ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Principals as Instructional Leaders in the Implementation of ICT Curriculum in South African Public Schools
Author: Kwatubana, Siphokazi
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Principals,Administrator Role,Instructional Leadership,Foreign Countries,Distance Education,COVID-19,Pandemics,Educational Change,Access to Education,Online Courses,Curriculum Implementation,Barriers,Instructional Effectiveness,Public Schools,Elementary Secondary Education

Education systems, including South Africa's, were forced to embrace remote schooling and online learning due to the COVID-19 pandemic. In the context of this dramatic change, the principal's role as an instructional leader has also changed. The hard lockdowns in South Africa forced schools to be creative in ensuring education continuity through digital technologies in online teaching. This became impossible in many schools due to a lack of resources and skills and the digital divide. South Africa is in the process of implementing the ICT curriculum in schools. Instructional leadership becomes crucial in such initiatives as it determines how the ICT curriculum is implemented and its subsequent impact on teaching and learning. However, many challenges hinder the effective implementation of the ICT curriculum, incorporating the lack of understanding of the pivotal role principals can play in ensuring its effectiveness. This study analysed publications on ICT curriculum implementation and instructional leadership to provide an overview of principals' roles as instructional leaders. Instructional leadership referred to in this study builds on experiences and learning acquired during COVID-19. Implementation of ICT is becoming more important to schools, and the success of such implementation is often due to effective instructional leadership. [For the complete Volume 21 proceedings, see ED629259.]
&quot;Transgressive&quot; Instruction as Cultural Production: Teaching Strategies to Disrupt the &quot;Dirty Gossips&quot; about Sub-Saharan &quot;Africa&quot;
Author: Mfum-Mensah, Obed
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Geographic Regions,Power Structure,Teacher Student Relationship,Student Empowerment,College Students,College Faculty,Interdisciplinary Approach,History,Social Change,Global Approach,Educational Change,Economic Factors,Beliefs,World Views,Misconceptions,Instructional Materials,Course Content,Knowledge Level,Critical Thinking,Social Bias,Student Attitudes,Religion,Racism,Ethnicity

There exists a power asymmetry between instructors and students in the physical classroom and other learning spaces which symbolizes the distribution of power in social spaces. Because of the structured power asymmetry in most learning spaces, promoting effective classroom teaching sometimes requires instructors to replace existing hierarchical power relations and with fluid, organic, and transgressive classroom dynamics in their relationships with their students. This approach has the potential to empower students to become their own agency for interrogating the assumptions and ideologies that they bring to the classroom. This paper outlines the instructional strategies that I incorporate in my &quot;nonwestern&quot; course that aims to introduce students in my university to the sub-Saharan African region. The course uses the interdisciplinary approach to explore the complicated ways history and social changes (including globalization) intersect to shape education reforms, and economic and social development in sub-Saharan Africa. Students bring a plethora of assumptions about sub-Saharan &quot;Africa&quot; to this course and my goal as an instructor is to help students interrogate their own assumptions and deconstruct the myths and distortions about the &quot;Africa&quot; in a broader term. The paper outlines the way I deliberately select course materials, and sequence course contents and themes to scaffold and promote incremental knowledge about the region for students during the semester. Furthermore, the paper outlines the strategies that help nudge students' critical thinking and restructure the power relations in the classroom. While these strategies may not automatically change students' assumptions about sub-Saharan &quot;Africa&quot;, they nonetheless become opportunities for my students and I to reposition for effective discussions about the region with the goal to interrogating students' prior assumptions and views about the region. [For the complete Volume 21 proceedings, see ED629259.]
The Impact of the Racial and Economic Divides on Access to Quality Education in South Africa and the United States
Author: Roets, Leon
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Equal Education,Racial Differences,Racism,Socioeconomic Status,Cultural Differences,Geographic Location,COVID-19,Pandemics,Access to Education,Ethnicity

Struggles for educational equity in the United States (US) and South Africa (SA), particularly with regard to race, class, and ethnicity, remain significant and have become even more critical during and following the COVID-19 pandemic and lockdowns. Many scholars have focused on the daily struggles of school-aged children, indicating that millions in each nation are homeless, food insecure, and without health care. Moreover, schools often serve critical social reproduction functions in addition to their primary role of advancing learning by providing feeding schemes, computers and internet connectivity, and, in many cases, essential childcare for workers. Since 2020, the pandemic and lockdowns negatively impacted the education delivery system in both countries by enhancing the socio-economic and digital divides. Both countries struggled to provide equitable access to quality education for all children, regardless of their socio-economic status (SES) or geographic location. Through a comparative lens, we analyze attempts by the US and SA to address racial and economic divides over the past decades, and particularly during the pandemic and its disruptions, to better understand the mechanisms education systems used to address stakeholder inequalities. After a brief overview of the historical paths to greater social and economic equality made by both nations the paper explores the significant roles that race, ethnicity, and SES continue to play in determining access to quality education, especially during times of disruptions such as the recent pandemic. It also asks if the economic divide has become the more powerful and consistent factor determining access to well-resourced schools. The paper concludes by asking if patterns of historical racial and ethnic inequalities are now being replaced by an even greater economic divide that continues to provide patterns of unequitable education for children based on their race, ethnicity, SES, and access to supportive resources. [For the complete Volume 21 proceedings, see ED629259.]
South African Educators&apos; Responses to Racial Integration in Public Secondary Schools
Author: Naidoo, Shantha
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Racial Integration,Public Schools,Secondary Schools,Racial Relations,Student Diversity,School Desegregation,Teacher Role,Teamwork,Educational Environment,Critical Race Theory,School Policy,Racial Differences,Minority Group Teachers,White Teachers,Minority Group Students,Educational Quality,Racism

The paper examines the role educators and members of school management teams (SMTs) play in transforming schools towards integrative learning environments. Data was collected through a survey and individual interviews that were administered to educators and members of SMTs (N = 88) in four multiracial schools. The survey included open-ended questions that focused on what was happening in schools, in racially diverse classrooms, and the interaction between racially diverse groups. SMTs and SGBs are seen as always advancing strategies that lead to racial integration at school. The results showed that racial integration was not evident in these schools but rather there was a heightened racial conflict and racial incidences were prevalent in former White, Indian and Coloured schools. [For the complete Volume 21 proceedings, see ED629259.]
The Strategies of Reforming Higher Education in China under Global Competition
Author: Pang, Nicholas Sun-Keung
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Change,Higher Education,Strategic Planning,Competition,Foreign Countries,Social Systems,Economic Development,Governance,Global Approach,Universities,Reputation,Institutional Characteristics,Educational Trends,Trend Analysis,Educational Policy,Commercialization,Privatization,Educational Legislation,Educational History,International Education

Global competition results in an overall demand for higher skills. In the competitive world, China has no choice but to adjust themselves to become more efficient, productive, and flexible. Higher education in China has played a key role in achieving socialist economy and modernization. Since the open-door policy in the 1980s, there has been a shift from elite to mass education, practice of corporate managerialism in education governance, privatization of education, and spread of transnational education in the tertiary sector. The author first attempts to explore the strategies that have been adopted in higher education reform in China. Then there are reviews of the roles of Project 211, Project 985, and the Double First-Class Initiative in higher education reform in China. Higher education reform has allowed mainland China to identify a small group of universities to be measured alongside the best universities in North America and Europe. However, there are also some backwash effects created from these trends of restructuring of higher education in China. [For the complete Volume 21 proceedings, see ED629259.]
The Most Underserved Populations: How Rich and Poor Orphans Rise Together
Author: Brant, James Michael
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Disadvantaged,Adoption,Social Change,Feasibility Studies,Children,Middle Class,Social Services,Institutionalized Persons

Our world has become starkly inequitable with 0.01% of the population owning 11% of all wealth, 1% owning 38% of all wealth, 10% owning 76% of all wealth, and the lower 50% owning almost nothing. Amongst all of these, there is a group of the most vulnerable, the most underserved, and ironically the most silent because, for the most part, they cannot speak for themselves: orphans, most of whom are in the lower 61%. The world population of orphans today is approximately 153 million. Selfishness and indifference have brought us to an appalling point in human history, but a radical change could be made, starting with the orphan population, if the world's middle class and above would adopt them in some way. The purpose of this paper is to explore the feasibility of such a social action and demonstrate the viability and potentially rapid effectiveness of this positive social engineering. The subject area is social and emotional learning, social responsibility, social entrepreneurship, and global citizenship. One of the groups in question is underserved and one is overserved yet underserved in that it lacks real happiness, in effect, both orphans. Through the lens of social constructivism, we examine the feasibility of projects through which the overserved help the underserved and both find fulfillment. Quantitative facts highlight the possibilities for radically ameliorating the orphan problem and qualitative investigation can measure the ensuing fulfillment of these groups. The final significant implication is that the orphan problem could be solved in this generation. [For the complete Volume 21 proceedings, see ED629259.]
Understanding Principled Leadership through the Lens of Fraud Diamond Theory
Author: Mahlangu, Vimbi Petrus
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Leadership Styles,Ethics,Leadership Responsibility,Foreign Countries,Deception,Administrator Behavior,Administrator Characteristics,Work Environment,Organizational Culture

The paper emanates from the inaugural lecture that I presented on the 22nd of November 2022 at the University of South Africa. It is well known that &quot;The Zondo Commission&quot; revealed numerous crises with principled leadership poisoning organisations in South Africa. The world is becoming more conscious of ethics and ethical leadership because of the numerous scandals that have occurred in a variety of sectors, such as state-owned corporations and government institutions owing to unethical conduct by those organisations' leaders. It would be wrong to think that because corrupt behaviour had been exposed, the golden era of frauds had ended and that organisations had reached a turning point due to democracy and open management. If fraudulent actions continue to deplete organisations of resources and offer difficulties for managers and leaders, I contend, principled leadership is becoming toxic in organisations. These leaders need to be visionary. They must be able to communicate with members of their team. When leaders and their teams communicate, trust and confidence are increased. They should inform team members of their decisions rather than forcing decisions upon them. Leaders should consider all relevant factors before making judgments. They ought to enforce their influence by persuasion rather than by pressure. They must be creative in coming up with new solutions to challenges, taking chances to support organisations in minimising toxic inclinations. [For the complete Volume 21 proceedings, see ED629259.]
Teaching a Female Profession: Is That a Problem?
Author: Hilton, Gillian L. S.
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching (Occupation),Females,Women Faculty,Sex Stereotypes,Males,Role Models,Government Role,Gender Differences,Disproportionate Representation,Intervention

This paper explores the move towards an all-female teaching force, particularly in the developed world, where men are turning their backs on the profession. It attempts to gather the evidence as to what is affecting men's choice to reject teaching as a career. It explores the possible causes of this change, which has been increasing over the last few years and examines its causes and the effects on schools and on their pupils. In particular, it looks at the effects on boys and young men of a school world, with a lack of male role models and explores what can be done by governments, schools and the teaching profession to halt this worrying trend. Pupils need both male and female teachers as girls speed ahead in education, leaving boys behind in schools dominated by women, with few male teachers, to gain boys' interest and so become involved in their own education. Suggestions are made as to what can be done to overcome this problem, which is now moving into developing countries too. Governments need to act and society value more, the contribution teachers make towards the success and growth of a country, whilst being in many cases ignored or disregarded by politicians, some parents and in some cases their pupils. [For the complete Volume 21 proceedings, see ED629259.]
The Application of Professional Discretion by South African Public School Principals
Author: Beyers, Rene´
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Principals,Public Schools,Administrator Behavior,Leadership Styles,Professionalism,COVID-19,Pandemics

This paper reports on a section of the findings of a study of which the purpose, among others, was to investigate and analyse the application of professional discretion by public school principals. The study adopted a mixed-methods approach from within a pragmatist research paradigm. Data was collected by means of quantitative and qualitative data collection techniques, namely survey questionnaires followed by semi-structured interviews within the Gauteng province. The findings suggest that there are multiple scenarios in which principals are required to apply professional discretion. Factors that influence principals' professional discretion were also identified. [For the complete Volume 21 proceedings, see ED629259.]
The Importance of Being &apos;Pulled up Short&apos;: Can a Transdisciplinary Approach Help Deliver?
Author: Greenfield, Steve
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Interdisciplinary Approach,Job Skills,Skill Development,Higher Education,COVID-19,Pandemics,Educational Change,21st Century Skills,College Graduates

Whilst the starting point is the impact of the pandemic the overall aim of the paper is to advance the case for the introduction of a transdisciplinary approach to learning. The justification for adopting this radical method is to deliver specific graduate outcomes in line with the 10 job skills for 2025 identified by the World Economic Forum. More specifically to promote creative and critical thinking amongst undergraduates. If the integration of skills is viewed as a key component of higher education the question is how they can be best delivered. A key point is to develop student self awareness of the limitations to their learning to introduce critical reflection. The possibility of students being 'pulled up short' and experiencing self-realisation is examined and how this may contribute to the advancement of their studies and the delivery of specific skills. Finally, the paper considers the idea of transdisciplinary teaching and learning and differentiates transdisciplinary ideas from other forms of crossing disciplinary boundaries. It explores the stated advantages, in terms of skills development, for adopting this type of approach noting the challenges it involves for both educators and students. It concludes that although there exist realistic challenges to transdisciplinary learning it is a strategy that promises significant outcomes. [For the complete Volume 21 proceedings, see ED629259.]
Teachers&apos; Attributes and Self-Efficacy as Predictors of Classroom Management
Author: Suico, Cecilia
Date: 2021-06-00
Type: Journal Articles
Subjects: Teacher Characteristics,Classroom Techniques,Validity,Reliability,Self Efficacy,High School Teachers,Teacher Attitudes,Correlation,Prediction,Faculty Development,Teaching Skills,Measurement Techniques,Teacher Effectiveness,Foreign Countries,Teacher Student Relationship

This descriptive-correlational research examined the teachers' attributes and self-efficacy as predictors to classroom management. The study aims to help teachers, school principals, and future researchers address some classroom management gaps. This study was participated by 200 senior high school teachers of Monkayo, Davao de Oro. The instruments used in gathering the data were adopted, content validated, and reliability tested. The result showed that the extent of teachers' attributes was very great, and the level of teachers' self-efficacy was also very high. As a result, the level of classroom management of teachers was described as very high. The result further showed the significant relationship between teachers' attributes to classroom management. Lastly, this study revealed that teachers' attributes and self-efficacy significantly predict classroom management. Therefore, the study recommends that the elementary school administrators develop programs that equip teachers with the necessary attributes, skills, and passion for the teaching profession and be given more professional growth consideration.
What Happened to &apos;Educational&apos; in Educational Management and Leadership? The Rise of Managerialism
Author: du Plessis, André
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Leadership Responsibility,Instructional Leadership,Administrative Organization,Administrator Role,Ideology,Educational Administration,Elementary Secondary Education

This paper argues that school leaders and managers are being forced to abandon their educational purpose and that leadership and management activities of school leaders are now purposed towards satisfying the needs of a managerialist elite. As a result, the best interests of learners/ students are placed secondary to the interests of the bureaucrats. The paper conceptualises educational leadership and educational management and the relationship between these two actions is explained. Thereafter, managerialism is defined and its expansion to an ideology is explained. Examples are provided of how managerialism manifests itself in education systems. [For the complete Volume 21 proceedings, see ED629259.]
Effect of Using Problem-Based Learning on the Academic Achievement of Higher Secondary School Students
Author: Dorji, Tshewang
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Based Learning,Secondary School Students,Grade 11,Instructional Effectiveness,Academic Achievement,Lecture Method,Poverty,Social Problems,Student Attitudes,Economics Education

The quasi-experimental study examines the effect of the Problem-based Learning (PBL) teaching strategy on one higher secondary school student's academic achievement under Thimphu Thromde, Bhutan. The student participants were selected through non-probability convenient sampling techniques. All students of XI Arts (N=30) and XI Commerce (N=38) participated in the study. Class XI Arts students were used as a controlled group and XI Commerce students as an experimental group. The experimental group was taught using PBL, and the control group was taught using the traditional lecture method. The pre-test data were collected through class test 1, and post-test data were collected through class test 2 and 5 points Likert scale survey questionnaire. The results revealed that the experimental group scored higher marks in the class test than the control group. The mean score of the pre-test of the XI Arts and XI Commerce (both controlled group) were 40.75 and 38.81 initially. The mean score of the experiment group's post-test showed 44.73, while the controlled group managed only 43.00. Further, the experimental group had a favorable opinion on the effectiveness of the PBL strategy. The study recommends the implementation of the PBL teaching strategy despite PBL being time-consuming and resource-intensive.