ethanporcaro/eric-fulltext-meta huggingface dataset:
Admission Policies as Enablers and Disablers of Children&apos;s Rights to Basic Education: Stakeholders&apos; Perceptions
Author: Sibanda, Gladys Mankoana
Date: 2021-11-00
Type: Journal Articles
Subjects: Foreign Countries,Admission (School),School Policy,Elementary Schools,Admission Criteria,Childrens Rights,Access to Education,Barriers,Governance,Educational Discrimination,Constitutional Law,Stakeholders

In this article we report on a qualitative study done in Pretoria, South Africa, in which we investigated the experiences of 2 representatives of the Gauteng Department of Education (GDE); School Governing Body (SGB) spokespersons from 4 schools located in the Gauteng province, 2 representatives of the Federation of SGBs, 4 principals from 4 schools, and 4 parents from 4 schools regarding public primary schools' admission policies and practices as enablers or disablers of children's rights to basic education. Using structured, open-ended interviews, qualitative data were generated to explore the experiences of the participants on the public primary schools' admission policies and practices as enablers or disablers of a right to basic education. We argue that the implementation of school admission policies as enabler to access to basic education must be based on a system of rights and corresponding obligations established by the Constitution of the Republic of South Africa, 1996, and the various legislative and policy frameworks. The findings of the study reveal that the learner admission system in South African public schools remains problematic, which in turn aids as a disabler of children's right to basic education.
Differentiating Instruction for Learners&apos; Mathematics Self-Efficacy in Inclusive Classrooms: Can Learners with Dyscalculia Also Benefit?
Author: Onyishi, Charity N.
Date: 2021-11-00
Type: Journal Articles
Subjects: Individualized Instruction,Self Efficacy,Mathematics Education,Inclusion,Learning Disabilities,Foreign Countries,Secondary School Students,Mathematics Achievement

Poor mathematics self-efficacy (MSE) has been recorded among learners at all levels in Nigeria. The study reported on here sought to establish the efficacy of differentiated instruction (DI) in raising learners' MSE in inclusive settings. We also explored the differential effects of DI on the MSE of learners with dyscalculia, as well as on high- and low-achieving learners. We adopted a control group quasi-experimental research design involving 1 experimental and 1 control group. A total of 4 mathematics teachers and 158 Senior Secondary II (SSII) learners in 4 regular classes participated in the study. Mathematics teachers participated in a one week DI training workshop to equip them with DI skills for whole-term mathematics instruction. The Students' Mathematics Self-efficacy Scale (SMSES) was used for data collection at pre- and post-intervention evaluations. Quantitative data were analysed using descriptive statistics and analysis of covariance (ANCOVA). The major findings reveal that using DI led to significant improvements in learners' MSE. Prior achievement (PA) had a significant influence on MSE; however, DI was effective in reducing the negative effects of poor PA on the self-efficacy of low-achieving learners and learners with dyscalculia. It was concluded that DI offers teachers the impetus to help all learners to improve their self-efficacy in mathematics.
The Challenges of Implementing the Curriculum and Assessment Policy Statement in Accounting
Author: Letshwene, Mantekana J.
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Implementation,Educational Policy,Accounting,Course Descriptions,Teaching Methods,Educational Planning,Economics Education,Money Management,Knowledge Base for Teaching,Teacher Competencies,Secondary Education,Improvement Programs,Time Factors (Learning)

South African schools have experienced several curriculum changes over the past few years. In this article we report on the findings regarding the challenges experienced by heads of department (HODs) with the implementation of the Curriculum and Assessment Policy Statement (CAPS) in accounting. A qualitative approach, modelled on the interpretative perspective, was used to explore these challenges, namely: medium of instruction; time allocated to complete the syllabus; poor subject content foundation; progression of learners; and the integration of economic and management sciences (EMS). Open-ended individual interviews with 12 HODs were used as a data-collection technique. The findings indicate that the time allocated in the annual teaching plan (ATP) for accounting may have a negative impact on effective teaching and learning and learner performance. It has also been noted that EMS teachers are not sufficiently competent to teach financial literacy, which may affect learners' subject choices prior to Grade 10. Grade 8 and 9 learners lack exposure to accounting due to subject integration and learner progression. Furthermore, accounting textbooks do not prepare learners for school-based assessments (SBAs) or examinations. Recommendations include that subject choice should occur in Grade 8, rather than Grade 10, and that a secondary school improvement programme (SSIP) should start from Grade 10, and not Grade 12.
Learning Statistics and Probability through Peer Tutoring: A Middle School Experience
Author: Alegre, Francisco
Date: 2021-12-00
Type: Journal Articles
Subjects: Peer Teaching,Middle School Students,Grade 7,Grade 8,Grade 9,Program Effectiveness,Age Differences,Instructional Program Divisions,Academic Achievement,Statistics,Probability,Mathematics Instruction,Foreign Countries

The academic effects of learning statistics and probability through peer tutoring were analysed in the research reported on here. Two hundred and eight students enrolled in Grades 7, 8 and 9 participated. Fixed- and same-age peer tutoring was implemented 3 times per week for 6 weeks. Each tutoring session lasted approximately 25 minutes. The main aims of this research were to quantify the effect of peer tutoring and to determine any differences among grades. A pre-test-post-test design was employed. Students were assigned to control or experimental conditions. Effect sizes were calculated and non-parametric statistical tests were performed. No statistically significant differences were reported in the pre-test analysis. Statistically significant improvements were reported with the implementation of the programme for all grade courses, both individually and globally (Mann-Whitney &quot;U&quot; test = 5436.79, p &lt; 0.01). The reported global effect size may be considered as medium to large (Hedges' &quot;g&quot; = 0.72). The comparison among courses did not report any significant differences. It can be concluded that using peer tutoring for learning statistics and probability could be academically beneficial for middle school students.
Supporting Urban-Oriented Teacher Candidates to Experience Rural Schooling: The Story of a Virtual Adapted Practicum
Author: Pattison-Meek, Joanne
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Practicums,Masters Programs,Teacher Education Programs,COVID-19,Pandemics,School Closing,Online Courses,Electronic Learning,Rural Schools,Case Studies,High Schools,Preservice Teachers,Student Attitudes

In the fall of 2020, due to the institutional impacts of COVID-19, the Master of Teaching Program in the Ontario Institute for Studies in Education, University of Toronto (Canada) transitioned to a modified practicum program. In this article, I draw on self-study (Kitchen et al., 2020) to examine and share my experiences as a Practicum Advisor tasked to design and deliver a four-week virtual practicum program for 30 teacher candidates, without access to high school classrooms. I reflect on how my rural teacher and researcher selves informed my practicum design in one of Canada's largest urban faculties of education, including teacher candidates' development of data portraits based on one rural case study high school. A virtual adapted practicum presented me with a narrow opening, in an otherwise urban-dominant curriculum, to expand teacher candidates' gaze beyond the metropolis.
&quot;Why I Don&apos;t Teach as I was Trained&quot;: Vietnamese Early Career ESOL Teachers&apos; Experience of Reality Shock
Author: Tran-Thanh, Vu
Date: 2021-12-00
Type: Journal Articles
Subjects: Case Studies,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Language Teachers,Teacher Attitudes,Teacher Effectiveness,Foreign Countries,Teacher Education Programs,Grammar,Vocabulary Development,Beginning Teachers,Educational Change,Education Work Relationship,Pedagogical Content Knowledge,Teacher Student Relationship

Trained intensively in teaching English for communication, beginning Vietnamese ESOL teachers still follow the traditional approach in their classroom, i.e., teaching for grammar-and-vocabulary exams. This contrast in pedagogical practices is caused by &quot;reality shock&quot;, which happens for most teachers during the first few years into teaching. The current study aims to explore how reality shock influences and transforms early career ESOL teachers' teaching methodologies. It employs an interpretative case study research design to outline both external and internal factors that characterize reality shock. The results show that besides English education policy, students' cooperativeness and professional support, the participants were also affected by their own pedagogical competence, beliefs, and attitudes. Recommendations for assessment policies, professional development and further research have also been put forward.
Review of &quot;HOOD Feminism: Notes from the Women That a Movement Forgot&quot; by Mikki Kendall
Author: Morawo, Stephanie
Date: 2022-00-00
Type: Journal Articles
Subjects: Feminism,Gender Issues,Sex Fairness,Females,Needs,Activism,Weapons,Violence,Hunger,Education,Housing,Racial Bias,Gender Bias,Pregnancy,Social Justice,Criticism,Book Reviews

In &quot;Hood Feminism,&quot; Mikki Kendall critiques mainstream feminism arguing that the feminist movement does not focus on the basic needs of all women. Kendall defines feminism as &quot;the work that you do, and the people you do it for who matter more than anything else&quot; (Kendall, 2020, p.xiii). She focuses on the experiences of marginalized communities and the issues they face as the key to the equality of all women. In eighteen chapters Kendall engages with topics including gun violence, hunger, education, housing, colorism/racism, and reproductive justice. The text represents a critical, meaningful critique of mainstream feminism as a call to action for it to respond to all women's needs.
The Curriculum Tracker: A Tool to Improve Curriculum Coverage or Just a Tick-Box Exercise?
Author: Mkhwanazi, T.
Date: 2021-12-00
Type: Journal Articles
Subjects: Faculty Development,School Districts,Administrator Attitudes,Teacher Attitudes,Alignment (Education),Foreign Countries,Mathematics Teachers,Secondary School Teachers,Mathematics Curriculum,Lesson Plans,Guidance,Teaching Methods

Research on teacher professional development generally states that teachers do not take new innovations on board easily. The study reported on here focused on the uptake of a curriculum tracker tool designed to improve curriculum coverage by mathematics teachers. The tool formed part of the Jika iMfundo (JiM) programme launched by the KwaZulu-Natal Department of Education and a partner organisation. The purpose of this study was to explore the extent to which secondary mathematics teachers and heads of department (HoDs) used the tools for their intended purposes. The study was carried out with teachers and department heads from 14 schools located in 2 districts of KwaZulu-Natal. Data were generated by 21 interviews, supplemented by secondary data sourced from responses to previous surveys conducted by JiM. The findings show that most teachers considered the tool as a tick-box activity, instead of using it to guide their planning in a meaningful manner. Furthermore, there was misalignment between planning undertaken by the provincial education department and JiM. It is crucial that teachers on the ground are consulted first in order to jointly identify how certain problems can be addressed before any professional development activity is implemented.
Intersections of Class and Gender in Learners&apos; Conceptualisations of Sexuality Education at a Private, All-Girls School
Author: Kuhl, Kylie
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Social Class,Private Schools,Single Sex Schools,Females,Sex Education,Grade 10,High School Students,Gender Issues,Social Influences,Social Capital,Diversity,LGBTQ People,Social Bias,Early Parenthood,Pregnancy,Power Structure

In this article I explore the role that class, and its intersections with gender, play in shaping the way that learners at a private, all-girls school in South Africa conceptualise their sexuality education. Drawing on data from focus group discussions with 2 friendship groups of Grade 10 learners, the evidence reveals the multiple, intersecting and contradictory ways in which middle-class young women navigate class and gender. Firstly, learners, in drawing on a discourse of middle-class excellence, reproduced class difference in their discussion of attending a private school. Secondly, they drew on this class capital to position themselves as immune to many of the issues dealt with in sexuality education, particularly teenage pregnancy. Finally, a discussion of the gender exclusivity of their school revealed that this class capital was not always available to them, as they prioritised a discourse of heterosexual desirability over middle-class excellence in speaking about their interactions with boys. The findings reveal the complex and changing ways in which young middle-class women discursively reproduce, resist and navigate the intersecting classed and gendered systems of power that shape their particular schooling context.
The UK&apos;s Project Faraday and Secondary STEM Education
Author: Lummis, Geoffrey W.
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,STEM Education,Inquiry,Active Learning,Preservice Teacher Education,Clubs,Educational Innovation,Shared Resources and Services,Ethnography,Educational Trends,Pedagogical Content Knowledge,Instructional Design

This ethnographic study reports on the findings from seven English secondary schools that participated in Project Faraday. The project was funded by the Department for Children, Schools and Families to build innovative learning environments to encourage students into upper secondary inquiry-based STEM. Despite the innovative classrooms, the schools emphasised A-Level university entrance science. Technicians prepared for specific science subjects, although teachers acknowledged the value of inquiry-based pedagogies. UK policies prioritising A-Level assessment were found to be impeding inquiry-based STEM, although wealthy schools had the resources to facilitating both A-Level science and inquiry-based STEM through clubs and co-curricular programs. Our data elicited important general design principles to inform makerspaces for inquiry-based STEM for adult learners. We concluded that initial teacher education programs should provide graduates with pedagogical experiences in makerspaces that enabled them to appraise contemporary school learning environments; and be informed about securing safe, flexible, and durable equipment for students.
Born-Free Learner Identities: Changing Teacher Beliefs to Initiate Appropriate Educational Change
Author: Vandeyar, Saloshna
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Self Concept,Teacher Attitudes,Attitude Change,Educational Change,Educational Theories,Student Attitudes,Democracy,Social Change,Teacher Student Relationship,Constructivism (Learning),Secondary School Students,Epistemology,Language of Instruction,African Languages,Indo European Languages,English,English (Second Language),Institutional Characteristics,Blacks,Whites,Multiracial Persons,Ethnic Groups,Racial Segregation,Race,Personal Narratives

An earlier paper focused on how born-free learners constitute, negotiate and represent their identities after almost two and half decades of democracy in South Africa. Utilising the theoretical framework of subjective realities of educational change, in this article I set out to explore what implications teachers' beliefs hold for born-free learners, and how teachers' beliefs can be changed or adapted to initiate appropriate educational change. The focus of this article is on the beliefs of teachers and how the change thereof can contribute to educational change, based on how learners perceive their identities. The epistemological lens of social constructivism and the research strategy of narrative inquiry was used. Fifty-eight born-free learners across 6 research sites participated in this study. Semi-structured interviews and field notes comprised the data capture, which were analysed using the qualitative content analysis method. Findings reveal that shifting and diverse self-identifications of born-free learners hold fundamental and crucial implications that reside at the heart of educational change, namely a change in teachers' beliefs and in teachers' practice.
Irrational Beliefs and Stress Levels: Evidence among Orphaned Students in Kenyan Secondary Schools
Author: Umija, Millicent Awino
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Student Attitudes,Misconceptions,Beliefs,Stress Variables,Institutionalized Persons,Residential Institutions,Attitude Measures,School Counselors,Psychotherapy

In the study reported on here we examined the relationship between irrational beliefs and stress levels among orphans in public secondary schools in Kenya. Rational Emotive Behaviour Theory was adopted. In the study we adopted a cross-sectional correlation research design. A sample size of 350 double orphaned students in secondary schools was obtained using stratified and simple random sampling techniques. The Irrational Belief Inventory and Perceived Stress Scale were used to collect data. The reliability results indicate the Cronbach's alpha values ranging from 0.672 to 0.756. Quantitative data from questionnaires were analysed using inferential statistics such as Pearson correlation and regression analysis. The findings established a weak positive (n = 314, r = 0.149; p = 0.008 &lt; 0.05) Pearson product-moment correlation coefficient between demandingness and stress levels; a weak positive (n = 314, r = 0.243; p &lt; 0.05) correlation between awfulizing and stress levels; a weak positive (n = 314, r = 0.191; p &lt; 0.05) correlation between irrational belief for low frustration tolerance and stress levels; and a weak positive (n = 314, r = 0.167; p = 0.003) correlation between irrational belief of worthlessness and stress levels. The implication of these findings is that orphaned students are overwhelmed with stress because of their state of irrational beliefs. It is recommended that school counsellors should train orphans in secondary schools on rational beliefs through therapy techniques such as positive self-talk to counter the irrational beliefs.
Development of TPACK and EQ-Based 21st Century Learning through the Teacher Certification Programme in Indonesia
Author: Iskandar
Date: 2021-12-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Emotional Intelligence,Teacher Education Programs,Teacher Attitudes,Technology Integration,Foreign Countries,Islam,Blended Learning,Program Effectiveness

The aim of the research reported on here was to identify teachers' comprehension of technological pedagogical content knowledge (TPACK) integrated with emotional quotient (EQ). We used mixed-method research with an explanatory model. The subjects of this research were 30 teachers who participated in the teacher certification programme and 30 who did not participate in the programme. Purposive sampling was used to select the sample. Data were collected through questionnaires and interviews. We used descriptive statistics and &quot;t&quot;-tests of the quantitative data analysis, while qualitative data analysis was carried out by reduction. The findings of the research point out that programme comprehension had an effect on TPACK integrated with EQ. These findings were supported by the average score of the teachers who participated in the programme, which was higher than those who did not participate in programme. In this regard, the factor was not only the experience of teachers at school but also the interactions between teachers in the process of the programme. Based on the research findings, the authors recommend all teachers to participate in programme.
Gangster School: The Role of the School Environment in Gang Recruitment Strategies in Port Elizabeth, South Africa
Author: Petrus, Theodore
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Environment,Juvenile Gangs,Recruitment,Student Subcultures,Violence,Geographic Regions,Intervention,Prevention

Gangs and gang violence continue to be serious challenges throughout South Africa, but especially in cities such as Cape Town and Port Elizabeth. In the northern areas of Port Elizabeth, hardly a day goes by without at least 1 report in the local news media about gang-related incidents. Most of the gangs in the northern areas have organised and relatively sophisticated recruitment strategies that they use to recruit new members. Various factors contribute to the gravitation of most youths to the gang lifestyle. With this article I seek to examine 1 of those factors, namely the school environment. I argue that various factors affecting the school environment make it possible for gangs to target school-going youths for recruitment. The article is based on both the literature and the use of primary data from my research into gangs in the northern areas of Port Elizabeth. The article concludes with some recommendations on how to combat gang recruitment in the school environment.
Teachers&apos; Representation of the Mitigation Strategies to Challenges of Implementing the 2015 to 2022 Zimbabwean Social Studies Curriculum
Author: Chimbunde, Pfuurai
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Curriculum Implementation,National Curriculum,Elementary School Teachers,Educational Practices,Policy Formation,Teacher Participation,Indigenous Knowledge,Educational Change,Participative Decision Making

The impromptu launch of the 2015 to 2022 Zimbabwean social studies curriculum invited vilifications and public outcries from parents, teachers and other key stakeholders professing numerous challenges. In this article, we report on the teachers' representation of the mitigation strategies to abate the aforesaid challenges. This interpretive case study engrained in the qualitative approach, was drawn from interviews and focus group discussion (FGD) to establish the teachers' representation of the mitigation strategies that could be employed to curtail challenges faced in implementing that curriculum. In the study, informed by the &quot;ubuntu&quot; philosophy, we used 12 purposively sampled teachers from Zimbabwean primary schools located in different contexts to generate data. The findings show that implementers of policies are too often not consulted during the policy development process leading to challenges which could be mollified by listening to the advice from the implementers, adopting the bottom-up approach and promoting good relations among educators. Considering these findings it was concluded that, for effective policy development, there must be wide consultation and involvement of all stakeholders in the planning, designing and articulation of policies before proper implementation can take place.