ethanporcaro/eric-fulltext-meta huggingface dataset:
The Level of Difficulty and Discrimination Power of the Items of the National Senior Certificate Mathematics Examination
Author: Zondo, Nombuso P.
Date: 2021-11-00
Type: Journal Articles
Subjects: Foreign Countries,College Entrance Examinations,Standardized Tests,Difficulty Level,Access to Education,Item Response Theory,Mathematics Tests,Test Items,Grade 12,Item Analysis

South Africa's National Senior Certificate examination system was introduced in 2008 as a single national examination system, in order to facilitate fair and standardised assessment and to provide all learners with an equal chance of access to higher education. However, limited research has been done to investigate the discrimination power of the actual examination items and the spread difficulty level for learners from different school quintile types. The purpose of the study reported on here was to investigate differential performance of learners in the items of the 2009 National Senior Certificate mathematics examination. The dataset used in this study was from the Western Cape (WC) Education Department. From the analysis, the results show that the discrimination power of the different examination questions was not identical across different school quintiles. Further investigation of the data reflects a considerable range of category difficulty levels, with higher (above average) ability levels being tested for learners in the quintile 1 to quintile 4 schools, while only learners with average abilities were being tested in the quintile 5 and independent schools.
Teachers and School Administrators&apos; Perceptions of Characteristics of an Effective School: A Study of Anatolian High Schools (Exam-Based Entrance High Schools) in Turkey
Author: Ergin, Ismet
Date: 2021-11-00
Type: Journal Articles
Subjects: Teacher Attitudes,Administrator Attitudes,School Effectiveness,Institutional Characteristics,High School Teachers,Foreign Countries,Private Schools,Selective Admission,Academic Achievement

The aim of the research reported on here was to determine the perceptions of school administrators and teachers working at Anatolian high schools on the characteristics of effective schools. The determined perceptions of teachers and administrators were important for creating more efficient educational domains by sharing leadership among stakeholders in education management. We used the Relational Survey Model to study a group composed of teachers and school administrators working at Anatolian high schools in the Ankara province of Turkey. The sample for this research consisted of 300 teachers selected through proper sampling from within the population. Data obtained from participants using the Effective School Scale were tested by t-test and one-way ANOVA. A significant difference was found between the views of school administrators and teachers regarding the effectiveness of Anatolian high schools in the Ankara province. This study found that the school administrators deemed the Anatolian high schools of Ankara to be a lot more effective than the teachers thought they were. As a conclusion, suggestions for increasing the effectiveness of schools are presented.
Inclusion of Learners&apos; Views in Safety and Security Matters at Schools
Author: Mabasa, Layane Thomas
Date: 2021-11-00
Type: Journal Articles
Subjects: Foreign Countries,School Safety,School Security,Student Attitudes,Participative Decision Making,Violence,Bullying,Intervention,Prevention,Inclusion,Secondary School Students

Violence and bullying in schools keep escalating and have become a world-wide problem -- also in South Africa. This problem is continuing unabated, despite the different intervention strategies in place. Intervention strategies include the Child-Friendly Schools (CFS) programme, the National School Safety Framework (NSSF), the Safe Schools Programme (SSP), the Hlayiseka Early Warning System, the Care and Support for Teaching and Learning (CSTL) framework, Speak Out, We Care, and the life orientation curriculum. As part of the intervention strategies, learners' views should be included in the decision-making process. With this article I intend to report on a study that was conducted on the inclusion of learners' views in matters focusing on safety and security at schools. A qualitative approach was used in the study. Observation, interviewing, and document analysis were used as methods of data generation. Data were analysed by developing themes. The findings reveal that learners' views were not included in matters related to safety and security at schools. I argue that the main reason for the continuing violence is that stakeholders who are in authority do not include the views of learners in the development and the implementation of safety and security strategies. I suggest that all stakeholders should be assisted in understanding the value of an inclusive approach in the decision-making process.
Factors Influencing Teachers&apos; Level of Digital Citizenship in Underdeveloped Regions of China
Author: Liu, Yunyun
Date: 2021-11-00
Type: Journal Articles
Subjects: Foreign Countries,Disadvantaged,Geographic Regions,Technological Literacy,Citizenship,Internet,Computer Use,Teacher Behavior,Teacher Attitudes,Elementary School Teachers,Self Efficacy

In digital times, new demands for higher levels of digital citizenship (DC) have aroused concern. Based on the study reported on here, we propose that 4 predictive factors, i.e., internet self-efficacy, internet attitudes, internet use behaviour and demographic characteristics affect teachers' level of DC in underdeveloped regions of China. From 21 different provinces, 240 primary teachers in underdeveloped regions in China participated in this quantitative research. The description, significance, correlation, and structural equation modelling (SEM) were statistically performed and analysed. We concluded the following: (1) the average score for DC is low and its 5 dimensions score differently with the highest being the ethical element and the lowest being networking agency and critical perspective; no statistically-significant differences exist for gender, school types, teaching subject and professional rank in predicting DC, but do exist for birth-era, suggesting that young teachers have a higher level of DC; (2) internet self-efficacy, internet attitudes and internet use behaviour are positively correlated with DC; and (3) in the SEM test, internet use behaviour acts as a mediator in the research model; internet self-efficacy is the major determinant of DC, followed by internet use behaviour and internet attitudes. The results were analysed and recommendations to promote teachers' high-level DC in underdeveloped regions are proposed.
Natural Sciences Teachers&apos; Continuous Professional Development through a Community of Practice
Author: Philander, Christa Joline
Date: 2021-11-00
Type: Journal Articles
Subjects: Natural Sciences,Science Teachers,Professional Continuing Education,Faculty Development,Communities of Practice,Foreign Countries,Pedagogical Content Knowledge,Expertise,Accountability,Collegiality,Teacher Collaboration

Years of research on teacher quality indicate that the quality and effectiveness of teachers have a significant influence on learner achievements. The quality of teachers and their teaching practice is widely debated where quality may depend on the teacher having acquired sound and relevant knowledge and skills to ensure effective teaching. The continuous professional development of teachers is a key element in ensuring the required quality in teaching to enhance learners' achievements. Utilising Wenger's construct of a Community of Practice (CoP) as theoretical framework, with the investigation reported on here, we aimed to understand how natural sciences teachers, from a specific rural school district in the Western Cape province, South Africa, experienced a CoP as a continuing professional teacher development (CPTD) strategy. This investigation was informed by a naturalistic case study method where open-ended questionnaires, semi-structured interviews and observations were utilised for data generation during CoP sessions. Thematic data-analysis revealed themes (words/phrases) for interpretation and discussion. Preliminary findings highlighted some emerging characteristics that influenced the effective operation of a CoP and suggested that participants acknowledged the importance of a CoP, indicating that their natural sciences knowledge and skills had notably increased. We argue that emerging CoP characteristics can assist in the advancement of motivation, effectiveness and professional development of natural sciences teachers in rural areas, affording quality teachers and teaching practices.
Re-Imagining Support for Beginner Teachers in Relation to Initial Teacher Education Policy in South Africa
Author: Esau, Dorothy E.
Date: 2021-11-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Competencies,Teacher Education,Teacher Evaluation,Beginning Teachers,High School Teachers,Teacher Attitudes,School Support

Findings from a recent study highlight beginner teacher's perceptions about the nature of support they had received to enhance their competencies (Esau, 2017). Against this backdrop, with this article we aim at problematising support for beginner teachers in relation to the National Policy Framework for Teacher Education and Development in South Africa of 2006. This teacher education policy stipulates principles that require of a novice teacher to assume specific roles and responsibilities which they find difficult to fulfil. The findings reveal that compliance with this policy is inhibited by the fact that teachers feel ill-prepared and unsupported on entering the teaching profession. Investigating the nature of support of beginner teachers, therefore, provides an opportunity to re-imagine both teacher education and context. In this article we highlight the risk evaluations of beginner teachers using Amartye Sen's Capability Approach (CA).
Would Female Student Teachers at Primary Teacher Education Colleges Study Mathematics Were It Optional?
Author: Mwadzaangati, Lisnet
Date: 2021-12-00
Type: Journal Articles
Subjects: Females,Preservice Teachers,Teacher Education Programs,Elementary School Teachers,Mathematics Education,Correlation,Mathematics Achievement,Sex Stereotypes,STEM Education,Foreign Countries,Gender Differences,Disproportionate Representation,Student Attitudes,Cultural Influences,Course Selection (Students)

In this this article we discuss findings from an investigation of whether female student teachers would choose to study mathematics if it were optional for primary teacher education in Malawi. A mixed methods research methodology was used to collect data through survey and focus group discussions (FGDs). Five hundred and twenty three female students from 6 public teacher education colleges completed a questionnaire, and 160 of them participated in FGDs. A descriptive statistical analysis was conducted on the quantitative data while a thematic analysis was conducted on the qualitative data. The findings show that 68% of female students would choose to study mathematics while 32% would not. This correlated with the students' mathematics scores at the end of their secondary school national examination. Those students with high score passes opted for mathematics and those with low score passes did not, suggesting that performance at secondary school influenced their confidence in studying mathematics. Female student teachers' reasons for choosing or not choosing mathematics were it optional are classified into 5 categories: the perceived usefulness of mathematics, inner motivation to study mathematics, the nature of the college mathematics content, how mathematics courses are taught at colleges, and gender stereotype in mathematics lessons. We discuss these in relation to the Malawian government's agenda of increasing participation of females in mathematics, science, technology, and engineering.
Does Diversity-Driven Hiring Decrease Ideological Diversity?
Author: Hull, Christopher C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Personnel Selection,Universities,Diversity (Faculty),Political Attitudes,Politics of Education,Ideology,Political Science,College Faculty

What if it's diversity-driven hiring itself that is causing America's decreasing ideological diversity in the academy? That is, what if the power over professor selection seized by those claiming their intent is to increase diversity in sex and race is de facto and on average used to choose leftists instead? This study presents evidence that this may be so. There is little question the Ivy Tower's ideological diversity is on the decline, and more specifically that the professoriate is moving leftward. In this article, Christopher Hull provides potential explanations for the &quot;leftward lurch&quot; of U.S. academics through the following three questions: (1) Has Hiring Democratic Party Demographics Decreased Ideological Diversity? (2) Does Political Science Hiring Call for Commitment to a Particular Ideology? and (3) Does Academic Hiring Favor Diversity Over Other Values?
Explanators of Sports Commitment: Prosocial and Antisocial Behaviors
Author: Güler, Bahar
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Athletes,Athletics,Young Adults,Prosocial Behavior,Antisocial Behavior,Team Sports,Teamwork

The aim of the study is to determine the effect of prosocial and antisocial behaviors on sports commitment. 294 (98 female+196 male) athlete students aged between 18 and 39 (Mean=20,69, SD=2,78) participated in the study by convenience sampling method for this purpose. &quot;Personal Information Form,&quot; &quot;Sports Engagement Scale (SES)&quot; and &quot;Prosocial and Antisocial Behavior in Sport Scale (PABSS)&quot; are used as data collection tools in the research. Data collected online are coded and transferred to the SPSS program, and descriptive statistics, unrelated samples t-test, One Way ANOVA, Pearson correlation and multiple linear regression are used for statistical analysis. In the study, the level of significance is taken as p&lt;0.05. According to the results of the analysis, it is determined that there is a positive, low and significant correlation between Prosocial team-mate and Vigor, Dedication, Absorption and SES. It has been determined that there is a positive, low and significant correlation between absorption and Antisocial opponent and Prosocial opponent. While there is no significant effect in the prosocial opponent sub-dimension; It has been determined that Antisocial team-mate, Antisocial opponent and Prosocial team-mate have a significant effect on sports commitment. These variables explain 7.3% of the total variance on sports commitment.
Game Technique Applications in Teaching Arabic Words as a Foreign Language to Children
Author: Arkan, Zeynep
Date: 2022-00-00
Type: Journal Articles
Subjects: Game Based Learning,Semitic Languages,Second Language Instruction,Vocabulary Development,Turkish,Foreign Countries,Elementary Secondary Education,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

In this study, games were prepared that will contribute to improving the vocabulary of children learning Arabic. Considering the target audience, it is known that game techniques and word teaching offer a fun and lively course environment and increase the motivation of the student. In this study, qualitative research methods were used. Document analysis technique was used in the collection of data. The findings were analyzed by the method of exponence analysis and a systematic framework was established for the study. The analysis of the documents according to the gains in the 2-8th grade Arabic curriculum prepared by the Ministry of National Education was carried out by a linguist and it was aimed to increase the reliability of the study. Three language experts were consulted for the scope validity of the games associated with the achievements and the games were rearranged in line with the incoming feedback. A total of 13 games were presented at this stage. Care has been taken to ensure that game designs are available to the entire class. In addition, it is important that the games are able to strengthen both oral and written communication. At the end of the study, it was proposed that games that can be played in open spaces such as outdoors and using technological devices can be designed in the form of dual or group work for children learning Arabic.
Perspective of Prospective Primary Teachers in Terms of Curriculum and Curricular Components
Author: Atalay, Nurhan
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Preservice Teachers,Student Attitudes,Curriculum,Figurative Language,Course Content,Instruction,Evaluation

The aim of this study is to determine the perceptions of the prospective primary teachers in terms of curriculum and curricular components with metaphors. The study was conducted with qualitative research method. 100 primary school teacher candidates studying at a state university in central participated in the research. A questionnaire consisting of open-ended questions was used to collect data. The opinions of prospective primary teachers about the components of curriculum were analyzed through content analysis. According to the research findings, prospective primary teachers who participated in this study aimed to present their perceptions of the curriculum and the components of the curriculum which are gains, content, teaching-learning process and measurement and assessment through metaphors, produced 194 metaphors in total. When analyzing the metaphors, it can be said that prospective teachers emphasize the characteristics and functionality of the curriculum and its components which are goal/gain, content, teaching-learning process and measurement-assessment.
Why Opportunity Isn&apos;t Enough: Restrictive v. Expansive Views of Equality, Texas Top Ten Percent Policy, and Race Liberalism
Author: James-Gallaway, Chaddrick D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Racial Discrimination,Equal Education,Minority Group Students,Student Diversity,Critical Theory,Race,State Policy,School Desegregation,High Schools,College Admission,Affirmative Action,Political Attitudes,Court Litigation

This conceptual paper analyzes persistent challenges to racially diversify higher education in Texas, paying special attention to trends at this Southern state's most selective flagship--University of Texas at Austin. We apply critical race theorist Kimberlè Crenshaw's frame of race liberalism and her view of equality as either expansive or restrictive to analyze race-neutral approaches intended to remedy longstanding issues of racial diversity. Specifically, we focus on the Texas Top Ten Percent Policy, tracing its trajectory from affirmative action through the recent Abigail Fisher case. This examination clarifies the race-evasive basis of policies designed to improve enduring issues of racial exclusion in higher education.
On Decolonizing US Education: Lessons from the Caribbean and South Africa
Author: Sappleton, Shan J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Equal Education,Educational Change,Foreign Policy,Educational Objectives,Land Settlement,Racial Bias,Social Justice,Educational Practices,Ethnocentrism

US education is hardly divorced from systemic societal inequalities. Utilizing the cases of the English-speaking Caribbean and post-apartheid South Africa decolonization efforts, we engage the settler coin concept to interrogate the popular notion that we can achieve systemic change in the US without fundamentally transforming the education system. What lessons might the US glean from other decolonization efforts in the Caribbean and South Africa? How have the instrumental ideas and work of Caribbean and South African scholars and educators shaped and advanced a decolonization vision? Answering these questions requires considering the overall goals of the US education system relative to advancing a larger decolonization project.
Analogipedia: An Android-Based Module Utilizing PBL Model Based on Analogical Approach to Improve Students&apos; Creativity
Author: Yuningsih
Date: 2022-04-00
Type: Journal Articles
Subjects: Electronic Learning,Handheld Devices,Creativity,High School Students,Foreign Countries,Program Effectiveness,Science Education,Problem Based Learning

The creativity of high school students in Indonesia has not met the demands of 21st century because in general the students' thinking ability has not reached high-level thinking ability. The objectives of this study are: first, utilizing android technology to develop an Analogipedia module containing ecosystem teaching materials for high school students, and second, testing the effectiveness of using analogipedia module in improving students' creativity. This research is development research. To measure the effectiveness of the product (module) in improving students' creativity, nonrandomized subject research design, pretest-posttest control-group design was employed. The study involved 88 high school students as the experimental class and 87 students as the control class. The data were collected using questionnaires and open-ended questions. The results show that: first, the experts on materials and teaching; peer reviewers; and biology teachers assess that analogipedia module belong to a very good category. In addition, students assess that the module is classified in a good category. Second, the score of students' creativity that utilizes analogipedia module is different from the score of the students that uses student's worksheet. This is indicated by the t-test showing the significance level of 0.043, which means that the analogipedia module is effective to improve the creativity of high school students. Different results are also indicated by the increase of creativity test score in which the experimental class reaches 96.48% and the control class is 85.24%. The contribution of this research is to enrich android-based learning media. The analogipedia module can be used in all biology subjects for ecosystem materials, especially at the high school level through the application on the Playstore.
Relationship between the Number of Students in the School and the Academic Achievement in the Secondary Schools in Bhutan
Author: Nidup, Yeshi
Date: 2022-04-00
Type: Journal Articles
Subjects: Correlation,School Size,Academic Achievement,Rural Schools,Urban Schools,Foreign Countries,Teacher Attitudes,Feedback (Response),School Location,Middle School Students,High School Students

This study was done to find out the correlation between the number of students in the school and the academic achievement; and correlation between school location and academic achievement. For the quantitative analysis, the national result of 110 middle and higher secondary schools (class 10 and 12) from 2015 to 2019 was taken from Bhutan Council of School Examination and Assessment (BCSEA). For the qualitative analysis, feedback was collected from 25 teachers who had an experience of teaching in both rural and urban school. For quantitative, the correlation analysis, descriptive analysis and t-test was done; for qualitative, thematic analysis was done. The study found that there is negative correlation between the number of students and the school achievement. The correlation coefficient was -0.2, -0.3 and -0.4 for the year 2017, 2018 and 2019 respectively. However, it showed moderately negative correlation in all the years except for 2015 which was 0.02, a positive correlation. The comparison of academic achievement of rural and urban schools showed that rural schools have done slightly better than the urban schools in all the years. The average pass percent difference was 0.5, 0.3 and 3.6 in 2017, 2018 and 2019 but in 2015 urban school did better by 2.3 percent more than remote schools.