ethanporcaro/eric-fulltext-meta huggingface dataset:
Do Student Teachers See What Learners See? -- Avoiding Instructional Dissonance When Designing Worksheets
Author: Evans, Rinelle
Date: 2022-00-00
Type: Journal Articles
Subjects: Worksheets,Instructional Design,Teacher Student Relationship,Literacy,Multilingualism,Language of Instruction,Native Language,Second Language Learning,Elementary School Students,Educational Quality,Urban Schools,Ethnography,Student Teachers,Literacy Education,Numeracy,Daily Living Skills,Evaluation Criteria,Accuracy,Language Usage,Outcomes of Education,Layout (Publications),Difficulty Level,Instructional Material Evaluation,Cultural Awareness,Foreign Countries,English (Second Language),Evaluation Methods

Background: The judicious use of worksheets ought to contribute to the establishment of literacy, with a special significance for multilingual classrooms where neither teachers nor learners are mother tongue speakers of the instructional language. Disparity between the pedagogical intention of the worksheet and learners' interpretation of the message often creates instructional dissonance. Aim and setting: The aim of this nested study was to establish the quality, and (mis)use of worksheets as implemented by student teachers during their work-integrated learning stint in selected urban South African primary schools. Design and methodology: Using a self-designed grid, a qualitative document analysis underpinned by visual ethnography was conducted on 45 worksheets. These texts were prepared by the student teachers for literacy, numeracy and life skills lessons offered to 6- to 9-year-olds. Criteria used for the simple analysis included appropriateness for the age group, visual complexity, accuracy of language use, cultural compatibility, layout, clarity of instructions and alignment with expected learning outcomes. Findings: Findings suggested the hasty conceptualisation and creation, or inappropriate choice of worksheets used as learning support material. Apart from linguistic barriers because of poorly formulated tasks, the worksheets were generally culturally insensitive, and contained grammatical inaccuracies compounded by technical and design shortcomings. These lacunae defeated the pedagogical purpose of most worksheets and generated instructional dissonance. Conclusion and implications for teacher education: The careful crafting and implementation of worksheets coupled with sound content knowledge of language and literacy principles would alleviate learner bafflement and enhance the learning opportunity. We take the position that well-designed worksheets should serve a focused purpose and link directly to literacy and learning of the instructional language.
The Construction of Knowledge through Visual Perceptual Training in Visual Arts
Author: Mostert, Willem A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Visual Perception,Observation,Visual Arts,Art Education,Elementary School Students,Skill Development,Grade 5,Intervention,Program Effectiveness,Art Activities,Perceptual Development,Creativity,Student Motivation

Background: Visual perception and observational skills are an essential part of Visual Arts education, through which young learners, in the primary school, acquire important and necessary skills to create artworks during their creative projects. These skills provide learners in the primary school the opportunity to overcome their self-imposed criticism to their own works of art. Similar research projects highlight the inability of learners in the middle childhood to creatively express what they visually perceive. Aim: The study sought to assist learners in the middle childhood to overcome the slump in their creative attempts through a series of visual sharpening exercises, in the form of an Art intervention. Setting: A qualitative case study with elements of action research was conducted at a single site at a primary school in the Northern Suburbs of Cape Town. Methods: The participants of the study comprised of four grade 5 classes divided into a test group and control group. The intervention was administered to the test group in the form of visual sharpening exercises. The practical projects of four grade 5 classes were assessed, analysed, compared, and the findings were discussed according to the themes identified during the study. Results: The results indicate factors that might influence the visual perceptual skills of learners in middle childhood, while completing Visual Art projects. Analysis of the research data revealed an increase in the test group's score compared to the control group. There was a marked effect on the test group participants' ability to record what they visually perceived. Conclusion: This study investigated and highlights shortcomings in the CAPS Visual Art curriculum for Grade 5. Bridging the gap between practice and curriculum shortfalls is important. The study suggests that the Department of Education (DoE) should supplement the Visual Arts curriculum with visual perceptual training for middle childhood learners.
Finding Myself by Involving Children in Self-Study Research Methodology: A Gentle Reminder to Live Freely
Author: Mkhize-Mthembu, Ntokozo S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Elementary School Students,Foreign Countries,Social Justice,Cooperative Learning,Student Experience,Teaching Experience,Student Attitudes,Classroom Communication,Social Emotional Learning,Teacher Improvement,Listening Skills,Self Evaluation (Individuals),Metacognition,Teaching Methods

Background: This article describes my exploration of social and emotional learning as a primary school teacher in a Grade 4 classroom. Aim: This article aimed to illuminate how I improved my teaching practice through valuing and listening to children's voices. Setting: I am a teacher at a primary school in the Umlazi education district, KwaZulu-Natal Province, South Africa. As a PhD candidate, I explored social and emotional learning in a Grade 4 classroom from a scholarly perspective. Method: I present a detailed description of the methodological interactions and the theoretical underpinning that guided my interactions with the Grade 4 study participants. I documented the lessons, which were audio-recorded and photographed, in my teaching development portfolio. By employing self-study research and adopting a sociocultural theoretical perspective, I explored the principles of social justice. The importance of working collaboratively with children in a primary school educational setting to make sense of both the teacher's and the learners' collective and individual experiences is emphasised. The methodology included working with critical friends to help me uncover different ways of making sense of my research and to enhance my own learning about teaching. Results: The findings affirm that young children's voices need to be foregrounded to enhance teaching and learning practices. Children's dignity and perspectives need to be acknowledged as they are the key contributors to and recipients of educational processes. Conclusion: The study affirms the importance of crediting young learners' diverse perspectives and lived experiences in classroom interactions and asserts that this obligates teachers to listen to children emotively and consciously.
Pretend Play in Pre-Schoolers: Need for Structured and Free Play in Pre-Schools
Author: Mohan, Megha
Date: 2022-00-00
Type: Journal Articles
Subjects: Play,Preschool Children,Child Development,Identification,At Risk Persons,Developmental Disabilities,Age Differences,Toys,Case Studies,Video Technology,Educational Experience,Early Childhood Education,Interrater Reliability,Allied Health Personnel,Speech Language Pathology,Foreign Countries,Evaluation Methods

Background: Pretend play is a form of play that involves nonliteral actions. There are limited studies reporting the developmental trends of pretend play behaviours of typically developing pre-schoolers. This knowledge would be beneficial in the early identification of deviations in pre-schoolers who have or are at risk of developing developmental disabilities. Aim: The present study aimed to describe the developmental trends in pretend play skills across different age groups of pre-schoolers. The study also aimed to understand the differential patterns in pretend play observed across the Free Play and Structured Toy Play scenarios. Setting: This study was conducted on pre-schoolers in a classroom of the school. Method: The study followed a cross-sectional study design. Forty-eight participants were recruited for the study and were divided into four groups. A video recording of the child's pretend play skills was recorded using a Sony-HDRCX405 camcorder in Free Play and Structured Toy Play scenarios. The recorded video was coded and analysed for the occurrence of pretend play skills using the Play in Early Childhood Evaluation System (PIECES) coding scheme. Results: The study results depict a developmental trend in the occurrences of pretend play skills in pre-schoolers. It also emphasises the importance of amalgamation of Structured Toy Play and Free Play scenarios for the child's holistic development because of the unique benefits of each scenario. Conclusion: The study findings could help in the formulation of Individualised Education Programme objectives for typically developing children and children with developmental disabilities involving play, thus enabling these children experience normalised, contextually pertinent experiences like their peers.
A Culturally Responsive Literacy Approach to Develop Scientific Conceptual Knowledge through Creative Narratives
Author: Stevenson, Alma
Date: 2021-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Scientific Concepts,Concept Formation,Middle School Students,Minority Group Students,Migrant Children,Science Education,Vocabulary Development

Our study examined the effects of culturally responsive literacy pedagogical approaches in the development of scientific vocabulary and conceptual knowledge among minoritized middle-grade students during a summer program. We describe the design and implementation of a literacy-enriched STEM instructional unit of study built upon the background experiences of Latina/Latino migrant farmworkers' children to expand their STEM literacy skills and knowledge. Our aim with this unit was to increase the students' science knowledge and skills; strengthen their mathematical abilities; enhance their ability to use technology for research; and improve their academic vocabulary, language, and writing skills. This program also had as an objective to explore the students' self-perceptions regarding science learning. Qualitative and quantitative data were collected from the students' pre- and post-surveys, pre- and post-tests, assignments, and group interview. The results demonstrated significant improvements in the students' vocabulary and conceptual understandings. The students developed an awareness of the interrelation of science, math, technology, and literacy with their background experiences, expanded their interest in science, and increased their ability to write effectively about STEM topics. These results also highlighted the significance of connecting STEM instruction with both background knowledge and possible careers via out-of-school efforts like this program to increase minoritized students' interest in pursuing STEM careers.
Differences in At-Risk Children&apos;s Preschool Assessment by Educators&apos; Levels of Education
Author: Olayinka-Bello, Folashade Z.
Date: 2021-00-00
Type: Journal Articles
Subjects: At Risk Students,Preschool Children,Preschool Teachers,Educational Attainment,Disadvantaged Youth,Teacher Education,Credentials,Teacher Aides,Teaching Experience,School Readiness,Phonological Awareness,Screening Tests,Standardized Tests,Correlation,Scores

We determined that significant differences existed between assessment scores of at-risk children taught by assistant teachers with different levels of education using standardized assessments (Teaching Strategies GOLD [TSG] and Phonological Awareness Literacy Screening [PALS]). A 1-way MANOVA indicated that assistant teachers' level of education was statistically significant at p = 0.012. Archived pretest and posttest data were collected from TSG and PALS assessment scores of 142 at-risk Prekindergarten 4 children taught by 18 different Prekindergarten 4 lead and assistant teachers at a local Head Start site. We found that irrespective of teachers' levels of education, the role of assistant teachers should not be underestimated in at-risk children's learning process. We recommend future studies focus on the role of assistant teachers in the classroom to ascertain whether teacher-child interaction was a factor in this study.
Effectiveness of Reception Class Teachers&apos; Pedagogical Approaches in Delivering Pre-Primary Curriculum -- Evidence from Practice
Author: Gaotlhobogwe, Michael
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Kindergarten,Preschool Teachers,Foreign Countries,Teaching Methods,Teacher Attitudes,Teacher Qualifications,Academic Achievement

Background: This report is part of a study commissioned to provide evidence to inform quality improvements, and the rolling out of the public reception class programme (RCP) to all public primary schools in Botswana by 2020. The study adopted the Discrepancy Evaluation Model (DEM) as a theoretical framework. Aim: One of the specific objectives of the study was to determine the effectiveness of the programme in terms of the RCP curriculum coverage and the teachers' effectiveness in delivering the curriculum. The aim of the study reported in this article was therefore to determine the reception class teachers' pedagogical approaches in delivering the RCP curriculum. Setting: The study was conducted in Botswana where early childhood care and education was provided by private providers until 2014 when the government of Botswana introduced the RCP in public primary schools. Methods: The study utilised a multi-method design. Stratified random sampling was used to select 10% of the 539 public primary schools that had implemented the programme since 2014 when it was introduced. An analysis tool based on the revised Bloom's Taxonomy was used to analyse the content, as well as the level of coverage of important skills within the RCP curriculum. Questionnaires were used to gather information from teachers. Interviews were used to gather information from principal education officers (PEOs) who are part of the inspectorate. Feedback received from these participants was considered as indicating performance, according to the DEM. This performance was then compared with standards (with the RCP curriculum) to determine if any discrepancies existed. Results: Findings indicated that the RCP curriculum was adequate in coverage of skills at various levels of knowledge, understanding and appreciation. However, in some learning areas, certain competencies and performance targets were pitched at higher-order thinking. This resulted in most teachers focusing on achieving performance targets instead of following performance indicators to develop particular skills. As a result, learners demonstrated achievement of performance targets yet their developmental process skills were not fully accomplished. Conclusion: The RCP generally had a sound teaching cadre which would generate a considerable impact on the programme, should their pedagogical approaches not be derailed by the desire to fulfil performance targets at the expense of developmental process skills.
Effect of the Concept Education Programme on 48-60-Month-Old Children&apos;s Visual-Spatial Perception Mechanisms
Author: Danaci Miray Ö.
Date: 2022-00-00
Type: Journal Articles
Subjects: Visual Perception,Concept Formation,Preschool Children,Concept Mapping,Spatial Ability,Perceptual Development,Correlation,Program Effectiveness,Child Development,Skill Development,Foreign Countries

Background: To understand how the human brain organises the information, how prototypes are handled in the categorisation system, researchers have pointed out that there may be a relationship between visual perception and concept acquisition. Aim: This study was conducted to examine the effect of a concept education programme, developed on the basis of a configured concept map, on the visual-spatial perception mechanisms of children between the ages of 48 and 60 months who were selected through random sampling from central kindergartens. Setting: The experimental group and control group each included 59 children. For data collection, the Frostig developmental test of visual perception and the Boehm Test of Basic Preschool Concepts-3 were used. Methods: The experimental group and control group each included 59 children. For data collection, the Frostig developmental test of visual perception and the Boehm Test of Basic Preschool Concepts-3 were used. Additionally, the concept education programme based on configured concept map was developed by consulting expert opinions, and this programme was applied to the experimental group. Results: In assessing the relationship between pre- and post-test scores, the findings indicate that a significant increase occurred in favour of the post-test results. However, a significant relationship favouring the experimental group was present between the post-test scores of experimental and control groups. No significant difference was found between the post-test/monitoring measurements regarding visual-spatial perception and Boehm-3 concept skills. The data suggest that the concept education programme supported the development of children's visual perception skills. Conclusion: On the basis of the study results, parents, teachers and researchers are recommended to use concept maps in the learning processes, particularly those related to visual-spatial perception.
Examining Student Mentorship Experiences in an Online Doctoral Program
Author: Torres, Kelly M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Mentors,Doctoral Students,Doctoral Programs,Online Courses,Doctoral Dissertations,College Faculty,Teacher Student Relationship,Student Satisfaction,Barriers,Educational Technology,Distance Education,Student Experience

As more students elect to complete their doctoral studies online, faculty need to identify and implement mentorship approaches that are conducive to student understanding of the dissertation process. Faculty to mentee relationships are a prominent aspect of student retention and success in doctoral programs. Due to advances in technology, dissertation chairs have access to tools that allow for real-time feedback and support. Therefore, this study examined student dissertation and faculty mentorship experiences. Participants expressed satisfaction in their doctoral studies and dissertation process. However, students shared challenges associated with balancing multiple commitments, feeling lower levels of writing self-confidence, and understanding the dissertation process and expectations. These findings provide additional support on the importance of developing and maintaining positive online doctoral experiences.
Litigation and Social Mobilisation for Early Childhood Development during COVID-19 and Beyond
Author: Ally, Nurina
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Court Litigation,Equal Education,Access to Education,Young Children,Child Development,COVID-19,Pandemics,Social Change,Childrens Rights,Early Intervention,School Closing

Background: Litigation has been utilised to advance a range of socio-economic rights in post-apartheid South Africa, including the right to basic education. Nonetheless, there has not been significant litigation or sustained broad-based mobilisation around issues impacting the early childhood development (ECD) sector in the democratic era. The coronavirus disease 2019 (COVID-19) pandemic, however, saw some ECD stakeholders turning to the courts to advocate for their survival, as well as to mobilise and advocate for sector reforms. Aim: This article aimed to critically reflect on the role of litigation and social mobilisation in advancing the right to ECD during and beyond the COVID-19 pandemic. Setting: The article assesses two South African cases with national implications. Methods: The article critically assesses two South African cases relating to ECD during the pandemic. At the time of writing, these were the only South African judgements specifically relating to the impact of COVID-19 on the ECD sector. Results: The two cases played an important role in: (1) reopening the ECD sector during the pandemic; and (2) making efforts to ensure that the sector could remain open. However, the cases were not based on a holistic rights-based approach to ECD, which remains an area for further development. Conclusion: The article concludes that litigation may play a significant role in advancing children's rights to ECD, particularly as a complement to broader social mobilisation strategies. The cases highlight the (1) need and potential for building a holistic rights-based foundation of ECD jurisprudence post the pandemic; and (2) strategic use of litigation interventions as part of broader mobilisation strategies.
Availability and Use of Infrastructural Resources in Promoting Quality Early Childhood Care and Education in Registered Early Childhood Development Centres
Author: Aina, Adebunmi Y.
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Resources,Educational Quality,Case Studies,Foreign Countries,Child Care Centers,Early Childhood Education,Well Being,Child Development,Principals,Administrator Attitudes,Evaluation Methods,Poverty Areas,Play,Socioeconomic Status,Equipment,Educational Benefits,Preschool Teachers,Equal Education,Barriers,Educational Facilities

Background: Quality early childhood development (ECD) is crucial for protecting children against a multitude of socio-economic challenges such as poor living standards, lack of education, and substandard healthcare. Furthermore, research has revealed that educational resources used at ECD centres enrich the all-round well-being of young children. Despite these findings, the provision of educational resources in the ECD learning environment has received little or no attention at national and local levels. Aim: This study aimed to explore registered ECD centres to understand the available infrastructure resources and how they are used to promote quality early childhood care and education (ECCE). Setting: A sample of eight participants (four ECD centre principals and four practitioners) from four registered ECD centres were purposively selected in suburban and township areas of Pretoria, Gauteng, South Africa. Methods: An interpretative, qualitative multiple case study was used and the Woodhead quality framework for ECD centres was used as a guide for this study. Data were collected through face-to-face semi-structured interviews, non-participant observation and field notes. Results: The findings revealed that practitioners know how the use of learning resources improve young children's growth and development. However, the township centres have fewer infrastructure resources that promote quality ECCE because of the dire socioeconomic conditions of the parents. Conclusion: The lack of modern and age-appropriate play equipment at township registered centres indicated that the (township) practitioners are not able to use such equipment, even though they are aware of their benefits in promoting quality ECCE. Hence, quality ECCE is not equally available. The great equaliser, called ECCE, is merely a smokescreen.