ethanporcaro/eric-fulltext-meta huggingface dataset:
Positive Behaviour Support in South African Foundation Phase Classrooms: Teacher Reflections
Author: Dwarika, Veronica M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Teacher Attitudes,Reflection,Foreign Countries,Behavior Problems,Inclusion,Instructional Effectiveness,Classroom Techniques,Identification,Inservice Teacher Education,Self Efficacy,Elementary School Teachers,Children

Background: The positive behaviour support (PBS) model is a model of response to address challenging behaviours of learners in schools that has proven to be effective in developed countries. Given its human rights and functional contextualism lens, the PBS model is particularly relevant to and of value within the South African context. Aim: Since learner challenging behaviours are a key contributory factor to learner exclusion in schools, an inclusive education module on the PBS model was developed and evaluated for its effectiveness in the South African context. Setting: The study is set within an interpretivist paradigm and utilises a generic qualitative research design. Methods: Qualitative data were collected through module evaluations -- 11 focus group interviews with 144 candidates (4th-year in-service Limpopo teachers) followed by four classroom observations and interviews with the teachers from the classroom observations. Results: The thematic analysis revealed that participants had developed new insights about ecosystemic challenges that impact behaviour and were critically reflexive about their changed practices resulting from their participation in the inclusive education PBS model. Participants valued PBS strategies as good and useful for excellence in teaching. This evidences a pocket of success in relation to the value of the PBS model. Conclusion: The professional development of pre-service teachers with the skills and knowledge of the PBS model for classroom practice is advocated for. Recommendations are made for further research.
School-Based Child Sexual Abuse Prevention: Implications for Professional School Counselors
Author: Cowan, Rebecca
Date: 2019-00-00
Type: Journal Articles
Subjects: Child Abuse,Sexual Abuse,Prevention,School Activities,Intervention,Barriers,Program Effectiveness,Elementary Schools,Program Implementation,School Counseling

The purpose of this qualitative collective case study was to explore the experiences of four key internal stakeholders who are involved with a school-based child sexual abuse prevention program in a southeastern state in the United States. In order to explore the experiences of participants, in-depth, semistructured interviews were conducted. After the data were collected, transcribed, and coded by a qualified research team, three main themes emerged from this study. These themes highlighted the importance of school-based child sexual abuse prevention education, various program impacts resulting from child sexual abuse prevention and intervention within a school setting, and barriers to implementation of child sexual abuse prevention programs in school settings. Implications for professional school counselors, including how they can assist with the implementation of child sexual abuse prevention education, are discussed. Finally, inherent limitations to the research design and implications for future studies are addressed.
Experiences of Cross-Racial Trust in Mentoring Relationships between Black Doctoral Counseling Students and White Counselor Educators and Supervisors
Author: Brown, Eric M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Trust (Psychology),African American Students,Doctoral Students,Counselor Training,Counselor Educators,Whites,Supervisors,Mentors,Teacher Student Relationship,Racial Relations

The literature is replete with research and references to racism experienced by Black faculty and students in counselor education. Although explorations of the mistrust in relationships between races is extant, empirical investigations into trusting cross-racial relationships in counselor education have been scarce. To address this void, the researchers conducted a phenomenological qualitative study with 10 Black doctoral counseling students concerning their experiences of cross-racial trust with White counselor educators and clinical supervisors who were mentors. Researchers identified three superordinate themes during data analysis: reasons for trust, reasons for mistrust, and benefits of cross-racial mentoring. The researchers also identified several themes and subthemes that delineated the interpersonal and intrapersonal factors that helped generate cross-racial trust, despite participants' ubiquitous experiences of racism. The participants' experiences are discussed, and implications are offered for enhancing trust in cross-racial relationships in mentoring, supervision, counseling, and training programs.
Profiles of Public and Private Autism-Specific Schools in Gauteng
Author: Erasmus, Sumari
Date: 2019-00-00
Type: Journal Articles
Subjects: Public Schools,Private Schools,Autism,Pervasive Developmental Disorders,Special Schools,Foreign Countries,Institutional Characteristics,Students with Disabilities,Inclusion,Principals,Administrator Attitudes,Caregiver Attitudes,School Size,Child Development,Age Differences,Clinical Diagnosis,Mothers,Children,Academic Accommodations (Disabilities),Race,Therapy,School Psychology

Background: Despite inclusive education (IE) policies and legislation being introduced in South Africa (SA), learners with autism spectrum disorder (ASD) are still placed in autism-specific public and private schools. Limited data are available on who makes use of the two different types of schools. Results may provide information on the profiles and education of learners with ASD in Gauteng schools. Aim: A quantitative, cross-sectional, comparative research design was used to compare the profiles of autism-specific public with autism-specific private schools and learners in Gauteng Province. Setting: The research was conducted in two autism-specific public and two private schools. Methods: Two survey questionnaires were used to collect data from four principals of two autism-specific public and two autism-specific private schools and 150 caregivers of learners attending the participating schools. Results: Results showed that because of their size autism-specific public schools make a significant contribution to the education of learners with ASD in Gauteng, compared to autism-specific private schools. Autism-specific public schools offer more therapy services than the autism-specific private schools, despite lower fees than autism-specific private schools. Significantly more black learners attend autism-specific public schools than autism-specific private schools. Regardless of the differences in population groups across the participating schools, the mean age when caregivers became concerned about their child's development was similar across the two types of schools. Learners enrolled at the autism-specific private schools were diagnosed with ASD earlier than learners enrolled at the autism-specific public schools. Also, they commenced school earlier than the learners in the autism-specific public schools. Lastly, three of the four principals expressed a preference that learners with ASD be placed in autism-specific schools. Conclusion: The results highlight the need to raise awareness of ASD symptoms among parents with young children in all communities and to determine the barriers that hinder IE for learners with ASD in SA.
Interstate Licensure Portability: Logistics and Barriers for Professional Counselors
Author: Elliot, Anna
Date: 2019-00-00
Type: Journal Articles
Subjects: Counselor Certification,Occupational Mobility,Counselors,Barriers,Geographic Regions,Counselor Training,Licensing Examinations (Professions)

Counseling licensure portability is in a state of crisis. The collaborative 20/20 initiative made headway in establishing the profession's objectives toward consistent licensure standards across states; however, inconsistencies and significant barriers persist. The authors conducted a qualitative content analysis to understand the logistics associated with interstate portability of counseling licenses in the Rocky Mountain Region of the Association for Counselor Education and Supervision (Colorado, Idaho, Montana, New Mexico, Utah, and Wyoming). Results describe participants' experiences in fulfilling licensure requirements and the barriers encountered because of discrepancies in practice standards. Recommendations for counselors, supervisors, and state licensing boards are described.
Providing Remedial Support to Primary School Learners within Their Zone of Proximal Development
Author: Taukeni, Simon G.
Date: 2019-00-00
Type: Journal Articles
Subjects: Remedial Instruction,Elementary School Students,Social Development,Sociocultural Patterns,Low Achievement,Academic Achievement,Intervention,Foreign Countries,Teaching Methods,Acquired Immunodeficiency Syndrome (AIDS),Catholics,Student Records,Homework,Tests,Instructional Materials,Native Language,African Languages,English (Second Language),Second Language Learning,Mathematics Achievement,Grades (Scholastic),Learning Problems,Scaffolding (Teaching Technique),Second Language Instruction

Background: One of the methods receiving the current attention in addressing poor performance and low learning achievements among lower primary school learners is through remedial teaching. The approach to provide remedial support was informed by Vygotsky's social development theory. Aim: The objective of this study was to support primary school learners who failed with ungraded symbols in their first school term to obtain better passing symbols at the end of Term 2 and Term 3. Setting: An intervention was carried out in 2016 academic year to provide remedial support to learners who were enrolled at Catholic AIDS Action Tonateni Centre in Oshakati town, Namibia. Methods: Quantitative approach and descriptive design methods were used in this study. The first school term results were used as a baseline. A total of 12 learners (five boys and seven girls) from Grades 1 to 7 were randomly selected to participate in the remedial class. Data collection instruments included learners' school reports, homework books, class exercise books and test books. Statistical Package for Social Sciences was used to analyse descriptive statistics, namely, frequencies and percentages. Results: Results showed that the participating learners obtained better passing symbols in the three identified subjects: &quot;Oshindonga&quot; first language, English second language and mathematics as depicted in their Term 2 and Term 3 school reports. Conclusion: Remedial support demonstrated that learners who performed with poor symbols at the end of their first school term could still obtain better passing symbols in the second and third term provided they are supported to improve in their areas of learning difficulties.
Effects of Visual Aids on Intermediate Chinese Reading Comprehension
Author: Huang, Ting
Date: 2019-10-00
Type: Journal Articles
Subjects: Chinese,Reading Comprehension,Visual Aids,Student Characteristics,Second Language Learning,Second Language Instruction,Teaching Methods,Multiple Choice Tests,Translation,Task Analysis,Learning Theories,College Students,Reading Materials,Cultural Differences,Comparative Analysis,Accuracy,Reading Instruction,Scores,Instructional Effectiveness

This study adopted the between-subjects and within-subjects group designs to examine the impact of visual aids on 26 intermediate Chinese as a Foreign Language (CFL) learners' reading comprehension in an American college. Students were assigned into two groups to complete multiple-choice and translation tasks to test effects of visual aids. The results show that visual aids have an overall positive effect on intermediate CFL reading. The results from the within-subjects design were partially statistically significant. This study postulates that this complication was due to factors such as learners' backgrounds, the types of tasks, and the nature of the visual aids. Using Dual-Coding Theory, this study offers implications for CFL pedagogy.
L2 Reading Rate and Word Length: The Necessity of Character-Based Measurement
Author: Kramer, Brandon
Date: 2019-10-00
Type: Journal Articles
Subjects: Reading Rate,Second Language Learning,Second Language Instruction,Comparative Analysis,English (Second Language),Reading Materials,Reading Fluency,Class Activities,Correlation,Computational Linguistics,Foreign Countries,Language Tests,Vocabulary Development,Novels,Nonfiction,Undergraduate Students,Text Structure

Reading rate, usually measured in words per minute, is a common operationalization of reading fluency in second language (L2) research and pedagogy. However, the impact of word length is often not addressed. This paper presents two studies showing how the number of characters in a text influences L2 reading time, independent of word counts, within classroom-based activities for Japanese university English as a Foreign Language students. In Study 1, students (N = 160) read two sets of graded texts manipulated to differ only in the total number of characters. The texts with more characters required significantly more time to read, with a small effect size. In Study 2, the average reading times for students (N = 27) throughout a semester-long timed reading course were strongly associated with text length as measured in characters, controlling for differences in word counts. Together these studies support the inclusion of character-based counting units when measuring L2 reading rate or reading amount.
The Experiences of Early Childhood Development Home Visitors in the Eastern Cape Province of South Africa
Author: Azzi-Lessing, Lenette
Date: 2019-00-00
Type: Journal Articles
Subjects: Home Visits,Child Development,Program Effectiveness,Poverty,Preschool Children,Foreign Countries,Child Abuse,Rewards,Barriers,Social Work,Caseworkers,Interdisciplinary Approach,Municipalities,School Community Relationship,Universities,College Faculty,Child Welfare

Background: This article examines the development of early childhood development (ECD) home-visiting services in South Africa. Aim: To examine the factors that could support the success of home-visiting programmes as well as to explore the experiences of bachelor's-level home visitors rendering such services. Setting: This study was conducted in the Eastern Cape, a highly impoverished area of South Africa. Methods: It begins with a discussion of the emergence of home-visiting as a strategy for the delivery of ECD services in South Africa and a review of the literature on ECD home-visiting, particularly with highly vulnerable, impoverished families. Next a focus group conducted with a small sample of home visitors as part of a multi-faceted community assessment is described. The results are examined within the context of challenges facing this particular part of South Africa and the nation as a whole. Results: Four themes emerged as most prominent: (1) encountering the effects of extreme family poverty, (2) identifying high rates and multiple aspects of child maltreatment, (3) encountering scarce resources in high-need areas and (4) finding rewards and maintaining a desire to continue serving challenging populations. Conclusion: This study provides a unique window on the challenges that ECD home visitors are likely to encounter when working with families living in extreme poverty, the resourcefulness that home visitors often demonstrate and the rewards to be found in this work.
Ten Salient Practices for Mentoring Student Research in Schools: New Opportunities for Teacher Professional Development
Author: Walkington, Helen
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Faculty Development,Mentors,Foreign Countries,High School Students,Science Instruction,Scientific Research,Evidence Based Practice

This paper proposes ten salient practices of research mentoring activity in high school settings for teachers and technicians based upon survey and interview findings from 96 English and Scottish high school teachers from STEM disciplines, working in research collaborations with scientists. Mentoring high school research provides career development, with teachers identifying new aspects to their professional roles including 'teacher researcher', 'teacher scientist' and 'teacher mentor'. This study suggests the potential for using the ten salient practices to initiate individual teacher reflection and wider professional development, and, a way of framing and disseminating effective practice across the school sector.
Is Equity on Their Mind? Documenting Teachers&apos; Education Equity Mindset
Author: Nadelson, Louis S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Equal Education,Teacher Attitudes,Teacher Characteristics,Beliefs,Culturally Relevant Education,Public Education,Student Centered Learning,Teacher Role,Student Characteristics,Student Diversity,Student Needs,Access to Education,Educational Quality,Leadership Role,Success,Teacher Responsibility,Elementary Secondary Education

An education equity mindset is fundamental to assuring all students are supported to achieve to their highest capacity. We have identified six attributes of an educational equity mindset critical to assuring teachers' practices and professional choices are aligned with meeting the needs of all students. In an effort to promote education equity mindset among teachers we determined there was a need to first empirically document the construct. We surveyed 452 teachers in the southern region of the United States. Our results indicate that we effectively measured our definition of education equity mindset. We found multiple differences in the mindset attributes based on personal and professional variables. Our data indicate that teachers may hold competing or fragmented mindsets. Our research uncovered multiple needed lines of research and implications for teacher preparation and professional development.
Mathematics Teachers&apos; Early Lesson Study Experiences in Turkey: Challenges and Advantages
Author: Bütün, Mesut
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Teachers,Communities of Practice,Faculty Development,Teacher Attitudes,Middle School Teachers,Lesson Plans,Planning

The purpose of this study was to reveal the challenges and advantages of the implementation of the lesson study model in Turkish middle schools. This study was a case study and the participants of the study was 11 middle school mathematics teachers in three different school in a city at central Anatolia region of Turkey. Three lesson study cycles were carried out at one month. The data were collected with field notes, focus group interviews and an open-ended questionnaire. Data were analysed by using content analysis. Moreover, direct quotations from teachers' views were also included. Findings indicated that teachers had prejudice that the lesson study implementations would not help their professional development. However, their prejudices were positively changed and they began to show interest when they attended the implementations of lesson study. Implementation of the lesson study model enabled the teachers to share experiences, to focus on students' thinking / understanding, it also enabled teachers to be more active, to examine the curriculum and resources related to instructional materials in depth. On the other hand, challenges in the process of lesson study implementation were as follows: time problem, teachers' ego and fear of being observed, adaptation of students in research lessons, differences between researcher and teachers' views about mathematics teaching, the intensity of the curriculum and the pressure of the central exam.
A Comparison of the Pretending Elements between Constructive Play and Pretend Play
Author: Park, Juhee
Date: 2019-10-00
Type: Journal Articles
Subjects: Imagination,Play,Teaching Methods,Problem Solving,Teacher Role,Kindergarten,Preschool Children,Child Care Centers,Foreign Countries,Role Playing

Pretend play leads to real-life learning. By imitating a firefighter using a horse, a doctor checking a patient's ear, or a construction worker building a skyscraper, children learn about community roles and services and feel proud and satisfied. When they pretend, children create pictures in their minds of past experiences and use their imaginations to think of new scenarios. These thoughts and images let children think about situations and objects that are not right in front of them and events that have not yet happened. Pretending elements are essential to cognitive, emotional, social, language, physical, and creative development. Through constructive play, children learn by making objects. Constructive play also helps cognitive, emotional, social, physical, creative development. Constructive play is a continuous problem-solving, process and constructive play provides a window into children's thinking (Forman, 2006). The main research questions posed in this study are as follows: (1) What are the pretending elements that appeared in constructive play? (2) What are the pretending elements that appeared in pretend play? and (3) What are the teacher's roles to enhance the pretending elements in constructive play and pretend play? The participants for this study were ninety-eight 5-year-old children (49 boys and 49 girls) attending childcare center and kindergarten located in A and S city in South Korea. One play session lasted for 30-40 minutes. Researchers observed pretending elements in pretend play were more specific and diverse than in constructive play. The constructive play also had symbolic and pretending elements. In constructive play, however, the progress patterns of constructive play were classified into three types. First, children do only constructive play. Second, children construct through blocks or clay, and then they pretend play using their creations. Third, children do constructive play and pretend to play almost at the same time (Park &amp; Han, 2011). Lists of suggested material to facilitate both constructive and pretend play are provided. One very important observation to come from this study is that teachers need to provide plenty of time for elements of both pretend and constructive play elements to develop. Teacher roles in the enhancement of both pretending and constructive elements of play are discussed.
Comparative Analysis of Teacher Education Programmes in Selected Countries
Author: Andrysová, Pavla
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Preservice Teacher Education,College Admission,Foreign Countries,Teacher Qualifications,Teacher Education Curriculum,Adult Education,Faculty Development

The present study deals with systems of teacher education in several European countries -- specifically the Czech Republic, Slovakia, Germany, France and Finland. A comparative analysis of future teachers' preparation reveals a variety in many areas. We observe that the differences occur especially in admission process, qualification requirements concerning teacher performance, teacher preparation programmes, and teachers' further education.