ethanporcaro/eric-fulltext-meta huggingface dataset:
Occidentalism, Undergraduate Literary Reading, and Critical Intercultural Pedagogy
Author: Huang, Wen-Ding
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Fiction,Multicultural Education,Novels,Chinese,Dictionaries,Ideology,Cultural Traits,Content Analysis,Ethnocentrism,Individualism,Collectivism,Cultural Awareness,Sexuality,Teaching Methods,World Literature,Western Civilization,Cultural Differences

The purposes of this paper are to investigate Taiwanese undergraduate students' responses to a selected fictional text, and to propose a critical intercultural pedagogical approach of reading global literature in the EFL educational context based on the insights from the research findings. The authors first critically analysed Xiaolu Guo's third novel, &quot;A Concise Chinese-English Dictionary for Lovers,&quot; in terms of Occidentalism, in order to unpack the ideologies underlying her representation of the British and the Chinese. The analysis of the text was conducted through a qualitative approach of critical content analysis. After that, a semi-structured interview was adopted to scrutinise Taiwanese undergraduate students' perceptions of the ideologies underlying the fiction. The analysis of the text identified three themes of British-Chinese binary opposition together with the juxtaposition of ethnocentric Occidentalism and reverse Occidentalism. The findings obtained from interviews indicated that two of the three dichotomies, i.e. individualism versus collectivism and cosmopolitan versus rooted, underlying the fictional text were commonly perceived by the interviewed undergraduates while they had diverse views on the second dichotomy, sexual freedom versus sexual reticence. Furthermore, some students? responses to the fiction signified a subtle, implicit and delicate form of reverse Occidentalism. Based on the above research findings, the authors configured a critical intercultural pedagogy for raising students' capability of decoding and deconstructing Occidentalist ideologies underlying global literature.
&quot;Mana Kupu,&quot; the Power of Words: Exploring Creative Writing in the Primary Classroom
Author: Short, Verity
Date: 2022-00-00
Type: Journal Articles
Subjects: Creative Writing,Elementary School Students,Writing Instruction,Foreign Countries,Teaching Methods,Writing Workshops,Writing Teachers,Writing Across the Curriculum,Learning Activities

Teaching writing is complex, and a number of ideas circulating among schools and teachers often belie the difficulty of how to teach the techniques and processes of writing. I've come to believe that authorship is not a passive undertaking and does not originate in the struggle to put something onto the page. Rather it emerges by living with a sense of awareness. It is, in a sense, life work, a consciousness of the significance of our experiences and the impression that they make upon us. These impressions then seek expression and, in turn, we are moved to write. I believe that being moved to write should be the driving force behind our work with young writers in schools. From experience I have seen that inquiry-driven, arts-rich invitations to write, with an emphasis on how the writing will function with respect to an intended audience and purpose, foster a sense of connection, and a respect for diverse opinions and points of view. These undertakings are part of the meaning-making process and pivotally cultivate an ability to think critically and creatively--the essence of learning to be literate. When we see that children are innately curious, we see that our role, as educators, is to foster this sense of wonder. When we begin with inquiry and a shared quest for significance, the journey from the head to the page becomes a process of growing meaning. In this article, I will be sharing a number of stories of practice, where students in a range of contexts were enabled via a range of activities to make such a journey.
The Development of a Self-Regulated Second Language Learning Questionnaire for an L2 Self-Study Setting
Author: Fukuda, Akiko
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Strategies,Questionnaires,Metacognition,Second Language Learning,Second Language Instruction,English (Second Language),Self Efficacy,Test Anxiety,Independent Study,Undergraduate Students,Student Attitudes,Foreign Countries,Reliability,Factor Analysis

This study developed a Self-Regulated Second Language Self-Study Questionnaire that addresses the self-regulated learning (SRL) skills of learners of English as a foreign language in a self-study setting. Much attention has been paid to SRL in second language acquisition; however, contexts outside school have hardly been explored. To address this issue, based on the Motivated Strategies for Learning Questionnaire, a new questionnaire was created and applied to a sample of 112 Japanese university students. The exploratory factor analyses extracted three factors (i.e., self-efficacy, learner values, and test anxiety) from the motivation section of the questionnaire. Additionally, four factors (i.e., metacognitive strategies, problem solving, learning maintenance, and learning effort) were extracted from the learning strategy section. All seven factors showed adequate internal reliability. Additional confirmatory factor analyses demonstrated sufficient model fit indices for construct validity, whereas some were disputable.
Enhancing Student Agency in the Primary Music Classroom through Culturally Responsive Practice
Author: McQueen, Robyn
Date: 2022-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Elementary School Students,Music Education,Culturally Relevant Education,Foreign Countries,Indigenous Populations,Ethnic Groups,Pacific Islanders,Equal Education,Music Teachers

In Aotearoa New Zealand and Australia work is ongoing to upskill teachers in culturally responsive practice as a way of addressing inequalities for Maori and Aboriginal students (Macfarlane, 2004; Morrison et al., 2019). Through supplementary materials to the New Zealand Curriculum, such as Tataiako and The Hikairo Schema (New Zealand Ministry of Education &amp; New Zealand Teachers Council, 2011; Ratima et al., 2020), cultural competencies and culturally responsive teaching and learning practices have been schematised. Internationally, student agency has been theorised in the context of addressing inequities in learning outcomes (Toshalis &amp; Nakkula, 2012). Many of the teaching practices embedded in active music-making approaches, such as Orff and Kodály, are characteristically agentic. However, for a number of reasons, specialist teachers in primary schools may be isolated from current educational philosophical trends and imperatives. Drawing on the literatures of culturally responsive practice and student agency, this article identifies themes that resonate with and potentially enhance active music-making in the classroom. Based on years of practice as a classroom teacher and my current role as an Orff-trained primary music specialist, I offer examples of ways music teachers can enhance student agency informed by cultural competencies. These include approaches to group and individual tasks, cross-curricular creative projects, sourcing and curating content and integrating digital learning.
Matauranga Maori, Inquiry and Creative Music-Making in the Primary Music Classroom: A Pakeha Teacher&apos;s Journey
Author: Dunn, Sarah
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Music Teachers,Indigenous Knowledge,Ethnic Groups,Pacific Islanders,Music Activities,Music Education,Grade 3,Grade 4,Inquiry,Culturally Relevant Education,Foreign Countries,Cultural Awareness,Story Telling,Singing

This article draws on a master's study into programme decisions and processes of a Pakeha primary music teacher who sought to include matauranga Maori (Maori knowledge), tikanga Maori (Maori practices) and te ao Maori (a Maori way of seeing the world) in their teaching practice. The study investigated how children are enabled to experience matauranga Maori within an inquiry approach to teaching and learning, through engagement with taonga puoro (singing treasures) and the whakatauki (proverb) of the whakapapa (genealogy) of Maori music as stimuli for creative music-making. Drawing on action research and self-study, I conducted an intervention of eight music lessons with 28 children from Years 3 and 4. Findings emerged from an analysis of student questionnaires, my teacher journal, student reflections, and scores and audio recordings of students' creative music-making. In this article I focus specifically on two aspects of my findings: 1. The way that the teacher-as-learner position within inquiry pedagogy complements the ethos of ako (reciprocal learning), and the way a holistic, integrated learning approach is supported by the centrality of interconnection within te ao Maori. 2. The process by which a teacher might use the whakapapa of Maori music as a conceptual framework for inspiring a sound palette of the natural world in children and for scaffolding creative music-making. As a teacher I found that I could establish whanaungatanga (a family-like connection) in the primary music classroom through a relational pedagogy and valuing the children's individuality through collaborative processes. This small study reinforced my belief that teachers need to take responsibility for their bicultural practices in the classroom, that a complementary ethos of inquiry and Maori approaches to teaching and learning can be fostered, that inquiry pedagogy can be effective in music education, and that practical approaches for experiencing Maori knowledge, inspired by Maori music, can flourish in the primary music classroom.
Performing Empathy: Using Theatrical Traditions in Teacher Professional Learning
Author: Grove O'Grady, Alison
Date: 2022-00-00
Type: Journal Articles
Subjects: Empathy,Faculty Development,Drama,Teaching Methods,Security (Psychology),Well Being,Kindergarten,Elementary Secondary Education,Psychological Needs,Pandemics,COVID-19,Theater Arts,Advocacy,Coaching (Performance),Foreign Countries

The challenge of learning to be a teacher in a pandemic stymied world calls for focus and access to pedagogies of critical empathy to ensure the wellbeing of students is paramount in classrooms K to 12. Additional to facilitating the development of skills and competencies in curriculum disciplines, teachers are required to meet the emotional and social needs of their learners and prepare them to be active citizens in an increasingly complex and chaotic world. Making certain all students in their care are nurtured in environments that establish emotional safety and growth is a central tenet in the practice of all good teaching. Empathy, it seems is at the forefront of our western thinking given its prevalence in common parlance and language. Superficially, this is no bad thing. Kindness, being more humane, thinking of others and reflection are all arguably positive attributions or ways to behave to better and create a more humane society. However, empathy needs to be activated conceptually in productive and transformational ways, to be defined, problematised and critiqued. Grounding this work in the affordances of drama rich pedagogies (Ewing, 2019) and by drawing on the work of Greene (1995) and C. Stanislavski (1936), this article argues that creating a coherent and empathic classroom requires a praxis of critical empathy, facilitated by careful attendance to methods and processes steeped in and informed by theatrical traditions. In addition to a theoretical and contextual positioning of the work, this article will elucidate the method of practice undertaken in a research project, developed to inform the practice of teachers and educators.
Playing in the Liminal Space: Literacy Learning through Drama in the Adult Language Classroom
Author: Hogan, Zoe
Date: 2022-00-00
Type: Journal Articles
Subjects: Literacy Education,Adult Literacy,Drama,Creative Activities,Teaching Methods,Outcomes of Education,Second Language Learning,Second Language Instruction,Artists,Cognitive Style,Humor,Freedom,Play,Theater Arts,Program Descriptions,Foreign Countries,Workshops,English (Second Language)

Play is a universal human experience. Often regarded as the unique purview of children, an emerging body of research points to the importance of playfulness in adulthood. This article reports on the research and observations of two teaching artists working in Connected, a Sydney Theatre Company adult-literacy-through-drama programme. This article conceptualises the drama room as a liminal space. Through improvisational responses participants engage in a learning style that promotes playfulness, which subsequently generates a sense of pleasure and joy and, in doing so, has an intrinsic value beyond the specific language learning outcomes. In this article we build on Guitard et al.'s (2005) components of playfulness in adults: creativity, curiosity, pleasure, sense of humour and spontaneity, in order to posit our own ideas about the conditions necessary for encouraging the freedom to play in adult language learning contexts.
The Effects of Effort Feedback and L2 Task Attributions on Task Engagement and Performance
Author: Yamazaki, Joseph S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Feedback (Response),Second Language Learning,Second Language Instruction,Task Analysis,Outcomes of Education,Student Motivation,Attribution Theory,Comparative Analysis,Teaching Methods,Language Tests,Time on Task,Native Language,Japanese,Secondary School Students,English (Second Language),Foreign Countries,Reading Tests

Despite their well-established connections to student motivation and to learning outcomes, attributions, particularly at the task-level, have not garnered much attention in L2 learning research. However, research evidence in educational psychology (e.g., Stajkovic &amp; Sommer, 2000) suggests that L2 task attributions may affect subsequent task engagement and performance. L2 task engagement is a construct studied extensively in recent L2 learning research because of its association with high-quality task performance and learning outcomes. The primary objective of this work-in-progress study is to clarify this potential link between L2 task attributions, engagement, and performance. In addition, the effect of effort feedback on these three constructs is also investigated. Previous research (e.g., Amemiya &amp; Wang, 2018) has documented that effort feedback typically used with good intentions by L2 teachers may, in fact, backfire and exert negative influences on how individuals shape task attributions, which in turn lead to poor-quality task engagement and performance. A within-group quasi-experimental research design will be adopted for these purposes, and 120 Japanese high school students will be recruited. Participants will be divided into two groups to counterbalance the order of effort feedback provision. Three reading tasks from the EIKEN Test in Practical English Proficiency, Grade Pre-2, will be used, and time on task will be recorded as an indicator of task engagement. After performing the tasks, the participants will receive effort feedback and report their task attributions. The relationship between effort feedback, task attributions, engagement, and performance will be analyzed through hierarchical multiple regression analyses.
&quot;It Makes You Feel a Little Bit Freer&quot;: Committing to Creativity: A Hermeneutic Phenomenological Study of a Primary Teacher&apos;s Use of Drama with Additional Language Learners
Author: Beaumont, Natasha E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Phenomenology,Teacher Attitudes,Learning Experience,Creativity,Drama,Semiotics,Role Playing,Foreign Countries,Hermeneutics,Video Technology,Teaching Methods,Learner Engagement,Literacy Education,Student Diversity,Classroom Communication,English (Second Language),Second Language Learning,Second Language Instruction,Elementary School Teachers,Elementary School Students

Creative pedagogies contribute significantly to children's cognitive, social and linguistic development. This article discusses the drama-based creative literacy practice of an early primary teacher in a high diversity school in Sydney, Australia. Literacy pedagogy blended with drama and role play was shown to aid oracy whilst also adding valuable semiotic support for language learners. Video recordings of this teacher's lessons formed the basis of a hermeneutic phenomenological study into the affordances of drama in additional language contexts. Findings revealed positive contributions to learner comprehension and engagement. They also indicated that the pressure of an over-crowded curriculum necessitates personal commitment to creative arts pedagogy on the part of the teacher. Despite policy rhetoric promoting creativity as a key capability, creativity itself is seen to be stymied in an educational context heavily prioritising standardisation and assessment. Without systemic support, it is left to motivated, individual teachers to prioritise creative learning experiences in schools.
Manakitia a Papatuanuku: Eco-Literate Pedagogy and Music Education
Author: Locke, Millie
Date: 2022-00-00
Type: Journal Articles
Subjects: Music Education,Social Justice,Ecology,Aesthetics,Music Teachers,Conservation (Environment),Musicians,Foreign Countries,Environmental Education,Climate,Sustainability

As we enter the third decade of the 21st century, the much-heralded threat of climate change has become a reality whose effects we not only read and hear about daily but also experience in a raft of seen and unseen ways in our local communities. Morton (2012) called unequivocally for a broader vision of music education that includes and embraces a cross-curricular emphasis on ecological and social justice. In particular, she challenges music education (and the arts in general) to participate in the provision of eco-aesthetic experiences and activities, which foster participation in and reflection upon human inter-dependency. In this article, I will reflect on my experience as a music teacher in a West Auckland enviroschool and the lessons I learned from the children that influenced and supported the development of music-making activities connected with their environmental concerns. Then, taking into account the work of relevant contemporary musicians/composers and music educators, I will offer some suggestions for eco-literate pedagogical practices (Shevock, 2018) for music teachers in 21st century Aotearoa New Zealand.
Puppets and Inclusive Practice: Engaging All Learners through Drama and Puppetry in Preschool Contexts
Author: Karaolis, Olivia
Date: 2022-00-00
Type: Journal Articles
Subjects: Puppetry,Inclusion,Drama,Preschool Children,Early Childhood Education,Foreign Countries,Teacher Attitudes,Attitude Change,Preschool Teachers,Teaching Methods

Inclusive practice in education is supported by a compelling body of research (Cologon, 2019; Graham, 2020; Raphael et al., 2019) policy recommendations (Department of Education, Employment and Workplace Relations [DEEWR], 2009; Te Tahuhu o Te Matauranga--Ministry of Education, 2017(Commonwealth of Australia. (2003)) and mandated by legislation such as the Disability Discrimination Act of 1992 (DDA) (Commonwealth of Australia, 2003). It is also reflected in the Australian and New Zealand Professional Teaching Standards (Australian Institute for Teaching and School Leadership, 2014; Teaching Council of Aotearoa New Zealand, 2017). Early Childhood Australia [ECA] (2016) states that &quot;inclusion means that every child has access to, participates meaningfully in, and experiences positive outcomes from early childhood education and care programs&quot; (p. 2). This paper explores what this means for early childhood educators and examines the concept of inclusion through the stories of two children and two puppets. A story that outlines how the perspectives of teachers shifted to create places of learning that were welcoming and more inclusive to every child.
Rethinking Music Technology Pedagogy: A New Zealand Focus
Author: Morreale, Fabio
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Change,Music Education,Educational Technology,Foreign Countries,Open Source Technology,Colonialism

In the creative sector, &quot;music technology&quot; refers to a wide range of musical practices, tools and devices enabled or facilitated by computers. Yet the music technology curriculum in New Zealand, as in other parts of the world, is dominated by two specific tools: commercial Digital Audio Workstations (DAWs) and notation software. In this chapter, I problematise this limitation by showing the pedagogical issues deriving from this exclusive model and by unpacking the ideological substrate of these tools, which is firmly grounded on neoliberal practices and principles. My analysis covers the ontology of these tools--what they are, what they do--and their business model. I then compare these tools against alternative approaches to music technology based on free-to-use, open-source software and programming languages based on principles of inclusion, collaboration and creative exploration.
Te Reo Pohewa: Engaging Primary-School Children in Writing Poetry
Author: Locke, Terry
Date: 2022-00-00
Type: Journal Articles
Subjects: Learner Engagement,Poetry,Writing Instruction,Foreign Countries,Faculty Development,Electronic Learning,Writing Workshops,Elementary School Teachers,Teacher Attitudes,Self Esteem

Prior to the March, 2020 COVID-19 lockdown in New Zealand I was invited to offer professional development on ways that the writing of poetry could be facilitated in a Rotorua primary school. In March/April of that year, I engaged around 18 teachers (including the school principal) in four, twohour PD sessions using Zoom. A year on, in May 2021, I conducted a small-scale case study with teachers who had participated in all four of these sessions to find out what they had taken away from this PD. In part for my own instruction, I was interested in what &quot;stuck&quot; and what they saw as working in their classrooms. This article offers a brief overview of the shape of the PD that was offered and teachers' views on its impact one year on.