ethanporcaro/eric-fulltext-meta huggingface dataset:
Foundation Phase Teachers&apos; Experiences with Instruction in the Mother Tongue in the Eastern Cape
Author: Cekiso, Madoda
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teaching Experience,Language of Instruction,Native Language,Rural Schools,African Languages,Primary Education,Preservice Teacher Education,Mathematics Instruction,Daily Living Skills

Background: The perception that educating learners using their mother tongue contributes positively to educational and learning outcomes is well documented. Aim: This study explores the purported benefits of employing the mother tongue in teaching Foundation Phase (FP) learners. Specifically, the study focuses on an examination of the experiences of teachers of isiXhosa (one of the indigenous languages in South Africa) and explains the effects of employing isiXhosa in teaching at the FP (Grades 1-3). Setting: The study was conducted in three rural schools in the Eastern Cape. Methods: The study utilised a qualitative approach and case study design was followed. The sample comprised nine FP teachers (one male and eight females) who were selected purposively from three public schools. Three FP teachers were selected from each school and the one-on-one interview was used to collect data. The collected data were analysed thematically. Results: This study revealed that a majority of FP teachers had not received training to teach subjects using isiXhosa as a medium of instruction. This study also revealed that teachers encountered numerous difficulties in teaching mathematics and life skills using isiXhosa as a medium because of lack of vocabulary to match mathematics and life skills concepts. Conclusion: The authors suggest that teacher training institutions should provide adequate and relevant professional training to FP teachers so that they could teach in isiXhosa optimally. The authors also suggest that all textbooks, readers, educational media, study guides and related literature be made available in isiXhosa.
My Personal Educational Philosophy: Tri-Excellence
Author: Taone, Beth
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Educational Quality,Teacher Competencies,Family Influence,Community Involvement,Student Empowerment,Student Role,Teacher Role,Social Justice,Student Centered Learning,Family Involvement,Parent Participation,Public Education

While reflecting on her own educational experiences, author Beth Taone discusses how she came up with an educational philosophy called Tri-Excellence. Taone believes that students will only be able to succeed in school if three things are in place--Student Excellence + Teacher Excellence + Family/Community Excellence. Here she describes Tri-Excellence, and its three components in detail, and provides a proposed action research plan to effectively study and measure how empowering students by drawing on their personal experiences affects engagement in learning. Sample survey questions for teachers, students and parents/community members are provided to assist data collection.
Auditory Skills and Listening Comprehension in English Second Language Learners in Grade 1
Author: Anderssen, Kate-Lyn
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Grade 1,Elementary School Students,Listening Comprehension,Listening Skills,Difficulty Level

Background: Studies indicate that difficulties English second language (ESL) learners experience in the classroom may not be attributed to only listening comprehension of the language of learning and teaching (LoLT). ESL learners' performance-related difficulties may increase when linguistic complexity is added to auditory comprehension tasks. Limited research is available on the auditory skills of ESL learners and listening comprehension in ESL learners younger than 12 years. Aim: To determine which areas of auditory skills and listening comprehension Grade 1 ESL learners find most difficult. Setting: The study was conducted at two independent primary schools in an urban setting of the Tshwane district, Gauteng province, South Africa where the LoLT is English. Methods: A static two-group comparison design was used. Data were collected from two similar independent urban schools. The research group comprised ESL learners (n = 15) exposed to English for 12-18 months. The control group comprised English first language (EFL) learners (n = 15). The digits-in-noise (DIN), children's auditory processing performance scale (CHAPPS) and listening comprehension test 2 (LCT-2) were used. Six Grade 1 teachers participated in this study. Results: Majority of the participants (n = 25) passed the DIN test. In the overall scores for the CHAPPS and LCT-2, significant differences were found between the two groups (p = 0.024; p = 0.001). Strong agreements were found between the ESL participants' test results for the CHAPPS and LCT-2. Results indicate that ESL learners experience significant difficulties with higher linguistically dependent auditory skills and listening comprehension tasks. Conclusion: ESL learners achieved poorer scores as the listening tasks became more linguistically demanding. Specific layers of auditory skill and listening comprehension difficulties when listening in their LoLT were identified in the ESL learners. Targeted intervention and curriculum support with the help of a speech-language therapist can be provided.
Moving Forward with Learning Analytics: Expert Views
Author: Ferguson, Rebecca
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Research,Data Collection,Data Analysis,Educational Technology,Technology Uses in Education,Ethics,Privacy,Teaching Methods,Power Structure,Validity,Information Management,Standards,Difficulty Level,Affective Behavior

Learning analytics involve the measurement, collection, analysis, and reporting of data about learners and their contexts, in order to understand and optimize learning and the environments in which it occurs. Since emerging as a distinct field in 2011, learning analytics has grown rapidly, and early adopters around the world are developing and deploying these new tools. This paper reports on a study that investigated how the field is likely to develop by 2025 in order to recommend actions to those concerned with the implementation of learning analytics. The study used a Policy Delphi approach, presenting a range of future scenarios to international experts in the field and asking for responses related to the desirability and feasibility of these scenarios, as well as actions that would be required. Responses were received from 103 people from 21 countries. Responses were coded thematically, inter-rater reliability was checked using Cohen's kappa coefficient, and data were recoded if kappa was below 0.6. The seven major themes identified within the data were power, pedagogy, validity, regulation, complexity, ethics, and affect. The paper considers in detail each of these themes and its implications for the implementation of learning analytics.
Rural Multilingual Family Engagement: Review of Research and Model of Engagement
Author: Coady, Maria
Date: 2019-00-00
Type: Journal Articles
Subjects: Rural Schools,Family School Relationship,Multilingualism,Parent Participation,Family Involvement,Cultural Background,Parent Teacher Cooperation,Trust (Psychology),Individualized Instruction,Teacher Attitudes,Rural Education,Reflection,Culturally Relevant Education,Family Needs,Advocacy,Equal Education

Rural teachers and educators are increasingly called upon to build partnerships with families who use languages other than English in the home (US DOE, 2016). This is equally true for rural schools, where the number of multilingual families is small, and the language and cultural backgrounds of students differs from those of school. This article reviews the research on parental involvement and three common models of parental involvement. In this article, I propose a revised conceptual model for teachers and educators for rural multilingual family engagement. This article calls for increasingly refined research that addresses the sociohistorical backgrounds of families and the current sociopolitical context of multilingual family engagement. Ultimately, rural multilingual family engagement is predicated on differentiated practices, relational trust between educators and families, and attention to geospatial variation.
Slimer, Slime, and the Thingness of Pedagogy
Author: Sojot, Amy N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Inquiry,Instruction,Teaching Methods,Educational Methods,Films,Figurative Language,Educational Philosophy

This paper is organized around five sections. The first section provides a brief background on post foundational inquiry and new materialism, two approaches that frame the conversation regarding sensation, thingness, and pedagogy. Following this introduction, further section titles incorporate dialogue from the Slimer scene. The next two sections address pedagogy and sensation. The following two sections use Slimer to explore the thingness of pedagogy and implications for the role of embodiment in education. This order accomplishes two things: one, it establishes the specific approach to pedagogy and sensation used here and two, it provides a foundation for understanding how a new materialist approach can inform educational possibilities.
What&apos;s the Problem with Learning Analytics?
Author: Selwyn, Neil
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Analytics,Criticism,Politics of Education,Educational Objectives,Ideology,Educational Practices,Social Environment,Decision Making,Data Use,Accountability,Disadvantaged,Design,Governance,Problems

This article summarizes some emerging concerns as learning analytics become implemented throughout education. The article takes a sociotechnical perspective -- positioning learning analytics as shaped by a range of social, cultural, political, and economic factors. In this manner, various concerns are outlined regarding the propensity of learning analytics to entrench and deepen the status quo, disempower and disenfranchise vulnerable groups, and further subjugate public education to the profit-led machinations of the burgeoning &quot;data economy.&quot; In light of these charges, the article briefly considers some possible areas of change. These include the design of analytics applications that are more open and accessible, that offer genuine control and oversight to users, and that better reflect students' lived reality. The article also considers ways of rethinking the political economy of the learning analytics industry. Above all, learning analytics researchers need to begin talking more openly about the values and politics of data-driven analytics technologies as they are implemented along mass lines throughout school and university contexts.
Is Data Dark? Lessons from Borges&apos;s &quot;Funes the Memorius&quot;
Author: Essa, Alfred
Date: 2019-00-00
Type: Journal Articles
Subjects: Literature,Memory,College Faculty,Criticism,Data Analysis,Academic Achievement,Misconceptions,Equal Education,Social Justice,Disadvantaged

In &quot;Funes the Memorius,&quot; Jorge Luis Borges tells the tale of an Argentinian man who falls off a horse, becomes paralyzed, and acquires the strange gift of infinite memory (Borges, 1993). Funes remembers everything, which is to say he forgets nothing. The author will use Borges's story as the backdrop for his response to Professor Selwyn's critique of learning analytics (Selwyn, 2019). This commentary is in three parts. First, the author begins by stating areas of agreement. Second, the author examines Selwyn's use of the word &quot;data.&quot; The author argues that it perpetuates a number of common misconceptions about statistics and the scientific method. People cannot understand the importance of learning analytics without first clarifying these misconceptions and moving beyond them. In the course of his argument, the author challenges Selwyn's central thesis that &quot;Education is inherently social, inherently contextual, inherently subjective; it means you can't objectively rate it, measure it, indicate it.&quot; Third, the author turns the tables on Selwyn. As a critic of learning analytics, Selwyn suggests that data &quot;disadvantages large numbers of people&quot; (Selwyn, 2019, p. 6). The author argues that the root problem in education is the status quo, which Selwyn unwittingly represents, and not learning analytics. If the equity in education is cared about, as part of a broader interest in social justice, then learning analytics and the use of educational data can be a powerful instrument for empowering the disadvantaged. [For &quot;What's the Problem with Learning Analytics?&quot; (Selwyn, 2019), see EJ1237568.]
Detecting Contract Cheating Using Learning Analytics
Author: Trezise, Kelly
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Cheating,Identification,Learning Analytics,Plagiarism,Writing Processes,Keyboarding (Data Entry),Essays,Foreign Countries

Rural teachers and educators are increasingly called upon to build partnerships with families who use languages other than English in the home (US DOE, 2016). This is equally true for rural schools, where the number of multilingual families is small, and the language and cultural backgrounds of students differs from those of school. This article reviews the research on parental involvement and three common models of parental involvement. In this article, I propose a revised conceptual model for teachers and educators for rural multilingual family engagement. This article calls for increasingly refined research that addresses the sociohistorical backgrounds of families and the current sociopolitical context of multilingual family engagement. Ultimately, rural multilingual family engagement is predicated on differentiated practices, relational trust between educators and families, and attention to geospatial variation.
The Future of Liberal Arts in Higher Education: A Policy Delphi Study
Author: Goodwin, April Nozomi
Date: 2019-00-00
Type: Journal Articles
Subjects: Liberal Arts,Higher Education,Interdisciplinary Approach,Expertise,Declining Enrollment,Undergraduate Study,Policy Formation,Participant Characteristics,Program Improvement,Relevance (Education),Public Relations,Role of Education,Communication Strategies,Education Work Relationship,Futures (of Society)

A comprehensive undergraduate experience encompasses a broad survey of the humanities, arts, social sciences, and multicultural and global education, as well as mathematics, science, and technology. These disciplines are essential components of a liberal arts education that prepares students with the skills and knowledge to navigate an increasingly complex and dynamic future, regardless of disciplinary major. In recent decades, decreasing enrollments and shrinking budgets have begun to threaten the very existence of many of these programs. In response, some leaders are electing to eliminate liberal arts majors in favor of supporting career and workforce preparation programs, while others are piloting innovative curricular redesign across disciplines that coherently integrates liberal arts programs with professional and career pathways. This study utilized the policy Delphi method to engage a panel of education experts in an iterative conversation around how to manage decreasing enrollments in liberal arts courses and programs. The goal was to generate a robust set of policy options designed to enable higher education leaders to optimally respond to the myriad internal and external threats to the liberal arts disciplines. The recommendation to innovate liberal arts programs and courses could take years to operationalize, but with good strategic planning and faculty engagement, it may be the key to saving liberal arts education.
The Importance of Intellectually Safe Classrooms for Our Keiki
Author: Baba, Trevor
Date: 2019-00-00
Type: Journal Articles
Subjects: Classroom Environment,Safety,Classroom Techniques,Teacher Student Relationship,Peer Relationship,Trust (Psychology),Self Expression,Freedom of Speech

Intellectual safety occurs in classroom spaces where &quot;there are no put-downs and no comments intended to belittle, undermine, negate, devalue, or ridicule. Within this place, the group accepts virtually any question or comment, so long as it is respectful of the other members of the circle &quot;At the core, managing a classroom should not be about controlling or micromanaging students; rather the foundation should be based on positive student to teacher relationships. The hegemonic structure of school makes it a challenge for teachers to develop intellectually safe classrooms. Hegemonic structure of schools, Effective and respectful disagreement does not simply happen in a classroom, it starts with trust and understanding of why disagreement is necessary. When taken to heart, intellectual safety will push teachers and leaders to retrain their mind and bring positive culture to the forefront of how our classrooms and more importantly, our lives are run. Students engaged and invested in intellectual safety may take these skills beyond the walls of their classroom. This article puts forth the idea that thriving relationships and partnerships are essential in and out of the classroom and they are grounded in spaces where stakeholders feel safe to express thoughts and ideas without the fear of judgment or ridicule--creating intellectually safe spaces are not simply a benefit for the classroom. It is a goal for any human interactions one may be invested in. This article challenges readers to apply intellectual safety both within and beyond the walls of the classroom. Creating intellectually safe spaces is a skill that can be applied to any profession where employees feel heard and an integral part of the team.
Ethical Challenges for Learning Analytics
Author: Ferguson, Rebecca
Date: 2019-00-00
Type: Journal Articles
Subjects: Ethics,Data Analysis,Barriers,Justice,Information Security,Privacy,Integrity,Academic Achievement,Ownership

This response to Neil Selwyn's paper, 'What's the problem with learning analytics?', relates his work to the ethical challenges associated with learning analytics and proposes six ethical challenges for the field.
Engaging Mathematical Reasoning-and-Proving: A Task, a Method, and a Taxonomy
Author: Wathne, Unni
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Mathematical Logic,Mathematics Instruction,Elementary School Mathematics,Mathematics Teachers,Teaching Methods,Taxonomy,Persuasive Discourse,Inservice Teacher Education,Mathematics Activities

This article is the second paper in a series of papers on studies focusing on teaching mathematical reasoning-and-proving in elementary mathematics classroom. Participants are in-service teachers enrolled in a continuing university education program in mathematics. Results from the first paper suggested the method of imaginary dialogues to have the potential to support in-service teachers in engaging their students in mathematical reasoning-and-proving, and Balacheff's taxonomy of proofs to support in-service teachers in identifying students' argumentation. This study is on the following years' in-service teachers in the program. It examines their perceptions of the usefulness of two constituent parts of this approach, and what insights students' written dialogues might provide. The study draws on G. J. Stylianides' analytic framework for reasoning-and-proving. Main data were obtained from a questionnaire taken by 32 in-service teachers and follow-up interviews with four of them. The study reveals engaging students to reason, argue, and prove, while making students' argumentation visible for teachers was perceived the most useful with imaginary dialogues. The teachers' increasing awareness of levels of argumentation, was perceived to be the most useful with getting exposed to Balacheff's distinctions.
Factors Hindering Students from Completion of Studies within the Prescribed Duration: A Case Study of the Public University in Namibia
Author: Hako, Anna Niitembu
Date: 2019-00-00
Type: Journal Articles
Subjects: Barriers,Time to Degree,Public Colleges,Foreign Countries,Bachelors Degrees,Preservice Teachers,Study Skills,Time Management,Mentors,Academic Support Services,Student Personnel Services,Educational Resources,Student Attitudes,Student Financial Aid,Stress Management,Self Motivation,Peer Influence,College Housing

The authors investigated factors that hinder completion of the Bachelor of Education degree program within the prescribed duration at the public University in Namibia. The study population was 88 B.Ed. students selected using a simple random sample from the class of 214. The study employed a mixed methods approach. A questionnaire was used to collect both quantitative and qualitative data. Quantitative data were analyzed using descriptive statistics, i.e. frequency and percentage; whereas, qualitative data were analyzed by using thematic approach. The study revealed that a lack of study skills, poor time management, inability to prioritize school work, and lack of a mentoring program were the major factors that hinder student completion of study. The study further revealed that the public university used an improper system of allocating student numbers and has no well-coordinated student support services in place to help students succeed within the given time frame. The study provided crucial information on how students at that public university progress within the framework of the study and recommended that students be provided with a conducive, supportive environment where factors impeding their academic progress are minimized.
Learning Analytics: Mapping a Critique and Agenda
Author: Prinsloo, Paul
Date: 2019-00-00
Type: Journal Articles
Subjects: Criticism,Data Analysis,Conferences (Gatherings),Speeches,Self Concept,Academic Achievement

Keynotes fulfill a particular function in the planning and compiling of a conference program, and these individuals are invited for a number of reasons -- to lend political and/or scholarly gravitas to the event, to stimulate and enlighten, and/or to provoke. Keynotes are also often outsiders to a particular field, and an invitation to deliver a keynote heralds an understanding that, despite being outsiders, their insights are considered valuable to the field. In his keynote, Selwyn embraced the identity of an outsider and, as such, claims the rights and privileges, however temporarily, to question and provoke. In order to situate his commentary differently than the others, Paul Prinsloo reflects and comments on Selwyn's keynote from the perspective of Critical Data Studies (CDS). Prinsloo's approach is not accidental, but primarily based on Selwyn's own claim that his keynote was informed by CDS and secondly, on Prinsloo's own orientation and location within the context of CDS. In reflecting and commenting on Selwyn's keynote, Prinsloo feels it will therefore be appropriate to consider first whether Selwyn's approach to problematizing learning analytics fit within the general context of CDS. Prinsloo then shares some reflections on Selwyn's keynote and specifically his wish list for learning analytics.