ethanporcaro/eric-fulltext-meta huggingface dataset:
The Theory-to-Practice ePortfolio: An Assignment to Facilitate Motivation and Higher Order Thinking
Author: Chittum, Jessica R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Electronic Publishing,Portfolios (Background Materials),Student Motivation,Thinking Skills,Introductory Courses,Educational Psychology,Preservice Teacher Education,Preservice Teachers,Practicums,Reflection,Writing Assignments,Student Attitudes,Statistical Analysis,Scoring Rubrics,Academic Achievement,Scores

Instructors often use ePortfolios to facilitate deeper learning by providing an outlet for reflection, analysis, integrative thinking, and transfer of learning (Buyarski et al., 2015; Reynolds &amp; Patton, 2014). In line with these objectives, I sought out to deepen learning and motivation on a required, semester-long assignment in an introductory educational psychology course for preservice teachers that is linked to a practicum experience. The original assignment was a template in Microsoft Word in which students included a summary of each major theory learned in class, provided a teaching example, and wrote a reflection about each topic. The new assignment is titled the Theory-to-Practice (T2P) ePortfolio, given that the focus of the assignment was to serve as a venue through which students developed an understanding of how the theories they learned in class connected meaningfully to teaching and influenced their teaching philosophy. Thus, the assignment served as a portfolio of this development. Independent samples t tests revealed that students' perceptions of usefulness in the course were significantly higher in the intervention groups and that ePortfolio assignment grades were significantly higher in the intervention groups. The assignment rubrics included dimensions from AAC&amp;U VALUE rubrics measuring integrative learning, critical thinking, analysis, and written communication. The change in assignment format was positively associated with deeper learning on the assignment and perceived value in the larger course experience.
Providing Opportunities for &quot;Flow&quot; Experiences and Creative Problem-Solving through Inquiry-Based Instruction
Author: Doss, Kristy Kowalske
Date: 2018-00-00
Type: Journal Articles
Subjects: Metacognition,Attention,Learning Experience,Inquiry,Active Learning,Creative Thinking,Problem Solving,Action Research,Middle School Students,Grade 8,Honors Curriculum,Language Arts,Interviews,Observation,Student Attitudes,Learner Engagement,Classroom Environment,Influences,Student Centered Learning

In order to compete globally in the 21st Century, students must have the skills to design their own projects and understand how to navigate the wealth of information available at their fingertips. One of the most important tools is to be able to investigate ideas and implement a plan of action in order to answer questions that have not been explored. These creative problem-solving skills are essential when students design problems and projects during student-driven inquiry. Using action research, instructors evaluated student perceptions and responses to a student-driven inquiry project in an eighth grade honors language arts class. Using interviews and observations, instructors investigated students' attitudes and experiences throughout the thirteen-week unit of study, focusing on student perceptions of the instructional environment. Students described engagement with topic and process due to choice and authenticity. They described experiencing &quot;flow,&quot; the state where students become completely engaged in their work, when challenge, motivation, desire, and drive come together to produce optimal outcomes. Themes emerged in how choice influenced the experience of &quot;flow&quot; during the creative process and how the classroom environment nurtured overcoming obstacles through creative problem solving.
A Psycholinguistic Analysis of Semantic Transfer by Turkish Learners of English
Author: Boran, Gorsev Sonmez
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Semantics,English (Second Language),Turkish,Translation,Age Differences,Native Language,Psycholinguistics,Foreign Countries,Context Effect,Vocabulary Development,College Students,Language Tests,Language Usage,Interference (Language)

This study examines the proposition that second language learners tend to map second language (L2) lexical forms onto the existing semantic content of their first language (L1) translations rather than creating a separate semantic network for the second language. To test this, the participants (n=9) responded to three semantic judgement tasks. In the first task, they were asked to state whether the English words can be used interchangeably or not (experiment 1). In the second task, they were provided the words and asked to place them into suitable sentences. Finally, they were given a forward translation task (task two and three are involved in experiment 2). Results showed that older foreign language learners bring their already developed conceptual and semantic systems which demonstrates that the participants are highly influenced by their native language. Additionally, an undeniable effect of context on the students' performance was observed in the results.In line with these results, the implications were discussed within the psycholinguistic perspective and semantic transfer hypothesis.
The Internationalization of Creativity as a Learning Competence
Author: Jules, Tavis D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Global Approach,Creativity,Competence,Content Analysis,International Assessment,Human Capital,Learning Processes,Inclusion,Knowledge Economy,Job Skills,Employment Potential,Secondary School Students,Achievement Tests,Foreign Countries,Mathematics Achievement,Science Achievement,Science Tests,Mathematics Tests

This study uses a quantitative content analysis of learning competences -- as described and prescribed in 21st century frameworks -- and those competences evaluated by international assessments to explore the nexus between recommendation and reality. In drawing insights from the theoretical underpinnings of human capital theory we argue, with respect to creativity, that (i) there is a degree of alignment in the prescription and assessment of creativity as a learning competence and (ii) there is a divergence in the way the competence is discussed, which may account for the lack of acknowledgement as a key skill in preparing students for employment in the knowledge-based economy. These findings suggest a discrepancy between recommendation and reality in that the international frameworks consistently place creativity in the top five highest priority learning competences being prescribed while one of the two international assessments examined places it in the top five highest priority learning competences being assessed. Based on the discourse examined in the documents, we assert that schools need to adjust how and when creativity is discussed, ensuring it is included in every subject. This will ensure students link creativity and innovation in every subject area and, subsequently, every industry in the knowledge-based economy. By making this shift, schools will help students ensure long-term employability as the knowledge-based economy transforms into the intelligent economy.
The Role of Creative Coursework in Skill Development for University Seniors
Author: Miller, Angie L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Creativity,Assignments,Skill Development,College Seniors,Critical Thinking,Creative Thinking,Majors (Students),Learner Engagement,Student Surveys,National Surveys,Factor Analysis,Statistical Analysis,Least Squares Statistics,Regression (Statistics),Predictor Variables,Self Efficacy,Job Skills,Entrepreneurship,Social Networks,Transfer of Training

Previous research suggests that creativity training can be effective in academic settings and that teachers, in particular, can have an impact on creativity. Furthermore, creativity is one of many transferable skills in higher education that will benefit students when they enter the workforce. This study extends research on creativity training and transferable skills in higher education, using data from the &quot;Senior Transitions&quot; topical module of the National Survey of Student Engagement (NSSE). Responses from over 48,000 seniors at 227 different U.S colleges and universities were used to explore curricular differences across disciplinary fields as well as how exposure to creative coursework can predict confidence in numerous skills and abilities. Exploratory and confirmatory factor analysis provided support for a measure of exposure to creative coursework, and an ANOVA suggested significant differences by major fields, with arts majors showing a distinct advantage. Results from ordinary least squares regression models found that even after controlling for several demographic and institutional characteristics, creative coursework is a significant positive predictor of confidence in several different skills and abilities that are important for adapting to traditional and non-traditional work settings, including creative thinking, critical thinking, entrepreneurial skills, and networking abilities. Potential reasons for these patterns of results are discussed. These findings can help to inform curricular and programming enhancements for college students across all major fields, helping to better prepare them for their futures in various workplace settings.
What Cognitive Neuroscience Tells Us about Creativity Education: A Literature Review
Author: Zhou, Zai
Date: 2018-00-00
Type: Journal Articles
Subjects: Literature Reviews,Neurosciences,Cognitive Processes,Creativity,Definitions,Brain Hemisphere Functions,Neurological Organization,Correlation,Intelligence,Creative Thinking,Cognitive Psychology,Educational Policy,Nature Nurture Controversy

Recently, an interest in creativity education has increased globally. Cognitive neuroscience research of creativity has provided possible implications for education, yet few literary reviews that bridge the brain and education studies have been published. This article first introduces the definitions and behavioral measures of creativity from cognitive neuroscientists' perspectives and provides a brief overview on the brain regions and neural studies on creativity-related cognitive processes. Second, the article examines neuroscience studies on the relationship between creativity and intelligence and discusses the nature side of creativity. Third, a comprehensive review of cognitive neuroscience studies on activities that may trigger new creativity thinking is provided, followed by a discussion on the nurture side of creativity--more specifically--how these findings inform creativity education. Supportive evidence from research in cognitive psychology and education are also presented. Then the article discusses the policy implications of the findings from the literature review as they pertain to creativity skills development in formal education and training.
Inclusive Education: Beyond Popular Discourses
Author: Portelli, John P.
Date: 2018-04-00
Type: Journal Articles
Subjects: Inclusion,Democratic Values,Educational Philosophy,Equal Education,Civil Rights,Student Needs,Social Influences,Misconceptions,Individual Differences,Standards,Negative Attitudes,Student Diversity,Democracy,Special Needs Students

The popular discourse of democratic education is home to numerous myths surrounding our conceptions of what inclusion means in today's schools. Certain beliefs like the idea that offering equal opportunities for participation to all students regardless of individual need, which conflates equality and equity, or that democracy in classrooms involves nothing more than limitless inclusion are upheld as go-to solutions for the inevitable dilemmas for educators committed to inclusion. This paper argues that philosophical clarification of the concept of inclusion is urgently required by teachers, policy makers, and theorists of education committed to both democracy in education and democratic education. Our most urgent concern is related to the inherent attitude toward deficit implied by different understandings of inclusion. This is not necessarily due to the unclarities and ambiguities associated with the concept itself, but rather reflect the calculated and anticipatory way educators tend to approach classroom practice. We argue that with careful philosophical clarification, along with an entirely new stance on the part of teachers regarding their pedagogical practice and a reconceptualized notion of student 'needs,' the concept of inclusion can continue to remain not only useful but essential to creating a robust democratic community in the classroom.
Cognitive Emotions in E-Learning Processes and Their Potential Relationship with Students&apos; Academic Adjustment
Author: D'Errico, Francesca
Date: 2018-00-00
Type: Journal Articles
Subjects: Well Being,Self Efficacy,Academic Achievement,Cognitive Processes,Affective Behavior,Learning Processes,Computer Software,Validity,Classification,Emotional Response,Human Body,Nonverbal Communication,Student Adjustment,College Students,Online Courses,Intervention,Electronic Learning,Psychological Patterns,Video Technology,Virtual Universities,Questionnaires,Likert Scales,Statistical Analysis

In times of growing importance and emphasis on improving academic outcomes for young people, their academic selves/lives are increasingly becoming more central to their understanding of their own wellbeing. How they experience and perceive their academic successes or failures, can influence their perceived self-efficacy and eventual academic achievement. To this end, 'cognitive emotions', elicited to acquire or develop new skills/knowledges, can play a crucial role as they indicate the state or the &quot;flow&quot; of a student's emotions, when facing challenging tasks. Within innovative teaching models, measuring the affective components of learning have been mainly based on self-reports and scales which have neglected the real-time detection of emotions, through for example, recording or measuring facial expressions. The aim of the present study is to test the reliability of an ad hoc software trained to detect and classify cognitive emotions from facial expressions across two different environments, namely a video-lecture and a chat with teacher, and to explore cognitive emotions in relation to academic e-self efficacy and academic adjustment. To pursue these goals, we used video-recordings of ten psychology students from an online university engaging in online learning tasks, and employed software to automatically detect eleven cognitive emotions. Preliminary results support and extend prior studies, illustrating how exploring cognitive emotions in real time can inform the development and success of academic e-learning interventions aimed at monitoring and promoting students' well being.
Media Literacy and for the Net Generation
Author: Kosic, Marianna
Date: 2018-04-00
Type: Journal Articles
Subjects: Media Literacy,Age Groups,Social Development,Emotional Development,Mental Health,Health Promotion,Well Being,Program Implementation,Foreign Countries,Skill Development,Daily Living Skills,Prevention,Suicide,Risk,Interpersonal Relationship,Role Playing,Reflection,Learning Activities,Cooperative Learning,Experiential Learning,Student Attitudes,Qualitative Research,Adolescents,High School Students,Cohort Analysis

The paper explores the opportunities and challenges of combining media literacy and social-emotional literacy to promote mental health and well-being in school curricula. It describes the implementation of an experimental module within the program &quot;Crescere insieme What's Up&quot; (Growing up together What's Up). This upstream prevention and health promotion program, from the Friuli-Venezia Giulia region (north-eastern Italy) is designed to harness the protective effects of developing and strengthening life skills to move beyond risk factors to prevent youth suicide, fostering connections and support between school and mental health institutions, peers and adults. The program activities involved role plays and reflection activities, collaborating in project group work, consulting and producing media (such as articles, YouTube videos and PowerPoint presentations) for peer-to-peer education. It adopted an experiential approach enabling active engagement of high school students, their parents and teachers, and 'learning by doing' with agency and responsibility. Qualitative feedback from students and teachers, study limitations and further implications are discussed.
Beyond the &apos;Diminished Self&apos;: Challenging an Array of Objections to Emotional Well-Being in Education
Author: Downes, Paul
Date: 2018-04-00
Type: Journal Articles
Subjects: Well Being,Models,Emotional Experience,Educational Policy,Foreign Countries,Privacy,Self Concept,Dropout Prevention,Educational Attainment,Secondary Education,Mental Health,Disadvantaged,Labeling (of Persons),Intervention

With early school leaving prevention being an agreed European Union headline target of 10% across the EU by 2020, emotional-relational dimensions to education are gaining renewed attention in European education policy. Against this backdrop, prominent criticisms of an emotional well-being agenda in education by Ecclestone and Hayes require further consideration. The key objective of this paper is to challenge and reconstruct six key arguments of Ecclestone and Hayes against emotional well-being in education. There is a need to move beyond paradigms of conceptual coherence that rest upon diametric oppositions -- thought/feeling, healthy/sick, diminished/undiminished, optimism/pessimism, subject/negation of a subject, learning/therapy. It is argued that an emotional well-being agenda in education is a conceptually coherent one, once different levels of prevention and intervention are distinguished and the argument goes beyond flat, undifferentiated conceptions of 'therapeutic culture'. The Cartesian model supported by Ecclestone and Hayes to frame a 'diminished' self is but one selfhood. A more nuanced debate would focus on the strengths and weaknesses of different, pluralistic conceptions of selfhood. Their most substantive objections to an emotional well-being agenda in education concern deficit labelling and privacy and are important cautionary notes.
A Clustered Randomized Controlled Trial for the Prevention of Alcohol Misuse among Maltese Teenagers
Author: Portelli, Pamela
Date: 2018-04-00
Type: Journal Articles
Subjects: Randomized Controlled Trials,Prevention,Alcohol Abuse,Drinking,Foreign Countries,Adolescents,Experimental Groups,Control Groups,Questionnaires,Intervention,Correlation

This study was designed to evaluate the effectiveness of a brief Alcohol Expectancy Challenge, with the aim of reducing the prevalence of alcohol consumption amongst Maltese teenagers.119 students were randomly allocated to a control or a 3-hour expectancy challenge session. Alcohol consumption and alcohol expectancies were investigated via a self-report questionnaire delivered at baseline, immediately after the intervention and at 4 months follow-up. Despite significant differences in alcohol expectancy scores at the post-intervention, no significant reductions in alcohol consumption were observed in the experimental group. On the other hand, a significant increase in alcohol consumption was observed in the control group at post-intervention. This study failed to support the effectiveness of alcohol expectancy challenge (AEC) to curb alcohol misuse, but it is still possible that AEC may help prevent the increase of alcohol consumption. Possibly, the teaching of alcohol refusal skills and educational efforts to help dispel prevalent misconceptions related to alcohol expectancies amongst both parents and students can yield more effective long-term outcomes. Targeting school children from an earlier age might also be needed since alcohol expectancies are often formed in childhood.
Help-Seeking Online by Young People: Does the Influence of Others Matter?
Author: Stretton, Alexander
Date: 2018-04-00
Type: Journal Articles
Subjects: Help Seeking,Mental Disorders,Internet,Barriers,Prevention,Mixed Methods Research,Intention,Decision Making,Emotional Disturbances,College Students,Student Attitudes,Statistical Analysis,Foreign Countries,Measures (Individuals),Questionnaires,Semi Structured Interviews

Help-seeking is an adaptive process whereby a person seeks external support for a problem. Help-seeking early in response to mental health concerns is thus important in preventing mental illness in later life. Recent developments in service provision such as online help services, have been identified as promoting help-seeking behaviours, but there are many barriers that work against a young person seeking effective help early on, including personal characteristics such as attitudes toward help sources. Further, the influence of others on a young person's help-seeking behaviours is beginning to emerge in the youth help-seeking literature, and may be an important facilitator of help-seeking behaviours. The present mixed-method study explored young people's attitudes toward help sources, and how receptive young people are to the influence of others on their help-seeking intentions. Critically, the study aims to determine whether these variables have varying effects on different types of help sources (formal, informal and online). It was found that the influence of others and attitudes toward help sources had little bearing on online help-seeking intentions, in contrast to help-seeking intentions from traditional modes of help-seeking. Recommendations are made as to how young people can be better informed about the benefits of online help-seeking, with the hopes of highlighting the potentially untapped resource of other people's influence on a young person's decision to seek help online.
The Use of Technology in the Promotion of Children&apos;s Emotional Intelligence: The Multimedia Program &quot;Developing Emotional Intelligence&quot;
Author: D'Amico, Antonella
Date: 2018-04-00
Type: Journal Articles
Subjects: Emotional Intelligence,Educational Technology,Technology Uses in Education,Multimedia Instruction,Computer Software,Emotional Response,Freehand Drawing,Animation,Music,Acoustics,Training,Skill Development,Emotional Development,Self Control,Interpersonal Competence,Elementary School Students,Secondary School Students,Italian,Pretests Posttests,Control Groups,Experimental Groups,Foreign Countries,Children,Intelligence Tests,Likert Scales,Questionnaires

&quot;Developing Emotional Intelligence&quot; is an Italian language multimedia tool created for children between 8 and 12 years of age. The software is based on the four 'branches' of model of emotional intelligence proposed by Mayer and Salovey and aims to evaluate and improve abilities in perception of emotions; using emotion to facilitate thought; understanding emotions; and managing emotions. In the software, four characters represent the four branches of emotional intelligence and guide children through the 'world of emotions' using drawings, animations, music, sounds and verbal instructions. The software is comprised of two components, namely an assessment section (27 items) and a training section (46 exercises). Both the assessment and the training sections aim to measure and improve children's abilities in perceiving emotions (faces, drawings and music); using emotions (emotional synaesthesia and facilitation); understanding emotions (blend and transformation of emotions); and managing emotions (personal and interpersonal situations). Two studies involving primary and secondary school children respectively, demonstrated the efficacy of the training performed with the software in improving performance in emotional tasks and academic achievement in the linguisticliterary area. A comparison between the two studies offers interesting insights about the best ways to integrate technology in social and emotional learning programs.