ethanporcaro/eric-fulltext-meta huggingface dataset:
The &quot;Kgotla&quot; as a Spatial Mediator on South African University Campuses
Author: Laubscher, Jacques
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Campuses,School Space,Activism,Indigenous Knowledge,College Students,College Presidents

Higher education in South Africa is experiencing a time of accelerated change, increasing complexity, contested knowledge claims and inevitable uncertainty. Academia, and by proxy the place which accommodates the academic function, stand central to this debate. The need for a decolonised curriculum on the African continent dates back to the inauguration of the Association of African Universities (AAU) in 1967. The AAU called for the adherence to world academic standards in the service of Africa and its people. The #FeesMustFall (#FMF) movement placed renewed prominence on the necessity of a curriculum that includes Indigenous Knowledge Systems (IKS). In spatial terms, the &quot;Kgotla&quot; forms part of the IKS. The &quot;Kgotla&quot; represents both a meaningful place and a system of communication. The spatial construct surrounding the #FMF movement lacks interrogation and debate. This article highlights the requirement of a meaningful place on South African university campuses where different voices can be heard. The importance of place is analysed at the hand of two #FMF events. Firstly, the Principal of the University of the Witwatersrand (WITS) sitting down to meet with disgruntled students. Secondly, the President of South Africa leaving protestors in wait on the southern terrace of the Union Buildings. This article concludes by stating the need for a place on South African university campuses to address the complex issues facing not only students but society at large.
Comparing Employment Outcomes of Young Adults with Autism: Does Postsecondary Educational Experience Matter?
Author: Whittenburg, Holly N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Postsecondary Education,Employment Level,Supported Employment,Young Adults,Cost Effectiveness,Vocational Rehabilitation,Wages,Educational Attainment,Program Effectiveness

Previous research indicates that postsecondary educational experience (PSE) predicts successful employment outcomes for transition-aged youth with disabilities. Using data on supported employment services from the Rehabilitative Services Administration, this study compared employment rates and outcomes for young adults with Autism Spectrum Disorder (ASD) with different levels of education who received supported employment services. The study also analyzed the cost-effectiveness and cost-efficiency of vocational rehabilitation (VR) services provided to these youth. Findings indicate that young adults with PSE experienced increased rates of employment, earned greater weekly wages, and worked more weekly hours than individuals with ASD with less education. VR services provided to youth with ASD in the PSE group were more cost-effective and were ultimately cost-efficient, provided that individuals maintained employment for 16 months.
Grasping the Regimes of Language, Space and Identity in the Visual of Post-Apartheid Higher Education in South Africa
Author: Baillie, Giselle
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Concept,Social Change,Guidelines,Universities,Institutional Cooperation,Partnerships in Education,Social Justice,Research Projects,Art Education,Social Integration,Program Descriptions,Pilot Projects,Art History,Conferences (Gatherings),Historians,Visual Arts,Institutional Characteristics,Racial Segregation,Foreign Countries,Politics of Education,Conflict Resolution,Activism,Racial Bias,College Students,Video Technology,History,Blacks,White Students,Undergraduate Students,Student Attitudes,Feedback (Response)

In 2014, through the University of the Free State's (UFS) Institute for Reconciliation and Social Justice (IRSJ), three South African universities partnered to collaborate on the pilot phase of a research project focused on understanding whether the Arts could enable social cohesion, as the 2012 National Development Plan (2030) had promoted. All three authors worked in leading positions in the project in 2015 and through their attempt at explaining the processes and findings of the pilot year of the project at the 2016 South African Art Historians Conference, it was confirmed for themselves that the project, while implemented through the Visual Arts sector in 2015, had findings which needed to be developed and shared with the broader higher education environment as well. The reflective discussion presented in this article therefore goes back to the beginning and focuses on each university reflecting on one question, which is framed and guided by key thematic areas drawn from the overall project findings from 2015, and which can be read at the end of the article. This framework, at that particular juncture in time, summarised the social conditions and contingencies which each university had identified as being in need of consideration and work if social cohesion was to be developed within their institutions.
Using Code-Switching as an Empowerment Strategy in Teaching Mathematics to Learners with Limited Proficiency in English in South African Schools
Author: Maluleke, Mzamani J.
Date: 2019-08-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Code Switching (Language),English Language Learners,Foreign Countries,Bilingual Students,Language Usage,Mathematics Achievement,Vocabulary,Grade 7,Teacher Attitudes

Teaching and learning mathematics in South Africa (SA) is characterised by serious challenges because the pass rate in Mathematics is always below the expected level. The introduction of the Curriculum Assessment Policy Statement (CAPS) ushered in new hope that the situation would improve. However, teachers still encounter challenges when they use English as the medium of instruction because learners fail to comprehend the challenging mathematical concepts presented to them in a language which is not their home language. This paper investigates how code-switching can be used as an empowerment strategy to help learners improve their performance in mathematics. Qualitative research methods were used to collect data and the findings reveal that code-switching can be successfully used to facilitate teaching and learning.
Theorising the #MustFall Student Movements in Contemporary South African Higher Education: A Social Justice Perspective
Author: Hlatshwayo, Mlamuli Nkosingphile
Date: 2019-00-00
Type: Journal Articles
Subjects: Activism,Student Attitudes,College Students,Higher Education,Foreign Countries,Educational History,Social Justice,Barriers,Peer Relationship,Social Differences,Social Media,Political Attitudes,Racial Differences,Language of Instruction,Fees,Tuition,Institutional Characteristics,Social Change,Educational Finance

A significant amount of literature on the student movement in South Africa is characterised by two limitations. Firstly, a significant amount of this literature is found in un-academic and non-peer-reviewed sources, such as social media, online newspapers, blog posts and other platforms. Secondly, some of this literature is characterised by an absence of theory in offering us critical analysis of the emergent conditions of the student movement as a phenomenon in South African higher education (SAHE). In this article, we respond to the above gaps by contributing to the scholarly development and critical analysis of the student movement in SAHE. In order to respond to the above two gaps, we firstly provide a brief historical and contextual environment that has contributed to the emergence of the student movement phenomenon in SAHE. Secondly, we introduce Nancy Fraser's social justice perspective, in offering us the theoretical and conceptual tools we need to look at the struggles and challenges that confront student movements, focusing in particular on the challenges that frustrate them in relating and interacting as peers on an equal footing in society. Using Fraser's social justice framework to look at the #MustFall movements will allow us to better understand them as complex phenomena in SAHE and allow us to properly understand their emergence.
The Prevalence, Nature, and Functions of Non-Suicidal Self-Injury (NSSI) in a South African Student Sample
Author: Naidoo, Sarojini
Date: 2019-08-00
Type: Journal Articles
Subjects: Self Destructive Behavior,Injuries,Adolescents,Young Adults,Foreign Countries,Depression (Psychology),Behavior Disorders,College Students,Secondary School Students,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Reinforcement

Non-suicidal self-injury (NSSI) has become an increasingly worrying phenomenon among adolescents and young adults. This study sought to address the paucity of data about the prevalence, nature, and functions of NSSI in the South African context. The Inventory of Statements about Self-harm and the Beck Depression Inventory-II were administered to 623 high school and university students recruited for the study. The results indicate an NSSI prevalence rate of 56.2% of the sample, with &quot;interfering with wounds,&quot; &quot;pulling hair,&quot; &quot;banging heads&quot; and &quot;cutting&quot; being the most common NSSI behaviour. The behaviour appeared to be associated more with intrapersonal functions like affect regulation and self-punishment than with interpersonal functions like communicating distress and maintaining boundaries. The implications of the findings for interventions and future research are discussed.
Disciplinary Practices in the Early Grades: Creating Culturally Responsive Learning Environments in South Africa
Author: Prins, Chevonne
Date: 2019-08-00
Type: Journal Articles
Subjects: Discipline,Culturally Relevant Education,Teacher Attitudes,Classroom Techniques,Expectation,Student Diversity,Parent Attitudes,Classroom Environment,Foreign Countries,Grade 3,Elementary School Teachers,Equal Education

Discipline is essential to learning, but in culturally diverse groups it could become a challenge for teachers. Positive discipline, respect for human rights and the creation of a sense of belonging promotes culturally responsive and disciplined learners. This study investigated the social and cultural contexts of discipline in early grade South African classrooms from the perspective of the teachers. Nine teachers were interviewed through semi-structured interviews regarding their disciplinary strategies and cultural responsiveness. To ensure the trustworthiness and credibility of the findings, teacher participants provided photographs of the classroom layouts, observation checklists, and field notes of the disciplinary practices implemented in the classrooms. Data was thematically analysed. The findings confirm that diversity is a challenge due to external factors such as parent expectations, as well as internal factors such as the management of differences between the teachers' beliefs and those of the learners. Another finding relates to the importance of creating a disciplined classroom environment and finding a positive alliance between policy and implementation. New insights emerged regarding the way cultural responsiveness affirms the unique culture of a classroom and thereby supports its management and discipline.
What Are We Witnessing? Student Protests and the Politics of the Unknowable
Author: van Reenen, Dionne
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Activism,Civil Disobedience,Semantics,Discourse Analysis,Social Stratification,Language Usage,Identification (Psychology),Story Telling,Power Structure,Social Justice,Rhetoric

South African public higher education has been dogged by student protests since 2015. Many of these disruptions raise pertinent issues for the sector, as well as bring about valued awareness and change. Critical scholars have remarked that in every social or political movement, something of pronounced importance is being said -- usually emerging from representatives of groups that have been marginalised, subordinated or even muted. In this article, a &quot;logosemantic&quot; theoretical perspective (Visagie, 2006), which is also referred to as &quot;key theory&quot; (Visagie, 2006; Van Reenen, 2013) is utilised to determine some driving conceptualisations emerging in the &quot;languaging strategies&quot; (Stewart, Smith &amp; Denton, 2012) of contemporary student movement culture in South Africa. Not discounting significant research that investigates the impact of the digital age on the communication, mobilisation and sustaining of social movements, this article takes a critical look at grounding concepts that may be identified in the discursive formations of the movements. These are taken to be neither new nor unique, either in essence or manifestation. However, the divisions and polarisations they expose, signal an urgent need for some communicative reform in the &quot;imagined community&quot; (Anderson, 2016) of the academy.
The Role That Access and Attitudes toward Tablets Have on Learners&apos; Achievement in a Johannesburg School
Author: Hart, Samantha Anne
Date: 2019-08-00
Type: Journal Articles
Subjects: Foreign Countries,Handheld Devices,Educational Technology,Telecommunications,Academic Achievement,Equal Education,Student Attitudes,High School Students,Technology Integration

One of the central themes across education policies in South Africa is ensuring equal access to education in a context of diminishing resources. The roll-out of technology in schools plays a pivotal role in achieving equity. With the emphasis on technology integration, it is imperative to fully understand the factors that influence this process. Thus, this study investigated the role of access to tablets, and learners' attitudes towards tablets, on learner achievement. A convenience sample of 276 learners from an independent high school in Johannesburg, where tablets were used in the learning environment, completed a cross-sectional survey consisting of a demographics section, a section on access to technology, and a scale on attitudes towards the use of tablets. The results indicate that learner achievement is largely influenced by learner attitudes towards tablets, and in particular, enjoyability of use. Findings provide evidence that tablet provision, while necessary, is not sufficient for the successful integration of tablets and subsequent redress of equality in education in South Africa.
Identifying Mechanisms of Change in the Early Grade Reading Study in South Africa
Author: Fleisch, Brahm
Date: 2019-08-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Education,Reading Instruction,Randomized Controlled Trials,Reading Research,Grade 2,Case Studies,Cost Effectiveness,Instructional Effectiveness,Classroom Techniques,School Space,Classroom Environment,Time Factors (Learning),Intervention,Educational Change

The Grade 2 learner results of the Early Grade Reading Study (EGRS) randomised control trial (RCT) in the North West province showed that the structured pedagogic intervention model that included instructional coaching, lesson plans, and quality learning materials was more cost-effective than a similar intervention model that excluded coaching. These results are read against the growing body of literature that questions the value of RCTs in identifying mechanisms of change. For this reason, two small-scale qualitative case studies were undertaken to identify the difficulty in detecting workings of classroom practice that RCTs cannot show. Three mechanisms of change: the organisation of space, time, and implementation of routines drawn from the work of Foucault, were analysed to interpret observed changes to teacher practice and some of the weaknesses in the EGRS programme.
Instructional Curriculum Based on Cooperative Learning Related to the Structure of Matter and Its Properties: Learning Achievement, Motivation and Attitude
Author: Avci, Filiz
Date: 2019-08-00
Type: Journal Articles
Subjects: Cooperative Learning,Science Instruction,Chemistry,Grade 7,Science Achievement,Student Motivation,Student Attitudes,Secondary School Students,Foreign Countries,Science Curriculum

In this study we aimed to analyse the effects of the Instructional Curriculum based on Cooperative Learning (ICBCL) prepared for the subjects, the orders of electrons and chemical properties, chemical bonds, compounds and their formulas, and mixtures on 7th grade learners' learning achievements, motivations to learn science, and their attitudes towards learning science. Pre- and post-test quasi experimental design was used in this study in which the participants, 89 7th grade learners were attending a public secondary school in Istanbul, Turkey during the 2013-2014 academic year. The Diagnostic Test for the Structure of Matter and its Properties (DTSMP), developed by the researchers, the Motivation Scale to Learning Science (MSTLS), developed by Dede and Yaman (2008), and the Attitude Scale Towards Science Lesson (ASTSL), developed by Biçer (2011) were used as data collection instruments. SPSS 16 and Lertap 5 were used for data analysis. As a result of the post-tests, learners from the experimental group achieved significantly higher mean scores than learners from the control group. This reflected that ICBCL was highly effective on increasing learners' achievement levels by preventing possible misconceptions, developing motivation, and positive attitudes compared to the current Science Teaching Curriculum (STC).
Relationship between Prospective Teachers&apos; Deontic Justice Attitudes and Academic Dishonesty Tendencies
Author: Akbasli, Sait
Date: 2019-08-00
Type: Journal Articles
Subjects: Foreign Countries,Justice,Preservice Teachers,Ethics,Cheating,College Students,Student Attitudes,Gender Differences,Intellectual Disciplines,Correlation,Plagiarism,Moral Values

The aim of the study was to determine the relationship between deontic justice attitudes among prospective teachers and their tendencies towards academic dishonesty. Participants in the study were 403 university students attending different departments of the Education Faculty of the Hacettepe University, a state university in the Central Anatolia Region of Turkey. The sample was determined by means of a stratified sampling technique, and students were chosen randomly from different departments. Attitudes towards deontic justice and tendencies towards academic dishonesty among the participants were stratified in terms of gender and students' affiliation to a specific department of education. The findings suggested that female students and participants from the English Language Education Department had the highest deontic justice attitudes; male students and participants from the Physical Education and Sports Department had the highest tendencies towards academic dishonesty. A low, negative and statistically significant relationship between deontic justice attitudes and academic dishonesty tendencies exists.
A Qualitative Examination of College Disability Services for Students with Traumatic Brain Injuries
Author: Davies, Susan C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Head Injuries,Neurological Impairments,Trauma,Academic Accommodations (Disabilities),Late Adolescents,Young Adults,College Students,Administrators,Administrator Attitudes,Self Disclosure (Individuals),Transitional Programs,Student Needs,Student Personnel Services,Institutional Characteristics,Academic Support Services,School Counseling

Adolescents and young adults are at relatively high risk for sustaining traumatic brain injuries (TBIs). These injuries can result in persistent disabilities, including a range of cognitive, physical, and social-emotional deficits that can be particularly challenging for college age students. This qualitative study explored disability services for college students with TBIs through interviews with directors of 18 college Offices of Disability Services (ODS). Respondents provided general information regarding their service model, the most common disabilities served, as well as the number of students with TBI served, and more specific information pertaining to services for students with TBI. Results indicated ODS staff members possess a varied range of training and knowledge about TBI and the number of students with TBIs they reported serving at their colleges was not proportional to their enrollment numbers. Five themes emerged regarding services for college students with TBI, and included: self-identification or disclosure of the TBI, cognitive/academic accommodations and services, social and emotional support, transition support, and unique needs of students with TBI. Implications and recommendations are provided for ODS personnel to better meet the needs of students with traumatic brain injuries in the college setting.
The Effectiveness of Stakeholder Collaboration in Preventing Learner Pregnancy in Secondary Schools in the Eastern Cape, South Africa: Implications for Leadership
Author: Gcelu, Ntombizandile
Date: 2019-08-00
Type: Journal Articles
Subjects: Stakeholders,Cooperation,Prevention,Pregnancy,Early Parenthood,Secondary School Students,Foreign Countries,Teamwork,Leadership Styles,School Administration,Sex Education,Economic Impact,Parent Attitudes,Teacher Attitudes,Administrator Attitudes,Trust (Psychology),School Effectiveness

This study focused on the effectiveness of stakeholder collaboration in the prevention of learner pregnancy in secondary schools. Literature indicates that teamwork is a powerful tool for positive results and that stakeholder collaboration is key to preventing learner pregnancy. The author believes that formal and informal collaboration are important for collaboration to be effective. Teamwork as a societal aspect has been marginalised and is seemingly insignificant. A qualitative approach, grounded on the foundation of collaborative leadership, was adopted in the study. Four stakeholders were selected in each of the purposively selected secondary schools. Data was collected using semi-structured individual interviews. Thematic data analysis indicated that stakeholders' collaboration was effective in both schools; thus, learner pregnancies decreased. The importance of formal and informal collaboration was also emphasised. Trust among stakeholders was developed and general effective running of schools was observed. The study concludes that stakeholder collaboration is not only important for the prevention of learner pregnancies in these schools, but is also important for every organisation's effectiveness. Special training on collaboration for stakeholders at other secondary schools is recommended, and schools are encouraged to use collaborative leadership as model to build a constructive and fruitful atmosphere for all stakeholders.
Extent of Student-College Matching for Students Enrolled in Special Education Services
Author: Hudes, Ryan P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Incidence,College Students,Longitudinal Studies,Student Attitudes,Special Education,Student Characteristics,College Choice,High Schools,Race,Socioeconomic Status,Students with Disabilities,Academic Ability,Student School Relationship

This study investigates the prevalence of postsecondary student-college match for students enrolled in special education services at the secondary education level by using data from the Education Longitudinal Study of 2002. This study examines alternative student-college match scenarios -- including undermatch, match, and overmatch -- and addresses the gap in research specific to college match and students in special education. Findings indicate that students who enrolled in special education services in high school undermatched to schools they had the potential of enrolling in. Moreover, undermatching for this student group increased if students were Black, Hispanic, or of low socioeconomic status.