ethanporcaro/eric-fulltext-meta huggingface dataset:
Formative Assessment as &apos;Formative Pedagogy&apos; in Grade 3 Mathematics
Author: Govender, Poomoney
Date: 2019-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Grade 3,Elementary School Students,Children,Foreign Countries,Mathematics Instruction,Mathematical Concepts,Professional Continuing Education,Mathematics Achievement,Elementary School Teachers,Concept Formation,Time Management

Background: Formative assessment, as an integral component of teaching, has recently gained prominence in educational environments globally. Poor performances in mathematics by learners in early grades, and its negative effect on later learning, have been an ongoing concern in South African schools. Several former studies tend to generalise the pedagogical reasons for learners' underperformance in Foundation Phase teaching. Aim: This case study of selected Grade 3 teachers examined how the teachers integrated formative assessment into their pedagogy, with the purpose of gaining insight into teachers' understanding of the developmental aspects of learning in mathematics. Setting: This study was conducted at four schools in a selected district in the Gauteng Province. Methods: Data were mainly collected through focus group interviews and observations of at least three classroom sessions for each teacher of mathematics, thereby gaining an overview of their formative assessment practices. Results: This article reports on the two strongest themes to have emerged from the case study, which were teachers' tokenistic use of 'Assessment for Learning' strategies and teachers' awareness of learning processes and curriculum requirements. Conclusion: The study's main conclusion was that teachers are likely to practise formative assessment more intuitively if they had a sound knowledge of children's mathematical cognition and conceptual development. This study pointed out that formative assessment is a co-constructed activity involving the teacher, the learner and peers rather than a teacher-directed activity. The study recommends how continuous professional learning initiatives can design initiatives that integrate research-based knowledge of children's learning of early grades mathematics.
Assessing Student Engagement in Online Programmes: Using Learning Design and Learning Analytics
Author: Toro-Troconis, Maria
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Instructional Design,Curriculum Design,Electronic Learning,Learner Engagement,Learning Analytics,Program Evaluation,Masters Programs,Photography,Thinking Skills,Cooperative Learning,Online Courses

This paper presents the learning design framework used in the design of the Online MA in Photography at Falmouth University. It discusses the importance of evaluating the success of online learning programmes by analysing learning analytics and student feedback within the overall pedagogic context and design of the programme. Linear regression analysis was used to analyse the engagement of three cohorts of students that completed four modules of the Online MA Photography (n=33) with over 80,000 entries in the dataset. The research explored student engagement with online content that promoted low-order cognitive skills (i.e. watching videos, reading materials and listening to podcasts) as well as high-order cognitive skills (i.e. participating in online forums and webinars). The results suggest there is weak evidence of an association between average overall mark in all modules and the level of engagement with self-directed content (P = 0.0187). There is also weak evidence of an association between average overall mark in all modules and the level of engagement in collaborative activities (P &lt; 0.0528). Three major themes emerged from the focus group 1) weekly forums and webinars, 2) self-directed learning materials and 3) learning design and support. Online learning was acceptable and convenient to postgraduate students. These findings are discussed further in the paper as potential predictors of student performance in online programmes.
Dialogues between &quot;Sociology&quot; and &quot;History&quot;
Author: Ferreira, Carlos Miguel
Date: 2019-00-00
Type: Journal Articles
Subjects: Sociology,History Instruction,Teaching Methods,Interdisciplinary Approach,Barriers,Social Influences,Intellectual Disciplines,Foreign Countries

Sociology and History, as consolidated scientific and academic projects, have maintained an unusual and paradoxical relationship. The growing disciplinary and sub-disciplinary specialisation of these two sciences poses relevant epistemological and methodological challenges in addressing potential situations of isolation, fragmentation, and in enabling the defence of an interdisciplinary perspective characterised by the historicity of social structures, actions and meanings. Several kinds of reasons shape this diffuse process of approximation/detachment between Sociology and History, namely epistemological and methodological, disciplinary closure, academic and professional reasons, forming what may be called contained dialogues. This paper, starting from the sociological stance of the authors, seeks to add to the reflection on the relevance of a scientific project that aims to affirm an interdisciplinary perspective that may foster the heuristic potentialities of both Sociology and History in the analysis of the complexity of social reality and human action.
Effect of Pre-Lecture Medical Terminology Guidance on Students&apos; Academic Achievement and Class Participation
Author: Al-Wadi, Hasan Mohsen
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Achievement,Student Participation,Guides,English for Special Purposes,Lecture Method,Student Attitudes,Instructional Effectiveness,Memorization,Physical Therapy,Arabs,Undergraduate Students,English (Second Language),Native Language,Vocabulary,Medicine,Allied Health Occupations Education

Comprehending English medical terms represents a major obstacle for medical students, especially the none-native English speaking learners that might lead some of them to failure sometimes. This study was intended to examine the usefulness of a &quot;pre-lecture medical terminology guide&quot; in improving those students' academic achievement and class participation during their study of a physiotherapy course. A two-cycle approach of intervention was followed implementing a written pre-lecture guide in the first cycle, and a written pre-lecture guide with a 5-minute explanatory lecture in the second cycle. The obtained results showed a slight improvement in students' scoring in the first cycle, but a significant one during the second cycle. In addition, the findings revealed students' preference of pre-lecture medical terminology guide with a 5-minute explanatory lecture as an effective teaching method for them to understand the medical terms in English. The students also showed a positive feedback towards the pre-lecture guide and felt it helped them understand and memorize difficult medical vocabulary more easily. They also believed that the same technique should be used with other physiotherapy classes.
Factors Associated with Failure in Accounting: A Case Study of the Omani Students
Author: Velasco, Rodrigo M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Accounting,Foreign Countries,Academic Failure,Difficulty Level,Student Attitudes,Teacher Attitudes,College Students,College Faculty,Study Habits,Skill Development,Attribution Theory,Case Studies,Cognitive Style,Barriers,Prior Learning,Teaching Methods,Memorization,Tests

Anywhere in the world, accounting is highly regarded as one of the most challenging subjects in business programs. This is usually associated with a high failure rate; a pressing issue that deserves an intervention. This paper analyzed the factors associated with failure in accounting as experienced by a college in the Sultanate of Oman in two-folds: teachers' and students' perspectives. The sequential explanatory mixed method of research was utilized through the quantitative survey and focus group discussion (FGD) supplemented by an interview. Based on the students' assessment of the challenges and study habits, the teachers' attribution of failure to students' skills and capabilities is affirmed. It is very much recommended that teachers go back to the basic reinforcement of skills-building strategies to help the students pass the module. Since this is a prelude to a higher analysis, further studies of the same nature are highly encouraged.
&quot;Mine Is an Atypical Case&quot;: An Analysis of Life Stories about the Experience of Higher Education Drop-Out
Author: Sharpe, Andrés Santos
Date: 2019-00-00
Type: Journal Articles
Subjects: Higher Education,Dropouts,Educational Experience,Personal Narratives,Universities,Foreign Countries,Computer Science Education,Chemistry,Communications,Anthropology,Dropout Rate,Guidelines,Decision Making,School Culture,Student Adjustment,Student School Relationship,Educational Background,Disadvantaged,Career Choice,Employment,Rejection (Psychology),Intellectual Disciplines

This paper is derived from a field study in the framework of my doctoral dissertation, in which we analyze life stories (Bertaux, 2005) of young people who have discontinued their studies at the University of Buenos Aires (UBA) in four courses with a high rate of dropout between the years 2005-2015: Computer Engineering, Anthropological Sciences, Chemical Sciences and Communication Sciences. With that goal in mind, seventy-five interviews were conducted with fifty-nine people: sixteen key informants and forty-three young people who discontinued their university studies between 2005 and 2015. In this paper we present one aspect of the analysis: the reconstruction of the symbolic framework of the discontinuation experience from the perspective of its protagonist, and how this outlines specific types of discontinuation.
Study of the Factors Affecting the Career Development of New-Immigrant-Children University Students in Taiwan
Author: Yu-Chuan, Chen
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Career Development,Immigrants,Student Attitudes,Cultural Pluralism,School Culture,Social Systems,Family School Relationship,Parent Child Relationship,Self Concept,Age Differences,Parent Background,Economic Factors,Public Policy,Social Discrimination,College Admission,Educational Experience,Cultural Differences,Teacher Influence,Parent Influence,Career Choice

Over the last two decades, Taiwan has experienced a surge in immigration due to marriage. With the growth in the incidence of international marriages, the number of immigrant children in Taiwan has sharply increased. Career development is an important factor worldwide and is thus an important issue for immigrant children in Taiwan. Many factors influence the choices of new immigrant children for their career development. The purpose of this study was to explore the factors influencing the career development of new immigrant children. The research was conducted using the qualitative research method, and data were collected from 30 participants who were new-immigrant-children university students. After analyzing the interviews of the participants, the results were analyzed. Further, on the basis of analysis of previous literature and interviews, recommendations were made for the career development of new immigrant children, such as strengthen the attainment of and respect for multi-culturalism through School, family, and social systems.
The Impact of Psychological Adjustment on Private University Students&apos; Academic Achievement: Case Study
Author: Fateel, Moosa Jaafar
Date: 2019-00-00
Type: Journal Articles
Subjects: Emotional Adjustment,Private Colleges,Academic Achievement,Specialization,Student Adjustment,Psychological Testing,Admission Criteria,Foreign Countries,Socioeconomic Status,Student Characteristics,Correlation,Undergraduate Students

The present study examined the impact of psychological adjustment on private university students' academic achievement. The sample size consisted of 121 university students (42.1% male, and 57.9% female). The results indicated that only 15% of the study participants showed high levels of psychological adjustment, and 34% of them showed low levels of psychological adjustment, while 51% of the total sample recorded average levels of psychological adjustment. The findings also indicated relationship between psychological adjustment and students' academic achievement at university in the way it has a significant positive impact on students' academic achievement in private universities. The study concludes with recommending the application of tests that measure students' psychological adjustment with the specialization in which they wish to continue their university study in before they are admitted in any academic specialization.
The Practice of Teachers&apos; Written Corrective Feedback as Perceived by EFL Teachers and Supervisors
Author: Al Kharusi, Fatma Mohamed
Date: 2019-00-00
Type: Journal Articles
Subjects: Error Correction,Feedback (Response),English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Teachers,Teacher Supervision,Supervisors,Teaching Methods,Teacher Attitudes,Secondary School Teachers,Writing Instruction,Grammar,Writing Evaluation,Comparative Analysis

This study investigates EFL Post-Basic education teachers' and EFL supervisors' perceptions toward the importance of providing WCF and the practice of WCF including the techniques, focus, and follow-up methods. It attempts to examine the differences between teachers' and supervisors' perceptions on teachers' WCF practices. The data was collected from 156 EFL teachers who were teaching Post-Basic education grades (11-12) and 62 EFL supervisors through using an online questionnaire. The two participant groups (teachers and supervisors) were randomly selected from three governorates in Oman: Muscat, Al Batinah South, and Sharqia North. The study findings reveal that both teachers and supervisors valued the importance of providing WCF on writing errors. The researcher found that EFL Post Basic education teachers commonly used unfocused indirect coded WCF technique. They mainly focused on forms, particularly the grammatical errors. It was also found that they often used one-draft approach after providing WCF. The supervisors' responses showed that they had similar views on these practices. Thus, there were no statistically significant differences between the perceptions of the two groups regarding teachers' WCF practices.
Reading Anxiety Scales: Do They Measure the Same Construct?
Author: Mikami, Hitoshi
Date: 2019-10-00
Type: Journal Articles
Subjects: Reading Skills,Anxiety,Self Evaluation (Individuals),Measures (Individuals),Reading Comprehension,Correlation,Second Language Learning,Comparative Analysis,English (Second Language),Majors (Students),Reading Programs,College Students,Foreign Countries,Language Tests,Language Proficiency,Japanese,Native Language,Student Attitudes,Reading Tests,Reading Research

This article discusses the interchangeability of three self-report measures for reading anxiety. Despite their differences in target constructs, the three scales have been used for similar lines of research. After computing shared variance between the target scales and examining the behavior of anxiety indexes in relation to the amount of graded reading and reading comprehension performance, the author reaches the conclusion that each of the three scales should be treated as a unique research tool (i.e., the scales are non-interchangeable with one another). The overall results also suggest the utility of each reading anxiety scale in educational research and practice.
Two Approaches to Extensive Reading and Their Effects on L2 Vocabulary Development
Author: Boutorwick, T. J.
Date: 2019-10-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,College Students,Reading Processes,Incidental Learning,Reading Research,Group Discussion,Teaching Methods,Reading Materials,Semantics,Associative Learning,Instructional Effectiveness,Language Tests,Student Attitudes,Self Evaluation (Individuals),Foreign Students,English for Academic Purposes,Program Descriptions

One avenue for developing second language (L2) vocabulary knowledge is through Extensive Reading (ER). ER can provide opportunities for incidental learning to occur. Class time is often too restricted for sufficient attention to deliberate learning (Hunt &amp; Beglar, 2005) meaning ER is important for L2 vocabulary development. This article builds on ideas in the recent two-part &quot;Reading in a Foreign Language&quot; ER discussion forum by investigating two implementations of ER and their effects on L2 vocabulary development: a traditional ER-only approach, and an ER-plus approach which supplements ER with post-reading discussion implemented in small groups. L2 English learners enrolled at a university in Aotearoa New Zealand read five graded readers during normal class time. Latent Semantic Analysis was used to measure the development of word association knowledge of 60 target words. The findings revealed facilitative effects of both ER approaches. Supplementing ER with discussion provided opportunities for further development.
Analysis of the Educational Bulletin Presented to the Teachers of the Basic Stage in the Jordanian Ministry of Education and the Future Model Extracted from It
Author: Al-Khaza'leh, Mohammad Salman
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Publications,Compulsory Education,Teachers,Information Dissemination,Classification,Content Analysis

The study aimed at analyzing the educational bulletin presented to the teachers of the basic stage and the Jordanian Ministry of Education and the future model extracted from it. The study addressed bulletins issued before 2018. A classification of nine key areas was used in the analysis of the content. Results showed that the educational content distributed to multiple areas, that is, educational, knowledge, healthy, ethical, religious, national, social, aesthetic and economical. Results also showed that the educational and knowledge content are the main contents prevailing among the nine areas. The results pointed out that there is lack of balance in the broadcast of the contents through time phases.
A Child Abuse Reporting Framework for Early Career School Counselors
Author: Tuttle, Malti
Date: 2019-00-00
Type: Journal Articles
Subjects: Child Abuse,Law Enforcement,School Counselors,Counselor Role,Ethics,Laws,Identification,Stakeholders,Cooperation,Training,Methods

School counselors experience various emotions, such as anxiety, when in the role of mandated reporter of child abuse. This manuscript addresses how early career school counselors might experience distress because of the lack of established child abuse reporting procedures, fear of repercussions for the school counselor or student, and limited training in identifying types of abuse. Based on the previous literature, the authors discuss the imperative role early career school counselors have as mandated reporters and provide a framework to assist in the child abuse reporting process. The framework, specifically designed for school counselors, is collaborative in nature and emphasizes maintaining ethical and legal standards, obtaining continual professional development, and following best practices for mandated child abuse reporting.
Children of Incarcerated Parents: Considerations for Professional School Counselors
Author: Warren, Jeffrey M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Institutionalized Persons,Children,School Counselors,Parents,Stress Variables,At Risk Students,Intervention,Child Development,Counselor Role,Advocacy,Identification,School Counseling,Child Safety

The rate of school-aged children with incarcerated parents continues to rise in the United States. These children are especially prone to experiencing social-emotional, behavioral, and academic issues in school as a result of various factors, including general strain and stress associated with incarceration. Given their unique role in schools, professional school counselors are well positioned to provide support to children of incarcerated parents. This article presents a review of relevant literature, including key theories that explain the challenges faced by children with incarcerated parents. The impact of incarceration on children as well as protective and risk factors are presented. Finally, strategies and resources school counselors can use when working with this population are offered.
Exploring the Role of Malaguzzi&apos;s &apos;Hundred Languages of Children&apos; in Early Childhood Education
Author: Mphahlele, Ramashego S.S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Language Role,Teaching Methods,Learning Processes,Preschool Teachers,Multiple Intelligences,Teacher Attitudes,National Curriculum,Foreign Countries,Reggio Emilia Approach,Child Development,Educational Philosophy,Social Development

Background: In the history of early childhood education (ECE), language is viewed as key in teaching and learning. Children in the ECE are mostly confined to verbal communication which, to a certain extent, restricts their imagination and inventive ability. Loris Malaguzzi, the founder of the Reggio Emilia educational philosophy, initiated the Hundred Languages of Children (HLC) as a pedagogical approach to enable children to interact and communicate. Aim: This study aims to explore the role of HLC through the experiences and views of the four ECE practitioners in the Gauteng province. Drawing on Gardner's theory of multiple intelligences, the author argues that ECE children possess different kinds of minds, and therefore they learn in different ways. Setting: Two Early Childhood centres in the Gauteng Province of South Africa were selected for this study because they had adopted Malaguzzi's HLC approach to constructing concepts to help children structure knowledge and organise learning. Methods: The author used one-on-one interviews to get ECE practitioners' experiences on using Malaguzzi's HLC. To corroborate the interviews' data, the author conducted classroom observations and document analysis. Results: The participants viewed Malaguzzi's HLC as an enabler to meet the requirement of the two sets of curricula from the Department of Social Development (the National Curriculum Framework for children from 0 to 4 years) and from the Department of Basic Education (the Curriculum Assessment and Policy Statement for 5-year-old children). Conclusion: The findings show a paradigm shift, as children become active constructors of their own knowledge.