ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of the Effects of the Implementation of Cooperative Learning in Physical Education
Author: Callado, Carlos Velázquez
Date: 2012-00-00
Type: Journal Articles
Subjects: Program Implementation,Cooperative Learning,Physical Education,Elementary Education,Primary Education,Grade 5,Grade 6,Teacher Attitudes,Student Attitudes,Diaries,Semi Structured Interviews,Outcomes of Education,Skill Development,Student Improvement,Personal Autonomy,Prosocial Behavior,Learning Processes,Inclusion,Special Needs Students,Course Evaluation,Learning Motivation,Foreign Countries,Motor Development

Our research was oriented to test the effects of a structured program of cooperative learning in Physical Education classes with students in grades 5 and 6 of primary school, with and without previous experience with this methodology. In a second phase we sought to determine how students perceived the received classes for a time later. We analysed data collected during implementation, through cooperative learning, of two teaching units to a total of six groups of students; in addition, a number of interviews, five individual and one collective, were carried out to a total of 1 0 former students who had left school between one and five years earlier. The results show the positive effects of cooperative learning on students' motor performance, and some social achievements such as a greater autonomy of the students in the learning process, an increasing in prosocial behaviours and the inclusion of pupils with special educational needs. On the other hand, as time went on, the students rated the received classes as cooperative, participatory, funny and useful, emphasizing peer support as a key factor that enabled them to learn in Physical Education.
The Measure of a Black Life?: A Poetic Interpretation of Hope and Discontent
Author: William­-White, Lisa
Date: 2013-06-00
Type: Journal Articles
Subjects: Popular Culture,Poetry,Personal Narratives,African Americans,African American Culture,Violence,Crime,Homicide,Victims of Crime,Racial Attitudes,Racial Factors,Racial Discrimination,Racial Bias,Urban Areas,Urban Youth

Here, Spoken Word poetics (William-White, 2011 a, 2011 b; William-White &amp; White, 2011 ; William-White, 201 3) is utilized here to interpret and reflect on racialized violence and homicide in the United States. African American youth, particularly in urban communities, are disproportionately affected by violent crime, namely homicide when compared to other racial/ethnic groups. The impact of violence is heart-wrenching for families and communities; it undermines notions of personal and community safety, freedom, and equality within and between communities. It erodes the ideals of democracy in our country, particularly when racialized violence is under reported in the media, or ignored by media; and, when such violence is inadequately addressed by, or perpetrated at the hands of, law enforcement. As a performance narrative, this piece asks the question: How do we create communities of care, spaces for understanding and empathy, and utilize communities as sites for consciousness raising about the systems that perpetuate inequalities in the lives of people? This piece probes this question, and trumpets a call to end rampant violence in urban communities, promote safety and foster agency in ways that is responsive to the needs and interests of all citizens.
Let Me Put It Another Way: Methodological Considerations on the Use of Participatory Photography Based on an Experiment with Teenagers in Secondary Schools
Author: Llamas, José M. Coronel
Date: 2013-06-00
Type: Journal Articles
Subjects: Adolescent Attitudes,Adolescents,Secondary School Students,Photography,Qualitative Research,Foreign Countries,Visual Aids,Cultural Influences

This article reflects on the use of participant photography as a methodological component of a qualitative research study into student intercultural relations in four secondary schools in Spain. Forty boys and girls took part and we selected over 400 photographs they had taken. The article draws attention to the importance of student &quot;voices&quot; to show the interaction processes and the value of participatory photography as an approach that encourages their participation beyond the traditional interviews and field observations. The results acknowledge the value of photography to reflect the relationships among adolescents. However, while the experiment was positively rated by the participants, the study recognises the risks taken and the achievements, constraints, dilemmas and difficulties encountered by the investigators carrying out the research.
Frogging It: A Poetic Analysis of Relationship Dissolution
Author: Faulkner, Sandra L.
Date: 2012-10-00
Type: Journal Articles
Subjects: Poetry,Interpersonal Relationship,Intimacy,Friendship,Identification (Psychology),Interpersonal Communication,Writing Assignments

Often, themes in work and life intertwine; the author recognized that a cadre of poems she had written during the past several years were about relationship dissolution. The poems concerned romantic and friendship dissolution and the aspects of identity creation and loss this entails. The author presents the poems and makes an explicit connection to interpersonal relationship dissolution literature through the technique of poetic analysis. This analysis serves as an exemplar for how poetry as performative writing offers a valuable addition to interpersonal communication research through the poeticizing of relational dissolution as an everyday relational challenge.
Insidious Colonialism in Post-Apartheid Education: Interplay of Black Teacher Narratives, Educational Policy and Textbook Analysis
Author: Subreenduth, Sharon
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Racial Segregation,Educational Policy,Textbooks,Educational Change,Transformative Learning,Blacks,Teacher Attitudes,History Instruction,Personal Narratives,Textbook Evaluation,Content Analysis,Equal Education,Social Justice,Land Settlement,Visual Aids,Hidden Curriculum,Discourse Analysis,Longitudinal Studies,Focus Groups,Interviews

This article focuses on the larger project of identifying oppressive structures (during apartheid more specifically in this instance) and how educational policy/textbooks (post-apartheid) produce transformative knowledge for decolonization. It presents Black South African teacher perceptions and desires of what/how educational policy, history textbooks can intervene in apartheid indoctrination and what role these have in addressing the nation's meta-narrative of equity and social justice. I take up these teacher narratives as a way to further critique textbooks currently used and examine the written and visual content against post-apartheid decolonizing intentions. Teacher narratives and textbook analysis indicate that even prescriptive post-apartheid textbooks struggle to reimagine history wrought through with colonialism. Decolonizing analysis of visual images in the textbooks show how curriculum policy/practice in South Africa is a collision of anti-apartheid desires and post-apartheid reality. By examining grassroots linkages I attempt to expand the current dialogue on educational policy and textbook studies and to contextualize the field, both historically and contemporarily.
Buying in and Checking out: Identity Development and Meaning Making in the Practice of Mathematics Homework
Author: Landers, Mara
Date: 2013-06-00
Type: Journal Articles
Subjects: Homework,Mathematics Instruction,Mathematics Education,Middle School Students,Case Studies,Learner Engagement,Ethnography,Interviews,Algebra,Identification,Student Motivation,Mathematics Achievement

This paper presents findings from an ethnographic study of the role and meaning ofmathematics homework in the lives ofmiddle school students. The study conceptualizes and examines homework as a social practice, with a focus on how students make meaning out of their experiences and the role of identity development in meaning making. Specifically, the study examines how middle school students come to value or reject mathematics homework. Case study analyses revealed two ways of characterizing students' experiences with homework. Students who buy into homework develop aspects of their identities related to school, math and homework that support them in valuing homework. Students who check out develop aspects of their identities that support them in rejecting homework. The concepts of buying in and checking out have implications for theory development around motivation and identity and for school practices around homework.
Doubleloop Learning: A Coaching Protocol for Enhancing Principal Instructional Leadership
Author: Houchens, Gary W.
Date: 2012-10-00
Type: Journal Articles
Subjects: Instructional Leadership,Case Studies,Teaching Methods,Professional Development,Theory Practice Relationship,Principals,Coaching (Performance),Academic Achievement,Comparative Analysis,Problem Solving,Teamwork,Decision Making

Executive coaching has become increasingly commonplace in both the corporate and non-profit sectors as a means of improving professional effectiveness but there is a dearth of empirically-based protocols geared specifically toward the growth needs of school principals. This qualitative case study explores the implementation of a principal coaching protocol using a &quot;theories of practice&quot; framework based on concepts originally articulated by Argyris and Schön (1974) and further explicated by the authors in previous publications. This study examined the extent to which a coaching protocol based on theories of practice enhanced principals' self-perceived capacity for reflection and effective instructional leadership. Findings suggest that principals valued the structure, feedback, and reflective dimensions of the protocol and found their confidence level about an important instructional leadership problem--how to support and assist struggling teachers improve their teaching practice--was greatly enhanced. Implications for further iterations of the coaching protocol, as well as future directions of research on principal professional growth, are discussed.
Borges &amp; Bikes Riders: Toward an Understanding of Autoethnography
Author: Wamsted, John O.
Date: 2012-00-00
Type: Journal Articles
Subjects: Ethnography,Personal Narratives,Autobiographies,Research Methodology,Barriers,Authors,Self Concept,Writing (Composition),Writing Attitudes,Literary Genres,Definitions,Postmodernism

In this article the author--a full-time high school mathematics teacher and concurrent doctoral candidate in Department of Middle-Secondary Education and Instructional Technology at Georgia State University--will make a case for the use of an autoethnographic methodological tool he is calling &quot;narrative mining.&quot; He will begin by briefly summarizing his experiences attempting to write and publish autoethnography; a short story by Argentine mystery writer Jorge Luis Borges will serve as a frame to provide three examples of barriers the author believes lie between a writer and any attempt at self-knowledge. A partial solution to these barriers is proposed in the form of an examination of the personal stories a writer has told over time. An example is then shown, and a call made for a deeper look into the possible spaces opened up in a continued examination of the personal story
Examining the Practicum Experience to Increase Counseling Students' Self-Efficacy
Author: Ikonomopoulos, James
Date: 2016-00-00
Type: Journal Articles
Subjects: Self Efficacy,Counselor Training,Student Attitudes,Practicums,Graduate Students,Program Effectiveness,Program Evaluation,Scores,Self Concept Measures,Mexican Americans,Participant Satisfaction,Student Experience,Capacity Building

Counseling graduate students may begin practicum with low self-efficacy regarding their counseling abilities and skills. In the current study, we implemented a small-series (N = 11) single-case research design to assess the effectiveness of the practicum experience to increase counseling students' self-efficacy. Analysis of participants' scores on the Counselor Activity Self-Efficacy Scale yielded treatment effects indicating that the practicum experience encompassing direct services, group supervision, and triadic supervision may be effective for increasing counselor self-efficacy. Given that the practicum experience with triadic supervision was a promising approach for improving counseling graduate students' self-efficacy, we provide implications for counselor educators to integrate triadic supervision and self-efficacy to the forefront of discussions.
Experiences of Male Counselor Educators: A Study of Relationship Boundaries
Author: Ray, Dee C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Counselor Educators,Phenomenology,Teaching Experience,Males,Teacher Surveys,Interprofessional Relationship,Gender Differences,Mixed Methods Research,Teacher Student Relationship,Teacher Attitudes,College Faculty

This study surveyed male counselor educators regarding the impact of being male upon their professional relationships. Participants (N = 163) were surveyed about their attitudes concerning the influence of gender on their relational behavior, as well as their relationship practices with students and colleagues. Mixed-methods analyses revealed a majority of respondents believed being male influenced their relationship behavior and reported experiencing relationship challenges unique to male counselor educators. Male counselor educators shared strategies to avoid the perception of impropriety when engaging in teacher-student relationships. Consultation, engagement in group activities and avoidance of being alone with students were cited as common strategies to ensure appropriate teacher-student boundaries.
An Exploration of Career Counselors' Perspectives on Advocacy
Author: Fickling, Melissa J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Career Counseling,Advocacy,Social Justice,Counselor Attitudes,Q Methodology,Self Advocacy,Counseling Techniques,Skill Analysis,Intervention,Counselor Training,Client Characteristics (Human Services),Role Perception,Barriers,Mixed Methods Research

Advocacy with and on behalf of clients is a major way in which counselors fulfill their core professional value of promoting social justice. Career counselors have a unique vantage point regarding social justice due to the economic and social nature of work and can offer useful insights. Q methodology is a mixed methodology that was used to capture the perspectives of 19 career counselors regarding the relative importance of advocacy interventions. A two-factor solution was reached that accounted for 60% of the variance in perspectives on advocacy behaviors. One factor, labeled &quot;focus on clients,&quot; emphasized the importance of empowering individual clients and teaching self-advocacy. Another factor, labeled &quot;focus on multiple roles,&quot; highlighted the variety of skills and interventions career counselors use in their work. Interview data revealed that participants desired additional conversations and counselor training concerning advocacy.
High School Predictors of College Persistence: The Significance of Engagement and Teacher Interaction
Author: Sciarra, Daniel T.
Date: 2016-00-00
Type: Journal Articles
Subjects: Predictor Variables,Academic Persistence,High School Graduates,Longitudinal Studies,Regression (Statistics),Extracurricular Activities,Time on Task,Teacher Student Relationship,College Students,School Counseling,Statistical Analysis,Goodness of Fit,Likert Scales

This study investigated factors from high school that might predict college persistence. The sample consisted of 7,271 participants in three waves of data collection (2002, 2004 and 2006) who participated in the Educational Longitudinal Study (ELS; U.S. Department of Education, 2008). A multinomial logistic regression mode was employed to distinguish those who persisted from those who did not. Results indicated that number of hours engaged in extracurricular activities and interaction with the math teacher outside of class distinguished those who persisted in a four-year college from those that did not. Implications for school, community, mental health and college student development counselors are discussed.
Counselor Educators and Students with Problems of Professional Competence: A Survey and Discussion
Author: Brown-Rice, Kathleen
Date: 2016-00-00
Type: Journal Articles
Subjects: Counselor Educators,Counselor Training,Knowledge Level,Graduate Students,Masters Programs,Competence,Barriers,Counselor Attitudes,Teacher Attitudes,Stress Variables,Empathy,Fear,Cultural Awareness,Career Readiness,Online Surveys,Accountability,Admission Criteria

A total of 370 counselor educators in CACREP-accredited [Council for Accreditation of Counseling and Related Educational Programs] programs were surveyed to determine their knowledge of master's students' problems of professional competence (PPC) and their perception of roadblocks that affect gatekeeping practices. Findings suggest that educators are aware of students' PPC and that problematic students are impacting the overall learning environment, other students and counselor educators' personal stress. Participants reported roadblocks related to struggling emotionally to balance being empathetic with their gatekeeping duties and fears they would appear culturally insensitive.
Reflections on the Grammatical Category of &quot;Before&quot; &quot;After&quot; and &quot;Since&quot; Introducing Non-Finite &quot;-ing&quot; Clauses: A Corpus Approach
Author: He, Qingshun
Date: 2016-00-00
Type: Journal Articles
Subjects: Grammar,Second Language Learning,Second Language Instruction,Form Classes (Languages),Computational Linguistics,Transfer of Training,Figurative Language,Phrase Structure,English (Second Language),Linguistic Theory

English language learners may be confused in identifying the grammatical category of such conjunctive expressions as &quot;before,&quot; &quot;after&quot; and &quot;since&quot; introducing non-finite &quot;-ing&quot; clauses. In this article, we will conduct a corpus-based investigation of hypotactic conjunctions and conjunctive prepositions following the principle of unidirectional transfer in grammatical metaphor proposed by He and Yang (2014) within the framework of Systemic Functional Linguistics. The research concludes that hypotactic conjunctions tend to transfer to zero conjunctions and &quot;before,&quot; &quot;after&quot; and &quot;since&quot; introducing non-finite &quot;-ing&quot; clauses should be included into the grammatical category of conjunctive prepositions.
The Construction of Collective Identity in Malaysian ESL Secondary Classrooms
Author: Idrus, Faizah
Date: 2016-00-00
Type: Journal Articles
Subjects: Self Concept,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Secondary School Students,Social Isolation,Qualitative Research,Student Attitudes,Semi Structured Interviews

This study seeks to identify the construction of collective identity in ESL classroom among students in a secondary school in Selangor, Malaysia. Identity construction can be helpful in supporting students academically and socially, especially in the English language classrooms. Being non-native speakers, students may have the tendency to feel isolated because of the limited knowledge in English. A qualitative investigation was employed and the samples comprised of 12 secondary students from Sekolah Menengah Kebangsaan Jeram, Kuala Selangor. In-depth interviews were carried out with the respondents.The results revealed that when constructing their personal identities, individuals may want to identify themselves with the mutual interest of the groups they are part of. Identifying oneself with a group not only means wanting to be accepted, but also adhering to having mutual identities and values of the group. Therefore, the current study seems to confirm the finding of previous studies where researchers stated that the identity of an individual is defined by its majority group with whom the individuals share the physical environment and the territory they inhabit.
Portrayals of Bullying in Young Adult Literature: Considerations for Schools
Author: Hughes, Janette
Date: 2016-00-00
Type: Journal Articles
Subjects: Bullying,Adolescent Literature,Empathy,Social Change,Fiction,Teaching Methods,Role,Misconceptions,Consciousness Raising,Language Arts,Computer Mediated Communication,Sexual Abuse

In this article, the authors examine how bullying is portrayed in three recent young adult novels, focusing specifically on whether the information about bullying is accurate, biased, or represents old myths in comparison to current research. The authors conduct a systematic analysis of the following four themes: (1) What is bullying?; (2) Who are the bullies?; (3) Who are the victims?; and (4) Who are the bystanders and what role do they play? They conclude by arguing for the inclusion of young adult fiction that deals with sensitive issues as a way to promote awareness, empathy, and social change to empower youth in school settings.
Investigating Key Psychometric Properties of the French Version of the Early Years Evaluation-Teacher Assessment
Author: Laurie, Robert
Date: 2016-00-00
Type: Journal Articles
Subjects: Psychometrics,Teacher Evaluation,French,Foreign Countries,Young Children,Kindergarten,Child Development,Test Bias,Intelligence Tests,Verbal Ability,Vocabulary,Statistical Analysis,Item Analysis,Correlation,Preschool Evaluation,Emergent Literacy,At Risk Students,Item Response Theory,Achievement Tests

This research investigates key psychometric properties of the French Early Years Evaluation-Teacher Assessment measure designed to systematically assess kindergarten children across five social and academic developmental domains: awareness of self and environment, social skills and behaviour, cognitive abilities, language and communication, and physical development. New Brunswick francophone kindergarten children were recruited to assess the instrument's internal consistency; content, construct, concurrent and discriminant validity; and linguistic bias relative to the English version. Results indicate that the French measure has strong psychometric properties, and that it can therefore be used with confidence to screen for at-risk children in francophone kindergartens.
Using Cognitive Coaching to Build School Leadership Capacity: A Case Study in Alberta
Author: Rogers, W. Todd
Date: 2016-00-00
Type: Journal Articles
Subjects: Capacity Building,Coaching (Performance),Leadership Effectiveness,Case Studies,Foreign Countries,Pilot Projects,Program Evaluation,Beginning Principals,Principals,Professional Development,Quasiexperimental Design,Control Groups,Experimental Groups,Questionnaires,Instructional Leadership

The impact of Cognitive Coaching? included as part of the Leader2Leader (L2L) Leadership Pilot Program for beginning principals in Alberta, Canada, was evaluated in the present study. Fifteen qualified principals (coaches) and 23 new principals completed the L2L Pilot Program that took place over 18 months. Questionnaires for coaches and new principals were used to obtain reactions to the Cognitive Coaching component. The findings suggest that the L2L Leadership Program can help develop a network of reflective, self-reliant school principals. Recommendations for improving the Cognitive Coaching component of the L2L Leadership Program are provided.