ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;It's Okay to Laugh, Right?&quot;: Toward a Pedagogy of Racial Comedy in Multicultural Education
Author: Fulmer, Ellie Fitts
Date: 2015-00-00
Type: Journal Articles
Subjects: Multicultural Education,Comedy,Teaching Methods,Race,Racial Bias,Stereotypes,Racial Attitudes,Racial Relations,Educational Benefits,Undergraduate Study,Parody,Satire,Humor

While humor has long been documented as a useful teaching tool, it is almost entirely untheorized in terms of its potential for multicultural education. Specifically, the learning opportunities that racial comedic media offer in multicultural and anti-racist coursework is a particularly under-studied area, while research in this vein has great potential to positively affect pedagogies both within and beyond courses on critical multicultural education. In this article, two instructors, together with their students, examine the use of racial comedy as a teaching tool for multicultural education. The article begins by providing a brief overview of the literature on racial comedy and use of comedy in teaching, followed by a close look at salient characteristics of the teaching and learning environment of the course that allowed this work to emerge. The crux of the article centers on the identification and exploration of four themes, or interpretive tensions, animated by the class' engagement with racial comedy, and thusly helps illuminate the possibilities and complexities of utilizing racial comedy for multicultural education: (1) insider humor carries questions about who holds permission to initiate racial jokes and who is allowed to laugh at them; (2) perceptions of comedic irresponsibility inspired discussion around delineating between critical race comedy versus overtly racist comedy, and the gray areas in between; (3) educative commentary ensconced within racial comedy, such as that of many Dave Chappelle sketches, revealed our concerns about viewers who, lacking historicity and knowledge of root contexts undergirding the comedy, would likely misinterpret the humorous scenarios and thusly have their own racist stereotypes reinforced; and (4), while parody is humorous because of its inherent ridiculousness, we found that parodic racial comedy may create the opportunity for a slightly uncomfortable self-check, where the viewer can process her or his own actions and responses (assuming that he or she is receptive to such thinking). In highlighting these interpretive tensions, this analysis offers guidance for instructors and facilitators embarking on this journey, and furthermore contributes to our understanding of the possible pedagogical benefits from using racial comedy more broadly. [This article was written with contributions from Melanie Abbe, Sarah Apgar, Rachel Strongin, Susan Giarratano, and Serena Shields.]
Countering the Narrative: A Layered Perspective on Supporting Black Males in Education
Author: Goings, Ramon B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Males,African American Students,Preservice Teachers,Theory Practice Relationship,Culturally Relevant Education,Teachers,College Faculty,Teacher Attitudes

The challenges facing Black males throughout the educational pipeline have been discussed by researchers in detail. However, missing from this research are discussions from the perspective of researchers, educators, and community members united on how to better support Black males. The purpose of this reflective piece is twofold. First, we address and contextualize the issues that Black boys and men face and have to overcome in academic and community settings from our various perspectives serving as a teacher candidate, inservice teacher, and higher education professionals. Second we provide recommendations for education stakeholders to help support Black males from our various perspectives.
Focusing on Reflective Practice: Reconsidering Field Experiences for Urban Teacher Preparation
Author: Kalchman, Mindy
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Education,Urban Areas,Reflection,Field Experience Programs,Reflective Teaching,Preservice Teachers,After School Programs,Mathematics Instruction,Methods Courses,Graduate Study,Qualitative Research,Case Studies,Semi Structured Interviews

The traditional structure of field experiences poses a dilemma for urban teacher preparation. Research shows that teachers of low-income, urban students often have negative beliefs about, and attitudes towards, their students. Yet, large numbers of cooperating teachers are routinely utilized as mentors in urban classrooms. This practice potentially puts teacher candidates in a position of drawing from and emulating such deficit discourses, as well as denying them opportunity to observe and develop essential critical reflection skills. Using a model of reflective teaching developed by Liston and Zeichner (1991), this study examines and reports on the impact an alternative model of fieldwork can have on teacher candidates' development as critical reflectors. Following this alternative fieldwork model, pre-service teachers reported being more confident in teaching in urban settings as well as having more opportunities to develop critical reflection skills.
Using Context-Aware Ubiquitous Learning to Support Students' Understanding of Geometry
Author: Crompton, Helen
Date: 2015-00-00
Type: Journal Articles
Subjects: Electronic Learning,Geometry,Mathematics Instruction,Grade 4,Elementary School Mathematics,Elementary School Students,Geometric Concepts,Semi Structured Interviews,Observation,Video Technology,Mathematics Achievement,Instructional Effectiveness

In this study, context-aware ubiquitous learning was used to support 4th grade students as they learn angle concepts. Context-aware ubiquitous learning was provided to students primarily through the use of iPads to access real-world connections and a Dynamic Geometry Environment. Gravemeijer and van Eerde's (2009), design-based research (DBR) methodology was used in this study. As a systematic yet flexible methodology, DBR utilizes an iterative cyclical process of design, implementation, analysis, and revision. Using this particular DBR methodology, a local instruction theory was developed that includes a set of exemplar curriculum activities and design guidelines for the development of context-aware ubiquitous learning activities. Data collection included semi-structured clinical interviews, observations, student artefacts, video recordings and lesson reflections. This study of technology is grounded in a subject content area (mathematics) so the researchers could clearly state the advantages of using this approach in an educational context. A review of the findings indicates that context-aware ubiquitous learning proved useful in avoiding many common errors and misconceptions that students have in learning these concepts, and students demonstrated growth in their understanding of angle and angle measure beyond what is typically expected. From this study, the researchers present four design guidelines and a full set of context-aware ubiquitous activities.
Mobile &quot;Comfort&quot; Zones: Overcoming Barriers to Enable Facilitated Learning in the Workplace
Author: Holley, Debbie
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Electronic Learning,Telecommunications,Handheld Devices,Foreign Countries,Teaching Methods,Secondary Education,Barriers,Workplace Learning,Student Teaching,Student Teachers,Student Teacher Attitudes,Graduate Study,Case Studies,Communities of Practice,Questionnaires

The affordances of mobile technologies are well documented (Vavoula (2004); Wali (2008); Pachler et al (2010); Cook (2011); Sharples (2013). Linked with the rapid expansion of the &quot;SMART&quot; phones, where users access fast/high quality information, new opportunities are offered to engage students at a time/place of their own choosing. Our small-scale study is located within the dominant discourse of mobile learning literature of context specific learning; it explores the attitudes and habits of trainee teachers using their own mobile devices when working full time in a school setting. Our findings indicate that students have complex/interwoven narratives that relate to issues of identity, personal/private space and their involvement in an emergent community of practice. We map these key themes into a framework for looking strategically at mobile learners in different personal/ professional contexts, and identify of the design barriers to be overcome before the full potential of mobile learning can be successful with our own students when isolated on placement and juggling busy, complex lives.
Stages of Learning during a Self-Directed Stress Management Experience
Author: Larson, Karl L.
Date: 2015-00-00
Type: Journal Articles
Subjects: College Students,Stress Management,Learning Processes,Skill Development,Student Journals,Journal Writing,Coding,Content Analysis,Student Experience,Reflection,Developmental Stages

Purpose: The purpose of the study was to document the stages of learning reflected through student journaling during a self-directed experience in stress management, and the relationship of those stages to a historical model. Methods: College students participating in a full-semester course in stress management theory were required to select a single stress management technique, learn and practice the technique in a self-directed fashion, continue practice of the technique for an eight-week time frame, and journal about the experience twice each week. Results: Over a five-year period, 111 student journals were collected. Journal entries were individually coded. Qualitative review showed patterns in experience reflecting a skill-acquisition process matching Haring's Stages of Learning. Conclusions: The acquisition of stress management skills during self-directed practice may take an extended time, allowing for the participant to work through appropriate stages of learning new skills. Students may not be able to retain, and thus benefit from, random, single-session institutional offerings in stress management. Recommendations: Those teaching stress management who want their students to develop a specific skill set should allow for an extended time of practice and reflection in order for students to more fully develop the skills necessary to successfully incorporate the technique into their lives.
How Do Students Use Their Mobile Devices to Support Learning? A Case Study from an Australian Regional University
Author: Farley, Helen
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Handheld Devices,Educational Technology,College Students,Delivery Systems,Online Surveys,Preferences,Computer Oriented Programs,Learner Engagement,Social Media

Though universities are eager to leverage the potential of mobile learning to provide learning flexibly, most balk at the cost of providing students with mobile hardware. The practice of &quot;bring your own device&quot; (BYOD) is often mooted as a cost-effective alternative. This paper provides a snapshot of student ownership of mobile devices at a regional Australian university. Our research shows that students do have access to and use a wide range of devices. However, the delivery of learning is challenged when students try to access materials and activities using these devices. Course materials are rarely optimised for use on smartphones, navigating websites and learning management systems becomes a scrolling nightmare, and interacting with other students is often impractical using prescribed systems. Most concerning is that none of the students surveyed were participating in educator-led mobile learning initiatives. The paper concludes with the proposal of some practical, low-cost tactics that educators could potentially employ to begin engaging with mobile learning, leveraging what students already do.
Reluctant Mathematician: Skills-Based MOOC Scaffolds Wide Range of Learners
Author: Lambert, Sarah
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Mathematics Instruction,Scaffolding (Teaching Technique),College Mathematics,Mathematics Skills,Foreign Countries

The University of Wollongong's first locally developed and hosted Massive Open Online Course (MOOC) &quot;The Reluctant Mathematician&quot; was run in the last four weeks of our summer holiday, prior to Autumn session in 2014. It was developed to lift maths skills at our university and also in the community--where maths skills continue to be a challenge and in some cases a source of stress. Internally the MOOC provided an alternative online way to support students who struggle with mathematics at university level, as a complement to the existing face to face small group workshops and individual consultations. This paper describes the aims, rationale of the learning design, and evaluation of the MOOC. Data sources include enrolment/demographic data, analytics data of student patterns of use, assignment submission data, and qualitative feedback via online forms. It provides some support for recent non-binary definitions of MOOCs proposed by Lane (2012), and discusses the importance of discipline specific issues in the design of the MOOC, such as scaffolding learning experiences to address high-stress and low self-efficacy in maths learners.
Reducing Obesity in Students Everywhere (ROSE): A Brief, Interactive, School-Based Approach to Promoting Health
Author: Alert, Marissa D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Obesity,Health Promotion,Elementary Secondary Education,Nutrition Instruction,Physical Activity Level,Life Style,Sleep,Smoking,Stress Management,Health Behavior,Student Surveys,Program Effectiveness,Behavior Change,Elementary School Students,High School Students,Intervention,Eating Habits,Program Evaluation,Secondary School Students

The Reducing Obesity in Students Everywhere (ROSE) health promotion presentations educate students in grades 3-12 about nutrition, physical activity, reducing screen time, sleep, smoking, stress management, and the benefits of a healthy lifestyle. This article describes the content of the presentations, how information is delivered, strategies used, and reports of what students learned and behaviors they changed. Students' evaluation surveys indicate that the brief presentations are engaging and effective in conveying health information and facilitating behavior change. At one-month follow-up, 92% of elementary school students and 88.5% of high school students reported making at least 1 healthy behavior change.
Utilizing the CIPP Model as a Means to Develop an Integrated Service-Learning Component in a University Health Course
Author: Powell, Brent
Date: 2015-00-00
Type: Journal Articles
Subjects: Service Learning,Health Education,Undergraduate Students,Specialists,Skill Development,Student Attitudes,Health Promotion,Knowledge Level,Outcomes of Education,Models,Partnerships in Education,Teaching Methods,Curriculum Development,Program Descriptions,Program Evaluation

Purpose: To examine the enhancement of a university health course through the utilization of the CIPP Model as a means to develop an integrated service-learning component. Methods: The CIPP model was utilized in two concurrent semesters of an undergraduate health course in order to design and evaluate the implementation of a drug and alcohol prevention event on campus. Data analysis utilized SPSS in order to calculate quantitative measures of mean and standard deviation to assess the pedagogical impact. Results: Through the service-learning project, students were provided the opportunity to apply course content related to the seven areas of responsibilities of a health education specialist within the chosen community. By focusing on the seven areas of responsibility, students were able to develop specific skills, competencies, and points of view needed by professionals in the field most closely related to this course. Conclusion: Student assessment of the event was consistent with previous literature: service-learning enhanced health promotion knowledge, enhanced subject matter, and increased student ownership of the curriculum. Recommendations: Due to the potential to enhance student understanding and application of health education material as well as establish and sustain community partnerships, service-learning holds enormous potential and should be considered as a valid pedagogical method in an undergraduate college curriculum.
A Review of Story Mapping Instruction for Secondary Students with LD
Author: Boon, Richard T.
Date: 2015-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Learning Disabilities,Intervention,Middle School Students,High School Students,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Story Grammar,Dyslexia,Literature Reviews,Online Searching,Electronic Libraries,Effect Size,Interrater Reliability

The purpose of this article is to provide a review on the effectiveness of story mapping to improve the reading comprehension skills of middle and high school (Grades 6-12) students with learning disabilities (LD). An extensive review of the special education research-base revealed twelve (N = 12) story mapping intervention studies that met our criteria for inclusion from 1975 to 2015. Findings indicated that story mapping instruction is an effective, evidence-based intervention to increase the reading comprehension skills of secondary-level students with LD. Discussion of the limitations and directions for future research are provided.
What's Happening in &quot;Their Space&quot;? Exploring the Borders of Formal and Informal Learning with Undergraduate Students of Education in the Age of Mobile Technologies
Author: Andrews, Jane
Date: 2015-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Handheld Devices,Electronic Learning,Informal Education,Education Majors,Qualitative Research,Computer Uses in Education,Preferences,Foreign Countries

The changing nature of teaching and learning in an age of accessible technologies provides challenges and opportunities for the design of learning events. Working with a sample of undergraduate students of education in one UK higher education institution we use an exploratory, qualitative approach to investigate students' spontaneous uses of their mobile devices in their learning. We argue that students' preferences and practices need to be jointly considered in the design of learning if it is to be effective.
Effects of Computer-Assisted and Teacher-Led Fluency Instruction on Students at Risk for Reading Failure
Author: Fenty, Nicole
Date: 2015-00-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Failure,Reading Fluency,Computer Assisted Instruction,At Risk Students,Quasiexperimental Design,Pretests Posttests,Grade 3,Conventional Instruction,Vocabulary Development,Reading Comprehension,Comparative Analysis,Statistical Analysis,Control Groups,Experimental Groups,Reading Difficulties,Elementary School Students,Measures (Individuals),Elementary School Teachers,Emergent Literacy,Reading Tests,Reading Programs,Reading Materials

A quasi-experimental pretest/posttest group design was used to determine whether computer-assisted fluency instruction is as effective as print-based, teacher-led fluency instruction in improving fluency, vocabulary, and comprehension skills in third grade students experiencing delayed fluency development. Fifty participants were randomly assigned to 1 of 3 conditions: a teacher-led group, a computer-assisted text-equivalent group, or a computer-assisted time-equivalent group. The same fluency program was used for all three groups. An analysis of covariance (ANCOVA) revealed no significant differences across groups on 2 of the 3 outcome measures (i.e., fluency and comprehension), but significant differences between the text equivalent and time equivalent treatment groups occurred in the area of vocabulary. Limitations and recommendations for research and practice are discussed.
Sustainability for Innovative Education--The Case of Mobile Learning
Author: Bachmair, Ben
Date: 2015-00-00
Type: Journal Articles
Subjects: Electronic Learning,Sustainability,Educational Innovation,Social Change,Culture,Educational Change,Social Structure

The successful introduction of mobile learning into education is arguably premised on sustainability in the sense of an ability to maintain innovation over time and to become embedded into mainstream practice. This paper argues that such an endeavour requires a discursive approach, decoupling sustainability from the notion of unambiguity tendentiously inherent in technological paradigms. Learning with mobile devices is an educational response to societal transformation characterized among other things by the detraditionalization of established modes of media and communication in everyday life. Detraditionalization can be seen to refer to the process of breaking down, or challenging, traditional social structures but also encompasses rather more fundamental transformations in the spheres of politics, the economy and culture. In this paper, with particular but not exclusive reference to education, we focus on the tension between established institutions, systems, regulations and practices on the one hand, and emerging forms of teaching and learning afforded by new media and technology on the other. Delimitation (Beck and Lau, 2004), a central conceptual perspective discussed in this paper, can be viewed as one consequence of detraditionalization, namely the blurring of previously rigid boundaries (e.g. those pertaining to social class or political certainties). An important conceptual frame for this paper is the mobile complex (Pachler, Bachmair and Cook, 2010), which shapes mobile learning and results from the delimitation of structures, agency and practices. In turn delimitation does not lead to new, transformed but stabile features; instead it is characterised by provisionality. Provisionality is an important aspect of the continuous process of detraditionalization, where stable practices, norms and social structures are replaced by perpetually fluid and transient ones. The key issue under consideration here, therefore, is the interdependence of mobile learning and sustainability within societal structures, agency and cultural practices. The paper proposes some operational tools for the discussion and consideration of sustainability of mobile learning under the specific societal conditions of the mobile complex, i.e. the &quot;new normal&quot; of provisionality.
Mathematics Interventions for Students with Learning Disabilities (LD) in Secondary School: A Review of the Literature
Author: Myers, Jonté A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Intervention,Learning Disabilities,Secondary School Students,Literature Reviews,Mathematics Achievement,Metacognition,Word Problems (Mathematics),Problem Solving,Teaching Methods,Instructional Effectiveness,Student Centered Learning,Mathematics Skills,Computer Assisted Instruction,Check Lists,Secondary School Mathematics,Search Strategies

The purpose of our literature review was to extend and update Maccini, Mulcahy, and Wilson's (2007) review of the literature on mathematics interventions for secondary students with learning disabilities (LD). An extensive search of the research literature netted 15 research studies that focused on mathematics interventions for secondary students with LD. The findings are presented in terms of three main instructional approaches for improving the mathematics achievement of these students: (a) cognitive and metacognitive strategies for solving word problems; (b) use of representations to increase conceptual knowledge and problem-solving skills; and (c) Enhanced Anchored Instruction. Results include evidence of the efficacy of Enhanced Anchored Instruction and Solve It! We discuss additional results, implications for improving classroom practice and professional development, and recommendations for future research.