ethanporcaro/eric-fulltext-meta huggingface dataset:
Entrepreneurial Education in a Tertiary Context: A Perspective of the University of South Africa
Author: Amadi-Echendu, Anthea P.
Date: 2016-06-00
Type: Journal Articles
Subjects: Entrepreneurship,Unemployment,Higher Education,Small Businesses,Research and Development,Innovation,Commercialization,Teaching Methods,Foreign Countries,Alumni,Universities,Government School Relationship,School Business Relationship,On the Job Training,Employment Qualifications,Industry,Cooperation

South Africa is characterised by high unemployment levels, a low Total Early Stage Entrepreneurial Activity rate, and a high small business failure rate. Entrepreneurship and small business development is seen as a solution to end unemployment in South Africa. A study to understand how to improve small business support was conducted at the University of South Africa and has shown that alumni are unable to apply theoretical knowledge acquired from their studies. The purpose of this article is to explore the potential of the University of South Africa in becoming more entrepreneurial to address the aforementioned challenges. A desk study that reviewed literature was conducted to identify different constructs associated with an entrepreneurial university, namely entrepreneurial education, research and development, innovation, commercialisation and incubation, and stakeholders. In addition to traditional teaching methods, various alternative approaches can be used to stimulate entrepreneurial education to develop the skills of learners/students. To address these challenges a closer relationship between academia, government, and industry is paramount. It is recommended that universities incorporate entrepreneurial education in all their qualifications, expose students to on-the-job training, assist with the incubation of business ideas that students have, and provide a platform for cross-pollination of knowledge between industry, academia, and government.
Analytical Insights on the Position, Challenges, and Potential for Promoting OER in ODeL Institutions in Africa
Author: Muganda, Cornelia K.
Date: 2016-06-00
Type: Journal Articles
Subjects: Foreign Countries,Resource Units,Computer Uses in Education,Shared Resources and Services,Multimedia Materials,Distance Education,Electronic Learning,Action Research,Participatory Research,Workshops,Higher Education,Qualitative Research,Research Design,Questionnaires,Focus Groups

This paper shares analytical insights on the position, challenges and potential for promoting Open Educational Resources (OER) in African Open Distance and eLearning (ODeL) institutions. The researchers sought to use a participatory research approach as described by Krishnaswamy (2004), in convening a sequence of two workshops at the Open University of Tanzania (OUT) as a strategy for collecting data to obtain the aforementioned insight. The principal workshop objectives were to analyse the existing status of OER at the OUT and subsequently to share lessons learned in OER creation and production, integration and use, and hosting and dissemination. Other objectives were to discuss the rationale for an institutional OER policy and identify a suitable work-flow process for developing OER at the OUT. The workshop participants were purposively selected for their experience in co-developing OER materials with various outside organisations. The study included 28 representatives of the OUT academic units, and one facilitator from OER Africa. Research techniques used to collect data included a questionnaire, focused group discussions, presentations, and panel discussions. Results indicated that OUT staff were willing to engage with OER but had limited awareness, skills and competencies in the creation, integration and use of OER. The outcome of the study was the development of nine draft OER resolutions expressing needs that include the development of a comprehensive institutional OER policy related to existing institutional policies in order to guide, support and promote research and sustainable OER practice via holistic participation. Enabling strategies included capacity building, increased internal and external collaboration, and enhanced access to and visibility of OER via the institutional repository.
Increasing Access to Higher Education through Open and Distance Learning: Empirical Findings from Mzuzu University, Malawi
Author: Chawinga, Winner Dominic
Date: 2016-06-00
Type: Journal Articles
Subjects: Access to Education,Educational Quality,Open Universities,Distance Education,Teacher Education Programs,Fees,Tuition,Feedback (Response),Assignments,Teaching Methods,Educational Opportunities,Educational Benefits,College Faculty,Teacher Salaries,Test Results,Communication (Thought Transfer),Questionnaires,Undergraduate Students,Student Attitudes,Foreign Countries,Teacher Student Relationship,Independent Study,Personal Autonomy,Mixed Methods Research

Slowly but surely, open and distance learning (ODL) programmes are being regarded as one of the most practical ways that universities across the world are increasingly adopting in order to increase access to university education. Likewise, Mzuzu University (MZUNI) set up the Centre for Open and Distance Learning (CODL) to oversee the running of these programmes in 2011. In this study, we adopted the Transactional Distance Theory (Moore, 1997) to investigate the modes of instructional systems, benefits or opportunities, and the challenges associated with the delivery of ODL programmes at MZUNI. By self-administering a questionnaire to 350 ODL students and 9 Heads of Department in the Faculty of Education whose programmes are offered through ODL, we found that instructions are mostly delivered to students through print-based instructional materials. The major benefits noted include increased access to quality higher education, affordable tuition fees, and flexibility in payment of fees. However, we established some challenges which need to be addressed by the University which include, delayed feedback of assignments and release of end of semester examination results, absence of information for courses of study, poor communication between the Centre and departments, and poor remuneration for lecturers.
The Influence of Biographical Factors on Adult Learner Self-Directedness in an Open Distance Learning Environment
Author: Botha, Jo-Anne
Date: 2016-06-00
Type: Journal Articles
Subjects: Adult Learning,Distance Education,Electronic Learning,Open Universities,Lifelong Learning,Statistical Analysis,Higher Education,Foreign Countries,Correlation,Statistical Inference,Statistics,Case Studies,Nonparametric Statistics,Comparative Analysis,Employers,Employment Potential,Age Groups,Gender Differences,Racial Differences

This study investigated the relationship between self-directedness (as measured by the Adult Learner Self-Directedness Scale) and biographical factors such as age, race, and gender of adult learners enrolled at a South African open distance learning (ODL) higher education institution. Correlational and inferential statistical analyses were used. A stratified random sample of 1,102 mainly black and female learners participated in the study. The Adult Learner Self-Directedness Scale (ALSDS) identified four constructs of adult learner self-directedness in an Open Distance Learning Higher Education (ODLHE) milieu, namely the strategic utilisation of officially provided resources, engaged academic activity, success orientation for ODLHE, and academically motivated behaviour. The research indicated that significant differences exist between the gender, race and age groups with regard to self-directedness. With regard to gender, males scored significantly higher than females on success orientation for ODLHE and engaged academic activity. With regard to race, Indian participants scored significantly higher than the other race groups on strategic utilisation of officially provided resources and engaged academic activity. The white participants scored significantly higher than the other race groups on success orientation for ODLHE. In terms of age, the age group &gt;50 scored significantly higher than the other age groups on success orientation for ODLHE and self-efficacy. In terms of success orientation, the means for the age groups seem to increase as the ages of participants increase. The age group 18-25 scored significantly higher than the other age groups on engaged academic activity.
Using the mTSES to Evaluate and Optimize mLearning Professional Development
Author: Power, Robert
Date: 2016-06-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Faculty Development,Teacher Surveys,Test Validity,Test Reliability,Self Efficacy,Teacher Effectiveness,Instructional Design,Feedback (Response),Large Group Instruction,Online Courses,Statistical Analysis,Pretests Posttests,Foreign Countries,Learner Engagement,Gender Differences

The impact of targeted professional development activities on teachers' perceptions of self-efficacy with mobile learning remains understudied. Power (2015a) used the Mobile Teacher's Sense of Efficacy Scale (mTSES) survey instrument to measure the effects of a mobile learning themed professional development course on teachers' confidence with and interest in mobile learning. The current study looks at changes in perceptions of self-efficacy amongst participants in another open course about mobile learning called &quot;Instructional Design for Mobile Learning&quot; (ID4ML), which took place from May 4-June 6, 2015 (Power, Bartoletti &amp; Kilgore, 2015). The purpose of this study is to verify the reliability and construct validity of the mTSES instrument developed by Power (2015a, 2015b) and Power, Cristol and Gimbert (2014), and to explore trends in self-efficacy changes amongst a more diversified participant population. This paper reports on the findings from the analysis of data collected using the mTSES tool. The findings provide useful feedback on the impacts of participating in the ID4ML course. They also provide further support for the utility of the mTSES instrument as a measure of perceptions of self-efficacy with mobile learning. These findings point to the potential utility of the mTSES as a tool for both planning and evaluating mLearning professional development training for teachers.
Learning to Leverage Children's Multiple Mathematical Knowledge Bases in Mathematics Instruction
Author: Turner, Erin E.
Date: 2016-07-00
Type: Journal Articles
Subjects: Mathematics,Mathematics Instruction,Preservice Teachers,Elementary School Mathematics,Elementary School Students,Mathematical Logic,Thinking Skills,Teacher Education,Mathematics Education,Case Studies,Teacher Education Programs,Methods Courses,Scaffolding (Teaching Technique),Children,Urban Schools,Suburban Schools,Foreign Countries,Knowledge Base for Teaching

In this article, the authors explore prospective elementary teachers' engagement with and reflection on activities they conducted to learn about a single child from their practicum classroom. Through these activities, prospective teachers learned about their child's mathematical thinking and the interests, competencies, and resources she or he brought to the mathematics classroom, and then wrote reports that included instructional suggestions as to next steps to further the child's growth in mathematics. The authors' analyses of these reports indicate that there were a variety of ways which prospective teachers made connections to one or more of their child's knowledge bases. In a high percentage of cases, prospective teachers attended to one of these knowledge bases, indicating that they were attending to particularities about their child and developing the dispositions to continue to do so. Implications for research and practice are discussed.
Using a Conference Workshop Setting to Engage Mathematics Teachers in Culturally Relevant Pedagogy
Author: Timmons-Brown, Stephanie
Date: 2016-07-00
Type: Journal Articles
Subjects: Workshops,Mathematics Teachers,Culturally Relevant Education,Mathematics Education,Professional Development,Teacher Attitudes,Learner Engagement,Academic Achievement,Mathematics Achievement,Mathematics Instruction,Mixed Methods Research,Interviews,Teaching Methods,Pretests Posttests,Teacher Student Relationship,Program Implementation,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Surveys,Faculty Development,Conferences (Gatherings)

In this article, the authors explore using a conference workshop setting to engage mathematics teachers, who serve largely underserved student populations, in culturally relevant pedagogy (CRP). The conference workshop encouraged the exchange of information among teachers of similar grade levels and classroom contexts. The authors' analysis of the findings highlight improvements in teachers' perceptions of their CRP knowledge as well as beneficial features of the conference workshop. These features include the creation of networks among mathematics teachers and team leaders, new post-conference mathematics lessons to implement in the classroom, and encouragement for the expansion of relationships and engagement in the classroom. While some teachers found their new knowledge of CRP served to validate current practices, others found that the conference workshop provided a language with which to integrate successful practices into the mathematics classroom.
Young, Black, and Anxious: Describing the Black Student Mathematics Anxiety Research Using Confidence Intervals
Author: Young, Jamaal Rashad
Date: 2016-07-00
Type: Journal Articles
Subjects: Mathematics Achievement,Mathematics Anxiety,Rating Scales,Educational Research,Research Needs,Self Concept,Meta Analysis,African American Students,Achievement Gap,Elementary School Students,Secondary School Students,Databases,Disproportionate Representation,Literature Reviews

In this article, the authors provide a single group summary using the Mathematics Anxiety Rating Scale (MARS) to characterize and delineate the measurement of mathematics anxiety (MA) reported among Black students. Two research questions are explored: (a) What are the characteristics of studies administering the MARS and its derivatives to representative populations of Black students? (b) What is the 95% CI for the reported MA of Black students in the MARS literature? A literature search yielded 21 studies after inclusion criteria were applied. Analyses suggest that Black participants and their scores are not well represented in the current MA research using the most popular instrument the MARS. Based on available mean point estimate data, the reported MA of Black students can best be described as consistent across measurements, and population parameter estimates are between 200 and 220 on the MARS scale. Moreover, although substantial research in the area of MA exists, much work is needed to fully comprehend the nuances of Black MA and its influence on achievement in mathematics.
Teaching Mathematics in Culturally and Linguistically Diverse Classrooms: Greek-Cypriot Elementary Teachers' Reported Practices and Professional Needs
Author: Xenofontos, Constantinos
Date: 2016-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Elementary School Teachers,Elementary School Mathematics,Greek,Mathematics Teachers,Mathematics Education,Foreign Countries,Teacher Education,Preservice Teachers,Case Studies,Semi Structured Interviews,Mathematical Concepts,Teacher Education Programs,Cultural Background,Cultural Differences,Inservice Teacher Education

In this article, the author presents and discusses findings from a small-scale qualitative project that included Greek-Cypriot elementary mathematics teachers working in schools with high percentages of immigrant pupils. Working in three neighbouring schools in the same underprivileged urban area, 16 teachers were individually interviewed regarding their experiences of teaching mathematics in those settings. The author discusses the teachers' reported instructional practices in facilitating their pupils' mathematical understanding, as well as their professional needs for doing so. The author's analysis suggests that teachers focused solely on providing linguistic support for their pupils, without any attempt to incorporate their pupils' diverse cultural backgrounds in classrooms. Also, the participants reported a number of professional needs not currently addressed by the Ministry of Education and Culture of the Republic of Cyprus. Some implications for policy and practice are discussed.
Autism Spectrum Disorder Today: Life, Literacy, and the Pursuit of Content
Author: Boroson, Barbara
Date: 2016-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Literacy,At Risk Students,Anxiety,Emotional Response,Perceptual Impairments,Socialization,Coping,Self Control,Executive Function,Sensory Experience,Interpersonal Relationship,Empathy

We hold this truth to be self-evident: Students on the autism spectrum need support with life literacy before they can reach for content literacy. This article provides educators with an understanding of the interplay between life and content literacy in the classroom, as well as strategies to maximize success for these diverse learners. Students on the spectrum arrive in the classroom with pervasive challenges related to emotional and sensory regulation, socialization, and engagement. These &quot;life literacies&quot; are crucial building blocks for basic functioning and are necessary benchmarks on the path toward curricular learning. Only once we have alleviated anxiety, regulated regulation, soothed the senses, supported socialization, and enhanced engagement can we explore new avenues for pursuing content assimilation and, ultimately, our collective goal of literacy and independence for all.
Authentic Literacy Experiences in the Secondary Classroom
Author: Brunow, Valerie
Date: 2016-00-00
Type: Journal Articles
Subjects: Secondary Education,Classroom Techniques,Literacy,Writing Workshops,Teaching Methods,Student Diversity,Individualized Instruction,Lesson Plans,Media Selection,Reading Strategies,Reading Tests,Scheduling,Partnerships in Education,Educational Strategies

This article is a resource for educators looking to offer personal instruction and literacy opportunities to secondary students. It provides a thoughtful and in-depth look at the workshop model in a high school setting. It offers methods and suggestions for setting up the workshop model to methods and strategies for diverse learners. The information will provide teachers with approaches to authentic and differentiated learning opportunities for all students in any secondary classroom.
&quot;My Grandma Is My Gold.&quot; Learning from Young Writers in Belize
Author: Dozier, Cheryl
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Educators,Preservice Teachers,Authors,Study Abroad,Communities of Practice,Teaching Methods,Family (Sociological Unit),Interests,Elementary School Students,Rural Areas,Practicums,Feedback (Response),Writing (Composition),Tutoring

This article explores the range of ways two teacher educators and preservice teachers engaged with and learned from writers and their families in town and village schools during a faculty-led study abroad experience in Belize, Central America. During this experience, the authors drew on three guiding principles: engaging in side-by-side writing communities, strengths-based responsive teaching, and honoring and valuing families. Through intentional and purposeful language, we built relationships and connections around writers' interests and strengths. We believed instructional practices that empowered writers would also be illuminating for candidates. With clear structures in place to learn from students and a focus on possibilities, writers wrote each day, candidates grew as responsive teachers, and families celebrated their children.
Biliteracy, Spelling, and Writing: A Case Study
Author: Midgette, Ekaterina
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,Bilingualism,Literacy,Spelling,Kindergarten,Emergent Literacy,Second Language Learning,English (Second Language),Teaching Methods,Literacy Education,Writing Skills,Russian,Family School Relationship,Common Core State Standards

The overall purpose of this case study is to examine biliteracy and its effects on a young child's orthographic and writing growth. The analysis of the kindergartener's spelling development and compositional growth in reference to both language systems indicates that biliteracy had a positive effect on the student's acquisition of English orthography and fostered a well-balanced development of composition skills in both languages. The article provides suggestions that promote biliteracy in both the classroom and home settings and encourages teachers to engage in instructional practices that value linguistic diversity. Online resources for classroom practice are also included.
Shared-Book Experience Using Science-Themed Books to Develop Scientific Literacy: An Interactive Approach with Struggling Readers
Author: Chung, Mi-Hyun
Date: 2016-00-00
Type: Journal Articles
Subjects: Books,Scientific Literacy,Reading Difficulties,Reading Teachers,Grade 1,Reading Instruction,Childrens Literature,Elementary School Students,Beginning Reading,Reading Materials,Science Instruction,Reading Skills,Integrated Activities,Content Area Reading,Scientific Concepts,Literacy,Literacy Education,Science Process Skills,Reading,Teaching Methods

This paper will explain what a reading teacher learned from working with a group of first-grade struggling readers in a series of shared-book experience classes. The shared-book experience approach used a variety of science-themed books that were aligned with the first-grade curriculum and appropriate for beginning readers. Considering the readers' ages, the reading teacher used &quot;big books,&quot; enlarged versions of the original books devised for early childhood reading classes. Integrating reading with science may increase science instruction time in the overcrowded elementary curriculum, and more importantly, can develop both reading skills and scientific knowledge, satisfying the learning standards for both areas (Froschauer, 2011; Olson and Gee, 1991). Other studies (Padilla, Muth, and Padilla, 1991; Rutherford and Ahlgren, 1990) agree that reading and science thinking process skills interrelate; and both require social, interactive, and communication skills to develop. In this article, the model of the shared-book experience using science-themed books is described, and questions and comments made by the children during the experiences are analyzed and discussed. The findings from the shared-book experience classes suggest that the shared-book experience, using quality science-themed books, may help students to develop scientific literacy skills such as science concepts and enhance reading and science thinking process skills.