ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning to Communicate across Language and Culture: Demographic Change, Schools, and Parents in Adult ESL Classes
Author: Dunn Shiffman, Catherine
Date: 2019-00-00
Type: Journal Articles
Subjects: Adult Education,English (Second Language),Second Language Learning,Second Language Instruction,Cultural Awareness,Parent Attitudes,Case Studies,Social Capital,Immigrants,Parent Teacher Cooperation,Well Being,Elementary School Students,Secondary School Students,Parent School Relationship,Language Teachers,Elementary School Teachers,Secondary School Teachers,Intercultural Communication

This article explores communication between parents who are adult English learners (ELs) and K--12 educators in a Virginia region that has seen a rapid increase in the number of immigrant families. Using a social capital lens, communication is viewed as the means through which information between families and educators is exchanged and authentic partnerships that support student learning and well-being become possible. The research explored the extent to which parents enrolled in English as a Second Language (ESL) classes prioritized home--school communication, the nature of parent--school communication among adult English learners and educators, and perceived challenges and supports for parent--school communication. Data analyzed were drawn from a multiple-embedded case study over 18 months. Data sources included responses to an adult ESL learner survey; semi-structured interviews with parents, K-12 educators and administrators, and adult ESL instructors; and documents. Study findings revealed parents enrolled in the ESL classes referenced home--school communication, identified challenges and supports particular to different forms of communication (oral, written, electronic), and illuminated the critical role of intermediaries who offer language and cultural interpretation. The study findings provide insights for educators and leaders seeking to foster meaningful, authentic home--school communication in new immigrant destination communities.
An Analysis of Quality of Education and Its Evaluation: A Case of Zimbabwean Primary Schools
Author: Garira, Elizabeth
Date: 2019-05-00
Type: Journal Articles
Subjects: Educational Assessment,Educational Quality,Foreign Countries,Administrator Attitudes,Teacher Attitudes,Public Officials,Administrators,Self Evaluation (Groups),Educational Policy,Teacher Participation,Rural Schools,Urban Schools,Elementary School Teachers

This study sought to analyse quality of education and its evaluation in Zimbabwean primary schools. A qualitative research methodology was adopted. Thirty-five schools, 73 teachers, 15 school administrators and four Education Officials participated in the study. Data were collected through interviews and questionnaires and analysed through thematic content analysis. Findings indicate that a lot still needs to be done for quality of education to be fully realised. Overall, no meaningful school self-evaluation (SSE) of quality of education is taking place and teachers are not involved in the evaluation of quality of education in schools. Moreover, there is no standard instrument used to evaluate quality of education in schools. The study concluded that schools should engage in SSE and recommends the Ministry of Education to develop an SSE framework to be used in schools. It also recommends that teachers, as the main mediators between policy and practice, ought to be actively involved in SSE of education quality for its realisation and improvement.
Perceptions of Teachers and School Management Teams of the Leadership Roles of Public School Principals
Author: Naidoo, Parvathy
Date: 2019-05-00
Type: Journal Articles
Subjects: School Administration,Public Schools,Principals,Administrator Qualifications,Leadership Training,Academic Achievement,Instructional Leadership,Administrator Education,Faculty Development,Career Development,Foreign Countries,Certification,Teaching Methods,Educational Improvement,Leadership Effectiveness,Educational Finance,Administrator Attitudes

One of the reasons attributed to the continuous decline in student performance and low educational outcomes in public schools is the poor leadership displayed by many principals. Despite the fact that there are no stringent criteria for the appointment of school principals or prerequisite qualifications, principals do have the potential to lead and manage efficient and successful schools. In this paper, I argue that principals can develop exemplary leadership practices when subjected to sound training and professional development programmes. The Department of Education and Higher Education institutions have emphasised the importance of formal qualifications for enhancing career development programmes for practicing and aspiring principals in South Africa. Using questionnaires, I explore the perceptions of teachers and school management team (SMT) members of the leadership qualities exhibited by principals who acquired the professional qualification referred to as the Advanced Certificate in Education: School Leadership and Management (ACESLM). Findings revealed that leadership development for principals is crucial for school improvement because of active teaching and learning. Leadership capacity requires principals to participate with relevant stakeholders skilfully, and where there is high leadership capacity, instructional leadership develops into sound leadership practices.
Teacher Culture and Emergent Context in Two Desegregated Science Classrooms in South Africa: A Focused Ethnography
Author: Kapofu, Lifeas Kudakwashe
Date: 2019-05-00
Type: Journal Articles
Subjects: Foreign Countries,Ethnography,Science Teachers,Science Instruction,Cultural Differences,Secondary School Science,Secondary School Teachers,Biological Sciences,Classroom Desegregation

Framed within Schein's culture model, this study re-centres teacher culture as a key variable in pedagogic settings. Teachers' cultures or basic assumptions in a culturally diverse desegregated school are explored as a crucial dictate in the emergence of the context in which teaching and learning materialises. Through engagement in a focused ethnographic exploration, life sciences teachers' basic/fundamental assumptions in desegregated classrooms are identified and interpretively explored to decipher the context they precipitate. Deciphered assumptions included assumptions about social identity, relations, academics, pedagogy, power, and metaphysics.
The Value of Teaching Practice as Perceived by Postgraduate Certificate in Education (PGCE) Students
Author: Kwatubana, Siphokazi
Date: 2019-05-00
Type: Journal Articles
Subjects: Graduate Students,Teacher Certification,Value Judgment,Practicums,Reflective Teaching,Teaching Experience,Preservice Teachers,Student Teacher Attitudes,Teacher Education Programs,Foreign Countries,Prior Learning,Psychological Patterns,Career Choice

The pursuit of excellence in preparing student teachers for the teaching profession is a never-ending endeavour. This study aimed at investigating the value of teaching practice as perceived by the participants, how they determined such value using human judgement and whether value judgement can be used as a form of reflection during teaching practice by PGCE students. Human judgement can be used as a tool to promote reflection and an evaluation strategy which promotes a culture of observation and critical thinking about one's practice. The qualitative study involved 25 participants, all of whom were Postgraduate Certificate in Education students and had completed the practical teaching period. In this study we applied Kant's theory to analyse the data gathered by means of narratives. The results, which were based on self-reported values on teaching practice, revealed that the participants viewed teaching practice as valuable and pointed out that it benefitted them and others by enabling them to gain valuable experience in the classroom and in general school management. The participants based their judgement on three components of value judgement, both negative and positive: emotions, attitudes and experiences.
Chinese International Students&apos; Sense of Belonging in North American Postsecondary Institutions: A Critical Literature Review
Author: Chen, Jia
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Students,Universities,Foreign Countries,Sense of Community,Student Attitudes,School Holding Power,College Students,Social Integration,Student Welfare,Cultural Differences,Limited English Speaking,College Environment,Access to Information,Acculturation,Social Capital

Since 2000, an increasing number of Chinese international students have been entering North American universities, and many have experienced issues with a sense of belonging, which in turn can impact their academic and social performance and psychological well-being. However, limited research on this topic focuses exclusively on Chinese international students. Therefore, in order to establish the direction that future research should take, a thorough literature review has been conducted with the aim of exploring those students' perceptions and experiences regarding sense of belonging, establishing the factors that shape this phenomenon, and identifying the impact it has on students and institutions.
Internalizing Cognitive Bias: An Experiential Exercise for Teaching and Learning the Anchoring Effect
Author: Kleefeld, John C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Bias,Cognitive Style,Decision Making,Experiential Learning,Class Activities,Evaluative Thinking,Instructional Effectiveness,Professional Education,Deception,College Instruction,Foreign Countries

The ability to make good decisions is key to personal and professional success for students. In this case study, we outline a set of in-class exercises that we have used for students in business, law, human resources, and public policy to help them understand and internalize their susceptibility to cognitive errors. Specifically, we illustrate an experiential way to teach and learn the anchoring effect: a cognitive bias that causes decision-makers to rely too heavily on initial information when making subsequent judgments. We describe an anchoring exercise that can be easily adapted to various settings, and show its effectiveness in achieving the learning outcomes based on aggregated classroom data and our own experiences of student reactions. We show the robustness of the exercise to adaptation--including the various iterations of the exercise that have evolved over the course of our teaching--and highlight the challenges we encountered. We also discuss how the exercise can be used to encourage students to consider anchoring's ethical implications, as well as strategies to safeguard against being anchored.
Relationship between Self-Efficacy, Learning Strategies, and Learning Styles of Teacher Candidates (Anadolu University Example)
Author: Baltaoglu, Meltem Gökdag
Date: 2019-05-00
Type: Journal Articles
Subjects: Correlation,Self Efficacy,Learning Strategies,Cognitive Style,Foreign Countries,Student Attitudes,Preservice Teachers,Measures (Individuals),Preservice Teacher Education

The purpose of this study is to analyse the relationship between the perceptions of self-efficacy, as well as learning styles and strategies of teacher candidates at Anadolu University, in terms of various variables. We used correlational analysis to define the relationship between efficacy, learning styles, and strategies. The research population of the study comprised teacher candidates who were selected by &quot;convenience sampling&quot; among teacher candidates from various teacher education programs and levels at Anadolu University Faculty of Education. Three different assessment tools were used for data collection: the &quot;Teacher Self-Efficacy Scale&quot; was used to assess the self-efficacy perceptions of teacher candidates; the &quot;Kolb Learning Styles Inventory III&quot; was used to determine the learning styles of teacher candidates; and the &quot;Learning Strategies Scale&quot; was used to define the learning strategies of the teacher candidates. The study revealed a low level of relationship between the self-efficacy perceptions of teacher candidates, their learning styles, and the learning strategies they employ.
Novice Teachers&apos; Perspectives on the Use of Languages in French as a Second Language Classes That Include English Language Learners
Author: Mady, Callie
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Second Language Instruction,French,English Language Learners,Teacher Attitudes,Preferences,Inclusion,Immersion Programs,Native Language,Language Usage,Expectation,Language Teachers

In the Canadian context, although most considerations for home-target language use are centred on the presence of English in French Second Language (FSL) programs, the increasing number of immigrants to Canada in general and to southern Ontario in particular has provided an impetus to extend the discussion to include the use of languages beyond Canada's official languages. Through the use of questionnaires with novice teachers pre- and post-Bachelor of Education programs and interviews for 3 years following graduation, this study sought to explore novice teachers' perspectives on the use of languages in FSL classes that include English language learners (ELLs). Novice teachers consistently identified the need to maximize French use, minimize English use, and include languages from students' language repertoires as useful means to support the FSL acquisition by ELLs. In addition, the novice teacher participants revealed a preference for ELLs to be included in core French as opposed to immersion programming. Participants' consideration of English and languages other than French were limited to teacher use. Additional teacher reflection on if and when to provide space for students to use all their language knowledge may prove advantageous to supporting plurilingual development.
Professional Lives and Initial Teacher Education Experiences of Indigenous Early Childhood Educators, Childcare Workers, and Teachers in Northern Ontario
Author: Stagg Peterson, Shelley
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Indigenous Populations,Minority Group Teachers,Preservice Teacher Education,Preschool Teachers,Early Childhood Education,Cultural Relevance,Foreign Countries,Canada Natives,Barriers,Experience,Culturally Relevant Education,Child Care,Cultural Influences,Teaching Methods

Drawing on our analysis of focus group and narrative data, together with a review of initial educator/teacher education programs designed for northern Indigenous educators/teachers, we propose culturally appropriate programs that address the unique needs of northern Ontario Indigenous educators and teachers. The professional trajectories and initial teacher/educator education experiences of 5 Indigenous early childhood educators and teachers provide insight into the challenges of becoming credentialed. We propose that accredited programs should be designed in collaboration with northern Indigenous leaders in order to respond to the identified challenges.
A Focus on Self-Directed Learning: The Role That Educators&apos; Expectations Play in the Enhancement of Students&apos; Self-Directedness
Author: du Tolt-Brits, Charlene
Date: 2019-05-00
Type: Journal Articles
Subjects: Independent Study,Teacher Role,Teaching Methods,Student Motivation,Foreign Countries,Educational Change,21st Century Skills,Teacher Expectations of Students,Constructivism (Learning),Epistemology,Educational Environment,Relevance (Education),Learning Processes,Student Responsibility,Cooperative Learning,Teacher Student Relationship,Undergraduate Students,Teacher Education Programs,College Faculty,Teacher Attitudes

Research in self-directed learning (SDL) has become imperative for education and training in the international arena, and in South Africa. This is a result of the changing education landscape all over the world, initiated by the demands of the 21st century and the changes in knowledge and information production. Teacher-centred methods are still the standard in most schools and higher-education institutions in South African and therefore they do not sufficiently prepare students to become lifelong learners in the 21st century. This study was guided by the following research question: How do educators' expectations influence students' self-directed learning willingness? A constructivist paradigm is evident in my epistemological position, as the idea of SDL is based on the answers of the 12 research participants rather than on my own conceptualisation, as I choose a more personal manner of data collection and data analysis. It is recommended that educators transform their learning environments into supportive SDL environments by practising good teaching by a) motivating students not only to learn, but teaching students how to learn in a manner that is relevant and meaningful, b) having a longing to share their love of the subject with students, c) encouraging independence in learning, d) implementing teaching approaches that necessitate students to learn actively by taking responsibility for their own and co-operatively learning, and e) demonstrating positive expectations from students' learning and encouraging students to engage in SDL.
Teachers as Learners in the (Literal) Field: Results from an International Service Learning Internship
Author: Robinson, Daniel B.
Date: 2019-00-00
Type: Journal Articles
Subjects: Service Learning,Internship Programs,Inservice Teacher Education,Faculty Development,Individual Development,Graduate Students,Developing Nations,Foreign Countries,Summer Programs,Rural Areas,Outdoor Education,International Cooperation,Maya (People),Children,Adolescents

This article provides an account of a recent research study that investigated an international service learning internship for in-service teachers. Relying upon what we know to be the advantages and benefits of somewhat similar experiences (i.e., international internships for preservice teachers, internships for in-service teachers, and service learning opportunities for university students) to frame our investigation, we explored the impact upon in-service teachers, particularly as they relate to both professional and personal growth. Analysis of questionnaire responses revealed a number of prominent themes. Stories and accounts of professional growth were related to: (a) creating an engaging and safe learning environment, (b) (over)planning for the unexpected, and (c) teaching with (and in front of) others. Stories and accounts of personal growth were related to: (a) letting go of control, (b) facing fears and confronting anxieties while outside of one's comfort zone, and (c) recognizing privilege and the excess of possessions. Results from this study might appeal to those who similarly share an interest in international service learning internships, service learning generally, international internships, in-service teacher education, and/or international or global education.
WhatsApp: Creating a Virtual Teacher Community for Supporting and Monitoring after a Professional Development Programme
Author: Moodley, Maglin
Date: 2019-05-00
Type: Journal Articles
Subjects: Faculty Development,Communities of Practice,Social Media,Rural Schools,Computer Mediated Communication,Foreign Countries,Teacher Collaboration,Elementary Schools

The introduction and use of online social media networks in education has provided a variety of unique methodologies in support of teaching, learning, and knowledge gathering. The presence of these networks has created opportunities to hear the voice of the teacher. This study explores how teachers and officials from a rural district in South Africa used the WhatsApp platform as a virtual community of practice to aid in monitoring and support after attending a professional development programme. The data used in this study was collected from the WhatsApp conversations held amongst teachers and officials. This data was analysed within the conceptual framework of social learning and social networking. The findings derived from this study show that the effective use of an online social media network to support a virtual community of practice is dependent on the participants' awareness of the context within which the community exists and the willingness of the participants to accept differing views and opinions.
The Teacher as a Lesson Designer
Author: Matic, Ljerka Jukic
Date: 2019-00-00
Type: Journal Articles
Subjects: Lesson Plans,Instructional Design,Teacher Role,Experienced Teachers,Curriculum Development,Foreign Countries,Secondary School Mathematics,Teacher Attitudes,Textbook Content,Instructional Materials

Teachers' pedagogical design capacity is their ability to perceive and mobilise existing resources to create productive instructional episodes in the classroom. To a certain extent, this ability is dependent on the curricular resource used. As the textbook remains the most commonly used curricular resource in mathematics classrooms, the study reported in this paper investigates how and why one experienced mathematics teacher utilises the textbook. Data were gathered using lesson observations, as well as pre-lesson and post-lesson interviews. The teacher used offloading on the textbook, adapting the textbook content and improvising in the lessons to varying degrees, being aware of the affordances and constraints that the textbook has for her teaching practice. That approach to the textbook enabled the teacher to create various opportunities that enhance learning. The results of the study indicate that the mathematics teacher's awareness of what a particular resource offers for teaching practice, and what constraints could be encountered on this journey are significant in terms of the teacher's design capacity.
Collaboration between School Management Teams and Governing Bodies in Effectively Managing Public Primary School Finances
Author: Basson, Philip
Date: 2019-05-00
Type: Journal Articles
Subjects: School Administration,Governing Boards,Educational Finance,Money Management,Principals,Educational Legislation,Foreign Countries,Department Heads,Assistant Principals,Cooperation,School Districts,Teamwork,Communication (Thought Transfer),Collegiality,Budgeting

The South African Schools Act 84 of 1996 requires school governing bodies (SGBs) to take responsibility for the management of school finances. However, research in this field of study revealed that many SGB members lack the necessary knowledge and financial skills to effectively and efficiently manage schools' finances. This has resulted in more financial responsibilities assigned to principals, who in turn solicit the assistance of other members of school management teams (SMTs), which include heads of departments (HoDs) and deputy principals. Given that principals and SGBs grapple with the demands of managing financial resources effectively, this study explores the necessity for SMTs to collaborate with principals and SGBs. Qualitative research was used to determine the factors that drive or hinder authentic collaboration among SMT members and SGB governors in the Gauteng West and Johannesburg West education districts. This research followed an interpretivist approach, focusing on the descriptive, contextual and exploratory nature of the inquiry. Findings revealed that collaboration between members of the SGBs and SMTs on school finances are usually non-existent. It is recommended that more structures and opportunities should be created to enable effective communication and teamwork among various role-players. Cultivating and sustaining collaborative relationships between members of SGBs and SMTs will certainly contribute to effective financial management.