ethanporcaro/eric-fulltext-meta huggingface dataset:
Art Integration and Cognitive Development
Author: Baker, Dawn
Date: 2013-00-00
Type: Journal Articles
Subjects: Art Education,Integrated Curriculum,Cognitive Development,Intelligence,Experiential Learning,State Standards,Ethnography,Observation,Pilot Projects,Thematic Approach,Charter Schools,Grade 3,Grade 4,Grade 5,Grade 6,Taxonomy,Elementary School Curriculum,Behavior,Qualitative Research

The arts have long been valued for their aesthetic contributions to education, and studies have been conducted to demonstrate their contribution to academic performance in an attempt to justify their inclusion in the curriculum. Art integration involves learning core content subjects (math, reading, language, science, social studies) through the arts (drama, dance, music, visual arts). The focus of this qualitative pilot study was to examine and describe how the arts are integrated with curriculum concepts to promote cognitive development. The theoretical framework was based on standard theory of intelligence and cognitive development. Curriculum concepts were taught through experiential methods and hands-on projects integrated with state Standard Course of Study. Data collection consisted of field ethnographic description and passive observation to identify behavioral correlates of cognitive and intellectual functioning as well as to capture how state standards are integrated within arts-based instruction. Field notes were analyzed to look for patterns, themes, and defining categories for data analysis. The focus of domain analysis was guided by semantic, means-end relationships related to instruction, learning, and types of processing information, as well as products of that learning. Taxonomic analyses were created of thematic units and how the different arts were used breaking thematic units into arts used, instructional vehicles/ learning activities, and types of cognition being used. A guiding principle was, how does this relate to cognitive/intellectual development? Cognitive correlates were listed as a type of domain yielding examples of different types of cognitive and intellectual processing. Systematic field study was noteworthy for thematic instruction through which curriculum concepts were taught. Thematic-driven and project-based learning often additionally required students to use planning, researching, imagination related to an overall instructional objective. Analysis revealed multi-layered and complex domains within instructional delivery. Context and culture were running themes across observations. Thematic units provided vehicles for cognitive development that promoted vocabulary development, reasoning, comparing/ contrasting, abstraction, integration of concepts, and conceptual development. This information informs instructional delivery and the use of arts-based instruction to promote greater understanding of underlying development of cognitive and intellectual abilities in the classroom.
My Body, My World: Illness and Identity in Alice Walker&apos;s &quot;Beauty: When the Other Dancer Is the Self
Author: Kerr, Lisa
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Diseases,Injuries,Personal Narratives,Discussion (Teaching Technique),Class Activities,Writing Assignments,Student Evaluation,Humanities Instruction,Graduate Medical Education,Teaching Methods

Writing Center faculty at the Medical University of South Carolina teach humanities courses in which we include literary texts that are not ostensibly &quot;about health care&quot; to introduce to students how unique an illness narrative can be--to challenge, in fact, preconceived notions student may have about what &quot;counts&quot; as a healthcare narrative. One narrative we teach is Alice Walker's &quot;Beauty: When the Other Dancer is the Self.&quot; Walker's account provides opportunities to examine how injury and illness can affect one over the course of a lifetime, contributing to the formation and constant renegotiation of identity from childhood to adulthood. This paper describes the method by which we have taught Walker's story to engage students on these topics.
The Scientific Method and the Creative Process: Implications for the K-6 Classroom
Author: Nichols, Amanda J.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Scientific Methodology,Creative Activities,Art Education,Science Instruction,Elementary Education,Integrated Activities,Learning Activities,Dance Education,Drama,Music Education

Science and the arts might seem very different, but the processes that both fields use are very similar. The scientific method is a way to explore a problem, form and test a hypothesis, and answer questions. The creative process creates, interprets, and expresses art. Inquiry is at the heart of both of these methods. The purpose of this article is to show how the arts and sciences can be taught together by using their similar processes which might improve student engagement. Arts-integration research from the literature is discussed. Both the scientific method and the creative process are described through examples of scientists and artists in different areas. Detailed learning activities are presented that demonstrate how both the scientific method and the creative process can be implemented into the classroom. Two activities are appropriate for elementary-aged children, grades K-3, while the other activities are geared for intermediate school-aged students, grades 4-6. All activities are written where either a science educator or arts educator could utilize the lessons.
Elementary Teachers Integrate Music Activities into Regular Mathematics Lessons: Effects on Students&apos; Mathematical Abilities
Author: An, Song
Date: 2013-00-00
Type: Reports - Research
Subjects: Integrated Activities,Mathematics Instruction,Music Activities,Elementary School Mathematics,Elementary School Teachers,Interdisciplinary Approach,Elementary School Students,Grade 1,Grade 3,Instructional Effectiveness,Intervention,Mathematics Skills,Pretests Posttests,Quasiexperimental Design

This article presents exploratory research investigating the way teachers integrate music into their regular mathematics lessons as well as the effects of music-mathematics interdisciplinary lessons on elementary school students' mathematical abilities of modeling, strategy and application. Two teachers and two classes of first grade and third grade students (n = 46) participated in the present study. The two teachers designed and implemented music activities as an integrated part of their regular mathematics lessons across five weeks. Results demonstrated that both teachers integrated a variety of music activities with different mathematical content. The music-math interdisciplinary lessons had positive effects on multiple mathematical ability areas.
Can We Use Creativity to Improve Generic Skills in Our Higher Education Students? A Proposal Based on Non-Verbal Communication and Creative Movement
Author: Rodriquez, Rosa Maria
Date: 2013-00-00
Type: Journal Articles
Subjects: College Freshmen,Movement Education,Skill Development,Individual Development,Nonverbal Communication,Creativity,Dance Education,Student Attitudes,Program Effectiveness,Foreign Countries,Questionnaires,Diaries,Qualitative Research

Traditionally, general skills and personal growth have been developed through cognitive processes within academic contexts. Development based on experience may be an alternative route to achieve cognitive knowledge. Enact-learning is based on the biunivocal relationship between knowledge and action. Action is movement. Participants interact with their environment through movement. When participants are aware of this interaction, knowledge is created. First interactions in personal development with the environment are non-verbal. Returning to this concept, we propose work based on creative movement and non-verbal communication. This approach takes into account the multiple intelligences paradigm in order to generate knowledge. This paper seeks to explain a movement development program that has been applied to freshman students studying in different academic areas. The program design is explained in detail. The article demonstrates how the program has helped to develop the participants' body consciousness. The students' reflections are analyzed using a qualitative methodology. A questionnaire focused on the students' perceptions of the connections between general skills and the program rounds out the research results.
Arts Integration: What Is Really Happening in the Elementary Classroom?
Author: LaJevic, Lisa
Date: 2013-00-00
Type: Journal Articles
Subjects: Art Education,Integrated Activities,Elementary Education,Elementary School Teachers,Grade 1,Grade 2,Observation,Focus Groups,Content Analysis,Art Activities,Teacher Attitudes,Educational Practices,Case Studies,Semi Structured Interviews

Researching how Arts Integration is practiced in a primary school, this article explores how elementary teachers understand, implement, and experience Arts Integration. Weaving together personal experiences, teacher interviews, focus group sessions, classroom observations, and written texts, I investigate how the arts are often devalued in Arts Integration. Not only are the arts used for decorative purposes, but the arts component in Arts Integration is greatly diluted as well. Addressing what can be done to attend to the problem of devaluing the arts in the classroom, this essay holds implications for teacher education, Arts Integration and curriculum development.
Historic and Ethnic Music Found to Increase Geographic Understanding: A Quasi-Experimental Study
Author: Richardson, Ronald
Date: 2013-00-00
Type: Reports - Research
Subjects: Integrated Activities,History Instruction,Music,United States History,Human Geography,Physical Geography,Learner Engagement,Grade 8,Student Attitudes,Pretests Posttests,Outcomes of Education,Middle School Students,Instructional Effectiveness,Intervention,Quasiexperimental Design,Regression (Statistics)

This article summarizes a quasi-experimental study, which demonstrated that integration of historic and ethnic music into the American history curriculum may lead to increased knowledge of the cultural and physical geography of the United States as well as enhanced student engagement. An experiment (n = 215) conducted with eighth grade students investigated the effect that implementing supplementary music history workshops had on student attitudes and understanding of geographic concepts. Two instruments were used as pre-post tests: the Standards-Based Geography Test, Intermediate Level, from the National Council for Geographic Education and the Test of Geography-Related Attitudes. Analysis of covariance (ANCOVA) showed that students in the treatment group showed greater growth in geographic knowledge (effect size = 0.854) and more positive attitudes toward geography (effect size = 0.569).
Maori Potential: Barriers to Creating Culturally-Responsive Learning Environments in Aotearoa/New Zealand: Te Timatanga O Te Ara--Kei Whea Te Ara?
Author: Henderson, Lesleigh
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pacific Islanders,Barriers,Culturally Relevant Education,Educational Environment,Student Improvement,Performance Factors,Academic Achievement,Best Practices

New Zealand Education reforms aligned with raising Maori student success are yet to result in Maori students reaching their educational potential (Howard, 2010; ERO, 2008; 2010). Why do many New Zealand teachers struggle to create and deliver programmes which allow Maori learners to succeed as Maori? What barriers and enablers exist today in New Zealand classrooms which impact on Maori success? The literature both from New Zealand and internationally regarding culturally-responsive practice is formidable in both its volume and scope. The Maori Education Strategy, Ka Hikitia (Ministry of Education, 2008), the Registered Teacher Criteria (RTC) (New Zealand Teachers' Council, 2010) and the teacher guidelines for cross-cultural competency, Tataiako (New Zealand Teachers' Council, 2011) provide excellent underpinnings for reshaping New Zealand education into a cross-culturally inclusive and effective environment. The RTC are explicit in the expectation that teachers will practise within cross-culturally competent paradigms. This article examines possible reasons why, in 2013, Maori students in New Zealand schools are often still not reaching their potential.
Teacher Education Policy in Canada: Beyond Professionalization and Deregulation
Author: Walker, Judith
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Educational Policy,Policy Formation,Governance,Politics of Education,Professional Recognition,State Regulation,Policy Analysis

This paper empirically investigates Grimmett's (2008, 2009) thesis that recent Canadian teacher education policy is best characterized by dual forces of deregulation and professionalization resulting from a neoliberal policy environment. Specifically, we examine teacher education governance, policy reform, and political context from 2000 to 2010, across four Canadian provinces: Alberta, British Columbia, Manitoba, and Ontario. Our paper highlights the presence of deregulation and professionalization in Canadian teacher education policy while also revealing additional opposing force. We provide an overview of the policy context in US teacher education as a point of reference.
A Comparison of Student Ratings in Traditional and Interactive Television Courses
Author: McCall, Morgan
Date: 2013-12-00
Type: Journal Articles
Subjects: Comparative Analysis,Student Attitudes,Television,College Instruction,Teacher Effectiveness,Graduate Students,Graduate Study,Student Evaluation of Teacher Performance,Distance Education,Teaching Methods,Multivariate Analysis

Although interactive television (ITV) allows colleges and universities to reach a wider audience, little research has been conducted exploring the effectiveness of the courses as perceived by students. This study compared student ratings of teacher effectiveness between 331 traditional courses and 125 ITV courses. The data included 456 graduate level courses over six contiguous semesters. Results clearly favored the traditional courses, followed by perceived effectiveness of the instructor at the ITV sending site and the ratings at the ITV receiving site. Implications for the use of ITV are discussed.
Resource Collaboration: The Benefits of Utilizing Child Life Specialists When Dealing with Pediatric Stress
Author: Kaddoura, Mahmoud
Date: 2013-12-00
Type: Journal Articles
Subjects: Pediatrics,Specialists,Anxiety,Health Personnel,Coping,Patients,Children,Chronic Illness,Qualitative Research,Nurses,Semi Structured Interviews,Cooperation,Hospitals,Stress Variables

Introduction: In pediatric hospitals there are varying opinions regarding who is part of the healthcare team. Each specialty has a different view on the various aspects of care. Objective: The study explores healthcare providers' diverse points-of-view on stress and compares coping strategies to obtain the most effective way to reduce stress in pediatric patients with a chronic condition. Method: The study used a qualitative research design. The sample population included six nurses and five child life specialists who have significant experience in pediatrics. Data were collected using semistructured interviews. To identify common themes, a content/data analysis was performed. Results: Six themes were recognized and led to the identification of differences and similarities between nurses and child life specialists, both of whom reported fear of the unknown as the biggest stressor for the pediatric patient. The act of healthcare workers lying to the child as an attempt to reduce stress on the child was reported as an ineffective coping strategy. Nurses reported crying as a symptom of stress, while child life specialists reported crying as an effective coping strategy. The care of a child coping under stress needs to be a collaborative group effort. Most professionals reported that situations would have been conducted more efficiently if better communication had been in place. Family-centered care was perceived as valuable for improving pediatric patient coping mechanisms. Implications: The discovered data help to identify the importance of collaborating with all available resources to obtain the best care possible for patients. This article provides effective coping strategies to care for patients. It will help nurses and other healthcare professionals understand how child life specialists help chronically-ill patients cope effectively with stress.
Graduate Students&apos; Expectations of an Introductory Research Methods Course
Author: Earley, Mark A.
Date: 2013-09-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Expectation,Introductory Courses,Research Methodology,Correlation,Attitude Measures,Positive Attitudes,Student Motivation,Mixed Methods Research,Student Surveys

While there is a scattered literature base on teaching research methods courses, there is very little literature that speaks to what and how students learn in research methods courses. Students are often described as coming to the course not seeing its relevance, bringing negative attitudes and low motivation with them. The purpose of this exploratory mixed methods study was to investigate graduate student attitudes toward research, expectations of an introductory research methods course, and any relationship between the two. A total of 117 students completed the Attitudes Toward Research scale and a series of open-ended questions. Results indicate these graduate students actually came in with moderate to high positive attitudes toward research and mixed expectations about what the course would entail. Students expected research methods to be difficult, but they did not report much anxiety related to research. Implications for teaching and future research are discussed.
New Graduate Nurses&apos; Perceived Definition of Critical Thinking during Their First Nursing Experience
Author: Kaddoura, Mahmoud
Date: 2013-03-00
Type: Journal Articles
Subjects: Critical Thinking,Nurses,Nursing,Nursing Education,Standards,Patients,Program Implementation,Futures (of Society),Orientation,Semi Structured Interviews,Qualitative Research,Surveys

Critical thinking (CT) is a flourishing concept that has been developing throughout the fields of both nursing education and practice. In fact, every person thinks in his or her own way that is varied among individuals; it is the nature of human mankind to do so. Nevertheless, much of our thinking might be subjective, indefinite, limited, conventional or inclusively narrow-minded. CT is an essential expected competency of nurses at all levels of education and practice, and is a required component of nursing programs, including critical care nursing training programs (National League for Nursing Accrediting Commission, 2006). Various authors have accentuated the need for nurses to be able to think critically in order to apply the proper theoretical knowledge in their clinical skills, using reasonable judgments in providing high standards of quality patient care. Yet, each author has defined CT in a different way. Luckowski (2003) reported that CT is basically the ability to analyze and appraise evaluations. The researcher has been surprised by what CT is and what it means to nursing graduates and practicing nurses. So, he searched an extensive literature related to this concept and conducted this study to further explore the definition of CT from the perspective of novice critical care nurses based on their experiences in their first nursing orientation. Based on the participants' perceived definitions of CT, this study will provide data that could influence the implementation of future nursing orientation programs conducive to CT development. The knowledge generated from this study could benefit critical care nurses and nurse educators, and contribute to the enhancement of the patients' outcomes. It will also be a contribution to the research and literature in the discipline of CT in nursing education.
Educators&apos; Ability to Detect True and False Bullying Statements
Author: Gomez-Garibello, Carlos
Date: 2013-09-00
Type: Journal Articles
Subjects: Deception,Child Behavior,Bullying,Teacher Student Relationship,Self Efficacy,Teacher Attitudes,Video Technology,Intervention,School Psychologists,Preservice Teachers,Student Attitudes,Child Care,Preschool Teachers,Foreign Countries,Elementary School Teachers,Accuracy,Statistical Analysis

The majority of research investigating children's lie-telling behavior has focused on lay people and legal professionals' abilities to detect deception. Fewer researchers have assessed educators' abilities to evaluate the veracity of children's reports of bullying. In this study, educators' abilities to detect true and false accounts of bullying and educators' confidence ratings of their abilities to detect the veracity of children's bullying accounts were examined. Participants (93 educators) were shown video clips of children (between the age of 4 and 8 years) telling true and false statements about being bullied. Participants were asked to assess the veracity of the child's bullying statement and rank how confident they felt about their responses. Overall, educators' ability to detect both true and false accounts of bullying was not significantly above chance levels. Regardless of reported years of experience with children, detection rates were approximately the same; educational professionals with fewer years of experience yielded similar detection rates to those with more experience. In general, educators were not very confident in their abilities to distinguish between children's true and false reports. However, all educators were significantly more confident in their overall ratings of false stories than true stories. While educators are not accurate in detecting deception, the current findings suggest that they may be over confident when assessing false accounts of bullying; condemning students that are falsely accused of bullying could have negative consequences for student, their classmates, and for the teacher. Through understanding educators' perceptions of children's lie-telling behavior, especially with respect to bullying, appropriate and effective bullying interventions can be developed by school psychologists in collaboration with educators.
The Role of Vocational and Technical Education in Nigeria Economic Development
Author: Ohiwerei, Franklin Ohiole
Date: 2013-03-00
Type: Journal Articles
Subjects: Foreign Countries,Economic Development,Vocational Education,Role of Education,Curriculum Evaluation,Relevance (Education),Human Capital,Knowledge Economy,Educational Assessment,Educational Indicators,Units of Study,Curriculum Development,Educational Development,Barriers,Performance Factors,Supervision,Educational Facilities,Comparative Education

The researchers tried to ascertain the role of vocational and technical education in the Nigeria economic development using historical survey in analyzing the views of various academic authors in an attempt to inform researchers' on current issues on the field. The research reveals that there was a defect in the curriculum of vocational and technical education programmes in Nigeria. The role of Vocational and Technical Education in the production of skilled manpower cannot be achieved if an efficient and effective teaching and examination is not maintained. No nation can develop without vocational and technical education. The solution to the economic development is total commitment to accepting vocational and technical education in Nigeria. Vocational and Technical Education graduates are not given proper training, therefore, are unable to be engaged in the area of maintenance of roads, pipe water, electricity, refineries, improving the food supplies etc. Conclusion and recommendations were made.