ethanporcaro/eric-fulltext-meta huggingface dataset:
Fan
Author: Moore, M. Elizabeth
Date: 2018-00-00
Type: Journal Articles
Subjects: Childrens Literature,Popular Culture,Internet,Children,Fiction,Mass Media

This essay explores the intersections between Fandom Studies and Children's Literature, showcasing some of the ways in which &quot;fan&quot; as a keyword can illuminate both problems and potential solutions in children's media and education. Although children have historically been excluded from much of fan-organized fandom, the idea of fannishness is intertwined with that of childishness, raising questions about maturity and seriousness in the fan experience. With the rise of the Internet, children have gained more immediate access to fandom, a phenomenon accompanied both by the potential dangers of children and adults interacting in the same fan spaces and by the opportunity to hear children's thoughts about the media they consume. While some scholars focus on the commodification of children's fannish pursuits, others look at the possibilities that fandom and fan fiction can provide for engaging children in conversations about texts, especially in the classroom. Fans have also started to make appearances in children's literature and media, creating new character archetypes, tropes, and genres. Understanding fannish identities, practices, and communities can provide valuable insight to scholars and educators as fandom continues to move into mainstream popular culture, influencing both children and children's media.
Service Learning: An Empowerment Agenda for Students and Community Entrepreneurs
Author: Scholtz, Desiree
Date: 2018-00-00
Type: Journal Articles
Subjects: Service Learning,Undergraduate Students,Marketing,Advertising,Business,Questionnaires,Employers,Attitude Measures,Program Effectiveness,Experiential Learning,School Community Programs,Foreign Countries,Entrepreneurship,Likert Scales,Content Analysis

Service learning (SL) presents apposite opportunities for students to share with and learn from businesses for mutually beneficial development and experience. This article focuses on a SL project conducted by undergraduate students in South Africa, to devise advertising and marketing strategies for community businesses. The reciprocity of benefits for participants, as well as ontological aspects of student learning were explored. Questionnaires administered to three student cohorts and feedback from business owners were subjected to content analysis. Theoretical underpinnings of SL as work-integrated learning (WIL) modality and the curriculum approach of knowing, doing and being, framed this study. The findings revealed that a well-structured SL project is a valuable learning experience with permeable boundaries between knowledge and practice. This article focuses on, firstly, the importance of relating classroom learning to real world experience; secondly, the emergent ontological perspectives of SL, and thirdly, empowering community businesses by sharing knowledge and skills to foster entrepreneurial ideals.
The Effect of Computer-Supported Education on Student Attitudes: A Meta-Analytical Comparison for the Period 2005-2015
Author: Anil, Özgür
Date: 2018-02-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Uses in Education,Student Attitudes,Meta Analysis,Effect Size,Academic Achievement,Outcomes of Education,Scores,Correlation,Coding,Statistical Analysis,Computer Assisted Instruction,Intellectual Disciplines

Using meta-analysis, this study examines the effect of computer-supported education on students' attitudes and determines the degree to which the effect size obtained by combining the effect sizes of various studies differs, in terms of educational level, course subjects and application duration. Based on the inclusion criteria, a total of 32 pieces of research from 621 studies that appeared in the national and international literature during 2005-2015 were analysed. Data analysis was carried out with the treatment effectiveness method, using the MetaWin 2.0 and the Comprehensive Meta-Analysis statistics programs. The findings of the research revealed that, according to the random effects model, computer-supported education had a moderate, positive and significant (ES = 0.449) effect on attitude scores. The positive correlation between the related method and student attitudes suggests that the correlation may be enhanced by the use of more interesting and better quality content designed for computer-supported education.
The Effectiveness of Modified Multi-Component Cognitive Strategy Instruction in Expository Text Comprehension of Students with Mild Intellectual Disabilities
Author: Bilgi, Arzu Doganay
Date: 2018-02-00
Type: Journal Articles
Subjects: Reading Comprehension,Mild Intellectual Disability,Reading Strategies,Teaching Methods,Inclusion,Secondary School Students,Reading Tests,Writing Evaluation,Writing Skills,Text Structure,Generalization,Foreign Countries,Children,Intelligence Tests,Scoring,Intervention

This study investigates the effectiveness of Modified Multi-Component Cognitive Strategy Instruction (MMCSI) on expository text comprehension skills of students with mild intellectual disability (ID). Three students participated from inclusion classes of three different secondary schools in Turkey. The study was conducted using a multiple probe design across subjects. Expository text comprehension skills of the students were evaluated by using two different approaches: Reading Comprehension Test and Summary Writing. Comprehension scores of the summaries were assessed according to the following dependent variables: length of the summary, main idea scores, and quality. MMCSI was implemented in four phases: text structure instruction, modeling, guided practice, and independent practice. Study results showed that MMCSI was effective in a) improving the students' comprehension of descriptive texts, b) maintaining comprehension skills, and c) generalizing these skills to texts with different topic areas and structures.
Detection of Gender Related DIF in the Foreign Language Classroom Anxiety Scale
Author: Ra, Jongmin
Date: 2018-02-00
Type: Journal Articles
Subjects: Gender Differences,Second Language Learning,Second Language Instruction,Anxiety,Communication (Thought Transfer),Likert Scales,Measures (Individuals),Item Analysis,Validity,Error of Measurement,Foreign Countries,College Students,Factor Analysis,Statistical Analysis

A fundamental challenge to understanding effects of foreign language anxiety on the foreign language learning lies in implementing reliable and valid measures. Considering importance of measurement bias and widespread usage of the foreign language classroom anxiety scale (FLCAS) in education, the aim of the current study was to detect differential item functioning (DIF) in FLCAS due to male and female students, which threatens the validity of FLCAS. Results showed that gender related DIF appeared in FLCAS. Out of 25 items of FLCAS, two items were found to exhibit gender related DIF after correcting inflated Type I error. Such results implied that what previous studies called gender differences in the mean levels of foreign language classroom anxiety might have just been response differences to FLCAS due to some of gender related DIFs on FLCAS.
Fostering the Computation Competence of Low Achievers through Cooperative Learning in Inclusive Classrooms: A Longitudinal Study
Author: Opitz, Elisabeth Moser
Date: 2018-00-00
Type: Journal Articles
Subjects: Inclusion,Longitudinal Studies,Cooperative Learning,Competence,Special Needs Students,Low Achievement,Peer Relationship,Intervention,Mathematics,Computation,Comparative Analysis,Pretests Posttests,Mathematics Achievement,Foreign Countries,Control Groups,Hierarchical Linear Modeling,Regression (Statistics),Statistical Analysis

Fostering peer interaction and shared learning is an important aim of inclusive instruction. However, it has not been established whether it is possible to offer explicit and intensive support for low achievers in inclusive settings. This longitudinal study examined whether a structured program that includes cooperative learning fosters computational competence and flexible strategy use by low achievers in mathematics in inclusive classrooms. 126 persistent counters from 35 inclusive classrooms in grade 2 participated in a structured intervention lasting ten weeks, under three conditions: Cooperative learning (CL, students working in pairs during seatwork), individual learning (IND, students working individually during seatwork) and a control group (CG) with &quot;business as usual.&quot; Even when there was substantial class-specific differential development during group-based interventions, between pre- and posttest, results showed no statistically significant main effects for either of the two intervention conditions relative to the control group. However, compared to the CG-group, the CL intervention showed a higher slope for pretest performance, indicating that students with a higher level of computation competence benefited relatively more from the CL intervention than students with similar preconditions in the CG. The results provide evidence that multiple approaches are needed; approaches which combine well-structured programs stimulating cooperative learning and shared learning situations with intensive and individualized measures are of benefit for students with very low mathematical competence.
Authentic
Author: Loza, Roxana
Date: 2018-00-00
Type: Journal Articles
Subjects: Childrens Literature,Definitions,Authors,Stereotypes,Disproportionate Representation,Memory,Audience Awareness

Debates about &quot;authentic&quot; children's literature often focus on the question of who can legitimately write children's literature. Therefore, an author's age, race, and/or ethnicity, (dis)ability, and sexuality become important considerations in establishing credibility and authenticity. If we define children's literature by authorship, then perhaps, as critics like Rose and Zipes suggest, adults cannot write &quot;authentic&quot; children's literature. However, as children's authors such as J.K. Rowling and E. Nesbit claim, adults who remember their own childhoods (such as Rowling and Nesbit) do have a right to tell children's stories. Other critics focus on how marginalized identities are portrayed in books through their thematic content and characters. Concern over misrepresentation and stereotyping has created a push for books by &quot;insiders&quot; who tell their own stories and experiences. While controversies surrounding authenticity are forcing nuanced discussions about identity, authorship, and audience, some critics are pushing back at the label as a limiting framework.
Making It Logical: Implementation of Inclusive Education Using a Logic Model Framework
Author: Stegemann, Kim Calder
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Implementation,Inclusion,Models,Special Needs Students,Input Output Analysis

Educational inclusion of children with special learning needs is a philosophy and movement with an international presence. Though Canada is a leader in educational inclusion, many would claim that our public educational systems have not yet fully realized the dream of inclusive education. As other countries have noted, making full-fledged changes in systems can be difficult without a strategic plan of action that clearly articulates the stages of implementation, and without an agreed upon framework for planning, putting into action, and measuring the success. In this paper, we introduce the logic model framework for describing the process of creating inclusive educational environments. Logic models focus on implementation of a program, from start to end, making explicit the key assumptions on which the process is based, and help to identify where implementation may be breaking down. We create a generic logic model for the implementation of inclusive education, based on the documents from two Canadian provinces.
Appropriate
Author: Wallace, Kathleen
Date: 2018-00-00
Type: Journal Articles
Subjects: Developmentally Appropriate Practices,Child Development,Language Usage,Definitions,Publishing Industry,Childrens Literature,Educational Practices,Caregivers,Ideology,Books

This essay aims to map uses and attributions of the word &quot;appropriate&quot; as they occur in various disciplines related to children's literature. Three competing interest areas--publishing, education, and societal ideologies--provide insight as to how &quot;appropriate&quot; developed into an abstract cover-word for a variety of outside agendas. One usage stems from publishers, authors, and editors who privilege books that adhere to historically established industry standards, such as rhyming text and anthropomorphism. Educators, however, utilize theories of development to establish &quot;developmentally appropriate&quot; pedagogy which, as a result, has the potential to limit the literacy experiences of children. Finally, gatekeepers and moderators--a group which may include parents, caregivers, or special interest groups--use &quot;appropriate&quot; to signal books that correspond to those adult's ideologies and effectively protect children from what they define as disagreeable content. Ultimately, &quot;appropriate&quot; indicates books, ideologies, and materials that correspond to what adults from a variety of different--and often contradictory--fields assume children &quot;need&quot; to develop into proper citizens of their society.
Adult
Author: Williams, Catherine
Date: 2018-00-00
Type: Journal Articles
Subjects: Adults,Childrens Literature,Individual Development,Definitions,Children,Literary Genres,Literary Devices,Role,Adolescent Development

This article explores the topic of adulthood within children's literature. Because adults author, illustrate, and produce children's literature, adults construct what childhood looks like, as well as the degree of diverse representation within children's texts. The varied, and sometimes conflicting, depictions of child characters reveal the difficulties in defining the boundaries between adults and children, particularly whether their relationship is one of difference, similarity, or degree. Children's literature also interrogates the privileged moral position of adulthood, calling into question whether or not simply being an adult makes someone a reliable role model. The evolving depiction of adults underscores the difficulties of defining adulthood's role in children's texts. Lastly, the article examines the phrase &quot;coming of age&quot; and its relationship to the adult/child binary. By rendering &quot;coming of age&quot; as a complex process, the relationship between childhood and adulthood can be viewed as a spectrum, rather than one of difference. Ultimately, examining adulthood reminds scholars to cultivate an awareness of their assumptions as they negotiate, untangle, and examine their own positions as adults within a genre for children.
Innovation
Author: Crosscombe, Nigel
Date: 2018-00-00
Type: Journal Articles
Subjects: Innovation,Definitions,Etymology,Educational Technology,Educational Innovation,Educational Change,Educational Trends,Foreign Countries

This paper considers how the meaning of innovation has changed over time and considers how contemporary conceptions of innovation are problematic for education. The popularity of the overhead projector in schools during the 1960s is examined to show how education innovation relies on a novel new product for classrooms and a belief by adopters that the tool will radically change education. Educational Innovation movements masquerade consumerism as pedagogy. Current Canadian examples of innovation are examined to show how innovation has become a trendy buzzword. Innovation has connections to consumerism which problematizes the prevalent notion that innovation is the target that education must strive to achieve. Education must place effective pedagogy first and foremost and cannot get sidetracked in the race to become innovative.
Global Citizenship
Author: Osiadacz, Evelina
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Approach,Citizenship Education,Curriculum,Definitions,Language Usage,Ambiguity (Semantics),Curriculum Development

This article draws attention to the keyword &quot;global citizenship&quot; through an analysis of the ambiguity of expectations of teachers from the Ontario curriculum documents. Particular reference is drawn to the citizenship education framework, an addition to the 2013 revision of &quot;Ontario Curriculum: Social Studies, Grades 1 to 6; History, and Geography, Grades 7 and 8.&quot; Teachers are seemingly charged with teaching students to be global citizens, with little indication as to what it means to be a global citizen. The vague expectation in the framework is an example of the history of the discrepancy in interpreting global citizenship as the phrase &quot;global citizenship&quot; is made up of an adjective and a noun which individually indicate particular attributions that do not make sense when used together. Using the OED [&quot;Oxford English Dictionary&quot;] definition as a starting point, this article defines &quot;citizen&quot; and &quot;citizenship,&quot; in the context of globalization and examines the historical shifts in the allocation of rights and responsibilities, attributes of the terms, and how they came to be recognized globally, and eventually in schools.
Numeracy
Author: Kus, Miranda
Date: 2018-00-00
Type: Journal Articles
Subjects: Numeracy,Definitions,Etymology,Language Usage,Mathematics Education,Foreign Countries

This essay describes the development of the word numeracy as it evolved from its initial use in 1959 to its current meaning today. Initially appearing in a British report to address mathematics education of teenage boys and girls, it was first used in relation to the word literate and defined as the ability with or knowledge of numbers. By the mid-1960s, the meaning shifted from computation of numbers to the ability to interpret data and make sense of the world through business, science, and technology. In the 1970s, numeracy was seen as a skill that was essential in life and by the turn of the twenty-first century, numeracy came to include the ability to reason. Numeracy was no longer seen simply in the area of mathematics but continued to permeate through all areas of study and furthermore, into daily life.
New Historicism
Author: Hickling, Matt
Date: 2018-00-00
Type: Journal Articles
Subjects: Historiography,Definitions,Language Usage,Foreign Countries,Etymology

This article draws attention to the keyword &quot;New Historicism&quot; through its evolution from its antecedent &quot;Historicism.&quot; Using the OED definition of both as a starting point, this article explains the development of New Historicism as an interpretive strategy in the study of history and literature. In keeping with the &quot;keywords&quot; mandate to examine conflicting and contested terms, I cite both Stephen Greenblatt's initial development of new historicism as an interpretive strategy and the subsequent critiques. In citing examples from popular culture and aspects of Canadian history, I demonstrate the utility of New Historicism and explain how it is distinct from historicism.
Impact of Single-Case Pupil Descriptions on Student Teacher Attitudes towards Inclusive Education
Author: Röhm, Alexander
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Teacher Attitudes,Inclusion,Self Efficacy,Disabilities,Access to Education,Accessibility (for Disabled),Grade 5,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Comparative Education

Institutional and individual stigmatization are still major barriers for children with disabilities to access education. Teacher attitudes towards inclusive education play a crucial role in this regard, and are shaped by single-case descriptions from mass media or other sources. Building on exemplification theory and priming, two experiments with full factorial 3 × 2 × 2 × 2 between-designs investigated the infl uence of different descriptions of individual pupils on student teachers' generalized attitudes towards inclusive education. Study 1 (N = 416) examined the impact of pupil disability, behavior, origin, and sex. Study 2 (N = 706) examined the roles of pupil origin, behavior, sex, and school grades, as well as the respondents' teaching self-effi cacy as a moderator. The results support the general assumption that descriptions of individuals affect generalized attitudes towards inclusive education. Yet, the effect pattern is complex and occasionally counter-intuitive. Overall, the roles of pupil ethnic origin and teacher self-effi cacy deserve increased attention for creating inclusive education settings.
Adaptation
Author: Littlejohn, Emily
Date: 2018-00-00
Type: Journal Articles
Subjects: Childrens Literature,Media Adaptation,Bias,Social Change,Cultural Relevance

&quot;Adaptation&quot; originally began as a scientific term, but from 1860 to today it most often refers to an altered version of a text, film, or other literary source. When this term was first analyzed, humanities scholars often measured adaptations against their source texts, frequently privileging &quot;original&quot; texts. However, this method began to shift when scholars like Brian McFarlance, Deborah Cartmell, and Imelda Whelehan outlined the negative consequences of source text bias. More recently, Linda Hutcheon argued that adaptation is worthy of study in its own right (2006). Furthermore, as Brian A. Rose has noted, serial adaptations respond to cultural and societal changes, helping us trace the relationship between the earliest definitions of adaptation and more contemporary understandings of adaptation. For example, &quot;Little Red Riding Hood&quot; shows how adaptations change through time, each focusing on a social concern prevalent at the time in which it was produced. Lastly, as John Stephens and Robyn McCallum argue, while &quot;retellings of traditional stories may seem intellectually and culturally oppressive, there are always possibilities for resistance, contestation, and change&quot; (p. 8)--thus confirming the importance of attending to, carefully considering, and drawing theoretical conclusions about altered or emended versions of familiar texts.
Sexuality
Author: Matthews, Corinne
Date: 2018-00-00
Type: Journal Articles
Subjects: Sexuality,Childrens Literature,Adolescent Literature,Homosexuality,Sexual Orientation,Censorship

Sexuality is both everywhere and nowhere in children's literature since it collides with an ideology of childhood innocence that works to erase childhood sexuality altogether. Debates about identity, self-expression, the boundary between childhood and adulthood--and attempts to police that boundary--often center on sexuality. Anxiety around children and sexuality often results in censorship, particularly when it comes to sex education. While young adult literature can fill some gaps left by inadequate sex education, expecting it to serve as an adequate substitute can give adolescents unrealistic expectations about sex that can harm them at least as much as lack of information. Depictions of sexuality in adolescent literature work to some degree to regulate and even prevent the healthy development of young adult sexuality. Similarly, while there has been a recent much needed increase in LGBTQ representation in children's and young adult literature, many still leave any sex that falls outside the strict bounds of heterosexuality implicit rather than explicit, subtly othering queer desire via its relative invisibility.