ethanporcaro/eric-fulltext-meta huggingface dataset:
Capacitating Postgraduate Education Students with Lay Counselling Competencies via the Culturally Appropriate Bibliotherapeutic Read-Me-to-Resilience Intervention
Author: Joubert, Carmen
Date: 2019-08-00
Type: Journal Articles
Subjects: Graduate Students,Teacher Education,Counselor Training,Lay People,Teacher Competencies,Culturally Relevant Education,Intervention,Resilience (Psychology),Honors Curriculum,Disadvantaged Schools,At Risk Students,Counselor Role,School Counseling,Foreign Countries,African Culture,Coping,Story Reading,Bibliotherapy

This study explored how culturally relevant stories could be used to bolster the lay counselling competencies of teachers furthering their studies in an honours degree in learner support -- while working in schools with limited resources and at-risk children. One possible way of supporting teachers to be effective in the lay counselling role is to support them with access to counselling tools. To achieve this aim of providing teachers, functioning as lay counsellors, with supportive tools, 16 South African honours students/teachers voluntarily implemented the intervention called, Read-me-to-Resilience (Rm2R) (see http://readmetoresilience.co.za). A qualitative research approach was used employing a pre- and post-intervention evaluation design and, based on the draw-and-write technique for gathering data, the experiences of lay counsellors using the Rm2R intervention were analysed. Participating teachers reported that using the Rm2R intervention promoted a positive adjustment to the challenges associated with lay counselling. The findings suggest that such a ready-made intervention may have value in supporting postgraduate education students being trained as lay counsellors. Culturally appropriate training with similar ready-made interventions might be an appropriate way of capacitating teachers being trained as lay counsellors.
Difficulties in Developing a Curriculum for Pre-Service Science Teachers
Author: Booi, Kwanele
Date: 2019-08-00
Type: Journal Articles
Subjects: Curriculum Development,Preservice Teachers,Preservice Teacher Education,Science Teachers,Course Content,Teacher Qualifications,Pedagogical Content Knowledge,Knowledge Level,Science Education,Science Instruction,Foreign Countries

Course outlines for science teachers, designed and developed at 6 universities, were critically analysed and compared with the guidelines for science education set out in the national policy framework known as the Minimum Requirements for Teacher Education Qualifications (MRTEQ) to identify the characteristics of a competent science teacher. Researchers used qualitative means to elicit data from the curriculum documents and in-depth interviews with science teacher educators at the institutions that participated in the study. The analysis of data focused on identifying views and perspectives that informed selection and organisation of curriculum content and pedagogical approaches. The findings that emerged from the data analysis point to both convergence and divergence among science teacher educators in terms of (i) interpretations of the policy on the minimum requirements for teacher qualifications, (ii) conceptualising hybridisation of academic content knowledge from different disciplines in the fields of science, and (iii) conceptualisation of pedagogical content knowledge for integrated approaches to teaching and learning of knowledge. A lack of uniformity in the conceptualised academic content and the conceptual framework to develop pedagogical content knowledge for the interdisciplinary school subject, Natural Sciences, pointed to the challenges facing departments of sciences education to produce competent teachers.
Learning with Mobile Devices: A Comparison of Four Mobile Learning Pilots in Africa
Author: Isaacs, Shafika
Date: 2019-08-00
Type: Journal Articles
Subjects: Telecommunications,Educational Technology,Handheld Devices,Technology Uses in Education,Teaching Methods,Rural Schools,Mathematics Instruction,Reading Instruction,Instructional Effectiveness,Academic Achievement,Foreign Countries

This paper compares the mixed-methods evaluation findings of the ukuFUNda Virtual School (UVS) with evaluations of three different mobile learning (m-learning) programmes in Africa: the information and communication technologies for rural education (ICT4RED); the Kenya Primary Math and Reading (PRIMR) study and the Nokia Mobile Mathematics (MoMath) evaluation. The comparison applies a conceptual model based on m-learning affordances and configurations (Strigel &amp; Pouezevara, 2012), as well as on uptake, use, and responses by program beneficiaries; and on stakeholder learning. The findings show varied successes across all four programs and highlight important lessons for stakeholders with particular reference to scaling up of m-learning interventions in an African context.
Finding the Missing Variables: A Systematic Review of Mathematics Improvement Strategies for South African Public Schools
Author: Gaillard, Claire
Date: 2019-08-00
Type: Journal Articles
Subjects: Mathematics Instruction,Educational Improvement,Foreign Countries,Public Schools,Mathematics Teachers,Mathematics Achievement,Disadvantaged Schools,Intervention,Social Sciences

The future of South Africa's economic growth rests on addressing critical scarce-skills labour shortages. Matriculants are called on to break the cycle of poverty by entering the scarce-skills workforce. The demonstration of a high level of mathematics, science, and technology competency is viewed as a gateway towards achieving this goal. The South African Department of Basic Education has invested much effort towards improving mathematics, science and technology competencies among learners by implementing various mathematics improvement strategies in public schools. The existing research, however, shows that these initiatives have yielded little success among learners from impoverished schooling contexts. Reasons for this limitation were explored by means of the systematic review reported on in this paper. The review focused on literature relating to mathematics improvement strategies in public schools implemented by the South African Department of Basic Education. The limitations of these initiatives were critically evaluated and gaps in various documented strategies were identified. The findings highlight an evident need for a shift in focus of future interventions if the national goal to address scarce-skills labour demands through educating the impoverished South African youth is to be successfully realised. Suggestions are offered on how this change might happen.
Mathematics Anxiety among Pre-Service Accounting Teachers
Author: Mkhize, Msizi Vitalis
Date: 2019-08-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Preservice Teachers,Accounting,Computation,Mathematics Skills,Student Attitudes,Student Characteristics,Test Validity,Test Reliability,Foreign Countries

Pre-service accounting teachers perform a variety of calculations in accounting courses, for example, they calculate and compare company financial ratios, calculate dividends, interests, and variances. Mathematics is thus a crucial tool for performing accounting calculations. This paper reports on a study designed in order to investigate pre-service accounting teachers' mathematics anxiety with respect to accounting. The Fennema-Sherman Mathematics Anxiety Scale (F-SMAS), with established reliability and validity, was applied. A cross-sectional data set containing demographic details and attitudes towards mathematics anxiety was collected and quantitative responses of 255 first-, second-, and third-year pre-service teachers were analysed. In addition, semi-structured interviews with 18 pre-service accounting teachers, 6 from each level, were conducted. A sequential explanatory mixed methods design was employed. Data was analysed using the Statistical Package for Social Sciences for quantitative data, and semi-structured interviews were transcribed and analysed qualitatively. The study revealed that the Fennema-Sherman Mathematics Anxiety Scale score is slightly above neutral. Qualitative results reveal that even mathematically competent students are not free from mathematics anxiety. Based on these findings it was concluded that mathematics anxiety affects and influences the way students learn and perform accounting calculations.
Presenting History: The Manipulation of Chronological Structures in the Development and Maintenance of Transformative Curricula
Author: Steyn, Stephen
Date: 2019-00-00
Type: Journal Articles
Subjects: History Instruction,Transformative Learning,Higher Education,Teaching Methods,Architectural Education,Design,Outcomes of Education,Curriculum Development

In this article it is argued that, through adjustment of the point of view from which history is taught and theorised in architecture schools, grand narratives of progress can be critiqued and manipulated at a structural level. This could provide more lasting transformative practices than those produced by attempts to subvert such narratives by slotting alternative details into the existing structure. The restructuring of points of view in history curricula is approached from critiques of two devices through which historical events are considered to be of objective significance: the canon and the timeline. The fundamental definitions and justifications of these devices are briefly unpacked, after which a proposal is made for alternative structures in the production of content for history and theory modules at university level. A brief description of some of the structural teaching and learning devices of studio-based design courses serves to illustrate the diversity of modes of engagement available to managers, teachers and students in the discipline. Some of those devices are then transposed onto more conventional teaching and learning structures in order to test new possibilities for history and theory curricula. The possible outcomes of a restructuring is briefly illustrated through an example of resulting 'other timelines' which are functional at the level of rendering history legible and comprehensible as a subject of study, but which could simultaneously move narratives of progress out of history and into the personal experience of students and tutors.
It&apos;s Time to Unite: A Collaborative Approach to Addressing the Needs of Graduate Students of Colour
Author: Smith, Travis C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Graduate Study,Minority Group Students,Barriers,Racial Differences,Success,Student Personnel Services,Academic Support Services,Student Needs,Cooperative Planning

Higher education administrators often speak of the value of collaboration between student and academic affairs yet there is little empirical evidence of such collaboration. As such, graduate school services and programmes traditionally receive less attention and support than undergraduate programmes. Arguably, deficiencies in those services and programmes expose a need for collaboration, specifically for students of colour. This article explores the experiences of graduate students of colour while examining the barriers in place that tend to hinder their success in graduate school. By addressing these barriers, we present a justification for the need for collaboration between student affairs and academic affairs within graduate education.
#FeesMustFall: Lessons from the Post-Colonial Global South
Author: Dlamini, Sipho
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Fees,Costs,Activism,Student Rights,College Students,Access to Education,Low Income Students,Social Bias,Working Class,Financial Support,Blacks

The protests that engulfed South African universities in 2015 and 2016 revealed a dissatisfaction by students with regard to higher education fees. This article looks at some of the lessons that could assist South Africa in understanding the role of universal fee-free higher education or fee-free higher education for the poor. Most countries in the post-colonial global South indicate a shift to cost-sharing as mounting financial pressures on state budgets make universal free education unsustainable. The current study shows that the cost-sharing model in South Africa has not resonated with students and may also be exclusionary to poor students. The lessons from the post-colonial global South show that the trend in higher education is that the poor are often left out of most fee structures -- including dual track, universal fee-free, and cost-sharing models. The current study explores some implications and considerations of the current means test model that has been introduced by the current South African president, while using the global South as reference point for the implications of this fee structure, particularly in relation to poor and working-class students.
The Role of the Campus Environment in Fostering a Sense of Mattering among Postgraduate Commuter Students in Botswana
Author: Lyken-Segosebe, Dawn E.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Environment,Campuses,Environmental Influences,Sense of Community,Graduate Students,Commuting Students,Foreign Countries,Rural Schools,Research Universities,Public Colleges,Student School Relationship,Undergraduate Students,College Housing,Student Transportation,Teaching Assistants,Supervisor Supervisee Relationship,Engineering Education

Commuter students can be found at practically every institutional type in higher education. Despite their increasing numbers as returning students to pursue Master's and PhD programs, little is known about postgraduate commuter students and their experiences at US and international universities. A mixed-methods embedded design was utilized to investigate whether and how postgraduate commuter students at a rural public research-intensive university in Botswana perceived they mattered or were marginal to their university. Findings revealed that the physical, human aggregate, organizational, and socially constructed environments of the university influenced perceptions of mattering among study participants. Postgraduate students perceived they did not matter to the university because of its focus on undergraduates, its approach to managing postgraduate education, its failure to provide postgraduate housing, and the cost and unavailability of transportation. However, the availability of a teaching assistantship and supervisors' interest and support fostered the sense among these students that they were receiving attention, considered important, depended on, and empathized with.
&apos;Thrown in at the Deep End&apos;: The Experience of Graduates of Transnational Western Medical Education Transitioning into Middle Eastern Clinical Practice
Author: Rashid-Doubell, Fiza
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Graduates,Medical Students,Medical Education,Medical Schools,International Schools,Student Experience,Physicians,Overseas Employment,Education Work Relationship,Theory Practice Relationship,Clinical Experience,Role Perception

Background: Newly qualified doctors educated in their home country usually go on to work in their first hospital job in same country. These graduates are familiar with the socio-cultural context of clinical setting they work in. But, with many Western universities providing cross-border education to host countries in the Middle East and South East Asia in subjects such as medicine. The experiences of those graduating from transnational medical education and working in local hospitals are absent. The aim of the study was to explore the early transitional experiences of newly qualified doctors moving from a European branch campus to practice at hospitals affiliated to the medical school situated in a Middle-Eastern country. Methods: A qualitative study using an interpretive phenomenological approach through interviews to explore experiences of graduates of transnational medical education working in Middle Eastern hospitals. Results: The main findings can be summarised under the three themes generated--the essentials of practice, routine of practice and realities of practice. The results evidenced the transition as a challenging period for new doctors finding dissonance between the skills taught while in transnational education and the workplace. There were three particular areas of discord for the graduates in clinical practice: working in medical teams with a different arrangement to the one prepared for; adapting to a more patient-centred language and coping with differences in ethical norms, values and practices in the hospital. Conclusions: The graduates found transitioning from university to full-time clinical practice difficult and were disappointed by their experience not matching their expectations of work. These findings are valuable for transnational medical educators seeking to improve the experience of graduates who are moving from the clear ideals, norms and values of transnational medical education into the complexity of full-time clinical practice.
Challenges Experienced by Learners with Visual Impairments in South African Township Mainstream Primary Schools
Author: Morelle, Mokwena
Date: 2019-08-00
Type: Journal Articles
Subjects: Foreign Countries,Visual Impairments,Elementary School Students,Students with Disabilities,Inclusion,Barriers,Educational Environment,Parent Participation,Institutional Mission,Elementary Schools

Diversity in education is not about different races only; in the South African context it also refers, for instance, to types of schools or different learning styles. Inclusivity in education thus refers to all learners, regardless of their abilities, being noticed and encouraged to share and learn in the same space. However, the South African education system is still struggling to ensure that learners with disabilities, especially those with visual impairment, are fully catered for in mainstream schools. In the study reported on here a qualitative research methodology was used to collect data through semi-structured interviews and observations with selected participants to explore challenges experienced by partially sighted learners in mainstream schools. It was found that even though learners with visual impairment are now physically integrated in mainstream classes, they are not truly included. Furthermore, teacher training should be enhanced, and teacher support reviewed while involving parents of visually impaired learners in their children's schooling.
Managing the Use of Resources in Multi-Grade Classrooms
Author: Msimanga, Mothofela R.
Date: 2019-08-00
Type: Journal Articles
Subjects: Foreign Countries,Multigraded Classes,Educational Resources,Textbooks,Access to Education,Shared Resources and Services

This study examined how teachers in multi-grade classrooms manage and use available resources in their classrooms. The study focused on multi-grade classrooms in farm schools in the Free State province of South Africa that cover Grades 1 to 9. The concepts &quot;multi-grade classrooms&quot; and &quot;resources&quot; are explained below. The availability and utilisation of resources in multi-grade classrooms is discussed in some depth. A qualitative research design was used to collect data. Interviews were conducted with 9 teachers who worked in multi-grade classrooms. The data reveals that the availability of resources has improved somewhat in the multi-grade classrooms surveyed; however, textbooks specifically meant for multi-grade classrooms are still lacking. The data also points to several other trends. For example, most multi-grade schools in the sample have insufficient resources. Where available, the resources are either under-utilised or used improperly. Furthermore, it is usually the case that learners are required to share resources across various grades. Moreover, teachers often use their personal resources to get their work done, and in this regard, smartphones play an important part. Finally, the study also reveals that teachers do try to use various types of resources to cater for different learning styles.
Transformational Leadership and Innovative Behavior: The Mediating Role of Knowledge Sharing in Indonesian Private University
Author: Suhana, Suhana
Date: 2019-00-00
Type: Journal Articles
Subjects: Transformational Leadership,Foreign Countries,Private Colleges,Knowledge Management,Sharing Behavior,Educational Innovation,Correlation

Scholars have focused on exploration concerning issues affecting innovative behavior (IB). Of previous research finding reviews, transformational leadership (TL) is seen as the most influential factor to promote IB in the organization. TL helps followers to have a unique opportunity to develop learning competence and cooperation in improving IB. Besides, knowledge sharing (KS) is also supposed as the main trigger to build IB. Therefore, this study aims to analyze the mediating role of KS in the relationship between TL and IB. 210 postgraduate students in Indonesian private university are determined as samples. Multiple regression analysis by using SPSS software is applied to analyze the data. The results show that TL significantly affects KS and IB. KS further mediates the relationship between TL and IB.
Integration and Development of Employability Skills into Malaysian Higher Education Context: Review of the Literature
Author: Fahimirad, Mehrnaz
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Employment Potential,Job Skills,Curriculum Development,Integrated Curriculum

This paper aims to provide a comprehensive literature review on the role of employability skills or generic skills in designing, integrating, and assessing curriculum in Malaysian higher education context. This study addresses the issue and challenges of integrating generic skills or employability skills in higher education context. Then the research gap on the lack of integrating generic skills in Malaysian higher education system is highlighted and the past studies which addressed the issue of integrating and assessing generic skills in Malaysian universities are reviewed. The results revealed that some Malaysian universities attempted to integrate generic skills into their curriculum to increase the rate of employability; however, there is an ambiguity regarding the assessment of generic skills in the context of higher education. Further research needs be conducted to investigate the assessment of generic skills.
Management of Lecturers Resource Development at Higher Education
Author: Kemal, Isthifa
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Higher Education,Foreign Countries,College Administration,Faculty Development,Research,School Community Relationship,College Curriculum,College Instruction

The purpose of this study was to determine the management of the development of lecturer resources in the tri dharma of higher education in STKIP Bina Bangsa Getsempena (STKIP BBG) Banda Aceh. This research is focused on the implementation of the tri dharma of higher education. This research uses a qualitative method with a case study approach. Data were collected by interview, observation and documentation study, then analyzed qualitatively. As for data analysis techniques, descriptive-inductive and reflective models are specifically used in this study. The results of these research programs in the implementation of the tri dharma of higher education are carried out on an ongoing basis so that lecturer resources are maintained. All of them in the management of lecturer resource development rests on the vision of the institution to make universities superior.