ethanporcaro/eric-fulltext-meta huggingface dataset:
Redefining Home-School-Community Partnerships in South Africa in the Context of the HIV/AIDS Pandemic
Author: van Wyk, Noleen
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Family School Relationship,Acquired Immunodeficiency Syndrome (AIDS),Educational Policy,Death,Parents,Teacher Attitudes,Principals,Administrator Attitudes,Teacher Role,Grandparents,Health Education,School Community Relationship,Teacher Education,Elementary School Teachers,Secondary School Teachers,Preschool Teachers

Estimates suggest that approximately 12% of South Africans are HIV positive. As a result of the rapid increase of infections in the mid-1990s and the concomitant increase in HIV/AIDS-related deaths, it is estimated that 13% of children have lost one or both parents due to AIDS. In this study data were obtained by open-ended written accounts by teachers and in-depth interviews with teachers and school principals in a small sample of selected schools in KwaZulu-Natal. Findings indicated that in severely affected communities, teachers were often compelled to assume roles traditionally filled by parents. AIDS awareness programmes formed part of the schools' curriculum. However, many schools did not consider involving grandparents, other caregivers and community members in the physical, emotional and cognitive support needed by learners because teachers lacked training and schools lacked a policy of parent and community involvement in education of learners.
Student Perceptions and Attitudes about Community Service-Learning in the Teacher Training Curriculum
Author: Bender, Gerda
Date: 2007-00-00
Type: Journal Articles
Subjects: Service Learning,Student Teacher Attitudes,Statistical Analysis,Student Surveys,Questionnaires,Likert Scales,Demography,Integrated Curriculum,School Community Programs,Preservice Teacher Education,Foreign Countries

Much of the international research on Community Service-Learning has investigated the benefits, outcomes, and learning experiences of students already engaged in service-learning projects and programmes. As there is scant research on students' attitudes to and perceptions of Service-Learning, before this learning became integrated into an academic programme, our purpose was to determine teacher training students' attitudes to, and perceptions of, Community Service-Learning, before integration of such a module into their academic programmes. A quantitative survey, employing a questionnaire as instrument, was used for measuring the attitudes and perceptions of third-year teacher training students (n = ±168) at a research university in South Africa. The Community Service-Learning Attitudes and Perception Scale (CSLAPS), developed specifically for this kind of investigation, was used in the analysis of the data. The findings indicated that students with prior knowledge of and/or participation in a community service project showed greater willingness to enrol for a course/module in Community Service-Learning, especially if it would add value to their career development, bear credits, and enhance their personal and social development. The findings provided information that would enable academic staff and institutions to design curricula for academic programmes that take account of these attitudes and perceptions and address them positively to enhance the learning experience.
Teachers' Views of Practical Work in the Teaching of Fractions: A Case Study
Author: Maharaj, Aneshkumar
Date: 2007-00-00
Type: Journal Articles
Subjects: Case Studies,Fractions,Teaching Methods,Educational Practices,Teacher Attitudes,Classroom Techniques,Questionnaires,Rural Areas,Elementary School Teachers,Help Seeking,Beliefs,Self Efficacy,Teacher Education,Praxis,Foreign Countries,Observation

Teachers' views on practical work and their classroom practices were investigated to confirm or refute existing assumptions and literature claims. The teachers were from two primary schools in a rural area of the Hammarsdale Circuit in KwaZulu-Natal, South Africa. Questionnaires in which teachers expressed their views on practical work and fraction teaching were administered to teachers. Lessons on the division of fractions were observed to determine teachers' practices in relation to the researcher's assumptions and claims by literature. Data yielded by these research instruments confirmed assumptions and literature claims. Although this was a small-scale, qualitative study, interesting observations were made that could have pedagogical implications.
Teacher Exchange as a Means of Social Studies Curriculum Internationalization
Author: Rapoport, Anatoli
Date: 2013-00-00
Type: Journal Articles
Subjects: Social Studies,Cultural Awareness,Curriculum,International Education,Citizenship Education,International Educational Exchange,Teaching Methods,Educational History,Federal Legislation,Exchange Programs,Controversial Issues (Course Content),Faculty Development,Cross Cultural Training

Lack or complete neglect of international experiences among social studies teachers leads to superficial understanding of the importance of the development of global competences among students, neglect to very important themes in citizenship education, or even informal taboo on some critical controversial topics that address sensitive questions of national domestic or international policies and politics. However, research demonstrates that teachers with international experiences make connections across cultures and civilizations and across global issues instead of teaching them separately; international experience encourages social studies teachers to teach more accurately, enthusiastically, and creatively; teachers with international experience in general are committed to passing on their knowledge to students and community. One of the means of gaining international experience is participation in international exchange and training programs.
Tension between School Governing Bodies and Education Authorities in South Africa and Proposed Resolutions Thereof
Author: Clase, Pieter
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Governance,Conflict,Public Schools,Governing Boards,Educational Cooperation,Central Office Administrators,Board of Education Role,State Departments of Education,State Officials,Questionnaires,Etiology,Conflict Resolution,School Administration,Board Administrator Relationship,Collegiality,Elementary Secondary Education,Factor Analysis

The success of a country's education system depends to a large extent on the mutual trust and co-operation existing between all partners. However, numerous documented incidents in the media have confirmed that there is a field of tension between school governing bodies of public schools in South Africa and the Department of Education, which is of great concern to all partners in the system, especially as these parent bodies were established by the current government to be partners in the management of their children's schools. This empirical investigation was undertaken to identify and analyse the origin and extent of the tension and to suggest practical and workable solutions to defuse the situation. The views of respondents from both parties were elicited and the results confirmed the existence of tension and mistrust.
Leadership and Management in Education: What's in a Field?
Author: Ribbins, Peter
Date: 2007-00-00
Type: Journal Articles
Subjects: Leadership,Governance,Criticism,Educational Administration,Debate,Definitions,Educational Policy,Intellectual Disciplines,Epistemology,Educational History,Change Strategies,Foreign Countries

As with education as a whole, as a field of study and research, educational leadership and management has, notably in the UK but also elsewhere, experienced a period of critical and self-critical examination. The accusations claim much of it is second rate, ideologically orientated, methodologically inadequate, small-scale, non-cumulative, poorly disseminated, and lacking impact on policy and practice. I explore these claims, accepting some and challenging others, and consider how they may be addressed. Given the Special Edition's focus on, among other things, a perceived lack of clarity as to how the field is to be described and its key concepts defined, much of the article seeks to tackle these and related issues by proposing an approach to understanding knowledge and its production that is rather more comprehensive and inclusive than has been usual in recent times. In doing so I argue that the possibilities of a humanities perspective in general and of history in particular have been greatly underestimated within the field.
American and Japanese Kindergartners&apos; Meanings of Play through the Use of Photo Elicitation: What Can We Learn from Them?
Author: Izumi-Taylor, Satomi
Date: 2016-00-00
Type: Journal Articles
Subjects: Kindergarten,Play,Photography,Interviews,Interaction,Educational Environment,Toys,Preferences,Childrens Art,Childhood Interests,Comparative Education,Student Attitudes,Foreign Countries

This article describes how American and Japanese kindergartners see play and what teachers can learn from them. The authors share their findings from analyzing photos and interviews from 44 American children in the southeastern United States and 55 Japanese children in the main island of Japan, all aged five to six years. In the study, children photographed what they perceived as meaningful and preferable as play. Children's notions of play are associated with interacting with others, being in self-selected environments, and engaging with favorite toys/ props. Play is related to joyful interaction with friends where children are often outdoors, thus, educators need to pay closer attention to the importance of outdoor activities with others. Also, some children have a preference for play environments in nature; therefore, educators should offer nature-related environments. Favorite toys/props also enhance play, so by asking children about their preferences for these items, educators might be able to augment their play more meaningfully.
Bibliotherapy for Classroom Management
Author: Elsenman, Gordon
Date: 2016-00-00
Type: Journal Articles
Subjects: Bibliotherapy,Classroom Techniques,Childrens Literature,Group Instruction,Individualized Instruction,Reading Material Selection,Teaching Methods,Educational Practices,Educational Strategies,Early Childhood Education

The focus and goal of classroom management should be first and foremost learning. When trying to prevent interruptions to learning, or dealing with interruptions to learning when they occur, teachers need to move beyond simply imposing a consequence and assuming students have learned from the interaction. Students need to be taught the skills and knowledge necessary for growth in self-control, expanding on self-regulated-learning where the teacher's role is interactive and personal, helping students reflect on and validate their experiences. Bibliotherapy, the practice of helping individuals grow and develop through books, is one tool that teachers can use across the curriculum, and in particular, in the field of classroom management. The use of multiple books for a variety of problems and issues encountered in classroom management can yield a number of benefits. By exposing students to a variety of literature with unique, yet relatable characters, students and teachers are able to discuss and address difficult and important topics in the classroom setting.
Myths and Facts Regarding Second Language Acquisition in Early Childhood: Recommendations for Policymakers, Administrators, and Teachers
Author: Kim, Soonhyang
Date: 2016-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Second Language Learning,Language Acquisition,Misconceptions,English Language Learners,Best Practices,Parent Background,Change Strategies,Educational Policy,Learning Processes,Bilingual Students,Achievement Gap,Language Skills

Early childhood teachers play a key role in addressing the needs of young English Language Learners, and a vast body of research is dedicated to assessing best practices for teachers. However, less research addressing the role of policymakers, program directors and administrators is available. Although teachers can make a difference in the lives of children, their influence is often limited to their classrooms and many changes that need to take place at the policy or program level are beyond the teacher's control. Moreover, it is important for teachers to familiarize themselves with the best practices at the program and policy levels, as teachers can be instrumental in advocating, informing, and proposing changes at program and policy levels. They can also help dispel common myths and misconceptions regarding second language acquisition in young children.
Música as a Cultural Tool for Enhancing the Development of Young Latin@ Children
Author: Prieto, Linda
Date: 2016-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Culturally Relevant Education,Music Activities,Teaching Methods,Early Childhood Education,Teaching Experience,Child Development,Educational Practices,Educational Strategies

The authors share how to develop active, stimulating learning environments with a focus on culturally relevant music for young Latin@ children. They provide a backdrop for this article by sharing the role of música (music) in their own lives as children, educators, and for one of them as an artist and the other as a parent of a now five-year-old. They also include brief cultural histories of three particular instruments, simple instructions on how to make them, and how to plan an activity that involves Latin@ families. Familiar music will help children make stronger connections in the classroom thus making the classroom culturally efficacious.
Using Video to Enhance Observational Assessment
Author: Vera, Debbie
Date: 2016-00-00
Type: Journal Articles
Subjects: Video Technology,Observation,Student Evaluation,Early Childhood Education,Evaluation Methods,Case Studies,Developmentally Appropriate Practices,Technology Uses in Education,Educational Technology,Preschool Education,Barriers,Reflection

With the increased accountability of early childhood programs and the need to carefully document each assessment, teachers need to explore videotaping to enhance observational assessments. Observing children continues to be an effective method for understanding the uniqueness of each child's development. In this article, the authors present a case study of a teacher engaged in developmentally appropriate assessment practices through the use of technology, specifically video. When video was used in this study the teacher realized the value of watching the child rather than hurriedly documenting what was observed. The teacher saw things that she would have missed and realized how stress-free this experience was for the children and her. The children responded positively and desired more time with the teacher.
What Preschool Children Like Best about School
Author: Griebling, Susan
Date: 2016-00-00
Type: Journal Articles
Subjects: Preschool Children,Early Intervention,Disadvantaged Youth,Student Attitudes,Preschool Education,Interviews,Freehand Drawing,Learning Activities,Play,Manipulative Materials,Art Activities,Literacy Education,Outdoor Education,Psychomotor Skills,Interpersonal Relationship,Drama

While conducting a needs assessment for a large Midwestern social service organization, the authors asked 252 preschool children from six Head Start programs what they like best about school. They wanted to reveal how children perceived their school and what they liked best about school--more specifically, what were their favorite areas and activities at school.
Educating Citizens: A Cross-Cultural Conversation
Author: Adler, Susan A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Citizenship Education,Cross Cultural Studies,Preservice Teachers,Beliefs,Discourse Analysis,Social Studies,Citizenship Responsibility,Cultural Differences,Intercultural Communication,Cultural Context,Assignments,Knowledge Level,Social Values,Problem Solving,Decision Making,Empowerment,Social Justice,Student Attitudes

This study explores pre-service teachers' beliefs about citizenship across two nations, the United States and Singapore; the nature of their conversation about those beliefs; and the impact of their cross-cultural dialog on their reflections about the citizenship goal of social studies. Data is based on a Black Board-based threaded dialog, over two different semesters, between preservice social studies teachers in the two countries. The discussions focused on the meanings each group held about what it means to be an effective citizen. Data was analyzed around themes of knowledge, skills, and values. The conversations provided some insight into the similarities and differences in conceptions of citizenship held by these two groups of preservice teachers. Across both groups and both years, the dominant view of the &quot;good citizen&quot; expressed by participants was that of the &quot;personally responsible citizen.&quot; While many similarities were evident, there were also clear differences which the facilitators attributed to differences in disciplinary grounding and cultural contexts. Participants reported that the cross-cultural dialog had encouraged them to think more deeply about the concept of citizenship and the goals of social studies.
A Current Analysis of the Treatment of Japanese Americans and Internment in United States History Textbooks
Author: Hawkins, Jeffrey M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Japanese Americans,United States History,Textbooks,Content Analysis,Social Studies,War,Course Content,Teaching Methods,Secondary School Students,Secondary School Teachers,Instructional Materials

A content analysis of ten United States history textbooks (2005-2008) was conducted by the researchers to determine the current depiction of Japanese Americans and internment during the World War II era. This study updates and expands upon the textbooks used in prior research by Romanowski (1995), Harada (2000), and Ogawa (2004) that had numerous considerations and recommendations for future textbook authors to consider when writing their new editions. Based on the new United States history textbook editions covered for this study, it is concluded that support of some of their considerations and recommendations were taken care of, however, unfortunately others still are not. Additionally, a new consideration for future textbook writers is encouraged by the researchers for clarification of/from interchangeable use of the very different meaning of the terms internment, relocation, and concentration camps.
Overseas Student Teaching and National Identity: Why Go Somewhere You Feel Completely Comfortable?
Author: Doppen, Frans H.
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teaching,Overseas Employment,Nationalism,Self Concept,Student Teacher Attitudes,Undergraduate Students,Education Majors,Data Analysis,Life Style,Economic Climate,Cultural Pluralism,Ethnic Diversity,Stereotypes,Misconceptions,Religion,Cultural Awareness,Patriotism,Foreign Countries

One of the major goals of teacher education programs is to prepare globally competent teachers who hold inspiring dreams for the future and who contribute to the betterment of our world and planet (Cushner &amp; Brennan, 2007). This study presents the emerging perceptions of national identity held by preservice teachers who completed their student teaching overseas. To help them become better global citizens and teachers in this constantly changing and increasingly diverse world, each preservice teacher in a unique international setting reflected on what it means to be an American by answering Crèvecoeur's question, &quot;What is an American?&quot; In addition, each preservice teacher was asked to define the national identity of the host country.
Holocaust, Genocide and Human Rights Education: Learning Political Competencies for 21st Century Citizenship
Author: Gatens, Rosanna M.
Date: 2011-00-00
Type: Journal Articles
Subjects: War,Death,Jews,European History,Crime,Civil Rights,Political Science,Social Studies,Citizenship Education,Democracy,Global Education,Skill Development,Activism

This article explores the use of Holocaust, genocide and human rights education to teach political competencies for American students in the 21st century.
Obstacles of Saudi Woman Work in the Mixed Environment: A Field Study
Author: AL-Hazmi, Mohammad Abdullah
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Barriers,Work Environment,Health Personnel,Hospitals,Ethics,Scores,Questionnaires,Women Administrators,Statistical Analysis,Physicians,Nurses,Social Influences,Gender Differences,Moral Issues,Psychological Patterns,Work Attitudes,Gender Bias,Family Relationship,Interpersonal Relationship

The study aimed to identify the obstacles facing Saudi woman while working in a mixed work environment. The main study sample consisted of (223) from the health sector female affiliates and were divided into two groups. The first group consisted of (129) participants from the health sector and workers in Riyadh, Kingdom of Saudi Arabia (KSA) hospitals. The second group involved (94) participants from the health sector and workers in Najran, KSA hospitals. The study adopted the descriptive and analytical approach and the study instrument consisted of a questionnaire to identify the obstacles that the Saudi women encounter in the mixed environment. Results indicated that the most serious obstacles that Saudi woman encounters in the mixed work environment were social, professional, ethical, and psychological obstacles. There were statistically significant differences between the mean scores of women working in Riyadh and those women who working Najran regarding to the social obstacles in favor of women working in Najran and the ethical obstacles in favor of women working in Riyadh. There were no statistically significant differences between both groups in accordance to psychological and professional obstacles and the overall questionnaire degree. Furthermore, there were significant differences due to the nature of the work, whether a physician, nurse, or administrative employee regarding the social obstacles in favor of the woman working the administration field. There were significant differences with regard to both ethical and psychological obstacles in favor of women working in the administration field.