ethanporcaro/eric-fulltext-meta huggingface dataset:
Principles of Good Practice in SoTL
Author: Felten, Peter
Date: 2013-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Educational Research,Research Methodology,Inquiry,Evaluation Methods,Higher Education

For the Scholarship of Teaching and Learning (SoTL) to be understood as significant intellectual work in the academy, SoTL practitioners need to identify shared principles of good practice. While honoring the diversity of SoTL in its many forms across the globe, such principles can serve as a heuristic for assessing work in our field. These principles include (1) inquiry into student learning, (2) grounded in context, (3) methodologically sound, (4) conducted in partnership with students, and (5) appropriately public. Taken together, these five principles can be guideposts for developing and refining individual SoTL inquiries and larger SoTL initiatives. These principles also can clarify and demystify SoTL to those on our campuses who evaluate our work, helping us to make the case for institutional resources and support for SoTL. Even more importantly, these principles articulate a vision of a scholarship that enhances, perhaps even transforms, teaching and learning in higher education.
A Call for Expanding Inclusive Student Engagement in SoTL
Author: Felton, Peter
Date: 2013-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Learner Engagement,Student Participation,Teacher Student Relationship,Inquiry,Higher Education

Scholars in higher education increasingly recognize the transformative potential of student-faculty partnerships focused on inquiry into teaching and learning. However, some students tend to be privileged in SoTL initiatives while others are discouraged, implicitly or explicitly, from engaging in this work. In this paper, we consider why certain students tend to be excluded from SoTL, summarize the possible developmental gains made by students and faculty when diverse student voices are included, and highlight strategies for generating a more inclusive SoTL. We call for expanding student engagement in SoTL by encouraging a diversity of student voices to engage in co-inquiry with faculty. Inclusive engagement has tremendous potential to enhance student and faculty learning, to deepen SoTL initiatives, and to help redress the exclusionary practices that too often occur in higher education.
A Profile of Effective Leadership in Some South African High-Poverty Schools
Author: Kamper, Gerrit
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Poverty,Leadership Responsibility,Leadership Qualities,Principals,Interviews,Administrator Characteristics,Administrator Attitudes,Observation,Elementary Schools,Secondary Schools,Values,Instructional Effectiveness,Success

The struggle of high-poverty schools for survival is well documented. Some have overcome poverty-related odds and performed exceptionally well, prompting the following research question: What elements constitute a profile of effective leadership in high-poverty schools? Investigations conducted at six successful high-poverty schools revealed the contribution of invitational leadership to this success. I look at the personal traits and capabilities of effective leaders in high-poverty schools, as presented in a leadership profile.
Being Ethically Minded: Practising the Scholarship of Teaching and Learning in an Ethical Manner
Author: Healey, Ruth L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Ethics,Scholarship,Instruction,Learning,Case Studies,Matrices,Decision Making,Definitions,Holistic Approach

The authors propose a working definition of ethical Scholarship of Teaching and Learning (SoTL), advance an ethical framework for SoTL inquiry, and present a case study that illustrates the complexity of ethical issues in SoTL. The Ethical SoTL Matrix is a flexible framework designed to support SoTL practitioners, particularly in the formative stages of their inquiries. Three dominant ethical traditions form the basis of the matrix: teleological or pragmatic, external, and deontological. The key message of the paper is that SoTL practitioners should reflect on different perspectives in their efforts to do what is right in any given situation. The matrix introduces three dominant ethical traditions, but SoTL practitioners may ultimately move beyond these traditions to explore a range of ethical considerations appropriate to their projects and disciplines.
Some Insights from Research Literature for Teaching and Learning Mathematics
Author: Maharaj, Aneshkumar
Date: 2008-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Symbols (Mathematics),Algebra,Trigonometry,Equations (Mathematics),Problem Solving,Calculus,Error Patterns,Geometry,Visualization,Secondary School Mathematics,College Mathematics

I report on the findings from research and literature on (a) use of symbols in mathematics, (b) algebraic/trigonometric expressions, (c) solving equations, and (d) functions and calculus. From these, some insights and implications for teaching and learning are derived.
A Comparison of Teacher Stress and School Climate across Schools with Different Matric Success Rates
Author: Milner, Karen
Date: 2008-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Educational Environment,Stress Variables,High Achievement,Low Achievement,Institutional Characteristics,Statistical Analysis,Teacher Attitudes,Teaching Experience,Foreign Countries,Measures (Individuals),Work Environment,Secondary School Teachers,High Schools,Organizational Climate,Questionnaires

Our aim was to investigate differences in teacher stress and perceptions of school climate among teachers from schools with differing matriculation success rates in the Limpopo province of South Africa. Two schools with matric pass rates of 100% and two schools with matric pass rates of less than 25% were selected from a list of schools provided by the province's Educational District Circuit. The schools were matched in terms of area, size, resources, and equipment. Thirty-three teachers from the high performing schools and forty-two teachers from the poor performing schools participated in the study. Student's t tests were used to assess the differences between the schools on the variables under investigation, and the results showed the teachers' experience of stress across the different schools was not significantly different, but significant differences did emerge with regard to school climate. The implications of these findings for the study population are discussed.
The Perceptions of Teachers and School Principals of Each Other's Disposition towards Teacher Involvement in School Reform
Author: Swanepoel, Cassie
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Principals,Administrator Attitudes,Teacher Participation,Educational Change,Participative Decision Making,Administrative Organization,Expectation,Leadership Role,Teacher Role,Teacher Responsibility,Teacher Administrator Relationship,Misconceptions,Questionnaires,Statistical Analysis

Worldwide teachers are faced with the task of continuously facilitating and implementing educational reform that has been designed without their participation. This exclusion of the key agents, who must mediate between the change agenda and actual change in the classroom, from the planning and decision-making processes, is detrimental to educational reform. Although school-based management has recently emerged as the instrument to accomplish the decentralisation of decision-making powers to school level, the success thereof depends largely on school principals' disposition regarding teacher involvement. It is argued that the expectation of principals regarding their own leadership role, as well as the professional role teachers should fulfil, is a primary determinant of principals' willingness to involve teachers in responsibility-taking processes outside the classroom. The results from an empirical investigation revealed that principals' perception, of the wishes of teachers regarding involvement, significantly underestimated teachers' actual involvement wishes. Likewise, the expectation of teachers regarding the willingness of principals to involve them was a significant underestimation of the involvement level principals are actually in favour of. These misperceptions probably discourage actual school-based management and could jeopardize the implementation of educational reform in general.
Job Satisfaction among Urban Secondary-School Teachers in Namibia
Author: George, Evy
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Job Satisfaction,Urban Teaching,Secondary School Teachers,Urban Schools,Gender Differences,Age Differences,Marital Status,Educational Resources,Teaching Experience,Tenure,Academic Degrees,Educational Attainment,Teacher Burnout,Academic Rank (Professional),Correlation,Multivariate Analysis,Questionnaires,Burnout,Measures (Individuals),Statistical Analysis

An exploratory study on the role of extrinsic and intrinsic factors in determining job satisfaction amongst urban secondary-school teachers in Namibia was undertaken. Biographical variables pertaining to the teachers' gender, age, marital status, school resources, teaching experience, academic qualifications, and rank were investigated to determine whether these had any significant relevance, or made any notable contribution, to the level of job satisfaction experienced. Also, the correlation between burnout and job satisfaction was investigated to determine the extent to which these two factors are related. A sample of 337 secondary-school teachers randomly selected from 17 government schools, in the Windhoek region of Namibia, voluntarily participated in the study. Results showed significant levels of dissatisfaction pertaining to intrinsic factors of work and, more especially, those factors relating to school area and rank. A significant correlation between levels of burnout and job satisfaction was found, particularly in respect of emotional exhaustion and depersonalization, which were shown to correlate with low levels of job satisfaction. Limitations and recommendations pertaining to the study are discussed.
The Power of Social Networks: A Model for Weaving the Scholarship of Teaching and Learning into Institutional Culture
Author: Williams, Andrea L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Social Networks,Models,Scholarship,Instruction,Learning,School Culture,Educational Change,Resistance to Change,Educational Strategies,Incentives,Communities of Practice,Postsecondary Education,Adoption (Ideas),Information Dissemination,Organizational Change

This paper offers a guide for those seeking to integrate the Scholarship of Teaching and Learning (SoTL) into higher education institutions to improve the quality of student learning. The authors posit that weaving SoTL into institutional cultures requires the coordinated actions of individuals working in linked social networks rather than individuals acting in isolation. Analyzing both the barriers and potential pathways to integrating SoTL into institutional cultures, the authors provide a conceptual model along with examples of practical strategies for overcoming resistance to change within institutions. The paper provides examples from a variety of different international contexts to show how incentives and other non-coercive measures can motivate faculty and administrators to weave SoTL into institutional fabrics. Drawing on social network theory and the concept of communities of practice, the paper presents a model with attendant strategies for disseminating SoTL values and practices across all three levels of postsecondary institutions: the micro, the meso, and the macro. The authors argue that for SoTL to take root in organizational cultures, there must be 1) effective communication and dissemination of SoTL activity across all levels, 2) well established social networks and links between these levels (nodes), and 3) sustained support by senior administration. The authors conclude by suggesting ways their model could be tested.
Challenges to Preschool Teachers in Learner's Acquisition of English as Language of Learning and Teaching
Author: du Plessis, Sandra
Date: 2008-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Preschool Children,English (Second Language),Second Language Learning,Second Language Instruction,Qualitative Research,Multilingualism,Urban Schools,Student Diversity,Teacher Attitudes,Academic Achievement,Speech Therapy,Speech Language Pathology,Help Seeking,Statistical Analysis,School Districts,Teaching Methods,Foreign Countries

Multilingualism in classrooms is currently prompting debate and has significantly impacted on schooling in South Africa over the last decade. At present South African educators face the challenge of coping with and finding solutions to culturally and linguistically diverse urban school contexts which did not exist before. In many South African communities young learners, without any prior knowledge of English, are enrolled in English preschools. Preschool teachers have the demanding task of preparing these multilingual preschoolers for formal schooling in English, and, in addition, are pressured by parents or caregivers who expect their children to be fluent in English by the time they enter primary school. A group of preschool teachers in a specific urban, multilingual preschool context expressed concern about multilingual preschool learners' academic performances and their future, and requested advice and support from speech-language therapists. To investigate this need, an exploratory, descriptive, contextual research design, incorporating the quantitative perspective, was selected to describe the specific educational context of multilingual preschools in the Pretoria central business district (CBD) and the Sunnyside area. Results indicated that the participants perceived certain personal challenges while supporting the preschool learners acquiring English as Language of Learning and Teaching (ELoLT). These participants expressed a need for knowledge and support.
Mathematics for Teaching: Observations from Two Case Studies
Author: Kazima, Mercy
Date: 2008-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Case Studies,Probability,Grade 8,Grade 10,Mathematics,Problem Solving,Teacher Education,Mathematics Teachers,Pedagogical Content Knowledge,Secondary School Mathematics,Foreign Countries

We report on two case studies in which we investigated mathematics for teaching. We were interested in the mathematical knowledge teachers need to know, and know how to use, in order to teach mathematics well. The two case studies focused on the teaching of probability in Grade 8 and the teaching of functions in Grade 10. We discuss the mathematics for teaching probability and functions in terms of the mathematical 'problem solving' or 'mathematical work' demanded of the teachers as they taught the two topics. Among the findings are the interesting differences between the demands on the teaching of functions and the demands on the teaching of probability in these two cases. We argue that mathematics for teaching needs to be understood as shaped by the particular topic being taught, as well as by how teachers select to introduce and approach the ideas and concepts they are teaching. We conclude with a discussion of questions raised for mathematics teacher education, together with implications for practice.
Critique of a Language Enrichment Programme for Grade 4 ESL Learners with Limited English Proficiency: A Pilot Study
Author: Nel, Mirna
Date: 2008-00-00
Type: Journal Articles
Subjects: Grade 4,Language Enrichment,Elementary School Students,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Limited English Speaking,Intervention,Teaching Methods,Program Descriptions,Program Implementation,Program Effectiveness,Pilot Projects,Elementary School Teachers,Questionnaires,Teacher Attitudes,Foreign Countries,Feedback (Response),Program Evaluation,Story Reading

Some Grade 4 educators have expressed feelings of ineptitude regarding the support of ESL (English Second Language) learners with limited English proficiency as they do not know how to support these learners effectively. Their litany emphasises ESL educators' need for supportive and preventive intervention. A story-based Language Enrichment Programme (SLEP) was compiled to suit the needs of educators teaching Grade 4 ESL learners with limited English proficiency. The programme was designed to maintain or improve the English proficiency of ESL learners. An intervention research method was followed to test the efficacy of SLEP. Forty teachers implemented SLEP over a six-week period. Thirty-nine teachers provided constructive feedback at the end of this period. Between 92% and 100% of the participants rated SLEP positively. Rural participants suggested some refinements to the programme. The overall conclusion was that SLEP makes a useful contribution to ESL practice.
Teen Mothers and Schooling: Lacunae and Challenges
Author: Chigona, Agnes
Date: 2008-00-00
Type: Journal Articles
Subjects: Mothers,Pregnant Students,Qualitative Research,Student Surveys,Teacher Surveys,Parent Surveys,Interviews,Academic Support Services,Social Support Groups,Academic Aspiration,Reentry Students,Barriers,Special Needs Students,High School Students,Coping,Stereotypes,Peer Relationship,Teacher Student Relationship,Parent Student Relationship,Foreign Countries

While many girls who become mothers before completing schooling consider academic qualifications to be very important, they may not be able to succeed academically if the support they need to complete their studies is insufficient. Usually, instead of getting support, the teen mothers endure misunderstandings and pressure. The teen mothers may feel disempowered because they are &quot;othered&quot; and consequently, they develop forms of resistance which in most cases may foster their failure as learners. Our aim was to find out how much support was offered to these girls to facilitate their schooling, thus making it possible for them to complete their education and become self-reliant. A qualitative research approach was employed to gather information for the study. Teen mothers, their educators, and parents were interviewed to gather information about the girls' schooling situation. The results showed that many teen mothers failed to succeed with schooling because they lacked support to avoid the numerous disruptions to school attendance.
SoTL and Students' Experiences of Their Degree-Level Programs: An Empirical Investigation
Author: Matthews, Kelly E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Higher Education,Academic Degrees,Literature Reviews,Teaching Methods,Journal Articles,Learning Processes,Periodicals,Inquiry,Curriculum,Student Experience,Student Attitudes,Curriculum Development,Coding,Educational Methods

In the global higher education sector, government accountability initiatives are increasingly focused on degree-level competencies that may be expected from university graduates. The purpose of this paper was to examine the extent to which SoTL reflects this increased interest in student learning across the degree program. Articles (N = 136) published in three international SoTL journals, over the past three years, were systematically reviewed using a framework that concentrated on the extent to which they reflected a focus of (a) teaching-emphasis versus learning-emphasis and (b) unit-level (subject, course) versus degree-/program-level. Our analysis indicated that the majority of SoTL publications (47%) were focused at the level of a single unit with an emphasis on teaching practice; in contrast, only a small minority of SoTL publications (9%) were focused at the level of the overall degree with an emphasis on learning processes. Drawing on our review, we highlight SoTL publications that exemplify the inquiry into student learning at the level of the degree program and offer questions to guide future SoTL inquiries.
School Principals' Perceptions of Team Management: A Multiple Case-Study of Secondary Schools
Author: van der Mescht, Hennie
Date: 2008-00-00
Type: Journal Articles
Subjects: Principals,Leadership Role,Administrator Attitudes,Qualitative Research,Foreign Countries,Teamwork,School Administration,Secondary Schools,Social Change,Educational Change,Leadership Training,Semi Structured Interviews,Questionnaires

The notion of school management through teams (team management), though not a new phenomenon in South Africa, was formalized after the advent of democracy in 1994 and the subsequent reorganization of the education system. The concept was subsequently fleshed out in official documentation where the composition and roles of school management teams (SMTs) were elaborated upon. The notion of team management is rooted in theories that stress participation, notably site-based (school-based) management, teamwork, and distributed leadership. We report on a study in which the perceptions of secondary school principals, in Grahamstown, South Africa, of team management were explored. The study was interpretive in orientation, and utilized qualitative data gathering techniques in all (ten) of the state-aided secondary schools in Grahamstown in the Eastern Cape province. We found that, while team management was generally welcomed and even celebrated by principals, there were fundamental tensions surrounding principals' understanding of their leadership roles in a team context. We consider the implications of these findings for leadership development in the context of team management.
Understanding Connections in the School Mathematics Curriculum
Author: Mwakapenda, Willy
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Solving,Mathematical Concepts,Geometry,Algebra,Outcomes of Education,Mathematics Activities,Grade 10,Grade 11,Grade 12,Secondary School Mathematics,National Curriculum

I identify and discuss ways in which different types of connections are described in the South African mathematics National Curriculum Statement and its related documents, particularly at the Further Education and Training (FET) level. I argue that connections are central to the way the discipline of mathematics, its learning outcomes, and assessment standards are conceptualised. The notions of representation and integration are found to be key aspects in understanding connections in mathematics. Using these two notions, I then analyse connections in the National Curriculum Statement and its related documents. Finally, theoretical and practical implications of connections in the curriculum are identified.