ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Lecturers&apos; Beliefs and Their Actual Methods of Reading Instruction: An Ethiopian Case Study
Author: Gidalew, Tesfaye A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Teacher Attitudes,College Faculty,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Reading Instruction,Teaching Methods,Teacher Education,Reading Fluency,Reading Comprehension,Case Studies,Reading Strategies,College Students

The purpose of the study was to determine the relationship between lecturers' beliefs and the actual methods they use in teaching reading. The study, which was conducted in teacher training colleges in the Amhara Region in Ethiopia, showed quite a number of discrepancies. The findings revealed that although in many cases lecturers were aware of the required methods to teach reading in the classroom, they did not use them. If students are not taught the necessary skills to enable them to read fluently and with comprehension in English as their second language, the implications might be far-reaching. Possible consequences will be lack of confidence and motivation to read and study in English. Furthermore, as teaching of English second language reading is not only of utmost importance as a foundation for learning in higher education, but also the language of teaching and learning in Ethiopia, the most important implication is that it might deprive students from being successful in their studies. The findings of this study will benefit lecturers and higher education institutions. The study not only creates awareness of possible discrepancies that might exist between lecturers' beliefs and their actual practices but also recommends lecturers to be involved in continuous training on how to confidently use the best reading methods to assist students to be fluent readers and literate students, and be able to study in the language of teaching and learning.
Implementing Tablets to Teach Reading in Grade 5
Author: Maboe, Ethel
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 5,Reading Instruction,Handheld Devices,Technology Integration,Case Studies,Outcomes of Education,Audio Books,Vocabulary Development,Pronunciation,Phonics,Technological Literacy,Pedagogical Content Knowledge,Elementary School Teachers,Reading Aloud to Others

Literacy is regarded as a fundamental skill for people to communicate successfully in all areas of life. In the light of the poor performance of learners, an investigation concerning reading is imperative to enhance literacy in South Africa. This study explores the use of tablets to enhance English reading among learners in Grade 5 from selected primary schools in Atteridgeville. The sample consisted of 12 learners, six teachers and six parents. Tablets form part of connectivity because modern technology is used to draw the learners into listening and reading English. Technological Pedagogical Content Knowledge focuses on the use of modern technology to enhance teaching and learning in education. The study followed a qualitative approach involving a case study. Focus group interviews and observations were used as research instruments. The findings of the investigation reveal that learners using tablets have an advantage, because modern digital natives enjoy the use of technology to communicate and learn, which enhances their reading and learning. Tablets provide learners with the opportunity to experience technology physically and independently. Audiobooks used on tablets were a great help to facilitate reading development in English, especially with regard to vocabulary branching and correct pronunciation. Funds are still a problem because the use of technology does not happen in all educational environments.
Grade 3 Learners&apos; Imagined Identities as Readers Revealed through Their Drawings
Author: Sibhekinkosi, Anna Nkomo
Date: 2018-00-00
Type: Journal Articles
Subjects: Grade 3,Elementary School Students,Freehand Drawing,Reading Programs,Program Implementation,Literacy Education,Student Attitudes,Foreign Countries,Reading Attitudes,Reading Instruction,Multiple Literacies

There has been limited attention towards the affective aspect in literacy development; yet, reading attitude, an affective component, is a significant element within literacy instruction. This makes a compelling case for investigating Grade 3 learners' attitudes towards reading. In this study, a situational analysis was conducted as Phase 1 of the research process before implementing a responsive reading programme at a primary school in Grahamstown, South Africa. In an effort to explore Grade 3 learners' attitudes, experiences and perspectives about reading, the study adopted the use of drawings, which is a child-centred approach. Learners were required to draw their perspectives or experiences about reading. In analysing the drawings, a range of semiotic theorists were integrated. Findings of the study indicate that by using drawings as a methodological tool, learners were able to provide detailed insights about their daily experiences with reading, attitudes towards reading and their varied individual views about reading. Such information gathered was vital for future consideration when implementing a responsive and extensive reading programme.
Embedding Knowledge Transfer in Digital Citizen Engagement in South Africa: Developing Digital Literacy
Author: Pade-Khene, Caroline
Date: 2018-00-00
Type: Journal Articles
Subjects: Technological Literacy,Foreign Countries,Transfer of Training,Case Studies,Role,Citizen Participation,Guidelines,Knowledge Management,Information Technology,Accountability,Capacity Building,Economic Development,Business,Workplace Learning

Basic service delivery is a fundamental right for all South Africans, especially vulnerable groups. Effective and efficient channels of communication between multi-stakeholder groups involved and affected by service delivery are essential. Digital citizen engagement has recently emerged as a key approach for supporting two-way communication between citizens and the government. It is essential for building evidence-based data to engage with government and apply social accountability measures to lobby for the provision of basic services. Key to building capacities and learning, is developing the abilities of both local government and citizens to become digitally literate (including civic and responsiveness literacy), in order to realise and action the true benefits of digital citizen engagement. This research set out to identify the roles of digital literacy in digital citizen engagement, and how it may be embedded in knowledge transfer processes for implementing digital citizen engagement initiatives. A pragmatist philosophical approach was applied: studying, observing and reflecting on actions in the MobiSAM case study. Using Szulanski's four-stage model of knowledge transfer, key focus areas for developing digital literacy were identified, contributing to a Quadruple-E process of: (1) explore, (2) enable, (3) engage and (4) embed. Practices identified in the MobiSAM case study are provided as suggestions for each phase, with an indication of possible constraints that may be experienced in the knowledge transfer and digital literacy development process -- a potential guideline for developing digital literacy in digital citizen engagement initiatives. The process for knowledge transfer and developing digital literacy that was identified in this article provides a guideline for future implementation of digital citizen engagement initiatives in resource-constrained contexts.
Victoria&apos;s Secret: A Rejoinder and an Agenda
Author: Hodgkinson, Christopher
Date: 2002-12-00
Type: Journal Articles
Subjects: Ethics,Moral Values,Resistance to Change,Administrator Role,Conflict,Conflict Resolution,Educational Administration

This paper is a rejoinder to Professor Allison's (2002) critical discussion of the body of work christened the Victorian Quartet (1978; 1983; 1991; 1996), &quot;Hodgkinson's Paradoxical Paradigm.&quot; The rejoinder considers a few issues that might help form an agenda for research in the field of administrative axiology, focusing on values and ethics and noting that if values could be grounded objectively in scientific determinism, then all of the moral, ethical, and axiological problems would be over. It discusses resistance to change and looks at: (1) the administrative-managerial distinction; (2) administrative and organizational pathology; (3) depth studies; (4) linguistic studies; (5) fallacies; (6) will; (7) the phenomenology of desire; and (8) value conflict and conflict resolution. [For Allison's &quot;Hodgkinson's Paradoxical Paradigm,&quot; see EJ1186884.]
Evaluating the Differential Impact of Interventions to Promote Self-Determination and Goal Attainment for Transition-Age Youth with Intellectual Disability
Author: Shogren, Karrie A.
Date: 2018-09-00
Type: Journal Articles
Subjects: Program Evaluation,Program Implementation,Intervention,Self Determination,Goal Orientation,Elementary School Students,Secondary School Students,Intellectual Disability,Transitional Programs,Outcomes of Education,Supported Employment,Late Adolescents

This study examined the differential impact of implementing the &quot;Self-Determined Learning Model of Instruction&quot; (SDLMI) alone with implementing the SDLMI combined with &quot;Whose Future Is It?&quot; with transition aged students with intellectual disability in a cluster randomized trial in the state of Rhode Island. The state of Rhode Island is implementing systemic change in transition services and supports under the auspices of a Consent Decree entered into by the state with the U.S. Department of Justice. One area of focus is promoting self-determination during transition planning in the school context as a means to affect employment trajectories. This study focused on the impact of self-determination instruction on self-determination outcomes while youth were still in school, given research establishing a relationship between self-determination and employment outcomes. Latent mediation models suggested that students in the SDLMI-only group reported significant increases in their self-determination scores from baseline to the end of the year, and teachers of students in the SDLMI-only group saw students' goal attainment as predicting change in self-determination over the course of the year. Teachers reported significant changes in student self-determination in the SDLMI + &quot;Whose Future Is It?&quot; group. Implications for individualizing interventions to teach skills associated with self-determination in the context of planning and setting goals for the transition to integrated employment are discussed. [For the corresponding grantee submission, see ED585934.]
Hodgkinson&apos;s Paradoxical Paradigm
Author: Allison, Derek J.
Date: 2002-09-00
Type: Journal Articles
Subjects: Administrator Role,Power Structure,Values,Models,Educational Administration

Christopher Hodgkinson's four books on the philosophy of administration and leadership present what is probably the most sustained treatment of values in administrative action, theory, and philosophy currently available. Throughout his work, his treatment of the inescapable integration of values with the exercise of power and responsibility speaks to the indissoluble and intimate relationship between these and education. Hodgkinson uses his value paradigm to construct a range of analytical models and deconstruct various administrative scenarios in his books. While his value-paradigm has attracted great attention in the literature, he has also provided a wealth of other observations, insights and analytical tools in his valuable work. In this respect, his model of the administrative values field, which melds his levels of value impress with his extension of the Getzels-Guba model (Hodgkinson, 1996, p. 45) may turnout to be a more robust and powerful analytical tool than his paradoxical paradigm.
A Little Can Go a Long Way: The Impact of Advertising Services on Program Take-Up
Author: Gurantz, Oded
Date: 2018-09-00
Type: Journal Articles
Subjects: Advertising,Low Income Groups,Access to Education,State Aid,Student Financial Aid,High School Students,Enrollment Trends,Program Effectiveness,Cost Effectiveness,At Risk Students,Grants,Grade Point Average

The success of policy interventions is frequently stymied by the inability to induce take-up in target populations. In this article, I show that local advertising in combination with small financial lotteries increases the likelihood that low-income students apply for and receive state aid. I isolate causal impacts by estimating the change in completed aid applications in high schools where the advertising program was canceled due to the expiration of private funding compared with high schools that never participated in the advertising program. Using this differences-in-differences framework, I find that state aid applications declined by approximately 3% to 4% (or roughly four to six applications per high school). Furthermore, postsecondary enrollment in 4-year public colleges declined by about one-half to one percentage point in impacted high schools. These results suggest that small incentives may be a cost-effective means of promoting program take-up for marginal students.
Service-Learning through Art Education
Author: Westraadt, Georina
Date: 2018-00-00
Type: Journal Articles
Subjects: Service Learning,Art Education,Child Development,Residential Care,Art Teachers,Program Descriptions,Teacher Education,Case Studies,Student Evaluation,Student Attitudes,Program Development,At Risk Students,Foreign Countries

Intermediate Phase students in the Bachelor of Education programme who elect art as one of their majors often experience problems in the teaching of art at schools during teaching practice. To overcome this problem, a service-learning project was designed by which students were granted the opportunity to teach art to children from a children's home. This project proved to be a valuable component in curriculum studies in the fourth year of Art Education. To determine in which way and to what extent art lessons contribute to the development of children and students, a case study was conducted. Data were obtained from studying their conduct and the results of their work. Additional data were drawn from interviews with caregivers at the home and discussions with children to determine to what extent art classes had an effect on their lives. Student evaluations and interviews upon completion of the project provided data which emphasised the reciprocal nature of this service-learning project. Considering the data, inferences can be drawn about the value of service-learning to learners and students, accompanied with suggestions for the future development of the project.
Weaving in Connections: Studying Changes in Early Grades Additive Relations Teaching
Author: Ekdahl, Anna-Lena
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 3,Elementary Education,Teaching Methods,Mathematics Instruction,Mathematical Concepts,Elementary School Mathematics,Video Technology,Elementary School Teachers,Relevance (Education)

In this article, we present aspects of teaching that draw attention to connections--both within and between examples--in order to explore the potential objects of learning that are brought into being in the classroom space and thus what is made available to learn. Our focus is on exploring differences in teaching over time, in the context of learning study style development activity of additive relation problems in three Grade 3 classes in South Africa. In a context where highly-localised and fragmented instruction has been noted, this study reports on the nature and extent of changes in connections in instruction over time. The application of a coding framework focused on simultaneity and connections in teaching points to a richer range of structural relationships within examples, and more connecting work between examples in the second year in comparison to the first year.
Investigating Teacher Learning from a University Programme for Foundation Phase Teachers
Author: Mukeredzi, Tabitha G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Knowledge Level,Program Effectiveness,Teaching Skills,Focus Groups,Teacher Attitudes,Barriers,Pedagogical Content Knowledge,Elementary School Teachers,Teacher Education Programs,Semi Structured Interviews

Background: There is a growing focus in South Africa on teachers developing appropriate knowledge, skills and dispositions for teaching to support young learners' development and learning. One such teacher development programme is the Advanced Certificate in Teaching for Foundation Phase teachers, offered by the University of KwaZulu-Natal (UKZN). This research sought to establish the learning of this sample of teachers as this was the first time the programme was offered at this level in South Africa and in UKZN. Aim: The study investigated the knowledge the teachers said they gained, how they acquired it and ways in which they said learning improved their classroom practices. Methods: This was a qualitative study. Data were generated from 26 participants through two rounds of focus group interviews in June 2013 and in November 2014. Data were analysed thematically using concepts of accommodation or assimilation, and practical or conceptual knowledge. Results: Respondents' statements indicated development of a range of practical knowledge about planning and teaching strategies, and conceptual knowledge like child development, creative play, circle of courage and others. Teachers also reported ways in which their classroom practices had improved. However, both institution- and student-related learning barriers emerged during the first semester around programme demands and poor curriculum delivery. Conclusion: Respondents reported more about acquiring practical than conceptual knowledge and having improved practices in many ways. Participants also reported gaining conceptual knowledge around child development, circle of courage, and learning barriers. They acquired these kinds of knowledge through both assimilation and accommodation.
Drawings as Imaginative Expressions of Philosophical Ideas in a Grade 2 South African Literacy Classroom
Author: Murris, Karin S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Freehand Drawing,Literacy Education,Teaching Methods,Elementary School Students,Foreign Countries,Philosophy,Picture Books,Childrens Literature,Grade 2,Private Schools

This article reports on a philosophy for children (P4C) literacy project in a South African foundation phase classroom that introduces an important new focus in the P4C classroom: the visualisation of philosophical ideas provoked by the picture book &quot;The Big Ugly Monster and the Little Stone Rabbit&quot; (2004) by Chris Wormell, giving voice to young children's own imaginative ideas and beliefs (in this case about death). This research shows how a particular use of the community of philosophical enquiry pedagogy combined with the making of drawings necessitates a rethinking of what 'voice' means. We conclude that the children's drawings bring something new into existence, thereby offering unique material and discursive opportunities for all children, including those who otherwise might not have expressed their ideas.
Foundation Phase Teachers&apos; Interpretation of the Life Skills Programme with Regard to the Teaching of Natural Science
Author: Beni, Saritha
Date: 2017-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Questionnaires,Documentation,Interviews,Science Curriculum,Early Childhood Education,Preschool Teachers,Natural Sciences,Pedagogical Content Knowledge,Interdisciplinary Approach,Foreign Countries,Primary Education,Elementary School Teachers

Scientific literacy should be promoted through the teaching of science from Grade R and for this to happen, teachers need to understand what science should be taught and how it should be taught. This interpretive, qualitative study explores the degree to which four foundation phase teachers interpret the life skills programme with regard to the teaching of natural science by using an adapted version of a theory of implementation. Analyses of a questionnaire, documents (Revised National Curriculum Statement and lesson plans) and interviews enabled us to build a picture of how each teacher interpreted the curriculum with regard to a number of constructs. The findings show that foundation phase teachers have great difficulty interpreting the curriculum because the foundation phase curriculum does not give clear guidance with regard to the teaching of science. Their poor content knowledge, the poor understanding of what integration of science in numeracy and literacy entails, as well as their poor understanding of the instructional methods used to teach science exacerbate the problem.
Children as Stakeholders in Education: Does Their Voice Matter?
Author: Nthontho, Maitumeleng
Date: 2017-00-00
Type: Journal Articles
Subjects: Children,Stakeholders,Student Empowerment,Learner Engagement,Freedom of Speech,Student Attitudes,Student Rights,Foreign Countries,Student Participation,Elementary School Students

Children's right to freely express their opinion in education is very rare, and it is critical for schools to realise it. Although at times they are consulted about their difficulties, children are seldom asked to participate in the development of programmes that affect their lives. The aim of this conceptual article is therefore twofold: (1) to explore the extent to which schools recognise children as rights holders and protect their right to freedom of expression in educational matters, and (2) to determine the implications of the previous findings in children's right to freedom of expression in their education. Literature on children's participation in education was reviewed. Legislations and policies on the right to freedom of expression were also analysed. The study revealed that regardless of their legitimate position in education and positive outcomes from engaging children as stakeholders in education, schools resist change. A significant finding of the study was that learners' engagement in school affairs deepens democracy, and hence school improvement. Hart's 'Ladder of Participation' on involvement of children in school matters is therefore recommended.
Grade R Educators Voluntarily Share Their Mathematics Practices: Authentic Realities in South Africa Showcased
Author: Tlou, Faith
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Preschool Teachers,Mathematics Instruction,Video Technology,Teaching Methods,Pedagogical Content Knowledge,Class Size,Teaching Conditions,Educational Resources,Classroom Techniques,Teaching Skills

In South Africa's reception classes (Grade R), the harsh reality is that the sector is beset by serious challenges. As part of a broader professional development study, this article focuses on the actual operations of Grade R educators as they conduct mathematics lessons using video technology to record their teaching. An observation tool adapted from Clements and Sarama is used to determine the quality of mathematics instruction, and to provide recommendations for bridging the gaps observed. Fourteen Grade R classes were video-recorded as part of the bigger project, with the educators themselves selecting three lessons per class to showcase their practices. For this article, the authors employed a qualitative approach guided by Vygotsky's conceptual development of knowledge theory. A thematic analysis was conducted, mediated by the lesson observation instrument. The findings indicate that Grade R educators lack structure and purpose in their instructional activities. Even when sound content knowledge is demonstrated, the instruction tends to be teacher-centred.