ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Identification of Potential High School Dropouts: An Investigation of the Relationship among At-Risk Status, Wellness, Perceived Stress, and Mattering
Author: Lemon, Jan C.
Date: 2011-00-00
Type: Journal Articles
Subjects: High School Students,Dropouts,Wellness,At Risk Students,Predictor Variables,Identification,Measures (Individuals),Researchers,Correlation,Stress Variables,Questionnaires,Adolescents,Regression (Statistics)

In this study, the researchers concentrate on the gap in the educational and counseling literature documenting the extent to which certain psychosocial variables may contribute to the prediction of students who are at risk of dropping out of high school. Specifically, wellness, perceived stress, mattering, and at-risk status for dropping out of high school were assessed across 175 students attending a medium-sized high school located in the southeastern part of the United States. Participants completed a demographic questionnaire, the Five Factor Wellness Inventory-Teenage Version, the Student At-Risk Identification Scale-Student Questionnaire, the General Mattering Scale, and the Perceived Stress Scale. Using a regression analysis, the researchers found that the complete model, including all seven predictor variables, significantly predicted at-risk status for dropping out of high school, F(7, 167) = 12.89, p less than 0.05. This model accounted for 35.1% of the variance in at-risk status for dropping out of high school. Based on these findings, counselors should utilize skills and interventions that help students stay intellectually, spiritually, and emotionally engaged in the learning process. (Contains 3 tables.)
An Evaluation of Past Special Education Programs and Services Provided to Incarcerated Young Offenders
Author: Ingalls, Lawrence
Date: 2011-00-00
Type: Journal Articles
Subjects: Disabilities,Special Education,Public Education,Program Evaluation,Institutionalized Persons,Correctional Institutions,Program Effectiveness,Young Adults,Mental Disorders,Academic Failure,Antisocial Behavior,At Risk Persons,Early Intervention,Student Placement,Individualized Education Programs,Nontraditional Education

This study investigated the past special education programs and services provided to children and youth who later became incarcerated. Participants in this study were inmates from a medium security state correctional facility in the southwest region of the United States. All inmates involved in this study were identified as having a disability and qualified for special education services. Their ages ranged from 18 to 24 years of age. Through file reviews and inmate interviews, data were collected to determine their background special education experiences. Results indicated that the level and intensity of special education services were clearly inadequate to meet the needs of these individuals during their years in public education. Recommendations regarding data results are provided. (Contains 5 tables.)
The Effects of Orchestration on Musicians' and Nonmusicians' Perception of Musical Tension
Author: Silvey, Brian A.
Date: 2011-09-00
Type: Journal Articles
Subjects: Musicians,Stimuli,Problems,Music,Perception,Correlation,Music Education,Music Activities,Universities,Community Colleges,Two Year Colleges,Higher Education,Undergraduate Students,Graduate Students,Leadership,Musical Instruments

The purpose of this study was to examine the effects of orchestration on musicians' and nonmusicians' (N = 40) perception of musical tension. Participants were asked to register their perceptions of tension using the Continuous Response Digital Interface dial while listening to three orchestrations (full orchestra, brass quintet, and solo piano) of the movement "Bydlo" from Mussorgsky's "Pictures at an Exhibition". The full orchestra and brass quintet stimuli were digitally altered to have the same amplitude, frequency, and duration as the orchestration for solo piano. Pearson product-moment correlations between the participant groups were statistically significant at the p less than 0.001 level and highest for brass quintet (r = 0.96), followed by full orchestra (r = 0.91), and piano (r = 0.78). Musicians perceived the piano orchestration as being the least tense of the stimuli while nonmusicians felt this was the most tense, perhaps suggesting a difference in perceived tension response based on timbre. (Contains 5 figures.)
Identity Negotiation: An Intergenerational Examination of Lesbian and Gay Band Directors
Author: Taylor, Donald M.
Date: 2011-09-00
Type: Journal Articles
Subjects: Student Attitudes,Focus Groups,Musicians,Homosexuality,Music Teachers,Music Education,Musical Instruments,Teacher Characteristics,Self Disclosure (Individuals),Sexual Orientation,Teacher Attitudes,Parent Attitudes,Fear,Misconceptions,Social Bias,Identification (Psychology)

The purpose of this qualitative study was to examine the experiences of lesbian and gay band directors at varying stages of career development to discern how they have negotiated identity within their personal and professional lives. Ten band directors (8 males and 2 females) residing in Texas (n = 8), Florida (n = 1), and Illinois (n = 1) provided data through individual interviews, a focus group interview, and optional journaling. Findings were grouped into two broad themes: Negotiating Disclosure and Negotiating Success. Results indicated that most chose to disclose their sexual orientation to immediate colleagues (i.e., other band directors) but were much more guarded around students and students' parents. Participants perceived that openness with colleagues had enriched working relationships but were concerned that disclosure with students and students' parents could have negative ramifications. These decisions were based more on fear of parental responses rather than student attitudes. The men in this study were particularly concerned that any misperceptions might lead to unfounded assumptions of child abuse. Recognizing that potential prejudice might be dissipated through professional credibility and respect, participants placed high value on informal mentoring and support received from other lesbian and gay directors. (Contains 1 table.)
Achievement Motivation and the Adolescent Musician: A Synthesis of the Literature
Author: Schatt, Matthew D.
Date: 2011-09-00
Type: Information Analyses
Subjects: Student Attitudes,Achievement,Learning Motivation,Music Education,Mastery Learning,Goal Orientation,Cognitive Processes,Persistence,Rewards

Motivation plays a role in nearly all human decision-making processes. Regardless of the situation, little may be achieved without the appropriate harnessing of motivation. The same is true in the music classroom. Research appears to indicate that motivation plays a crucial role in human development and achievement. The achievement motivation paradigm seeks to explain human behavior as a striving for excellence regardless of external rewards. By focusing on student effort, rather than personal ability or comparison with others, the educator may help students gain a mastery goal-oriented perspective of their musical tasks leading to increased use of cognitive strategies, persistence when presented with failure, enhanced task enjoyment, and augmented positive affect.
Backgrounds, Teaching Responsibilities, and Motivations of Music Education Candidates Enrolled in Alternative Certification Music Education Programs
Author: Hellman, Daniel
Date: 2011-09-00
Type: Journal Articles
Subjects: Employment Potential,Music Education,Music,Interviews,Certification,Music Teachers,Alternative Teacher Certification,Teacher Educators,Motivation,Surveys,Semi Structured Interviews,Teacher Education,Teacher Responsibility,Family Work Relationship,Undergraduate Study,Undergraduate Students

The purpose of this study was to examine the factors associated with enrolling, continuing, and completing alternative certification programs in music education. Data were collected via surveys and semi-structured interviews of music teacher candidates from 43 program completers from seven alternative certification programs in three states. In general, participants were attracted by program efficiency, program feasibility, personal support and employment potential. Few disadvantages of alternative certification were indicated, but participants considered balancing a personal life with a new career, and the certification requirements to be a huge challenge. Participants most valued courses in certification programs that were immediately relevant to the practical aspects of teaching; however, the perceived usefulness of specific courses varied, even among students enrolled in the same program. Suggestions are provided for music teacher educators who work with students enrolled in alternative certification programs. (Contains 7 tables.)
The Identification of Conductor-Distinguished Functions of Conducting
Author: Gumm, Alan J.
Date: 2011-09-00
Type: Journal Articles
Subjects: Age,Music,Construct Validity,Validity,Musicians,Factor Analysis,Singing,Music Education,Administrators,Music Activities,Leadership,Musical Instruments,Leaders,Music Teachers

The purpose of the present study was to identify whether conductors distinguish functions of conducting similarly to functions implied in previous research. A sample of 84 conductors with a full range of experience levels (M = 9.8) and of a full range of large ensemble types and ensemble age levels rated how much they pay attention to 82 research-derived conducting considerations as they conduct. The subject-to-variable ratio was smaller than advisable for factor analysis, yet the representatively diverse sample provided reliable ratings (a = 0.95) and factor results that corroborate traditional music-related functions--Mechanical Precision Function and Expressive Function--and nontraditional musician-oriented functions--Motivational Function, Physical Technique Function, Psychosocial Function, and Unrestrained Tone Function. Functions were discovered to divide based on opposing aims to "control" precise mechanics, musician attention, and musician energy and range of motion versus to "release" expression, tension and control of tone and tempo, and control of musicians in favor of sharing control with musicians. The six functions bring new clarity to the trends of conducting research and establish a potential new standard for conducting. Future research is needed to evaluate construct validity and determine reliable and valid measures of these six conducting functions. (Contains 3 tables.)
Wrong...But Right Enough
Author: Kimbell, Richard
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Personal Narratives,Doctoral Dissertations,Graduate Students,College Faculty,Supervision,Knowledge Level,Misconceptions,Technology

In this article, the author relates his experience in a recent trip to Sweden. He was assigned to supervise a research student who is preparing a very interesting PhD about the role of the many different kinds of knowledge that have relevance to people in technology. His latest tutorial paper included a fascinating account of some examples of &quot;knowing&quot; that are technically &quot;wrong&quot; (in the sense of &quot;mistaken&quot; or &quot;confused&quot;) but that still remain useful. In the paper, the student provided all sorts of other interesting examples where incorrect science is used perfectly successfully in technology. At the heart of his paper is the idea that to interpret &quot;reality&quot; one creates all kinds of models that are more-or-less approximations of that reality, and being only approximations, they are liable to error or misrepresentation. But the tutorial with the student then took another turn. For surely in the &quot;education&quot; world of schools and curriculum, neither scientific nor technological knowledge (allowing for now that they might be different things) are the key issue. Schools are premised on the idea that students start from a state of NOT knowing and gradually grow through various degrees of half-knowing into a state of &quot;rather-more&quot; knowing. The author argues that in a learning context, educators are wrong to use the term &quot;knowledge&quot; as though it represents a state of being, and they should rather think of &quot;knowing&quot; as a process--as representing a state of growth--a state of emergent transition.
A Grounded Theory Approach to the Development of a Framework for Researching Children's Decision-Making Skills within Design and Technology Education
Author: Mettas, Alexandros
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Education,Design,Grounded Theory,Student Attitudes,Decision Making,Thinking Skills,Research Methodology,National Curriculum,Classroom Techniques,Comparative Education,Teacher Role,Influences,Secondary School Students,Action Research,Secondary School Teachers,Teacher Attitudes,Teaching Methods,Interviews,Observation,Comparative Analysis

This paper discusses the establishment of a framework for researching children's decision-making skills in design and technology education through taking a grounded theory approach. Three data sources were used: (1) analysis of available literature; (2) curriculum analysis and interviews with teachers concerning their practice in relation to their respective national curricula; and (3) a study of classroom activity in order to gather children's perspectives. These three data sources provided triangulation, as well as supporting the validation of the data obtained. The main areas of interest for the literature search were children's decision-making strategies, the implementation of decision-making in educational contexts and the roles of teachers and curriculum materials in the development of children's decision-making skills. In this paper the key outcomes of the literature search are presented. Teacher in Cyprus, England and Iceland, were interviewed concerning their practice and the results of these interviews are presented. The exploratory study was conducted in a Cypriot classroom and the results found in this context are noted and compared with the literature sources and interview outcomes. The resulting framework illustrates the possible factors that affect children's decision-making skills within design and technology education and is designed to be used in a subsequent research investigation using these possible factors as preset codes. (Contains 1 table and 1 figure.)
An Investigation into the Use of Cognitive Ability Tests in the Identification of Gifted Students in Design and Technology
Author: Twissell, Adrian
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gifted,Identification,Cognitive Ability,Technology,Design,Educational Testing,Creativity,Predictive Measurement,Drama,Physical Education,History,Technology Education,Educational Policy,Grade 8,Questionnaires,Teacher Surveys,Statistical Analysis,Nonverbal Ability,Nonverbal Tests,Creativity Tests,Talent Identification,Cognitive Measurement,Measurement Techniques,Psychometrics,Cognitive Tests,Graphic Arts,STEM Education,Comparative Analysis,Mixed Methods Research

This study examines whether MidYIS and YELLIS cognitive ability tests (CATs) are appropriate methods for the identification of giftedness in Design and Technology. A key rationale for the study was whether CATs and able to identify those students with the aptitudes considered of importance to identifying giftedness in Design and Technology and their use in connection with target setting. Consideration is given to the use of creativity and the nonverbal element of CATs as alternative methods of identification. (Contains 2 tables and 6 figures.)
Teacher Responses to a Planning Framework for Junior Technology Classes Learning outside the Classroom
Author: Milne, Louise
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Expertise,Learning Experience,Technology Education,Elementary School Teachers,Beginning Teachers,Field Trips,Planning,Class Activities,Parent Participation,Lesson Plans,Teacher Response,Manufacturing,Young Children,Active Learning,Elementary School Students,Educational Policy,Teaching Methods,Instructional Effectiveness,Case Studies,Food,Semi Structured Interviews

This paper describes teacher responses to a framework designed to support teacher planning for technology. It includes a learning experience outside the classroom [LEOTC] and is designed specifically for five-year-old students. The planning framework draws together characteristics of technology education, junior primary classrooms and LEOTC to describe the role of the teacher, parent helpers and students as they work through three identified phases--preparing for a visit outside the classroom, participating in a learning experience outside the classroom, and post-visit activities in the classroom. This framework was trialled using a case study approach in two new-entrant classrooms in which students made chocolates for Mother's Day as part of a technology unit. Students partook in a LEOTC visit to a chocolate factory in order to examine the practice of experts before designing and making their own chocolate gift. Data sources for this paper included interviews with two participating teachers. The analysis of these suggest the use of the planning framework led to the thorough preparation of parent helpers and students, clearly defined roles for both the teachers and the parents, and the use of valuable strategies which enhanced students memories of their visit enabled them to apply aspects of the knowledge gained to their own technological practice. (Contains 2 tables.)
Technology Teacher Education through a Constructivist Approach
Author: Fox-Turnbull, Wendy
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Constructivism (Learning),Technology Education,Scaffolding (Teaching Technique),Modeling (Psychology),Learning Theories,Theory Practice Relationship,Reflection,Qualitative Research,Participant Observation,Cooperative Learning,Class Activities,Multimedia Materials,Student Projects,Technology Integration,Educational Technology,Computer Uses in Education,Instructional Effectiveness,Elementary Education,Teacher Education Curriculum

This paper reviews literature on constructivist learning theories relevant to and evident in teacher education in a New Zealand university. These theories are illustrated within an authentic technology education context which involves students from a primary teacher-education degree programme. It investigates how a practical activity, based on constructivist principles, successfully leads to the development of student teachers' understandings of technology education and technological practice within an initial teacher education programme. The paper describes the practical activity undertaken by final year students where a collaborative &quot;company approach&quot; strategy is used. The data shows that while undertaking a constructivist based activity, students gain a rich understanding of theory related to technological practice and relevant links to learning in the classroom. Examples are presented of the higher level thinking obtained by the students as they participate in this collaborative and cooperative exercise and reflect on their learning. (Contains 3 figures and 1 table.)
Parametric Pedagogy: Integrating Parametric CAD in Irish Post-Primary Schools
Author: McGarr, Oliver
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Education,Computer Assisted Design,Technology Integration,Computer Software,Educational Technology,Program Effectiveness,Program Evaluation,Educational Policy,Case Studies,Questionnaires,Interviews,Focus Groups,Communication Skills,Secondary School Curriculum,Course Descriptions,Spatial Ability,Curriculum Implementation,Inservice Teacher Education,Affective Behavior,Educational Needs,Secondary School Teachers,Drafting,Graphic Arts,Vocational Education Teachers

Technology education in Irish post-primary schools is undergoing significant change. In recent years the syllabi of all technology-related subjects have been revised. A new subject, Design and Communication Graphics, has replaced the traditional Technical Drawing subject. This new subject aims to develop students' spatial awareness and graphical communication skills in the context of design. Parametric CAD forms a significant element if the subject. This research paper reports on a study into the use of parametric CAD by teachers in Irish post-primary schools. The research found that teachers were enthusiastic and welcomed the inclusion of the software as part of their teaching. However, the novel teaching environment was challenging which had a significant affect on their pedagogical approaches. The findings highlight the need for affective teacher professional development that explorers the declarative as well as the procedural knowledge required for mastery of the CAD software. (Contains 1 table.)
Dear Minister, This Is Why Design and Technology Is a Very Important Subject in the School Curriculum: John Eggleston Memorial Lecture, Delivered at the Design &amp; Technology Association Education and International Research Conference, Designing a Better Future, Friday 8th July 2011 at Keele University
Author: Barlex, David
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Education,Design,Educational Principles,Educational Philosophy,Role of Education,National Curriculum,Curriculum Design,Teaching Methods,STEM Education,Educational Policy,Elementary Secondary Education

The paper is in four parts. Part 1 considers the justification for including design and technology in the school curriculum. Part 2 suggests the content for the subject at Key Stage 3. Part 3 describes some of the ways the subject might be taught. Part 4 considers ways in which the curriculum can be devised so that it is irresistible and transformative. A brief conclusion revisits the unique characteristic of the subject. (Contains 3 figures.)
LEGO Robotics: An Authentic Problem Solving Tool?
Author: Castledine, Alanah-Rei
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Solving,Grade 6,Relevance (Education),Elementary School Students,Thinking Skills,Reflection,Metacognition,Case Studies,Questionnaires,Technology Education,Computer Software,Educational Technology,Robotics,Computer Assisted Instruction,Computer Software Evaluation,Programming,Programming Languages,Qualitative Research,Observation,Correlation,Teaching Methods,Instructional Effectiveness

With the current curriculum focus on correlating classroom problem solving lessons to real-world contexts, are LEGO robotics an effective problem solving tool? This present study was designed to investigate this question and to ascertain what problem solving strategies primary students engaged with when working with LEGO robotics and whether the students were able to effectively relate their problem solving strategies to real-world contexts. The qualitative study involved 23 Grade 6 students participating in robotics activities at a Brisbane primary school. The study included data collected from researcher observations of student problem solving discussions, collected software programs, and data from a student completed questionnaire. Results from the study indicated that the robotic activities assisted students to reflect on the problem solving decisions they made. The study also highlighted that the students were able to relate their problem solving strategies to real-world contexts. The study demonstrated that while LEGO robotics can be considered useful problem solving tools in the classroom, careful teacher scaffolding needs to be implemented in regards to correlating LEGO with authentic problem solving. Further research in regards to how teachers can best embed realworld contexts into effective robotics lessons is recommended. (Contains 3 tables and 4 figures.)