ethanporcaro/eric-fulltext-meta huggingface dataset:
Embedding Environmental Sustainability in the Undergraduate Chemistry Curriculum: A Case Study
Author: Schultz, Madeleine
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Chemistry,Teacher Attitudes,Science Instruction,Sustainability,Climate,Course Content,Higher Education,College Faculty,Conservation (Environment),Teaching Methods,Interviews,Case Studies

In spite of increasing attention devoted to the importance of embedding sustainability in university curricula, few Australian universities include specific green chemistry units, and there is no mention of green or sustainable chemistry concepts in the majority of units. In this paper, an argument is posited that all universities should embed sustainable chemistry within all Chemistry courses because it is the morally correct stance to minimise the harm of climate change. Attitudes of chemistry lecturers towards integrating sustainability into their teaching have been probed and it was found, using an established model, that personal environmental perspectives are critical to their attitude. Importantly, academic staff whose research has an environmental component were more likely to incorporate sustainability into their teaching while others struggled to find ways to do so even when they believed it to be important. This paper will recommend that resources are required to assist academic staff without a green chemistry research program to incorporate sustainability into their teaching and several suggestions are provided. (Contains 3 tables and 1 figure.)
Sociocultural Affordances of Online Peer Engagement
Author: Willis, Jill
Date: 2013-00-00
Type: Journal Articles
Subjects: Online Courses,College Students,College Faculty,Peer Teaching,Sociocultural Patterns,Technology Integration,Student Participation,Barriers,Program Effectiveness,Cooperative Learning,Student Motivation,Communities of Practice,Web 2.0 Technologies,Computer Uses in Education,Educational Technology,Action Research,Inquiry,Emotional Response,Cognitive Processes

University learning increasingly includes online learning experiences embedded within teaching with the dual policy intentions of increasing flexibility and learner engagement. In this research project, three university lecturers from different teaching contexts selected technologies for online learning to enhance learner engagement by encouraging peer learning. A sociocultural view of learning was used to conceptualise the technological and social affordances that might enable student peer participation and engagement. The research explored the question: &quot;What are the benefits and barriers experienced by students engaging in online peer collaboration?&quot; Students reported benefits including a sense of belonging that enhanced motivation, and professional identity. This article also reports on some of the challenges for students and University academics when engaging in online learning communities. (Contains 2 tables and 2 figures.)
Dynamics of Instructional and Perceptual Factors in Instructional Design Competence Development
Author: Hardre, Patricia L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Instructional Design,Mixed Methods Research,Graduate Students,Individual Differences,Student Attitudes,Risk,Context Effect,Assignments,Feedback (Response),Standards,Social Cognition,Active Learning,Student Projects,Self Efficacy,Competence,Expertise,Skill Development,Cooperation,Questionnaires,Online Surveys,Student Surveys,Likert Scales,Semi Structured Interviews

The nine-month study reported in this paper used mixed methods data and a qualitative analysis to examine the skill and perceptual development of 17 graduate design students. Individual differences, perceptions and preferences that apparently promoted rapid and productive development included: design efficacy, mastery goals, preference for cognitive challenge and tolerance for risk-taking. Novice learners benefited from content and context familiarity, but as they developed competence, they gained from choosing less familiar tasks and content. Features of the learning environment identified as contributing to novice designers&apos; knowledge and skill development were: authentic projects, detailed assignment specifications, multiple types and levels of feedback, and clear alignment with professional performance standards. These findings inform the strategic design of instructional opportunities for novice designers and similarly complex applied professional fields. (Contains 1 table.)
The Impact of Applied Cognitive Learning Theory on Engagement with eLearning Courseware
Author: Swann, William
Date: 2013-00-00
Type: Journal Articles
Subjects: Electronic Learning,Courseware,Learning Theories,Cognitive Processes,Student Attitudes,Learner Engagement,Instructional Design,Student Motivation,Difficulty Level,Short Term Memory,Comparative Analysis,Tables (Data),Student Surveys,Attention

Since the emergence of eLearning in the 1990s, the craft of designing and developing online courseware has evolved alongside theoretical advances in the field. A variety of media combinations have been applied to course pages by eLearning practitioners, making it possible to examine learning concepts emerging from the research in the light of responses from learners. This study explores learner perceptions of engagement following completion of 393 courses developed by a commercial eLearning provider. Three media combinations are examined. Each course selected for the sample applies one of the three combinations on the majority of content pages. Responses from the 22,959 learners who completed post-training surveys are evaluated, with the goal of determining how learner engagement is influenced by the application of two cognitive learning principles--the multiple representation principle and the split-attention principle. Both principles are found to have limited impact on narrow audiences of intrinsically motivated learners, but significant impact on engagement with broader audiences of learners who are assigned or required to take the training. When applied in the field, these two cognitive learning principles dramatically broaden the audience of learners who feel engaged with the learning experience. (Contains 9 tables.)
Silent Conversations in the Labyrinth of Artistic Research and Practice
Author: Eis, Andrea
Date: 2013-01-30
Type: Journal Articles
Subjects: Art Activities,Art Products,Research,Indo European Languages,Classical Literature,Poetry,Photography,Art Expression

This essay explores silent conversations with the past, but also navigates through the labyrinth of artistic process, with its manifold passages of research, chance occurrence and aesthetic experimentation. The double metaphors of silent conversations and labyrinths apply to the essay and the artwork within it, to the research and to the practice. Unfolding as both explication and demonstration, this essay presents a manifestation of the process of artistic research and practice as well as a description of it. (Contains 28 figures.)
Songs My Student Taught Me: Narrative of an Early Childhood Cello Teacher
Author: Hendricks, Karin S.
Date: 2013-01-30
Type: Journal Articles
Subjects: Music Education,Music Teachers,Musical Instruments,Personal Narratives,Parents,Preschool Children,Journal Writing,Parent Child Relationship,Teacher Student Relationship,Parent Teacher Cooperation,Student Motivation,Self Determination

Out of the mouth of babes (and even more nonverbal) has come perhaps the wisest music teacher education I have ever received. In this narrative I share my foibles as a young, over-confident, and naive music instructor who, through a great amount of error, eventually learned the value of letting a child lead his own music learning. Throughout this narrative I highlight excerpts from teaching and parent journals that I collected and analyzed during a twelve-month period in which I taught Danny--a four-year-old cello student whose already refined sense of musicianship and innate desire to
learn rarely meshed with my efforts to teach certain skills and repertoire that I thought would be &quot;best for him.&quot; I candidly share my arrogance, mistakes, and personal learning experiences while also revealing tensions that emerged through various parent-child-teacher interactions (manifested in shades of perfectionism and the clash between expressiveness and technique). In contrast, other stories reveal spontaneous and tender music-making moments at times when Danny, Mother, and I would just simply &quot;play.&quot;
Being There and Becoming-Unfaithful
Author: Schulte, Christopher M.
Date: 2013-01-30
Type: Journal Articles
Subjects: Ethics,Research,Children,Researchers,Participant Observation,Interpersonal Relationship,Freehand Drawing,Males

Invoking the work of Gilles Deleuze, Felix Guattari, and Liselott Mariett Olsson, the author of this short essay puts forth the concept of &quot;becoming-unfaithful&quot; as a way to rethink the relational and ethical complexities of being there with children through research. Re-encountering his own participatory movements while engaged in the drawing performances of a young boy, the author explores the unfaithful occasions in and through which his being &quot;near&quot; there is revealed and his being there, incessantly constructed. (Contains 3 figures and 3 footnotes.)
New Global Art Connection: Paying Tribute to the Wave-Makers (1910-2010)
Author: Kan, Koon Hwee
Date: 2013-01-30
Type: Journal Articles
Subjects: Art Education,Higher Education,Global Education,Artists,Computer Uses in Education,Student Projects,College Students,Exhibits,Visual Aids,Photography,Art Products,Change,Videoconferencing

This paper highlights &quot;Wave-Makers (1910--2010)&quot;, a collaborative timeline redesign project, which involves interactive and advanced web-based technology to connect and complement arts curricula at two higher education institutions, one located in China and another in the United States. Through in-depth research, video-conferencing, artistic interpretations, and exhibits at both locations, students from the two universities gained appreciation and respect for 20 individuals who made a difference in their respective cultures and helped shape contemporary art worlds. Juxtaposing visuals with students' personal observations through digital photocollage, this paper shows how and why the wave-makers became inspirational models: &quot;Unforgettable Life Stories and Superb Dedication&quot;--Pan Yuliang and Margaret Bourke-White; &quot;Visionary Commitment and Exquisite Sensitivities&quot;--Alvin Ailey and Guan Pinghu; &quot;Admirable Integrity and Solid Convictions&quot;--Xu Shichang and Norman Rockwell; and &quot;Revolutionary Foresight and Groundbreaking Endeavors&quot;--Jackson Pollock and Zhang Daqian. Instructional guidelines for implementing this global art project are also discussed. (Contains 10 figures and 2 footnotes.)
Methodology in the Afterglow
Author: Hofsess, Brooke Anne
Date: 2013-01-30
Type: Journal Articles
Subjects: Aesthetics,Play,Art Education,Research Methodology,Art Teachers,Teacher Education,Art Activities,Masters Programs,Graduate Students,Pilot Projects,Qualitative Research

My dissertation study seeks to understand how artist-teacher renewal may be nurtured through aesthetic experiential play in a Masters of Art Education degree program, and beyond, as my former students/participants and myself experience finding ourselves in its afterglow. &quot;Aesthetic experiential play&quot; could be described as a playful, curious, questioning, artful engagement with the world; an engagement that sparks an &quot;aesthetic swell,&quot; which moves us in surprising, unanticipated ways from play to its &quot;afterglow.&quot; In this sense, &quot;afterglow&quot; may be the unfolding answer to an open question, and the open 
question may be a place to play (Schwandt, 2007). Barone and Eisner (2012) posed such an open question, asking: How may we employ &quot;the arts methodologically to reveal what the arts make possible in various situations?&quot; (p. xii). This paper engages with their provocative question by exploring the spaces between my research interest and the methodology constructed to pursue it. Further, I consider the expansion that blooms out of the multiplicity of engagement that arts based research inspires and 
commands--an expansion that illuminates my research process as an &quot;unfolding&quot; methodology in the afterglow. (Contains 3 footnotes.)
Joining Forces: A Collaborative Study of Curricular Integration
Author: Miller, Beth Ann
Date: 2013-01-30
Type: Journal Articles
Subjects: Integrated Curriculum,Music Education,Action Research,Teacher Collaboration,Teamwork,Team Teaching,Unified Studies Curriculum,Classroom Observation Techniques,Protocol Materials,Cooperative Planning,Grade 1,Grade 5,Educational Practices,Instructional Development

The collaborative action research reported here strives to extend a prior study that dealt with the effects of integrating a general music course of study with the total curriculum of a first grade class. This second study used a similar plan in which a fifth grade teacher and a music teacher worked cooperatively to provide a curriculum that consistently integrated all subjects, including music, in a cohesive instructional plan. As before, the classroom teacher and music teacher planned and taught together through two years, crossing the traditional borders that usually keep music and the 
general classroom course of study separated. Teacher journaling and classroom videotaping showed improved student behavior and work ethic as the study progressed. Additionally, the collaboration necessary for the planning and teaching of the combined curriculum promoted innovative and energetic instruction and also mitigated the sense of professional isolation common among both elementary and music teachers. (Contains 1 figure and 1 footnote.)
The Visiting Artist in Schools: Arts Based or School Based Practices?
Author: Holdhus, Kari
Date: 2013-01-30
Type: Journal Articles
Subjects: Foreign Countries,Art Education,Music Education,National Programs,Educational Philosophy,Learning Theories,Educational Quality,Aesthetics,Learning Processes,Relationship,Artists,Art Teachers

In this article, we discuss some issues raised by the increasing number of 
comprehensive national programs for visiting school concerts and art events in Norwegian schools. We ask what this increase in activity might mean for the nature of arts education subjects in schools, in particular music, what kind of rationale and philosophy the national art event programs bring to schooling and what challenges this new situation represent for the artists as well as teachers involved. We argue that the lack of school ownership of these practices can be understood in view of a dominating rationale based on romantic aesthetic theories. We also argue that neither education nor the visiting arts programs seem to have adjusted their practices to recent trends in western performance practices and aesthetics and to an educational practice building sufficiently on a pedagogy of relations. We propose then to actively embrace, but also to adapt, the relational turn in both fields, but not uncritically and not in a way that might reduce the meaning and importance of great art, nor the quality of educational learning and Bildung. We think art and aesthetics as well as education has something to offer in the construction of a new relational arts based pedagogy.
Helper, Guard or Mediator? Teachers' Space for Action in &quot;The Cultural 
Rucksack,&quot; a Norwegian National Program for Arts and Culture in Schools
Author: Christophersen, Catharina
Date: 2013-01-30
Type: Journal Articles
Subjects: Foreign Countries,Art Education,National Programs,Teacher Attitudes,Positive Attitudes,Problems,Teacher Role,Observation,Interviews,Elementary School Teachers,Secondary School Teachers,Qualitative Research

Arts encounters in schools are often portrayed as encounters between art/artists and children. However, in such encounters, teachers are most often involved. The study presented discusses teachers' experiences with and space for action within The Cultural Rucksack; a national program for arts and culture in Norwegian schools. Observations and qualitative interviews show, on one hand, that teachers are pleased that students and teachers are able to enjoy professional arts and culture at school. On the other hand, a series of dilemmas, challenges and tensions are evident in the 
teachers' statements and actions. The teachers' statements about the programme are characterized by a positive attitude, still, the teachers state that they lack of influence over the programme. A perceived twosomeness between artists and students makes the teachers almost redundant as teachers. As a result, teachers have to position themselves in other ways to regain a place within the programme; as artists' helpers, students' guards, or as mediators between artists and students. The study presented is part of a three-year national and interdisciplinary research project on The Cultural 
Rucksack that was commissioned by the Norwegian Ministry of Culture. (Contains 2 footnotes.)
Performing Interpretation
Author: Kothe, Elsa Lenz
Date: 2013-01-30
Type: Journal Articles
Subjects: Museums,Arts Centers,Interaction,Participation,Performance,Research Methodology,Personal Narratives

Utilizing a/r/tographic methodology to interrogate interpretive acts in museums, multiple areas of inquiry are raised in this paper, including: which knowledge is assigned the greatest value when preparing a gallery talk; what lies outside of disciplinary knowledge; how invitations to participate invite and disinvite in the same gesture; and what new forms of interaction take place within acts of interpretation. Five concepts organize our investigations into museum interpretation--framing, mapping, shifting, in-between, and potentiality. We employ a conceptual fold by bringing our individual research narratives into contiguity, continually seeking for resonances and dissonances in our studies that point to meaningful understandings about art museum interpretation. (Contains 13 figures and 2 footnotes.)
Preservice Mathematics Teachers' Knowledge of Students about the Algebraic 
Concepts
Author: Tanisli, Dilek
Date: 2013-02-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Skills,Mathematical Concepts,Algebra,Preservice Teachers,Knowledge Level,Familiarity,Questionnaires,Interviews,Knowledge Base for Teaching,Misconceptions,Student Teacher Attitudes,Questioning Techniques,Teaching Skills,Skill Analysis,Foreign Countries,Teacher Competency Testing,Qualitative Research,Goodness of Fit

The aim of this study was to evaluate preservice primary mathematics teachers' ability to discuss and investigate students' thinking process about the concepts of variable, equality and equation, to analyse their ability to predict student difficulties and misconceptions and, in this respect, to present their subject-matter knowledge and possible misconceptions on the related topics. The participants were 130 preservice primary mathematics teachers in their fourth year of university education. The data were collected through a questionnaire consisting of open-ended questions and clinical interviews and analysed qualitatively. The results showed that, in general, the preservice teachers were inadequate in terms of knowledge of students about algebraic concepts, they had insufficient subject-matter knowledge and they had misconceptions. (Contains 1 table and 3 figures.)
Student Perceptions of Effective Foreign Language Teachers: A Quantitative Investigation from a Korean University
Author: Barnes, Bruce D.
Date: 2013-02-00
Type: Journal Articles
Subjects: Foreign Countries,Females,College Students,Questionnaires,Student Attitudes,Second Language Instruction,English (Second Language),Teacher Effectiveness,Teacher Characteristics,Measures (Individuals),Error Correction,Grammar,Native Language,Questioning Techniques,Language Proficiency,Pedagogical Content Knowledge,Teaching Methods,Second Language Learning,Language Teachers,College Faculty,Single Sex Colleges

The present study uses a questionnaire instrument to measure the importance that students from a Korean university place on a wide range of effective foreign language teacher attributes. Respondents to the present study placed high importance on rapport attributes such as friendliness, care, and patience; and delivery attributes which included the provision of clear explanations, error correction, and a participatory mode of instruction. Impartiality, target language knowledge, and good preparation were attributes also rated highly. The results also provided insights into student opinions about various instructional issues, such as the selective use of the students' first language, explicit grammar instruction, and particular questioning techniques. This knowledge can be used by foreign language teachers and student teachers to improve the efficacy of their instruction. (Contains 8 tables.)
Teacher Professional Learning: &quot;Learning to WALK&quot; and the NSW Quality 
Teaching Framework
Author: Wilson, Steve
Date: 2013-02-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Intellectual Development,Program Implementation,Faculty Development,Learner Engagement,Secondary Schools,Secondary School Students,Secondary School Teachers,Student Research,Relevance (Education),Teacher Role,Teacher Responsibility,Program Effectiveness

This paper reports on a research case study, conducted in a school in Western Sydney, Australia, in which teachers worked with researchers and students to create learning experiences that reflected both intellectual quality and significance--two dimensions of the NSW Quality Teaching Framework (QTF). Findings suggest that these dimensions of the QTF were not implemented in a balanced way and this reflected a lack of support for the professional learning of teachers which the researchers could have helped to address, but did not. The paper argues that teachers should be supported by ongoing professional learning in order to sustain innovation and change.
Evaluating Views of Teacher Trainees on Teacher Training Process in 
Turkey
Author: Kildan, Abdullah Oguz
Date: 2013-02-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Teacher Education,Student Teacher Attitudes,Qualitative Research,Interviews,Negative Attitudes,Pedagogical Content Knowledge,Educational History,Beginning Teachers,Tables (Data),Teaching (Occupation),Career Choice,Schools of Education

The views of the teacher trainees who have recently started the teaching profession on teacher training process are of great value because they are new graduates and they are in their first year in the profession. Since the teachers in their first year in the profession do not have any experience, they have to pursue the educational tasks based on the knowledge and skills they acquired in their faculties. The main purpose of the study is to evaluate the views of the teacher trainees on the process of teacher training in Turkey. Being qualitative in nature, the current research was a descriptive study. The study group involved 58 newly-appointed teacher trainees from different branches who began their teaching profession in Kastamonu in 2010. An &quot;Interview Form&quot; was used for data collection. The data collected from the participants were analysed through Nvivo 9 software package. As a result of the study, the teacher trainees indicated that they felt insufficient especially related to curriculum and content knowledge and that teaching practice and school experience courses do not adequately contribute to their profession. (Contains 5 tables and 9 figures.)