ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding Student Participation within a Group Learning
Author: Triyanto
Date: 2019-05-00
Type: Journal Articles
Subjects: Student Participation,Cooperative Learning,Religious Education,Islam,Secondary School Students,Foreign Countries,Early Adolescents,Interpersonal Competence,Group Discussion,Inquiry,Group Dynamics,Student Responsibility

Participation is an effective strategy in the teaching and learning process. Many students contribute in different ways. Nevertheless, many teachers assume that students are only active if they focus on the teacher's learning objectives. The research aimed to describe student participation in-group learning. A mixed research design was conducted to understand student participation. Data were collected through observation and interviews. Interactive data analysis consisted of four-cycle steps: data collection, data reduction, data displays, and the conclusion. This study found that participation in-group learning required mutual respect, a sense of responsibility, awareness of creating a constructive climate, and leadership. The results of this study are expected as a consideration of teachers in determining student participation in teaching and learning processes.
Shared Storybook Reading Interactions between Children with Complex Communication Needs and Their Caregivers
Author: Morwane, Refilwe Elizabeth
Date: 2019-05-00
Type: Journal Articles
Subjects: Story Reading,Childrens Literature,Family Environment,Communication Problems,Developing Nations,Parent Child Relationship,Interaction,Foreign Countries,Interpersonal Communication,Young Children

Quality early home literacy experiences, specifically young children's shared storybook reading experiences, have been identified as critical for establishing the foundations of reading and writing skills. Despite this, literature reports that children with complex communication needs (CCN) have limited exposure to literacy material. There is, however, a paucity of research regarding the home literacy experiences of children with disabilities specifically those with CCN and in developing countries contexts. This study aims to analyse the behaviours of both primary caregivers and their children with CCN during shared storybook reading using a descriptive, observational design. Twelve primary caregivers and their children participated in the study. The 12 participating dyads were video recorded during shared storybook reading activity. Their interactions were analysed using a communicative behaviour checklist coding communicative behaviour of both dyad participants during the shared storybook reading. Results were similar to previous studies conducted on children with CCN from developed countries. The caregivers showed higher rates of interaction as compared to their children, whilst they focused on labelling the pictures rather than reading the story verbatim. Although patterns of interaction varied across the caregivers, they seldom asked complex questions or related the story to the child's utterances. The children, on the other hand, seldom asked questions or commented on the stories. Their interaction patterns could have been improved, should the children have had access to communication devices and caregivers guided on using strategies to facilitate learning during these shared literacy activities.
Developing Metacognition among Young Learners by Using Stories
Author: van Aswegen, Suzanne
Date: 2019-05-00
Type: Journal Articles
Subjects: Metacognition,Story Telling,Public Schools,Elementary School Students,Foreign Countries,Verbal Communication,Intervention,Literacy,Instructional Effectiveness,Reflection,Self Management,Learning Strategies,Cognitive Development,Socioeconomic Background,Educational Environment,Modeling (Psychology)

Being aware of our thinking as we perform learning tasks and then using this knowledge to actively self-regulate what we are doing, is commonly known as metacognition. This study investigated the influence of a story-based intervention on the development of metacognition among Intermediate Phase learners engaged in content area learning. Two intact Grade 4 class groups from two public schools in different socio-economic communities in the Western Cape participated in the study. This design-based research (DBR) study comprised of 2 iterative cycles. A pragmatic paradigm underpins the use of multiple data collection methods. This article reports on the pre- and post-intervention data from the second iteration, comparing the 2 groups. Most learners seemed to have improved in terms of metacognition and strategy knowledge on most data collection instruments. The data, however, revealed that learners in both groups struggled to verbalise their thoughts. Low literacy rates influenced both data collection and the outcome of the intervention. From the study, it appears that the story-based intervention could be a feasible and effective learning tool to develop metacognition within the contexts described in this study.
Emerging Patterns and Problems of Higher-Order Thinking Skills (HOTS) Mathematical Problem-Solving in the Form-Three Assessment (PT3)
Author: Abdullah, Abdul Halim
Date: 2019-05-00
Type: Journal Articles
Subjects: Thinking Skills,Mathematics Skills,Mathematics Instruction,Problem Solving,Secondary School Students,Foreign Countries,Secondary School Mathematics,Mathematical Logic,Achievement Tests,Mathematics Achievement

Higher-order thinking skills (HOTS) mathematical problem-solving was first introduced in the Form-3 assessment (PT3) in 2014. However, to date, there have been no studies of students' ability to solve the mathematical problems in this assessment. Therefore, this study investigated the emerging patterns and problems of HOTS mathematical problem-solving in the PT3. This investigation was a case study and classified under a qualitative research approach. Oral reporting (i.e. thinking aloud protocol) was used to obtain the data. The participants were 10 Form-3 students who were candidates for PT3 in 2015. They were students in a secondary school in a district in Johor Bahru. The results show that students who successfully solved the HOTS mathematical problems produced the same process starting with understanding, followed by phases of planning, implementation, and ending with the final answer. The students who failed to answer the HOTS mathematics questions produced a solution pattern starting with understanding followed by planning and implementation. Based on the patterns, this study also identified the problems that emerged in every step of the HOTS mathematical problems-solving processes and discusses how they could be overcome and improved.
Development of Teachers&apos; Beliefs as a Core Component of Their Professional Identity in Initial Teacher Education: A Longitudinal Perspective
Author: Vidovic, Vlasta Vizek
Date: 2019-00-00
Type: Journal Articles
Subjects: Beliefs,Professional Identity,Teacher Education,Student Development,Elementary School Teachers,Student Teacher Attitudes,Student Role,Teacher Role,Self Efficacy,Foreign Countries,Longitudinal Studies,Figurative Language

The main aim of this research is to longitudinally examine the shift in teaching students' professional beliefs about the teacher-pupil role during the course of their studies. The starting assumption has been that teachers' professional development is largely dependent upon their beliefs about various aspects of their professional role. The beliefs about the teacher-pupil role are the building blocks of teachers' professional identity, which strongly influence the way they teach and communicate with pupils. The participants in the research are 62 student teachers, from three teacher education faculties, who were prepared to teach in the lower grades of primary school. The research was carried out in two waves, at the beginning and at the end of the five-year study programme. The beliefs were explored using a metaphor technique derived from the cognitive theory of metaphor. The results indicate that exposure to the study programme did not considerably affect the change in the belief orientations, meaning that pre-professional beliefs remained unchanged, especially in the perception of the pupil's role. That finding has been discussed in relation to the possible implications for the initial teacher education curriculum and its implementation.
Synchronous versus Asynchronous E-Learning in Teaching Word Processing: An Experimental Approach
Author: Ogbonna, Chinyere Grace
Date: 2019-05-00
Type: Journal Articles
Subjects: Word Processing,Teaching Methods,Electronic Learning,Technology Uses in Education,Synchronous Communication,Asynchronous Communication,Gender Differences,Achievement,Secondary School Students,Foreign Countries,Skill Development

Word processing is a fundamental skill for efficient computer literacy. E-learning has been introduced to ensure wide dissemination of such fundamental content and skills, even beyond school. However, best methodologies need to be identified for efficient instructional delivery. This study therefore investigated the effects of synchronous and asynchronous e-learning on students' cognitive academic achievement and practical skills acquisition in word processing. The study adopted a quasi-experimental research design using a pre-test, post-test, and non-equivalent and non-randomized grouping of two groups of students. The study revealed that both synchronous and asynchronous e-learning significantly increased students' achievement and skills acquisition in word processing irrespective of the gender of the students. However, students taught through the asynchronous mode displayed higher cognitive achievement while those taught through the synchronous e-learning mode displayed improved skills acquisition.
An Approach to Re-Skilling of In-Service Teachers in Physical Education in South African Schools
Author: Stroebel, Leoni C. E.
Date: 2019-05-00
Type: Journal Articles
Subjects: Physical Education Teachers,Faculty Development,Foreign Countries,Knowledge Base for Teaching,Evaluation,Teacher Placement,Inservice Teacher Education,Teaching Skills,Teacher Competencies

During the past two decades, curriculum restructuring in South Africa has had some unintended consequences; one of these being the unrealistic demands expected from Life Skills (LS) and Life Orientation (LO) teachers. Physical Education (PE) finds itself within the multi-faceted subject of LS/LO, therefore the teacher, often without requisite training, has to be accountable for the dissimilar demands of this multidisciplinary subject. The continuing professional development needs are undoubtedly just as diverse as the subject itself is. The aim of the study was to explore an approach for capacitating in-service LS/LO teachers responsible for teaching PE. The research reported in this article employed a qualitative design, which comprised semi-structured interviews with 10 Subject Advisors of LS/LO in the Free State. Themes that emerged from the data analysis were assessment problems, inappropriate allocation of teachers; rotation of teachers; and lack of knowledge and understanding; which culminates in the need for in-service training. The results of this study indicate the necessity for reskilling of in-service LS/LO teachers and propose an approach for a re-skilling programme to equip these teachers with the essential knowledge and skills to teach PE proficiently.
Teachers&apos; Acceptance of Curriculum Reform in the Czech Republic: One Decade Later
Author: Pešková, Karolína
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Development,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Self Efficacy,Gender Differences,Teaching Experience,Teacher Leadership,Resistance to Change

Similarly to other Visegrád Group countries, the most recent curriculum reform in the Czech Republic brought substantial changes in the curriculum documents for schools. The purpose of this study is to investigate Czech primary and lower secondary teachers' current attitudes towards curriculum reform. The results of a survey (n = 701) indicate that teachers have adopted rather negative attitudes. The acceptance of reform tends to increase among the teachers who use curriculum documents regularly and among the teachers with higher self-efficacy. In addition, teachers with system-centred/curriculum-oriented approaches are willing to accept the reform. There is no significant difference between teachers' gender, their length of teaching experience, and their involvement in school management. Within the general frame of the Concern-Based Adoption Model (CBAM), the study draws on data from one country, but the implications for further educational development are potentially applicable across countries with similar educational policy backgrounds.
A Population Approach to Parenting Support and Prevention: The Triple P System
Author: Prinz, Ronald J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Parenting Skills,Child Rearing,Parent Education,Holistic Approach,Delivery Systems,Public Health,Prevention,Intervention,Social Development,Parent Child Relationship,Communication Skills,Developmentally Appropriate Practices,Family Programs,Information Dissemination,Family Needs,Social Behavior,Skill Development,Behavior Modification,Child Health,Well Being,Program Effectiveness,Foreign Countries,Cultural Relevance,Cost Effectiveness

Adverse parenting practices, including child maltreatment, interfere with children's adjustment and life outcomes. In this article, Ronald Prinz describes the Triple P--Positive Parenting Program, designed to improve parenting population-wide. Prinz offers four main reasons to take a population approach. First, official records grossly underestimate the extent of problematic parenting. Second, communities need to normalize involvement in parenting support programs rather than singling out or stigmatizing parents. Third, a population approach could have many benefits, such as preventing behavioral and emotional problems in early childhood, encouraging greater school readiness, and reducing the risk of problems during adolescence. Fourth, compared to strategies that target a narrow segment of parents and children, a population approach may create a climate of positive social contagion for positive parenting. Triple P--a multitiered system of programs with varying intensity levels, delivery formats, and specialized variants--aims to increase the number of parents who have the knowledge, skills, and confidence to raise their children well; to decrease the number of children who develop behavioral and emotional problems; and to reduce the number of children maltreated by their parents. Prinz outlines the origins and guiding principles of Triple P, describes the program model, and explains the conceptual framework for the multitiered approach to prevention. He then summarizes the evidence for this approach, emphasizing population studies that have tested the full Triple P system. He also discusses such critical issues as implementation and quality assurance, benefits versus costs, and significant obstacles to adopting a population strategy for parenting support.
Prospective Early Childhood Teachers&apos; Difficulties in Analysing Children&apos;s Ideas about the Natural and Social Environment
Author: Gutiérrez, María Puig
Date: 2019-05-00
Type: Journal Articles
Subjects: Preservice Teachers,Early Childhood Teachers,Barriers,Childrens Attitudes,Physical Environment,Social Environment,Young Children,Childhood Interests,Language Usage,Child Development,Social Studies,Science Instruction,Foreign Countries,Developmentally Appropriate Practices

This study deals with detecting the difficulties that prospective teachers encounter in recognising and analysing children's ideas in the domains of social studies and science. It qualitatively analyses the reports written by 94 third-year Early Childhood Education degree students, while they were taking courses on &quot;Teaching the natural environment to age groups of 0 to 6 Years&quot; and &quot;Knowledge of the Social Environment.&quot; The results show that the titles prospective teachers use for their proposals titles do not arouse the children's interest, even when they are not being taken literally from the limited Spanish curriculum. Nevertheless, they demonstrate a great capacity for adapting to the children in terms of the language used in the instruments designed to detect the children's ideas. The greatest obstacle they find is in the analysis of the children's ideas, especially in the process of categorising the responses. Further work with prospective teachers is therefore necessary to provide them with experience of direct contact with children, and to accompany them in the detection and analysis of the children's ideas.
Curriculum Reform in Indonesia: Moving from an Exclusive to Inclusive Curriculum
Author: Mukminin, Amirul
Date: 2019-00-00
Type: Journal Articles
Subjects: Curriculum Development,Foreign Countries,Inclusion,Disadvantaged Youth,Rural Population,Poverty Areas,Equal Education,Instructional Leadership,National Curriculum,Educational History,Cultural Awareness,Intercultural Communication,Interpersonal Competence,Global Approach,Social Action

The goal of education is to foster all students' intellectual, social, and personal potential to their highest level by providing them with an equitable and equal education irrespective of their characteristics (e.g., ethnicity, social class, language use, religion, and other human differences). Different students and communities should not be excluded in terms of curriculum. At the micro-level classroom, student engagement is central. Teachers should go beyond the prescribed curriculum by working with their students and by including their voices. However, how can students be successful academically and socially if the school curriculum is anchored in the mainstream curriculum, primarily promoting the dominant groups? For example, given that the books, curriculum, and standardised testing are centralised in Indonesia, the content is, of course, generalised for all students. Teachers and schools throughout the country should use the same materials for all students. However, for the disadvantaged children coming from poor, rural, and remote areas, such policies lead them to trouble. They learn the books and materials that are similar to those that the affluent schools and students use in cities, but their values and perspectives are excluded. Also, how can students who are racially, culturally, and linguistically marginalised and low-income families succeed if the curriculum is organised exclusively to maintain the current social structure? The purpose of this paper is to explore the need to move from an exclusive to inclusive curriculum in Indonesia so that all students can succeed academically and socially. The orienting questions for this study are: (1) What do we mean by an exclusive and inclusive curriculum? (2) What are the components of an inclusive curriculum? (3) What should be reformed to create an inclusive curriculum? (4) What kind of leadership is required to guide the reform from an exclusive to an inclusive curriculum?
Understanding the Relation of Policy Discourse and Reconceptualising Curriculum: A Kosovo Perspective on a New Meaning of Context
Author: Saqipi, Blerim
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Policy,Educational Change,Curriculum Development,Foreign Countries,Cultural Context,Policy Analysis,Educational Philosophy,Educational Resources,Discourse Modes,Critical Thinking,Social Change,Student Centered Learning,Social Systems,Outcomes of Education,Barriers,Elementary Secondary Education

This article is an analysis of the meaning of context in implementing curriculum reform. It uses an analysis of two Kosovo curriculum reforms in the previous two decades to elaborate on how education systems engage in the transfer of transnational ideas as well as how they face challenges in making those ideas succeed. The article uses Discursive Institutionalism and the debate between the Didaktik and Curriculum Theory Traditions as a framework for analysis to understand the form of ideas and types of discourses that are relevant for successful curriculum reform. While the Kosovo curriculum reform has been struggling to find a balance between the Didaktik and Curriculum Theory Traditions, it is evident that two reform projects did not provide sufficient possibilities for coordinative discourse among key actors in the reform implementation. For reform to succeed, education systems need to balance between both background and foreground ideas as well as communicative and coordinative discourses. In education systems whose professional capacities are limited and whose resources are scarce, such a balance gains greater importance, indicating the need for more school-based development activities. Therefore, the context should not be viewed as solely static, but needs to be assigned a new meaning regarding what it is and should be placed at the service of reform implementation by recognising the importance of critical reflection when adopting a particular curriculum policy orientation and tailoring the discourse for promoting reform ideas.
The Heritage of the Cold War in Contemporary Curricula and Educational Reforms
Author: Topolovcan, Tomislav
Date: 2019-00-00
Type: Journal Articles
Subjects: War,Social Systems,Political Attitudes,Foreign Countries,Educational Change,Humanistic Education,National Curriculum,World History,Educational Practices,Standards

Using a theoretical-critical and historical approach, this paper analyses the implications of the Cold War in national curricula and educational reforms of the second half of the 20th century with emphasis on the 21st century. The context of the time after the Second World War and the beginning of the Cold War is shown, as well as the social and political changes that are significant for education and were prompted by the wars. The emergence of the international Organization for Economic Cooperation and Development (OECD) (whose focus is not educational but economic) and the role of behavioural psychology were also analysed, which explained their significance in later educational reforms. The role of the Cold War in reducing socio-humanistic teaching contents and the implementation of natural sciences and mathematics has also been explained. The synthesis of the analysed aspects suggests that the Cold War military and technological race resulted in the implementation of the STEM area, thus the measurability of learning outcomes, which influenced the psychologisation, standardisation, economisation, and globalisation of education. Most of the current (un)successful national educational and curricular reforms were initiated in that direction without respect for the social, cultural, and historical features of individual countries. These changes have left a mark in pedagogy, in which the humanistic approach appears to counteract other approaches. Some educational systems demonstrate a shift from such trends, from the technical-scientific curriculum towards the didactic tradition of Bildung and the philosophy of education. The reasons can be found in the above-average results on international standardised evaluations of those countries that have national curricula, in contrast to what is recommended by the globalisation and standardisation of education as some of the elements of the Cold War heritage.