ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching of Basic Posture Skills in Visually Impaired Individuals and Its Implementation under Aggravated Conditions
Author: Suveren-Erdogan, Ceren
Date: 2018-00-00
Type: Journal Articles
Subjects: Human Posture,Skill Development,Visual Impairments,Exercise,Movement Education,Disabilities,Foreign Countries,Special Education,Physical Education,Games,Outcomes of Education

The aim of this study is to enable basic posture exercises to be included in the basic exercises of the visually impaired individuals as a step to learn more difficult movements, to guide the instructors in order to make efficient progress in a short time and to help more numbers of disabled individuals benefit from these studies. Method: 15 visually impaired sedentary students from the Department of Special Education, the Gazi Faculty of Education, who take the course Physical Education and Game Teaching for Visually Impaired People participated in the study. Following the verbal information about the study, the visually impaired students were asked to try 5 movements with difficult conditions. During the next 10 weeks, the course continued in the practice section (1 day, 45 minutes per week) and all the basic postures, included in the program with the help of the instructor's verbal and physical help, were applied. 10 weeks later, visually impaired students were asked to retry the 5 movements which they were asked to do at the beginning of the program. The study was carried out with compilation method and the results were recorded on the basis of observation. Conclusion: As a result of this study, it was observed that visually impaired individuals who have successfully learned the basic postures with verbal communication and physical help can apply movements with difficult conditions more easily and with fewer mistakes compared to the early attempts and movement qualities (technical production) have significantly increased. Based on this, it can be concluded that basic postures are of great benefit in movement training and progress of visually impaired individuals.
Socially Embedded Academic Emotions in School
Author: Anttila, Henrika
Date: 2018-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Foreign Countries,Grade 6,Grade 8,Elementary School Students,Secondary School Students,Mixed Methods Research,Teacher Student Relationship,Interaction,Peer Relationship,Educational Environment,Informal Education,Conventional Instruction,Pictorial Stimuli,Student Surveys,Content Analysis

School is a central arena for a wide amount of emotions. Previous research on academic emotions has, however, mainly focused on achievement, engagement and teaching, situated in classroom. The social embeddedness, as well as different learning environments of school, continue to be neglected in the research literature. Our study focuses on examining socially embedded academic emotions in school, including emotions described in peer interactions and in teacher-pupil interactions. Furthermore, the aim of the study was to investigate socially embedded academic emotions situated in both informal and formal learning environments. In the study, we combine both qualitative and quantitative methods by using picture tasks and questionnaires. In total, 146 sixth and eighth graders participated in the study. The results of our study showed that the interaction between teachers and peers is a central arena for pupils' described socially embedded academic emotions in school. Furthermore, our study emphasizes the role of an informal learning environment as an important setting for socially embedded academic emotions. Practical and theoretical implications of these findings are discussed.
Still Polishing the Diamond: School Library Research over the Last Decade
Author: Johnston, Melissa P.
Date: 2018-00-00
Type: Journal Articles
Subjects: School Libraries,Library Research,Library Services,Media Specialists,Role,Educational Technology,Technology Uses in Education,Information Literacy,Models,Research Needs,Librarians,Literature Reviews

In 2003 Delia Neuman wrote &quot;Research in School Library Media for the Next Decade: Polishing the Diamond.&quot; One of the most influential pieces on school library research written in the last twenty years, the article provided a map for school library research by defining areas of concern and importance. Neuman developed questions grounded in the research and scholarship of the field at that time. These questions served as a charge for researchers to address in the next ten years. Neuman called on researchers to &quot;polish the diamond and make it shine more brightly in its own right and sparkle more valuably in the larger field of education&quot; (2003, 504). This study uses Neuman's model of the diamond to examine school library research and scholarship from 2004 through 2014. Following Neuman's guiding questions through a systematic review of the literature from the past ten years, this study finds that there is still much &quot;polishing&quot; to be done by school library researchers, and like Neuman, defines new &quot;facets&quot; that provide future direction to &quot;move forward both the field's research agenda and its effective practice&quot; (Neuman 2003, 505).
The Realities of Educator Support in a South African School District
Author: Nkambule, Gugulethu
Date: 2018-02-00
Type: Journal Articles
Subjects: School Districts,Focus Groups,Interviews,Workshops,Elementary School Teachers,Department Heads,Foreign Countries,Quality Assurance,Faculty Development,Educational Quality,Qualitative Research,Administrator Attitudes,Principals,Teacher Attitudes,Educational Change,Social Change,Teacher Education,Capacity Building,Case Studies

This paper explores support in primary schools in a single South African school district. The literature suggests an increased need for educator support in South Africa due to a myriad of curricular changes in the aftermath of apartheid, as well as a teacher corps that is ill-prepared for the demands posed by curricular reform. Documented research showed educator support that is inadequate, leaving educators feeling unsupported and ill-equipped to face the challenges presented by the new education system. A qualitative approach located in an interpretive paradigm was adopted for this study while the requisite data were gathered by means of both individual and focus group interviews involving twenty participants from three primary schools in one school district. In addition, documents were requested from the schools, meetings were observed, and a cluster workshop was attended. The main finding of the study was that there is limited evidence of support for primary school educators in the South African school district studied. A key recommendation was that more curriculum instructors and heads of department be employed to increase the capacity of support for primary school educators.
The Impact of Language Factors on Learner Achievement in Science
Author: Prinsloo, C. H.
Date: 2018-02-00
Type: Journal Articles
Subjects: Science Achievement,Language Proficiency,Performance Factors,Grade 9,International Assessment,Multiple Regression Analysis,Cultural Capital,Language of Instruction,Family Environment,Predictor Variables,Student Records,Trend Analysis,Foreign Countries,Elementary Secondary Education,Achievement Tests,Mathematics Tests,Mathematics Achievement,Science Tests,Statistical Analysis

South African learner achievement remains poor, despite large investment in schooling over the last two decades. Literature and research findings offer no single explanation or solution. In this article, the authors explored the relative contribution of specific language factors such as the role of home- and school-language equivalence, cultural and economic capital, and other school and classroom factors to Science achievement. The analysis identified specific language and/or contextual factors having the biggest influence on learner achievement. This was achieved through secondary analysis of South African Grade Nine (N = 12,000) data from the Trends in International Mathematics and Science Study (TIMSS) 2011. Multiple-regression modelling using contextual and achievement data suggested that home- and school-language equivalence and how frequently learners used the school language at home were strongly associated with the Science achievement results of Grade Nine learners in South Africa. Several other language factors that could be seen as cultural capital, beyond broader economic capital, some classroom-related contextual conditions and selected school-level factors, also showed strong influences. It is concluded that language, teacher training, and broader economic policy changes and their thorough implementation are required to address these concerns.
The Impact of Formative Assessment Activities on the Development of Teacher Agency in Mathematics Teachers
Author: van der Nest, Adri
Date: 2018-02-00
Type: Journal Articles
Subjects: Teaching Methods,Formative Evaluation,Mathematics Teachers,Mathematics Instruction,Faculty Development,Foreign Countries,Case Studies,Curriculum Implementation,Grade 9,Mathematical Concepts,Qualitative Research,Secondary School Mathematics,Secondary School Teachers,Observation,Questionnaires,Semi Structured Interviews

Although buoyed by the induction of a democratic government, and the high ideals of our constitution, the South African education system has in many ways not met the expectations of its people, in this case, the mathematics education community. With the birth of an expansive intended curriculum came the monitoring of the outcomes through systemic type testing, the so-called attained curriculum. In time, it became clear that the inevitable 'teaching to the test' would constitute a narrowing of the implemented curriculum. Two possible constraining influences of the systemic test were identified, namely, a narrowing of the curriculum, and reliance on only one source of external monitoring. To counteract these, a project titled Assessment Enhanced Teaching and Learning (AETL) has been initiated, involving Grade Nine mathematics teachers. The aim of the project is to provide intermittent markers of progress to the teachers and learners at strategic points throughout the year. Teacher involvement in the design and implementation of these formative assessment tasks is thus central to the project. In this paper, we report on a case study at one school in the Pretoria region, and explore the use of structured assessment tasks as an approach to professional development. The question posed here is, &quot;How does the implementation of strategically designed assessment tasks support professional development and enable professional agency?&quot; Our findings indicate a strong sense of agency motivated by the need to excel in systemic type testing.
Learning Style Preferences and Mathematics Achievement of Secondary School Learners
Author: Bosman, Anne
Date: 2018-02-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Achievement,Foreign Countries,Cognitive Style,Teaching Methods,Secondary School Mathematics,Secondary School Students,Preferences,Questionnaires,Correlation,Mathematics Teachers,Measures (Individuals),Models,Mixed Methods Research,Grade 9,Likert Scales

Mathematics is a key subject necessary to the promotion of economic development, particularly in developing countries; however, South African learners perform poorly in Mathematics when benchmarked against their counterparts in other countries. One way to address this issue is by taking cognisance of the learners' learning styles when teaching. Using the Dunn and Dunn model and the VARK model, the study on which this article is based explored the inter-relationships of Mathematics achievement and seven learning styles, as well as the learning styles of high and low achievers. To this end, the investigation employed a mainly quantitative research design involving 240 learners from one secondary school in the North-West Province. The learners completed a structured questionnaire. Among others, the results revealed that an individual learning style correlated the highest with Mathematics performance. Through follow-up interviews with 10 high achievers, the study also found that context influenced learning style preferences: in addition to individual learning at home, high performers preferred reading/writing and group learning in the classroom. The study recommends that teachers should create a positive learning environment at school, and use teaching methods that accommodate a variety of learning styles. Further research is needed to determine the impact of demographic variables on learning style preferences in Mathematics.
Homework Policy Review: A Case Study of A Public School in the Western Cape Province
Author: Pfeiffer, Verbra
Date: 2018-02-00
Type: Journal Articles
Subjects: Homework,School Policy,Case Studies,Public Schools,Foreign Countries,Qualitative Research,Grade 4,Grade 7,Interviews,Student Motivation,Elementary School Students

A key concern today is the question of homework in our nation's public schools. In this study, an investigation was conducted with the first no-homework policy, which has been introduced in one of the primary schools in the Western Cape. This study seeks to determine whether a no-homework policy will validate a positive or negative effect on school children and also intended to determine whether a no-homework policy would be beneficial to South African schools. An interpretive approach to a case study was in place, where an interview was conducted with teachers and the head of curriculum. This case study considered replacement exercises executed at the school to compensate for the homework no longer given to the learners. This study found that no homework has left a more positive effect on learners. However, this study argues that no homework will be a disadvantage in the future. To conclude, this study sought motivating factors that influence learners in becoming successful. Finally, this study proposes that some form of homework ought to be in place in order to help the learner in many aspects of their future life.
Learner-To-Teacher Bullying as a Potential Factor Influencing Teachers&apos; Mental Health
Author: Woudstra, Marit Helen
Date: 2018-02-00
Type: Journal Articles
Subjects: Bullying,Anxiety,Depression (Psychology),High School Students,Secondary School Teachers,Statistical Analysis,Teaching Conditions,Mental Health,Questionnaires,Public Schools,Verbal Communication,Computer Mediated Communication,Teacher Student Relationship,Foreign Countries,Correlation,Aggression,Scores

Learner-to-teacher bullying is a focus area that has not been widely researched. The current research, underpinned by the ecosystemic paradigm, examined the proportion of teachers who reported exposure to bullying by learners. The study was carried out by using the Learner-to-teacher Bullying Questionnaire developed for this research. Additionally, the potential effect that learner-to-teacher bullying may have on teachers' experience of mental health was investigated using the Hospital Anxiety and Depression Questionnaire. In a convenience sample consisting of 153 public secondary school teachers in the Tshwane area, 62.1% of the teachers reported exposure to verbal bullying, 34.6% to physical bullying, 27% to indirect bullying, and 6.6% to cyber bullying. Mann-Whitney U Tests were performed and indicated significant differences in teachers' mean anxiety and depression scores across the four types of learner-to-teacher bullying. Learner-to-teacher bullying can result in negative emotions, disempowerment, low morale, and low motivation of various roleplayers in the school system. It is thus of vital importance to protect teachers, create adequate resources to eliminate learner-to-teacher bullying, and work towards improving teachers' mental health.
Enabling the Development of Student Teacher Professional Identity through Vicarious Learning during an Educational Excursion
Author: Steenekamp, Karen
Date: 2018-02-00
Type: Journal Articles
Subjects: Student Teachers,Professional Identity,Qualitative Research,Preservice Teacher Education,Teacher Education Programs,Constructivism (Learning),Learning Experience,Learning Activities,Teaching Methods,Reflection,Foreign Countries,Field Experience Programs,Content Analysis

This paper explores the views of student teachers who were provided vicarious learning opportunities during an educational excursion, and how the learning enabled them to develop their teacher professional identity. This qualitative research study, using a social-constructivist lens highlights how vicarious learning influenced student teachers' professional identity. Data were analysed from activity based reflection notes Post Graduate Certificate in Education (PGCE) students had written based on their learning and experiences during an excursion. Findings indicated that learning from other practising teachers' experiences enabled them to develop a more positive teacher professional identity in terms of caring, motivation and being a beacon of hope.
Information Communication Technology Policy and Public Primary Schools&apos; Efficiency in Rwanda
Author: Munyengabe, Sylvestre
Date: 2018-02-00
Type: Journal Articles
Subjects: Information Technology,Foreign Countries,Efficiency,Public Schools,Elementary School Teachers,Elementary Schools,Computer Uses in Education,Laptop Computers,Correlation,Teaching Methods,Technology Integration,Pedagogical Content Knowledge,Technological Literacy,School Policy,Questionnaires,Statistical Analysis

Teaching and learning processes have been developed through different methods and materials; nowadays the introduction of computers and other ICT tools in different forms and levels of education have been found to be highly influential in education system of different countries. The main objective of this study was to correlate Information Communication Technology with public primary schools' efficiency in Rwanda. The study employed the descriptive survey and descriptive co-relational design. One hundred and forty-four primary teachers participated in the study. The level of ICT was poor (M = 1.72); and the level of primary schools' efficiency (external and internal) was satisfactory with an average mean of 2.53. The relationship between ICT and public primary schools' efficiency was significant (r-value = 0.56, sig = 0.029). The study recommended that the government ought to distribute enough ICT equipment equally to all primary schools, promote the One Lap Top Per Child Programme in all primary schools, and provide trainings to teachers and head teachers.
Examining Variation in Adolescent Bystanders&apos; Responses to Bullying
Author: Waasdorp, Tracy Evian
Date: 2018-00-00
Type: Journal Articles
Subjects: High School Students,Adolescents,Bullying,Audiences,Student Behavior,Prosocial Behavior,Intervention,Age Differences,Predictor Variables,Student Characteristics,Individual Characteristics,Educational Environment,Student Surveys,Likert Scales,Hierarchical Linear Modeling,Multiple Regression Analysis

Latent class analysis was used to examine whether patterns of bystander responses varied as a function of both student- and school-level characteristics. Data from 18,863 high school students from 58 schools who &quot;ever witnessed bullying&quot; were used to identify five latent classes of bystander behavior. Three of the classes identified paralleled commonly used researcher-identified categories (&quot;Passive&quot; = 9.7%, &quot;Defender&quot; = 20.4%, and &quot;Contributor&quot; = 3.4%), whereas we also identified two patterns of bystander responses that had not been previously characterized (&quot;Limited&quot; = 64.8% and &quot;Inconsistent&quot; = 1.7%). Multilevel logistic regression models were then used to examine student- and school-level characteristics that differentiate those in the defender class from other bystander classes. Youth in the defender class were more likely to believe that other students intervene with bullying, and they felt a greater connection with school staff as compared to youth in all other bystander classes. Further, gender, normative beliefs about retaliation, and bullying involvement were associated with class membership. Findings indicated that defending bystander responses are relatively low and suggested that school-level contextual factors, youth perceptions of others' bystander behavior, and bullying involvement all inform our understanding of adolescent bystander behavior.
The National Clinical Skills Competition Promotes the Construction of a Comprehensive Training Program for Chinese Medical Students
Author: Yang, Jing
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Medical Students,Competition,Clinical Teaching (Health Professions),Medical Education,Curriculum Development,Job Skills,Correlation,Time Factors (Learning),Qualifications,Medical School Faculty,Interdisciplinary Approach,Team Teaching,Statistical Analysis,Observation

To explore an efficient training program based on an analysis in organizing seven sessions for the National Clinical Skills Competition in China. Each year, 6-12 excellent medical students of our university are selected as an observation team. Comparisons of the teaching characteristics were performed in this study. An optimal curriculum implementation, specific clinical teaching scenarios and evaluation methods were gradually obtained and improved. Teaching effects were satisfactory. Among seven sessions, the eighth session was the best. Curriculum construction and training team building are formed synchronously through this National Clinical Skills Competition. Clinical skills training should be designed and evaluated effectively in order to increase the comprehensive capacities of medical students.
Legitimate Peripheral Participation and Teacher Identity Formation among Preservice Teachers in TESOL Practicums
Author: Hsiao, Cheng-hua
Date: 2018-00-00
Type: Journal Articles
Subjects: Professional Identity,Practicums,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Education,Teacher Education Programs,Case Studies,Teaching Methods,Foreign Countries,Journal Writing,Preservice Teachers,Interviews,Student Teachers

Teacher identity has been an important issue in teacher education because teacher identity influences teachers' professional development. However, little has been explored in preservice teachers' identity formation within the EFL context of language teaching. In this study, the early influence on EFL student teachers' identity formation in practicums was studied from the perspective of legitimate peripheral participation (Lave &amp; Wenger, 1991). Ten participants enrolled in the practicum courses of the four educational institutions, organized by the English department of a national university in northern Taiwan. The frameworks of the practicums at each school were analyzed and the results for each case study revealed contextual factors that support and weaken teachers' professional identities. Three features were identified in the student teachers' identity formation: (1) a hybrid space between formal teachers and student teachers, (2) adhering to the institutions' demands-progressing from the periphery to the center, and (3) struggling teacher identity. Based on the findings, relevant pedagogical implications are discussed to help L2 preservice teachers achieve success in practicums.