ethanporcaro/eric-fulltext-meta huggingface dataset:
A Design Case of Scaffolding Hybrid/Online Student-Centered Learning with Multimedia
Author: Hsiao, E-Ling
Date: 2017-01-00
Type: Journal Articles
Subjects: Instructional Design,Blended Learning,Student Centered Learning,Multimedia Instruction,Learning Modules,Program Implementation,Online Courses,Business Administration Education,Undergraduate Students,Student Attitudes,Student Surveys,Likert Scales,Instructional Effectiveness,Student Satisfaction

Implementing student-centered learning in hybrid/online settings is very challenging due to the physical separation of instructor and students. This article discusses the need for instructors to provide scaffolds and multimedia modules to facilitate knowledge construction in the student-centered learning process. To offer students solid learning supports, four types of scaffolds and multimedia modules were used in one hybrid and four online business course sessions. The design context and pattern of those scaffolds and modules are described in detail. At the end of each course session, a survey was used to investigate student perceptions of the scaffolds and multimedia modules. The survey results showed that the scaffolds and multimedia modules used were helpful to student-centered learning but that additional guidance might be needed to meet the needs of diverse learners and facilitate the group-work process.
&quot;We Can't Believe What We See&quot;: Overcrowded Classrooms through the Eyes of Student Teachers
Author: Marais, Petro
Date: 2016-05-00
Type: Journal Articles
Subjects: Crowding,Student Teachers,Foreign Countries,Preservice Teachers,Mentors,Teacher Education,Teacher Education Programs,Qualitative Research,Constructivism (Learning),Teaching Methods,Academic Achievement,Motivation,Class Size,Large Group Instruction,Content Analysis

The effects of overcrowded classrooms are far-reaching for teachers and learners. Many parents base their decision on whether to send their child to a particular school on the prospective number of learners in the child's classroom (Mustafa, Mahmoud, Assaf, Al-Hamadi &amp; Abdulhamid, 2014:178). All teacher training institutions ought to ascertain whether they offer appropriate teacher training programmes that will enable student teachers to deal with the numerous demands associated with the teaching profession, among others, teaching in overcrowded classrooms. The aim of the research reflected in this article was to explore student teachers' challenges when teaching in overcrowded classrooms. An exploratory research design and qualitative research approach was chosen as the appropriate methodology for this project. Data was collected by means of a non-compulsory written assignment set out in student teachers' teaching practice workbooks. The theoretical frameworks used constructivist learning theory and socio-constructivist learning theory. The research revealed that numerous problems were experienced by student teachers, who were teaching in overcrowded classrooms. Guiding principles regarding support from lecturers, significant observation and the responsible engagement of mentor teachers are suggested.
Scholarly Activities in Hospitality and Tourism Higher Education among Private Higher Institutions in Australia
Author: Goh, Edmund
Date: 2013-06-00
Type: Journal Articles
Subjects: Hospitality Occupations,Tourism,Higher Education,Foreign Countries,Scholarship,Private Colleges,Mixed Methods Research,Teaching Methods,Outcomes of Education

The purpose of this paper is to explore the notion of scholarship and develop research and scholarship strategies among Private Higher Institutions delivering Tourism and Hospitality degree programs in Australia. In doing so, this paper confronts the traditional view of research publications as the only form of scholarship by traditional universities. This paper argues that the purpose of scholarship should be focused towards improving a teacher's teaching and learning process. This new knowledge need not be limited through peer reviewed journals only, but can be achieved through less formal means of communication such as fieldtrips to industry and attending conferences. This paper utilizes the six Scholarship key points as defined on P. 19 of the National Protocols for Higher Education Approval Processes in Australia by MCEETYA to investigate methods to capture scholarship beyond traditional research publications.
A Conceptual Framework for Building UDL in a Special Education Distance Education Course
Author: Scott, LaRon
Date: 2017-01-00
Type: Journal Articles
Subjects: Access to Education,Special Education,Distance Education,Online Courses,Educational Technology,Technology Uses in Education,Graduate Study,Models,Curriculum Development,Special Education Teachers,Teacher Education Programs,Course Content,Teaching Methods

Online graduate programs have been increasing in number and attendance over the past decade. Ensuring that the quality of teacher preparation programs is maintained in an online learning environment is essential. After reviewing the pedagogies of both special education and online learning, it was determined that Universal Design for Learning (UDL) was the best framework for developing a new graduate online course in a distance learning program. The goal is to highlight a model for designing an online course within a special education teacher distance education program and embed UDL principles within the project. This research adds to the body of literature on distance education and the potential for future research is discussed.
Variables Associated with Grade R English Additional Language Acquisition in Multilingual Rural Mpumalanga Schools
Author: Moodley, P.
Date: 2016-08-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Multilingualism,Language Tests,Scores,African Languages,Language Proficiency,Standards,Teacher Qualifications,Native Language,Matched Groups,Age Differences,Gender Differences,Correlation,Rural Schools,Phonemes,Second Language Instruction,Language Teachers,Statistical Analysis,Foreign Countries

In a previous study Moodley, Kritzinger and Vinck (2014) found that formal English Additional Language (EAL) instruction contributed significantly better to listening and speaking skills in Grade R learners, than did a play-based approach. The finding in multilingual rural Mpumalanga schools was in agreement with numerous studies elsewhere. Additional extraneous variables such as teachers' first language, qualifications, age and experience, and learners' first language and gender may also relate to EAL performance. The aim of the present study has been to determine whether these variables were significantly associated with learners' EAL performance scores. A matched two group comparison study was conducted, utilising 175 learners and 10 teachers from isiNdebele, isiZulu, Sepedi, siSwati and Xitsonga first language backgrounds. The English Language Proficiency standards assessment tool was used. Learners of IsiNdebele teachers and young qualified teachers performed better than other learners. Learners with isiNdebele as first language performed better than learners from other languages. No association between gender and learner performance was found. The advantage of isiNdebele speaking teachers and learners in EAL teaching and learning may relate to the many borrowed phonemes and words from English. Further research is required to strengthen the evidence.
Pros and Cons: Compulsory 12 Year Education Reform in Turkey
Author: Kasa, Basak
Date: 2016-05-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Compulsory Education,Elementary Secondary Education,Program Effectiveness,Outcomes of Education,Trend Analysis,Preservice Teachers,Student Teacher Attitudes,Positive Attitudes,Negative Attitudes,Vocational Education

Turkey has undergone two significant education reforms in the last two decades. In 1997, the compulsory education period was increased from five years to eight years with the unification of primary school (five years) and middle school (three years) and vocational middle schools were dismissed. In 2012, compulsory education was increased from eight years to discrete 12 (4+4+4) years. In this study, the opinions of two separate prospective teacher groups were taken before (from 2012 graduates), and after (from 2013 graduates) the new 4+4+4 system was initiated and trend analyses was carried out. Because of the cultural and ideological mosaic structure of Turkey, the changes that were found to be &quot;positive&quot; by some participants were found to be &quot;negative&quot; by others. It is possible to assert that the initial implementation of the new system has been rather problematic, yet the efforts to render it more effective still continue.
A Pedagogical Approach to Socially Just Relations in a Grade 11 Economics Class
Author: Waghid, Zayd
Date: 2016-05-00
Type: Journal Articles
Subjects: Grade 11,Economics,Foreign Countries,Social Justice,Economics Education,Economic Development,Sustainable Development,Discourse Analysis,Qualitative Research,High School Students,Films,Social Media

Post-apartheid schooling in South Africa is challenged with the task of contributing towards social justice, as has been evident from the emergence of a plethora of education policies following the promulgation of the South African Schools Act in 1996. One of the most significant ways in which social justice can be cultivated in schools, especially where exclusion and marginalisation have been in ascendancy for decades, is through improved pedagogical activities, which receive focus in this article. The article focuses on investigating how the learning goals for Grade 11 Economics with the aid of an educational technology, in particular Facebook, engender opportunities for socially just relations in the classroom. The researcher is concerned with how these learning goals are related to three underlying aspects of Economics education, namely sustainable development, equity (including equality) and economic development, and how they may or may not engender opportunities for social justice. Critical discourse analysis is the research approach used to analyse learners' comments on Facebook in relation to their understandings of three films. It was found that it is possible to teach and learn education for social justice in the classroom. Learners treated one another equally; enacted their pedagogical relations equitably; and learnt to become economically aware of their society's developmental needs. Thus, it is recommended that education for social justice be cultivated in school classrooms through the use of Facebook.
HIV/AIDS Infected Mothers' Experience of a Group Intervention to Enhance Their Children's Behavior
Author: Eloff, Irma
Date: 2016-05-00
Type: Journal Articles
Subjects: Mothers,Intervention,Group Instruction,Acquired Immunodeficiency Syndrome (AIDS),Child Behavior,Longitudinal Studies,Mixed Methods Research,Quasiexperimental Design,Questionnaires,Check Lists,Parents with Disabilities,Foreign Countries,Learning Experience,Participant Satisfaction

A secondary study was conducted within a broader National Institutes of Health (NIH)-funded longitudinal study on resilience in South African mothers and children affected by HIV/AIDS (Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome). The aim of this study was to evaluate the effect of a 24-week support group intervention programme, which was designed to enhance adaptive behaviour of latent-phase children affected by maternal HIV/AIDS as reported by the mother participants. The study was embedded in a concurrent nested mixed-method design, with a quasi-experimental and a nested multiple case study approach. The mother and child dyads (n = 139) were purposefully selected from amongst previously identified HIV-positive women (n = 220), with children between the ages of 6 and 10 years at clinics in the Tshwane region, South Africa. Data were collected over a period of five years in multiple waves of intervention implementation. The data collection strategies comprised of mother psychological questionnaires and quality assurance questionnaires. The quantitative data were analysed by means of a paired-sample t-test for within-group comparisons. The qualitative text was analysed for themes to establish defined categories. The findings of the study showed that the mothers reported that the child support group intervention sessions decreased the children's withdrawal-, social-, attention-, rule-breaking- and aggressive behavioural problems. The findings suggest that the use of support groups should be incorporated into intervention programmes dealing with latent-phase children affected by HIV/AIDS to enhance adaptive behaviour.
South African Law and Policy Regulating Learner Absenteeism at Public Schools: Supporting an Ecosystemic Management Approach
Author: Coetzee, Susan
Date: 2016-11-00
Type: Journal Articles
Subjects: Attendance,Educational Policy,Risk,Laws,Foreign Countries,Systems Approach,Guidelines,Educational Administration,Educational Legislation,Qualitative Research

Learner absenteeism often occurs involuntarily due to learners' social and economic circumstances. Notwithstanding this fact, there is a worldwide trend towards a more punitive and retributory management approach to address learner absenteeism. Because such an approach neglects to consider absentees' specific circumstances, it fails to address learner absenteeism properly. In the first part of this article, the authors considered the suitability of the ecosystemic theory as basis for a management approach that will acknowledge the full range of contextual risk factors that may exist in absentee learners' living environment. The authors argue in favour of a transnational and generic ecosystemic approach, with an inherent focus on contexts and interrelatedness, as a suitable approach to managing learner absenteeism. The second part of this article focuses on an analysis of South African law and policy regulating learner absenteeism, to determine whether it supports an ecosystemic approach to managing learner absenteeism. The authors found that, while South African law and policy regulating learner absenteeism mostly support an ecosystemic approach to managing learner absenteeism, some prescriptions of the Policy on Learner Attendance do not. After making some recommendations in this regard, the authors conclude with generic guidelines to managing learner absenteeism.
How School Ecologies Facilitate Resilience among Adolescents with Intellectual Disability: Guidelines for Teachers
Author: Hall, Anna-Marie
Date: 2016-05-00
Type: Journal Articles
Subjects: School Culture,Adolescents,Intellectual Disability,Case Studies,Resilience (Psychology),Special Schools,Foreign Countries,Severe Disabilities,Physical Disabilities,Inclusion,Teacher Role,Qualitative Research,Freehand Drawing,Developmentally Appropriate Practices,Athletics,Peer Relationship,Individualized Instruction,Friendship

The global prioritisation of the inclusion of learners with disabilities, and of vulnerable young people's resilience, means that teachers worldwide require insight into how best to facilitate the resilience of adolescents made vulnerable by intellectual disability (ID). To provide such insight, we conducted a secondary data analysis of a multiple case study of resilient adolescents with ID attending special schools in Gauteng Province, South Africa. The visual and narrative data that inform this case study were generated by resilient adolescents with ID (n = 24), and their teachers (n = 18). Four school-related themes emerge from their accounts of resilience-supporting factors associated with their schools for the physically and severely intellectually disabled (SPSID). From these, we distill three uncomplicated actions mainstream school ecologies can execute in order to enable the resilience of included adolescents with ID. Their simplicity and ordinariness potentiate universally useful ways for mainstream teachers to champion the resilience of included adolescents with ID.
Teacher Training by Means of a School-Based Model
Author: Richter, Barry
Date: 2016-02-00
Type: Journal Articles
Subjects: Models,Faculty Development,Training Methods,Student Teachers,Student Teaching,Mixed Methods Research,Program Effectiveness,College School Cooperation,Likert Scales,Semi Structured Interviews,Student Teacher Attitudes,Barriers,Teacher Aides,Foreign Countries

The purpose of the study was to explore how a school-based training model (SBTM) could help to address the shortage of teachers. This model also allows, among other aspects, for poor and disadvantaged students to study while they gain experience. This article reports on the results of the SBTM implemented by a South African university, whereby student teachers are appointed at schools as assistant teachers. A mixed method study was preferred in order to explore the effectiveness of the model. The findings of the research indicate that the majority of teachers, lecturers, students and members of school managements involved were positive regarding the SBTM, and that the advantages of the model outweighed the challenges. It is therefore recommended that the model be implemented as an alternative teacher training programme for the special conditions prevailing in South Africa, as well as other countries that experience a teacher shortage.
School District Leadership Styles and School Improvement: Evidence from Selected School Principals in the Eastern Cape Province
Author: Moorosi, Pontso
Date: 2016-11-00
Type: Journal Articles
Subjects: Foreign Countries,School Districts,Leadership Styles,Educational Improvement,Evidence,Principals,Mixed Methods Research,Questionnaires,Semi Structured Interviews,Leadership Effectiveness,Educational Change,School Effectiveness,Administrator Attitudes

The purpose of this study was to investigate how leadership styles in the Eastern Cape school districts support school improvement. Mixed methods research was employed and data was collected through the use of questionnaires and semi-structured interviews with school principals in various districts. The study was guided by the following questions: (1) what are the most common leadership styles among the school district officials in the province; and (2) how do the prevailing leadership style/s appear to support or hinder change and school improvement in the district? The quantitative data was analysed using Statistical Package for the Social Sciences (SPSS) for statistical analysis, while qualitative data analysis followed the iterative approach as suggested by Miles and Huberman (1994). Findings revealed prevalence of more authoritarian top-down leadership styles, which tend to have negative effects on school improvement. The paper ends with recommendations for more empirical work that would uncover district leadership approaches that influence the success of the districts and support school improvement.
Transforming Beginner Teacher Mentoring Interventions for Social Reform
Author: Smit, Tanya
Date: 2016-08-00
Type: Journal Articles
Subjects: Beginning Teachers,Mentors,Intervention,Questionnaires,Feedback (Response),Action Research,Communities of Practice,Teaching Methods,Brain,Faculty Development,Educational Change,Educational Principles,Interpersonal Relationship,Transformational Leadership,Qualitative Research,Elementary School Teachers,Foreign Countries

This article reports on an investigation into the use of action research for beginner teachers' professional development through the use of peer mentoring. Action research principles were applied by the mentor and the participating mentees/peers, forming a scholarly community of practice. The mentees were empowered to transform their teaching practice by applying the principles of Whole Brain® Learning (Herrmann, 1995) as a means to enact the role of facilitator and to take responsibility for developing scholarship of teaching, as it is aligned with the role of scholar and lifelong learner. The mentor (first author) who also was a beginner teacher at the time of the execution of the research project, had to enact the same roles with a view to transforming her mentorship practice, thereby enacting the role of transformative leader (Wolvaardt &amp; Du Toit, 2012). Data collection methods included brain profiling and feedback questionnaires, observations, and video and photographic evidence. Some of the qualitative data collected by means of a feedback questionnaire are reported. Facilitating the mentoring programme offered the mentor the opportunity to develop professionally by using action research as a means to taking responsibility for her professional development per se.
The Use of Internet-Based Social Media as a Tool in Enhancing Student's Learning Experiences in Biological Sciences
Author: Beltran-Cruz, Maribel
Date: 2013-12-00
Type: Journal Articles
Subjects: Social Media,Educational Technology,Technology Uses in Education,Internet,Science Instruction,Biological Sciences,Teaching Methods,Blended Learning,Likert Scales,Conventional Instruction,Student Attitudes,Student Surveys,Foreign Countries,College Students,Student Characteristics

This study explored the use of social media as a tool in enhancing student's learning experiences, by using online instruction as a supplement to a face-to-face general education course, such as biological sciences. Survey data were collected from 186 students who were enrolled in a Biological Sciences course. The course was taught in a blended format using Facebook and Edmodo online social networks. A four point Likert scale was used to interpret the data collected. Findings indicated that, when traditional face-to-face instruction was combined with online components, students' learning was enhanced. Findings from this study indicate that students had better experience, better engagement, and appreciated both the social learning experience gave by the online social network. Results revealed that students through student-student interaction and student-teacher interaction enhance their own experiences and improved their learning ability. The findings were used as bases in developing new practices and methodologies involving social networking tools for learning. Moreover, findings were used to design a blended format syllabus and blended learning guidelines. [This paper was presented at the International Conference on Teaching and Learning (ICTL) (4th, Bangkok, Thailand, Nov 13-15, 2013).]