ethanporcaro/eric-fulltext-meta huggingface dataset:
Grade 4 Learners with Reading and Writing Difficulties in Mauritius: Oral Reading and Spelling Characteristics
Author: Veerabudren, Sattiavany
Date: 2023-00-00
Type: Journal Articles
Subjects: Grade 4,Elementary School Students,Oral Reading,Foreign Countries,Language Tests,Reading Tests,Writing Difficulties,Reading Difficulties,Student Characteristics,Screening Tests,Learning Disabilities,Comparative Analysis,Spelling,Tests,Delayed Speech,Diagnostic Tests,Intervention,Speech Language Pathology,Comorbidity,Public Schools

Background: Learners with reading and writing difficulties (RWD) are accommodated in Mauritian government schools without formal curriculum adjustment and teacher support. Little is known about their RWD. The aim was to describe the characteristics of Grade 4 learners with RWD. Aim: To describe the characteristics of Grade 4 learners with RWD. Setting: Government primary schools in Mauritius, in urban and rural areas. Methods: Grade 4 learners with RWD from 20 randomly selected schools were identified with the Screening Tool for Learning Disorders (STLD). A comparative design was used. Parents of 67 learners with RWD (research group [RG]) gave consent. Forty-nine learners without RWD were selected as a control group (CG) based on academic performance and consent. Hearing loss and visual impairment were excluded. The Clinical Evaluation of Language Function Observation Rating Scale (CELF-5 ORS), the Schonell Spelling Test and the Gray Oral Reading Test were used. Results: The CELF-5 ORS showed a wide range of difficulties of the RG with speaking, listening, oral reading and writing. There were significant differences between the RG and CG with reading and spelling. Despite being in Grade 4 (mean age 9.0 years), the mean spelling age for the RG was 5.5 years, corresponding to a Grade 1 level. Positive correlations were found between the STLD and listening, speaking and reading on the CELF-5 ORS for the RG. The more likely it was that participants had specific learning disorders on the STLD, the worse the spelling. Those with a history of speech and language delay performed more poorly with reading and spelling. Conclusion: Difficulties were confirmed by all the measures. Diagnostic assessments for specific learning disorders are required to exclude intellectual disability and other comorbidities. There is a dire need for intervention programs for learners with RWD in mainstream government schools in Mauritius. Programs should include speech-language therapists and aim at prevention, identification, diagnosis and intervention. Contribution: The study is important for speech--language therapists working in the education system and primary school teachers. There is a dire need to implement intervention programs for learners with RWD in mainstream government schools in Mauritius.
One Hundred Core Concepts in Chemistry and Upper-Secondary School Teachers&apos; and Students&apos; Chemistry Conceptual Structures
Author: Qian, Yangyi
Date: 2023-00-00
Type: Journal Articles
Subjects: Scientific Concepts,Chemistry,Secondary School Students,Secondary School Teachers,College Students,College Faculty,Student Attitudes,Teacher Attitudes,Concept Formation,Science Achievement,Foreign Countries

A solid grasp of basic concepts and their relationships can stimulate learning motivation, improve teaching quality, and help students to build a body of knowledge in a discipline. Most of the previous studies have considered one chemistry topic amongst many others. To date, no studies have been conducted to explore the conceptual structures of teachers and students based on chemical concepts. Experts, teachers, and students (N=2348) from three public universities and ten upper-secondary schools in China participated in the studies. In Study 1, personal interviews, material evaluation, and importance rating questionnaires were conducted to determine the core concepts. In Study 2, the multidimensional scaling (MDS) and cluster analysis (CA) were conducted to explore the conceptual structures of upper-secondary school teachers and students. Then the structural differences between high- and lowachieving students were compared. The results showed that the three-dimensional solutions were appropriate for the conceptual structures of teachers and students, respectively. The high-achieving students have a more scientific and organized conceptual structure than those of low-achieving students. This study is the first to explore core concepts and their structure with a large sample size, and the reliable results help students understand abstract chemical concepts and improve their interest in scientific disciplines in the future.
Teacher Awareness of Psychosocial Support Available as per the Integrated School Health Policy in South Africa
Author: Pillay, Jace
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,School Health Services,Public Schools,Mental Health,Health Needs,Disadvantaged Schools,Elementary Schools,Elementary School Teachers,Teacher Role,Training,School Safety,Intervention

Background: In 2012, the South African government initiated the Integrated School Health Policy (ISHP) to serve as a national guideline on providing school health and support services from key stakeholders such as the Department of Health (DoH), Department of Basic Education (DBE) and Department of Social Development (DSD). However, despite the ISHP regulations, publications report that teachers in underresourced government schools are not sufficiently equipped to address their learners' psychosocial challenges. Aim: This study aimed to assess which psychosocial interventions implemented at the schools the school teachers are aware of. Setting: A total of 50 school teachers from five under-resourced primary schools in Gauteng school communities of Meadowlands, Ivory Park, Alexandra and Doornkop-Soweto completed a feedback questionnaire designed by the investigators. Methods: This descriptive study follows a quantitative descriptive design. A comparative descriptive analysis between schools using frequencies, percentages and graphs was used to analyse the results. Results: Results indicate that a school teachers' ability to support their learners varies per school and is based on their school's compliance to training their teachers on the school safety protocols and is not affected much by external training. Schools that follow the ISPH regulations on teachers' training of protocols, better equip their teachers to observe psychosocial challenges their learners face. Conclusion: Despite the availability of guidelines, this study observes a gap in educators' observations of mental health concerns or external stakeholders responsible for nonphysical assistance. Contribution: Findings of this study provide feedback to all relevant stakeholders to assist in their future recommendations planning. One recommendation the authors of this study suggest may be that further studies explore if the lack of mental health observations is a result of poor teachers-student relations or a need for school teachers to be educated on learner mental health risk factors.
Factors Influencing Foundation Phase Rural Teachers&apos; Understanding and Practices in Selecting Inclusive Teaching Strategies
Author: Mabasa-Manganyi, Rachel B.
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Rural Schools,Knowledge Level,Educational Practices,Inclusion,Teaching Methods,Foreign Countries,Teacher Attitudes,Observation

Background: It is arguable that teachers' understanding of the roles of various stakeholders and their need to sometimes assume some of these roles influenced how they practice inclusive education that results in influencing the choice of strategies that they will employ in the classroom. Aim: This article presents factors influencing how foundation phase rural teachers practised inclusion during teaching and learning in ordinary classrooms. Setting: The study was conducted in Limpopo, South Africa, from four selected schools. Methods: Four foundation phase teachers were purposefully selected to participate in the study. Direct observations and supplementary data through individual interviews were employed to elicit data from in-service foundation phase rural teachers. Results: The findings from the data revealed that teachers' current understanding of inclusive pedagogy is influenced by knowledge of inclusive pedagogical practices, professional development, reflective teaching and planning of lessons contents, which was found to be inadequate, whilst the absence of teacher development through workshops and lack of parental involvement and teachers being in loco-parentis is found to be another contributing factor. Conclusion: The study supports that foundation phase rural teachers should be capacitated and empowered through consistent teacher development workshops. Parents also need to be empowered on their support role in order to fully realise inclusive pedagogy in rural classrooms. Finally, the study recommends further research on teacher development and teachers being in loco-parentis in rural foundation phase classrooms. Contribution: The study highlights issues of equality and human rights, which has a fundamental bearing on teaching and learners for both teachers and more importantly the learners they teach.
Embedding Cultural Competency in First-Year Urban and Regional Planning Undergraduates. A Practice Report
Author: Cozens, Paul
Date: 2023-00-00
Type: Journal Articles
Subjects: Urban Planning,Undergraduate Students,Cultural Awareness,Educational Change,Units of Study,Case Studies,Diversity,Self Evaluation (Individuals),Scores,Student Attitudes,Learning Processes,Educational Benefits,Films,Immigrants,Indigenous Populations,Foreign Countries

This practice report highlights changes made to a first-year unit in an Urban and Regional Planning degree, designed to enhance students' levels of cultural competency. We briefly discuss the history of cultural competency highlighting a lack of application in the field of urban planning. We report on a practical case study where six strategies were developed to enhance students' cultural competency. We reflect on the experience of designing and delivering a unit called Diversity and Cultural Planning. The results from 38 students who completed a cultural competency survey at the start and at the end of term, revealed an increase in overall self-assessment scores of around 12%. As cities become more diverse, this practical case study highlights the need and benefits of enhancing the cultural competency of those who both teach and learn about urban planning.
Improving the Academic Performance and Mental Health of Non-Traditional University Students through a Shorter Delivery Model: Exploring the Impact of the Southern Cross Model
Author: Nieuwoudt, Johanna
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Nontraditional Students,Academic Achievement,Mental Health,Psychological Patterns,Stress Variables,Time Management,Stress Management,School Schedules,Models,Time Factors (Learning),Anxiety,Depression (Psychology),Symptoms (Individual Disorders),Well Being

University students are often depicted as carefree young adults; however, many students struggle to manage the &quot;normal&quot; stresses of university life and may experience high rates of psychological distress. This study compared a traditional delivery model to a shorter delivery model (i.e., the Southern Cross Model) in terms of students' psychological distress, their perceived time pressure, and academic performance. The results indicated a significant difference in academic performance and psychological distress between the shorter delivery model and the traditional delivery model, with students in this shorter delivery model experiencing lower levels of psychological distress and enhanced academic performance. No significant difference in time pressure was found between the delivery models. This study indicates that the Southern Cross Model may enhance students' academic performance and help them to better manage the normal stresses of university life.
Academic Dishonesty: An Exploratory Study of Traditional versus Non-Traditional Students
Author: Monahan, Michael
Date: 2023-03-00
Type: Journal Articles
Subjects: Ethics,Cheating,College Students,Nontraditional Students,Electronic Learning,Computer Assisted Testing,Adult Students,Business Administration Education,Educational Technology

Academic dishonesty is a major issue in education. Perhaps more so in the online environment where may times students are on their honor to complete exams without the use of the Internet, notes, or other prohibited materials. The age range of 18-24 encompasses the traditional aged student body. The non-traditional students are over the age of 25 and may be married, have children, full time jobs and other obligations. Age and the concomitant responsibilities associated with married life, children and working full time work may have advanced the maturity of these students and may allow them to look at the bigger picture and become less tolerant on issues of academic dishonesty. An analysis of the grade records in business classes at a mid-Atlantic comprehensive university provided the data for this study. All class were online and covered the period from 2017-2021. A total of 455 participants (134 traditional aged students and 321 non-traditional aged students) took either two or three exams each, equating to a total of 1227 test scores being analyzed. To determine if cheating was occurring faculty began utilizing the capabilities of the Respondus Lockdown Browser® which records both sound and video while the student is taking the exam. The results were surprising. Implications for practice are also included.
Advancing Students&apos; Business Knowledge via the Deployment of Simulations
Author: Alsaaty, Falih M.
Date: 2023-03-00
Type: Journal Articles
Subjects: Business Administration Education,Knowledge Level,Simulation,Teacher Motivation,College Students,Cooperative Learning,Learning Activities,Decision Making

The purpose of this paper is to discuss the role of simulations to advance students' knowledge of the business enterprise, and illustrate the attributes of a selected simulation deployed in strategic management course. Business education is a transitional phase in the lives of college students designed to empower them to occupy managerial positions that influence the long-term survival and growth of the enterprise. Professional success of fresh graduates who join the workforce could be enhanced further with the use of innovative teaching and learning approaches. Well-structured business simulations could in view of the Generative Learning Theory enable students to translate knowledge gained in their programs into practice while, at the same time, assist them to develop decision-making skills.
State-Level Adverse Impact in Six-Year College Graduation Rates: Black Students 2002-2018
Author: Hobson, Charles J.
Date: 2023-03-00
Type: Journal Articles
Subjects: Graduation Rate,Time to Degree,African American Students,Racial Differences,Geographic Location,Political Attitudes,Demography

Using U.S. Department of Education 6-year college graduation rate data for 17 cohorts (1996-2002) to (2012-2018), adverse impact on Black students as compared to White students was evaluated for all 50 states and D.C. Potential relationships between state adverse impact and Black population percentage, geographic location, and political affiliation were also examined. Major results included: (1) documentation of widespread adverse impact against Black students throughout the U.S.; (2) a tendency for states with higher percentages of Black residents to have higher levels of adverse impact; (3) documentation of lower levels of adverse impact for states located in the Northeast than those in the West, South, and Midwest; and (4) documentation of lower adverse impact levels in Blue states as compared to Purple and Red States.
Academic-Support Environment Impacts Learner Affect in Higher Education
Author: Voisin, Lindsey E.
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Academic Support Services,Student Attitudes,Anxiety,Self Esteem,Skill Development,Academic Persistence,Intervention,Psychological Patterns,Grades (Scholastic),Grade Point Average,Foreign Countries

Unlike university classrooms, academic support services provide students opportunities for enactive mastery of a skill with immediate feedback in a low-risk learning environment. Given that this environment likely alters affective states, this study tracked support-seekers' perception (n=107) of their anxiety and confidence before and after repeated 1 hour academic skill development sessions (n=384). Results showed that academic-support environment had a robust, immediate, and long-lasting effect on decreasing anxiety and increasing confidence. Positive outcomes such as reduced anxiety and increased confidence during an academic skill development session were associated with increased academic performance. There was a high rate of participants (98%) persisting into the next year of their program. Together this study demonstrates that the academic-support environment can provide intervention in the form of enhancing affective states in situations of high anxiety and low confidence to potentially affect academic outcomes and retention rates.
Giving Australian First-in-Family Students a Kick Start to University
Author: Chapin, Laurie A.
Date: 2023-00-00
Type: Journal Articles
Subjects: First Generation College Students,Foreign Countries,Barriers,Student Adjustment,Orientation,Learner Engagement,Attendance,Self Efficacy,Grades (Scholastic),Comparative Analysis,Study Habits,Social Support Groups,Academic Achievement,Academic Persistence,School Holding Power,Pilot Projects,Commuting Students,Social Capital,Cultural Capital,Student Attitudes,Measures (Individuals),Student Characteristics

Australian university students who are the first in their family to attend university are more likely to encounter challenges in their transition to university, and programs to support students are important for success and retention. Fifteen first-in-family (FiF) students participated in an Australian-first pilot orientation program. Program students had better engagement (attendance and study hours) and higher grades compared to a control group. There were no group differences in self-efficacy, program participants had steady social support over time while the control group experienced a decline across semester 1. Qualitative findings indicate that participants felt confident about their transition and did not report academic challenges. They had made connections and felt supported. Commute times were the most common adjustment reported.
Effective Curriculum Implementation for Optimal Teaching and Learning Experience: A Study from a Private School in Dubai
Author: Haque, Aaisha
Date: 2023-00-00
Type: Journal Articles
Subjects: Curriculum Implementation,Foreign Countries,Barriers,Teacher Surveys,Teacher Attitudes,Administrator Attitudes,Comparative Analysis,Faculty Development,Faculty Workload,Educational Policy,Policy Formation,Private Schools,School Effectiveness,School Administration,Teaching Methods

The study aims to identify the barriers and provide remedies for effective curriculum implementation. The identified barriers from the literature review are divided into three categories: students, teachers, and management. An online survey was executed with 150 teachers at the same school to gain their insight on the subject. Besides, 15 heads were interviewed to see the similarities and dissimilarities in their opinions of teachers. For this reason, the study has adopted the mixed-method framework to trace the convergence and divergence in the findings. The online survey has helped gather quantitative data, which was further analysed by statistical methods. In addition, Qualitative data was collected through interviews, and thematic analysis was executed to interpret their responses. Finally, the join display chart format is employed to check the similarity and dissimilarity in their opinions. The finding indicates that heads are giving substantial significance to the teachers' curriculum knowledge and need for professional development. Also, they want higher management to think in this line. In contrast, teachers have shown inconsistency in their responses for both constructs and highlighted the issue of workload. To this end, the study suggests that higher-level management develop concrete and meaningful policies to overcome the barriers. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]
A Proposed Model in Designing Curriculum for Microcredentials in the Philippines
Author: Pawilen, Greg Tabios
Date: 2023-00-00
Type: Journal Articles
Subjects: Models,Curriculum Design,Credentials,Foreign Countries,School Business Relationship,Education Work Relationship,Cultural Context,Economic Climate,Political Influences,Higher Education,College Faculty,Teacher Attitudes,Validity

This study explores the use of micro-credential as an innovative curriculum design for addressing individuals' needs and the industry's demands. Specifically, since offering micro-credentials is relatively new in the Philippines, the study proposed a curriculum development model that will be useful in guiding curriculum experts and educational institutions in designing micro-credentials. The proposed model is both linear and dynamic. Considering the unique cultural, political, and economic context of the Philippines, the proposed model reflects the different curriculum sources, and the internal, external, and organizational influences that are considered in designing micro-credentials. The proposed model is the first to be developed in the country and it could also be used as a model for designing micro-credentials in other countries. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]
Evaluation of Senior High School Curriculum: Perspectives and Experiences of Students and Teachers
Author: Sales, Jose Niño R.
Date: 2023-00-00
Type: Journal Articles
Subjects: Curriculum Evaluation,High School Students,High School Teachers,Student Attitudes,Teacher Attitudes,Foreign Countries,Knowledge Level,Satisfaction,Readiness,Curriculum Implementation,Individual Characteristics

Curriculum evaluation is a significant element in the process of education. The goal of the curriculum evaluation is to understand if the curriculum is producing the desired results. This study evaluated the Senior High School (SHS) curriculum of De La Salle Araneta University (DLSAU) in Malabon city, Philippines. Descriptive evaluative design using a mixed method approach was employed to examine the perspectives and experiences of SHS students and teachers focused on the domains of curriculum satisfaction, knowledge and confidence with the curriculum, preparation with the curriculum, and satisfaction with the curriculum supports. Perceptions of students and teachers collected from focus group discussions and survey questionnaires were transcribed, analyzed, and interpreted to further reveal the SHS curriculum's strengths and areas to be improved. The findings revealed that students and teachers were satisfied, knowledgeable, confident, and prepared in learning and implementation of the curriculum. The study also highlighted the features of the SHS curriculum unique to DLSAU. Moreover, students and teachers shared their insights on how to further strengthen the curriculum in terms of its implementation and supporting student learning. It was recommended that curriculum evaluation must be conducted regularly consolidating and taking into consideration students' and teachers' insights and suggestions among other areas of the curriculum. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]