ethanporcaro/eric-fulltext-meta huggingface dataset:
The Scholarly Impact of Doctoral Research Conducted in the Field of Education in South Africa
Author: Wolhuter, C. C.
Date: 2015-08-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Dissertations,Educational Research,Scholarship,Journal Articles,Textbook Publication,Citation Analysis,Citations (References),Writing for Publication,Productivity,Bibliometrics,Educational Quality

The aim of this study is to investigate the scholarly impact of knowledge generated as part of doctoral studies in the field of education in South Africa. The transition rate of the 97 doctoral theses completed in the various fields of education in South Africa in 2008 into peer-reviewed articles and chapters in scholarly books, as well as the citation impact of these theses, were studied. It was found that the transition rates of these theses to journal articles and book chapters were low, as was their citation impact. Eighty three of the 97 theses did not transfer into any kind of publication, 70 out of the 97 made no citation impact, and 65 theses neither transferred to an article/a book chapter, nor did they receive any citation. The low scholarly impact of doctoral research in education in South Africa is related to a number of contextual and field-specific factors, identified in the survey of literature. The main recommendation made is the mapping of fields of education scholarship, making possible the identification of lacuna for research with high impact potential.
Factors Affecting Mathematics Achievement of First-Year Secondary School Students in Central Uganda
Author: Kiwanuka, Henry Nsubuga
Date: 2015-08-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Mathematics,Secondary School Students,Performance Factors,Mathematics Achievement,Questionnaires,Scores,Mathematics Tests,Predictor Variables,Data Analysis,Gender Differences

This study explores the sources of variability in Mathematics achievement of Ugandan students at the student, classroom and school level. The Mathematics score and questionnaire responses of 4,819 first-year secondary school students (Grade Seven, about 14-15 years old) from 78 classrooms of 49 schools were analysed. A three-level linear model was used. The results indicate that out of the total variance in Mathematics achievement 68.8%, 14.2% and 17.0% are situated at student, classroom and school level, respectively. Of all the considered explanatory variables at the three levels, i.e. socio-economic status, gender, prior Mathematics achievement, parental support, peer influence, class mean of prior Mathematics achievement and of students' perception of good classroom assessment, school mean of class climate (class mean of attitude toward mathematics) and of parental support were significant predictors of Mathematics achievement. The relevant factors could explain 7.6%, 73.1% and 84.3%, respectively, of student-, classroom- and school-level differences. Implications of our study are considered.
Historical Continuities in the Education Policy Discourses of the African National Congress, 1912-1992
Author: Govender, Sam
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Educational History,Politics of Education,Political Affiliation,Educational Change,Social Change,Activism,Advocacy,Discourse Analysis

This article considers the nature and trajectory of the African National Congress's (ANC) education policy discourses from its founding in 1912, until its repatriation from exile by 1992. The broad issue that this article considers is how to explain why the ANC was inadequately prepared to address the educational challenges of a democratic South Africa. The article considers the relationship between its political struggles against segregation and apartheid and the particular educational focus that it favoured during this period. From its inception, the ANC was actively involved in the political arena, with the purpose of opposing racist rule. The article suggests that its involvement in the education arena was subordinate to its political focus, with consequences for the type of educational change and curriculum orientation that it favoured. Employing a historical-sociological perspective, we divide ANC involvement in politics and education into two broad and distinct periods. The first period from 1912 to 1960 examines ANC involvement within South Africa. The second period from 1960 to 1992 examines the ANC in exile. We end the article with some discussion of the ANC's education reform trajectory from 1992 to 1995, in other words, its educational orientations during the context of political negotiations, and the first years of a democratic South Africa. It will be argued that during both periods, the ANC focused on struggle politics that relegated education to a position ancillary to its political struggle, which resulted in discursive continuities in its educational orientations. Despite some contestation, these continuities were characterised by their remarkably consistent support for a traditional liberal education across the existence of the organisation.
Democracy and Bildung/Erziehung--Towards a Universal Theory of Education
Author: Bellmann, Johannes
Date: 2017-00-00
Type: Journal Articles
Subjects: Democracy,Educational Philosophy,Educational Theories,Foreign Countries,Informal Education,Academic Education

Dewey's &quot;Democracy and Education&quot; is re-read as an attempt to develop a universal theory of education that, on the one hand, gives the broadest, most general view on education and, on the other hand, contextualizes every observation by binding it to the assumed perspective. Dewey's broad concept of education encompasses two dimensions that in the German discourse are usually connected to the distinction of &quot;Erziehung&quot; and &quot;Bildung.&quot; In its first dimension, it avoids a widespread &quot;scholastic&quot; view of education by focusing not only on formal but also on informal education. In its second dimension, it also avoids a widespread individualistic view on education by referring not only to growth of the individual, but also to growth of the social setting (democracy) on the whole. This outlook allows for investigating and reflecting any subject matter with respect to its educational aspects--including the process of theorizing itself. This reflective turn of theorizing education has consequences for the understanding of education as an academic field. A universal theory of education is at odds both with a disciplinary approach and the idea of education as an applied field for foundational disciplines. At the same time, it has the potential to reconnect to both configurations of the academic field if these configurations are understood slightly different than today.
Networking Theories on Giftedness--What We Can Learn from Synthesizing Renzulli's Domain General and Krutetskii's Mathematics-Specific Theory
Author: Schindler, Maike
Date: 2017-00-00
Type: Journal Articles
Subjects: Academically Gifted,Mathematics,Theories,Networks,Creativity,Ability,Behavior,Comparative Analysis,Feasibility Studies

Giftedness is an increasingly important research topic in educational sciences and mathematics education in particular. In this paper, we contribute to further theorizing mathematical giftedness through illustrating how networking processes can be conducted and illustrating their potential benefits. The paper focuses on two theories: Renzulli's domain-general theory on giftedness as an interplay of creativity, above-average ability, and task commitment; and Krutetskii's mathematics-specific theory on gifted students' abilities. In a &quot;proof of concept&quot;, we illustrate how the abilities offered in Krutetskii's theory can be mapped to the three traits described by Renzulli. This is realized through a mapping process in which two raters independently mapped the abilities offered by Krutetskii to Renzulli's traits. The results of this mapping give first insights into (1) possible mappings of Krutetskii's abilities to Renzulli's traits and, thus, (2) a possible domain-specific specification of Renzulli's theory. This mapping hints at interesting potential phenomena: in Krutetskii's theory, above-average ability appears to be the trait that predominantly is addressed, whereas creativity and especially task-commitment seem less represented. Our mapping demonstrates what a mathematics-specific specification of Renzulli's theory can look like. Finally, we elaborate on the consequences of our findings, restrictions of our methodology, and on possible future research.
Between College and Work in the Further Education and Training College Sector
Author: Garraway, James
Date: 2015-02-00
Type: Journal Articles
Subjects: Adult Education,College Programs,Delivery Systems,Intermode Differences,Education Work Relationship,Civil Engineering,Theory Practice Relationship,Classroom Environment,Experiential Learning,Workplace Learning,Workshops,Apprenticeships,Mixed Methods Research,Interviews,Teacher Surveys,Teacher Attitudes,Sense of Community,Educational Practices,Learning Activities,Teacher Expectations of Students,Systems Analysis,Foreign Countries

Students studying Civil Engineering (CE) at the Further Education and Training (FET) colleges spend periods of time in the classroom and workshop as well as in the workplace during experiential learning. The overall purpose of education and training in the college sector is generally understood as preparing students for employability, and difficulties in colleges performing this role are well known. In this article, these difficulties are examined in a novel way. The everyday perspectives of lecturers and supervisors about student learning in their college programmes and their work experience are translated into more theoretical language, using activity theory. A theoretical argument is made, which suggests that different sites of learning create different purposes, and that these different purposes derive from a distinction between knowledge and practice, which in turn has historical roots. The study concludes by suggesting that a new, common object of integrating theory and practice at all the sites would better link the college and workplace education and training systems, and tentatively suggests how this new object could be put into practice.
EMC[superscript 2] = Comprehension: A Reading Strategy Instruction Framework for All Teachers
Author: Klapwijk, Nanda M.
Date: 2015-02-00
Type: Journal Articles
Subjects: Reading Strategies,Reading Instruction,Reading Comprehension,Teaching Guides,Educational Strategies,Educational Practices,Teaching Methods,Mixed Methods Research,Intervention,Interviews,Elementary School Curriculum,Foreign Countries,Observation

Comprehension is a critical part of the reading process, and yet learners continue to struggle with it and teachers continue to neglect it in their teaching. Many reasons exist for the lack of focus on reading comprehension instruction, but for the most part, teachers simply do not seem to view comprehension as part of the reading process, are not able to teach the concept, and are seemingly not taught to do so during their teacher training years. In addition to this, comprehension continues to be viewed as part of &quot;language teaching&quot;, and is therefore viewed as the so-called &quot;language teacher's&quot; domain. In support of effective comprehension instruction in the unique, multilingual South African education environment, this article proposes a framework for reading strategy instruction, aimed specifically at teachers. The framework was developed from a research study, and refined through subsequent application in a university course as well as a further study. The framework acknowledges that reading is a multifaceted and complex process, and accordingly, provides sufficient structure for teachers. It further addresses the issue of comprehension instruction through the use of selected reading strategies, designed to be applied by all teachers in all subjects in a flexible and easy manner.
Issues and Challenges Facing School Libraries in Selected Primary Schools in Gauteng Province, South Africa
Author: Paton-Ash, Margie
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,School Libraries,Barriers,Performance Factors,Qualitative Research,Library Development,Library Administration,Library Role,Financial Support,Library Materials,Trend Analysis,Semi Structured Interviews,Teacher Attitudes,Librarian Attitudes,Administrator Attitudes,Library Personnel,Access to Information,Elementary Education,Grounded Theory

There is no national policy for school libraries which compels school governing bodies and principals to have a library in their schools. It is thus not surprising that in 2011, only 21% of state schools had libraries, only 7% had stocked libraries and 79% of schools had no library at all (Department of Basic Education (DBE) Republic of South Africa, 2011a:23). This article forms part of a broader qualitative study which investigated 10 primary schools in Gauteng Province, South Africa that had libraries, or were in the process of setting up a library, with the intention of providing a rich description of the issues and challenges facing these schools. The 10 schools used in this study were chosen on the basis of their location and fee structures. They represented the full continuum of fees within the state structure. In this article, we discuss three core categories of predicaments faced by primary school libraries. These were resourcing the library, operating the library and the role of the library. Our main contention is that school libraries are not playing an effective role in supporting and enabling quality education for all South African children. This needs to be addressed by government as a matter of urgency.
Attention Deficit Disorder (ADHD): Primary School Teachers' Knowledge of Symptoms, Treatment and Managing Classroom Behaviour
Author: Topkin, Beryl
Date: 2015-05-00
Type: Journal Articles
Subjects: Elementary School Teachers,Attention Deficit Hyperactivity Disorder,Identification,Questionnaires,Knowledge Level,Symptoms (Individual Disorders),Clinical Diagnosis,Misconceptions,Foreign Countries,Elementary School Students,Teacher Education,Intervention,Learning Disabilities,Classroom Techniques,Case Studies,Statistical Analysis

ADHD is one of the most common chronic conditions of childhood. Teachers are a valuable source of information with regard to referral and diagnosis of the disorder. They also play a major role in creating an environment that is conducive to academic, social and emotional success for children with ADHD. The aim of this study was to examine primary school teachers' knowledge of the symptoms and management of children in their classrooms who were diagnosed with ADHD. The participants were 200 South African primary school teachers (178 female, 22 male; mean age = 43 years) of children enrolled in Grades One to Four. A self-administered questionnaire, the Knowledge of Attention-Deficit Disorder Scale (KADDS), which measures the misperceptions and understanding of the disorder, was used to collect the data. The results indicated that overall, 45% of the teachers correctly identified the responses to the items asked in the questionnaire. The &quot;don't know responses&quot; accounted for 31% of responses, while 22% of the responses were incorrectly identified. Furthermore, teachers were more knowledgeable of the general associated features of ADHD than of symptoms, diagnosis and treatment. A majority of teachers indicated that they had received training. These findings suggest a need to consider improving evidenced-based classroom interventions for ADHD among South African teachers.
Multimodal Languaging as a Pedagogical Model--A Case Study of the Concept of Division in School Mathematics
Author: Joutsenlahti, Jorma
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Arithmetic,Elementary School Mathematics,Elementary School Students,Mathematics Education,Symbolic Language,Language Usage,Models,Freehand Drawing,Writing (Composition),Qualitative Research,Questionnaires,Subtraction,Word Problems (Mathematics),Learning Modalities,Grade 4,Multiple Literacies,Foreign Countries

The purpose of this study is to present a multimodal languaging model for mathematics education. The model consists of mathematical symbolic language, a pictorial language, and a natural language. By applying this model, the objective was to study how 4th grade pupils (N = 21) understand the concept of division. The data was collected over six hours of teaching sessions, during which the pupils expressed their mathematical thinking mainly by writing and drawing. Their productions, as well as questionnaire after the process, were analyzed qualitatively. The results show that, in expressing the mathematical problem in verbal form, most of the students saw it as a division into parts. It was evident from the pupils' texts and drawings that the mathematical expression of subtraction could be interpreted in three different ways. It was found that the pupils enjoyed using writing in the solution of word problems, and it is suggested that the use of different modes in expressing mathematical thinking may both strengthen the learning of mathematical concepts and support the evaluation of learning.
Subject Teachers as Educators for Sustainability: A Survey Study
Author: Uitto, Anna
Date: 2017-00-00
Type: Journal Articles
Subjects: Sustainability,Sustainable Development,Secondary School Teachers,Teacher Surveys,Teacher Attitudes,Teacher Competencies,Environmental Education,Teacher Characteristics,Holistic Approach,Teaching Methods,Intellectual Disciplines,Foreign Countries,Likert Scales,Questionnaires,Factor Analysis,Statistical Analysis,Maximum Likelihood Statistics

Sustainability education (SE) is included in school curricula to integrate the principles, values, and practices of sustainable development (SD) into all education. This study investigates lower secondary school subject teachers as educators for sustainability. A survey was used to study the perceptions of 442 subject teachers from 49 schools in Finland. There were significant differences between the subject teachers' perceptions of their SE competence, and the frequency with which they used different dimensions of SE (ecological, economic, social, well-being, cultural) in their teaching varied. Teachers' age had a small effect, but gender, school, and its residential location were nonsignificant factors. Teachers could be roughly classified into three different subgroups according to their perceptions of the role of SE in their teaching; those who considered three SE dimensions rather often and used holistic sustainability approaches in their teaching (biology, geography, history); those who considered two or three dimensions often but were not active in holistic teaching (mother tongue, religion, visual arts, crafts, music, physical and health education, and home economics) and those who used one SE dimension or consider only one holistic approach in their teaching (mathematics, physics, chemistry and language). Subject teachers' awareness of their SE competence is important to encourage them to plan and implement discipline-based and interdisciplinary SE in their teaching. The specific SE expertise of subject teachers should be taken into account in teacher training and education.
Becoming Professionally Qualified: The School-Based Mentoring Experiences of Part-Time PGCE Students
Author: Mukeredzi, Tabitha Grace
Date: 2015-05-00
Type: Journal Articles
Subjects: Mentors,Part Time Students,Student Experience,Experienced Teachers,Interviews,Graduate Students,Pedagogical Content Knowledge,Intermode Differences,Student Satisfaction,Feedback (Response),Novices,Teaching Experience,Foreign Countries,Questionnaires

This paper reports on a study which explored the mentoring experiences of professionally unqualified practicing teachers enrolled in a part-time Post Graduate Certificate in Education (PGCE) programme at the University of KwaZulu-Natal. The study sought to understand the mentoring experiences these students received from their teacher mentors, who were also their colleagues. Data was collected through interviews towards the end of their programme. Drawing on the concept of teacher knowledge, findings indicate that some students experienced subject-specific mentoring, others received only feedback on generic pedagogic issues, and some received minimal mentoring. They reported content-specific and pedagogical mentoring as the most useful, indicating that this significantly assisted them in improving their teaching, even though they had been teaching for some time. It also emerged that some students received very limited mentoring, where mentors simply complied to fulfil university assessment requirements. The study suggests a need for more focused, comprehensive and ongoing mentor training for mentor teachers. The success of this would require collaboration between all stakeholders involved in departments of education and universities. This paper further suggests that university-school partnerships required strengthening, along with appropriate strategies put in place, towards ensuring mentoring effectiveness.
Teaching for Justice in a Contradictory World
Author: Reilly, George
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Justice,Socialization,Role of Education,Cultural Capital,Self Determination,Self Concept,Student Empowerment,Creativity,Figurative Language,Imagination,Resistance (Psychology),Social Values,Teacher Role,Moral Issues,Religious Education

School today is caught in the dilemma of being expected to educate young people so that they can be integrated into modern industrial society. Because of structural injustices in society, not all students have equal chances in this integration process. Education in school is also expected to impart proficiency in skills which go beyond the functional skills which a productive society needs. These softer skills can threaten the aims of modern society because they have the potential to question its underlying rationale. Young people learn these skills in their everyday lives with their peers outside of school. They form part of the cultural wealth which students bring with them to school. It is up to school to draw on this cultural wealth of students and to foster the various forms of cultural capital contained therein so that students learn not to be victims of a one-sided schooling which reproduces those injustices that pervade modern society by placing excess value on cultural assets which are favored by dominant groups in society.
Children's Agency in Grade R: A Case for a Child Participation Focus
Author: Shaik, N.
Date: 2015-05-00
Type: Journal Articles
Subjects: Foreign Countries,Student Participation,Qualitative Research,Video Technology,Observation,Early Childhood Education,Preschool Teachers,Preschool Children

This article addresses a theme that is slipping from the early childhood education agenda in South Africa, namely, child participation. It foregrounds different forms of agency as children participate in teacher-created learning spaces. This view is important to consider in the context of young children as active participants in learning, concerns about improving academic performance, working within the confines of a standardised curriculum, and high teacher control. A qualitative approach was undertaken with observations collected through video recordings as the main method of data collection. Fifteen children between the ages of five and six at three Grade R sites in urban Western Cape participated in the study. The findings suggest that the children function as agents in social processes, where teaching offers many possibilities for engagement with them. This often eludes teachers, who are pressurised to focus on indicators of learning in a prescriptive curriculum. The article concludes with a brief discussion on the development of the professional role of Grade R teachers.