ethanporcaro/eric-fulltext-meta huggingface dataset:
An Action-Learning Model to Assist Circuit Teams to Support School Management Teams towards Whole-School Development
Author: Van Der Vort, Geoffrey
Date: 2016-11-00
Type: Journal Articles
Subjects: Educational Change,Experiential Learning,Foreign Countries,Research Design,Qualitative Research,Action Research,School Based Management,Educational Improvement,School Districts,Participant Observation,Focus Groups,Interviews,Workshops

The Education District and Circuit Offices in South Africa are mandated by the Department of Basic Education to support schools under their jurisdiction. Reasons for the lack of such support to schools have been highlighted in various reports and research findings. This paper examines the role that properly constructed school improvement plans, developed by schools, and circuit improvement plans, developed by the Circuit Team, plays in effective district/circuit support to schools. We report on the construction of a theoretical model to assist Circuit Teams to support School Management Teams of underperforming high schools towards whole-school development in which these improvement plans play a central role. We followed an action research design, employing qualitative data generation and analysis methods. The participating School Management Teams and Circuit Team members attested to the value of the collaborative learning experience which ignited feelings of empowerment and increased cooperation. These findings suggest the value of an action learning approach to the professional development of both School Management Teams and Circuit Team members. The action-learning model that emerged from this collaborative enquiry consists of three distinctive phases, each phase containing a number of specific activities to be implemented in order for schools to progress towards becoming self-managing institutions of learning.
A Case for Relational Leadership and an Ethics of Care for Counteracting Bullying at Schools
Author: Smit, Brigitte
Date: 2016-11-00
Type: Journal Articles
Subjects: Bullying,Social Justice,Ethics,Instructional Leadership,Moral Values,Social Systems,Socialization,Principals,Teacher Administrator Relationship,Caring,Leadership Styles,Elementary Secondary Education,Foreign Countries

This paper attends to a theoretical exposition of relational leadership and ethics care as complementary approaches to educational leadership in counteracting bullying at schools. Schools constitute complex systems of activities, processes and dynamics. More specifically, a social system in schools is a web of interactions between the various groups within the school, serving a number of purposes, with the intention of facilitating the flow of information, reflecting a process of socialisation, and the transfer of moral values. Such moral values underpin the value of social justice for all stakeholders in the education system. The moral standing of a school principal is key to creating such an educational landscape, where leaders care for their teachers and learners. Caring leadership is in its very essence relational, where an ethic of care observes the principle of fairness and social justice.
A Simulation Pedagogical Approach to Engaging Generalist Pre-Service Teachers in Physical Education Online: The GoPro Trial 1.0
Author: Hyndman, Brendon P.
Date: 2017-01-00
Type: Journal Articles
Subjects: Simulation,Preservice Teachers,Physical Education,Teacher Education,Enrollment,Electronic Learning,Video Technology,Higher Education,Foreign Countries,Technology Uses in Education,Physical Activities,Teacher Education Programs,Qualitative Research

There has been a continuous increase in enrolments within teacher education programs in recent years delivered via online and external modes. Such levels of enrolment have raised discussion around the theory-practice nexus and whether pre-service teachers (PSTs) can optimally engage with practical learning components via online platforms. This paper provides insight into the potential and feasibility of using GoPro video technology as an innovation in online teacher education delivery of practical physical education (PE) classes. Upon completion of the university semester, qualitative data was collected detailing the generalist PSTs' perceptions relating to the potential of using GoPro video footage to capture practical PE classes. Field note observations also documented implementation considerations for integrating GoPro technology into practical PE lessons. The findings from the GoPro trial provide valuable insight for teacher education providers for future planning and delivery of university practical PE classes online.
Raising the Curtain: Investigating the Practicum Experiences of Pre-Service Drama Teachers
Author: Gray, Christina C.
Date: 2017-01-00
Type: Journal Articles
Subjects: Practicums,Preservice Teachers,Drama,College Faculty,Foreign Countries,Teacher Education,Focus Groups,Teaching Methods,Self Efficacy,Mentors,Teaching Skills,Stress Variables,Anxiety,Semi Structured Interviews

The practicum is internationally recognised as a valuable component of teacher education. It is an opportunity for pre-service teachers to develop teaching skills in authentic ways and pursue professional inquiry into practice. While extensive research has been conducted into the practicum generally, little research focuses on the practicum experience for pre-service drama teachers. This article, investigates the preparation of drama teachers for the profession with a particular focus on the practicum component of pre-service education. Drawing on the experiences of 19 pre-service drama teachers from a Western Australian university, focus-groups were conducted in order to scope the key components of the enablers and constraints embedded in their practicum. Four key themes were identified: stress, self-efficacy, mentoring practices, and teaching craft. In addition, the dimensions of each theme in relation to the adequate preparation of drama teachers were further revealed. Particular to the research was the role played by the extra curricula demands associated with drama as a learning area, and the mismatch between participant's experience of drama and the culture shock many experienced in contemporary times. The research further emphasised the highs and lows of practicum, illuminating conditions most conducive to a quality practicum where pre-service drama teachers are able to develop pedagogy and the self-efficacy necessary to be an effective drama teacher, and importantly, one who remains in the profession.
Governance and Coordination of the Higher Education System in Namibia: Challenges and Prospects
Author: Matengu, Kenneth
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Governance,Barriers,Literature Reviews,Position Papers,Content Analysis,Interviews,Systems Analysis,Educational Policy,Coordination,Educational Legislation,Educational Development,Educational Practices

Considering that coordination can take many forms, and may be instituted through an array of policy instruments and tools, we take the position that coordination is both a consequence of pressures on higher education some of which are brought by market forces (globalisation) but also that state coordination of higher education can be a trigger for change. Our objective is to demonstrate this through a review of literature and legislative and policy instruments in Namibia. We complete the review with an in-depth analysis of key informant interviews on coordination in Namibia. We argue that although Namibia's approach of higher education governance and state coordination strongly emphasizes autonomy, which is in-line with international trends. We also argue that self-governance in an absence of policy does not promote effectiveness of HEIs in the country. We conclude that coordination and state steering of it, is in Namibia's context a consequence of experience in hindsight rather than a case of foresight.
Dimensions of Professional Growth in Work- Related Teacher Education
Author: Aarto-Pesonen, Leena
Date: 2017-01-00
Type: Journal Articles
Subjects: Professional Development,Teacher Education,Physical Education,Grounded Theory,Physical Education Teachers,Teacher Education Programs,Adult Learning,Qualitative Research,Elementary School Teachers,Middle School Teachers

This article conceptualises adult learners' professional growth in a tailored, work-related, teacher-qualification programme in physical education. The study data consisted of the reflectivelearning diaries of 20 adult learners during a 2-year tertiary and work-related teacher-qualification programme. The data were analysed using data-driven open coding analysis, which was conducted using the constant comparative method of the grounded theory approach. This article presents the horizontal dimensions (egocentric learner, researching professional and expert within society) and the vertical dimensions (transforming self-image, expanding professional self-expression and widening agency) of the adult learners' multifaceted professional growth process. In addition, the article discusses pedagogical implications in relation to developing teacher education in general and the education of physical education teachers in particular.
Day-by-Day: Higher Education in Afghanistan
Author: Roof, David J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Qualitative Research,Interviews,Females,Access to Education,Quality Assurance,Social Change,Content Analysis,Newspapers,Position Papers,Educational Research,Enrollment Trends,Educational Finance,Faculty Development,College Administration,Governance,Private Colleges,Womens Education,Educational Practices

This paper examines higher education in Afghanistan. Based on qualitative research, including interviews with key policymakers and stakeholders, the paper examines the primary issues, challenges, progress, and future vision for higher education in the country. The research reveals that one of the most significant issues in the country in the post-Taliban era is female participation in higher education. It also shows the importance of alternative forms of higher education, such as two-year institutions, private education, and technical/ vocational education. The paper also discusses the emergence of quality assurance mechanisms and international partnerships with other universities. Regarding the future direction and vision for higher education, the paper reveals two primary focuses: preparing students for the labor market, and the potential for education to influence democratic values and social cohesion in a divided country.
Integration and Career Challenges of Newcomer Youth in Newfoundland in Canada
Author: Li, Xuemei
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Youth Opportunities,Migrants,Qualitative Research,Refugees,Foreign Students,Social Integration,Family Programs,Social Networks,Prior Learning,Financial Problems,Career Development,Interviews,Transportation,Language Proficiency,Transitional Programs,Social Adjustment,Relocation,Case Studies,Elementary Secondary Education,Higher Education

Faced with a labor shortage and low profile of diversity, the province of Newfoundland and Labrador in Canada has been making an effort to attract and retain newcomers. Guided by Bronfenbrenner's (1979) ecological systems theory, this qualitative study investigates the challenges faced by newcomer youth, including permanent residents coming as immigrants or refugees and temporary residents with student visas or work permits, who were either already in the work force or could join it in the immediate future. Major themes surfacing from the data include inadequate public transportation, limited social interaction, language barriers, and dim employment prospects. The authors conclude that the key problems lie in lack of funding for needed support, coordination among existing programs, convenient transportation, and job opportunities. The province can expect an increased retention rate of newcomers when these issues are considered and resolved, along with bridging programs established to bring the local and newcomers together.
The Effectiveness of Using Technology in English Language Classrooms in Government Primary Schools in Bangladesh
Author: Parvin, Ruxana Hossain
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Uses in Education,English (Second Language),Elementary Education,Public Schools,Pilot Projects,Multimedia Materials,Courseware,Intervention,Teacher Competencies,Communicative Competence (Languages),Teaching Methods,Usability,Audiovisual Aids,Supplementary Reading Materials,Class Activities,Sustainability,Educational Opportunities,Barriers,Focus Groups,Student Records,Classroom Observation Techniques,Diaries,Relevance (Education),Achievement Gains,Teacher Attitudes,Student Attitudes,Action Research

Across the globe, governments of different countries have recognized the importance and value of digital technologies in language learning. This article is based on the pilot project of Save the Children using information and communication technology (ICT) in education. Through this initiative, interactive multimedia software based on national curriculum of English Class 4 were developed and tested in selected government primary schools. The pre-intervention survey indicated that the teachers do not have the language competence to confidently facilitate English classes using the Communicative Language Teaching (CLT) approach. The results of the project showed that the use of audio-visual content has strong potential for enhancing and promoting interactive language classes. However, the success of the program depends on how the technology is designed and implemented and how the teachers are trained to use it.
Kenya's ICT Policy in Practice: The Effectiveness of Tablets and E-Readers in Improving Student Outcomes
Author: Piper, Benjamin
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Educational Practices,Student Improvement,Outcomes of Education,Handheld Devices,Randomized Controlled Trials,Intervention,Control Groups,Experimental Groups,Technology Uses in Education,English (Second Language),African Languages,Literacy,Program Effectiveness,Cost Effectiveness,Reading Achievement

Kenya is investing in information and communication technology (ICT) to improve children's learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money.
The Promise of Partnership: Perspectives from Kenya and the U.S.
Author: Grant, Candice J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Partnerships in Education,Institutional Role,Intercollegiate Cooperation,Institutional Characteristics,International Educational Exchange,Technology Transfer,Group Dynamics,Global Approach,Case Studies,Semi Structured Interviews,Content Analysis,Performance Factors,Barriers

Universities have come to be viewed as essential in accelerating a country's knowledge economy in order to maintain its global competitive edge. However, as it currently stands, the Global North governs much of the output of knowledge production through research and scholarship. International partnerships between universities offer the opportunity to bridge this gap by offering new avenues through which these institutions can better prepare students for the globalized world and build institutional capacity. This study examines the process between two universities in initiating and sustaining an international partnership and why this relationship was established. Emphasis is placed on the function of each university partner and how each perceives the other's contribution towards the objectives outlined in the partnership agreement. Utilizing a case-study approach, the study aims to chart the process undertaken to cultivate a cross-global university alliance.
Training of School Teachers in West Africa: Remediation of Reading Difficulties through Training in Phonological Awareness and Letter Names
Author: Briquet-Duhazé, Sophie
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Difficulties,Phonological Awareness,Faculty Development,Remedial Reading,Alphabets,Phoneme Grapheme Correspondence,Predictor Variables,Professional Continuing Education,Relevance (Education),Teacher Improvement,Longitudinal Studies,Elementary School Students

The training of teachers of West Africa is carried out by the Academy of Rouen (France) and organized around an annual training plan approved by the AEFE. Each trainer only supervises twenty teachers for 5 days. Teachers from eight countries (Mauritania, Cape Verde, Senegal, Gambia, Mali, Guinea, Côte d'Ivoire and Burkina Faso), come to Dakar for a week. We have been asked four times tn Dakar (Senegal) to provide training for teachers of West Africa. It is all about being trained in order to resolve reading difficulties for students using our scientific research. This paper presents the theoretical framework of phonological awareness and letter names and the 0 phase and the beginning of Phase 1 of our research. We use these predictors as remedial reading difficulties among students aged 8 to 11 years. We present the first results.
Students' Perception of Diversity in an International Classroom
Author: Jeannin, Loïse
Date: 2013-12-00
Type: Journal Articles
Subjects: Student Attitudes,Guidelines,Universities,International Education,Foreign Countries,Student Surveys,Student Needs,Graduate Students,Undergraduate Students,Cultural Differences,Second Languages,Culturally Relevant Education,Teaching Methods,Cultural Awareness,Student Diversity,Learning Processes,Cultural Pluralism,Career Development

This paper presents students' perception of diversity in an international classroom in one international university in Thailand. The aim of this exploratory study is to better understand students' perception of diversity to better meet their learning needs. By conducting a survey among students enrolled in bachelor's and master's international programs, this study explores how students perceive their classmates' diversity, such as, but not limited to, cultural, language, and knowledge differences. How does diversity affect students' learning in an international setting? What kind of diversity is the most disturbing for learners? Some recommendations grounded in the conceptual framework of cultural responsive teaching are derived from the results. [This paper was presented at the &quot;International Conference on Teaching and Learning&quot; (&quot;ICTL&quot;) (4th, Bangkok, Thailand, November 13-15, 2013).]
Critical Thinking in a Higher Education Functional English Course
Author: Khan, Shaista Irshad
Date: 2017-00-00
Type: Journal Articles
Subjects: Critical Thinking,Higher Education,Thinking Skills,Foreign Countries,English (Second Language),Second Language Learning,Questionnaires,Statistical Analysis,Factor Analysis

Critical thinking is seen as a highly desirable way of thinking that needs to be encouraged in all areas of higher education. However, it is not easy to conceptualise critical thinking in ways that can help in its development and in its assessment. Recent policy documents in Pakistan have laid emphasis on the development of critical thinking skills in higher education and The Higher Education Commission of Pakistan worked with USAID to publish new course guidance for Functional English, a mandatory course, as a part of introducing a revised four year BEd honours programme. The course includes aims like giving reasons to justify a view, distinguishing between fact and opinion and enabling students to develop argumentation skills. All these aims require students to develop skills involving questioning: asking questions of what is provided, who has provided it and what its meaning might be, key features of critical thinking.
The Effect of Gender and Attachment Styles on the Relationship between Marital Adjustment and Psychological Symptoms
Author: Koruk, Serdar
Date: 2017-00-00
Type: Journal Articles
Subjects: Gender Differences,Attachment Behavior,Path Analysis,Structural Equation Models,Marital Satisfaction,Emotional Adjustment,Adjustment (to Environment),Interpersonal Relationship,Measures (Individuals),Foreign Countries,Symptoms (Individual Disorders),Security (Psychology),Prediction,Mental Health,Questionnaires,Statistical Analysis

The aim of this study is to investigate the moderating effects of attachment styles and gender on the predictive strength of marital adjustment on psychological symptoms among Turkish married individuals. Correlational model was used and the sample consisted of 178 married individuals. The data was gathered through online survey. The Turkish form of Brief Symptom Inventory (BFI) was used to measure psychological symptoms. The Turkish form of Dyadic Adjustment Scale (DAS) was used to measure marital adjustment and the Turkish form of Relationship Scales Questionnaire (RSQ) was used to measure attachment styles. The hypothetical model was formed and tested through path analysis technique of structural equational modeling. Results showed that secure, dismissing and fearful attachment styles and gender moderated the predictive strength of marital adjustment on psychological symptoms. It was found that the relationship between marital adjustment and psychological symptom is stronger among individuals who have secure attachment style.