ethanporcaro/eric-fulltext-meta huggingface dataset:
Engaging Students in Praxis Using Photovoice Research
Author: Farley, Lisa A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Praxis,Photography,Video Technology,Social Change,Educational Practices,Teaching Methods,Preservice Teacher Education,Middle Schools

Photovoice research, developed by Caroline Wang and Mary Ann Burris in 1994, is a research design that utilizes photography and discussion as tools for social change. While Photovoice has traditionally served as a research method, it holds great promise as an instructional practice to help students engage in meaningful learning engagements. Students can explore issues related to their own lives or they can collaborate with others as co-researchers to learn more about how different groups of people experience the social structures and circumstances that impact their lives. The authors provide two examples of Photovoice in practice: one with a group of sixth graders in a summer school program, the other with preservice teachers facilitating a research project with middle school students. These projects, through the discussions and writing that occurred, provided students with authentic opportunities to make meaning through writing and speaking. The projects also modeled for students and preservice teachers a method for advocating for the changes they would like to see in their schools and communities.
Intergroup Dialogue &amp; Religious Identity: Attempting to Raise Awareness of Christian Privilege &amp; Religious Oppression
Author: Edwards, Sachi
Date: 2017-00-00
Type: Journal Articles
Subjects: Christianity,Social Bias,Religious Discrimination,Social Justice,College Environment,Student Diversity,Religious Cultural Groups,Qualitative Research,Consciousness Raising,Critical Thinking,Intergroup Relations,Religion,Identification (Psychology),Case Studies,Misconceptions,Minority Group Students,Interpersonal Communication

Intergroup Dialogue (IGD)--a pedagogical model that purposefully advances a critical social justice agenda--is used on college campuses around the country to facilitate student learning about issues of identity and structural power dynamics. In light of the tension that exists on college campuses between students from different religious identities, coupled with the lack of attention religious oppression currently receives in various campus spaces and diversity initiatives, IGD provides a strong model for a critical social justice oriented form of interfaith dialogue that has the potential to address religious diversity in higher education in a way that is inclusive of, and sensitive to, minority religious groups. This article examines the use of IGD in this way--as a means of facilitating interfaith dialogue--using a qualitative analysis of three such courses at a large public university in the Mid-Atlantic region. The study presented in this article shows how a well-intentioned and highly successful model for critical dialogue can actually marginalize certain students. It also shows how individuals' understanding of concepts like identity, privilege, and oppression are not always consistent across identity categories. This should push us to further explore the use of these pedagogies in order that the full potential of a model such as IGD can be realized.
Do Potential Past and Future Events Activate the Left-Right Mental Timeline?
Author: Aguirre, Roberto
Date: 2017-00-00
Type: Journal Articles
Subjects: Time,Spatial Ability,Classification,Evaluative Thinking,Undergraduate Students,Foreign Countries,Reaction Time,Accuracy,Congruence (Psychology),Statistical Analysis

Current evidence provides support for the idea that time is mentally represented by spatial means, i.e., a left-right mental timeline. However, available studies have tested only factual events, i.e., those which have occurred in the past or can be predicted to occur in the future. In the present study we tested whether past and future potential events are also represented along the left-right mental timeline. In Experiment 1 participants categorized the temporal reference (past or future) of either real or potential events and responded by means of a lateralized (left or right) keypress. Factual events showed a space-time congruency effect that replicated prior findings: Participants were faster to categorize past events with the left hand and future events with the right hand than when using the opposite mapping. Crucially, this also ocurred for potential events. Experiment 2 replicated this finding using blocks of trials comprising only potential events. In order to assess the degree of automaticity of the activation of the mental timeline in these two kinds of events, Experiment 3 asked participants to judge whether the expressions referred to factual or potential events. In this case, there was no space-time congruency effect, showing that the lateralized timeline is active only when relevant to the task. Moreover, participants were faster to categorize potential events with the left hand and real events with the right hand than when using the opposite mapping, suggesting for the first time a link between the mental representations of lateral space and potentiality.
Repertoires of Cultural Practices for Enacting Play and Learning in a Playgroup
Author: Fleer, Marilyn
Date: 2014-00-00
Type: Journal Articles
Subjects: Play,Cultural Differences,Indigenous Populations,Video Technology,Interaction,Foreign Countries,Rural Areas,Preschool Children,Interpersonal Relationship,Motivation,Child Behavior,Interpersonal Communication,Language Usage,Observation,Parents

Variations in cultural practices between families and schools have emerged as central to many studies (Rogoff, 2003) and these dynamic variations have been named as &quot;repertoires&quot; of cultural practice (Gutierrez &amp; Rogoff, 2003). Emerging from this literature has been a recognition of the dynamic tension between the cultural practices of Western education and the cultural practices of communities who have a different cultural heritage. This tension and its resolution have been captured through the concept of &quot;third space&quot; (Gutierrez, Baquedano-Lopez, &amp; Turner, 1997). Going beyond a third space theorization, this paper draws upon the cultural-historical concepts of &quot;demands&quot; and &quot;motives&quot; (Hedegaard, 2012) in order to understand the development of new repertoires of practices evident in an Australian playgroup where traditional early childhood practices are used by Indigenous families. Nineteen families were video recorded interacting together at a local playgroup (20h). The findings show how participation structures for learning supported by the families, and the demands they placed upon children's day-to-day interaction, highlight new understandings of playgroup practices which go beyond the dominant Western early childhood education cultural repertoires of practice.
Understanding the Motivations: A Qualitative Analysis of Israelis Holding a Bachelor's Degree Who Pursue an MBA Abroad
Author: Sasson, Ayelet
Date: 2017-06-00
Type: Journal Articles
Subjects: Student Motivation,Study Abroad,Qualitative Research,Foreign Students,Case Studies,Interviews,College Faculty,Attitude Measures,Business Administration Education,Student Attitudes,Foreign Countries,College Graduates,Graduate Students,Decision Making,Masters Programs,Questionnaires,Personal Narratives

Motivations for study abroad have been studied mostly from a quantitative point of view. This study attempted to understand those motivations through qualitative methodology, by getting &quot;into the heads&quot; of international students using a multiple case study approach. Participants were 15 Israeli Hebrew-speaking graduates. Data sources included in-depth interviews with the students, a business professor, as well as official program documents. Findings show that while intrinsic motivations recur in the data, that are in essence the selling points of an MBA, stressing experience and gaining knowledge and skills, the dominant motivations are instrumental and at times even fantastic and extreme, although presented implicitly in the discourse. All these motivations reflect a mismatch between students' perceptions of MBA education and the actual reality of getting a graduate business degree abroad, which has serious ramifications for students' learning experience and the way in which efforts and resources are prioritized.
Social Skills Training for Students of Color with Disabilities through the Use of Social Networking
Author: Aldridge, Patricia R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Minority Group Students,Skill Development,Telecommunications,Handheld Devices,Social Media,Educational Technology,Technology Uses in Education,Phenomenology,Qualitative Research,Adolescents,Learning Disabilities,Rural Schools,Urban Schools,Student Surveys,Gender Differences,Incidence

The phenomenon of the use of cell phones as a primary source of communication among teens is having an impact on our society in profound ways. Children are creating and utilizing a different language and mechanism of communication--texting. The authors conducted research to determine if this cell phone phenomenon is as prevalent among students with special needs as it is with students from the general education population. If so, how do these communication trends impact students with special needs? And finally, with the rise of social networking, do students with special needs require additional training in social media skills? In this study, 67 students with special needs were surveyed from rural and urban schools in the southeastern region of the United States. The study provides qualitative phenomenological research about how adolescents with learning disabilities' use texting as a social writing tool. All of the findings suggest a need for additional study as well as school-based programs to incorporate new media into the curriculum and assure that all students develop the skills to utilize these new technologies.
Teaching the Class with &quot;The Class&quot;: Debunking the Need for Heroes
Author: Miretzky, Debra
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Classroom Techniques,Films,Multimedia Materials,Social Class,Didacticism,Expectation,Assignments,Literature Appreciation,Teaching Styles,Teaching Models,Multicultural Education,Preservice Teacher Education

The French film &quot;Entre Les Murs&quot; (&quot;The Class&quot;) is a somewhat unusual film in its portrayal of a Parisian working class school and its protagonist, Mr. Marin, who attempts to teach an unruly class of young and very diverse teenagers. This article explores the ways the author used the film &quot;The Class&quot; as a culminating class project for her largely White, primarily Christian, rural/suburban teacher candidates. It describes how the film offers provocative and compelling examples of pedagogical and curricular struggles and classroom and school cultures for examination, discussion, and critique--examples that can illustrate how a classroom does not need a hero teacher to be a good place for students to be. The author also offers a few reflections from students' final papers, which highlight some of their insights and reflect the potential value of this experience.
Can Intergroup Dialogue Combined with SLCE Answer Today&apos;s Call to Action?
Author: Hussain, Khuram
Date: 2017-00-00
Type: Journal Articles
Subjects: Intergroup Relations,Service Learning,School Community Relationship,Social Change,Change Strategies,Community Involvement,College Programs,Agency Cooperation,Interpersonal Communication

At the center of the vision for the future of the service-learning and community engagement (SLCE) movement is an inextricable link between dialogue and collaborative action. In campus-community initiative &quot;Tools for Social Change,&quot; the authors use intergroup dialogue (IGD) to help students, faculty, staff, and city residents co-create knowledge and expand their civic capacity. This article is an overview of the call for linking dialogue-to-action in SLCE. Throughout the piece the authors reference their initiative, &quot;Tools for Social Change,&quot; not as a program description but as a love story about enactments of justice and human agency that moved them to share their vision for democratic, transformative SLCE. The authors offer nothing prescriptive, but instead send a dispatch from the place where memory and imagination meet. Yet this is not a passive call. Any ethical pedagogy must attend to the historical moment it occupies. SLCE practitioners and scholars cannot turn away from the fierce urgency of the call to empower their communities.
Connecting SLCE with Sustainability in Higher Education: Cultivating Citizens with an Ecocentric Vision of Justice
Author: Wright, Catherine
Date: 2017-00-00
Type: Journal Articles
Subjects: Sustainability,Higher Education,Service Learning,Outreach Programs,School Community Relationship,School Community Programs,Student Attitudes,Agency Cooperation,Community Involvement,Educational Practices

An important future direction for service-learning and community engagement (SLCE) is to collaborate with the sustainability in higher education (SHE) movement. SHE is a diverse, transdisciplinary area of inquiry and practice that seeks to help lead efforts to create a &quot;thriving, equitable and ecologically healthy world.&quot; When SLCE seriously attends to ecological sustainability--when it becomes ecocentric--the movement can cultivate ecologically-literate, place-engaged, planetary citizens who value and nurture justice for both human and other-than-human inhabitants. When SLCE and SHE collaborate, there will be contributing members of a comprehensive Earth community and Earth's &quot;inarticulate but not silent&quot; ecologies as stakeholders and partners in transforming human communities. This thought piece builds on and pushes the conversation of SLCE and SHE by suggesting that the patterns of thinking, pedagogies, values, and worldviews characterizing the SHE movement can add helpful nuance and depth to place-engaged SLCE. In exploring the possibilities of collaboration between the SLCE and SHE movements, the authors draw heavily on the 2016 literature review of SHE provided by Viegas, Vaz, Borchardt, Pereira, Selig, and Varvakis; rather than including multiple citations in this piece, the authors encourage readers interested in learning more to read that article. The importance of SLCE-SHE collaboration is glimpsed in a vignette presented in this article offered by co-author Tyrone, a Wingate University undergraduate who participated in ecocentric SLCE courses and applied what he learned in his work with Project Morry.
Learning Together: An Innovative Parent Education Project to Facilitate Children's Learning, Wellbeing and Resilience
Author: Harrison, Cathie
Date: 2013-00-00
Type: Journal Articles
Subjects: Parent Education,Well Being,Resilience (Psychology),Learning,Pilot Projects,Young Children,Parent School Relationship,College School Cooperation,Play,Cooperation,College Faculty,Foreign Countries,Partnerships in Education,Observation,Surveys,Interviews,School Personnel,Seminars,Workshops,Child Health,Program Effectiveness,Attitude Measures

The complexities associated with living and learning in a rapidly changing world impact on children's play, learning, wellbeing and resilience. Evidence suggests that parent education and parent-teacher partnerships in the early years can support positive outcomes for young children and their families. This paper provides an overview of a pilot project that used an interactive parent education project to support early learning, and young children's wellbeing and resilience. School personnel, parents and university academics came together to share their unique perspectives on children's play, learning and wellbeing. The project was implemented at two sites with some variations in delivery in response to local contextual factors. At each site the participants were provided with relevant findings from current research, and opportunities to share experiences, knowledge and perspectives. Participation in experiential learning tasks and reflective dialogue encouraged collaborative conversations and built common understandings between parents, teachers and academics. The outcomes of the project suggest that &quot;Learning Together&quot; can contribute to new knowledge and perspectives that are likely to have positive outcomes for children and their families.
The Design and Validation of an Early Childhood STEM Classroom Observational Protocol
Author: Milford, Todd
Date: 2015-00-00
Type: Journal Articles
Subjects: Early Childhood Education,STEM Education,Classroom Observation Techniques,Test Construction,Program Validation,Science Instruction,Educational Practices,Lesson Observation Criteria,Data Collection,Science Process Skills,Classroom Environment,Protocol Analysis

Across K-12 education, there has been recent attention to the learning opportunities available to students in science, technology, engineering, and mathematics (STEM) learning. Early childhood education (ECE) has been excluded from this process. The scholarly literature contains good evidence for including science teaching and learning at the ECE level, however, little is currently known about how a STEM curriculum might best be implemented in the early years. Additionally, data collection tools specifically developed for ECE STEM are limited. In this paper, we outline the steps we have taken to design and validate a classroom observation protocol (COP) intended to capture aspects of STEM instruction in an early childhood setting and to help educators envision and adjust their own teaching practices. The detailed explanation of the development and validation of this data collection tool offers other educators and researchers a path for collecting evidence of STEM practices in their own classrooms and/or research environments.
Coaching for Early Childhood Educators: An Insight into the Effectiveness of an Initiative
Author: Twigg, Danielle
Date: 2013-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Coaching (Performance),Preschool Teachers,Program Evaluation,Program Effectiveness,Mixed Methods Research,Delivery Systems,Supervisor Supervisee Relationship,Self Efficacy,Interviews,Teacher Attitudes,Administrator Attitudes,Participant Satisfaction,Foreign Countries

Professional development in the form of coaching has the potential to support practitioners who are being inducted into new policy and curriculum initiatives. This paper examines the efficacy of a coaching program in its support of educators to align their practice with the Victorian Early Years Learning and Development Framework for all Children from Birth to Eight Years (the Victorian Framework) and Belonging, Being, Becoming: The Early Years Learning Framework for Australia (EYLF). Aspects of the Coaching Program that were considered in the mixed-methods evaluation included the program's effectiveness, the intensity of its delivery, the approach used, and the coaching relationship. The evaluation found that the coaching program was an effective way to support educators align their practice with the Frameworks, and that readiness and commitment to change and the coaching relationships impacted on this process. The evaluation also identified possible refinements and improvements to the Coaching Program, which are noted in this article to further support early childhood educators to engage with aspects of the early childhood reform agenda.
The Cross-Age Tutoring Experience for Students with and without Disabilities
Author: Gillies, Ann
Date: 2013-00-00
Type: Journal Articles
Subjects: Qualitative Research,Tutoring,Autism,Kindergarten,Preschool Children,Grade 4,Elementary School Students,Prompting,School Libraries,Program Effectiveness,Comparative Analysis,Observation,Journal Writing,Writing Assignments,Behavior Modification,Cross Age Teaching,Maintenance,Intervention,Coding

This qualitative study describes the experience of a cross-age tutoring intervention for three PreKindergarten/Kindergarten-aged students with autism and their fourth grade general education tutors. Data were collected in an inclusive environment; the school library. Three fourth grade general education cross-age tutors were trained to use a simple, naturalistic least-to-most prompting strategy to support the young students with behavior goals in the library. A single case multiple baseline across participants design offers descriptive statistics about the young students' performance outcomes from the tutoring intervention and a constant comparison analysis of qualitative data gathered from observations of all students, students' written work and a research journal contribute to a more comprehensive understanding of this tutoring experience from the perspective of the children involved. Quantitative data indicated a sharp increase in the occurrence of the desired behaviors in the young children with the tutors present and a maintenance probe indicated the lasting effects of this intervention. Qualitative data suggested the cross-age tutoring experience created positive and powerful personal effects for both tutors and tutees; students were happy, engaged, responsive to one another, committed to one another and strong friendships were established.
Evaluating an Enrichment Program in Early Childhood: A Multi-Methods Approach
Author: van Aswegen, Christa
Date: 2015-00-00
Type: Journal Articles
Subjects: Enrichment Activities,Mixed Methods Research,Early Childhood Education,Questionnaires,Video Technology,Photography,Childhood Interests,Fundamental Concepts,Parent Participation,Knowledge Level,Achievement Gains,Learning Processes,Experimental Groups,Control Groups,Participant Observation,Classroom Observation Techniques,Pretests Posttests,Vocabulary,Foreign Countries

This article reports on the evaluation of one topic in an enrichment program designed for children in their early years of learning. The program is responsive to an increased understanding of the benefits for very young children of programs that not only take advantage of the sensitive periods for learning but that also assist parents to a take a proactive approach to their children's early learning (Australian Prime Minister's Science, Engineering and Innovation Council, 2009). The program being evaluated was delivered to a group of pre-preparatory students in five sessions over a period of two weeks. Data were collected using questionnaires, photographic and film recordings and field notes to ascertain the effectiveness of the program with regard to students demonstrating increased interest in the topic, in this case flowers, as well as to provide basic concepts of the topic. The term &quot;brain file&quot; is introduced to encompass evidence of both interest and a basic concept or understanding. The findings reveal that participation in the enrichment program had a positive impact on students' interest in flowers. The instruction received through the enrichment program curriculum increased students' basic concept of flowers. In addition, the enrichment program had a positive impact on parental involvement in the learning process as measured by parent feedback. This research points to the potential of young children to develop brain files, which incorporate the notion of increased interest in and greater understanding of the topic. An enrichment program based on the principle of providing young children with starting points for learning has the potential to make a unique and valuable contribution to early learning.