ethanporcaro/eric-fulltext-meta huggingface dataset:
Empowering First Year (Post-Matric) Students in Basic Research Skills: A Strategy for Education for Social Justice
Author: Zulu, Constance
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Student Empowerment,Research Skills,Student Research,Social Justice,Economically Disadvantaged,Blacks,Active Learning,Cooperative Learning,Research Projects,Group Activities,Outcomes of Education,Reading Skills,Writing Skills,Critical Thinking,Skill Development,Questionnaires,Group Dynamics,Educationally Disadvantaged,Student Improvement

Post-matric students from under-resourced (historically disadvantaged) black high schools generally encounter difficulties in their academic work at university. The study reported here was intended to empower first year (post-matric) students from these schools with basic research skills in a bid to counteract the effects of their high school under-preparedness. The context of an English and Academic skills module was used to offer a hands-on collaborative research skills experience based on John Dewey's concept of &quot;learning-by-doing.&quot; The students were an intact class of Human and Social Sciences first year students involved in a research endeavour based on student-generated topics. The research project was carried out in small groups during the second semester of the year. Qualitative data were collected by means of an open-ended questionnaire and a written report at the end of the year. Students reported that the collaborative research experience had a positive effect on their basic research, reading, writing, and critical thinking skills, and it empowered them to work in groups on a project. They had not been exposed to this experience at high school.
Teaching for Social Justice Education: The Intersection between Identity, Critical Agency, and Social Justice Education
Author: Francis, Dennis
Date: 2011-00-00
Type: Journal Articles
Subjects: Teaching Methods,Social Justice,Teacher Education,Preservice Teachers,Whites,Females,Change Agents,Foreign Countries,Power Structure,Disadvantaged,Professional Identity,Gender Bias,Race,Interviews

In line with national policy requirements, educators are increasingly addressing forms of social justice education by focusing on classroom pedagogies and educational practices to combat different forms of oppression such as racism and sexism. As all educators have a role to play in dismantling oppression and generating a vision for a more socially just future, teacher education has the responsibility to capacitate pre-service teachers to work in areas of social justice education. It is, however, difficult to conceptualise programmes for social justice education without considering the interconnection between various social identities and how such identities can feed into critical agency and education for social justice. Working with the assumption that white women teachers must be part of the solution to bring about social change in South African education, we used in-depth interviewing to explore pre-service teachers' emerging identities as teachers, and how these identities are connected to notions of critical agency and a stance towards social justice.
Understanding How We Understand Girls' Voices on Cultural and Religious Practices: Toward a Curriculum for Justice
Author: du Preez, Petro
Date: 2011-00-00
Type: Journal Articles
Subjects: Females,Religious Factors,Curriculum Development,Guidelines,Justice,Ethics,Caring,Discourse Analysis,Epistemology,Personal Narratives,Cultural Background,African Languages,English,Indo European Languages,Cultural Differences,Foreign Countries,Acquired Immunodeficiency Syndrome (AIDS),Pregnancy,Violence,Student Attitudes,Dance,Older Adults

It is imperative to take account of the many faces of justice when exploring the elements of a curriculum for justice. Justice is not only about equity, equality and fairness, but about creating spaces where people can learn to prioritise a significant Other and practise doing so. The curriculum needs to provide a space where the legal, restorative face of justice and its ethical face could coincide. Firstly, we argue that a sole focus on justice as reasonableness might reinforce the notion of &quot;separate but equal&quot;, and that through a leveling of difference, we might opaquely strengthen difference without an inclination to care deeply for those whose background might differ from ours. Secondly, we argue that the legal and ethical faces of justice are not mono-tonal, but that these faces constitute many complexions based on the body holding it (or the person who attempts to make sense of these faces). In this article we will attempt to understand how we make sense of girls' voices on cultural and religious practices. We imagine that understanding how we understand Others might place us in a better position to provide guidelines to develop curriculum spaces for profound justice; i.e. justice that is based on reasonableness and, more importantly, on care.
Religion in Education in South Africa: Was Social Justice Served?
Author: van der Walt, Johannes L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Justice,Religion,Civil Rights,State Church Separation,Role of Education,Educational Practices,Educational Policy,Public Education,Public Schools

The promulgation of South African policy regarding the place of religion in public education was delayed until 2003, after a lively debate. The National Policy on Religion in Education effectively banned confessional, sectarian religion from public schools, but allowed for the teaching of Religion Studies as an academic subject and for religious observances, on condition that these were offered in a fair and equitable manner. Given the nature of the debate around religion and education in South Africa, it can be asked whether the state has served social justice through this Policy. A discussion of human rights, social justice, morality and the role of the state leads to the conclusion that although the state never actually mentioned the philosophical or moral driving forces behind the Policy, it is most likely that it applied tenets of secularism, value-plurality, pragmatic political expediency and modus &quot;Vivendi.&quot; This was probably the best route for the state to follow considering how, in the past, education suffered from the over-emphasis of divisive factors. Revised policy could arguably take cognisance of how actors on the ground dealt with this conundrum.
Valorising the Voice of the Marginalised: Exploring the Value of African Music in Education
Author: Nompula, Yolisa
Date: 2011-00-00
Type: Journal Articles
Subjects: African Culture,Folk Culture,Music Education,Music,Cultural Pluralism,Grade 5,Elementary School Students,Indigenous Populations,Dance,Singing,Foreign Countries,Experimental Groups,Control Groups,Musical Instruments,Ethnocentrism,Multivariate Analysis,Statistical Analysis,Pretests Posttests

I explore the role and value of African music in education, by drawing from a study of Grade 5 learners at a school in the Eastern Cape, which was designed to answer the question: Could Xhosa children in South Africa sing Xhosa indigenous songs significantly better than European folk songs? The experimental group received instruction in Xhosa indigenous songs accompanied by indigenous instruments. Instruction included traditional dancing, antiphonal singing technique and improvisation. The control group received instruction in European folk song singing accompanied by Orff instruments. The results of the study suggest that the Xhosa children sang the Xhosa repertoire expressively and significantly better than the European songs. Based on the findings, I argue for the inclusion of African music in education. The purpose of the research was to determine whether there is any significant development in the cognitive, psychomotor and affective skills of learners when taught African music as opposed to western European music. The aim was also to assist educators with meaningful pedagogical approaches and alternative methodologies to enhance an inclusive learning and cultural experience in music education.
Morality as the Substructure of Social Justice: Religion in Education as a Case in Point
Author: Potgieter, Ferdinand J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Justice,Morale,Case Studies,Public Schools,Public Education,State Church Separation,Role of Religion,Hermeneutics,Phenomenology,Educational Policy,Educational Practices,Foreign Countries

Moral issues and principles do not only emerge in cases of conflict among, for instance, religious communities or political parties; indeed they form the moral substructure of notions of social justice. During periods of conflict each opponent claims justice for his/her side and bases the claim on certain principles. In this article, reference is made to the differences among South Africans about the extent to which religion and religious differences in the population should be accommodated in public school education. Explorative hermeneutic phenomenology facilitates an investigation into the nexus between social justice and its moral substructure. This is followed by a discussion of the moral dilemma facing education policymakers regarding the accommodation of religion in public education, with the aid of two contrasting metaphors, namely, the &quot;Strict Father&quot; and the &quot;Nurturant Parent.&quot;
Literacy Journeys: Home and Family Literacy Practices in Immigrant Households and Their Congruence with Schooled Literacy
Author: Kajee, Leila
Date: 2011-00-00
Type: Journal Articles
Subjects: Immigrants,Family Literacy,Social Justice,Family (Sociological Unit),Family School Relationship,Foreign Countries,Case Studies,Ethnography,Observation

Major sociocultural contexts of learning such as families, communities and schools are imbued with power, and power favours some more than others. Given that schools are important sites of social and cultural reproduction, one of their major tasks is to teach learners to be literate. However, literacy is often viewed only as schooled literacy in the dominant language, and the role of the home has been undervalued in the past. In this paper I examine, through a sociocultural lens, the role played by the home and community in literacy learning. Through data elicited from observations of family interactions and conversations, as well as interviews with family members in two immigrant households, I examine their home and community literacy practices and ask how these practices intersect with schooled literacy. I conclude that immigrant children have far greater language and literacy skills than presumed, and that schools need to recognize language and literacy practices that children engage in at home and in the community, and emphasize that social justice for all requires educational shifts.
The Effect of a Latchkey Situation on a Child's Educational Success
Author: Venter, Elza
Date: 2011-00-00
Type: Journal Articles
Subjects: Literacy,Academic Achievement,Latchkey Children,Low Income,Depression (Psychology),Qualitative Research,Daily Living Skills,Elementary School Students,Risk,Disadvantaged Environment,Self Esteem,Academic Ability,Self Efficacy,Teacher Attitudes,Student Adjustment,Parent Child Relationship,Teacher Student Relationship,Correlation,Interviews,Parent Attitudes,Academic Failure,Case Studies,Social Support Groups,Foreign Countries

Self care is one of the options for parents in need of after school care for their children. In certain studies self care is seen as detrimental to development and academic performance, but in other studies children do fairly well notwithstanding their latchkey situation--self care could teach young people a sense of personal responsibility and self reliance. In this article we emphasise the negative influence of self care, especially for primary school children. The after-school hours alone at home can be very risky for children living in low income, dangerous, or disadvantaged environments. Children being left alone for more than three hours often present with low self esteem, low academic efficacy and high levels of depression. They are often not well adjusted and sometimes present with behavioural problems. Educators have expressed concern about the academic adjustment and achievement of self-care children. In this study we looked at the influence of a latchkey situation on children's relationships with parents and educators in connection with educational success. A qualitative research design was used with three cases of latchkey children, where parents, children, and their educators were interviewed.
The Role of Academic Student Services in the Retention of American Indian Students at a Sub-Baccalaureate Technical College
Author: Schmidtke, Carsten
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Personnel Services,School Holding Power,Academic Persistence,American Indian Students,Community Colleges,Vocational Education,Role of Education,Graduation Rate,Interviews,Institutional Characteristics,Psychological Characteristics,Social Influences,Administrative Organization,Qualitative Research,Content Analysis

Perceptions of graduating American Indian students at a mainstream sub-baccalaureate technical college about how support from academic student services had helped them learn and persist in their studies were solicited. Bean's (2005) themes of college student retention served as the framework for the inquiry. Findings indicate that (1) academic student services contribute to institutional fit and the development of key attitudes in students, and (2) academic student services are seen as a service to students, meaning that students want help to be easy to find and always available and employees to function less as university employees and more as their advocates in navigating university bureaucracy and program requirements.
Predicting Community College Outcomes: Does High School CTE Participation Have a Significant Effect?
Author: Dietrich, Cecile
Date: 2016-00-00
Type: Journal Articles
Subjects: Career Education,Technical Education,High School Students,Community Colleges,Two Year College Students,Predictor Variables,Hierarchical Linear Modeling,Environmental Influences,Outcomes of Education,Associate Degrees,Certification,Gender Differences,Racial Differences,Socioeconomic Status,Academic Achievement,Context Effect,Longitudinal Studies,Statistical Analysis

This study explored the relative importance of participation in high school career and technical education (CTE) programs in predicting community college outcomes. A hierarchical generalized linear model (HGLM) was used to predict community college outcome attainment among a random sample of direct community college entrants. Results show that even after controlling for various pre-college and environmental factors, community college students who had participated in a high school CTE program were either just as likely or more likely to attain all of the outcomes measured in the study when compared to students from general curriculum programs. Although high school CTE students who matriculated to community colleges were significantly less likely to transfer to a four-year college with or without a credential as compared with college prep students, they had significantly greater odds of earning an associate's degree or a certificate. Thus, among community college students, high school CTE participation may help facilitate goals related to the completion agenda, which call for increasing the number of individuals with quality postsecondary credentials.
Personal Reflection: From Regional University to Premier Research Institution--Multiple Forms and Applications of Scholarship of Teaching and Learning
Author: Galle, Jeffery
Date: 2009-01-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Higher Education,College Faculty,Part Time Faculty,Educational History,Teacher Role,Adjunct Faculty,College Instruction

This reflective essay describes the distinct ways that the scholarship of teaching and university has been integrated into the academic culture at two very different universities with the suggestion that universities who actively study their own relationship and history with [Scholarship of Teaching and Learning] (SoTL) can make some empowering discoveries.
Developing Useful and Transferable Skills: Course Design to Prepare Students for a Life of Learning
Author: Justice, Christopher
Date: 2009-07-00
Type: Journal Articles
Subjects: Skill Development,Transfer of Training,Active Learning,Inquiry,College Freshmen,First Year Seminars,Curriculum Design,Social Sciences,Comparative Analysis,Research Skills,Writing Skills,Writing (Composition),Basic Skills,Academic Ability,Effect Size,Scores,Research Universities,Foreign Countries

This article examines evidence of academic skill development and transfer related to the taking of a first year Inquiry-based seminar course designed to enhance a range of self-directed learning skills and their transferability to other learning contexts. The study compares a sample of academic work from two groups of Social Sciences students, one comprised of students who had taken the Inquiry course and the other who had not. The student work consists of (1) papers submitted by participants who were asked for the best paper they had written at university; and (2) descriptive narratives provided by participants of the steps they took in researching and writing that paper. Qualitative and quantitative analysis by multiple raters using a blinded protocol was conducted. The results show both meaningfully higher paper and skill assessments for students who had taken the inquiry seminar and evidence of transfer of skills and strategy to other learning contexts, supporting the hypothesis that transfer of core skills occurs under particular learning conditions that can be fostered through course design and enhanced through specific pedagogical objectives.
Perspectives on Online Teaching and Learning: A Report of Two Novice OnlineEducators
Author: Conrad, Dennis
Date: 2009-07-00
Type: Journal Articles
Subjects: Online Courses,Teacher Attitudes,Beginning Teachers,Distance Education,Educational Technology,Teacher Motivation,Qualitative Research,Case Studies,Teacher Educators,Electronic Learning,Student Satisfaction,Undergraduate Students,Graduate Students,Teaching Experience,Student Attitudes

Population growth (Broad, 1997), institutional competition (Daniel &amp; Cox, 2002), and changing learner needs (Willis, Tucker, &amp; Gunn, 2003) are among the issues influencing the increase in online teaching and learning. Related to this, emergent and expanding distance learning technologies have subsequently pitted &quot;brick and mortar&quot; against &quot;online&quot; paradigms. This has resulted in a need for research to clarify the relevance, effectiveness, restrictive and facilitative dimensions of online courses. For example, faculty are increasingly expected and encouraged to develop and teach online courses often with misperceptions about required pedagogical skills and without adequate support and preparation (Choi &amp; Park, 2006). This qualitative study is therefore, aimed at sharing the experiences and perspectives of two novice online instructors' operating within two colleges in the eastern US. These instructors initially shared that a key motivation for the teaching of their online courses was fear of becoming professionally out of date and of &quot;giving in&quot; to technophobia. This paper reports on the background to--and different approaches adopted towards--developing two online courses as well as providing student perceptions of their on-line learning experience. Findings and recommendations from this research are aimed at providing an insight into some of the fundamental issues that other novice &quot;online&quot; instructors will need to consider in developing their own technology mediated courses.
Effects of Inquiry-Based Learning on Students' Science Literacy Skills and Confidence
Author: Gormally, Cara
Date: 2009-07-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Scientific Literacy,Science Instruction,Instructional Effectiveness,College Science,Research Skills,Comparative Analysis,Conventional Instruction,Student Improvement,Skill Development,Student Attitudes,Undergraduate Students,Biology,Introductory Courses,Nonmajors,Science Process Skills,Self Efficacy,Interviews,Course Evaluation,Resistance (Psychology),Teacher Role,Science Laboratories,Student Surveys,Likert Scales,Factor Analysis,Focus Groups,Statistical Analysis

Calls for reform in university education have prompted a movement from teacher- to student-centered course design, and included developments such as peer-teaching, problem- and inquiry-based learning. In the sciences, inquiry-based learning has been widely promoted to increase literacy and skill development, but there has been little comparison to more traditional curricula. In this study, we demonstrated greater improvements in students' science literacy and research skills using inquiry lab instruction. We also found that inquiry students gained self-confidence in scientific abilities, but traditional students' gain was greater--likely indicating that the traditional curriculum promoted over-confidence. Inquiry lab students valued more authentic science exposure but acknowledged that experiencing the complexity and frustrations faced by practicing scientists was challenging, and may explain the widespread reported student resistance to inquiry curricula.
Project-Based Service-Learning in an Instructional Technology Graduate Program
Author: Brescia, William
Date: 2009-07-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Service Learning,Educational Technology,Masters Programs,Nonprofit Organizations,Delphi Technique,Graduate Students,Student Surveys,Interviews,Qualitative Research

The study focused on the critical incidents that occurred to instructional design students when they were involved in project-based service-learning as part of a curriculum that lead to a master's degree. The study provided an illustration that the workplace application of skills, knowledge, and understanding are enhanced through utilization. Students worked with local nonprofit agencies to provide instructional support ranging from needs assessments to delivery of course content. Results indicated that project-based service learning was an effective tool for promoting greater learning. The importance of learning through active participation and reflection was supported, and by extending learning beyond the classroom, students were able to apply their knowledge in ways that transformed their learning experience and fostered a sense of caring about others.
A Measure to Assess Student-Instructor Relationships
Author: Creasey, Gary
Date: 2009-07-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Measures (Individuals),Test Reliability,Test Validity,College Students,College Faculty,Test Anxiety,Student Attitudes,Anxiety,Likert Scales,Learning Strategies,Questionnaires,Rating Scales,Factor Analysis

There is a need for an instrument that assesses student-instructor relationships as many experts speculate that close, non-threatening relationships between students and instructors predict positive achievement orientations, academic progress and success. In this paper, we present reliability and additional validity data concerning the Student-Instructor Relationship Scale, a 36-item inventory we developed that taps student-instructor relationship connectedness and anxiety. In the first study, college students completed this instrument twice over a 3-4 week time period and the instrument subscales possessed good test-retest reliability. In the second study, the subscales of the SIRS were associated with student perceptions of test anxiety in a randomly determined class. As predicted, student-instructor connectedness was negatively associated with test anxiety and student-instructor anxiety was positively associated with this construct. Study implications and suggestions for future research are offered.