ethanporcaro/eric-fulltext-meta huggingface dataset:
Artist Stories of Studio Art Thinking over Lifetimes of Living and Working
Author: Johnston, Elizabeth A.
Date: 2019-10-00
Type: Journal Articles
Subjects: Artists,Personal Narratives,Studio Art,Thinking Skills,Creativity,Maturity (Individuals),Self Esteem,Identification (Psychology),Adjustment (to Environment),Transfer of Training,Older Adults,Visual Arts,Visual Environment

Many educational leaders are unfamiliar with learning, teaching, and conveying information through 21st century visual culture and digital products. Insights from individuals who developed skills in a visual environment and experienced technological disruptions throughout their working life might be useful. The six participants in this narrative inquiry study were born in the 1940s, 1950s, or 1960s and experienced the disruptive transition from text- and paper-based environments to the emerging visual culture of 2019. Each participant received studio art training and mastered a professional career in another field while maintaining an active life as an artist who was recognized in their community. These individuals might be uniquely qualified to explain how 21st century mid- or late-career professionals made sense of and applied skills developed through visual arts training and practice during the unsettling 21st century. Results indicated participants developed and continued to develop complex cognitive and creative skills and habits of mind within a visual rather than text based environment. Participants frequently described symbiotic responses to opportunities or problems that displayed the capacity to envision and select an alternative for action. Maturity allowed the artists in this study to gain self-confidence and a sense of identity expressed as Self-Becoming. Cognitive and creative skills associated with an arts education were shown as deep learning that transferred to a wide range of life activities and challenges. We concluded that participants in the study demonstrated an ability to adapt agilely through synergy and symbiosis to personal or environmental change. For these artists, conditions included an easy transition to technology empowering a visual culture in the early 21st century. Further study is needed on the lifelong value of acquiring and applying visual arts-based skills.
Young Children Drawing Together on the iPad versus Paper: How Collaborative Creativity Is Shaped by Different Semiotic Resources
Author: Sakr, Mona
Date: 2019-10-00
Type: Journal Articles
Subjects: Young Children,Freehand Drawing,Handheld Devices,Cooperative Learning,Creativity,Semiotics,Affordances,Childrens Art,Self Expression

Facilitating collaborative creativity among children involves offering material resources that support collaborative and creative interactions. Popular views of tablets, such as the iPad, suggest that they are better suited to solitary game-playing or video-watching than to collaborative open-ended tasks. I explore this further through a social semiotic lens, applying the concepts of 'semiotic resources' and 'affordances' to develop a more nuanced understanding of what tablets have to offer in relation to children's collaborative creativity. Through this lens, I compare observations of six pairs of 5-6-year-old children engaged in a collaborative drawing task completed either on paper or on the iPad. I apply a thematic analysis to the children's dialogue across 25 episodes (15 iPad, 10 paper) and the visual dimensions of their 41 drawings (23 iPad, 18 paper), and develop three interwoven themes: 1) attitudes to space, 2) momentum of the line and 3) pathways to representation. For each of these themes, I explore how the affordances of the iPad and/or the particular application feed into these aspects of the drawing process and the implications of this for children's collaborative creativity. The analysis suggests that drawing on the iPad can be more responsive and less subject to personal planning than drawing on paper. I suggest that this difference is shaped by physical properties such as the touch-screen interface, but also emerges as a result of the cultural investment in drawing on paper as a form of 'self-expression', a notion that works to limit exploratory and collaborative engagement with the resources. Since participants were noticeably open to exploring new ideas together while drawing on the iPad, I argue that we need to reassess the potentials of touch-screen tablets to support tasks of collaborative creativity in educational contexts.
The Effects of Blended Learning on STEM Achievement of Elementary School Students
Author: Seage, Steven J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Blended Learning,STEM Education,Science Achievement,Elementary School Students,Instructional Effectiveness,Mathematics Achievement,Elementary School Science,Elementary School Mathematics,Grade 3,Grade 4,Grade 5,Experiential Learning,Learning Theories,Socioeconomic Status,Low Income Students,Science Education,Technology Education,Engineering Education,Mathematics Education,Teaching Methods

Science, technology, engineering, and mathematics (STEM) programs serving students from low socioeconomic areas are understudied in the literature. More research studies need to be conducted to make informed instructional decisions for students who may be at a disadvantage compared to their peers from higher socioeconomic areas. The purpose of this research study was to determine the effects of traditional science instruction and blended learning on STEM achievement of elementary school students from low socioeconomic areas. Third, fourth and fifth grade students (N = 129) from a low-socioeconomic school were randomly assigned to receive traditional science instruction or a blended learning science curriculum approach. The science, technology, engineering, and mathematics (STEM) achievement scores were analyzed by conducting a one-way two-group Multiple Analysis of Variance (MANOVA) implemented in R statistical computing platform (R Core Team, 2018). The results indicated that the teaching method had a statistically significant effect on the linear combination of the science, technology, mathematics and engineering scores (F(4,124) = 80.27, p &lt; 0.0001, Pillai's Trace = 0.721, partial ?[superscript 2] = 0.721), in favor of the blended learning approach.
Special Education in Catholic Schools Viewed from a Liberatory Hermeneutic
Author: Carlson, Mary
Date: 2019-00-00
Type: Journal Articles
Subjects: Catholic Schools,Hermeneutics,Special Education,Ethics,Interdisciplinary Approach,Teaching Methods,Moral Values,Psychology,Religious Education,Inclusion,Special Needs Students,Students with Disabilities,Guidelines,Instructional Leadership,Elementary Secondary Education

This study explores anew the issue of providing special education in Catholic schools by viewing the ethical implications from a liberatory hermeneutic. By utilizing an interdisciplinary perspective, the research draws upon liberation theology, liberation psychology, liberation pedagogy, and liberation ethics to support the moral mandate for providing education for all God's children, including those persons with disabilities. The study challenges Catholic educational leaders to reimagine their positions on how schools might promote a more inclusive, liberatory approach to serving the special needs of children with disabilities. Finally, this research provides a Catholic, liberatory, ethical framework for inclusive Catholic education to assist school leaders in the development of appropriate pedagogy and programming to address the issue of inclusion of students with disabilities.
Investigating Sentence Verification Technique as a Potential Curriculum-Based Measure of Science Content
Author: Lastrapes, Renée E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Rural Schools,School Districts,Elementary School Students,Grade 4,Grade 5,Grade 6,Correlation,Secondary Schools,Reliability,Accountability,Standardized Tests,Science Tests,Curriculum Based Assessment,Content Area Reading,Response to Intervention,Achievement Tests,Scores,Benchmarking,Reading Comprehension,White Students,African American Students,Socioeconomic Status

This study examined the viability of the Sentence Verification Technique (SVT; Royer, Hastings, &amp; Hook, 1979) assessment tool as a curriculum-based measure of science content learning. Its perceived compatibility with statewide accountability test expectations made SVT a candidate for use in content-focused response to intervention frameworks. Each SVT probe included two science-focused reading passages and 32 accompanying questions (16 per passage). Participants included 486 students in Grades 4 through 6 in a rural school district. Concurrent criterion validity correlations with one state accountability and one nationally standardized test of science content across three grades ranged from 0.18 to 0.55, with predictive correlations ranging from -0.09 to 0.57. Internal consistency reliability correlations for the full probe ranged from 0.43 to 0.83. Test-retest reliability estimates across three grades ranged from 0.68 to 0.70. Study results inform discussions about the nature and structure of secondary school response to intervention assessment frameworks.
Project-Based Integration of Contemporary Art Forms into Teaching Visual Arts to Primary School Students in the After-School Art Clubs
Author: Blagoeva, Nadezda Vladimirova
Date: 2019-10-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Integrated Curriculum,Educational Change,Visual Arts,After School Programs,Art,Art Education,Clubs,Art Appreciation,Elementary School Students,Foreign Countries,Teaching Methods,Program Implementation,Teacher Attitudes,Art Teachers

This article addresses issues connected with project-based integrative teaching of visual arts to primary school students attending after-school activities. It explores the pedagogical outcomes of using contemporary art forms and materials for the promotion of collaborative knowledge construction and researches these processes in the classroom from the teacher's perspective. Contemporary art forms, being integrative in their nature, are viewed as a suitable means of introducing students to the varieties of ways for seeing the world around them and using their knowledge acquired in other subjects for the creation of new original artworks through reusing, remediating and bricolaging recyclable materials for the construction of an art installation. The results of this action research prove that such an approach to visual art teaching encourages collaboration and art appreciation and contributes for the development of the student's aesthetic awareness in a world where the visual image is dominating all aspects of our lives.
Online Examination Practices in Higher Education Institutions: Learners&apos; Perspectives
Author: Shraim, Khitam
Date: 2019-10-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Higher Education,Foreign Countries,Undergraduate Students,Student Attitudes,Student Evaluation,Formative Evaluation,Educational Benefits,Testing Problems,Test Validity,Test Reliability,Test Construction

Online examinations, commonly known as electronic examinations (e-exams), are becoming increasingly implemented in higher education institutions in Palestine. However, learners' perspectives on these exams remain unexplored. This study therefore examines learners' perceptions of the online examination practices at Palestine Technical University-Kadoorie. An online questionnaire survey of 342 undergraduate students elicited their perceptions of the relative advantages of online examinations in terms of pedagogy, validity, reliability, affective factors, practicality and security. The results show that online exams were perceived to have significant benefits over traditional, paper-based examinations, including reliability of grading and efficiency in terms of time, effort and money spent on the exam process. Conversely, participants identified many challenges facing the successful implementation of online exams regarding security, validity and fairness issues. The findings also indicate that e-exams are particularly suitable for formative assessment, for measuring learning rather than the summative assessment of learning. The successful implementation of online exams depends on designing them to be valid, reliable, secure and flexible.
Promoting Academic Writing Proficiency of Iranian EFL Learners through Blended Learning
Author: Hosseinpour, Nafiseh
Date: 2019-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Comparative Analysis,Blended Learning,Social Networks,Skill Development,Student Attitudes,Language Proficiency,Essays,Telecommunications,Handheld Devices,Teaching Methods,Vocabulary Development,Writing Skills,Collaborative Writing,Academic Language,Positive Attitudes,Foreign Countries,Writing Instruction

Blended learning is a combination of traditional and technology-enhanced learning. Social networks services can be used in blended learning settings as they support collaboration, resource sharing, and socialization. Edmodo is an educational social network which can facilitate the development of second or foreign language skills. This study intended to investigate the effects of blended learning through implementing Edmodo mobile application on the academic writing proficiency and perceptions of Iranian intermediate EFL learners in higher education. This quasi-experimental research followed a mixed method design. The results indicated that it was possible to integrate Edmodo mobile application into essay writing class successfully since the experimental group who practiced collaborative essay writing through Edmodo mobile application outperformed the control group regarding writing proficiency in general as well as such aspects as organization, vocabulary, and mechanics of writing. The qualitative analysis of follow-up interviews revealed that majority of students had positive opinions and perceived it as an innovative, engaging and helpful activity. Blended Language Learning is a promising area in the field of TEFL, and as such it is crucial for teachers to keep their teaching methodologies and techniques compliant with the technology developments of 21st century.
The Influence of School Catholicity on Sport Educator-Coaches
Author: Hoven, Matt
Date: 2019-00-00
Type: Journal Articles
Subjects: Catholic Schools,Catholics,Religious Education,Religious Factors,Athletics,Religion,Foreign Countries,High Schools,Athletic Coaches,Identification (Psychology),Elementary Secondary Education,Attitudes

In practice, sports often play a major role in shaping the identity of Catholic schools. Theorists consider how to better integrate religious faith into sports programs. We argue that it is also imperative to investigate how the schools' catholicity influences educator-coaches experiences of sport. Based upon analysis of a phenomenological research project in Edmonton, Canada, our study uncovered factors of lift (i.e., feeling part of something bigger, mentor-coaches as doers of the Word, and communal or relational elements) and drag (i.e., treatment of non-Catholics, seeking an authentic faith, and a lack of reflection on the integration of sport and faith). From these findings, we highlight how factors of lift and drag should effect the way Catholic schools shape their sports programs' religious identity: the importance of the faith community, the value of implicit and explicit signs of faith in secular times, the need for deeper reflection, and possibilities for that reflection.
Comparing and Contrasting the Interactional Performance of Teachers and Students in Traditional and Virtual Classrooms of Advanced Writing Course in Distance Education University
Author: Asadi, Naeimeh
Date: 2019-10-00
Type: Journal Articles
Subjects: Interaction,Peer Relationship,Teacher Student Relationship,Distance Education,Conventional Instruction,Educational Technology,Technology Uses in Education,College Students,English (Second Language),Second Language Learning,Foreign Countries,Teaching Methods,Instructional Effectiveness,Essays,Writing Skills

Since interaction provides the opportunity for students to share their ideas, thoughts, comments and feelings with their peers and teacher, it can be claimed that it is an integral component of learning. The present study applied the Sinclair and Coulthard's interaction (IRF) (1975) model on the English learners of two traditional and virtual classes in order to investigate the differences between their writing scores in these two classes on the one hand, and the extent to which the IRF structure occurs in these two classes on the other hand. For this purpose, 79 and 20 intermediate level EFL learners were selected from the virtual and traditional classes of Payame Noor University (PNU). They were given the pre-test at the beginning and post-test after eight sessions of the same treatment in both classes by the same instructor. Their pre- and post-test scores were compared. The results indicated that there was a significant difference between the participants' post-test scores in two classes in terms of three components of the intended six components of the five-paragraph essay. This study concluded that the participants in the virtual class performed better than their peers in the traditional one. Moreover, the number of interactions between the participants and teacher was more in the virtual class. Since the effect of interaction between the students and teacher on better performance and learning was shown in this study, other teachers can take into consideration the importance of interaction as well as technology for better teaching-learning process.
Evaluation of an Associate Degree Distance Program Based on Students&apos; Perceptions of the Program Components
Author: Donmez, H. Mustafa
Date: 2019-10-00
Type: Journal Articles
Subjects: Associate Degrees,Distance Education,Program Effectiveness,Public Relations,Publicity,Open Education,Foreign Countries,Student Satisfaction,Electronic Learning,Student Evaluation,Two Year College Students,Course Objectives,Course Content,Educational Environment,Student Educational Objectives,Academic Persistence,Bachelors Degrees,Adults,Textbook Content,Employment

This study aimed to evaluate the Public Relations and Publicity associate degree distance program available to students through Open Education Faculty at Anadolu University, Turkey. The study used Erden's (1998) component-oriented model and a convergent mixed methods design employing an online questionnaire form. The study population included students who had &quot;active student&quot; status in the program during the spring semester 2017. The study sample consisted of 412 students, who submitted complete questionnaire forms. The responses to the closed-ended questions were analyzed using descriptive statistical tools and responses to the open-ended questions were analyzed using descriptive coding. The results showed that the participants had a high level of overall satisfaction with the program, and they particularly had more positive attitudes towards the e-learning platform among all the components. However, they had less positive attitudes towards the textbooks and the measurement and evaluation processes. In addition, the participants who stated that they used the e-learning platform had more positive attitudes towards all the components than the other groups in general. In the light of the results, some suggestions were made to improve the program like reviewing some of the program components such as the textbooks and measurement and evaluation practices.
Attitudes towards Online Learning: What Do Brazilian Students Think about?
Author: Coelho Junior, Francisco Antonio
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Online Courses,Self Concept,Performance,Undergraduate Students,Educational Technology,Technology Uses in Education,Predictor Variables,Correlation,Technical Assistance,Barriers,Student Characteristics,Student Motivation

The purpose of this study was twofold. First, it aimed to determine whether there are differences in Brazilian students' attitudes towards online learning compared to their purpose in seeking for this modality and the localization of the pole where they received face-to-face support. Second, it aimed to identify if Brazilian students' attitudes towards online learning predict their self-perception of performance in the course. A correlational and explanatory quantitative approach was taken through a survey. Data was collected from 593 undergraduate students enrolled in the online public administration course offered by different Brazilian universities. Descriptive statistics, Pearson correlations, group comparison (ANOVA) and multiple linear regression were employed for data analysis. Findings revealed that there are differences between students' attitudes compared to their purpose in seeking for online courses and compared to the localization of the pole where they received face-to-face support. Statistically significant differences were found for Favorable personnel and dispositional aspects (PDA), Negative affects (NA) and Internalization and habituation of use (IHU) attitude dimensions. Furthermore, the study identified predictors of students' self-perception of performance in online courses corresponding to how much students perceive they are accustomed to and capable of taking an online course, represented by the attitude dimension IHU. Results showed significant positive relationship between two attitude dimensions (PDA and PC) and the dimension IHU. In addition, significant negative relationship was found between the biographical variable family income and the dimension IHU. The model explains 40% of the variance of IHU in which PDA represents the strongest predictor.
Explaining the Concept and Dimensions of Professional Functions in Online Learning System of Medical Sciences: A Qualitative Content Analysis
Author: Mirmoghtadaie, Zohrehsadat
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Medical Students,Medical Education,Majors (Students),Professionalism,Electronic Learning,Medicine,Online Courses,Prerequisites,Barriers

The increasing growth of technology affects all aspects of life, including the system of education, and requires the implementation of a new education system. Since Electronic-learning (E-L) is a new and mutated form of education in Iran, its professional functions approach is different from that of traditional education. The present article aims to explain the concept and dimensions of professional functions in this field. Through a qualitative study, method and data source triangulation were used. To do so, the data sources were the professors, scholars, students, and graduates of this educational system in the field of medical sciences. To triangulate the methods, in-depth semi-structured interviews as well as focus groups, note-taking and reminders were used. The purposeful sampling consisted of 10 professors and scholars. Fifteen students and graduates participated in the four-session focus group discussions purposeful, and the sample consisted of 10 professors and scholars as well as seven students and graduates, and a total of 15 students and graduates were willing to participate in the focus group discussions. Inductive content analysis was used for the analysis of data. Three themes arose from the study as follows: E-learning prerequisites, E-Leaning enabling factors, and E-Learning obstacles. Each of the themes is explained along with the relevant categories and subcategories. Discovering the dimensions and elements affecting professional functions in the E-L system of medical sciences, this study provided documented meanings and dimensions of this phenomenon beyond the conventional sense. These dimensions can have direct or indirect impacts on professional functions in this field.