ethanporcaro/eric-fulltext-meta huggingface dataset:
Effective Mentoring: Understanding Factors Affecting the Holistic Development of Pre-Service Teachers during Teaching Practice
Author: Ntshangase, Sicelo Ziphozonke
Date: 2022-11-00
Type: Journal Articles
Subjects: Mentors,Holistic Approach,Preservice Teachers,Teaching Experience,Program Effectiveness,Foreign Countries,Rural Schools,Language Teachers,African Languages,Cooperating Teachers,Teacher Role,Student Attitudes

The purpose with this article is to amplify the significance of effective mentoring of pre-service teachers in order to address classroom matters and situational issues associated with teaching practice. Open-ended interviews were conducted with 10 pre-service teachers about the ways in which they experienced mentoring during their teaching practice. The majority of preservice teachers have raised concerns that once they were dispatched to schools, they found themselves without adequate mentorship from in-service mentors and mentor lecturers. The study was contextualised in less-privileged South African schools and involved fourth-year Bachelor of Education and Postgraduate Certificate in Education pre-service teachers as participants. Findings suggest that the common denominator among the documented lived experiences of the interviewed pre-service teachers was a lack of information about the difficulties that in-service teachers in less-privileged schools faced on a daily basis, especially in townships or rural areas where facilities such as computer rooms, smart boards and data projectors are not available. The Situativity theory was used to frame the argument that the lack of effective mentoring that pre-service teachers received resulted in them not successfully adapting to the situation in less-privileged schools during teaching practice.
The Impact of Using the Modified Know-Want-Learn Strategy in Physics Teaching on Students&apos; Metacognition
Author: Bogdanovic, Ivana Z.
Date: 2022-11-00
Type: Journal Articles
Subjects: Science Instruction,Physics,Teaching Methods,Elementary School Teachers,Elementary School Students,Metacognition,Instructional Effectiveness,Thinking Skills,Conventional Instruction,Grade 6,Foreign Countries,Prior Learning,Student Interests,Recall (Psychology)

To make it easier for students to learn the contents of physics and increase their motivation to learn, physics teachers need to apply different teaching strategies. With this study we aimed to examine the impact of the modified Know-Want-Learn (mKWL) strategy in physics teaching on elementary school students' metacognition. The pedagogical experiment with parallel groups was applied to determine whether the mKWL strategy affected students' metacognition. The students in the experimental group were taught by applying the mKWL strategy with a specific chart. The chart consisted of columns: T -- What I think and what I know, Q -- What questions I have, H -- How can I find out, L -- What I Learned (TQHL chart). The students in the control group were taught (the same physics curriculum) by using the traditional teaching model, without this TQHL chart. A questionnaire on metacognition was used for the evaluation of sixth-grade students' metacognition. The statistical analysis of data included descriptive statistics, as well as paired sample t-tests and independent sample t-tests. Research results, based on the scores obtained using the questionnaire on metacognition, imply that the use of the proposed mKWL strategy increases students' metacognition. Considering the positive effect of this teaching strategy on students' metacognition, its further application in other teaching subjects is planned as well as the training of a large number of elementary school teachers for its application.
Teaching Reading of Arabic Language in Indonesia: Reconstruction of the Contents and Scope of Nahwu Science
Author: Haris, Abdul
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Instruction,Arabic,Second Language Learning,Second Language Instruction,Foreign Countries,Reading Difficulties,College Faculty,Teacher Attitudes,Mastery Learning,Vocabulary Development,Majors (Students),Undergraduate Students,Language Teachers,Student Attitudes,Reading Materials,Grammar,Reading Strategies,Reading Comprehension

This study aims to understand the problems faced by students in reading Arabic texts that are not vowed (without &quot;harakat&quot;), and the reconstruction of &quot;nahwu&quot; material for the benefit of reading Arabic texts that are not vowed in the lecturer's view. Research sample consisted of 90 students and 7 lecturers from Arabic major. Research data were collected through questionnaires and analyzed descriptively based on the percentage formula. The results showed that the main problems of students in reading Arabic texts without &quot;harakat&quot; could be classified into four, namely, weak mastery of Arabic vocabulary, weak mastery of Arabic grammar, lack of interaction with Arabic texts, and weak mastery of effective strategies in reading Arabic texts with no &quot;harakat.&quot; In the view of the Arabic language lecturer, the reconstruction of &quot;nahwu&quot; material for the purpose of reading Arabic without &quot;harakat&quot; can be done by selecting relevant and functional materials to read and understanding Arabic sentences and texts at the word, phrase (&quot;murakkab&quot;), sentences, levels as well as at the level of analysis of the function and role of words in sentences. The results of the study would be helpful in understanding many important aspects of Arabic grammar that have not been mastered well by students, and due to which they experience difficulties in reading Arabic texts without &quot;harakat.&quot;
The Role of Requestee&apos;s Gender in the Choice of Request Strategies by Female Speakers of Saudi Colloquial Arabic
Author: Alzahrani, Mohammed Ahmed Mohammed
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Arabic,Dialects,Gender Differences,Females,Language Usage,Context Effect,Cultural Influences,Interpersonal Communication

This study examined the impact of requestee's gender on the choice of request strategies by female speakers of Saudi Colloquial Arabic. A Discourse Completion Test consisting of twelve situations was used to collect data from two groups of participants. The first group consisted of 40 Saudi females directing their requests to female requestees. The second group consisted of 40 Saudi females directing their requests to male requestees. The collected data from the two groups were compared and analyzed using Blum-Kulka, House, and Kasper's (1989) coding scheme of request head act strategies. Findings suggest that Saudi females varied their request strategies based on the gender of requestee. While they tended to use more direct request strategies with females, they tended to use more indirect request strategies with males. A remarkable finding revealed by this study relates to situations in which the rate of imposition is high. While Saudi females tended to use more indirect request strategies with females in these situations, most of them refused to make a request to males regardless of the power and social distance between interlocuters. This study's findings, however, have to be understood in terms of the specific nature of the cultural norms of Saudi society. Since Saudi Arabia is a gender-segregated society, it is expected that females would keep distance from males who are not first-degree relatives. This would normally entail the use of higher level of indirectness and avoidance of requesting weighty personal favors.
Lecturers&apos; Checklist Instrument to Monitor Students&apos; Understanding in Distance Learning
Author: Silalahi, Sari Muthia
Date: 2022-11-00
Type: Journal Articles
Subjects: College Faculty,Check Lists,Distance Education,Foreign Countries,Flipped Classroom,Student Attitudes,Teacher Student Relationship,Academic Achievement

This paper aimed at exploring the results of participant self monitoring using a checklist instrument in distance learning with flipped classroom setting. The participants were 11 lecturers of Bioprocess Engineering Study Program at Institut Teknologi Del (IT Del), Indonesia. The objective of the checklist instrument was for the lecturers to monitor their students' understanding about the lessons given each week. The data generated from the instrument was analysed descriptively. The results found that pre-class, in-class and outclass are important parts of learning in flipped classroom setting. The data showed that 56% of students achieved good understanding of the knowledge taught by their lecturers. The same idea as in-class, attendance checking and interaction between students and lecturers had a key factor in the learning process. It was found that students' understanding increased by 20% (very good), 62% (good) and 18% (moderate) through questions and answers, discussions, and tests at the end of class. Those were the modes of interactions that had been done in class. In line with an out-class checklist, giving assignments and feedback could improve students understanding into the level of very good (61%), good (27%) and sufficient (10%). with using a checklist tool, participants in this study self-monitored their progress in a flipped classroom while taking distance learning courses online to improve the quality of their class.
Teachers&apos; Individual Characteristics and Job Satisfaction in Southern Papua
Author: Werang, Basilius Redan
Date: 2022-11-00
Type: Journal Articles
Subjects: Teacher Characteristics,Job Satisfaction,Foreign Countries,Elementary School Teachers,Teacher Surveys

This study aimed to examine the possible impact of individual characteristics of teachers on their job satisfaction in the elementary schools of Southern Papua, Indonesia. To do so, two survey questionnaires were distributed to 319 respondents. Employing the SPSS software version 21, obtained data were statistically analyzed using simple linear regression. Result of the data analysis revealed a significant positive impact of the individual characteristics of teachers on their job satisfaction in the elementary schools of Southern Papua. This study provides knowledge on how the individual characteristics of elementary school teachers affect their job satisfaction within the real context of Southern Papua. Therefore, finding of this study may supposedly contribute the body of knowledge by providing the valuable extension of relevant studies in other parts of Indonesia as well as in other countries.
Understanding the Concept of Percent Using the Egg Rack
Author: Siligar, E. I Pusta
Date: 2022-11-00
Type: Journal Articles
Subjects: Mathematical Concepts,Mathematics Education,Foreign Countries,Mathematics Activities,Elementary School Students,Knowledge Level,Grade 5,Problem Solving

This study aimed to produce a learning path that can help students understand the concept of percent using the context of an egg rack. This study used a design research method through the Indonesian Realistic Mathematics Education approach which was carried out at Elementary School No. 2 Gumawang, Indonesia. Data were obtained through observation, photos, video recordings, student activity sheets, and field documentation. The result of the research was a learning trajectory consisting of three activities; first, students explore their knowledge of egg racks which are very close to students' self-life, secondly, students change the problem into a bar form based on students' knowledge of egg racks, then students change the problem into fractions and students change the fraction with the denominator one hundred, third, students solve the percent problem in a more complicated form. The activities that have been produced and tested on percent learning using the context of an egg rack, can help students to better understand the concept of percent.
The Relationship between School-Related Gender-Based Violence and Absenteeism: Evidence from 14 Southern and Eastern African Countries
Author: Lee, Sora
Date: 2022-11-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Bias,Educational Environment,Access to Education,Equal Education,Elementary School Students,Attendance,Sexual Harassment,Teacher Behavior,Peer Relationship,Teacher Student Relationship,School Safety,Grade 6,Student Characteristics,Family Characteristics,Teacher Characteristics,Institutional Characteristics

Children in sub-Saharan African countries face higher exposure to gender-based violence (GBV) compared to their counterparts in other world regions (United Nations Children's Fund [UNICEF], 2014). When GBV occurs in schools, it severely endangers access to education. Using the third round of data of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) from over 60,000 Grade 6 learners across 14 countries, we examined the relationship between GBV in primary schools and learners' absenteeism. Findings indicate that sexual harassment perpetrated by teachers significantly increases learners' absenteeism. In contrast, effects were less clear when the perpetrator was a fellow learner. Effects found are similar in magnitude for girls and boys. Violence prevention education programmes and stricter punishment for offenders are needed to establish a safer school environment and overcome harassment-related barriers to learning.
Student Learning and Teacher Retention for Graduates of Texas Noyce Programs
Author: Marder, Michael
Date: 2022-10-04
Type: Journal Articles
Subjects: Scholarships,STEM Education,Elementary School Teachers,Secondary School Teachers,Teacher Persistence,Preservice Teacher Education,Educational Finance,Competition,Program Effectiveness,Mathematics Teachers,Science Teachers,Teacher Shortage,Teacher Transfer,Student Characteristics,Mathematics Achievement,Science Achievement,High School Students

The shortage of secondary STEM teachers has led to periodic calls over the past four decades for federal intervention. For more than 15 years, the National Science Foundation Robert Noyce Teacher Scholarship Program has constituted the most important response at the national level to these calls. The main activity is direct support to undergraduate students and degree holders to become K-12 STEM teachers. Here we examine the Noyce program by looking beyond the qualities of particular university programs and measuring long-term outcomes on a statewide level. We accomplished this through a collaboration of eight Texas universities that pooled data on Noyce scholars supported as far back as 2003. Making use of a state longitudinal dataset, we examined whether recipients of Noyce Scholarships are more likely than other math and science teachers to remain in teaching, determined where Noyce scholars taught, and estimated student learning in classes taught by Noyce Scholars. Noyce Scholars are more likely than other STEM teachers from the same universities to teach marginalized students, and students of Noyce Scholars obtained higher value-added scores in mathematics than students of other teachers at the same schools. These are some of the most important intended outcomes. However, Noyce Scholars did not stay in teaching as long as other STEM teachers from their universities, and they were more likely to switch away from schools with low-income students. The Noyce program currently operates far below the scale needed to start reducing national STEM teacher shortages. We conclude with prospects for expansion and modification of the Noyce program.
Teachers&apos; Views on the Role of Economic and Management Sciences in Preparing Learners for Accounting in the Further Education and Training Phase
Author: Ngwenya, Jabulisile C.
Date: 2022-11-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Attitudes,Grade 9,Grade 10,Money Management,Accounting,Financial Literacy,Teaching Methods,Knowledge Level,Textbooks,Integrated Curriculum,Foreign Countries

With this study we explored teachers' views on the role of economic and management sciences (EMS) in preparing learners for accounting in the Further Education and Training (FET) Phase. A qualitative research approach was employed along with the interpretivist paradigm to underpin the study. We used a qualitative case study approach to allow for an in-depth understanding of the views of the teachers by talking to them directly. Semi-structured individual and focus-group interviews were used as data collection methods. Participants in the study included 5 Grade 9 EMS teachers and 5 Grade 10 accounting teachers who were conveniently and purposively sampled from 5 secondary schools. A thematic analysis approach was adopted to analyse the interview responses. The findings of the study reveal that teachers understood that EMS was an integrated subject. However, Grade 9 teachers struggled to teach EMS in an integrated manner and this hampered the teaching of financial literacy. The challenges in teaching EMS are aggravated by the lack of relevant pedagogical strategies, the lack of adequate knowledge of the subject and missing pertinent foundational content in the EMS curriculum and textbooks. As a result, learners enter the FET phase without being adequately prepared to study accounting in subsequent grades.
School Leadership Practice at Faith-Based Schools through a Servant Leadership Lens
Author: Shula, Melese
Date: 2022-11-00
Type: Journal Articles
Subjects: Religious Schools,Leadership Styles,Participative Decision Making,Empathy,Altruism,Ethics,Trust (Psychology),Principals,School Community Relationship,Foreign Countries,Christianity,Leadership,Administrator Attitudes

In this article we report on an investigation into developing people and serving the community at faith-based schools through a servant leadership theory lens. Relevant literature was reviewed, and data were collected from school leaders by means of individual semi-structured interviews. Twelve participants were purposively selected from schools classified as top-performing schools in Gauteng, a province in South Africa. The interviews with these participants were audiotaped and transcribed, and the data analysed by using a process of abductive data analysis. The following measures were employed to review the servant leadership practices of faith-based leaders: being a serving leader, fostering people growth, and enhancing community relationships. Overall, principals were found to be effective leaders involved in a hands-on manner in both task-orientated and person-orientated activities. The servant leadership conception whereby &quot;other&quot; interests are regarded as more important than own interests serves as the basis for people development and there is a clear awareness that the enhancement of community relationships is a key facet in the communication that takes place between school principals and community members. The participants also showed concern for school-led development activities. It was evident that participating school staff were personally involved in facilitating learning activities such as collaborative workgroups and workshops and in creating a supporting structure for staff development. Apart from recommending that principals' leadership behaviour in the abovementioned areas is consolidated, we strongly support their involvement in related matters such as coping with contextual realities and enhancing community relationships. The improvement of community relationships is eventually a challenging task to be exercised by principals within the social, political and demographic contexts of faith-based schools.
Exploring Intervention of E-Textbook in Schools: Teachers&apos; Perspectives
Author: Alibrahim, Amal
Date: 2022-11-00
Type: Journal Articles
Subjects: Intervention,Electronic Publishing,Textbooks,Teacher Attitudes,Usability,Educational Technology,Technology Uses in Education,Elementary Secondary Education,Elementary School Teachers,Secondary School Teachers,Gender Differences

As an innovative educational tool, e-textbooks has gained wide interest -- especially with the growth of e-learning. As with any new technology, understanding how users adopt these technologies is still unclear. In the study reported on here we proposed a theoretical model shaping the determinants of teachers' attitude toward e-textbooks. Specifically, we identified three contextualised factors (ease of use, usefulness, and concerns) as the factors of adopting e-textbooks. In addition, we examined teachers' use of e-textbooks. A mixed-methods research design was used in which quantitative and qualitative data were collected and analysed. The results show that teachers held positive attitudes toward using e-textbooks in their teaching and used them as instructional aids. The results might inform education decision-makers who are planning to integrate e-textbooks into their schools in line with digital transformation and the knowledge society.
Philosophy of Ubuntu and Collaborative Project-Based Learning in Post-Apartheid South Africa: A Case Study of Underperforming Learners at Hope Saturday School
Author: Vandeyar, Saloshna
Date: 2022-11-00
Type: Journal Articles
Subjects: Cooperative Learning,Active Learning,Student Projects,Foreign Countries,Educational Philosophy,African Culture,Blacks,Underachievement,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes

Utilising a qualitative case study, we set out to investigate how learners at Hope Saturday School evoked the principles of ubuntu/humanity as they collaborated during project-based learning. The article is part of a broader study in which a mix of semi-structured interviews, focus group interviews, observations, document analysis and field notes were used to capture data. The learner participants were Black, and almost all of them resided in informal settlements, townships, and farming communities. Data were analysed using content analysis. The philosophy of ubuntu was used to underpin this study. The finding of this study shows that values like interdependence, sharing, caring, teamwork, solidarity, unity and helping one another were evoked as learners collaborated in project-based learning. The article concludes that a supportive environment that aids the development of ubuntu values can improve learning experiences of underperforming learners.
School Administrators&apos; Perceptions of Democratic Coexistence in Catalan Schools: An Analytical Study
Author: García-Raga, Laura
Date: 2022-05-00
Type: Journal Articles
Subjects: Administrators,Administrator Attitudes,Foreign Countries,Democratic Values,Democracy,Student Participation,Educational Strategies,Educational Innovation,Governance,Elementary Secondary Education,Public Schools,Private Schools

In democratic societies, education should help build a participative, critical and responsible citizenry and therefore promote the role of schools as settings where students learn democratic coexistence. With the study reported on here we aimed to analyse how coexistence is fostered in classrooms and schools, as well as the possible synergy between schools' efforts to educate in democratic coexistence, and the children's social participation in their setting. To do so, we focused on the perspective of 476 school administrators at schools in Catalonia (Spain) based on an ad-hoc questionnaire comprised of 22 items on a Likert scale. The results reflect settings that value democratic coexistence at school and in society, although when we delved a bit deeper, we found aspects that still required more work. Actions that should be the focal point in the immediate future include developing more innovative educational strategies, training the administrators and enlisting students' participation in running the schools.