ethanporcaro/eric-fulltext-meta huggingface dataset:
Event History Analysis for Investigating the Likelihood and Timing of Changing Majors
Author: Sklar, Jeffrey C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Change,Decision Making,Majors (Students),Student Characteristics,Academic Advising,Faculty Advisers,College Freshmen,Enrollment,Undergraduate Students,Academic Persistence,Predictor Variables

Students change their majors for various reasons, and academic advisors often assume the role of facilitating that change through institutional agreements or contracts. Therefore, advisors need to identify time periods during enrollment with the greatest likelihood that students will seek to change majors. They must also examine the student characteristics associated with changing majors so that advisors can identify students to avoid delays to graduation. The relationship between student characteristics and the likelihood of changing majors over time was studied through event history analysis techniques applied to enrollment data for a cohort of first-time first-year students.
The Relationship between Student-Parent Communication and First-Year Academic Performance
Author: Weintraub, Dayna S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Parent Participation,College Freshmen,Parent Child Relationship,Academic Achievement,Interpersonal Communication,Interaction,Mothers,Fathers,Surveys,Grade Point Average,High School Students,Student Characteristics,Standardized Tests

During a time of increasing parental engagement in the lives of college-going students, we examined how first-year students' perceived interaction with their parents predicted their academic performance. Data were collected from college students living in residential housing at a diverse and selective public research university in the western United States at two points in time (N=995). Results revealed the value of quality over quantity of communication on students' academic performance. Notably, students interacted differently with their mothers and fathers, suggesting that when designing programs, administrators should recognize the different ways mothers and fathers contribute to academic performance.
Accessing and Assessing Young Learner&apos;s Mathematical Dispositions
Author: Graven, Mellony
Date: 2012-06-00
Type: Journal Articles
Subjects: Mathematics Instruction,Foreign Countries,Numeracy,Mathematics,Grade 3,Young Children,Elementary School Students,Clubs,Elementary School Mathematics

It is argued in this paper that there is an absence of literature relating to research on learner mathematical dispositions, particularly with young learners. Drawing on Kilpatrick, Swafford and Findell's (2001) five interrelated strands of mathematical proficiency, which include: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning and productive disposition, it is argued that there has been little engagement with productive disposition in the field of mathematics education and how we might access and assess this strand. Despite competence in all strands being essential for mathematical proficiency, literature and assessments that seek to establish learner levels of mathematical proficiency have tended to focus on the first four and have neglected the last; productive disposition. Finding ways in which to access student mathematical learning dispositions can be challenging, especially with young learners who struggle to articulate their views. An instrument is shared that the author has designed with doctoral fellow, Debbie Stott, in order to access and assess the productive disposition of learners participating in maths clubs run within the South African Numeracy Chair. The findings that emerge in one Grade 3 club with six learners is shared. These findings are related to the data collected through instruments that assess the other four strands of mathematical proficiency. This enables a holistic picture of learner's mathematical proficiency as intended in the conceptualisation of the interrelated five strands of proficiency.
Affirmation, Support, and Advocacy: Critical Race Theory and Academic Advising
Author: Lee, Jasmine A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Theory,Race,Academic Advising,College Students,African American Students,College Faculty,Institutional Characteristics,Whites,Racial Bias,Advocacy,Disproportionate Representation,Teacher Student Relationship,Emotional Response

The research presented describes the unique challenges of students from historically marginalized communities, particularly Black students, attending predominantly White institutions. Challenges include overt and covert campus racism, daily microaggressions, and limited or no sense of belonging. How are these challenges exacerbated when a student's academic advisor is unable or unwilling to understand their daily experiences on a predominantly White campus? How can academic advisors work to affirm, support, and advocate for underrepresented students during their matriculation? Using critical race theory to improve practice for academic advisors, I call for advisors to gain and maintain a consciousness of the ways race and racism influence not only the experiences of students of color but also their relationships with academic professionals.
Challenges Facing the Early Childhood Development Sector in South Africa
Author: Atmore, Eric
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Young Children,Child Development,Educational Trends,Educational Finance,Child Care Centers,Nutrition,Teacher Education,Institutional Characteristics,Poverty,Access to Education,Educational Quality,Child Health,Acquired Immunodeficiency Syndrome (AIDS),Educational Facilities

In this review article, the context of young children in South Africa in 2012 is described and the main challenges affecting children and the early childhood development sector (ECD) in South Africa are investigated. A situation analysis of ECD in South Africa was undertaken using South African government ECD policy and programme implementation reports. There has been progress since 1994, both quantitatively and qualitatively. The number of children in Grade R has trebled since 2001, government education and social development budgets have increased substantially and 58% of children at ECD centres nationally are now subsidised. More children are in provision and in better quality provision than before. However, much still remains to be done before we can say with confidence that the needs of our youngest children are being met. This study identifies infrastructure, nutrition, ECD programmes, teacher training, institutional capacity and funding as the major gaps in ECD provision.
Assessment Literacy of Foundation Phase Teachers: An Exploratory Study
Author: Kanjee, Anil
Date: 2015-06-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 1,Grade 2,Grade 3,Elementary School Teachers,Literacy,Summative Evaluation,Formative Evaluation,Classroom Techniques,Evaluation Utilization

This study explores foundation phase teachers' assessment literacy, and their understanding and use of formative and summative assessment. Using questionnaires, observations and interviews, data were obtained from Grade 1, 2 and 3 teachers from a school each in quintile 2, 3 and 5. Teachers from all three schools demonstrated equally low levels of assessment literacy. While understanding of summative assessment was noticeably higher, all teachers demonstrated very poor understanding of formative assessment. Notwithstanding the small sample size, the study highlights the need for professional development programmes to focus on enhancing teachers' assessment literacy. It also calls for additional research on a conceptualisation of assessment literacy that is relevant to South African teachers, and for determining the impact of concepts and practices advocated in the national assessment and curriculum policies on teachers' use of assessment to address the learning needs of all learners across schools in the different quintile categories.
Linguistic Liminality in the Early Years of School: Urban South African Children &apos;betwixt and between&apos; Languages of Learning
Author: Henning, Elizabeth
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Language Usage,English (Second Language),Second Language Learning,Language Skills,Urban Schools,Language of Instruction,Grade 1,Elementary School Students,Phonological Awareness,Receptive Language,Expressive Language,Comparative Analysis,Language Tests

This article is about an investigation into the English spoken language competence of 144 first graders in two urban ('township') schools in the Gauteng Province of South Africa. The study was conducted from an anthropological and a cognitive developmental perspective. In one school isiZulu and Sesotho are used mainly as medium of instruction, while in the other school the language of teaching and learning is English. The inquiry is part of longitudinal panel research in which children's overall development and school progress over four years is documented by way of growth modelling. This initial assessment of the children's basic interpersonal communication skills in English found, not unexpectedly, that the children in the first mentioned school know English mostly to the extent of the naming of objects, while the children in the other school are able to use morpho-syntactically more complex language. These findings may shed some light on the phenomenon of school culture liminality in its interplay with linguistic liminality, considering that children's basic English may scaffold their academic English.
Prescriptive vs. Developmental: Academic Advising at a Historically Black University in South Carolina
Author: Harris, Twaina A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Advising,Black Colleges,College Freshmen,African American Students,School Holding Power,Student Satisfaction,Faculty Advisers

Many academic support programs promote the academic success of first-year students, and research has shown the importance of effective academic advising to first-year student retention. Among the numerous approaches to academic advising, the strategy used by advisors at historically Black colleges and universities (HBCUs) remains relatively unknown. This quantitative study is based on the most prevalent academic advising approach used at a HBCU in South Carolina. A well-documented survey was administered to 77 first-year students attending this institution to measure their experiences with prescriptive and developmental advising and their satisfaction with these advising approaches. The results showed that the most prevalent advising approach was developmental advising, and students were satisfied with aspects of both strategies.
Assessing Advisor Competencies: A Delphi Method Study
Author: Menke, Donna
Date: 2018-00-00
Type: Journal Articles
Subjects: College Faculty,Faculty Advisers,Teacher Competencies,Delphi Technique,Communication Skills,Interpersonal Competence,Listening Skills,Educational Policy,Teamwork

Through the Delphi method study, we sought to identify essential competencies for entry-level academic advisors. Three surveys were administered to academic advisors with 5 years or more working in the field. Results from 57 advisors who completed all 3 rounds of surveys indicated a wide range of competencies essential for entrylevel academic advisors. Consensus centered around 3 essential competencies: Communication skills, interpersonal skills, and knowledge of university policies and resources. We discuss the implications for practice and propose ideas for additional research.
A Retrospective Case Report on Demographic Changes of Learners at a School for Children with Autism Spectrum Disorder in the Gauteng Province
Author: van Biljon, Sumari
Date: 2015-06-00
Type: Journal Articles
Subjects: Foreign Countries,Pervasive Developmental Disorders,Autism,Clinical Diagnosis,Special Schools,Comparative Analysis,Special Needs Students,Demography,Student Characteristics,Elementary Secondary Education

Limited research has been published about the demographic characteristics of children with Autism Spectrum Disorder (ASD) in South Africa. Describing the profiles of learners from a school for children with ASD may contribute to local knowledge in the field. A retrospective comparative design was utilised to compare the demographic characteristics of learners over two time intervals: 1992-2002 (Group 1, n=32) and 2003-2014 (Group 2, n=109). A total of 141 historical admission records in paper-based files were reviewed. Results indicated that there is a large male gender bias (8.4:1) in learners, which increased over the years. The age of the child when parents first became concerned and the age at diagnosis and assessment at school increased over both time periods. There was also an increase in the diversity of home languages after 2002. Parental qualifications decreased, but social class improved in recent years. The low qualification of a mother was associated with an advanced age of the child at school entry. The data serves as a point of reference for future studies about the characteristics of school children with ASD in South Africa.
Fostering Pre-Service Teachers&apos; Motivation-Related Practical Wisdom through a Mentoring Procedure
Author: Brown, Bruce
Date: 2015-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Reflective Teaching,Mentors,Learning Motivation,Theory Practice Relationship,Psychological Needs,Lesson Plans,Practicums,Inquiry,Self Determination,Foreign Countries,Motivation Techniques

The study reported in this article responds to the need for empirical studies that provide evidence of positive change in education at the micro-level of the classroom -- an important component of the complex education environment in South Africa. This article describes teachers' and principals' reports of micro-level changes that occurred during a professional development programme for foundation phase teachers at a South African university. An overview of the principles underpinning the programme design and implementation is given, followed by a description of the qualitative research design and grounded theory methodology used to research changes in the practices of teachers participating in the programme. The study provides evidence of changes in the classroom and professional practice of the teachers, aligned with changes in academic practice and children's learning in the classroom. We argue that the programme's strong orientation to practice, its focus on teachers' understanding of children, and the model of teacher professional development that is located in reflexive practice together may have facilitated positive changes in the teachers' practices.
Leaders&apos; Perceptions of the Professionalization of Academic Advising: A Phenomenography
Author: McGill, Craig M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,Professional Recognition,Academic Advising,College Faculty,Faculty Advisers,Teaching (Occupation),Knowledge Level,Definitions

Through the professionalization process, an occupation transforms into a profession. Although much scholarship has situated academic advising as a professional endeavor, in the past few years, the authors of two papers posited that advising is not a profession, a contention not shared by all within the advising community. Despite much scholarly deliberation, advising and the role of it in higher education remains misunderstood by administrators, faculty members, staff, students, and some advisors themselves. Therefore, discussions of professionalizing the field remain both inevitable and imperative. To advance the dialogue, a phenomenography was used to explore the variety of perspectives that NACADA leaders shared about the professionalization of academic advising. Five attitudinal categories emerged: assumptive, presumptive, emerging profession, inferiority complex, and the need for further definition.
Visual Arts and the Teaching of the Mathematical Concepts of Shape and Space in Grade R Classrooms
Author: Wilmot, Dianne
Date: 2015-06-00
Type: Journal Articles
Subjects: Kindergarten,Preschool Teachers,Visual Arts,Mathematics Instruction,Geometric Concepts,Preschool Education,Integrated Curriculum,Intervention,Reflective Teaching,Faculty Development,Action Research,Foreign Countries

This article addresses the need for research in the areas of Grade R curriculum and pedagogy, Grade R teacher professional development, and early years mathematics teaching. More specifically, it responds to the need for teacher professional development in Grade R mathematics teaching of the geometric concepts of space and shape. The article describes a study about teachers' understanding of how visual arts can be used as pedagogical modality. The study was prompted by the findings of a 'Maths and Science through Arts and Culture Curriculum' intervention undertaken with Grade R teachers enrolled for a Bachelor of Education (Foundation Phase) degree at a South African university. Post-intervention, teachers' classroom practices did not change, and they were not using visual arts to teach mathematical concepts. The lessons learned from the research intervention may contribute to the wider debate about Grade R teaching and children's learning.
Stories of Change: The Case of a Foundation Phase Teacher Professional Development Programme
Author: Brown, Bruce
Date: 2015-06-00
Type: Journal Articles
Subjects: Elementary School Teachers,Faculty Development,Foreign Countries,Principals,Teacher Administrator Relationship,Program Design,Program Implementation,Classroom Techniques,Teaching Methods,Educational Change,Academic Achievement,Elementary School Students

The study reported in this article responds to the need for empirical studies that provide evidence of positive change in education at the micro-level of the classroom -- an important component of the complex education environment in South Africa. This article describes teachers' and principals' reports of micro-level changes that occurred during a professional development programme for foundation phase teachers at a South African university. An overview of the principles underpinning the programme design and implementation is given, followed by a description of the qualitative research design and grounded theory methodology used to research changes in the practices of teachers participating in the programme. The study provides evidence of changes in the classroom and professional practice of the teachers, aligned with changes in academic practice and children's learning in the classroom. We argue that the programme's strong orientation to practice, its focus on teachers' understanding of children, and the model of teacher professional development that is located in reflexive practice together may have facilitated positive changes in the teachers' practices.
The Nigerian Integrated Early Childhood Development Policy: Perspectives on Literacy Learning
Author: Newman, Linda
Date: 2015-06-00
Type: Journal Articles
Subjects: Foreign Countries,Child Development,Early Childhood Education,Educational Policy,Emergent Literacy,Literacy Education,Family School Relationship,Teacher Role,Cultural Differences,Family Environment,Educational Environment,Indigenous Populations,Technology Uses in Education

Many scholars and researchers now have a broadened vision of literacy that encompasses the social practices that surround literacy learning. What accompanies this vision is a shift towards thinking that children, and their families, can contribute actively to literacy learning by drawing on their strengths and life experiences to create and draw meaning from a broad range of everyday sources. For many, reading and writing from print-based texts is no longer considered the only, or most desirable, avenue to literacy learning. It is now recognised that children's social and cultural lives should be used as a resource for literacy learning. Using four literacy learning lenses, we examine the Nigerian National Policy for Integrated Early Childhood Development. These lenses are: collaboration with families, the role of educators, literacy-rich environments, and diversity and multimodality. Recent research around early literacy learning underpins our analysis to identify where the policy could more strongly refer to the role of families and educators and to argue that there is scope for greater attention to early literacy learning in the policy.
The South African National School Curriculum: Implications for Collaboration between Teachers and Speech-Language Therapists Working in Schools
Author: Wium, Anna-Marie
Date: 2015-06-00
Type: Journal Articles
Subjects: Foreign Countries,National Curriculum,Allied Health Personnel,Speech Language Pathology,Audiology,Educational Cooperation,Teachers,Inclusion,Staff Role,Barriers,Response to Intervention,Interprofessional Relationship

This critical review addresses the implications of the Curriculum and Assessment Plan Statement (CAPS) for collaboration between teachers and speech-language therapists (SLTs) in schools. A historical perspective on changes in the roles and responsibilities of SLTs is provided, reflecting a shift from supporting the child to supporting the teacher. Based on the role of SLTs and audiologists in schools, an innovative approach to the support of teachers is conceptualized. The curriculum content and methods support learners who experience challenges and barriers to learning in main stream classrooms. The implementation of the curriculum necessitates close collaboration between teachers and SLTs in order to ensure the best possible outcomes for all learners. This collaboration is reviewed by identifying the benefits of, and barriers to, the process, as well as crucial areas of collaboration. Inclusive education is mandated by White Paper 6, and collaborative support of teachers by SLTs is presented from the learners' perspective within the context of the curriculum. An example of teacher support through the response to intervention (RTI) approach is described.
The Role of Working Memory in Childhood Education: Five Questions and Answers
Author: Cockcroft, Kate
Date: 2015-06-00
Type: Journal Articles
Subjects: Short Term Memory,Early Childhood Education,Child Development,Cognitive Measurement,Cognitive Development,Cognitive Ability,Improvement,Young Children

Working memory is the mental ability to temporarily store and manipulate information. Its functioning is distinct from the vast storage capacity of long-term memory and is crucial for optimal learning and development. There is considerable research on several theoretical aspects of working memory. Far less research has explored the application of such theory in order to understand how children perform in educational settings and to support and improve their academic performance. In this paper, five key aspects regarding working memory are considered and their implications for early childhood development, learning and education are discussed. These aspects include the role of the different components of working memory in early childhood learning, ways in which working memory is assessed in children, how verbal and visual working memory develop, how working memory difficulties manifest in children, and ways in which working memory can be improved.
Continuous Programme Renewal and Critical Citizenship: Key Items for the South African Higher Education Curriculum Agenda
Author: Bitzer, Eli
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Program Development,Curriculum Development,Educational Change,Citizenship Education,Global Approach,College Role

In this article, we explore the term 'programme renewal' and then continue to point out why programme renewal bodes an essential topic for continuous inquiry and attention. We also highlight the importance of approaching programme renewal from a sound theoretical base and point to the important issue of promoting critical citizenship with students in learning programmes. We finally point to the links between programme renewal and critical citizenship through four sample cases.