ethanporcaro/eric-fulltext-meta huggingface dataset:
Biography, Policy and Language Teaching Practices in a Multilingual Context: Early Childhood Classrooms in Mauritius
Author: Ankiah-Gangadeen, Aruna
Date: 2014-12-00
Type: Journal Articles
Subjects: Foreign Countries,Student Diversity,Language Usage,Preschool Teachers,Teaching Methods,English (Second Language),Multilingualism,Early Childhood Education,Second Language Instruction,Language of Instruction,Females,Interviews,Observation,Family Environment,Social Capital,Global Approach,Teacher Attitudes,Teacher Education Programs

Language policies in education in multilingual postcolonial contexts are often driven by ideological considerations more veered towards socio-economic and political viability for the country than towards the practicality at implementation level. Centuries after the advent of colonisation, when culturally and linguistically homogenous countries helped to maintain the dominion of colonisers, the English language still has a stronghold in numerous countries due to the material rewards it offers. How then are the diversity of languages -- often with different statuses and functions in society -- reconciled in the teaching and learning process? How do teachers deal with the intricacies that are generated within a situation where children are taught in a language that is foreign to them? This paper is based on a study involving pre-primary teachers in Mauritius, a developing multilingual African country. The aim was to understand how their approach to the teaching of English was shaped by their biographical experiences of learning the language. The narrative inquiry methodology offered rich possibilities to foray into these experiences, including the manifestations of negotiating their classroom pedagogy in relation to their own personal historical biographies of language teaching and learning, the policy environment, and the pragmatic classroom specificities of diverse, multilingual learners. These insights become resources for early childhood education and teacher development in multilingual contexts caught within the tensions between language policy and pedagogy.
Problematising the Concept Epistemological Access with Regard to Foundation Phase Education towards Quality Schooling
Author: du Plooy, Lucinda
Date: 2014-06-00
Type: Journal Articles
Subjects: Epistemology,Foreign Countries,Access to Education,Educational Quality,Human Capital,Social Justice,Primary Education

This paper comprises a brief study of the literature about the concept epistemological access, a fairly under-researched topic in South African education. It is aimed specifically at the notion of access in the early years of the primary school. Morrow's distinction (Morrow 1992) between formal access (institutional access) and epistemological access (access to the goods distributed by the institution) is used as a conceptual framework. We argue that the meaning of the concept epistemological access, as Morrow intended it, was borne out of a particular political need that arose in higher education in the last years of the apartheid regime; the need to democratise access to higher education. The dearth of literature on the concept epistemological access and its meaning for access to basic education, especially foundation phase schooling, therefore warranted this study of the literature.
Experiences of Female Dropouts: A Study in South Georgia
Author: Rahimi, Regina
Date: 2018-00-00
Type: Journal Articles
Subjects: Females,High School Students,Dropouts,At Risk Students,Young Adults,Semi Structured Interviews,Student Experience,African American Students,White Students,Student Needs

Nationally, one in four high school students drops out in high school. Georgia, in particular, is very concerning with a 67% high school completion rate (Hickman &amp; Heinrich, 2011) and a 41% drop out rate recorded for girls (National Women's Law Center, 2007). While these statistics are disturbing, they do not do justice to the reality of the lives of young women who leave school, nor do they reveal the underlying causes of females dropping out. This study examines female dropouts through in-depth interviews with numerous young women who are willing to share their stories. This work provides insight into the needs of young women and improvement of school practices and examines the educational, economic, vocational, and social implications of young women leaving school.
South African Teachers&apos; Use of National Assessment Data
Author: Kanjee, Anil
Date: 2014-12-00
Type: Journal Articles
Subjects: Foreign Countries,Test Use,National Competency Tests,Elementary School Teachers,Data,Decision Making,Teacher Attitudes,Documentation,Teacher Education,Testing

This paper reports on the perceptions and experiences of primary school teachers of the challenges they faced and the prospects of using data from the Annual National Assessments (ANAs). While the majority stated that information from the ANAs can assist teachers to improve learning, responses on the use of the ANAs in the classroom were mixed, with most reporting that teachers did not know how to use ANA results to improve learning, and that no plans were in place at their schools for the use of ANA data. A significant proportion also indicated that they received little or no support from the school district on how to use ANA results. These findings were consistent across the school quintiles as well as the foundation and intermediate phases. Given the potential value of the ANAs, the paper highlights two initiatives aimed at enhancing the meaningful use of ANA results to improve learning and teaching in schools.
What Challenges Do Foundation Phase Teachers Experience When Teaching Writing in Rural Multigrade Classes?
Author: Blease, Bernita
Date: 2014-12-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Multigraded Classes,Barriers,Poverty,Educational Quality,Writing Instruction,Transportation,Illiteracy,Parent Influence,Reading Difficulties,Teaching Methods,Educational Resources,Language of Instruction,Administrator Role,Case Studies,Elementary School Teachers,Observation,Interviews

A one-size-fits-all curriculum cannot address the issues faced by rural multigrade teachers and learners. In South Africa, despite government efforts to relieve adversity, poverty in rural areas is still rife and poor education still fails to lift people out of it (Joubert 2010). Equality is essential in ensuring that all South African children have access to quality education where they can learn in an environment free from bias and discrimination (Asmal 2001). Bronfenbrenner's social ecological systems theory underpinned this study. The purpose of this research was to identify the challenges experienced by two foundation phase teachers in teaching writing. This research was a qualitative study embedded within an interpretive case study. The following factors became evident: poor socio-economic backgrounds, transport, parental illiteracy, and teacher challenges that include the following subthemes: reading problems, differentiated teaching, resources, the language of teaching and learning, and writing support from the Western Cape Education Department (WCED).
&quot;We Are Workshopped&quot;: Problematising Foundation Phase Teachers&apos; Identity Constructions
Author: Dixon, Kerryn
Date: 2014-06-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Workshops,Professional Identity,Reflective Teaching,Foreign Countries,Faculty Development,Barriers,Discourse Analysis,Instructional Design,Power Structure,Educational Needs

The new Minimum Requirements for Teacher Education Qualifications (MRTEQ) document outlined by the Department of Higher Education and Training (DHET) envisages a particular type of teacher. These teachers need to be, amongst other things, reflective, committed, critical practitioners with sound content knowledge (DHET 2011). It is with this in mind that a remark made by a foundation phase teacher in Limpopo raised several questions for the research team investigating communities of practice in the foundation phase. The fact that teachers considered themselves to be &quot;workshopped&quot;, where something is done to them, is in opposition to the kind of teacher envisaged by government, which sees teachers as pivotal to educational transformation. This paper unpacks the implications of teachers constructing themselves as &quot;workshopped&quot; and its relation to workshops as vehicles through which knowledge is acquired. Using Halliday's (1994) systemic functional linguistics (SFL), two instances of this statement used by teachers are analysed. We consider how the mode of the workshop currently presented as a form of professional development is inimical to knowledge acquisition and how it may even negatively impact a teacher's ability to reflect on pedagogical gaps.
Inclusive Education and Insufficient School Readiness in Grade 1: Policy versus Practice
Author: Bruwer, Marietjie
Date: 2014-12-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Grade 1,Elementary School Students,School Readiness,Focus Groups,Elementary School Teachers,Teacher Attitudes,Elementary School Curriculum,Educational Policy,Well Being,Physical Health,Psychomotor Skills,Emotional Development,Interpersonal Competence,Teaching Methods,Language Usage,Communication Skills,Cognitive Ability,Knowledge Level,Poverty

A significant number of young learners entering into Grade 1 in South Africa have not reached the required level of readiness for formal learning due to inadequate early learning experiences. As found in many studies worldwide, these learners are often traumatised because they cannot keep up with the pace and requirements of the formal learning situation, putting them at risk for school failure. Focus group interviews were conducted with Grade 1 teachers at two city schools in Pretoria to explore their experiences regarding the insufficient school readiness of their learners and the impact thereof on the learning process. The predominant concerns emerging from this investigation are the inaccessibility of the current curriculum (Curriculum and Assessment Policy Statement -- CAPS) for learners with insufficient school readiness, and education policies which seem to work against inclusivity. Although Education White Paper 6 (RSA DoE 2001) states that providing quality education to all learners requires adapting curricula, teaching strategies and organisational arrangements to meet the needs of the learners, the teachers in this study feel that they are not allowed the freedom to do so. Recommendations are made to remedy the situation.
Film as Teacher Education Genre: Developing Student Agency in the Production of #Taximaths -- How Children Make Their World Mathematical
Author: Ragpot, Lara
Date: 2014-12-00
Type: Journal Articles
Subjects: Foreign Countries,Films,College Students,Developmental Psychology,Cognitive Psychology,Mathematical Logic,Preservice Teachers,Cognitive Processes,Teacher Education Programs,Documentaries,Preservice Teacher Education,Numeracy,Computation,Mathematical Concepts

The article reports on the process of producing a film for students in a university course. The purpose of the production was to make local film material that could assist students in their learning of developmental cognitive psychology theory in general, but specifically also the mathematical cognition of children. Although the students in the production team set out as actors and technical helpers, they gradually appropriated their acting roles and the plot of the story to the extent that they learned the theory that the film was portraying. Not only did they show interest in the psychology texts and the story, but they also developed agency -- they became the owners of the film. The argument of this paper is that a multimodal foundation in teacher education can give students multiple semiotic entry points, but also, if given the opportunity to make a dramatic film, they can learn the content of mathematical cognition while learning film production. The article argues that contemporary teacher education programmes are by their very nature briefed to be multimodal, because teachers' work in schools in the 21st century requires more than language text and oral, in-person communication.
Approaches to Teaching Primary Level Mathematics
Author: Long, Caroline
Date: 2014-12-00
Type: Journal Articles
Subjects: Elementary School Mathematics,Mathematics Instruction,Curriculum Development,Mathematics Curriculum,Teaching Methods,Problem Solving,Word Problems (Mathematics),Mathematics Skills,Mathematical Logic,Mathematical Concepts,Foreign Countries

In this article we explore approaches to curriculum in the primary school in order to map and manage the omissions implicit in the current unfolding of the Curriculum and Assessment Policy Statement for mathematics. The focus of school-based research has been on curriculum coverage and cognitive depth. To address the challenges of teaching mathematics from the perspective of the learner, we ask whether the learners engage with the subject in such a way that they build foundations for more advanced mathematics. We firstly discuss three approaches that inform the teaching of mathematics in the primary school and which may be taken singly or in conjunction into organising the curriculum: the topics approach, the process approach, and the conceptual fields approach. Each of the approaches is described and evaluated by presenting both their advantages and disadvantages. We then expand on the conceptual fields approach by means of an illustrative example. The planning of an instructional design integrates both a topics and a process approach into a conceptual fields approach. To address conceptual depth within this approach, we draw on five dimensions required for understanding a mathematical concept. In conclusion, we reflect on an approach to curriculum development that draws on the integrated theory of conceptual fields to support teachers and learners in the quest for improved teaching and learning.
Ethical Considerations in Educational Research Involving Children: Implications for Educational Researchers in South Africa
Author: Pillay, Jace
Date: 2014-12-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Ethics,Children,Social Justice,Childrens Rights,International Law,Treaties,Participation,Research Administration,Feedback (Response),Disadvantaged Youth,Cultural Influences,Environmental Influences,Child Safety,Interpersonal Relationship

Adopting a social justice theoretical framework, the author proposes that the involvement of children in educational research is paramount. However, such involvement often exposes children to exploitation and a violation of their rights. As such, it is essential that all research involving children should be ethically sound. Hence, the purpose of this study was to explore ethical considerations in educational research involving children, especially in South Africa, which was historically known for the marginalization of and discrimination against children. This generic qualitative study included a sample of eight experts with extensive knowledge of the ethical concerns surrounding children's participation in research activities. Data was collected through individual interviews, a questionnaire, and the analysis of documents and instruments pertaining to the ethical-legal protection of children's involvement in research activities in South Africa. The findings identify several ethical principles that should be considered within a South African perspective and which have specific implications for educational researchers.
Learning Support Pedagogy for Children Who Struggle to Develop the Concepts Underlying the Operations of Addition and Subtraction of Numbers: The &apos;Calculia&apos; Programme
Author: Fritz-Stratmann, Annemarie
Date: 2014-12-00
Type: Journal Articles
Subjects: Mathematics,Mathematics Instruction,Teaching Methods,Mathematical Concepts,Addition,Subtraction,Preservice Teacher Education,Remedial Instruction,Arithmetic,Young Children,Elementary School Mathematics,Concept Formation,Early Childhood Education,Computation

This paper argues for teaching pre-service teachers about remediation strategies for learners who encounter problems in mathematics in the early grades. The premise is that all teachers should be equipped with theory-based practical knowledge to support learning. A few teaching sessions to develop the concepts that underlie the mathematical operations of addition and subtraction are introduced in this paper. An empirically validated, comprehensive model of cumulative arithmetic competence development from the ages of four to eight years forms the basis for the construction of the suggested teaching unit. The model distinguishes five competence levels of arithmetical conceptual development, and proposes that concepts build on one another hierarchically. A 'part plus part is equivalent to whole' model was constructed based on this hierarchical structure and the understanding that the concept of addition is a dynamic process. The teaching examples include exercises for all children, not only ones who struggle. Possibilities for adapting the exercises to the individual development level of slower or faster learners are also included. All exercises are accompanied by a reflection on the procedure and strategies applied in order to support meaningful and sustainable learning and to give student teachers the opportunity to use knowledge of mathematical cognition theory during their pre-service years.
&apos;Minding the Gap?&apos; A National Foundation Phase Teacher Supply and Demand Analysis: 2012-2020
Author: Green, Whitfield
Date: 2014-12-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Supply and Demand,Primary Education,Elementary School Teachers,Preschool Teachers,Preservice Teacher Education,Language of Instruction,Native Language

This paper explores the extent to which foundation phase teacher supply meets demand in South Africa, against a backdrop of considerable change in an education system endeavouring to fulfil the needs of a 21st century society while still battling with significant inequalities in the distribution of skills. The primary purpose of the paper is to use recently sourced teacher education data from a range of national databases to determine to what extent state-led interventions are assisting to meet the foundation phase teacher supply and demand challenge. The data, as well as the more qualitative aspects of their context, are analysed at the macro (national) level to present a more nuanced picture of foundation phase teacher supply and demand. The study attempts to move beyond simply basing an analysis of supply and demand on teacher attrition, and takes into account multiple variables that should be considered in supply and demand planning. It also goes beyond simply matching supply to demand in the most recent year for which data is available, to forecasting a future scenario which will need to be planned for. The paper concludes by suggesting steps that should be taken to ensure a better match between supply and demand.
Predictors of Grade Retention among Children in an Elementary School Truancy Intervention
Author: Rhodes, Judith
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Students,At Risk Students,Truancy,Correlation,Intervention,Ethnicity,Racial Differences,Age Differences,Student Motivation,Learner Engagement,Grade Repetition,Attendance Patterns,Student Records,Disabilities,Student Characteristics,Suspension

This exploratory-descriptive retrospective study examined the demographic, school-related, psychosocial risk factors, and service referrals among elementary school children (N=2,861) at risk for continued truancy. The study purposed to investigate the domains of staying in school and progressing in school, constructs associated with eventual school dropout. The sample of school children was enrolled in 16 individual program sites of a statewide, community-based prevention intervention in the Deep South. Binary logistic regression analysis was conducted to determine which correlates among the indicators best predicted on-time grade level at 3 years postintervention among a sample of at-risk youth. Model fit to the data was modest. Findings showed ethnicity and grade at program admission were significantly associated with on-time grade attainment at 3 years postintervention. Children assessed as unmotivated by their teachers were less likely to be on time for their grade at 3 years postintervention than children who were not assessed as unmotivated. Findings also suggest the construct of school disengagement is an important concern for school social workers in practice with elementary students. Implications for school-based intervention and research are discussed. Further research should study the mechanisms and specific services with the intervention that are most effective when working with elementary-age school children. More research is needed to understand how children with differential levels of school engagement are impacted by nonacademic interventions and how this impacts school performance.
First-Generation Students with Undecided Majors: A Qualitative Study of University Reacculturation
Author: Glaessgen, Tracey A.
Date: 2018-00-00
Type: Journal Articles
Subjects: First Generation College Students,Student Adjustment,Focus Groups,Observation,Student Attitudes,Stress Variables,Student School Relationship,Friendship,First Year Seminars,Faculty Advisers,Acculturation,Majors (Students),School Culture,Semi Structured Interviews

When they enter institutions of higher education, students typically leave behind one culture to join another. Despite the higher rates of attrition for first-generation students over continuing-generation students and undecided students over declared students, little research has been focused on undeclared first-generation students. To understand the challenges and experiences of first-generation undecided students transitioning to a new and unfamiliar academic environment, we applied a reacculturation process to this qualitative exploratory case study of 35 students. Data came from interviews, focus group interactions, observations, and written responses to open-ended questions, which were subsequently triangulated. Findings revealed heightened feelings of stress, desire to become comfortable on campus, reliance upon continuing-generation friends, helpfulness of a specialized first-year seminar course, and uncertainty about advisors' roles.
&apos;Learning Walks&apos;: Dialogic Spaces for Integrating Theory and Practice in a Renewed BEd Foundation Phase Curriculum
Author: Zinn, Denise
Date: 2014-12-00
Type: Journal Articles
Subjects: Foreign Countries,School Visitation,Theory Practice Relationship,Work Experience Programs,Curriculum Development,Integrated Curriculum,Teacher Education Programs,Program Implementation,Educational Change,Bachelors Degrees,Program Design

In teacher education, the integration of theory and practice is perhaps best manifested in work-integrated learning (WiL), which entails the merging of academic and professional knowledge domains (CHE 2011). The redesign of current BEd programmes at Nelson Mandela Metropolitan University (NMMU) to align with the Faculty of Education's new vision and mission started in 2011. Rigorous interrogation of previous and current paradigms and practices led to uncomfortable awareness of the lack of relevance of teacher preparation programmes in relation to conditions in the majority of schools in the country. Furthermore, the undesired schism between theory and practice was clearly exacerbated by the existing teaching practice model. The primary challenge was to design integrated, coherent new BEd programmes, to be responsive to the realities of the majority of South African schools, and to facilitate the connection between theory and practice in the teacher education programme. The study described in this article responded to this challenge through the application of a humanising curriculum framework that had been co-constructed within the Faculty. It led to the implementation of 'learning walks', the name given to the dialogic spaces which were created to develop and inform a new model of WiL.