ethanporcaro/eric-fulltext-meta huggingface dataset:
Equity in Distance Education during COVID-19
Author: Williams, Tamika K.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Educational Technology,Technology Uses in Education,Distance Education,Teacher Attitudes,Access to Computers,Technological Literacy,Equal Education,Teacher Qualifications,Interaction,Interpersonal Relationship,Elementary Secondary Education,Teaching Methods

This study uses the phenomenological approach to qualitative research to explore the COVID-19 distance learning experiences of educators who served students with varying digital access and efficacy. The researchers analyzed survey data collected from 13 educators that was used to guide a focus group discussion with 11 educators. The participants reported that although their students experienced inequities in both digital access and digital efficacy, there was a greater issue with access to technology. The study also found that educators dealt with digital inequities by putting in extra work and shifting their mindsets. Educators also reported a desire to maintain the reforms that helped their students.
Medicinal Gardens as an Educational Strategy in the Teaching of the Natural Sciences: A Pedagogical Proposal
Author: Reyes, Adriana-Elizabeth
Date: 2021-00-00
Type: Journal Articles
Subjects: Plants (Botany),Gardening,Situated Learning,Secondary School Students,Student Motivation,Adolescents,Rural Schools,Public Schools,Problem Solving,Agriculture,Organic Chemistry,Wastes,Recycling,Soil Science,Medicine,Hazardous Materials,Local Issues,Foreign Countries

The main aim of this paper was to analyze how medicinal gardens in secondary schools can improve teaching-learning processes in rural settings. The sample comprised 179 students (69.3% girls) from a rural public secondary school in the province of Huila (Colombia). The age of the participants ranged from 15 to 17 years with a mean of 15.86 years (SD = 0.86). Seeking school motivation strategies for rural students from a rural institution in the municipality of Guadalupe, teachers of the natural sciences designed didactic-pedagogical alternatives employing situated learning that would allow them to contribute to solving school problems and environmental issues affecting rural areas. The environmental phenomena included the loss of fertile soils and the harmful effects of the use of agrochemicals. Medicinal gardens together with situated learning activities proved a useful teaching tool in formal rural educational settings.
Pathways to Mitigate Challenges of Learner Academic Performance in a Grade 10 Economics Class in South Africa
Author: Molise, Habasisa V.
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Achievement,Academic Failure,Grade 10,Economics Education,High School Teachers,Team Teaching,Strategic Planning,Action Research,Participatory Research,Rural Schools,Foreign Countries

This paper aims to explore the pathways to mitigate challenges of learner academic (LAP) performance in a Grade 10 economics class in South Africa. The challenge of poor LAP has ushered a myriad of predicaments in schools globally. These predicaments include lack of teacher inclusion in decision making, inability to work cooperatively together, and lack of professional development opportunities geared towards LAP. The study was qualitative, with 15 participants chosen through purposeful sampling from one rural school in the Thabo-Mofutsanyane education district. This paper is couched in critical emancipatory research with emphasis on the emancipation of the teachers regarding pathways they can self-develop to mitigate the challenges of LAP. The focus group discussions were used to gather information regarding pathways to mitigate the challenges of LAP in schools. The study revealed that teachers possess a very equivocal and varying experience regarding the pathways to use to mitigate the challenges of LAP. The findings suggest that for successful implementation of pathways to mitigate the challenges of LAP, schools need to invest in training teachers for team-teaching and avail the necessary resources (both human and physical) to ensure effective quality teaching and learning exist in the school. The article recommends that schools should develop policy frameworks, together with relevant stakeholders, to guide novice teachers on the strategies they can use to mitigate the challenges of LAP in their classes.
Predictors of Success in Advance Higher Education: A Case in Northwest Samar State University, Philippines
Author: Patimo, Donald M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Predictor Variables,Teaching Experience,Teacher Characteristics,College Faculty,Graduate Students,Graduate Study,Performance Factors,Academic Achievement,Public Colleges,Intellectual Disciplines,Teacher Effectiveness,Foreign Countries

Teachers play a significant role in the preparation of our youth as they make important decisions about education, work, and life. Existing studies on the correlations between teaching proficiency and academic performance of the students are primarily limited to elementary, secondary, and tertiary levels. Considering the big difference between advance higher education and other educational levels, there is a need to explore the relationship of the teaching proficiency to the academic performance of the students in advance higher education. This study made use of the descriptive-correlation research design. Survey questionnaires were distributed to all advance higher education faculty members and students from School Years 2015 to 2017 at Northwest Samar State University. Statistical tools like frequency and percentage distribution, means, standard deviations, and regression analysis were used for the analysis of the data. Results showed that most of the advance higher education faculty members are male, married, doctorate holders, professionals, research-oriented, very satisfactory performers, and possess good financial status. The best predictor of the academic performance of the advance higher education students is the work experience of the faculty members.
The Effect of Strategic Collaboration Approach on the National Educational Standards Achievement and Service Quality in Basic Education at Local Government in Indonesia
Author: Tahili, Mashuri H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Quality,Academic Standards,Strategic Planning,Elementary Secondary Education,Teacher Attitudes,Administrator Attitudes,Educational Improvement,Local Government,Foreign Countries,Principals,National Standards,Educational Cooperation

This study measures the effect of strategic collaboration approach on the Educational National Standards (ENS) and the basic education service quality at local government in Indonesia The research used a quantitative method. We used 489 teachers and 271 school principals in primary and secondary schools. The data were collected through questionnaires for the quantitative data and analyze using a structural model. The research findings confirm strategic collaboration approach has a positive and significant effect on ENS and basic education service quality. Further, the educational national standards have a positive and significant effect on the basic education service. In this study, we found that the strategic collaboration approach may employ in basic education to perform basic education performance. We argue that to better implementation of strategic collaboration approach, the greater improvement of the achievement of ENS and basic education service quality at local government in Indonesia.
The Relationship between the Performance and the Perceived Stress of Employees
Author: Avunduk, Yesim
Date: 2021-00-00
Type: Journal Articles
Subjects: Employees,Private Sector,Athletics,Job Performance,Correlation,Stress Variables,Gender Differences,Work Experience,Individual Characteristics,Foreign Countries

The study aimed to determine the relationship between the job performance of individuals working in the sports industry and their perceived stress. The sample of the study consisted of a total of 474 people including 361 males and 113 females that working in a private company operating in the sports industry in Istanbul, and they were selected by purposeful sampling method. After the data showed normal distribution; Independent t-test, ANOVA and Pearson Correlation analysis were used to analyze the data. According to the result of the analysis, there was no statistically significant difference found between the job performance and perceived stress levels of the participants according to their marital status and educational status. A significant difference was found in the perceived stress levels and job performances of the individuals according to their gender and working period in the workplace. Finally, it was found that there was a negative and low-level relationship between the perceived stress scale and job performance scale. As a result, it was determined that the stress perceived by the individuals and their job performance levels differed according to the socio-demographic characteristics of the individuals, and the higher the stress levels perceived by the individuals, the lower their job performance were.
A COVID-19 Re-Envisioned Teaching Practicum Curriculum
Author: Nel, Carisma
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Preservice Teacher Education,Practicums,Student Teaching,College School Cooperation,School Closing,Online Courses,Distance Education,Teacher Collaboration,Foreign Countries,Partnerships in Education,Teaching Methods,Experiential Learning

The changes taking place in the schooling landscape because of the coronavirus are real and meaningful and have implications for the training of preservice teachers, especially the teaching practicum component of their initial teacher education programs. The havoc caused by COVID-19 forced many faculties of education into a state of 'panic-gogy' to ensure that student teachers could complete their teaching practicums. In this paper we argue that consideration should be given to core teaching practices and practice-based teacher education pedagogies (i.e., representations and approximations) that can be used in alternative &quot;placement contexts&quot; that will supplement and harness the authenticity of school-based experiences. We provide two conceptual tools, collaboratively developed by teaching practicum educators and mentor teachers, that can be used as heuristic by other university-school partnerships when considering teaching practicum redesign efforts.
A Journey through Digital Storytelling during COVID-19: Students&apos; Preparedness to Use Technology for Learning in the Language Classroom
Author: Marais, Elma
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,College Students,Readiness,Educational Technology,Technology Uses in Education,Teacher Educators,Preservice Teachers,Foreign Countries,School Closing,Online Courses,Distance Education,Story Telling,Video Technology,Film Production,Drama,Student Attitudes,Technological Literacy,Knowledge Level,Language Teachers,Usability,Peer Influence

The COVID-19 pandemic has forced lecturers at South African universities to reconceptualise their teaching and learning activities. Universities had to embark on remote teaching to salvage the 2020 academic year. This created the opportunity to draw on students' creative and digital skills to promote digital storytelling as a way of enhancing their learning experience. This article describes the journey of a teacher educator and a group of students registered for a language didactics module in an initial teacher education programme. Film study was traditionally presented through lively conversations in a contact session where students could exchange their perceptions and opinions regarding various aspects of film. Because of the COVID-19 lockdown this approach had to be reviewed. The lecturer in question employed digital learning competencies to transform learning through the innovative use of digital tools and resources to rethink student engagement with film. Students were invited to create digital stories. The outcome of the process not only improved their understanding of teaching film but also promoted their digital competencies and empowered them to create resources they could use in their careers.
COVID-19 and Technology: Higher Education&apos;s Responses to Inclusive Practices for Pre-Service Teachers with Disabilities
Author: de Klerk, Edwin Darrell
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Students with Disabilities,Higher Education,Equal Education,Inclusion,Sense of Community,Transformative Learning,Human Dignity,COVID-19,Pandemics,Foreign Countries

Transforming the learning experiences of pre-service teachers with disabilities from stigma and social exclusion to experiencing a sense of belonging, is a desirable imperative for learning mediators in the South African Higher Education (SAHE) context. This paper presents a relational content analysis of the concepts, theories and policies, related to effecting transformation in the meaning schemes of pre-service teachers with disabilities and to provide HEIs with inclusive responses to addressing their learning support needs. The theory of perspective transformation, which highlights the process of effecting change in a frame of reference, is applied. The theory expands on three dimensions, including psychological (changes in understanding of the self), convictional (revision of belief systems) and behavioural (changes in lifestyle) with a sound foundation of inclusion aimed at drawing on practices for the prevention of exclusion of the pre-service teacher with disabilities in SAHE spaces. The paper further analyses discourses extracted from Section 47 of the Salamanca Statement, (1994) that build on inclusion artefacts in addressing perspective transformation. The findings in terms of belonging show that affirmations of the discourses, related to an interpersonal connection with others, have the scope to affect pre-service teachers with disabilities' need for a positive regard as a prerequisite to foster the inclusion of individuals within any given relationship. This paper recommends that SAHE institutions embrace an ethos of inclusivity to achieve transformative equity for pre-service teachers with disabilities and offers an inclusive response framework to ensure that they are able to participate, learn and be welcomed as appreciated associates of HEIs.
COVID-19, the Global Education Project and Technology: Disrupting Priorities towards Rethinking Education
Author: Wolhuter, Charl
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Global Education,Educational Change,Technological Advancement,Technology Uses in Education,Humanism,Educational Quality,Ecology,Early Childhood Education,Child Development,Higher Education

This paper argues that the arrival of the COVID-19 pandemic created a space to reconceptualise education and rethink priorities. Although no one will deny the devastating impact of the pandemic, humans have been able to continue with various projects, including the global education project, largely made possible through unprecedented technology advancement, as well as the uptake of technologies that advanced pre-COVID-19. In many ways, the clear distinction between human and technological (being non-human) practices has blurred to a point where the mere nature of human projects such as the global education project has become post-human. While different schools of thought on the nature of &quot;post-human&quot; exist, we use it to refer to what we are becoming together, a comprehension and awareness of the connectedness between humans and their natural and technological environment and the ethical concerns that come with it. COVID-19 provides an opportunity to reconsider the connectedness, complexities and dynamics of the world, and what we (humans, nature, Earth, technology) are becoming. Based on a literature survey and critical refection on the state of the global education expansion project at the time of the onset of the COVID-19 pandemic, we suggest the following changes to the ways quantity, quality and equality in education are conceptualised. The employment of technology should be added in the conceptualisation of input quality. Flexibility, support and connectedness should be built into the process quality equation. Most importantly, ecology should also be added as a product of education, and not merely a contextual influence in education.
Disability Sensitivity and Sensibility: A Nondisabled Lecturer Perspective on Inclusive Lecturing Opportunities
Author: Makwembere, Sandra
Date: 2021-00-00
Type: Journal Articles
Subjects: Barriers,Students with Disabilities,COVID-19,Pandemics,School Closing,Distance Education,Educational Technology,Electronic Learning,Disadvantaged Schools,Higher Education,College Faculty,Teaching Methods,Equal Education,Student Rights,Inclusion,Access to Education,Civil Rights,Social Justice,Foreign Countries,Accessibility (for Disabled),Lecture Method

Disability is a social force that arguably creates more education problems for students with disabilities than their impairments. Understanding it as a form of social oppression can lead to less exclusionary teaching and learning attitudes, beliefs, expectations and practices. Numerous studies have looked at the experiences of staff and students with disabilities as well as the experiences of teaching students with disabilities. However, more studies are needed to better understand and address disability in higher education. Nondisabled perspectives have a role to play in opposing disabling educational practices and cultures to make higher education more inclusive. Many opportunities especially exist for nondisabled lecturers to contribute to addressing the higher education barriers and discrimination which often affect students with disabilities. The purpose of this study was to use a disability perspective to present my lecturing practices during the move to emergency remote teaching and learning in response to COVID-19 while working at an HDI. An autoethnographic method was used. Content analysis of my accounts exposed the exclusionary nature of my practices in terms of how they facilitated ableism and suppressed disability discourse. Recommendations are made, in light of the results, on ways to not only make higher education spaces more accommodating but counter a wider societal culture that oppresses and even seeks to eradicate the value of those who live with impairments.
Educating Progressed Learners in Times of COVID-19: How Can Bricolage Help?
Author: Dube, Bekithemba
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Rural Schools,Low Achievement,Barriers,Instructional Materials,Teaching Methods,Educational Quality,Student Attitudes,Scientific Attitudes,Participatory Research,Action Research,Educational Technology,Parent Participation,Equal Education

This paper discusses using bricolage to mitigate the struggles faced by progressed learners in rural KwaZulu-Natal, South Africa, in the context of the global COVID-19 pandemic. Most progressed learners perform poorly in many subjects, especially sciences. Their struggle has stimulated the need to find ways to enhance their performance. Reinvented artefacts and processes can be used for emancipation, and to transform agendas for improving the performance of progressed learners. To collect data, we used participatory action research, which uses a thematic approach to make meaning of data. We created a WhatsApp group to enable focus group discussions for collecting data, to circumvent COVID-19 restrictions. The group had 14 members, among whom teachers and learners from rural schools. The study found that the factors that contributed to poor performance were a lack of teaching and learning materials, too few teachers, less than optimal teaching methods and learners' attitudes towards science subjects. The main argument of the article is that, in this time characterised by the COVID-19 pandemic, embracing bricolage has the impetus to mitigate challenges relating to the education of progressed learners. Thus, it is important to emancipate teachers, so that they can bricolise the environment for teaching and learning.
Lecturer Autoethnographies of Adjusting to Online Student Interactions during COVID-19
Author: Makwembere, Sandra
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Foreign Countries,School Closing,Online Courses,Educational Technology,Distance Education,Teacher Competencies,Teacher Student Relationship,Interaction,Computer Mediated Communication,Higher Education,College Faculty,College Students,Barriers,Disadvantaged Schools,Social Theories,Adjustment (to Environment),Personal Narratives,Ethnography,Teacher Attitudes

In 2020, the COVID-19 pandemic pushed South African historically disadvantaged institutions, that had not yet reached advanced levels of technology use in teaching and learning, to find immediate solutions to salvage the disrupted academic year. Interactions with students, which had predominantly been face-to-face, shifted to various online platforms for lecturers to adopt emergency remote teaching approaches. Most of the lecturers were unprepared or incapacitated to make the shift to online environment. Studies have looked at the online teaching and learning experiences of students and lecturers during the COVID-19 pandemic but very few have taken an autoethographic approach to their inquiry and situated experiences in historically disadvantaged institutions. In this article, as lecturers, we use autoethnographies to provide an account of adjusting to interacting with students online during national lockdowns at a historically disadvantaged institution. The Social Cognitive Theory (SCT) was applied to guide the study. This reflexive approach is valuable, as it captures professional encounters and reflections needed to understand the effects of rapid changes to teaching and learning in response to the pandemic. Given the education disparities that already existed between South African higher education institutions before COVID-19, the article contributes to the discourse on how historically disadvantaged institutions can advance higher standards of teaching and learning to serve students better. Our reflections point to the personal, technical and structural challenges of maintaining regular online interaction. Our findings show that different approaches and techniques were applied to adjust to virtual teaching and learning. As teaching and learning methodologies have the potential to ingrain social inequalities, we made recommendations on how to improve online interactions with students from historically disadvantaged contexts.