ethanporcaro/eric-fulltext-meta huggingface dataset:
A Proverb in Need Is a Proverb Indeed: Proverbs, Textbooks and Communicative Language Ability
Author: Hatipoglu, Çiler
Date: 2020-02-00
Type: Journal Articles
Subjects: Proverbs,Second Language Instruction,Second Language Learning,English (Second Language),Communicative Competence (Languages),Textbooks,Preservice Teachers,Textbook Content,Content Analysis,Foreign Countries,High Schools,Vocabulary Development

In the study reported here we focus on proverbs in English Language Teaching (ELT) coursebooks and how the pithy structure and the &quot;wisdom&quot;-loaded content of proverbs can contribute to the development of foreign language learners' communicative competence as defined by Bachman (1990). We discuss how the most frequently used coursebooks in the context of English as a foreign language (EFL) were identified through a questionnaire administered to 127 first and fourth-year EFL pre-service teachers. We also show how these popular coursebooks were scrutinised for the inclusion and presentation of proverbs by using content analysis and an analysis form to uncover (1) the number of the proverbs incorporated, (2) whether or not the presentation of the proverbs in the coursebooks would foster the development of the competencies identified by Bachman (1990), and (3) whether they were among the most known and frequently used proverbs in present-day English (i.e., currency). The findings reveal a number of problems related to the frequency and currency of the included proverbs, and to the adequacy of the presentation of the proverbs in the examined coursebooks to help students develop their communicative competence.
Exploring Female Learners&apos; Perceptions of Learning Geometry in Mathematics
Author: Naidoo, Jayaluxmi
Date: 2020-02-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Grade 11,Females,Student Attitudes,Mathematics Education,Geometry,Difficulty Level,Constructivism (Learning),Beliefs,Mathematics Instruction

In this article we explore female learners' perceptions of learning Grade 11 geometry. Many learners have difficulty in learning geometry in mathematics, thus, teachers and researchers are constantly searching for reasons why learners have challenges with learning geometry with the aim of developing suitable pedagogic strategies to alleviate these challenges. An improvement in female learner performance advances learners' pass rates in mathematics, which has the potential to improve the economic status of South Africa. Data was generated from 1 secondary school for girls in the KwaZulu-Natal province, South Africa. Qualitative data was generated through the use of learner journal entries and focus group interviews. All generated data was coded and analysed using the NVivo software program. Employing Piaget's constructivist theory as a lens to analyse the data generated, the article highlights that the participants (N = 30) held both positive and negative perceptions of learning Grade 11 geometry. Findings from this study suggest that if teachers wanted to improve female learners' performance in mathematics, then important steps needed to be taken to alleviate learners' negative perceptions of learning Grade 11 geometry. Some suggestions are provided.
Self-Assigned Ranking of L2 Vocabulary
Author: Brumbaugh, Heidi
Date: 2017-00-00
Type: Journal Articles
Subjects: Vocabulary Development,English (Second Language),Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Computer Software,Language Tests,Semantics,Multiple Choice Tests,Prediction,Student Behavior,Knowledge Level,Metacognition,Self Evaluation (Individuals),English for Academic Purposes,Foreign Countries,Remedial Instruction,College Admission,Pretests Posttests

This article describes a research study that determined the depth of vocabulary knowledge of 28 intermediate ESL learners. The study was carried out with Bricklayer, a vocabulary assessment tool for L2 English which tested the ESL learners on 72 words. Two post-tests collected evidence for concurrent validity. A semantic distance test captured incremental knowledge for 36 words, but Bricklayer's predictive power for this partial knowledge was weak. A standard multiple-choice test of the remaining 36 words showed that Bricklayer predicted 61% of known words and 69% of unknown words; results were better for words which were &quot;strongly&quot; predicted to be known or unknown. These findings provide promise that Bricklayer's assessment paradigm assists in building up models of students' knowledge and behaviour in CALL [computer-assisted language learning] environments.
The Effect of Psychological Violence on Preschool Teachers&apos; Perceptions of Their Performance
Author: Çetin, Zeynep
Date: 2020-02-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Bullying,Public Schools,Self Evaluation (Individuals),Job Performance,Work Environment,Foreign Countries,Gender Differences,Educational Attainment,Psychological Patterns,Work Experience,Aggression

The phenomenon of psychological violence (mobbing) explained within the context of psychological aggression, is gaining attention due to increased focus on industrialisation and work life. The study aimed to examine the effects of mobbing experienced by teachers on the way they perceive their performance. The research sample consisted of 698 teachers (647 female/51 male) working in public preschools. The Mobbing Scale developed by Yaman (2009), and the Teachers' Perception of Performance Scale developed by Özözen Danaci (2009) were used as data collection tools. In data analysis, the correlations of teachers' psychological violence levels to their self-performance assessment and managing skills were determined. The findings suggest that there is a significant negative relationship between psychological violence and work performance. Based on the findings obtained in this study, the aim was to establish an educational environment without any psychological violence to provide an improved service.
School Climate, an Enabling Factor in an Effective Peer Education Environment: Lessons from Schools in South Africa
Author: Moolman, Benita
Date: 2020-02-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Environment,Peer Teaching,Outcomes of Education,Educational Quality,Peer Relationship,Teacher Student Relationship,Classroom Techniques,Discipline,Academic Achievement,Student Motivation,Principals,Learner Engagement

Globally, peer education and school climate are important topics for educators. Peer education has been shown to improve young people's decision-making and knowledge about healthy and prosocial behaviour, while a positive school climate contributes to positive learning outcomes in general. In this article we explore the role of school climate in enabling the success of peer education outcomes. We do so by considering 8 geographically and socially distinct schools in the Western Cape province of South Africa where the peer education programme, Listen Up, was implemented, and for which measures of peer education quality exist. We then report a qualitative assessment of each school's climate characteristics (student-interpersonal relations, student-teacher relations, order and discipline, school leadership, and achievement motivation), conducted through a rapid ethnography drawing on work by Bronfenbrenner (1977) and Haynes, Emmons and Ben-Avie (1997). Finally, we conclude that school climate can enhance learning and positive peer education outcomes.
Contribution of Teaching Assistants to Quality Education in Grade 1 Classrooms
Author: Cassim, Nabeelah
Date: 2020-02-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Aides,Grade 1,Elementary School Students,Educational Quality,Young Children,Early Childhood Education,Teacher Responsibility,Elementary School Teachers,Classroom Techniques,Teacher Attitudes,Public Schools,Private Schools,Rural Schools,Individualized Instruction,Barriers,Teacher Role

Grade 1 learners in South Africa are not receiving the quality education they deserve. Early Childhood Education forms the basis of all education; however, numerous challenges in the South African education system impede the teaching and learning of young children. In this article we investigate Grade 1 teachers' responsibilities in the class and the teachers' management of the complex teaching environments. Qualitative data using semi-structured interviews with 9 Grade 1 teachers and teaching assistants (TAs) at 6 schools were used to gain insight into and explore various perspectives on the need for the services of teaching assistants in Grade 1 classrooms. The participants were selected from public, private and rural schools, using purposeful sampling, to allow for a broad spectrum of inputs. Findings indicate that participants regard the presence of teaching assistants as a necessity in Grade 1 classrooms as it allows the teacher to focus on quality teaching. The support provided by teaching assistants contributes to the quality of the learning facilitated by the teacher and allows learners access to the individualised attention that they need.
The Effect of Input Enhancement on Vocabulary Learning: Is There an Impact upon Receptive and Productive Knowledge?
Author: Jones, Christian
Date: 2017-00-00
Type: Journal Articles
Subjects: Linguistic Input,Second Language Learning,Second Language Instruction,Language Tests,Comparative Analysis,Teaching Methods,Instructional Effectiveness,Turkish,Communicative Competence (Languages),Listening Comprehension,Scores,Achievement Gains,Receptive Language,Expressive Language,Vocabulary Development,Food,Introductory Courses,Undergraduate Students,Majors (Students),Teacher Education Programs,Language Teachers,Dining Facilities,Pretests Posttests

This article reports on a quasi-experimental study investigating the effectiveness of two different teaching approaches, explicit teaching and explicit teaching combined with textual and aural input enhancement used to teach lexical items to elementary level learners of Turkish in a higher education context. Forty participants were divided into two equal groups and given a pre-test measuring productive and receptive knowledge of nine targeted lexical items naming common types of food and drink. Each group was then given sixty minutes instruction on 'restaurant Turkish', using a direct communicative approach. Group one (contrast group) received explicit teaching only, while group two (treatment group) received the same teaching but also used a menu where the target words were bolded (textual input enhancement) and listened to the target words modelled by the teacher three times (aural input enhancement). Following the treatment, tests measuring productive and receptive knowledge of the target items were administered. This process was repeated with a delay of two weeks following the treatment. Analysis of gain scores for receptive and productive tests made at the pre-, post- and delayed stage reveal larger gains for the treatment group in each test. These were statistically significant when compared with the contrast group's scores for production at the immediate post-test stage. Within group tests showed that each treatment had a significant impact on receptive and productive knowledge of vocabulary targeted, with a larger short term effect on the treatment group. Previous studies in this area have tended to focus on the use of input enhancement in relation to the learning of grammatical forms but these results demonstrate some clear benefits when teaching lexis, which have clear implications for further research and teaching.
Student Teachers&apos; Perceptions, Experiences, and Challenges Regarding Learner-Centred Teaching
Author: du Plessis, Elize
Date: 2020-02-00
Type: Journal Articles
Subjects: Student Teacher Attitudes,Student Centered Learning,Teaching Methods,Teaching Experience,Preservice Teacher Education,Barriers,Writing Assignments,Practicums,Undergraduate Students,School Location,Student Placement,Constructivism (Learning),Disadvantaged Schools,Advantaged,Institutional Characteristics,Intervention,Mentors,Teacher Educators,Reflection,Teacher Student Relationship,Student Motivation,Educational Principles,Foreign Countries

Learner-centred teaching education generally involves methods of teaching that move the focus of instruction from the teacher to the learner. The &quot;learner-centred&quot; label is subsequently attached to teaching strategies, learning events, classroom layout and learning programmes. Aspects such as active learning, learner commitment and the construction of own knowledge are among the principles of learner-centred teaching. Worldwide, the thorough training of teachers is crucial. Every organisation preparing teachers should establish whether they offer suitable qualifications that empower student teachers to cope with the abundant difficulties of the teaching occupation, including learner-centred teaching. The aim of this article is to explore student teachers' perceptions, experiences, and challenges of learner-centred teaching. To this end, an inquisitive research strategy and qualitative research approach were selected as suitable methodology. Data was collected through a voluntary written assignment set out in student teachers' teaching practice notebooks. The participants were fourth-year students enrolled at a higher education institution for the Bachelor of Education (BEd) qualification (with speciality in the Foundation Phase). These students were placed in productive, successful schools for the duration of their teaching practicum by the teachers training institution. In addition to their placements, they had to complete their teaching practice at schools in widely differing social environments. The schools' locations ranged from well-off areas, with good teaching means, to schools in poor areas that were lacking learning support materials. The participants were from diverse cultural groups. Furthermore, the constructivist learning theory was used as theoretical framework. The findings reveal that student teachers have a limited understanding of learner-centred teaching and are currently experiencing three serious challenges with regard to learner-centred teaching. To combat this, guiding principles involving lecturers' support and involvement, reflection, and the accountable intervention of mentor teachers are suggested.
Learning from Professional Conversation: A Conversation Analysis Study
Author: Okeke, Charity C.
Date: 2020-02-00
Type: Journal Articles
Subjects: Classroom Techniques,Discipline,Teacher Collaboration,Verbal Communication,Elementary School Teachers,Foreign Countries,Professional Development,Learning Strategies,Interprofessional Relationship,Standard Spoken Usage,Nonverbal Communication,Problem Solving,Guidance

This article analyses conversation around classroom discipline to establish how teachers learn through professional conversation. The study was a qualitative study that originally adopted an ethno-methodological research design. Purposive sampling was used to select 6 primary school teachers from the East London Education District in the Eastern Cape. A video recorder was used to capture the conversation which lasted for 31 minutes 56 seconds after school hours. The recording was viewed repeatedly and transcribed verbatim. Three learning episodes were selected from the transcript for further transcription following Jefferson's notations for conversation analysis purposes. Clayman and Gill's (2004) conversation analysis levels were used to analyse selected episodes to establish how teachers learn through professional conversation. The findings show that teachers learn through requesting advice and testing ideas, and through the sharing of ideas. The findings also indicate that teachers use response preferences (response favourites both in agreement or disagreement during conversation), repairing or assisting one another through talking, nodding, and laughing as learning strategies. The study concludes that professional conversation is relevant for continuing teachers' professional development. We recommend that teachers should embrace professional conversation for exchanging knowledge and experiences for learning purposes. We also encourage teachers to adopt conversational strategies highlighted in this study for professional learning purposes. Research experts on teacher learning should be involved in school workshops in order to further enhance teacher learning in specific areas.
A Cross-Cultural Analysis of Language-in-Education Policies and Their Implementations in Developing Countries: The Case of Selected Asian and African Countries
Author: Alcazaren, Holden Kenneth G.
Date: 2017-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Language of Instruction,Educational Policy,Native Language,Second Language Learning,African Languages,Language Usage,Teaching Methods,Educational Practices,Language Planning,Policy Formation,English (Second Language),Language Role,Language Attitudes,Global Approach,Foreign Countries,Meta Analysis,Multilingualism,Indo European Languages,Thai,Tagalog,Mandarin Chinese,Cambodians,Austro Asiatic Languages,Dravidian Languages,Indonesian Languages,Social Influences,Political Influences

Many nations have attempted to create different language-in-education policies that would cater not only to the needs of learners but also to the demands of preserving a country's native languages. The emergence of multilingual education has led to a proliferation of research that shows the benefits of using a learner's first language. These issues have led the authors to investigate the different language-in-education policies of Brunei, Cambodia, Malaysia, Thailand, the Philippines, Botswana, Kenya, Rwanda, South Africa, Tanzania, and Uganda, and how they establish students' first languages as a medium of instruction. This paper examined 30 research articles with the goal of providing an in-depth understanding of each country's policies and implementation practices. The study also explored the different challenges and pedagogical implications of these policies to better understand emerging issues and insights. An identified issue is the devaluation of one's first language due to people's negative perspectives and poor policy planning. It was also not surprising that most of these developing communities understand the importance of English as a language of globalization. Thus, emphasizing the importance of establishing one's first language and strengthening the use of the English language in educational systems are two important considerations for policy planning.
Implications of the Quantitative Literacies Test Results of the National Benchmark Test Project (NBTP) for Teachers
Author: Nel, Benita P.
Date: 2020-02-00
Type: Journal Articles
Subjects: Benchmarking,Foreign Countries,College Readiness,College Bound Students,Competence,Teaching Methods,Problem Solving,Literacy,Statistics,Mathematics,Mathematical Logic,Numbers,High School Graduates

Learners intending to enter some higher education (HE) institutions in South Africa write the National Benchmark Tests (NBTs) that are expected to provide a measure of their readiness for HE. A large gap exists between the quantitative literacy competencies of many of these learners and expectations at HE level. In this article I explore the following research question: Which quantitative literacy competencies required in HE, as identified through the National Benchmark Test Project (NBTP), are not well developed in the test takers, and what does this imply for teachers? Twelve test-item results in which candidates performed the poorest were analysed (N = 2348). The focus areas identified for teachers included quantity, number and operations, data representation, and change. The research indicates that, to enhance learners' competence in these areas, teachers should provide them with more challenging tasks than, for example, reading a single value from a graph, chart or table. Instead, learners should be required to integrate information from more than one graph/chart.
The Alignment of the Grade 12 Physics Examination with the Caps Curriculum: (November 2014-March 2018)
Author: Bhaw, Nishaal
Date: 2020-02-00
Type: Journal Articles
Subjects: Foreign Countries,Alignment (Education),Science Tests,Physics,Secondary School Science,Science Curriculum,Content Analysis,Exit Examinations,Taxonomy,Thinking Skills,Grade 12

The South African Department of Education has attributed the poor pass rates in Grade 12 Physical Sciences to the learners' lack of practical work and the inability of learners to solve problems by integrating their knowledge from different topics in Physical Sciences. A possible reason for this could be a disjointed alignment between the curriculum and the examinations. The study reported on in this article focused on the alignment between the curriculum and the examination by analysing the Curriculum and Assessment Policy Statement (CAPS) document, the Examinations Guidelines documents, and the final and supplementary examinations of Paper 1 (P1) for Grade 12 Physical Sciences. We used the Surveys of Enacted Curriculum method, which incorporates a document analysis of CAPS and P1 using Bloom's taxonomy as a classification tool for the 4 physics topics and the 4 levels of cognitive demand. We found a balance of representation of 67%; a cognitive complexity of 80%; and an average Porter's alignment index of 0.76 between the CAPS and P1, all of which indicates a disjointed CAPS-P1 alignment. We recommend that the CAPS-P1 alignment be reconsidered.
Management Capability in a Structural Modelling of the Quality of Economics and Accounting Education in Indonesia
Author: Supriadi, Oding
Date: 2020-02-00
Type: Journal Articles
Subjects: Accounting,Economics Education,Foreign Countries,Teaching Methods,Structural Equation Models,Educational Quality,Validity,Reliability,Principals,High School Students,High School Teachers,Teacher Attitudes,Instructional Leadership,Learning Processes,Educational Administration

The research reported on in this article was motivated by the absence of modifications to &quot;A model for the study of classroom teaching&quot; proposed by Dunkin and Biddle in 1974. In this paper we aim to provide revision input to &quot;A model for the study of classroom teaching&quot; by adding management capability to the group of school community context. The research examined the suitability of structural equation modelling between managerial capability and the quality of economic and accounting education based on the data, as well as the effect of managerial capability on the quality of economic and accounting education. The research instrument consisted of two inventory sets that were valid and reliable. The validity and reliability of items were tested using Cronbach's Alpha (Alpha Cronbach's = 0.89 and 0.87; R = 0.78 and R = 0.82). Data was collected from 150 principals and 150 economics and accounting teachers. Based on the analysis using the linear structural relations (LISREL) 8.80 version, the results of the study show that: (1) the structural equation model of managerial capability, including managing schools and performing management functions, managing human resources and educational personnel, and managing the learning process, can be used to estimate, predict, or explain the quality of economic and accounting education; (2) managerial capability has a significant effect on the quality of economic and accounting education in schools. Based on these findings, management capability can be included as a revision of &quot;A model for the study of classroom teaching.&quot;