ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Community College Students Strategies for Learning Unknown Words as They Read Expository Text
Author: Craigo, Leslie
Date: 2017-06-00
Type: Journal Articles
Subjects: Community Colleges,Two Year College Students,Two Year Colleges,Control Groups,Statistical Analysis,Experimental Groups,Morphology (Languages),Syntax,Cues,Reading Comprehension,Vocabulary Development,Reading Tests,Vocabulary,Comparative Analysis,Pretests Posttests,Intervention,Cloze Procedure

An experiment was conducted to investigate methods that enable college students to learn the meaning of unknown words as they read discipline-specific academic text. Forty-one college students read specific passages aloud during three sessions. Participants were randomly assigned to three vocabulary learning interventions or a control condition. The interventions involved applying context, morphemic, and syntactic strategies; applying definitions; or applying both strategies and definitions to determine word meanings. Word learning and comprehension were measured during the interventions and in a transfer task to assess treatment effects on independent text reading. Results revealed that students in all three intervention groups outperformed controls in learning words and comprehending passages. However, the treatment groups did not differ from controls on the transfer task. Teaching both strategies and definitions was especially effective for learning unknown words and comprehending text containing those words.
English Medium of Instruction: A Situation Analysis
Author: Uys, Mandie
Date: 2007-00-00
Type: Journal Articles
Subjects: Language of Instruction,English (Second Language),Language Skills,Teacher Responsibility,Content Area Reading,Content Area Writing,Educational Practices,Second Language Instruction,Incidence,Educational Needs,Educational Opportunities,Change Strategies,Qualitative Research,Statistical Analysis,Elementary Secondary Education,Time Factors (Learning),Curriculum Implementation,Foreign Countries,Surveys,Interviews,Observation

The majority of learners in southern Africa receive their education through the medium of a second language, English. Although teachers of English play a crucial role in helping learners to acquire language skills in the medium of instruction, we argue that subject content teachers' lack of attention to the teaching of the four language skills may be a &quot;raison d'être&quot; for learners' lack of academic achievement. A situation analysis conducted among three study populations examined the extent to which subject content teachers took responsibility for the teaching of language skills in the content classroom, as well as possible reasons for not doing so. It also shed some light on the amount of language teaching that actually took place in a content classroom. The aim of the situation analysis was to determine whether there was a need for a specialised training course for English second language medium of instruction teachers.
Reflecting on Principals as Managers or Moulded Leaders in a Managerialistic School System
Author: Heystek, Jan
Date: 2007-00-00
Type: Journal Articles
Subjects: Principals,Governance,Leadership Styles,Leadership Responsibility,Leadership Role,Administrative Policy,Administrative Principles,Administrator Responsibility,Administrator Role,Neoliberalism,Elementary Secondary Education,School Administration,Foreign Countries

I contend that South African school leaders perform their functions within a managerialistic school system that focuses strongly on prescribed standards, quality, and outcomes. The aim is to draw attention to the conceptual contradiction inherent in the labelling of the school principal as a leader rather than as a manager. In practice, school principals are expected to perform within a framework of control systems and performitivity, which are the core features of managerialism. The argument will be that the functions performed by school principals are essentially managerial rather than being true leadership functions, in spite of the practice of labelling principals as leaders. In consequence, the expected managerialistic performance of principals inevitably has specific implications for the training of educational leaders. The training is therefore characterised as leadership moulding rather than leadership training.
Are Groups Working in the Information Technology Class?
Author: Mentz, Elsa
Date: 2007-00-00
Type: Journal Articles
Subjects: Information Technology,Classroom Techniques,Teamwork,Cooperative Learning,Barriers,Curriculum Implementation,Training Methods,Technology Education,Preservice Teacher Education,Inservice Teacher Education,Teacher Attitudes,Questionnaires,Programming,Teaching Methods,Educational Practices,Foreign Countries

We discuss teachers' perception of the use of group work in the Information Technology (IT) classroom. We describe the current situation regarding the implementation of group work in IT classrooms in South Africa as well as the challenges that IT teachers face when implementing group work. This information will be used in further research to develop a training model for teachers and student teachers, which should enable them to apply group work effectively in the IT classroom.
Education for Democracy at the University Level
Author: Knoester, Matthew
Date: 2014-00-00
Type: Journal Articles
Subjects: Democracy,First Year Seminars,Social Studies,Foreign Countries,Comparative Analysis,College Freshmen,College Instruction

The University of Evansville, like many universities, requires a seminar for all incoming first-year students to prepare students for college-level writing, along with the reading and discussion of challenging texts. Often, these courses share particular books to allow in-coming students to share a &quot;common experience.&quot; This article discusses how Matthew Knoester's first-year writing-intensive seminar class explored the topic of competing definitions of &quot;democracy,&quot; focusing on the topic &quot;Perspectives on Democracy.&quot; Drawing from the book &quot;On Democracy&quot; by Robert Dahl (1998), and the constitutions of five different countries (France, Ireland, Kenya, South Korea, and the United States), along with guest lectures from scholars from each of the countries outside of the United States named above, students compared how &quot;democracy&quot; appears to be defined from country to country. One of the guest speakers for the class, the second author of this essay, detailed how she was involved with the movement for democracy in Kenya, and offered a valuable perspective from a politically active citizen within a movement that helped to create the first democratic constitution in her nation's history. The lecture that Wangari Gichiru gave to the class via Skype is included in this paper.
Special Educators' Perceptions of State Standards in a Large, Urban School District
Author: Cramer, Elizabeth D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Special Education,Special Education Teachers,State Standards,Urban Schools,Common Core State Standards,Teacher Attitudes,Program Implementation,Teacher Surveys,Teaching Experience,Barriers,School Support,Educational Resources,Educational Practices,Accountability,Likert Scales,Elementary Secondary Education,Statistical Analysis

The implementation of Common Core State Standards raises challenges for teachers, particularly those in urban settings and those who work with students with unique learning challenges, particularly students with disabilities. This article provides the results of a study that surveyed special education teachers' perspectives related to the implementation of the new state standards in one large urban school district. Analysis of both closed and open-ended survey responses yields information about teachers' experiences, perceptions, challenges, and perceived support needs for successful implementation of state standards with this unique population.
Social Justice in Practitioner Publications: A Systematic Literature Review
Author: Meister, Samantha M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Literature Reviews,Social Justice,Teaching Methods,Theory Practice Relationship,Journal Articles,Equal Education,Teacher Competencies,Student Diversity,Coding,Barriers,Ideology,Culturally Relevant Education,Student Characteristics,Educational Environment,Elementary Secondary Education

A review of the current research literature demonstrates that teaching for social justice has been accepted by the research community as best practice for students, especially diverse students from traditionally marginalized populations and communities. However, best practices do no practical good if they are not implemented into real classroom teaching. Teachers must have access to theoretically-sound, research-based, instructional practices in order for classroom implementation to occur. This paper seeks to answer whether these theories and practices which support social justice education are being circulated in practitioner oriented journals, where they are highly accessible to classroom teachers. We conducted a systematic literature review of 12 top practitioner journals across content areas. We found 68 articles focused on social justice education. Our findings indicate that the social justice articles being published in practitioner journals include some strategies to incorporate into teaching practices; however, many recommendations only support superficial social justice education elements rather than truly addressing inequities in schools and society by fully delving into all tenets of teaching for social justice.
Differend in Toni Morrison's &quot;The Bluest Eye&quot;
Author: Amiri, Mehdi
Date: 2017-06-00
Type: Journal Articles
Subjects: Novels,Social Attitudes,Blacks,Whites,Racial Differences,Social Bias,Racial Bias

Through the process of passage of man's life, there are some conditions and situations wherein he remains silent and he cannot do anything in the response of others. A postmodern French thinker, Jean-François Lyotard articulates that man is forced to be silent in confronting to some situations and conditions. Lyotard states that man is incapable of representing and expressing his own inner emotions and thoughts in some conditions. This situation of unrepresentability and unanswerability is named differend by Lyotard. Due to Lyotard's differend, through reading Toni Morrison's &quot;The Bluest Eye,&quot; the reader can notice that there are some conditions in which some characters are unable to represent and state their own feelings and ideas. In this sense, some black people or characters of the novel are surrounded by the conditions that they cannot utter themselves when they face others, especially white people.
The Evaluation of an Intervention Programme for Reception Learners Who Experience Barriers to Learning and Development
Author: Rossi, June
Date: 2007-00-00
Type: Journal Articles
Subjects: Pretests Posttests,Barriers,At Risk Students,Intervention,School Readiness,Gender Differences,Nursery Schools,Preschool Children,Experimental Groups,Control Groups,Comparative Analysis,Cognitive Tests,Freehand Drawing,Personality Measures,Projective Measures,Cognitive Development,Hypothesis Testing,Statistical Analysis,Program Effectiveness

It is believed that learners who experience barriers to learning and development are at risk for formal education and that stimulation can off set these barriers, ensuring that learners are able to actualise their potential. An intervention programme was designed with the aim of improving abilities in learners who had not yet attained the learning outcomes in the areas of fine-motor and/or language development. Although many research studies support educational intervention, to date insufficient attention has been paid to researching programmes of this kind. This programme of intervention was effective in improving the Eye and Hand Co-ordination and Personal-Social subscales of the Griffiths Scales and the Draw-a-Person test scores of all the learners who experienced barriers in their fine-motor and/or language development. In male learners, improved scores on the Eye and Hand Co-ordination and Hearing and Speech subscales of the Griffiths Scales and the Draw-a-Person test were shown. The female learners improved on the Eye and Hand Co-ordination subscale of the Griffith s Scales and the Draw-a-Person test.
Creating Linkages between Private and Public: Challenges Facing Woman Principals in South Africa
Author: Moorosi, Pontso
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Private Schools,Women Administrators,Principals,Experience,Family Work Relationship,Employed Women,Cultural Influences,Sex Stereotypes,Masculinity,Barriers,Social Influences,Secondary Schools,Semi Structured Interviews,Administrator Attitudes

In trying to understand some of the gendered discourses that shape the management of schools as organisations in South Africa, I analyse woman principals' experiences as they try to navigate a balance between their home and work responsibilities. After their appointment as principals, some South African women face difficulties in striking the balance between work and family. Available literature suggests that balancing private and public life for working women with families can be taxing, especially for married women. Reasons for this include the cultural expectation, which suggests that women, regardless of whether they are in employment or not, or whether they employ a domestic helper or not, should still perform family chores in the home. The traditional stereotypes also associate school principalship with masculinity, a view that hampers women's career progression in education management. I identify some of the gendered social practices that disadvantage women and suggest that these need to be challenged in order to achieve gender equity in education management. I further suggest an urgent need for research informed by feminist theories and examine gender inequity issues in schools in South Africa within the current political, social, and cultural frameworks.
From &quot;Borrowing&quot; to &quot;Learning&quot; in International Comparative Study: A Critical Reflection
Author: de Wet, Corene
Date: 2007-00-00
Type: Journal Articles
Subjects: Comparative Education,Outcomes of Education,Language of Instruction,Educational Policy,Public Education,Foreign Countries,Policy Formation,News Reporting,Qualitative Research,Content Analysis,International Education,Validity,Reliability,Elementary Secondary Education

The state of public education debate, which to a great extent only reflects policies and practices ab road, is examined. The process of learning from others should replace the process of borrowing (of usually inappropriate policies/practices) from others. Two examples of the issues involved in the debate on public education, namely, Outcomes-Based Education and Medium of Instruction, were analysed through reference to media reports and discussions and through applying the time-honoured, seasoned and responsible principle of &quot;learning&quot; rather than &quot;borrowing&quot; from others, as prescribed by the science of Comparative Education. It was found that journalists and guest authors summarily employed policies and practices from abroad to motivate their own points of view and even used these as points of departure for political discourses. There was no sign of a scientific factoring-in of contextual similarities and differences between South African education systems and those abroad. This is a highly questionable and dangerous practice. In this regard Comparative Educationists have an important role to play in supplying a superstructure of relevant knowledge to inform education policy formulation.
An Overview of Education Management in South Africa
Author: Moloi, Kholeka
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Instructional Leadership,Educational Administration,Management Development,Governance,Professional Development,Politics of Education,Educational Development

I examine three main issues, which are directly linked to school management developments in South Africa since 1994: school leadership and management; professionalisation of principalship through the South African Standard for School Leadership (SASSL); and leading and managing the learning school. In exploring these issues I draw mainly on a systematic and comprehensive literature review of school leadership, management, and governance, commissioned by the Matthew Goniwe School of Leadership and Governance (MGSLG). The aim of the desk research was to establish &quot;what is known &quot;and &quot;what still needs to be known&quot; about educational leadership, management, and governance in South Africa. I also draw upon the work of the Education Management Task Team (EMTT), commissioned by the Directorate of Education Management and Governance Development in the National Department of Education. Their work drew upon the South African Schools Act (SASA) and, specifically, the recommendations of the Ministerial Task Team on Educational Management. The EMTT brief was to develop a policy framework for school leadership and management development, training and implementation, and to devise a South African Standard for School Leadership which would inform professional educational leadership programmes, leading to a National Professional Qualification for Principalship (SANPQP). The SASSL would provide a clear role description for principals, set out what is required of principals, and identify key areas of principalship.
The Impact of the Abolition of Corporal Punishment on Teacher Morale: 1994-2004
Author: Naong, Matsidiso
Date: 2007-00-00
Type: Journal Articles
Subjects: Punishment,Teacher Morale,Discipline Problems,Student Behavior,Correlation,Teacher Attitudes,Teaching Conditions,Foreign Countries,Questionnaires,Elementary School Teachers,Secondary School Teachers,Cultural Influences,Behavior Problems,Compliance (Legal)

There is a direct correlation between (teacher) morale and (learner) discipline at school. Since the scrapping of corporal punishment, a sense of despair seems to have taken over amongst teachers in South Africa. The findings of this study indicated that more than 65% of teachers, out of a sample population of 80 respondents from schools located in Bloem fontein in the Free State, claimed that discipline at schools had deteriorated, and that their passion for teaching and the joy they had once found in their work had been adversely affected since the decision had come in to effect. Amongst the many reasons for low morale, cited by the teachers, lack of discipline was clearly the most prevalent and common concern, and generally seemed to be attributed to the abolition of corporal punishment. I explore this concern and its impact on overall teacher morale.
Importance of Emotional Intelligence in Conceptualizing Collegial Leadership in Education
Author: Singh, Prakash
Date: 2007-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Collegiality,Leadership Qualities,Administrator Behavior,Intelligence Quotient,Cognitive Ability,Job Satisfaction,Power Structure,Questionnaires,Statistical Analysis,Assistant Principals,Teachers,Attitude Measures,Elementary Schools,Secondary Schools,Participative Decision Making,Foreign Countries

We focus on the importance of emotional intelligence (EI) in conceptualizing collegial leadership in education. Research findings, both nationally and internationally, strongly suggest that a technocratic (managerial) approach to leadership is in conflict with the visionary, people-centred approach of modern organisations, including educational institutions at school level. Research on leadership over the past two decades indicates that the emotional intelligence of leaders matters twice as much as cognitive abilities such as IQ or technical expertise. EI is not in opposition to IQ but it is an extension of the human's potential to succeed in a people-orientated environment. Traditional cognitive intelligence (IQ) is combined with non-cognitive intelligence (EI) to help leaders perform at their best and inspire their followers to be successful and happy. Although the principal's leadership is an essential element in the success of a school, current research indicates that the complexities of schools require a new focus on collaborative (collegial) leadership. This research on EI, collegial leadership, and job satisfaction is illustrated in the Triumvirate Leadership Grid. It strongly suggests that a personal and emotional accountability system is essential for positive human development within the learning environment.
(Re)imagining Method in Educational Leadership and Management Research
Author: Le Grange, Lesley
Date: 2007-00-00
Type: Journal Articles
Subjects: Educational Methods,Educational Administration,Educational Research,Educational Practices,Educational Environment,Educational Change,Research Methodology,Models,Social Influences,Foreign Countries

Over the past thirty years we have witnessed a proliferation of educational methods/methodologies aimed at helping us to make sense of the world--to provide clarity about the meaning of social reality. However, although these methods/methodologies are useful frameworks, they do not capture fully the untidy realities of the real world. The discipline of Educational Leadership and Management is embedded in a broader social world and therefore resonates with in fields of complexity, fluidity, heterogeneity, multiplicity, unpredictability, messiness, and so on. I suggest that conventional methods do not adequately capture social/educational reality fully, and argue that research should be less concerned about seeking clarity, but should rather--in Law's terms--be concerned with seeking a &quot;[d]isciplined lack of clarity&quot;. Put simply, methods cannot give coherence to a world that is itself incoherent. The argument presented has applicability to social science research generally, but also to the field of Educational Leadership and Management more specifically.
Typologies for Effectiveness: Characteristics of Effective Teachers in Urban Learning Environments
Author: Robinson, Derrick
Date: 2017-00-00
Type: Journal Articles
Subjects: Urban Schools,Teacher Effectiveness,Teacher Characteristics,Critical Theory,Race,Culturally Relevant Education,Phenomenology,Teacher Educators,Urban Teaching,Semi Structured Interviews,Interpersonal Relationship,Educational Environment,Experience,Teaching Methods,Teacher Attitudes,Teaching Styles,Qualitative Research

Despite increasing diversity in U.S. schools, the topic of teacher effectiveness remains to be dominated by a universal narrative. This study applies critical theory, critical race theory, and culturally responsive pedagogy to position teacher effectiveness as contextual to urban schools and relational to the asset-based view of the learner. This study employs a phenomenological design to gather the shared experiences of nine teacher educators with teaching and service experiences in urban schools. The findings produce typologies of effective and ineffective teachers, identifies characteristics of effective urban teachers, and details the style responsiveness of effective teachers in urban schools. This study concludes with recommendations for school leaders and teacher educators to use the findings to impact the effectiveness of in-service and pre-service teachers for urban schools.