ethanporcaro/eric-fulltext-meta huggingface dataset:
Beyond the Building. Reconceptualising Learning Environments: A Literature Review
Author: Patrix, Melanie
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Environment,Cooperative Learning,Physical Environment,21st Century Skills,Student Centered Learning,Educational Facilities Design,Educational Innovation,Furniture,Lifelong Learning,Technology Integration,Authentic Learning,Active Learning,Student Projects,Individualized Instruction,Foreign Countries,Educational Policy

The policy intent of the New Zealand Ministry of Education to develop innovative learning environments (ILEs) is underpinned by the belief that changing the physical environment will change pedagogy by enabling collaborative teaching and learning (Benade, 2017b). This policy intent is driven by the pressure to prepare students with '21st-century skills' to assist them in navigating an unknown future (Bolstad &amp; Gilbert, 2012). Although the OECD (2013) defined ILE as &quot;an organic, holistic concept that embraces the learning taking place as well as the setting: an eco-system of learning that includes the activity and outcomes of the learning&quot; (p. 22), this review will use the term inclusive of the physical spaces of learning. The review narrative highlights the themes of physical learning environments, future focussed teaching and learning, the student at the centre of learning, and digital technologies.
Learner Agency, Dispositionality and the New Zealand Curriculum Key Competencies
Author: Charteris, Jennifer
Date: 2014-00-00
Type: Journal Articles
Subjects: Personality Traits,National Curriculum,Competency Based Education,Foreign Countries,Lifelong Learning,High School Students,Secondary School Science,Student Empowerment,Regional Schools,Classroom Communication,Adolescents,Critical Thinking,Peer Acceptance

As more than just knowledge and skills, The New Zealand Curriculum (Ministry of Education, 2007) key competencies encompass dispositions for lifelong learning (OECD, 2005). A range of studies associate learner agency within the dispositions that are embedded in these key competencies (Carr, 2004; Hipkins, 2010; Hipkins &amp; Boyd, 2011). Drawn from self-determination theory (OECD, 2009; Ryan &amp; Deci, 2000), the competencies are strongly anchored in an essentialist frame-work. Interpreted this way, competencies can be likened to a virtual backpack that students carry about and draw from at will. A discursively constituted view of identity would suggest that this is not the case. Employing Davies' (2010) conception of a subject-of-thought, where the subject is under erasure, the paper explores what agency as dispositionality can look like when it is performatively constituted in a competence-oriented curriculum (Ministry of Education, 2007). Rather being attributed static, essentialised identities, students are co-constituted in classroom discourses. The research has implications for how educators recognise moments when students agentically mobilise personal, social and discursive resources (Davies, 1990) in the classroom. This article presents an argument for a dynamic theory of agency that incorporates a rhizomatic view of learner participation and interrupts essentialist interpretations of dispositionality. It opens up possibilities for new conceptions of key competencies as performative discursive practices.
Exploring Reading Comprehension inside and outside the Classroom
Author: Waugh, Kayla
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Independent Reading,Parent Participation,Parents as Teachers,Reading Aloud to Others,Young Children,Reading Instruction,Home Programs,Reading Programs,Computer Assisted Instruction,Beginning Reading

Reading comprehension is a fundamental skill that all individuals should have. A foundation of reading set in children's early years is integral to proper growth and development. Parents or guardians should spend quality time reading to their children at home prior to children attending school. Teachers should construct language arts programs, utilizing forms of technology, which promote reading and decoding forms of text. Parents or guardians should emphasize the importance of reading and reading comprehension skills outside the classroom by working with their children at home. Literacy is the fundamental building block to students' development and success in school.
Investigation of Body Composition of Footballers by Bioelectrical Impedance Method
Author: Aktas, Yakup
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Body Composition,Males,Athletes,Team Sports,Exercise Physiology,Measurement Techniques,Metabolism,Body Height,Experimental Groups,Control Groups

Objective: This study aims at examining the body composition of male football players who perform regular football training by Bioelectrical Impedance (BIA) method and comparing it with a healthy control group and investigating the effect of regular exercise on body composition. Materials and Methods: A total of 60 people participated in the study, including 30 volunteer male football players performing football trainings regularly from 11 Nisan Football Club playing in Turkey Football Federation Regional Amateur League (BAL) and 30 healthy volunteer control group consisting of male students from Harran University Medical Faculty. Both groups' ages and body mass indexes are similar to each other. Bioelectrical Impedance (BIA) method was used for Osseosis, skeletal muscle weight (SMM), body mass index (BMI), body fat percentage (BFP), waist hip ratio (WHR), and basal metabolism parameters of the participants. The data obtained were evaluated with SPSS 23.0 statistical package program, and the significance level was evaluated as p &lt; 0.01 and p &lt; 0.05. Findings: There was no statistically significant difference between the values of age, height, weight, intracellular fluid, extracellular fluid, protein, mineral, skeletal muscle weight (SMM), body mass index (BMI) and muscle ratios of the experimental and control groups (p &gt; 0.05). When the parameters of basal metabolism, Osseosis and skeletal muscle weight of the experimental group were discussed, no significant relationship was detected, although they were high numerically (p &gt; 0.05). It was determined that the body fat percentage (BFP) of the experimental and control groups was correlated at p &lt; 0.01 level and waist-hip ratio was correlated (WHR) at p &lt; 0.05 level, which was statistically significant. As a result, although there was no significant difference between BMI values between the football players and the control group, the fact that the players' lower BMI values and lower waist-hip ratios showed that regular training reduces the risk of developing chronic diseases.
Negotiating Second Chance Schooling in Neoliberal Times: Teacher Work for Schooling Justice
Author: Bills, Andrew
Date: 2015-00-00
Type: Journal Articles
Subjects: Neoliberalism,Social Justice,Teacher Researchers,Disadvantaged Youth,Community Colleges,Out of School Youth,Partnerships in Education,Activism,Communities of Practice,Foreign Countries,High School Teachers,Vocational Education,Universities

The purpose of this article is to reflect upon our work as two insider teacher researchers using action research methodology with teacher colleagues, marginalised young people and community stakeholders to develop a sustainable and socially just senior secondary 'second chance' school for young people who had left schooling without credentials. Twelve years after our beginning developmental work, the Second Chance Community College (SCCC) continues with over 100 students enrolled in 2015. It has catered for over 1000 students since its development. Through pursuing critical forms of action research, enriched through active participation within a university led professional learning community, we became 'radical pragmatic' educators. This called us into collaborative, tactical and critical teacher work to navigate through constraining neoliberal logic with students and colleagues, reassembling our professional selves and radically changing the SCCC design from the design logics of conventional secondary schools. The research demonstrated that teachers can build a socially just school for marginalised young people and as a consequence make a significant difference to the lives of young people no longer involved in schooling. Through pursuing the research within community, engendering partnerships with young people and youth stakeholders, engaging in teacher activism and seeking methodological and tactical support from a university-led professional learning community, we made a small contribution to the lives of young people who without our work, would have continued to be disconnected from the educational project.
Diverse Classrooms Require Innovative Educators
Author: McBain, Megan
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Diversity,Teaching Methods,Student Needs,Student Interests,Learner Engagement,Popular Culture,Educational Technology,Individualized Instruction,Barriers,Financial Support,Parent Attitudes

Educators are responsible for teaching increasingly diverse students in today's technological society. Changes in students, technology, and community contexts require educators to determine which resources will engage learners. Engagement can be fostered by using educational tools such as popular culture, technology, and differentiated instruction. While teachers must determine which strategies will be effective, they must also overcome barriers put in place by school divisions, communities, and themselves. Being a classroom teacher seems like an almost impossible task, at times, but is necessary to ensure a future full of individuals who are academically, socially and emotionally strong.
A Tale of Two Tragedies: Identifying Changes in Outdoor Education &apos;Best Practice&apos;
Author: Hollingsworth, Ray
Date: 2015-00-00
Type: Journal Articles
Subjects: Best Practices,Outdoor Education,Educational Change,Discourse Analysis,Systems Approach,Death,Risk Management,Staff Development,Audits (Verification),Efficiency,Economic Factors,Foreign Countries,Language Usage,Decision Making,Program Administration

A multiple-fatality outdoor education event in New Zealand in 2008 revealed that a 'systems approach' towards managing risks and training staff was widely considered to be normal and 'best practice'. This approach champions audit trails and economic efficiency, and one of its characteristics is the volume of paperwork required. One of the unacknowledged repercussions of this approach is a compartmentalisation of knowledge and responsibility. But best practice was not always like this. A Foucauldian discourse analysis was employed to understand how best practice has changed and what the roots of those changes were. Disconcertingly, the 'systems approach' continues to dominate outdoor education organisations, and the conditions that appeared to play a part in the tragedy of 2008 are still considered 'normal'.
Urgent Attention: Damage to Teenagers&apos; Online Reputation
Author: Wang, Shengqing
Date: 2018-00-00
Type: Journal Articles
Subjects: Adolescents,Reputation,Social Media,College Admission,Colleges,College Applicants,High School Students,High School Teachers,Teacher Role

Past decades witnessed increasing background checks via social media conducted by postsecondary education institutions' admission offices and human resources departments for many companies. As the most active users, adolescents may be tempted to share their personal lives on social media without fully understanding the long-term consequences. The author makes suggestions on how to help teenagers make wise choices when they use social media, maintain positive online persona, protect it from potential damage, and even further strengthen their online reputation.
The Importance of Trauma-Informed Schools for Maltreated Children
Author: Paiva, Alexandra
Date: 2019-00-00
Type: Journal Articles
Subjects: Trauma,Child Abuse,Child Development,Student Needs,Social Development,Emotional Development,Academic Achievement,Neurological Impairments,Attachment Behavior,Educational Methods,Faculty Development

Exposure to childhood maltreatment is detrimental to the academic success and educational outcomes of students. It leads to a myriad of deficits related to neurodevelopment and neuroprocessing, which causes disruptions in academic performance, emotional and behavioural regulation, and school attendance. By becoming trauma-informed, schools can mitigate these adverse experiences and promote positive experiences within the learning environment. Through professional development and the implementation of social-emotional learning and trauma-sensitive policies, educators can combat the negative role of maltreatment on the academic success of maltreated students.
Competition as a Teaching Strategy
Author: Murray, Alex
Date: 2019-00-00
Type: Journal Articles
Subjects: Competition,Teaching Methods,Educational Benefits,Foreign Countries,Student Motivation,Bilingual Students,Cooperative Learning,Gender Differences,Instructional Effectiveness

In this article, both the negative and positive roles of competition as a teaching strategy are explored. By using the lenses of culture, gender, second language learners and different levels of education, the strategy of competition is considered in terms of its component pieces in order to find how best to use it. By adjusting the use of competition to include collaboration and being mindful of competition's effects, teachers can bring it back into the classroom for the benefit of our students.
Working Together at Mat Time: Politics of Participation
Author: Mortlock, Anita
Date: 2014-00-00
Type: Journal Articles
Subjects: Group Activities,Educational Equipment,Childrens Attitudes,Student Participation,Group Dynamics,Inclusion,Friendship,Teacher Role,Classroom Communication,Foreign Countries,Young Children,Elementary School Students,Peer Acceptance

Learning as part of a group on the mat is a common experience in children's early education and socialisation. Indeed, many classrooms would have a mat, to which the children are called in addition to chairs and tables (Poveda, 2001). Nonetheless, very little research exists about activity using the mat in junior classrooms either locally or internationally, particularly in relation to children's perspectives. This paper reports recent findings from a doctoral study that investigated children's experiences of working together on the mat in three year-two classrooms. Data were gathered through video-observations of teacher-facilitated activity on the mat and semi-structured interviews with children and teachers. The findings suggested that participation on the mat was affected by children's relationships with each other. Specifically, social dynamics within the children's peer group appeared to enable or block active participation for particular individuals. Teachers utilised inclusive strategies to ameliorate the affect of the peer group and to enhance participation for children who struggled to secure an active role.
Co-Authoring in Action: Practice, Problems and Possibilities
Author: Yeo, Marie
Date: 2019-10-00
Type: Journal Articles
Subjects: Authors,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Applied Linguistics,Writing Processes,Journal Articles,Interpersonal Relationship,Writing for Publication,Incidence,Self Concept,Faculty Development,Ethnography,Case Studies,Research Reports

Although co-authoring is commonly practised, we know little about its actual process. How do authors choose their collaborators? How do they make decisions about the writing process? What obstacles do they face and how do they overcome them? What do they see as the benefits and pitfalls of coauthoring? This article begins by demonstrating the prevalence of co-authoring of journal articles in the field of Applied Linguistics and TESOL. The somewhat limited literature on authoring, particularly collaboration, is reviewed. Using a duoethnographic approach, as researcher-participants we research our own co-authoring process and present our findings in a case study. Key ideas related to choosing and working effectively with co-authors and important qualities in a co-author are discussed, encapsulated in the maxims of mutual benefit and relationship building. We also reflect on our experience of using duoethnography to capture disruptions to our thinking about the co-authoring process and developments in our understanding of ourselves as writers and of our relationship as coauthors. The article concludes by reiterating the benefits that both less experienced and more experienced authors can derive from co-authoring and by recommending co-authoring as an important supportive and collaborative practice for professional development.
Lakota Female Scholarship: A Collective Case Study on Transcending Indigenous Educational Pathways and Persistence at the Graduate Level
Author: Rendon, Aspen Lakota
Date: 2019-00-00
Type: Journal Articles
Subjects: Females,Womens Education,American Indian Students,American Indian Education,Academic Persistence,Graduate Students,Tribes,Masters Programs,Incentives,Cultural Influences,Tribally Controlled Education,Influences

This study explored the perspectives of seven Lakota females who graduated from Oglala Lakota College (OLC) master's degree in Lakota Leadership and Management or Lakota Leadership and Management with an emphasis in Education Administration programs. Education histories, cultural identification, and college experiences were evaluated to investigate what incentives, not only influenced but propelled the women through the world of academia. The research was qualitative in nature, thus giving a thorough examination of each student perspective. The qualitative research was conducted through a collective case study. Four themes identified through in the findings were: financial support, high female influence, cultural identification, and formal versus informal supports.
EFL Teachers&apos; Reflective Journal Writing: Barriers and Boosters
Author: Donyaie, Shadi
Date: 2019-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Foreign Countries,Consciousness Raising,Reflection,Journal Writing,Barriers,Teacher Workshops,Guides,Grounded Theory,Content Analysis,Familiarity,Teaching Methods

The study examined the extent to which Iranian EFL teachers were familiar with reflective journal writing (RJW), the possible contribution of a consciousness-raising interactive workshop to the participants' individual and collective journal writing, and their perception of the barriers to RJW. The study enjoyed a qualitative design employing interviews and journal writings for data collection. Thirty Iranian EFL teachers sat a face-to-face interview. They were also asked to write two reflective journals, (one individually and one collectively), before, and two others after attending a consciousness-raising interactive workshop on reflection which adopted Richards' (1995) framework on teacher reflection and Soodmand Afshar's (in press) journal content guide. The grounded-theory-based content analysis was employed to analyze the data collected. The results indicated an improvement in participants' familiarity with RJW after the event. Furthermore, the barriers to RJW were identified as 'institutional issues', 'teacher issues' and 'educational system issues'.
Drawing. The Universal Language of Children
Author: Alford, Christine
Date: 2015-00-00
Type: Journal Articles
Subjects: Preschool Children,Early Childhood Education,Freehand Drawing,Communication Strategies,Teacher Role,Cognitive Development,Emotional Development,Visual Perception,Language Skills,Foreign Countries

This article aims to explore the role of drawing as a means of communication in the early childhood setting. Through an analysis of different types of drawing, the article explores how children create meaning and develop a universal language. The importance of the teacher in facilitating this process is considered.
Formal Education in China: A Call for Genuine Multiculturalism
Author: Pang, Yunge
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Minority Group Students,Student Diversity,Equal Education,Cultural Pluralism,Multicultural Education,Social Bias,Acculturation,Bilingualism,Mandarin Chinese,Language of Instruction

Formal education in China serves as a means to reinforce national integration, and schools exhibit limited tolerance for cultural diversity, which significantly disadvantages students of ethnic minorities. On the one hand, minority cultures are to a large extent excluded in the curricula; and on the other hand, an assimilative approach is applied with a view to eliminating cultural differences. Since one of the major goals of multicultural education is to promote equity by celebrating minority cultural heritage, I suggest that the exclusive approaches should be terminated, and school education should embrace multiculturalism.
Is This Early Childhood Development Ours? Deciphering What African Parents Want Their Children to Learn in Early Childhood Development
Author: Ejuu, Godfrey
Date: 2015-00-00
Type: Journal Articles
Subjects: Child Development,Young Children,Best Practices,Foreign Countries,Early Childhood Education,Access to Education,Culturally Relevant Education,African Culture,Parent Attitudes,Values,Moral Development

As modern Early Childhood Development begins to gain prominence in African communities, questions are beginning to emerge as to what sort of Early Childhood Development is being promoted as 'best practices'. Thus, the discourse for and against western Early Childhood Development as opposed to indigenous Early Childhood Development, and the scope of each in a culturally 'contaminated' African society continues to rage on. This article highlights some of the issues and provides insights into what African Early Childhood Development researchers can do to lead the way in owning, redefining and rebuilding a more culturally relevant Early Childhood Development in the African context.
Collaborative Reflective Practice: Its Influence on Preservice EFL Teachers&apos; Emerging Professional Identities
Author: Gutiérrez, María V. Alvarado
Date: 2019-10-00
Type: Journal Articles
Subjects: Professional Identity,Preservice Teachers,English Teachers,English (Second Language),Reflective Teaching,Teacher Collaboration,Practicums,Foreign Countries,Student Attitudes,Self Efficacy,Problem Solving,Workshops,College Seniors,Self Evaluation (Individuals)

This paper presents an action research study conducted to explore how to strengthen pre-service EFL teacher professional identities through reflective practice at a university in the north of Chile. A 10- week workshop was developed to introduce participants to reflective practice as they took their extended teaching practicum. Reflections were fostered through an approach that was structured, conversational and collaborative. Qualitative data about the 12 participants' perceptions of the workshop were gathered using a focus group discussion. The hybrid thematic analysis of their responses indicated that participants' emerging teacher professional identities were strengthened in three highly relevant ways: participants developed confidence in their ability to problem-solve, their appreciation of collaboration grew, and they became more aware of the need for teachers to change. The conclusions and implications drawn may be of use to teacher educators in other contexts who are considering how to foster professional identity through reflective practice in pre-service teachers.