Analysis,Academic Standards

Background: Several studies have shown the influence of mathematical knowledge on both individual opportunities and chances for a self-determined and prosperous life as well as the welfare of nations. Against this background, the contents of maths education in the foundation phase as well as the way in which it is conveyed gain importance. While competence-oriented approaches (e.g. the Curriculum Assessment Policy Statements [CAPS]) state learning goals that all learners should achieve, developmental approaches (e.g. developmental models) describe typical learning trajectories of learners. As both approaches are quite separated, there is a need for bridging the gap between them. Aim: This article aims at revisiting the CAPS critically and comparing contents for early numeracy instruction. A possible alternative to the CAPS is intended. Setting: In this article, we describe a maths learning programme for Grade-R (Meerkat Maths) that combines and integrates empirical findings and curricular demands. The presented maths training aims at teaching maths in such a way that it suits children's development, raises a positive attitude towards maths and also meets educational expectations. Methods: Contents of the training programme and the CAPS are compared against the background of empirical research on numerical development and predictors for arithmetic performance. Results: The results reveal that research based math instruction can be conveyed in a formal training programme. Conclusion: Keeping in mind the qualifications and training of Grade-R teachers, teacher training is necessarily embedded in the programme. Thus, the described programme is a comprehensive application of recent research for maths classes in the early grades.
Bullies, Victims and Bully-Victims in South African Schools: Examining the Risk Factors
Author: Juan, Andrea
Date: 2018-10-00
Type: Journal Articles
Subjects: Bullying,Victims,Risk,Foreign Countries,Achievement Tests,Science Achievement,Mathematics Achievement,International Assessment,Mathematics Tests,Science Tests,Violence,School Safety,Adolescents,Intervention,Grade 9,Secondary School Students,Incidence,Student Behavior

School bullying is a complex social phenomenon that negatively impacts the psychosocial well-being of students, as well as the overall culture and climate of schools. Designing appropriate interventions to combat bullying in South African schools requires nuanced information about this phenomenon. This paper examines the extent and nature of bullying in schools located in different and unequal socio-economic contexts. It then examines the risk factors associated with being a victim of bullying. Self-reported data from a nationally representative sample of 12,514 Grade Nine South African students, who participated in the 2015 Trends in International Mathematics and Science Study, was used. Data were subjected to analysis using independent samples t-tests and hierarchical generalised linear modelling. The results revealed different patterns of bullying victimisation and perpetration by the socio-economic status (SES) of the school, with students attending schools with a low SES reporting higher levels of bullying. Factors resulting in higher odds of being a victim were students' gender and psychosocial characteristics. Perpetration as a risk factor for victimisation (bully-victims) was found across bullying types. The results suggest that students play different participant roles as bully and victim, and that the two behaviours reinforce one another.