ethanporcaro/eric-fulltext-meta huggingface dataset:
De-Schooling Well-Being: Toward a Learning-Oriented Definition
Author: Rincón-Gallardo, Santiago
Date: 2020-09-00
Type: Journal Articles
Subjects: Educational Change,Well Being,Compulsory Education,School Culture,Learning,Role of Education

Purpose: (1) Critique conventional schooling as detrimental to student well-being and learning. (2) Articulate an alternative that is more conducive to learning and well-being in classrooms, schools, and educational systems. Design/Approach/Methods: I review the historical functions of compulsory schooling, the main critiques to conventional schooling developed over the past century, emerging knowledge on the neuroscience of learning and well-being, and cases of large-scale pedagogical transformation from the Global South. Findings: I argue that conventional schooling is detrimental to well-being, that deep learning is a precursor of well-being, and that compulsory schooling is not designed to cultivate it. Well-being has to be de-schooled so that students thrive in schools: The grammar of schooling has to be replaced with the language of learning. This requires deep and widespread cultural change, and some movements of pedagogical renewal from the Global South offer important lessons on how to accomplish this. Originality/Value: Expanding the scope of existing debates about student well-being by questioning the assumption that compulsory schooling is inherently good and pointing out that unless the default culture of schooling is replaced with cultures of robust learning, student well-being efforts will simply reproduce the very problems they seek to solve.
Leveraging University Partnerships to Build Capacity in Rural Schools: A Case Study
Author: Hickey, Wesley D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Academic Achievement,Achievement Gap,Academic Failure,Institutional Characteristics,Educational Improvement,Standardized Tests,Scores,School Turnaround,Elementary Schools,Rural Schools,Educational Resources,Disadvantaged Schools,Case Studies,College School Cooperation,Capacity Building,School Effectiveness

There are 339 schools in Texas that are struggling, defined as &quot;improvement required&quot; by the Texas Education Agency (TEA) (txschools.gov, 2018) and received a &quot;F&quot; rating due to low academic performance. This designation is earned through a formula that measures general student achievement, school progress based on a comparison of previous year's standardized test scores, and the ability to close the academic achievement gaps among student groups (TEA, 2018a). Of these &quot;improvement required&quot; schools, 201 are elementary, 71 are middle, and 56 are high school (TEA, 2018b). This data suggests there is significant need for strategies that turn around the academic performance of schools, and rural schools have fewer resources to utilize. Leveraging university partnerships is one way for a campus to get support for turnaround initiatives. This case study will look at a rural elementary campus that took the steps to become a school turnaround campus through a partnership with a local university.
English 299: Writing with Clarity and Power
Author: Anderson, Stacey Stanfield
Date: 2020-00-00
Type: Journal Articles
Subjects: Freshman Composition,College English,College Freshmen,Editing,Coaching (Performance),Writing Processes,Noncredit Courses

English 299 is a two-unit credit/no credit elective, capped at fifteen students per section, intended to help first year composition students become more effective editors of their own writing. The class provides a hands-on environment to help students with sentence-level editing since the writing center on campus traditionally focuses on more global concerns. Incoming California State University Channel Islands (CSUCI) students who are deemed by the California State University system as needing additional support to satisfy their first year writing requirement are placed in English 299 and given priority enrollment in the first year composition (FYC) course of their choice. The class follows a coaching model that helps students develop confidence as editors of their own work and demystifies the writing process.
Epic Learning in a &quot;Jumbo&quot; Writing Course
Author: Jaxon, Kim
Date: 2020-00-00
Type: Journal Articles
Subjects: Freshman Composition,College Freshmen,Large Group Instruction,Class Size,Affordances,Teacher Student Ratio,Writing Workshops,Mentors,Student Participation,Instructional Design,Play

The first year writing &quot;jumbo&quot; is a large enrollment composition course with ninety students and nine embedded writing mentors. The &quot;jumbo&quot; structure &quot;emerged from an 'entanglement' of the institutional environment and intentional innovation&quot; (Jaxon). Currently taught with a human rights focus, but with other iterations including a focus on digital culture, the &quot;jumbo&quot; model offers a provocation to the field's focus on class size, including preferences for smaller student-teacher ratios and the assumption that only the writing instructor can give valuable feedback. Three key structures support the jumbo design: a small workshop (ten students led by a mentor) that meets &quot;outside but alongside&quot; the jumbo class, writing mentors who participate in the large course, and an intentional design focused on community-building and various forms of participation that distribute labor and expertise among class members (Grego and Thompson 69). All of these structures emerged from a complex history on campus of supporting students' literacies alongside a commitment to honoring student labor. Importantly, remediation, as an identity or pedagogical practice, is absent from the design.
Learning Language, Learning Culture: Teaching Language to the Whole Student
Author: Kim, Deoksoon
Date: 2020-09-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Empathy,Cultural Awareness,Individual Development,Criticism,Dialogs (Language),Intercultural Communication,Models,Educational Philosophy

Purpose: This article develops a conceptualization of language pedagogy that engages the whole student. Instead of teaching language as if it were just a collection of grammar and vocabulary, we need to think about language as extending into many aspects of life and engaging whole people. Design/Approach/Methods: This article builds an original conceptualization of language learning and teaching that imagines language learning as a tool for developing whole people. It brings together research on learning culture through language, together with cultural-historical activity theory (CHAT), to develop a vision for language learning and human development. Findings: When we teach language, we should be helping people participate in ways of life. This goes beyond knowledge of subject matter, and it goes beyond any simple type of well-being. Language learning can immerse students in others' worlds, and it can foster empathy and understanding across social and political divides. But it can do so only if we base our research and pedagogy on an adequate account of language and culture. Originality/Value: In our rapidly changing, increasingly interconnected contemporary world, we need a more dynamic conception of culture than has typically been used to design language teaching and learning. This article draws on CHAT, especially the ideas of dialogue and critique, to develop an account of language pedagogy that can engage the whole student.
&quot;Colors and Kindness&quot;: Nature Photography as a Means to Support Academic Skill Development of Elementary Students at Risk
Author: Chambers, Wendy L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Photography,Outdoor Education,Environmental Education,Art Education,Technology Education,Writing Skills,Skill Development,Elementary School Students,Children,Minority Group Students,Low Income Students,Service Learning,Rural Schools,At Risk Students,Program Effectiveness

This article describes a service project involving a 3-year partnership between a university professor (the author) and P-12 faculty at a local rural Title I elementary school. Major aims of the project were to provide an opportunity for students to explore and learn about their natural surroundings through the use of nature photography activities and to connect these experiences to classroom activities with the goal of supporting academic skill development. The author visited the school twice per week to take children around the school grounds to photograph nature for about 20 minutes per session. Outcomes included the following: (1) students demonstrated increased interest in and curiosity about the subjects of their photographs over time; and (2) the nature photography project provided a beneficial context for supporting students' learning in art and technology and for practicing their writing skills. Sample student photographs and writing excerpts are presented here.
University Woodwind Students&apos; Playing-Related Injuries: A Pilot Study Investigating Beliefs, Attitudes and Prevention Strategies
Author: Stanhope, Jessica
Date: 2018-00-00
Type: Journal Articles
Subjects: Music Education,College Students,Student Attitudes,Musical Instruments,Injuries,Beliefs,Prevention,Music Techniques,Risk Management,Foreign Countries

Background: University woodwind students commonly experience playing-related injuries, however little is known about musicians' beliefs and attitudes regarding playing-related injuries. Objective: To investigate the beliefs and attitudes of university woodwind students regarding playing-related injuries, and the prevention strategies they use. Methods: An online survey was sent to the woodwind students at a university. Descriptive statistics were used to report the data. Results: All participants wanted to learn more about injury prevention, with practical teaching formats preferred. Participants most frequently recognised playing-related factors, such as having poor posture/ hand position, or playing with discomfort, as risk factors for playing-related injuries, with playing-related prevention strategies, such as warming up and having regular practice breaks, being most commonly utilised. Students generally recognised their susceptibility to playing-related injuries; however the potential impact of these was under-recognised. Many agreed with the proposed benefits of changing practice structure and posture/ hand position, as well as exercises, with some barriers identified. Conclusion: This pilot study revealed that these students are likely to respond favourably to an injury prevention program which incorporates exercises, advice regarding posture/ hand position and practice structure, particularly if presented in practical formats.
Béla Bartók: The Jekyll and Hyde of Hungarian Music
Author: Chapman, Helen Kasztelan
Date: 2019-00-00
Type: Journal Articles
Subjects: Music,Musicians,Musical Composition,Music Teachers,Music Education,Teacher Attitudes,Teaching Methods,Foreign Countries

It is almost as if there are two Bartóks -- the amiable collector of Hungarian folk music and the 'infernal' barbarian intent on destroying the music of the past (Gillies, 2010). These two sides of Bartók's character may be seen in such disparate works as &quot;The Miraculous Mandarin&quot; (1919) and his &quot;Suite&quot; No. 2, Op. 4 (1904-07). The confronting modernism and controversial subject matter of the former provide a stark contrast to the mild astringency and post-Romantic lyricism of the latter. The aim of this qualitative study is twofold: firstly, to gain a deeper understanding of why Bartók's music tends to be overlooked by Australian piano teachers and, secondly, to examine the technical aspects of teaching this music. Bartók's music has been described as elitist and difficult to understand (Alsop, 2007; Milne, 2010; Nissman, 2002; Oestreich, 1990; Suchoff, 2004) and the literature suggests that this may not be an exclusively Australian problem.
Creating a Tool to Evaluate Teaching Materials for Older Beginner Piano Students through the Lens of Constructivism
Author: Burrows, Joanne
Date: 2019-00-00
Type: Journal Articles
Subjects: Music Education,Instructional Materials,Musical Instruments,Constructivism (Learning),Evaluation Methods,Test Construction,Adolescents,Preadolescents,Cognitive Style,Knowledge Level,Social Development,Cooperative Learning,Learning Activities

This paper describes the creation of an evaluative tool that aims to measure the degree to which constructivism is facilitated within the teaching materials created for older beginning piano students (twelve to seventeen years of age). Literature exploring the published teaching materials available for teaching piano includes content analysis, comparisons of tutor books and music reading approaches. The majority of research focuses on young children under eleven years of age, tertiary students and adult learners. Little research has critically examined the materials created for the older beginner piano student. Additionally, research in music education has explored various forms of constructivism but this research is rarely piano specific and generally represented by qualitative or small quantitative studies. Constructivism related to teaching piano to students aged twelve to seventeen years has received little attention. This paper unpacks the research and methodology that underpins the creation of an evaluative tool designed to explore the extent to which constructivism is facilitated and supported in the published teaching materials for older beginner piano students. The creation of an evaluation tool anchored in constructivism is central to a larger study exploring the resources used by Australian piano teachers when teaching older beginner students.
China&apos;s SCI-Indexed Publications: Facts, Feelings, and Future Directions
Author: Liu, Weishu
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,Citation Indexes,Scientific Research,Citations (References),Citation Analysis,Evaluation Research

Purpose: In relation to the boom in China's SCI-indexed publications, this opinion piece examines this phenomenon and looks at future possible directions for the reform of China's research evaluation processes. Design/Approach/Methods: This opinion piece uses bibliographic data for the past decade (2010-2019) from the Science Citation Index Expanded in the Web of Science Core Collection to examine the rise in China's SCI-indexed publications. Findings: China has surpassed the U.S. and been the largest contributor of SCI publications since 2018. However, while the impact of China's SCI publications is rising, the scale of this impact still lags behind that of other major contributing countries. China's SCI publications are also overrepresented in some journals. Originality/Value: Reporting the latest facts about China's SCI-indexed publications, this article will benefit the reform of China's research evaluation system.
The Paradoxes of Student Well-Being in Singapore
Author: Ng, Pak Tee
Date: 2020-09-00
Type: Journal Articles
Subjects: Student Welfare,Competition,Testing,Educational Practices,Educational Change,Holistic Approach,Stress Variables,Social Development,Emotional Development,Values Education,Learner Engagement,Elementary Secondary Education,Foreign Countries

Purpose: Singapore's education system is known for its robust curriculum and excellent results. It is also a system of keen competitiveness and high pressure. This article addresses how such an education system responds to the issue of student well-being. Design/Approach/Methods: This article analyses the recent initiatives and shift in education philosophy in Singapore's education system, which have a bearing on the issue of student well-being. Findings: This article argues that while there are direct efforts to address student well-being, the direction Singapore is taking is to pursue a holistic education paradigm, in which education is engaging, joyful, meaningful, and values-based. This article also argues that such a paradigm goes beyond the current well-being agenda and is aligned with a view that education should be about wholeness and purpose. While there are challenges associated with these changes, the Singapore experience suggests that the more we focus on holistic education, rather than interpret student well-being narrowly, the more wellness the students may actually and eventually experience. Originality/Value: This article brings to readers learning points from Singapore regarding student well-being, as the country grapples with change to develop a generation of young people, whose &quot;beings&quot; are and will continue to be &quot;well.&quot;
Community Context: Influence and Implications for School Leadership Preparation
Author: Lipke, Tamara
Date: 2019-00-00
Type: Journal Articles
Subjects: Community Characteristics,Instructional Leadership,Leadership Training,Rural Schools,Urban Schools,Journal Articles,Research Reports,Kindergarten,Elementary Secondary Education,Principals,Administrator Education,Educational Trends,Trend Analysis,School Community Relationship,Teacher Recruitment,Teacher Persistence,Faculty Development

Effective K-12 leaders remain a central concern for schools and communities of all types. The purpose of this research is to examine critically the literature on issues facing leaders in rural and urban settings and present a synthesis of cross-cutting themes. The authors reviewed the theoretical and empirical literature on K-12 leadership issues in rural settings and in urban settings published between 2013-2018 in ten journals. An examination of the similarities and differences facing leaders in these settings in the United States and a discussion of the implications for leadership preparation programs is provided. Future research directions to guide the study of K-12 leadership are also discussed.
Influence of Parental Involvement on Students&apos; Success in Title I Charter School in Texas as Perceived by Middle School Principals
Author: Aykac, Salih
Date: 2019-00-00
Type: Journal Articles
Subjects: Parent Participation,Parent Influence,Academic Achievement,Charter Schools,Middle Schools,Principals,Administrator Attitudes,Parent School Relationship,Parent Teacher Cooperation,Home Visits,Communication Strategies,Barriers,Educational Legislation,Federal Legislation,Low Income Students

Ten middle school principals of Title I charter schools were interviewed in this qualitative, phenomenological narrative study to explore the influence of parental involvement on students' success in Title I charter schools in Texas as perceived by middle school principals. Each interview was analyzed before combining them to develop a complete picture of the phenomenon. Coding and pseudonyms were used for each participant to maintain anonymity and confidentiality of data and records in the study. The findings suggest that most of the principals considered parental involvement as a combination of different expectations set for both parents and school. Thus, school and the parents must work together and take joint responsibility for the students' education in school. Other findings from this study suggest that charter school principals are experiencing less parental involvement as students move from elementary to middle school. Finally, the findings from this study affirm that all principals strongly believe that parental involvement has a strong influence on students' success.
The Impact of Learning Management Systems on Students&apos; Achievement in Language Exams
Author: Akay, Emel
Date: 2020-10-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Technology Integration,Second Language Learning,English (Second Language),Academic Achievement,Language Tests,Language Proficiency,Correlation,College Students,Public Colleges,Student Attitudes,Positive Attitudes,Foreign Countries

The use of technology in or beyond classrooms has created a stupendous paradigm to bring down the classroom walls and open up for new and unique learning opportunities. With the plethora of materials and rich learning object repositories, LMSs gripped attention of many educational institutions in different levels. Although LMS has been heralded as a great platform to support learning, the impact of it on student achievement has always been under question. Therefore, the aim of this study was to investigate the relationship between university students' achievement in an English preparatory program and the use of LMS in language learning process. In a mixed-method design, quantitative data were collected from 321 students in the School of Foreign Languages, and qualitative data were gathered from interviews with 30 randomly selected students. The results revealed that the use of LMS had a much greater impact on midterm exams than the proficiency exam although it had an effect on both. The analyses of the interviews indicated that participants had mostly positive attitudes towards the use of LMS as they thought it contributed to their language learning processes.
Constructivist Theory as a Foundation for the Utilization of Digital Technology in the Lifelong Learning Process
Author: Mohammed, Saif
Date: 2020-10-00
Type: Journal Articles
Subjects: Constructivism (Learning),Lifelong Learning,Adult Students,Educational Research,Web 2.0 Technologies,Social Networks,Video Technology,Communities of Practice,Search Engines,Web Based Instruction,Educational Environment

Lifelong learning, with the help of digital technology, possesses the capacity to offer individual significant advantages to individual learners. This paper examines both the diverse approaches to lifelong learning and the digital tools available to promote these strategies. The paper contains a review of some of the main articles pertaining to the fields of constructivism, digital technology, and the process of lifelong learning. Specifically, the authors intend to critically evaluate the utilization of rapidly developing digital technologies, such as computers, tablets, and mobile devices, within lifelong learning and their role as tools in promoting access to both practical and theoretical knowledge and in facilitating the communication of ideas within a global network, as per the constructivist approach. Hence, this article relies upon a specific definition of lifelong learning and an exploration of the notional foundation of what comprises lifelong learning and the environment in which their knowledge acquisition occurs. Thus, a framework for the present research is established wherein peer-reviewed studies concerning the use of social media by lifelong learners is explored, and extrapolating from the dual tenets of professional development and adult learning theory. Moreover, the authors additionally examine approaches to the notion of PLEs (personal learning environments) and PLNs (personal learning networks) as related to the selection of relevant lifelong learning strategies. The discussion is exemplified by cases ranging from video platforms to blogs and is simultaneously multidisciplinary and spanning diverse fields. Each example has applicability for lifelong learning and represents the characteristics of constructivism and its support within a web-based learning environment. It is thereby suggesting that effective and meaningful strategies supportive of the lifelong learning lifestyle can be achieved via well-designed PLEs and PLNs.