ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding How Program Factors Influence Intercultural Learning in Study Abroad: The Benefits of Mixed-Method Analysis
Author: Paras, Andrea
Date: 2019-04-00
Type: Journal Articles
Subjects: Study Abroad,Higher Education,Comparative Education,Cultural Awareness,Scores,Student Attitudes,Outcomes of Education,College Students,Program Descriptions,Service Learning,Group Dynamics,Intervention,Foreign Countries,Cross Cultural Studies,Reflection,Student Surveys,Learning Experience,Mixed Methods Research

With the proliferation of short-term study abroad programs at institutions of higher education, there is a need for more rigorous assessment of how these programs contribute to intercultural learning. This article presents a multi-institutional comparative study of students' intercultural learning in six short-term study abroad programs in Canada and the United States, employing both quantitative and qualitative methods. The study combines pre- and post-IDI survey scores with a qualitative analysis of student writing to present evidence about the impact of specific program features on students' intercultural learning, as well as an analysis of how the students themselves make sense of their experiences abroad. We argue that the extent of pre-departure intercultural training has a positive relationship with intercultural learning outcomes. Additionally, we present evidence that service-learning opportunities and intra-group dynamics contribute to students' intercultural competence. We conclude that mixed-methods analysis provides the most effective way of identifying how different program factors contribute to intercultural growth, when that growth occurs in a program cycle, and how program leaders can provide effective intercultural interventions to best facilitate student learning abroad.
Photovoices of Urban Educational Leadership Students Abroad in Peru
Author: Ingle, W. Kyle
Date: 2019-04-00
Type: Journal Articles
Subjects: Photography,Social Action,Urban Education,Instructional Leadership,Study Abroad,Foreign Countries,Graduate Students,Student Attitudes,Student Experience,Visual Arts,Assignments,Reflection,Educational Experience

The purpose of this qualitative study was to examine the perceptions and experiences of educational leadership graduate students who participated in a short-term study abroad program in Peru. We analyzed assignments submitted for course credit, including a total of 144 photos and 107 corresponding reflections submitted as part of the photovoice assignment. Analysis revealed that the study abroad was a transformative experience. Students drew upon their own professional experiences to make sense of their educational experiences overseas. Their experience in Peru gave them a window into the world of so many students in their U.S. schools--what it is like to be a racial and language minority--enriching and informing their perspectives as educators and future educational leaders. Instructors in study abroad courses may seek a balance between the analytical constraints of applied heuristics with the freedom that photovoice promises.
Early Learning Experiences, School Entry Skills and Later Mathematics Achievement in South Africa
Author: Visser, Margaretha M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Mathematics Achievement,Foreign Countries,Parent Participation,Learner Engagement,Learning Activities,Grade 5,Grade 1,Achievement Tests,Mathematics Tests,International Assessment,Numeracy,Literacy,Early Experience,Socioeconomic Background,Language of Instruction,Incidence,Predictor Variables,Family Environment,Play,Child Development,Preschool Children,Elementary School Students,School Readiness

Background: The acquired skill set prior to school entry has emerged as an important issue in research and policy internationally. Much evidence exists advocating the importance of early numeracy and literacy skills in later academic achievement and economic outcomes of students. Aim: The goal of this study was to determine the association between parents' reports of engagement in pre-Grade 1 learning activities and school entry skills, and mathematics achievement in Grade 5. Setting: This study was based on empirical evidence using South African data from the 2015 Trends in International Mathematics and Science Study. Methods: These relationships were investigated by using stepwise multiple regression analysis. Results: It was found that parent reports of engagement in pre-Grade 1 activities and acquired school entry skills are positively associated with student achievement at the Grade 5 level. This held even when taking other contextual home factors into account: socio-economic status and the frequency of speaking the language of the test at home. Conclusion: The role of the home is important in preparing children for school and has an impact on their later achievement. The home context should therefore be a key consideration in enhancing the South African education system. Parent reports are a good indicator of engagement in early learning activities and acquired numeracy and literacy skills prior to school entry.
From Active Joining to Child-Led Participation: A New Approach to Examine Participation in Teaching Practice
Author: Niemi, Reetta
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Participation,Interdisciplinary Approach,Teaching Methods,Preservice Teachers,Active Learning,Grade 3,Elementary School Students,Instructional Effectiveness

Background: The new core curriculum for basic education in Finland emphasises the interrelation between learners' participation and multidisciplinary learning. Each learner must be provided with an opportunity to join at least one multidisciplinary learning module each year. Hence, student teachers also implement a multidisciplinary learning module as part of their teaching practice at the University of Helsinki. Aim: In this article, I describe how two multidisciplinary learning modules were implemented by four third-year student teachers in a teacher training school and how they were educated to analyse the different forms of participation in their teaching. Setting: The research question of this article is as follows: How do different teaching practices used in multidisciplinary learning modules support learners' participation? Methods: The data of this study consist of two documentation forms: two semi-structured group interviews and a field note diary. Results: The results showed that most of the practices used in multidisciplinary learning modules supported an &quot;active joining form of participation&quot; and a collaborative form of participation. In the multidisciplinary learning modules, a child-oriented form of participation was supported through practices that related to creating artistic learning outcomes; however, no practices supported a &quot;child-led form of participation.&quot; Conclusion: In this study, the student teachers learned to analyse the different forms of participation in their teaching. Nevertheless, more data about the workability of the mentoring method in other contexts are needed.
How a Professional Development Programme Changes Early Grades Teachers&apos; Literacy Pedagogy
Author: Kimathi, Faith K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,Foreign Countries,Teacher Certification,Teacher Motivation,Inservice Teacher Education,English (Second Language),Second Language Instruction,Elementary School Teachers,Elementary School Curriculum,Grade 2,Emergent Literacy,Instructional Innovation,Bilingualism,Institutional Characteristics,Teaching Experience,Teaching Conditions,Educational Practices

Background: Research on teacher professional learning which supports teaching of reading and writing at the foundation phase (FP) is limited in developing countries, including South Africa. Aim: This article examines the ways in which three Foundation Phase teachers changed their practice during 18 months of learning from a formal university programme, the Advanced Certificate in Teaching (ACT). Setting: The ACT was offered by the University of KwaZulu-Natal in South Africa. Methods: The principles of teaching English as a First Additional Language (EFAL) were used as an instrument for describing change in practice. Using nine principles of teaching EFAL, derived from the ACT literacy learning guide as indicators, six video-recorded lessons (per teacher) were analysed and corroborated with interviews and field notes. Results: The findings indicate a shift in teachers' practice in diverse ways. Two of the three teachers completed the programme having developed a deeper understanding of the natural approaches of acquiring EFAL according to Krashen's model. However, the third teacher did not change her practice. Conclusion: We argue that the findings support the research claim that teacher learning is influenced not only by the nature of the professional development activity but also by teachers' personal motivation to learn, and the school context in which they teach.
Multiplicative Reasoning: An Intervention&apos;s Impact on Foundation Phase Learners&apos; Understanding
Author: Askew, Mike
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Elementary School Mathematics,Mathematics Instruction,Mathematical Logic,Logical Thinking,Multiplication,Problem Solving,Intervention,Visual Aids,Age Differences,Concept Formation,Mathematical Concepts,Program Effectiveness

Background: Given the context of low attainment in primary mathematics in South Africa, improving learners' understanding of multiplicative reasoning is important as it underpins much of later mathematics. Aim: Within a broader research programme aiming to improve Foundation Phase (Grades 1-3, 7-9-year-olds) learners' mathematical performance, the aim of the particular research reported on here was to improve learners' understanding of and attainment in multiplicative reasoning when solving context-based problems. Setting: The research was conducted in a suburban school serving a predominantly historically disadvantaged learner population, and involved teachers and learners from three classes in each of Grades 1-3. Methods: A 4-week intervention piloted the use of context-based problems and array images to encourage learners to model (through pictures and diagrams) the problem situations, with the models produced used both to support problem solving and to support understanding of the multiplicative structures of the contexts. Results: Cleaning the data to include those learners participating at all three data points--pre-, post- and delayed post-test--provided findings based on 233 matched learners. These findings show that, on average, Grade 1 learners had a mean score average increase of 22 percentage points between the pre-test and the delayed post-test, with Grades 2 and 3 having mean increases of 10 and 9 percentage points, respectively. Conclusion: The findings of this study demonstrate that young learners can be helped to better understand and improve their attainment in multiplicative reasoning, and suggest the usefulness of trialling the intervention model more broadly across schools.
What We Can Learn from the iReflect Project: Developing a Mobile App for Reflection in Work-Integrated Learning
Author: Harvey, Marina
Date: 2019-00-00
Type: Journal Articles
Subjects: Reflection,Experiential Learning,Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,Computer Oriented Programs,Higher Education,College Students,Student Attitudes,College Faculty,Teacher Attitudes,Scaffolding (Teaching Technique),Foreign Countries

Reflection for learning is a common course requirement for many WIL subjects and when students are engaged in blended or online modes of delivery or in off-campus placements, reflective practice needs to be supported. It also needs to be better integrated with mobile technology. This paper reviews the three cycles of the iReflect project which aimed to address these needs by developing a mobile reflection app. The project was framed by an integrated theoretical approach that combined participatory action research (PAR), distributed leadership and agile development. A mixed method approach was adopted to collect data from literature reviews, student focus groups, surveys and research notes. A focus on the pedagogical, technological and institutional dimensions of the WIL ecology provides new insights into student use and perceptions of mobile technology. One key outcome is the identification of nine new user stories demonstrating the mobile technology needs of reflective WIL students and teachers.
Improving Unmatched Co-Op Students&apos; Emotional Wellbeing: Test of Two Brief Interventions
Author: Drewery, David W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Welfare,Well Being,Intervention,Job Applicants,Emotional Adjustment,Stress Management,Competition,Failure,Resilience (Psychology),Access to Information,Attitude Change,Foreign Countries,College Students,Writing (Composition),Positive Attitudes,Morale,Cooperative Education

Previous research suggests that going unmatched in the competitive co-op job search process might have an emotional cost. This study examined the feasibility and efficacy of interventions for improving unmatched co-op students' emotional wellbeing. Participants (n = 74) were randomly assigned to one of three conditions: a positive psychology based writing task, a toolkit with materials and information about coping with stress, or a control condition. They completed a measure of emotional wellbeing before and after the intervention period (one week long). Controlling for pre-intervention emotional wellbeing, statistically significant gains in emotional wellbeing were reported only by those in the writing task condition. Administering positive interventions such as instructions to focus on &quot;good things&quot; may be particularly feasible and effective in the co-op context. Implications for co-op practitioners and future research are presented.
The Impact of Adding Written Discourse to Six Year Olds&apos; Mathematics Explanations within a Problem-Based Learning Unit
Author: Gearing, Nicole V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Logic,Problem Solving,Grade 1,Elementary School Students,Communication Skills,Oral Language,Written Language,Intervention,Cognitive Processes,Constructivism (Learning),At Risk Students,Discourse Modes,Problem Based Learning

Communicating their thinking in mathematics is challenging for young children. This research studied the change in six-year old students' oral and written solution explanations before and after six problem-based mathematics lessons that focused on developing conceptual understanding of adding or subtracting a 2-digit number and a multiple of ten. Participants were assigned to a comparison group or an intervention group based on the classroom in which they were assigned. All students completed a pre-and post-assessment. Both groups received the same, six problem-based lessons. To encourage growth in their communication skills, students in both groups were asked to talk about their strategies, while the intervention group was asked to both talk and write about their strategies during each lesson. Oral and written pre-and post-assessments were scored using a rubric adapted from the Project M3 curriculum (Gavin et al., 2006-2008) and interrater reliability was established. T-test analyses were conducted to determine if a significant difference exists between first-graders oral and written mathematical explanations within discourse modes (comparing pre/post writing or pre/post talking) and between discourse modes (comparing talking and writing) for the intervention and comparison groups. A significant difference between discourse modes was found on the pre-assessments but not the post-assessments, suggesting that increasing oral discourse decreased the gap between the children in both groups ability to talk and write about their thinking. A significant difference was found within discourse modes for the intervention group, but not the comparison group, suggesting that adding written discourse to problem-based lessons further increased the children in the intervention group's ability not only to write about their solutions, but also to talk about their thinking. In order to give a glimpse of the development of the first graders in the intervention group's oral and written mathematical explanations, the work of three focus students was selected to share. Through the use of problem-based instruction and cognitively demanding tasks along with the development of sociomathematical norms and discourse knowledge, the young children in this study were able to improve their verbal and written communications skills.
A Socially Inclusive Teaching Strategy for Fourth Grade English (Second) Language Learners in a South African School
Author: Malebese, Mots'elisi L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Inclusion,Grade 4,Elementary School Students,English Language Learners,Foreign Countries,Disadvantaged Schools,Reading Materials,Reading Instruction,Second Language Learning,Public Schools,Reading Improvement,Rural Schools,Educational Strategies,Instructional Improvement,Writing Difficulties,Language of Instruction,Story Reading,Reading Skills

Background: Learners from predominantly less priviledged South African schools encounter English as a language of teaching and learning for the first time in Grade 4. The transition from the use of home language to second language, namely English first additional language, is complexly related to the learners' inability to read text meaningfully. This complexity is traceable to the reading materials, actual teaching practices and learners' cultural underpinnings. Learners' inability to read text meaningfully impacts negatively their academic performance in general. Aim: This article demonstrates how a socially inclusive teaching strategy is used to enhance the teaching of reading in a second additional language to Grade 4 learners. Setting: A one-teacher public school situated on a remote private property with bad access roads. Learners from neighbouring farms walked long distances to school. The teacher's administrative work and workshops often clashed with teaching and learning that received very limited support. Methods: The principles of the free attitude interview technique and critical discourse analysis were used to generate and analyse the data. Socially inclusive teaching strategy that is participatory action research-oriented and underpinned by critical emancipatory research principles guided the study. Results: The use of socially inclusive teaching strategy helped improve reading of English text significantly. Conclusion: Socially inclusive teaching strategy can help improve learning and teaching support materials, teacher support and learning.
Vulnerable Masculinities: Implications of Gender Socialisation in Three Rural Swazi Primary Schools
Author: Motsa, Ncamsile D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Rural Schools,Elementary School Students,Masculinity,Foreign Countries,Males,Gender Differences,Well Being,Photography,Student Attitudes,Parents,Death,Poverty,Sexuality,Socioeconomic Status,Heads of Households,Sex Role,Equal Education,Inclusion,Educational Experience,Disadvantaged

Background: This article draws on social constructionism to explore vulnerable boys' constructions of gender within three primary schools in Swaziland. Objectives: It seeks to understand the ways in which vulnerable boys make meaning of masculinities and the implications of these on their social and academic well-being in schools. Method: The study adopted a qualitative narrative inquiry methodology, utilising individual and focus group semi-structured interviews and a participatory photovoice technique as its methods of data generation. The participants comprised 15 purposively selected vulnerable boys -- orphaned boys, those from child-headed households and from poor socio-economic backgrounds, aged between 11 and 16 years. Results: The findings denote that vulnerable boys constructed their masculinities through heterosexuality where the normative discourse was that they provide for girls in heterosexual relationships. The vulnerable boys' socio-economic status rendered them unable to fulfil these obligations. Failure to fulfil the provider role predisposed vulnerable boys to ridicule and humiliation. However, some vulnerable boys adopted caring attitudes as they constructed alternative masculinities. Conclusion: The study recommends the need to affirm and promote alternative masculinities as a strategy for enhancing gender-inclusive and equitable schooling experiences for vulnerable boys.
Home as a Primary Space: Exploring Out-of-School Literacy Practices in Early Childhood Education in a Township in South Africa
Author: Sibanda, Rockie
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Family Environment,Literacy,Play,Leisure Time,Creativity,Social Influences,Cultural Influences,Parent Role,Siblings,Family Influence,Reading,Elementary Education

Background: Early childhood education is essential in bridging home and school literacy practices; however, recognising the home as a literacy space remains a challenge to educators in South African schools. Aim: The aim of this article was to explore children's literacy practices, often through play, and the potential implications this might hold for their future careers as readers and writers. The article conceptualises home as the primary domain where literacy develops. Setting: The study was conducted in a multilingual township in South Africa. Methods: We engage with key theories in sociocultural studies and new literacy studies, as well as key ideas from young children's learning experiences with family members and peers during play. Methodologically, we undertook a case study in which we conducted interviews with parents, guardians and educators, as well as conducting home observations of the children's literacy practices. Results: We confirmed that children's out-of-school practices have the potential to support literacy development in school, and we concluded that children interact with multiple discourses during their everyday practices and play. Conclusion: Although there is a general lack of knowledge and understanding of these discourses by educators, these interactions have the potential to enhance schooled literacies.
More than a Pipeline Problem: Evaluating the Gender Pay Gap in Canadian Academia from 1996 to 2016
Author: Momani, Bessma
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Faculty,Gender Differences,Gender Bias,Women Faculty,Deans,School Personnel,Salaries,Intellectual Disciplines

This article measures gender pay gaps in Ontario's public post-secondary education sector from 1996 to 2016 using the Public Sector Salary Disclosure Data. We find gaps widening among all faculty ranks. Men were paid on average 2.06%, 2.14%, and 5.26% more than their women colleagues for all employees, university teaching staff, and deans, respectively. We also conduct a Blinder-Oaxaca decomposition to measure the source of gendered salary differentials. Pay gaps persist during this time period despite controlling for the literature's most common explanations, including the &quot;pipeline effect.&quot; Our results additionally imply that women's years of experience in academia do not mitigate the observed pay gaps. Suggestions for future research include increasing the scope of our study to factor in finer details such as labour productivity.