ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Childhood Educator&apos;s Perception on Their Efficacy to Manage Children&apos;s Behavioural Problems and the Needs of a Screening Tool: Pilot Findings
Author: Arumugam, Shyielathy
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Preschool Children,Teacher Attitudes,Self Efficacy,Child Behavior,Behavior Problems,Classroom Techniques,Screening Tests,Disability Identification,At Risk Persons,Symptoms (Individual Disorders),Developmental Delays,Positive Behavior Supports,Teacher Effectiveness,Foreign Countries

Behavior problems among young children in early childhood education centers are found to be at a growing rate from the literature. Behavioral problems if left untreated may lead to more severe outcomes for some children. Behavior problems pose by young children in the early childhood classroom interrupt with classroom instruction. Early Identification which directs to early intervention is an evident based method to treat children at-risk of behavioral issues. Early intervention prepares children at-risk by providing an effective positive behavior support that may reduce the option of special education referral. However problem behaviors in the early childhood classroom are remain under recognized or not widely addressed. Literature reports that, teachers due to their workload may delay the referral and when they are unable to handle the problem behaviors, removal will be the short-term solution. A pilot test was carried out on Genius Negara educators from Perak state. Targeted number of respondents for the pilot test was 30 but the response rates were 47 in total. To test the scale reliability of the instrument, Cronbach's Alpha value is calculated. Alpha value 0.88 reported, suggests that the instrument proposed is reliable. A T-Test is performed to prove the sample mean represent the population mean.
Digital Play for Language Development in the Early Grades
Author: Van der Westhuizen, Leonie M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Computer Games,Elementary School Students,Urban Areas,Teacher Attitudes,Elementary School Teachers,Information Technology,Technological Literacy,Child Development,Foreign Countries,Language Acquisition

Background: The digital world and the concomitant changes in early childhood education have created uncertainty for teachers not knowing how to adjust their pedagogical practices of using digital play to enhance language development. Aim: This study aimed to analyse what teachers understand by digital play and how they use it for language teaching in the early grades, with specific reference to the reception year. Setting: The researcher chose a primary school in an urban area that had digital technology available in the classroom involving eight Grade R teachers. Methods: Semi-structured questionnaires and focus group interviews were used to collect data on how teachers interact with learners using digital technology. Non-participatory observations of these interactions were also noted. Data analysis considered teacher views about the role of information communication technology (ICT) in education, digital games, and the extent to which digital pedagogies can enhance language acquisition. Results: The analysis found that the teachers are willing to experiment with digital games. However, there is a need to understand more about digital technology and increase their knowledge on using digital games when teaching language. Teachers shared the view that digital games should, as is the case with traditional play-based pedagogies, be used to enhance language teaching as this generation is growing up in a digital environment. Conclusion: It was clear that the emphasis needs to be on the development of games, which use digital technology relevant to language teaching. Furthermore, the findings suggest that those pedagogies that use digital games relevant to the Digital Era be adopted. There is a need for further enquiry into teachers' beliefs and digital literacy and practices in more diverse settings to further understand the value of digital play in language teaching.
Storytelling: An Alternative Home Delivery of English Vocabulary for Preschoolers during COVID-19&apos;s Lockdown in Southern Thailand
Author: Khamsuk, Attawat
Date: 2021-00-00
Type: Journal Articles
Subjects: Story Telling,Second Language Learning,English (Second Language),Preschool Children,Foreign Countries,Family Programs,Vocabulary Development,Program Effectiveness,COVID-19,Pandemics

Background: Storytelling, a common family activity for preschool children to develop their literacy, can be used to promote learning of a language other than the mother-tongue, hence a starting point of home education for early childhood. Aim: The study aims to integrate storytelling as a family activity that helps to promote learning of English vocabulary for preschoolers. Setting: Young children aged 3-5 years and their parents living in a small neighbourhood of Muang District, province of Suratthani, in the south of Thailand attended the study during the restriction imposed to curb the coronavirus disease 2019 (COVID-19) pandemic under the 'Stay at Home' measures (March-April 2020). Both parents and children were given information about the study before they decided whether or not to participate in the project by parents' informed consent for their child to be involved. Methods: The data were collected in four stages: pretest, storytelling, post-test and interview. The storytelling material included five stories, particularly composed for the study. These stories were written in Thai (average 423 words), each with three English words inserted, making up 15 English words as the test items. Analyses were conducted on the pre- and posttest scores, observation of children's learning performance and parents' reflection. Results: The preschoolers showed vocabulary development from listening to the in-house stories. On average, children obtained 12.2 scores out of 15 words in the post-test versus 8 scores in the pretest. The family's satisfaction level was high, that is, 3.5 from 4 on children's learning behaviour and English word development and 3.77 on stories appreciation. The preschoolers requested to hear a story as many as three times in order to be confident. The high frequency of hearing tended to predict individual's development. Conclusion: Storytelling promoted English vocabulary learning and it could be done at home, provided that parents are equipped with appropriate material. In a story, preschoolers should be introduced to mono-syllabic concrete words and only up to three words at a time. Repetition of at least three times is necessary.
The Dream of Sisyphus: Mathematics Education in South Africa
Author: Taylor, Nick
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Outcomes of Education,Faculty Development,Educational Change,Low Achievement,Mathematics Achievement,Educational Improvement,Teaching Methods,Learning Processes,Teacher Education Programs,Elementary School Teachers,Pedagogical Content Knowledge,Elementary School Students,Barriers,Foreign Countries,Mathematics Tests,Governance,Capacity Building,Teacher Effectiveness

Background: South African schooling is caught in a vicious cycle, characterised by weak initial teacher education (ITE) and weaker-than-average learning outcomes, resulting in low teacher status and attempts to reform schooling by means of continuous professional development (CPD). Aim: The paper attempts to understand the reasons for poor performance in mathematics and to explore avenues for improvement. Setting: Teaching in South African schools. Method: Three mechanisms for improving teaching and learning are identified: ITE, CPD and the management of and support to teachers. Drawing on the research literature, the paper examines the potential of each for reforming the system. Results: Tests based on the school curriculum indicate that final-year BEd students are quite unprepared to teach mathematics in primary schools, revealing very significant shortcomings in ITE curricula. CPD, where it is well designed and rigorously evaluated, has been shown to have small effects on both teacher knowledge and learner performance. However, unless ITE is reformed at the same time, CPD becomes a never ending task of making marginal differences to the shortcomings of each successive cohort of qualified but incompetent teachers emerging from the universities. Conclusion: While the weak state of governance in the civil service remains a major obstacle to improved schooling, and while every effort must be made to raise the capacity of inservice teachers, maximal leverage in boosting teacher capacity sits firmly with the universities. While CPD has, at most a few hours a month to bridge huge gaps in teacher knowledge, ITE has at its disposal four years of full-time study with young, plastic minds.
The Impact of Different Approaches to the Teaching of Grade 5 Fraction by Three Experienced Teachers
Author: Ubah, Ifunanya J.A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Grade 5,Elementary School Teachers,Fractions,Foreign Countries,Instructional Effectiveness,Mathematics Achievement,Experienced Teachers

Background: Many teachers for different reasons recognise the teaching of fraction as a challenge. This research explored the teaching of fraction in Grade 5 by three experienced teachers (Ben, Greg and Will) in KwaZulu-Natal province, South Africa. Aim: The purpose of this study was to investigate the impact of different approaches to the teaching of Grade 5 fraction by three experienced teachers. Method: Three teachers and 177 learners were purposively sampled for this study. Classroom observations, interview and fraction achievement test (FAT) were instruments used for data collection. Hence, this study employed a mixed method, where both quantitative and qualitative data sets were collected at the same time, and the data were analysed at the same time in order to discuss the findings. Results: The quantitative data were analysed using descriptive statistics and analysis of covariance (ANCOVA), whilst the qualitative data were analysed in themes. The results showed that learners of teacher Ben performed significantly better than those of teachers Will and Greg. The findings revealed that a combination of good practices and appropriate use of multiple representations by teacher Ben improved his learners' achievement in addition of fraction more than other learners taught by the other two teachers. Conclusion: The study recommends that mathematics teachers should endeavour to facilitate learners' conceptual knowledge of fraction by using appropriate teaching approach in their instruction, namely, learner-centred approach, activity-based learning, use of mother tongue for clarity and use of multiple representations. This recommendation will improve learners' knowledge and conceptual understanding of fraction and algebra in its entity.
An Alternative Application for Team Spirit: Reggio Emilia
Author: Atabey, Derya
Date: 2020-00-00
Type: Journal Articles
Subjects: Teamwork,Reggio Emilia Approach,Cooperative Learning,Student Projects,Preschool Education,Preschool Children,Parent Teacher Cooperation,Teacher Collaboration,Teacher Student Relationship,Peer Relationship,Communication (Thought Transfer),Educational Philosophy

In the current research, Reggio Emilia, an alternative application model based on the problems experienced within the content of communication and cooperation in preschool education, was studied. In this purpose, the history, values and principles of Reggio Emilia, its curriculum, teacher-child, teacher-parent, child-child, teacher-teacher communication and cooperation and a sample Reggio Emilia project were explained. In the quest of an alternative application model to provide necessary communication and cooperation and work with all factors comprising education in the sense of a team spirit, it is likely to say that Reggio Emilia is a striking approach. Understanding the philosophy and process of communication and cooperation realized in Reggio Emilia approach would make teachers, parents and administrators attain a different point of view and in this way, would help form a strong and effective communication and cooperation between all the factors comprising preschool education.
Support for Families of Youths and Adults with Intellectual Disabilities: Contributions of a Program from Families&apos; and Specialists&apos; Perspectives
Author: Villaescusa, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Family Needs,Intellectual Disability,Family Attitudes,Specialists,Attitudes,Empowerment,Intervention,Family Environment,Quality of Life,Foreign Countries,Young Adults,Adults,Family Programs,Interpersonal Relationship,Social Support Groups

A family-centered approach (FCA) is recognized as a set of values, principles, and practices aimed at strengthening families' abilities to promote the development and well-being of its members. Despite the limited information available, results show the positive relationship between the support model, based on the collaboration between families and specialists, and family empowerment. This paper seeks to analyze the opinions of families and specialists on their participation in an intervention program for families of youths and adults with disabilities. Thirteen families and eight specialists participated in the study that used qualitative techniques, such as interviews and discussion groups, and a questionnaire to gather information about the families' and specialists' viewpoints over one year. Results show that families welcomed their involvement in the program. Both families and specialists recognize that creating a space for the whole family is the main contribution of the program, as it highlights the importance of considering the family's entire system as a support unit, as well as the close relationship between the individual's and family's quality of life (FQoL).
Identifying Student Teachers&apos; Inquiry-Related Questions in Biology Lessons
Author: Hiltunen, Matti
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Teachers,Inquiry,Questioning Techniques,Biology,Active Learning,Elementary School Teachers,Secondary School Teachers,Foreign Countries

Prior research has shown that both teacher-led and recitation questions dominate in classrooms; teachers ask closed-ended questions more than open-ended questions. Even though classroom questioning has been studied in many previous studies there has been very limited research addressing the questioning of student teachers during inquiry-based biology lessons focusing on the inquiry stages: introduction, examination, and conclusion. In this study, a total of 21 lessons by 12 student teachers in primary and secondary schools were video- and audio-recorded. The recorded discussions were transcribed and the qualities of the questions were analyzed using content analysis, and the questions of student teachers were categorized into 10 different question categories. The findings revealed that primary school student teachers asked mainly for factual knowledge, concepts, and basic knowledge of species in all inquiry stages. Secondary school student teachers also asked mainly for concepts and basic knowledge of species. They also asked students to generate ideas and explain their answers, especially in the examination and conclusion stages. The present study indicates that student teachers' questioning needs to be developed more towards higher-order questioning such as analyzing, synthetizing, and evaluating to scaffold students in inquiries and develop future teachers' questioning skills in teacher education.
Examining Self-Awareness through Drawing Activity among Preschoolers with High Socio Emotional Development
Author: Zakaria, Mohd Zafaren
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Concept,Freehand Drawing,Preschool Children,Social Development,Emotional Development,Self Esteem,Emotional Intelligence

Socio emotional development is an important element in the development of preschoolers. This study aims to identify a high level of socio emotional development among preschoolers. This is a qualitative case study and data were collected through interviews and document analysis. The study involved three participants who were chosen through purposive sampling technique. All three preschoolers were interviewed based on the drawings they made during the drawing activity at school. The study found that high socio emotional development in preschoolers fulfil the characteristics of early childhood development through the themes highlighted in this study, namely; (i) self-confidence; and (ii) ability to interpret emotions. Socio emotional development reflects the learning that a child acquired. In this regard, socio emotional competence is evident when a child reaches the desired level of achievement. Good socio emotional development plays an important role in the development of preschoolers and will help shape their lives in the future. Overall, good socio emotional development among preschoolers contribute to their development and promote good behaviour.
Conceptual Vocabulary in Grade 2 isiZulu-English and Grade 1 Afrikaans-English Bilinguals
Author: Jordaan, Heila L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Elementary School Students,Indo European Languages,English (Second Language),Foreign Countries,African Languages,Receptive Language,Expressive Language,Language Proficiency,Grade 1,Grade 2,Language of Instruction,Comparative Analysis,Language Tests,Scores,Language Maintenance,Monolingualism

Background: The educational context in South Africa does not always support the development of bilingualism to enable the cognitive and social advantages of dual language proficiency. The emphasis on English as the language of instruction overlooks bilingual competence. This study attempts to show that by considering conceptual vocabulary, professionals can gain a better understanding of childhood bilingualism. Aim: The aim of the study was to assess the receptive, expressive and conceptual vocabulary of English-isiZulu and English-Afrikaans bilingual children. Setting: The study was conducted at two primary schools in Johannesburg, Gauteng, in which the language of teaching and learning is English from Grade 1. Methods: The study employed a comparative within- and between-group quantitative design. The vocabulary of 30 Grade 1 Afrikaans-English and 30 Grade 2 IsiZulu-English bilinguals and their age-matched monolingual peers was assessed using the English Receptive and Expressive One Word Picture Vocabulary tests and adapted isiZulu and Afrikaans versions of the tests for the bilingual groups. Results: Both bilingual groups obtained significantly higher scores in English than in their home languages across receptive and expressive modalities. The conceptual scores were significantly higher than scores on single language tests. The isiZulu-English group obtained significantly lower scores than the monolingual group in English, even with conceptual scoring, while the Afrikaans-English bilingual group obtained scores similar to and even higher than those of their monolingual peers using conceptual scoring. Conclusion: This study confirms the value of considering dual language knowledge in bilingual children and underlines the need to support, develop and maintain all South African languages in education.
Software Development Methodologies, HEIs, and the Digital Economy
Author: Saeedi, Kawther
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Software,Colleges,Higher Education,Technological Literacy,Job Skills,Employment Qualifications,Industry,Economic Factors,Capstone Experiences,Student Projects,School Business Relationship,College Seniors

Progressing digitalization of business, economy, and the society places higher education institutions (HEIs) in the center of the debate on how to effectively respond to challenges and opportunities that are thus triggered. Several facets of this process and corresponding challenges exist, including the complex question of how to match students' skills and competencies with the demands and expectations of the industry. From a different angle, considering the changing nature of work, HEIs are responsible for equipping future employees with skills necessary to work in virtual, distributed, culturally diverse, and frequently global, teams. In the domain of software development, i.e., the backbone of the digital world, the challenge HEIs need to face is paramount. For this reason, the way software development is taught at HEIs is crucial for the industry, for the economy, for the students, and for the HEIs. As there is a tendency in the industry to embrace the scrum method and seek employees equipped with skills necessary for the scrum methodology use, it is necessary to ensure that HEIs offer the students the opportunity to get exposed to scrum. By querying the challenges of switching to agile software development methodologies in senior capstone projects, this paper makes a case that software development and software development methodology form the thrust of a multi-stakeholder ecosystem that defines today's digital economy and society. In this context, the added value of this paper rests in the elaboration of a method enabling HEIs to move toward scrum in senior projects.
Effects of Identification and Pronunciation Training Methods on L2 Speech Perception and Production: Training Adult Japanese Speakers to Perceive and Produce English /r/-/l/
Author: Feng, Zeyu
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Pronunciation Instruction,Japanese,Native Language,Second Language Learning,Second Language Instruction,English (Second Language),Articulation (Speech),Phonetics,Auditory Perception,Identification,Instructional Effectiveness,Generalization,Learning Processes,Speech Communication,Foreign Countries,Community Programs,Adult Education,Pronunciation,Difficulty Level

Adult Japanese speakers often experience difficulty learning English /r/-/l/. Previous research has reported the effectiveness of using perception-based high-variability identification training with natural speech stimuli on improving Japanese speakers' perception and production of /r/-/l/. Recent studies have also shown the effectiveness of using production-based multipronged pronunciation training with explicit instruction on articulatory movements and visualized spectrograms showing F3 frequencies of English /r/-/l/. The proposed study will compare the effects of identification training and pronunciation training on Japanese speakers' English /r/-/l/ learning, as well as the generalization of learning gains to novel phonetic environments. Further, the proposed study will contribute to speech perception and production research by exploring the relationship between perceptual learning and production learning.