ethanporcaro/eric-fulltext-meta huggingface dataset:
Working Memory &amp; Augmented Reality&apos;s Trajectory: A Literature Review of AR in Education, Online Learning, Workforce Training, and Working Memory Research
Author: Squires, David R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Short Term Memory,Computer Simulation,Simulated Environment,Electronic Learning,Information Technology,Technology Uses in Education,Cognitive Processes,Difficulty Level,Cognitive Measurement,Learning Experience,Workplace Learning,Job Training,Literature Reviews

The structure of the literature review features the current trajectory of Augmented Reality in the field including the current literature detailing how Augmented Reality has been applied in educational environments; how Augmented Reality has been applied in training environments; how Augmented Reality has been used to measure cognition and the specific instruments used to measure cognitive load with AR; previous working memory testing and foundational working memory practices that might be adapted in order to measure AR's potential impact on working memory; and how AR technology might be adapted to support working memory in future studies. There is evidence in the literature to support the assertion that AR technology can impact working memory and can be adapted to longstanding testing and foundational practices measuring cognitive load, novel iterations of AR in education can also be updated to be mobile friendly, aid in enriching student feedback and provide information on the overall learning experiences of the student.
Pedagogy 2.0 in Pre-Service Teacher Education
Author: Seifert, Tami
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Web 2.0 Technologies,Constructivism (Learning),Learning Processes,Instructional Innovation,Technology Integration,Educational Environment,Course Organization,Student Teacher Attitudes,Technology Uses in Education,Appropriate Technology,Foreign Countries,Questionnaires

The article reviews the use of Web 2.0 environment in teacher education, emphasizing the constructivist social pedagogy approach. Pedagogical abilities of Web 2.0 tools are discussed, demonstrating their applications in teaching various subjects, especially to assist collaborative and creative learner-oriented teaching. Contributions of these tools to teaching-learning are described in three collaborative environments-based courses. The tools included: forums, collaborative synchronous lectures, Wiki environment, a closed Facebook group, blog writing, collaborative documents writing, using smartphones in lessons and location-based activities, class YouTube channel for student-teachers' clips and debates, structuring collaborative knowledge and online anonymous peer assessment regarding discussion on digital citizenship, group data collection through surveys etc. Intertwining various environments to assist course teaching increased student-teachers' awareness of effective exploitation of these environments for teaching objectives. Pedagogical considerations for choice of tools, environments, and applications are discussed. Conclusions relate to the contributions of ICT, contents, and pedagogy integration to teacher education.
Gender Differences in Participatory Leadership: An Examination of Principals&apos; Time Spent Working with Others
Author: Sebastian, James
Date: 2017-00-00
Type: Journal Articles
Subjects: Gender Differences,Participative Decision Making,Principals,Time on Task,Time Management,Females,Urban Schools,Transcripts (Written Records),Hierarchical Linear Modeling,Teacher Administrator Relationship,Elementary Secondary Education,Leadership Styles,Statistical Analysis,Surveys

The purpose of this study was to examine whether female principals have a more participatory style compared to their male counterparts by examining principals' daily time allocation patterns. The study analyzed data from End of Day (EOD) survey logs from principals in an urban school district in the United States. Results from hierarchical linear modeling (HLM) showed that female principals, when compared to male principals, spent a higher proportion of their time working with others in planning/setting goals. At the same time, there were no differences in how principals allocated their total time working alone or working with others and their time distribution in other leadership domains. The findings suggest that gender differences in leadership style depend on specific activity domains and that there are significant differences in the key domain of strategic planning.
A Riverboat Gambler&apos;s Utopian Experiment
Author: Bute, Monte
Date: 2017-00-00
Type: Journal Articles
Subjects: State Colleges,Experimental Colleges,Educational Innovation,Experimental Curriculum,Experimental Teaching,Nontraditional Education,Educational History,Ethnography,Communities of Practice,Feminism,Educational Practices,Individual Needs,Individual Instruction,Student Needs,Competency Based Education,Student Centered Learning,Outcomes of Education

In a seven-year study of new experimental colleges, Grant and Riesman (1978) report that within those schools &quot;The utopian impulses are strong, representing a search for a more perfect union.&quot; One of the most radical of those experiments was Minnesota Metropolitan State College (MMSC). In addition to having no campus, the school had no classes, no grades, no academic terms, and no lower division courses. This article is an historical ethnography of the early years of that utopian experiment and its radical educational innovations. It focuses on President David E. Sweet (the &quot;Riverboat Gambler&quot; in the title of this article) and his band of &quot;committed amateurs and well-trained professionals,&quot; who forged a charismatic community. A devout Christian Scientist, Sweet rejected the idea that creating heaven on earth was just a figure of speech. As a matter of faith, he believed that the Kingdom of Heaven has the spiritual potential of manifesting itself in the present--in particular, at Metropolitan State.
Struggling in Silence: A Qualitative Study of Six African American Male Stutterers in Educational Settings
Author: Ellis, Antonio L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Qualitative Research,African Americans,Males,Stuttering,At Risk Students,Language Impairments,Speech Impairments,Critical Theory,Race,Educational Experience,Stereotypes,Self Concept,Career Development,Disabilities,Educational Legislation,Federal Legislation,Equal Education,Coping,Learner Engagement,Emotional Response,Interviews,Semi Structured Interviews

Stuttering places students at-risk for being stereotyped and experiencing identity difficulties in school. This study hoped to fill a lacuna in the literature on the educational experiences of African American male stutterers. Six African American adult males who stuttered and lived in Washington, DC; Maryland; and/or Virginia participated in this study. Three research questions directed this study: (1) How do speech or language impaired African American males describe their educational experiences?; (2) What coping strategies do African American males who stutter use in educational settings?; and (3) In what ways do educational experiences shape the lives of African American males who stutter? Critical race theory and life history methodologies were used to examine these males' experiences. Findings suggest that stuttering had a significant impact on the lives of the African American males, particularly within educational settings/contexts. Stuttering influenced these males' self-identities and how they navigated their careers.
Childhood Trauma in Today&apos;s Urban Classroom: Moving beyond the Therapist&apos;s Office
Author: R. B.-Banks, Yvonne
Date: 2017-00-00
Type: Journal Articles
Subjects: Trauma,Urban Schools,National Surveys,Child Health,Intervention,Teaching Methods,Educational Practices,Play,Therapy,Educational Experience,Counselor Teacher Cooperation,School Counselors,Social Work,Resilience (Psychology),Preservice Teachers,Elementary School Students

Childhood trauma leaves its marks on the brain (Sandi, 2013) with unseen scars as evident in brain research. Addressing childhood trauma in today's urban classrooms is no small feat. According to the 2011-12 National Survey of Children's Health, nearly 35 million children in the United States are living with emotional and psychological trauma. Providing today's educators with Trauma Informed Practices is essential. Trauma Informed Practices (TIPs) are specific interventions that fortify one's ability to learn strategies for living with trauma. Schools as learning environments should be on the frontline as advocates for the use of TIPs. This writing highlights insights from teacher candidates, seeking licenses with a pedagogy grounded in urban education, in classroom sessions with an experienced therapist grounded in trauma interventions through the lens of sandplay. They learned first-hand about the impact of TIPs on the educational experiences of urban students. Discussions centered on the benefits to urban students when teachers and therapists collaborated and used TIPs as a critical first step.
Incorporating Technology in Teaching Musical Instruments
Author: Prodan, Angelica
Date: 2017-00-00
Type: Journal Articles
Subjects: Music Education,Educational Technology,Technology Uses in Education,Musical Instruments,Simulated Environment,Teaching Methods

After discussing some of the drawbacks of using Skype for long distance music lessons, Angelica Prodan describes three different types of Artificial Reality (Virtual Reality, Augmented Reality and Mixed or Merged Reality). She goes on to describe the beneficial applications of technology, with results otherwise impossible to achieve in areas such as commerce, sports, geography, and musical arts. Prodan believes in and welcomes the fact that technology can offer tremendous help with various learning styles, and will become more and more part of life, from the information available, to being able to connect anywhere in the world; but it will never replace one on one time together. She concludes that for the future she believes piano or other instruments will continue to be taught by using technology in ways that are continually improving, in parallel with the traditional way, with students and teachers benefitting from the best of both worlds, resulting in higher quality of experience and outcome for all.
Teachers Left behind by Common Core and No Child Left Behind
Author: Levitt, Roberta
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Common Core State Standards,Educational Policy,Federal Aid,Federal Programs,Outcomes of Education,Educational Strategies,Textbook Selection,Teaching Methods,Instructional Innovation,Educational Administration,Educational Practices,Educational Change,Educational Development,Elementary Secondary Education,Higher Education,College Readiness

The enactment of the No Child Left Behind Act (2002) and the subsequent succession of legislative acts have had a profound impact on educational policy. An increased emphasis on teacher accountability and effectiveness led to the use of standardized test results to determine tangible rewards or punishments. In response, a culture of teaching to the test emerged. From this pedagogical shift, many students have missed out on developing literacies. As many of the students whose literacy environment at school consisted of standardized test preparation are now reaching the stage of college and career eligibility, post secondary educators are struggling to prepare these students for positions as future teachers. To address the discrepancies between college eligibility and actual college readiness, I propose that improving early and elementary literacy environments may enhance the knowledge, skills, and achievement of future educators. From a review of the literature, a three pillar instructional framework emerged, grounded in pedagogy, choice, and strategies.
A Philosophical Approach to Claims about Vaccinations and Autism
Author: Talavera, Isidoro
Date: 2017-00-00
Type: Journal Articles
Subjects: Immunization Programs,Autism,Misconceptions,Correlation,Child Health,Public Health,Incidence,Preventive Medicine,Disease Control,Communicable Diseases,Etiology,Beliefs,Critical Thinking,Scientific Concepts,Science Teachers,Science Instruction,Controversial Issues (Course Content)

By highlighting the critical thinking that (1) analyzes and evaluates arguments for claims about vaccinations and autism, and (2) engages in a form of methodological skepticism that systematically and continuously asks Critical Questions, a philosophical approach is introduced to deal directly and systematically with students' (and publicly popular) misconceptions of (and resistance to) bio-medical knowledge, interventions, and/or technology employed in healthcare or public health. As a result of engaging in a dialogue between philosophy and the bio-medical sciences by means of critical thinking, the educator can help students actively compare their initial conceptions (and publicly popular misconceptions) with more fully scientific conceptions.
Microaggressions: How They Are Committed and Contained
Author: Wilson, Priscilla G.
Date: 2017-00-00
Type: Journal Articles
Subjects: Aggression,Graduate Students,Class Activities,Psychological Needs,Student Experience,Victims of Crime,Personal Narratives,Population Groups,Teaching Methods

The term microaggression is defined and demonstrated from the viewpoint of graduate-level students. Using a classroom assignment, the students describe their personal experiences of being the recipient of a microaggression. The students describe the type of microaggression, theme, psychological dilemma, and recall how they reacted to the encounter. The physical and psychological impact of microaggressions on diverse populations is explained to provide insight on the outcomes. Implications are discussed as well as how the counselor or helping professional can use the client's experience as a tool for empowerment.
Review of the Research: Are Therapy Dogs in Classrooms Beneficial?
Author: Kropp, Jerri J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Animals,Therapy,Teaching Methods,Reading Programs,Reading Instruction,Reading Skills,Literacy,Reading Aloud to Others,Oral Reading,Elementary School Students,Middle School Students,High School Students,Stress Management,Student Attitudes,Reading Motivation,Literature Reviews

Research findings on the presence of a therapy dog in the classroom are summarized. The authors reviewed 30 articles, book chapters, and other sources on the topic of the various uses of dogs in classrooms, published between 2001 and 2017. Ages studied ranged from 3 years to adolescence (high school). In our analysis, three categories of therapeutic benefit emerged: (a) increased reading and language skills, (b) social, emotional, and humane gains, and (c) improved gross motor skills. Numerous studies have found that literacy skills can be improved from reading to dogs and that children gain confidence in reading and report an increased love of reading (Fine 2015). Therapy dogs can also provide stability and comfort to children who are living in poverty or abusive homes. Caring for a classroom animal teaches responsibility, builds confidence, and gives children a sense of pride and accomplishment. Common concerns and objections to having a therapy dog in the classroom are discussed, as well as recommended policies and procedures for having a therapy dog program in a school setting.
From Error Correction to Meaning Making: Reconstructing Student Perceptions of Revision
Author: Barrett, Catherine
Date: 2017-00-00
Type: Journal Articles
Subjects: Error Correction,Student Attitudes,Writing Attitudes,Revision (Written Composition),Misconceptions,Writing Instruction,Teaching Methods,Evidence Based Practice,Feedback (Response)

For most students, revision is viewed as a punishment for not writing well enough. However, what if students' negative perceptions of revision shifted to view revision as an opportunity to better develop the meaning and message of texts. Revision, like all processes in writing, is complex, cognitively demanding, and requires students to be able to detect, identify, and correctly change specific errors made during the initial writing process. The real question becomes, how can teachers modify teaching strategies to reshape students' perceptions of revising while also making students more effective and independent at revising writing? This research analysis focuses on answering this question by first examining the literature on how the misconceptions about revision were shaped and reinforced and then by examining research-based strategies that help to reframe students' perceptions of revision while shaping them into independent and effective revisers.
Integrating 21st Century Skills into Teaching English: Investigating Its Effect on Listening and Speaking Skills
Author: Ashraf, Hamid
Date: 2017-00-00
Type: Journal Articles
Subjects: Speech Skills,English (Second Language),Teaching Methods,Reading Comprehension,Listening Comprehension,Listening Skills,Statistical Analysis,High School Students,Control Groups,Experimental Groups,Pretests Posttests,Skill Development,Instructional Effectiveness,Foreign Countries

The present study intended to integrate some 21st century skills teaching into English classroom and investigate their effect on listening and reading comprehension skills. In so doing, the study used a quantitative, experimental design with 55 participants, 25 in the control group and 30 in the experimental group who were students of second high school grade in Birjand with convenience sampling. Final National listening and speaking examination was used as the pretest and posttest. The results of a pretest showed that, the students of the two groups were homogenous with regard to their proficiency level. Then, they were divided into experimental group who practiced speaking and listening by means of 21st century skills, and control group who practiced the same speaking and listening activities with traditional education. st After the twelfth session, the participants took a posttest. And, the results of the post-test showed that learning 21st century skills have a positive effect on speaking and listening skills
Understanding the Dynamics of Language Centers in School Setting
Author: Alarcon, Josephine B.
Date: 2017-00-00
Type: Journal Articles
Subjects: Phenomenology,Learning Resources Centers,Language Proficiency,Language Acquisition,Interviews,College Programs,Administrator Attitudes,English for Special Purposes,Educational Practices,Educational Objectives,Foreign Countries

Language Centers (LC) are gaining local and international reputation for their contribution to English language training or proficiency. However, despite their widespread phenomenon, there is dearth in literature about them locally, or even perhaps globally. Using phenomenology, this paper aimed to explore the dynamics of language centers by identifying their purpose, programs, and practices. Data were gathered through in-depth interview with five language center directors. These LCs are all university-situated. Results of the interview surfaced three important concepts about the dynamics of language centers concerning their purpose which is termed what to harness, their programs termed what to highlight and practices termed how to handle. LCs exist basically to improve proficiency of non-native speakers of English, their language programs are flexible because they are based on the language needs of the clienteles/learners, while linkages make these LCs more profitable or successful.
Discrimination in the TESOL Profession in Mexico: Voices and Perspectives of English as a Foreign Language Teachers
Author: Garcia-Ponce, Edgar Emmanuell
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),English Teachers,Educational Discrimination,Native Speakers,Foreign Nationals,Teacher Surveys,Online Surveys,Teacher Motivation,Self Esteem,Incidence,Teacher Attitudes,Decision Making,Teaching (Occupation),Career Choice,Qualitative Research

Over the last three decades, research has centred the attention on discrimination within TESOL motivated by issues concerning the distinction between native- and non-native English speaking teachers. However, based upon the authors' experience as English as a Foreign Language (EFL) teachers and researchers, it is claimed that discrimination in this field is not restricted to acts related to nativeness; their range is far more extensive. In order to show this, the present study set out to investigate the range of discriminatory acts that EFL teachers have experienced. By drawing on data collected through online questionnaires, the findings suggest that a high number of Mexican teachers in the field of TESOL have faced a wide range of discriminatory acts, which are profession-related, physical, and linguistic in nature. The findings also suggest that these perceived discriminatory acts impact in complex ways, from no effects, frustration, demotivation, low self-esteem, to positive effects. This study raises intriguing questions as to the effectiveness of movements and position statements to encourage discrimination-free practices within TESOL, and highlights the need to raise awareness amongst the whole educational community, involving administrators, teachers, learners, and parents, to eradicate these discriminatory acts.
The Experiences in Processing Policies and Contracts by Adult ESL Readers
Author: Abiog, Evalyn B.
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Educational Policy,Adult Students,Qualitative Research,Educational Legislation,Readability,Policy Analysis,Models,Phenomenology,Learning Experience,Reading Comprehension,Learning Strategies,Interpretive Skills,Foreign Countries

The present study describes the experiences of adult English as a Second Language (ESL) readers in processing legal texts prior to entering a financial agreement. A preliminary survey was conducted to determine the commonly read policies and contracts of adult ESL reader-consumers, which revealed those of banks and life-insurance companies; hence, these two were used as instruments of the study. A bank policy and a life-insurance contract were used as samples of legal texts, which were read by eight adult ESL readers from several cities in Metro Manila. Triangulation was employed to capture the essence of the experiences of the adult ESL readers. The participants' accounts were subjected to qualitative data analysis of transcribing, highlighting statements, clustering related themes, reducing related themes to core themes, and describing the essence of the participants' experience. The study found that the experiences of the adult ESL readers in making sense of legal texts were influenced by processing strategies. The essence of the participants' experiences lies in their challenging, yet meaningful reading experience. The challenges rest on the complexity of legal texts and on the limited understanding of these readers. Despite these challenges, they recognized the implications of their reading experience to their future financial transactions.