ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Supervisors in the Implementation of the Integrated Quality Management System in Schools
Author: Mamabolo, Martha Motshaki
Date: 2022-02-00
Type: Journal Articles
Subjects: Supervisors,Role,Management Systems,Program Implementation,Program Evaluation,Compensation (Remuneration),Quality Assurance,Foreign Countries,Advocacy,Training,Accountability,Schools

The aim of the study reported on here was to evaluate the roles of supervisors in the implementation of the Integrated Quality Management System (IQMS) in South African schools. The supervisors are the School Management Teams (SMTs), namely principals, deputy principals, or heads of department (HoD), circuit managers, and district coordinators. We followed a qualitative approach to evaluate the implementation of the IQMS based on supervisors' perspectives. A case study research design was used with an interpretive paradigm to evaluate the day-to-day practices of the IQMS. The population in this study consisted of 38 supervisors (circuit managers, principals, deputy principals and HoDs). Purposive sampling was used to select 12 participants who have been supervisors in the past 10 years. Data were collected through individual semi-structured interviews and document analysis. Kolb's learning theory was used as a theoretical lens to evaluate how the IQMS was applied in the circuit under study. Thematic analysis was used to analyse the data. The study revealed that there was no proper implementation of the IQMS in schools. Teachers conducted the IQMS for monetary reward instead of quality assurance. We conclude that the roles and responsibilities of supervisors are crucial during the implementation of the IQMS in schools, and that a huge discrepancy existed between the perceptions of supervisors and educators. We recommend that continuous training for both supervisors and educators is necessary for better implementation.
Exploring Educators&apos; Experiences of the Social Functioning of Learners in Middle Childhood
Author: Beets, Soretha
Date: 2022-02-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Elementary School Students,Teacher Attitudes,Interpersonal Competence,Socialization,Communication Skills,Listening Skills,Conflict Resolution,Problem Solving,Skill Development

In the research reported on here we explored educators' experiences of learners' social functioning in middle childhood in a South African context. Educators are important socialisation agents for learners in middle childhood, and we reasoned that they could offer valuable information to identify those key social skills and competencies that learners in this life phase need to function optimally. A qualitative exploratory design was used. Twenty-nine educators were purposefully selected as participants from 4 school districts in a demarcated area in the North-West province. Data were collected via 4 focus group interviews, with each focus group interview including the educators of 1 school per district. Thematic analysis of the data revealed the embeddedness of learners' social functioning in the complex blend of South Africa's unequal contexts and diverse cultures; the demonstration of inappropriate and appropriate behaviour as indicators of learners' quality of social functioning in the learning environment; and the imperative to intentionally develop and strengthen the social skills and emotional competencies of learners in middle childhood. We recommend that learners in middle childhood be supported to acquire higher levels of social competence, in particular skills of communication and listening, conflict management, and problem-solving to improve innate social functioning.
Effects of Teachers&apos; Demographic Factors towards Workplace Spirituality at Secondary School Level
Author: Aslam, Muhammad
Date: 2022-02-00
Type: Journal Articles
Subjects: Foreign Countries,High School Teachers,Spiritual Development,Religious Factors,Work Environment,Teacher Characteristics,Demography,Beliefs,Values

Workplace spirituality is recognised as the inner state of individuals and an aspect of their working life. In the study reported on here we aimed to unearth the effects of teachers' demographic factors (gender, age, nature of job, academic qualification, marital status, designation, teaching experience, and district) towards workplace spirituality in secondary schools. This study was a descriptive research and a cross-sectional survey research design was applied. The participants were 3,050 secondary school teachers. The participants were selected using stratified proportionate random sampling. The Workplace Spirituality Scale (WPS) developed by Petchsawang and Duchon (2009) was used along with a list of demographic variables to meet the study objectives. Different statistical techniques (t-test, mean, SD, one-way ANOVA and post hoc analysis) were applied for data analysis. The results indicate that teachers were satisfied and agreed with the practices of workplace spirituality in secondary schools. Moreover, the results reveal that the teachers' demographic factors (gender, designation, nature of job, academic qualification, marital status, teaching experience, and district) had significant effects on their workplace spirituality. From the results we recommend that the management of educational institutions should treat teachers equally and fairly without any discrimination for equal nurturing of workplace spirituality among teachers.
Fostering and Maintaining Relationships: Teacher Education during COVID-19
Author: VanValkenburgh, Jessica
Date: 2022-04-00
Type: Journal Articles
Subjects: Teacher Education,Pandemics,COVID-19,Interpersonal Relationship,Preservice Teachers,Computer Mediated Communication,Electronic Learning,Feedback (Response),Recognition (Achievement),Evaluation Methods,Educational Practices,Educational Change

This article expounds how our pedagogical practices have changed in the wake of the COVID-19 pandemic. Many of these effects others have contended with in the education community. The authors share pedagogical strategies they have found to be effective in terms of building and supporting relationships with teacher candidates. They suggest using digitally-mediated teaching and learning strategies, staying connected with students, and badge-based assessment and feedback approaches to build and support relationships with students; examples of the instructional design and implementation strategies are described. The authors propose that when looking forward, teachers at any level may benefit from providing students with an environment in which they feel heard and supported.
Home Literacy Initiatives of Middle School Families during the 2020 Quarantine Period: Transformation in Education?
Author: Stewart, Elizabeth S.
Date: 2022-04-00
Type: Journal Articles
Subjects: Family Environment,Middle School Students,Parent Participation,Parent Role,Parents,Parent Attitudes,COVID-19,Pandemics,Parent School Relationship,Electronic Learning,Technology Uses in Education,Literacy

The coronavirus pandemic changed everything almost overnight for students and their families. The purpose of this qualitative case study, thus, was to investigate the views of families about the student change in education for their middle school children, particularly literacy practices, during the pandemic. Drawing on Bourdieu's (1984) theoretical framework of cultural capital, coupled with economic status, funds of knowledge, and crisis management, we conducted interviews with four parents. Using the in vivo coding data analysis method, we identified some key preliminary findings: all-day happy hour, the strange disconnection between teachers and parents, and soft and hard approaches to school-home literacy. Participants revealed very distinctive dispositions to make this &quot;school-home&quot; education work on their own. These parental dispositions and new meaning-making from their children's education developed into what we referred to as &quot;parentagogy,&quot; as they determined for themselves the skills they would need to use to help their children succeed in their new roles as parent and educators. This study confirms the importance of parental value in education.
Integrating Social Studies Education with Mathematics: Pre-Service Teachers&apos; Use of the Pyramids of Giza to Plan a STEM Lesson
Author: Elbih, Randa
Date: 2022-04-00
Type: Journal Articles
Subjects: Social Studies,Teaching Methods,STEM Education,Preservice Teachers,Preservice Teacher Education,Interdisciplinary Approach,Role,Lesson Plans,Foreign Countries,History,Grade 6,Geometric Concepts

Pre-service teachers (PSTs) often struggle to teach STEM (Science, Technology, Engineering, and Mathematics) content effectively due to lack of training on how to plan a STEM lesson in meaningful ways as well as which subjects to integrate. This dilemma often results in an avoidance of STEM methodology altogether. This paper describes a productive method for training PSTs to successfully teach STEM lessons by using Social Studies content to integrate with Mathematics and Science and to provide context and connection to real-world applications. Along with providing a STEM lesson, the article demonstrates the critical role Social Studies can play as the &quot;glue&quot; for some integrated lesson plans.
Preparing Middle Grades Candidates for edTPA in Uncertain Times
Author: Pinter, Holly H.
Date: 2022-04-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Middle School Teachers,Performance Based Assessment,High Stakes Tests,Teacher Education Curriculum,Curriculum Evaluation,Distance Education,Blended Learning,Program Implementation,Pandemics,COVID-19,Student Evaluation

Teacher candidates in North Carolina must earn a passing score on the edTPA assessment to get certified. The middle grades education program at Western Carolina University integrates aspects of the edTPA assessment throughout pre-student teaching coursework and field experiences to prepare candidates for this high-stakes assessment. Some of the edTPA practice assignments serve as key assessments that help the middle grades program faculty evaluate the program and make decisions about curriculum. The pivot to remote and blended learning formats on campus and in partner middle level schools affected the implementation of the edTPA-related assignments. The authors share some of the challenges of implementing edTPA practice portfolios during the pandemic as well as insights gleaned from their assessment of the data.
Student Leadership and Student Government
Author: Patrick, Justin
Date: 2022-03-00
Type: Journal Articles
Subjects: Student Leadership,Student Government,Political Attitudes,Activism,Advocacy,Democracy,Student Role,Politics,Leadership Role,Learning Experience,Student Participation,Social Action,Decision Making

Student leadership is often misconceptualized as merely a pedagogical exercise revolving around simulated political arenas with little to no immediate real political consequence. Other scholarship normalizes students as political outsiders who have to resort to dangerous, exhausting activism tactics for even minute advocacy victories due to their lack of structural representation in education decision-making. An analysis of student leadership in research and practice is presented according to an identified spectrum of low to high student power. This article argues that student leadership has great potential for real political action. The best structure for student leadership is argued to be democratic student government, as well as students having standing roles within education leadership structures. Furthermore, effective conceptions of student leadership must not only acknowledge its developmental aspects, but also account for the real politics inherent in student leadership activities. To conclude, a more political conception of student leadership and student government is advocated for so student leaders' real political activities can be recognized and studied as such in education leadership discourse to prevent student exploitation and tokenism.
The Academic Home of Turkish Higher Education Research: A Demographic, Thematic and Methodological Examination of Doctoral Dissertations
Author: Özdemir, Murat
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Research,Doctoral Dissertations,Content Analysis,Faculty Advisers,Student Experience,Concept Mapping,Research Methodology,Departments,Intellectual Disciplines,Authors,Gender Differences,Classification

This study elaborates on the epistemological foundations of Turkish higher education research drawing on data from 854 doctoral dissertations with an analytical framework based on the institutional organization of researchers and knowledge, the object of study, and the object of knowledge. The results imply that the long-established state higher education institutions (universities) have been the power engines of Turkish higher education research, which gained momentum with the millennium. Male gendered, full professorship, single supervision, and local PhDs were the salient features of advisors. The primary objects of study were topics related to student experience, institutional management, and teaching and learning. As for the object of knowledge, Turkish higher education research was found to be descriptive, regardless of the adopted research methodology. The doctoral dissertations within a maximum of ten different universities and 600 respondents, based on random sampling, had a commanding lead. Undergraduate students and state universities were also fertile components. The paper concludes by proposing the establishment of a dynamic resource database and the incorporation of certain theories and approaches in Turkish higher education research.
Mentoring Novice Natural Science Teachers: A Case Study in the Gauteng Province
Author: Mhlaba, Rabella Esther
Date: 2022-02-00
Type: Journal Articles
Subjects: Mentors,Beginning Teachers,Science Teachers,Program Effectiveness,Natural Sciences,Foreign Countries,Teacher Competencies,Teaching Skills,Educational Environment,Beginning Teacher Induction,Elementary School Teachers,Science Laboratories,Laboratory Equipment,Laboratory Safety,Teacher Persistence,Well Being,Interpersonal Relationship,Teacher Attitudes

The study reported on here was undertaken to understand the impact of mentoring novice science teachers. The study was conducted within the Gauteng province, because there have been many debates and concerns on the necessity to devise ways of improving the understanding of science in schools in the province. The purpose of this study was to understand the effects and impact of mentoring novice natural science teachers within the Gauteng province. We used the qualitative research approach and this was motivated by the need to understand the perceptions and experiences of the research participants. Purposive sampling was used as sampling method to select novice science teachers and relevant teachers to be part of the sample. Through the use of semi-structured interviews as data collection method, it was discovered that mentoring of novice teachers refers to the method of empowering new teachers to be effective in their work-related tasks to become true professionals in the academic profession. We concluded that several mentoring initiatives and mechanisms were used to assist novice teachers. Among these programmes, training, skills development and technical support to enhance communication skills and manage the curriculum were underscored. We concluded that the mentoring of novice teachers was important within Gauteng, as it raised awareness and lead to expert science teachers being equipped with a wide range of skills to achieve the best results in the classroom. Mentoring also capacitates novice teachers on how to handle laboratory equipment and chemicals to benefit learners. We also gathered that mentoring had a direct impact on novice science teachers. It lead to the creation of an effective and excellent teaching environment, resulted in higher levels of teacher retention and improved teachers' service delivery. It also strengthened the emotional and psychological well-being of teachers. We thus recommend training, development, and the allocation of finances towards enhancing the mentoring of novice science teachers.
Development of Web-Based Intelligent Tutoring (&quot;iTutor&quot;) to Help Students Learn Fluid Statics
Author: Kusairi, Sentot
Date: 2017-06-00
Type: Journal Articles
Subjects: Intelligent Tutoring Systems,Mastery Learning,Physics,Science Instruction,Scientific Concepts,Learning Processes,Formative Evaluation,Remedial Instruction,Web Based Instruction,College Faculty,Science Teachers,Teacher Attitudes,Secondary School Students,Student Attitudes,Decision Making,Science Tests,Difficulty Level

Fluid statics is one of the most difficult topics for students to learn. Formative assessment and remedial instruction can help students master the concepts. However, identifying students' challenges for formative purposes and facilitating remedial learning is not easy given to the number of students and variation of the problems encountered. An alternative solution to overcoming such problems is the use of web-based intelligent tutoring (iTutor). This research aims to develop and examine the feasibility and effectiveness of the web-based program iTutor. This research project consists of 3 steps, i.e., preliminary study, development, and examination. Three professors, 3 physics teachers, and 74 secondary students participated in this study. The instruments for collecting data included tests, questionnaires, and interviews. The questionnaire and interview data were analysed both quantitatively and qualitatively, while examination data were evaluated by means of an independent t-test. Expert judgment and trial field-testing data confirm the feasibility and effectiveness of using the iTutor program to improve students' mastery of physics concepts.
The Publicly Private: Schools as Sites of Confronting the Clash between Public and Private
Author: Brindley, Meghan
Date: 2021-00-00
Type: Journal Articles
Subjects: Public Schools,Privacy,Student Behavior,Conflict,Classroom Environment,Elementary Secondary Education,Self Concept,Citizenship,Civics

The relation of the private life to the public is perplexing when thinking about the role of the public and private in public schooling, particularly as students learn to distinguish and navigate the private and public space of school. Learning to attend to the nuances between private and public and encountering documents that indicate such distinctions exist, such as student conduct codes, sets teachers up for a particular set of expectations when engaging in classroom discourse or other deliberative actions. Learning what constitutes the &quot;privateness&quot; or &quot;publicness&quot; of something is both an outcome and a process of learning the very conception of &quot;what&quot; is the private and &quot;what&quot; is the public. This Deweyan insight presents specific problems to schools and teachers. In this article, the author explores factors that impact teachers' mediation of the private and public within the classroom: ideological separation, confrontational staging, and &quot;enactedness.&quot; Ideological separation presents the notion of being able to distinguish publicness and privateness based on the perceived capacity to ideologically separate private and public without overlap. Confrontational staging suggests that by ascribing to ideological separation, the classroom forces teachers to unexpectedly confront the clash of the publicness and privateness of students' lives within the classroom at any moment. Lastly, leveled implications or &quot;enactedness&quot; addresses the conflict between separating out the private and public on paper versus when distinguishing between the two is enacted in a particular classroom context in the moment.
&apos;Quality Matters&apos; and Matters of Quality: COVID-19 and the Techno-Rationalization of Teaching
Author: Anderson, Morgan
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Educational Quality,Technology Uses in Education,COVID-19,Pandemics,Educational Technology,Distance Education,Higher Education,Educational Change,Neoliberalism,Quality Assurance,Certification,Academic Standards,College Instruction,Best Practices

While questions surrounding the relationship between education and technology have captured the attention of philosophers of education in recent decades, such concerns have assumed new import. Although educational technology had become an increasingly ubiquitous facet of schooling in the years preceding COVID-19, the swift shift to remote instruction rendered necessary by the ongoing pandemic has restructured both P-12 and higher education in ways that are likely to last beyond the current crisis. The rapid proliferation of EdTech infrastructure and usage made possible by the necessity of social distancing has accelerated the adoption of technologies in ways that would likely have not been feasible in the absence of the COVID-19 pandemic. Practices that were previously unthinkable have now become commonplace. In this article, the author is concerned with the ways in which the ongoing and evolving COVID-19 crisis--by necessitating various iterations of remote instruction--will accelerate the neoliberal, techno-rationalization of schooling, and particularly, the university. Specifically, the author sees the mechanisms of EdTech as advancing neoliberal conceptions of schooling by facilitating standardized forms of instruction that align university teaching more closely to market values of consumer satisfaction, predictability, and scalability rather than with democratic values that might historically be associates with higher education. The author examines the proliferation of Quality Matters (QM), an educational &quot;quality assurance organization,&quot; that has gained traction in recent years by helping institutions to &quot;deliver&quot; on their &quot;online promise&quot; by attaining a Quality Matters Certification by developing a series of highly standardized courses.
Contribution of Mind Mapping, Summarizing, and Questioning in the RQA Learning Model to Genetic Learning Outcomes
Author: Hariyadi, Slamet
Date: 2018-03-00
Type: Journal Articles
Subjects: Cognitive Mapping,Genetics,Outcomes of Education,Models,Teaching Methods,Predictor Variables,Correlation,Student Projects,Active Learning,Metacognition,Biology,Science Teachers,Teacher Education Programs,Science Instruction,Foreign Countries

This study aimed to measure the contribution of summarizing and questioning in the Reading-Questioning-Answering (RQA) learning model integrated with mind mapping on the genetic learning outcomes. This study was a correlational research and has been analyzed using multiple regressions. Mind mapping, summarizing, and questioning were positioned as predictors, and genetic learning outcomes were positioned as a criterion. The research sample comprised 33 students. There was a strong correlation (97.4%) between mind mapping, summarizing, and questioning with the learning outcomes. The value of the relative contribution of each predictor (questioning, mind mapping, and summarizing) was 58.74%, 39.76%, and 1.50%, respectively. The value of the effective contribution of questioning, mind mapping, and summarizing was 57.21%, 38.73%, and 1.46% respectively. Thus, the contribution of questioning was higher than that of mind mapping and summarizing on the genetic learning outcomes. Future studies need to be conducted in order to confirm these research results.