ethanporcaro/eric-fulltext-meta huggingface dataset:
Designing High Structure Courses to Promote Student Engagement
Author: Beck, Edward J.
Date: 2020-08-00
Type: Journal Articles
Subjects: Course Organization,Learner Engagement,Science Instruction,College Students,Class Activities,Student Participation,Science Achievement,Educational Objectives,Homework,Educational Environment

While there are many strategies for increasing the inclusiveness of anatomy and physiology courses, increasing course structure is a strategy that can not only close achievement gaps for first generation and underrepresented minority students, but also increase performance for all students. High structure courses are characterized by clear learning goals, regular in-class exercises that promote student participation, and frequent out-of-class assignments that promote practice and preparation. In this article we describe ways to increase the structure of your course design and the learning environment in both face-to-face and online courses.
Mentors&apos; Experience in Teaching Basic Science Concepts in the Community Outreach Program, Anatomy Academy: A Phenomenological Study
Author: Adams, Jason S.
Date: 2020-08-00
Type: Journal Articles
Subjects: Graduate Students,Physical Therapy,Service Learning,Mentors,Science Instruction,Elementary School Students,Grade 5,Teaching Methods,Active Learning,Anatomy,Physiology,Nutrition,Small Group Instruction

This paper analyzes the lived experience of Doctor of Physical Therapy (DPT) students participating in the service-learning program, Anatomy Academy. To understand this experience, we performed a phenomenological analysis using the reflections of 31 DPT students as they participated as Mentors to 5th grade elementary students. Mentors used active learning strategies to teach topics of anatomy, physiology, and nutrition in small groups. After each teaching experience, Mentors responded to writing prompts as a way to reflect upon these experiences. From these reflections, three overarching themes emerged in describing the Mentors' experience. Our results showed that the Mentors developed an understanding of the power in learning through real-world situations, grew in their ability to work with others, and developed an enhanced personal awareness of self and society. This study emphasizes the importance of service learning in the graduate education of DPT students as they progress to become competent health care professionals.
A Professional Development Programme for Implementing Indigenous Play-Based Pedagogy in Kindergarten Schools in Ghana
Author: Dzamesi, Felicia Elinam
Date: 2020-08-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Kindergarten,Preschool Teachers,Play,Teaching Methods,Indigenous Knowledge,Indigenous Populations,Culturally Relevant Education,Knowledge Base for Teaching,Teaching Skills,Teacher Attitudes,Program Effectiveness,African Culture,Learning Activities,Workshops,Program Implementation

In this article we report on the development and implementation of a professional development programme for teachers of the kindergarten curriculum (4-5 year olds) in Ghana. Kindergarten teachers in Ghana have little experience and meagre training in implementing a play-based pedagogy as recommended in the national curriculum. An indigenous play-based kindergarten teacher development programme was developed and successfully used to improve participating teachers' knowledge, skills, attitudes and practices during the first year of its implementation. Data collected through classroom observation, interviews, photographs, participating teachers' reflective journals and an evaluation questionnaire revealed that this programme had a positive impact on classroom practices and learners' active participation in learning. The essential components of the programme are described as a guide for professional teacher development for delivering indigenous play-based pedagogy (IPBP) in early childhood education.
The Concept of Prime Number and the Strategies Used in Explaining Prime Numbers
Author: Gürefe, Nejila
Date: 2020-08-00
Type: Journal Articles
Subjects: Mathematics Instruction,Knowledge Base for Teaching,Pedagogical Content Knowledge,Teacher Competencies,Preservice Teachers,Mathematics Teachers,Number Concepts,Numbers,Algebra,Secondary School Mathematics,Definitions,High School Teachers

The teaching of mathematics does not only require the teacher to have knowledge about the subject, but the teacher also needs mathematical knowledge that is useful for the teaching and explaining thereof, as the teacher's knowledge effects the students' knowledge. A teacher should use appropriate mathematical explanation to be understood well by her/his students. In the study reported on here we investigated how prospective mathematics teachers defined the concept of prime number and which strategies they employed to explain the concept. The study was a descriptive survey within qualitative research. Forty-eight participants took part in the study and all completed the abstract algebra courses where they learned about the concept in question. The data collection tool was a form comprising 3 open-ended questions challenging what the concept of prime number was and how this concept could be explained to secondary/high school students. The data were analysed and the results show that the preservice teachers experienced great difficulty in defining the concept of prime number and that they used rules to explain prime numbers.
Mission Unaccomplished: Beyond &quot;Talk[ing] a Good Game&quot; to Promote Diversity and Inclusion
Author: Lehan, Tara
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,College Environment,College Faculty,Administrators,School Personnel,Minority Group Teachers,Minority Groups,Minority Group Students,Inclusion,Diversity (Faculty),Student Diversity,School Culture,Racial Bias,Gender Bias,Social Bias,Work Environment,Role

Guided by feminist standpoint theory and scholars' calls to move beyond merely counting individuals to understand the extent to which higher education institutions are diverse, the authors invited faculty members, staff members, and administrators from minoritized groups to describe their perceptions and experiences, including those associated with diversity and inclusion efforts at their institutions. In association with various dynamics, these individuals frequently described such initiatives as mostly talk with little to no meaningful objectives and outcomes. Based on these findings, we provide a three-step process that can be followed to disrupt and dismantle systems of (dis)advantage to promote greater diversity and inclusion.
Social and Structural Barriers Related to Menstruation across Diverse Schools in the Eastern Cape
Author: Macleod, Catriona Ida
Date: 2020-08-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,Females,Physiology,Gender Bias,High School Students,Grade 11,Attendance,Class Activities,Athletics,Disadvantaged Schools,Sanitation,School Safety,Social Bias,Physical Education

The barriers to education associated with menstruation vary from country to country and within countries. We report on a cross-sectional survey conducted in diverse schools in 2 districts of the Eastern Cape, South Africa. Using multi-stage sampling (stratified random sampling of schools, and purposive sampling of Grade 11 female-identified learners), we accessed 1,035 respondents with an average age of 17.2 years. Respondents completed a questionnaire developed from previous questionnaires and our readings of the literature. We report here on results pertaining to the social and structural barriers related to menstruation. Just over one fifth of young women across the whole sample reported missing an average of 1.8 days of school per menstrual cycle, while a significant minority reported restrictions related to sporting and classroom activities. Results show, contrary to expectations, that young women attending under-resourced schools report missing fewer days than young women attending resourced schools, despite young women in under-resourced schools experiencing inadequate sanitation facilities and feeling unsafe using these facilities. This research indicates the importance of recognising social as well as structural features when considering the gendered barriers to education that menstruation may represent.
Prevalence of Possible Developmental Coordination Disorder among Grade 1 Learners in Low Socio-Economic Environments in Mangaung, South Africa
Author: du Plessis, Alretha Margaretha
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Developmental Disabilities,Child Development,Psychomotor Skills,Daily Living Skills,Incidence,Grade 1,Elementary School Students,Low Income Students,Gender Differences,Disability Identification,Socioeconomic Status

Background: Developmental coordination disorder (DCD) affects motor skills and consequently has an impact on the performance in daily living activities of learners with this impairment. Aim: The aim of this study was to determine the prevalence of possible DCD in Grade 1 (Gr. 1) learners in a low socio-economic environment in Mangaung, South Africa. Setting: The study was conducted in the Mangaung Metro, Motheo District, Free State Province. Gr. 1 learners, 6-8 years old (n = 242), from a low socio-economic environment attending Quintile 1-3 schools were randomly selected for assessment. Methods: The Movement Assessment Battery for Children-2nd edition (MABC-2) was used to identify learners with possible DCD. Furthermore, results were compared with regard to gender. Results: Of the 242 learners, 9.9% were identified with possible DCD. With regard to gender, 10.5% of boys and 9.3% of girls showed signs of possible DCD. No significant difference (p = 0.9439) has been found between boys and girls. Conclusion: The prevalence of possible DCD among Gr. 1 learners in this setting was higher than that in previously reported studies in other low and high socio-economic environments of South Africa. Further research is required to establish the full extent of possible DCD within learners living in low socio-economic environments.
Physical Education and Health as a Child&apos;s Right: Reflections on the Soweto Active Schools Programme
Author: Burnett-Louw, Cora
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education,Childrens Rights,Child Health,Physical Activity Level,Program Implementation,Program Effectiveness,Public Schools,Elementary School Students,Grade 6,Team Sports,Competition,Values Education,Skill Development,Inservice Teacher Education,After School Programs,Partnerships in Education,Administrator Attitudes,Teacher Attitudes

Background: In view of global health concerns about high levels of inactivity and related disease patterns of citizens, Physical Education and Health (PEH) has become an educational priority in many countries, including South Africa. Aim: The research aimed to explore and capture the effects of a multistakeholder physical education (PE) initiative that focuses on in-service teacher training and implementation of the Soweto Active Schools programme. Setting: The study was conducted in five pilot schools in Soweto, located in close proximity to the Nike Centre, where the schools take part in organised sport events as part of the programme. Methods: This pre--post (2016 and 2018) multisite case study utilised mixed methods. Qualitative data were collected through observation of PE lessons, interviews with key stakeholder representatives (n = 6), five school principals (n = 10) and focus group discussions with life skill/life orientation heads of department and teachers (n = 59) and Grade 6 learners (n = 63). Results: The main findings indicated the emergence of a new educational paradigm informed by value-based PE. Teachers reported positive behaviours by learners, whereas they applied the same values in the teaching of other classes. Learners reported the learning of new motor skills, improved social relations and improved confidence. Principals and teachers appreciated the scaled model of contextually relevant professional learning. Conclusion: The model disputes the mere outsourcing of PE that elicits the participation of teachers will not adequately equip them for teaching PE. The model can be refined and taken to scale with meaningful information for curriculum design, resource provision and effective implementation of quality PEH.
Preschool Cognitive Control and Family Adversity Predict the Evolution of Classroom Engagement in Elementary School
Author: Fitzpatrick, Caroline
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Learner Engagement,Academic Achievement,Foreign Countries,Longitudinal Studies,Stress Variables,Social Support Groups,Mothers,Parent Child Relationship,Preschool Children,Executive Function,Disadvantaged,Family Characteristics,Short Term Memory,Parenting Styles,Conceptual Tempo,Prediction,Aggression,Self Control,Classroom Techniques

Background: Classroom engagement is key predictor of child academic success. Aim: The objective of the study was to examine how preschool cognitive control and the experience of family adversity predict developmental trajectories of classroom engagement through elementary school. Setting: Children were followed in the context of the Quebec Longitudinal Study of Child Development from birth to age 10.5 (N = 1589). Methods: Working memory was directly assessed when children were 3 years old and mothers reported child impulsivity, parenting characteristics, stress and social support when children were 4 years old. Elementary school teachers rated classroom engagement from kindergarten through Grade 4. Results: Growth mixture modelling identified three distinct trajectories of classroom engagement. Child working memory and impulsivity, and maternal hostility, social support and stress predicted greater odds of belonging to the low versus high engagement trajectory. Child impulsivity and maternal hostility and stress also distinguished between the low and moderate engagement trajectories. Conclusion: Our results suggest that targeting preschool cognitive control and buffering the effects of family adversity on children may facilitate academic success.
Exploring Primary School Teachers&apos; Use of Formative Assessment across Fee and No-Fee Schools
Author: Kanjee, Anil
Date: 2020-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Private Schools,Public Schools,Learner Engagement,Feedback (Response),Student Evaluation,Evaluation Methods,Class Activities,Student Participation,Elementary School Teachers,Peer Evaluation,Self Evaluation (Individuals),Discussion (Teaching Technique),Foreign Countries

Background: Recent initiatives by the Department of Basic Education to support teachers to enhance their use of formative assessment are positive steps for improving teaching and learning. However, the nature and type of support required by teachers is unclear given the dearth of information on teachers' current pedagogical practices, and the extent to which formative assessment approaches are applied. Aim: This article explores teachers' pedagogical practices in relation to five key formative assessment strategies: introduction of lesson objectives and assessment criteria, questioning and learner engagement, feedback practices and peer and self-assessment. Setting: This study was conducted in two districts involving 96 foundation and intermediate phase teachers selected from 54 fee- and no-fee-paying schools. Methods: Data were obtained using lesson observations and document review schedules. The analysis comprised descriptive and chi-square statistics. Results: Some evidence of all the formative assessment strategies as well as the range of steps that characterised each strategy was observed in the pedagogical practices of teachers sampled for this study. However, only a minority of teachers were able to demonstrate effective use of any specific strategy. No significant differences were detected between teachers in fee-paying and no-fee-paying schools as well as between the foundation and intermediate phases. Conclusion: Evidence of various aspects of the formative assessment approach in teachers' pedagogical practices provides a positive platform for enhancing their formative assessment knowledge and skills. The key challenge pertains to ensuring the effective implementation of the formative assessment approach to address the specific learning needs of all learners, in both fee and no-fee schools.
Constructivism-Led Assistive Technology: An Experiment at a Namibian Special Primary School
Author: Abiatal, Loide K. S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Hearing Impairments,Deafness,Assistive Technology,Elementary School Students,Grade 3,Program Effectiveness,Mathematics Instruction,Constructivism (Learning),Elementary School Mathematics,Arithmetic,Elementary School Teachers,Teacher Attitudes,Rural Schools,Special Schools

Background: The study focused on children with hearing disabilities, which was significant as almost 9 million children in sub-Saharan Africa, including Namibia, had hearing disabilities. The problem was the lack of prior research on the effects of assistive technology (AT) in primary education for the Deaf in Namibia, for guiding Namibian special primary schools and educators. Aim: The aim was to investigate the effects of Constructivism-led AT on the teaching and learning of learners who were deaf, in a mathematics class at a rural special primary school. Setting: The study involved Grade three children who were deaf. Grade 3 is where children learn to build and understand foundational and basic mathematical concepts, such as counting, which they require for subsequent mathematics learning and practice. Methods: The study was a mixed-methods study comprising a quantitative experiment and qualitative interviews. Results: The findings suggested that the Constructivism-led AT may have had a positive effect on the children's multiplication and division achievement, but not on their addition and subtraction achievement. The teachers were positive about the Constructivism-led AT and indicated that it supported collaborating, cooperating, exploring, self-assessing, learning from errors, seeking knowledge independently, self-regulating, self-reflecting, metacognitive thinking and being self-aware. Conclusion: For school management and teachers of children who are deaf, the study offered an intervention for potentially improving teaching and their learners' mathematics achievement. In addition, the study provided valuable evidence for policymakers about integrating technology for effective learning environments.
The Effect of Familiarisation with Autistic Individuals on Trainee Teachers&apos; Attitudes
Author: Lawrence, Clare
Date: 2019-00-00
Type: Journal Articles
Subjects: Familiarity,Autism,Pervasive Developmental Disorders,Preservice Teachers,Student Attitudes,Attitudes toward Disabilities,Experience,Interpersonal Communication,Students with Disabilities

Consideration of attitudes towards people with disabilities has been the subject of study for many years (e.g. (Kenneth, Antonak and Livneh, 1989; Campbell, Gilmore and Cuskelly, 2003; Praisner, 2003), although trainee teachers' preconception of autistic pupils specifically has not been addressed. The purpose of this study was to determine whether previous exposure to autistic individuals influences trainee teachers' initial attitudes towards autistic pupils. 84 trainee teachers with equal exposure to autism education during their undergraduate degree in Primary Education self-catagorised themselves as 'knowing' or 'not knowing' an autistic individual and were asked to write a brief description of their expectations of how autism might present in a pupil. Responses were compared. Findings were that those with or without personal experience did not show significant differences in their broad descriptions of the presentation of autism, but descriptions by those with personal experience focused more on communication and less on social aspects than those without and were more positive, more varied, more specific and less 'generic'. Implications for teacher education are discussed.
The Impact of a Coaching Project on the Resilience of Newly Qualified Teachers
Author: Sossick, Matthew
Date: 2019-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Resilience (Psychology),College School Cooperation,Foreign Countries,Teaching Load,Teacher Attitudes,Mentors

Concerns over teacher retention and resilience led to a coaching project designed to support and nurture a group of Newly Qualified Teachers (NQTs) in a University school partnership. Research interviews were conducted with the group to ascertain the issues that they had faced during the year and impact of the coaching experience. The NQTs reported familiar stresses related to workload, pupil behaviour and in some cases a lack of support from the schools that they worked in. The coaching had, to varying degrees, acted as a protector where the NQTs felt that they could 'let off steam' in an environment that was less judgemental as the coaches were removed from school organisations. This allowed the NQTs to recalibrate and be reminded of the bigger picture of why they came into teaching. They were then in a position to develop their practice. Recommendations are made that coaching can be an important part of professional development in rather low stakes environments that can have valuable returns for those concerned and that this should be considered at a time when the Government in England is reviewing the process of awarding Qualified Teacher Status.
Using an Arts-Based Approach to Develop Critical Reflection in Initial Teaching Trainees
Author: Power, Eleanor
Date: 2019-00-00
Type: Journal Articles
Subjects: Art Education,Art Products,Student Journals,Reflective Teaching,Critical Thinking,Preservice Teachers,Preservice Teacher Education,Student Attitudes,Activity Units,Primary Education,Professional Development,Professional Identity,Competency Based Education,Graduate Students,Foreign Countries

This paper outlines a small-scale Case Study, which took place in England, involving six School Direct Primary teacher trainees acting as participants. Important assessment points, evidencing progress against the Teachers' Standards, are 'Units of Learning'. These contain sequences of lessons, planned and evaluated by the trainees, assessing impact on both pupils' progress and their own professional development. The final element of each Unit is a critical reflection and it was felt this needed support. At the start of the project, the reflective elements of the Units of Learning were analysed and, using an online forum, participants shared their understanding of the term 'critical reflection'. Responding to this, a teaching session, using both flipped learning techniques(Flipped Learning Network: 2014) and Loads' 'Cut up and Collage' (2010) approach was designed to support their developing understanding: an approach that could also be applied in different context. It was hoped improved reflection about practice would lead to change and identifiable progress from 'novice' to 'competence'. Subsequent Units of Learning were analysed following the intervention and participants' opinions canvassed to assess how their reflections had developed. Findings revealed some improvement in critical thinking, with participants becoming more reflective about their personal and professional identities as teachers.