ethanporcaro/eric-fulltext-meta huggingface dataset:
Children&apos;s Literacy Growth, and Candidates&apos; and Teachers&apos; Professional Development Resulting from a PDS-Based Initial Certification Literacy Course
Author: Rosenthal, Julie L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Literacy Education,Professional Development Schools,College School Cooperation,Partnerships in Education,Preservice Teachers,Reading Difficulties,Reading Instruction,College Faculty,Program Effectiveness,Reading Tests,Scores,Teacher Attitudes,Teacher Collaboration,Elementary Schools,Elementary School Teachers,Teacher Education Programs,Elementary School Students,Emergent Literacy,Reading Fluency,Mixed Methods Research,Tutoring

This paper reports the effects on children, teacher candidates, and classroom teachers of a PDS-based initial certification course in the teaching of literacy. In this course, teacher candidates work with individual struggling readers on a range of literacy tasks, and the classroom teacher and university faculty member serve as course co-instructors. Results indicate that participating children grew more in literacy skills than non-participating children matched on beginning-of-year test scores. Candidates developed in their understanding of how assessment informs instruction, and moved from focusing on low-level skills to balancing their literacy instruction. Teachers found that serving as co-instructors resulted in significant, positive changes in their own practice, which likely contributed to children's learning. This collaborative project addresses NAPDS Essentials 2 and 8 in that university and school faculty cooperatively teach the course, preparing future educators within the context of the school community. It also tangentially addresses Essential 3, as participating teachers reported experiencing professional development as a result of their work.
George Mason University&apos;s Elementary PDS Program: Embracing Innovation
Author: Groth, Lois A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Professional Development,Elementary Education,Elementary School Teachers,Faculty Development,Teacher Improvement,Partnerships in Education,College School Cooperation,Educational Innovation,Role of Education

This article describes the Mason Elementary PDS Network (PDS Network), a multi-district network of clinical field sites, embracing collaboration with key stakeholders as a means to broaden its impact on the education profession and the larger community. The Mason Elementary PDS Network includes 30 elementary school sites with a shared commitment to improving K-6 education and impacting teacher preparation. Specifically, the mission of this PDS Network is to take joint responsibility for teacher preparation, faculty development, enhanced student learning, and inquiry directed at improvement of practice. By growing and nurturing a reciprocal relationship among K-6 educators, school and district leaders, and university faculty, it is believed there can be an improved and informed knowledge base in teacher education, the professional development of practicing teachers, and the learning of students.
Revisiting Jürgen Habermas's Notion of Communicative Action and Its Relevance for South African School Governance: Can It Succeed?
Author: Mabovula, Nonceba
Date: 2010-00-00
Type: Journal Articles
Subjects: School Administration,Governance,Participative Decision Making,Educational Philosophy,Foreign Countries,Teacher Attitudes,Student Role,Focus Groups,Freedom of Speech,Social Theories,Moral Values,Elementary Secondary Education,Interviews,Qualitative Research

I apply as theoretical framework the Habermassian principles of &quot;communicative action&quot; and &quot;consensus&quot; through deliberation and reasoning. In particular, I focus on &quot;rational&quot; and &quot;argumentative&quot; communication through which school governance stakeholders could advance arguments and counter-arguments. I explore perceptions of educators concerning the role of learners, their experience and their democratic participation in school governance. I collected data using focus group discussions with educators in five selected schools in the Eastern Cape province of South Africa. Data were analysed using natural meaning units which represented specific thoughts, feelings or perceptions as expressed by the participants. Results showed that educators were not very eager to accept learners as participants in the structure of school governance. Finally, I suggest that, through the Habermassian notion of communicative action, school governing body stakeholders will be free to exchange ideas, and that they will not only voice opinions, but also listen, because through the act of engaging and listening (communicative action) participants can be persuaded and their thinking can be transformed.
The Level of Possession of the Students at the Hashemite University of Professional and Family Counseling Skills in Light of Achievement and Gender Variables
Author: ALharbi, Bassam H. M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Gender Differences,Predictor Variables,Academic Achievement,Family Counseling,Questionnaires,Psychology,Professional Development,Field Experience Programs,Student Surveys,Student Satisfaction,Skill Development,Achievement Gains,College Students,Foreign Countries

The present study aimed to identify the level of owning a field training students majoring in psychological counseling at the Hashemite University of professional and family counseling skills in light of achievement and gender variables. The subjects of the study comprised of (100) subjects of field training students in the second semester of the academic year 2014-2015. A questionnaire was used in this study to identify the professional counseling skills and another questionnaire for family counseling skills. Results of the study have shown that field training students majoring in psychological counseling at the Hashemite University own professional and family counseling skills moderately. The results also indicated that the level of students' possession of the professional and family counseling skills rises as GPA rises and that females are more equipped to those skills, compared with males.
Human Rights Values or Cultural Values? Pursuing Values to Maintain Positive Discipline in Multicultural Schools
Author: du Preez, Petro
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Civil Rights,Social Values,Democratic Values,Multicultural Education,Discipline,Punishment,Cultural Pluralism,Traditionalism,Workshops,Discourse Analysis

Discussions on discipline in education often accentuate corporal punishment or measures to infuse moral fibre. In addition, many authors argue that inculcating a particular value system can promote discipline in schools. This could however be profoundly problematic in the light of the Constitution. We argue that positive discipline in multicultural school environments needs to be based in part on human rights values that are neither solely universally interpreted nor particularistically interpreted. We report on the data generated at a research workshop held as the final dissemination process of a four-year international research project entitled &quot;Understanding human rights through different belief systems: intercultural and interreligious dialogue&quot;. Dialogue was chosen as a form of data gathering since it is more spontaneous than conventional questioning techniques and can thus generate more naturally occurring data to strengthen the outcomes of the project. It appears that some teachers believe discipline can only be maintained through the elevation of cultural values (particularism). We argue that schools should start negotiating, at the most basic level, the values, including emancipatory, human rights values, and cultural values, which could underpin positive discipline in multicultural schools. Drawing solely on cultural values is not only unlikely to solve the problem of discipline, but could also undermine the efforts to transform our diverse, democratic society.
Faraday's Principle and Air Travel in the Introductory Labs
Author: Abdul-Razzaq, Wathiq
Date: 2017-00-00
Type: Journal Articles
Subjects: Introductory Courses,Laboratory Experiments,Science Instruction,Instructional Improvement,Scientific Principles,Scientific Concepts,Concept Teaching,Physics,Inquiry,Measurement,College Science,College Students

We all know that we must improve the quality of teaching in science at all levels. Not only physicists but also many students from other areas of study take the introductory physics courses in college. Physics introductory laboratories (labs) can be one of the best tools to help these students understand applications of scientific principles that affect our lives. However, traditional labs are considered by many students, especially non-physics majors, as uninteresting due to the lack of real life applications. In this study, we develop a lab experiment that uses air travel to understand one of the most important concepts in physics: the induced voltage per Faraday's law.
Evaluation of the Effectiveness of the 360-Credit National Professional Diploma in Education (NPDE) Programme
Author: Ngidi, David
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Effectiveness,Program Evaluation,Teacher Education Programs,Teacher Certification,Teacher Improvement,Inservice Teacher Education,Classroom Observation Techniques,Performance Based Assessment,Teacher Effectiveness,Questionnaires,Rating Scales,Teacher Competency Testing,Statistical Analysis

We investigated the effectiveness of the 360-credit National Professional Diploma (NPDE) as a programme that is aimed at the upgrading of currently serving unqualified and under-qualified educators, with a view to improving the quality of teaching and learning in schools and Further Education and Training colleges. To this end, the National Professional Diploma in Education Effectiveness Scale (NPDEES) and Classroom Observation and Assessment Form (COAF) were used. The findings indicated that educators differed in the extent to which they regarded the 360-credit NPDE programme as effective. The findings also indicated that component 3 (competences relating to teaching and learning processes), component 1 (competences relating to fundamental learning) and component 4 (competences relating to the profession, the school and the community) were the best predictors of the effectiveness of the 360-credit NPDE programme. It was found that educators differed in the extent to which they performed during the classroom-based evaluation. Suggestions are made for measures to improve educators' performance in the classroom.
Influencing Positive Outcomes for Troubled Youth
Author: Haggis, Diane
Date: 2017-00-00
Type: Journal Articles
Subjects: Youth Programs,Youth Opportunities,Influences,At Risk Students,Educational Environment,Mixed Methods Research,Residential Schools,Teacher Surveys,Positive Behavior Supports,Teacher Expectations of Students,Best Practices,Elementary Secondary Education

The BHB Theory (Haggis, 2011) is based on an empirical case study that examined teachers' perceptions of what they do in their educational settings to create a positive learning environment for troubled youth in their classrooms. Research--including this study--indicates a need for transformational change in how teachers interrelate with students in education environments intended for at risk-youth. Traditionally, approaches to working with troubled youth have been punitive in design. Research indicates that this approach is counterproductive and that teachers have the opportunity to build capacity for success with at risk-youth through the use of peers; building social competencies; role modeling; relationship building; setting high expectations and fostering student strengths. Understanding what effective teachers working with troubled youth do to create a positive learning environment in their classrooms is critical for identifying factors that influence a positive outcome for students in such programs. The descriptive case study described utilized a mixed methods approach using teachers within two residential schools. The BHB study's data analysis discovered that there was significant agreement among the teacher participants of the study about factors perceived as strongly influential in creating a positive learning environment for their students. Consistent with prior research, these factors included providing a classroom atmosphere that supports positive peer relationships, setting high expectations for student success, encouraging students to take responsibility for their own actions, strong relationship building and generating an environment of trust and respect. Recommendations for strengthening teacher practice are offered.
A Case Study of Continuing Teacher Professional Development through Lesson Study in South Africa
Author: Ono, Yumiko
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Inservice Teacher Education,Communities of Practice,Case Studies,Secondary School Science,Teaching Methods,Science Instruction,Program Evaluation,Secondary School Mathematics,Mathematics Instruction,Workshops

We consider the professional development of in-service teachers and review traditional development efforts that have been used in the past. An alternative form of professional development using Japanese lesson study is proposed and discussed as a possibility. A case study involving the Mpumalanga Secondary Science Initiative, where lesson study was used, is described and its efficacy reviewed. The project was aimed at improving mathematics and science learning of secondary school learners using lesson study for teacher development. The discussion concludes with a reflection on the outcomes and efforts of the project.
The Human Element of Project Management
Author: Gillard, Sharlett
Date: 2017-00-00
Type: Journal Articles
Subjects: Program Administration,Interpersonal Communication,Communication Skills,Administrative Principles

Much research and dialogue have been published about project management. Studies have been conducted regarding the impact of size, member location, gender composition, cross-functional structure, stakeholder influence, confidence issues, technology usage, management style, generational differences, technical expertise vs. people skills, and a myriad of other topics. Writings regarding the human factors, the &quot;soft&quot; skills, have typically focused on the &quot;what is&quot; and &quot;why&quot; elements of communication and conduct appropriate to project management, often leaving the &quot;how to&quot; in subjection or missing. This article provides additional practical applications to improve project management success.
Researching Student Motivation
Author: Alkaabi, Sultan Ali R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Research,Student Motivation,Behavior Theories,Self Determination,Goal Orientation,Models,Psychological Patterns,Psychological Needs

Motivation has been studied by different scientists in different fields of knowledge such as biology, psychology, and education for a long period, which has cultivated a wealth of knowledge in these disciplines. The richness in motivation theories poses complexity in motivation research. Due to these complexities, many researchers focus on using a single motivation theory in their studies. Using multiple motivation theories in a singular study is not a common practice in education research. This study presents a unifying framework for approaching motivation research in education which offers an opportunity to use multiple motivation theories in educational research, and other disciplines.
Entrepreneurial Orientation and Practice: Three Case Examples of Historically Disadvantaged Primary Schools
Author: Xaba, Mgadla
Date: 2010-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Disadvantaged Schools,Risk,Educational Innovation,Elementary School Students,Institutional Characteristics,Foreign Countries,School Policy,Educational History,Qualitative Research,Interviews,Observation

Historically disadvantaged schools are mostly in a position where they cannot easily practise entrepreneurial customs like innovation, proactiveness and risk-taking. However, some of these schools perform well under similar circumstances and show strong entrepreneurial inclinations. In fact, in research conducted in 2006, Lebusa and Xaba found that there were very strong prospects of fostering entrepreneurial customs at historically disadvantaged schools. It was found that schools were already practising innovativeness, proactiveness and risk-taking, albeit unintentionally. We report on the practice of innovativeness, proactiveness and risk-taking at historically disadvantaged schools. Case examples of three successful entrepreneurial historically disadvantaged primary schools are presented. Results indicate novel and innovative ventures undertaken at these schools and clearly indicate that some historically disadvantaged schools are indeed entrepreneurially oriented.
Troubling Some Generalisations on Teacher Education in the English-Speaking World: The Case of the Republic of Ireland
Author: O'Donoghue, Tom
Date: 2010-00-00
Type: Journal Articles
Subjects: Generalization,Teacher Education Programs,Educational Quality,Teacher Effectiveness,Outcomes of Education,Criticism,Foreign Countries,Comparative Education,Educational History,Secondary School Teachers

There is a great deal of talk about a crisis in teaching across the English-speaking world, about the quality of teachers leaving much to be desired, and about the quality of student outcomes dropping. This, in turn, has resulted in various aspects of teacher preparation coming under severe scrutiny. In general, disquiet has been voiced about the quality of those admitted to teacher preparation programmes, about the quality of the programmes themselves, and about the quality of those responsible for delivering them. Much of the literature in this regard emanates primarily from the US, and England and Wales, and to a lesser extent from Australia and New Zealand. While the criticisms voiced may well be valid for these contexts, one would still not be justified in uncritically generalising from them to the rest of the English-speaking world. We adopt such a &quot;troubling&quot; perspective by focusing on the situation regarding secondary school teacher preparation in the Republic of Ireland. Along with being offered as a work of interest in its own right, a number of areas for consideration regarding the situation in South Africa are also outlined.
Learner Councillors' Perspectives on Learner Participation
Author: Phaswana, Edith
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Student Attitudes,Student Participation,School Councils,Qualitative Research,Documentation,Interviews,Focus Groups,Student Government

Learner participation in South Africa was legislated in 1996 through the South African Schools Act, No. 84. Since then it has been a legal requirement to establish representative councils of learners (RCL) at secondary schools (with Grade 8 and higher) countrywide. I investigate the perspectives and experiences of participation with secondary schools learners elected to serve in representative councils of learners and school governing bodies. I adopted an interpretive qualitative methodology. In-depth interviews and focus groups were used. Three categories of experiences emerged: (1) learning experiences, (2) relational experiences, and (3) challenges faced by learner councillors. The data further suggest that there is an opportunity for learners to gain skills that could be useful for them. I offer a framework for learner participation that is grounded in social learning to promote meaningful participation.
Language Diversity in the Mathematics Classroom: Does a Learner Companion Make a Difference?
Author: Botes, Hendrik
Date: 2010-00-00
Type: Journal Articles
Subjects: Language Usage,Mathematics Instruction,English (Second Language),Quasiexperimental Design,Grade 4,Grade 5,Grade 6,Elementary School Students,Elementary School Teachers,Vocabulary,Foreign Countries,Language of Instruction,Control Groups,Experimental Groups,Teacher Role,Peer Teaching,Comparative Analysis,Interviews,Surveys,Statistical Analysis,Pretests Posttests,Qualitative Research

Language and education are interrelated because all teaching is given through the medium of language. Language is considered to be both a precondition for thought and a bearer of thought and therefore influences the extent to which a child's intelligence is actualised. In the South African context linguistic diversity is a complex issue. It has increasingly become the task and responsibility of educators to develop strategies in an attempt to facilitate quality education for their learners. In this study, the researchers developed an &quot;aid&quot; that would assist learners to relate mathematics terms and concepts in English with terms in their own languages. The study determined whether a visual multilingual learner companion brought change in learners' performance in mathematics. Also what the educators' views were about this. A combination of a quasi-experimental study and an interview schedule was conducted. The quasi-experimental study was conducted among learners while the interview schedule was with their educators. The sample comprised 2,348 learners in Grade 4, Grade 5 and Grade 6 from 20 schools as well as 20 educators from the treatment schools. The results indicated that the mathematics marks of the treatment group improved. Also, the educators were complimentary about the learner companion and indicated that they would utilise this going forward in their teaching. It is recommended that the multilingual visual explanatory mathematics learner companion be used and investigated on a larger scale to corroborate the efficacy reported here.
Demographic Profile and Perceived Inset Needs of Secondary Mathematics Teachers in Limpopo Province
Author: Rakumako, Angeline
Date: 2010-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Mathematics Teachers,Foreign Countries,Teacher Surveys,Teacher Characteristics,Teacher Education,Audiovisual Instruction,Educational Technology,Educational Needs,Relevance (Education),History,Pedagogical Content Knowledge,Large Group Instruction,Barriers,Semi Structured Interviews,Questionnaires,Focus Groups

The findings of a study on the demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province are described. The survey instrument employed was the &quot;Science Teacher Inventory of Needs for Limpopo province&quot; (&quot;STIN-LP&quot;). Most teachers who responded to this survey teach at a rural or township school, are between 20 and 40 years old, and have between four and ten years experience in teaching Mathematics. Standard 10 is the highest academic qualification of half of the teachers, with 67% of teachers having an M+3 as their highest professional qualification. Teachers indicated interest in all the 38 INSET need items included in the STIN-LP with motivating learners to learn Mathematics, using audio-visual equipment and applying mathematics to daily life of learners among the most important need. The least support was indicated, among others, for needs related to the history of mathematics, improving content knowledge, how mathematics is used in society, and teaching large classes. Poor communication of INSET activities was reported to be the greatest barrier to INSET participation. Implications of the findings are discussed.