ethanporcaro/eric-fulltext-meta huggingface dataset:
Disciplinary Literacies in the Arts: Semiotic Explorations of Teachers&apos; Use of Multimodal and Aesthetic Metalanguage
Author: Barton, Georgina
Date: 2022-06-01
Type: Journal Articles
Subjects: Semiotics,Metalinguistics,Thinking Skills,Literacy,Art,Learning Processes,Teaching Methods,Classroom Communication,Elementary School Teachers,Middle School Teachers,Visual Arts,Music Education,Music,Art Education,Creative Thinking,Aesthetic Education,Lesson Plans

Effective arts learning requires the development of important literacies. While investigation of discipline-specific literacies has filtered the literature, it is unclear if these literacies are acknowledged, understood, and/or taught. In this paper, we share the classroom discourse of two arts teachers in early and middle years across visual art and music--to determine how discipline-specific literacies are used and taught. Findings show that these teachers intuitively and consistently share age-appropriate arts-literacies and use semiotic metalanguage with their students to express and make meaning through arts practices. With contemporary research in the field of literacy consistently acknowledging the diverse ways we communicate and the importance of creative thinking and aesthetic-artistic reasoning, it is critical that classroom data, such as shared in this paper, is considered for future curriculum development. We conclude by recommending strategies and considerations for arts teachers when planning and implementing arts literacies to improve students' applied understanding.
Education as Change: Liberation from Mental Illness and Self-Stigma in Favour of Empowerment
Author: Hedegaard, Joel
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,Adults,Mental Disorders,Mental Health,Empowerment,Institutional Environment,Well Being,Social Bias,Negative Attitudes,Self Concept,Courses

The purpose of this article is to describe how education can serve as a changing and liberating process for adults with long-term mental illness. Semi-structured interviews were conducted with 22 participants in Life-knowledge and Creative courses at a Swedish Folk High School. Five themes emerged in the interviews: (i) A meaningful social context -- to undergo change with others; (ii) Self-awareness via non-violent communication -- to change one's self-image; (iii) Creating as rehabilitation -- change through aesthetic learning processes; (iv) To function better in everyday life -- to receive confirmation of change; (v) Opportunity horizons -- to change hope for the future. The conclusion is that the Folk High School environment and the educational courses can contribute to an increased sense of well-being in the present. The liberating process primarily impacts the participants' self-stigma positively as long as this takes place in environments where the participants have experience of not being exposed to social stigma, either at home or at the Folk High School. The participants do not entertain future life plans that extend beyond the context of Folk High School, but when examined in the light of their situation before they enrolled at Folk High School, the liberating process is still noticeable.
The Problems of Summary Writing Encountered by Thai EFL Students: A Case Study of the Fourth Year English Major Students at Naresuan University
Author: Chuenchaichon, Yutthasak
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Majors (Students),Writing Skills,Documentation,Student Attitudes,Undergraduate Students,Writing Processes

The purposes of this study were to examine the quality of summary writing and type of problems made by Thai EFL English major students and also elicit opinions regarding problems encountered by these EFL learners in summary writing. 67 pieces of summaries written by fourth year English major students who enrolled in a research report writing course (205426) in the first semester of academic year 2021 at Naresuan University were collected and analyzed. It was found that the quality of summary writing produced by these EFL writers was viewed as &quot;fair&quot;, and there were no significant differences among all dimensions. They were all regarded as &quot;fair&quot;. Each dimension revealed the main problems mostly encountered. Concerning their opinions about summary writing problems, they thought that they found it difficult to find the main ideas of the text and finally lost focus. In addition, having difficulty in choosing vocabulary to replace the words from the original source when paraphrasing and having little time for revising were also their main problems. Pedagogical implications for L2 learning and teaching summary writing are discussed.
The Effect of Learning Manipulative Skills Using Ball Thrower Learning Media on the Ability to Throw and Catch the Ball in Elementary School Students
Author: Supriadi, Amir
Date: 2022-00-00
Type: Journal Articles
Subjects: Object Manipulation,Multimedia Instruction,Elementary School Students,Physical Education

This study aims to improve the ability to catch in children using the ball thrower learning media. The method used in this study was experimental using a one-group pretest-posttest design. The research was conducted using manipulative motion learning to catch the ball using the throwing media. To measure and find out the results of the data obtained by researchers using the statistical package for the social sciences (SPSS) software. The sample in this study was upper-grade elementary school students. Twenty students were chosen with a random sampling technique. This study's data collection technique using the instrument is a ball catch test. The data analysis technique used a t-test with a significance level of 0.05. This study concluded that there was a significant effect of learning outcomes using the ball throwing learning media on the ability to catch the ball of elementary school students.
Communicative Online Language Teaching in Disruptive Times: A Redesign of the Introductory Spanish Curriculum
Author: Russell, Victoria
Date: 2022-00-00
Type: Journal Articles
Subjects: Spanish,Introductory Courses,Second Language Learning,Second Language Instruction,Story Telling,Communicative Competence (Languages),Teaching Methods,Armed Forces,COVID-19,Pandemics,Online Courses,Educational Change,Language Teachers,Course Descriptions,Lesson Plans,Student Evaluation,Intervention,Cultural Context,Instructional Design,Curriculum Design,Open Educational Resources,Undergraduate Students,Military Training

In this article, the authors describe the redesign of a first-semester Spanish course at the United States Air Force Academy due to the COVID-19 crisis and the subsequent transition from traditional, face-to-face instruction to fully online language teaching during the fall of 2020. More than 200 learners were enrolled across 11 course sections that were taught by eight different instructors who were required to use the same syllabus, learning platforms, lesson plans, and assessments under the supervision of a course director. The developers integrated a series of pedagogical interventions--such as online integrated performance assessments, lessons and content that were infused with open-access, authentic materials, and a digital storytelling project--to ensure that students engaged in three modes of communication within a meaningful cultural context. The instruction of culture, intercultural communicative competence, and pragmatics figured predominantly into the course design, which could be replicated by instructors who wish to teach language communicatively online.
Instructors as Designers of Learning Experiences: A Case Study of a Flipped Intermediate Spanish Course
Author: Cherrez, Nadia Jaramillo
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Teachers,Second Language Learning,Second Language Instruction,Flipped Classroom,Teaching Methods,Instructional Design,Case Studies,Computer Assisted Instruction,Task Analysis,Communicative Competence (Languages),Course Evaluation,Student Attitudes,Technology Integration,Teacher Attitudes,Curriculum Design,Spanish,Undergraduate Students,Assignments

This study investigated the experiences and perceptions of two instructors while designing, teaching, and evaluating a flipped, intermediate Spanish course. Qualitative data was gathered through pre-post semi-structured interviews, curriculum design documents, class observations, and student course evaluations. The findings revealed that beliefs about teaching and learning, tensions between pedagogy and technology choices, appropriateness of CALL and in-class tasks, and sustainability of the learning environment shaped the instructors' approach to design and teach the flipped CALL course. Discussion on how the flipped approached served to facilitate and sustain communicative, task-based instruction with opportunities to integrate tasks and technology are presented.
It Took a Village: A Demonstrated Need of Institutional Support for Successful Online Teaching
Author: Aaron, Gwendoline
Date: 2022-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Language Teachers,Distance Education,College Faculty,Faculty Development,Communities of Practice,Second Language Instruction,Educational Finance,Instructional Design,Accountability,Teacher Collaboration

While many language instructors were encouraged throughout the pandemic to rethink their teaching methods, instructional modalities, and course design in order to successfully pivot from in-person to remote learning environments, it quickly became clear that the burden of pandemic teaching could not be sustained by individual faculty members. Instead, successful instances of emergency remote instruction were often aided by preexisting online curricula and extensive institutional support in the form of additional funding, training, and shared expertise. This chapter outlines the type of resources and support available to support the teaching and learning of languages during the shift to emergency remote instruction and beyond.
Language Teachers&apos; Perceived Advantages and Disadvantages of Emergency Remote Teaching
Author: Hickenlooper, Jarom
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Teachers,Second Language Learning,Second Language Instruction,Distance Education,Teaching Methods,Educational Change,German,College Faculty,Teacher Attitudes,Synchronous Communication,Barriers,Educational Benefits,Resilience (Psychology),Teacher Surveys,COVID-19,Pandemics,Standards,Online Courses,Faculty Development

This study investigates university-level German instructors' perceived advantages and disadvantages of synchronous emergency remote teaching during the worldwide COVID-19 pandemic at five universities across the United States. Quantitative and qualitative data were gathered by means of an electronic questionnaire from 16 instructors of beginning German regarding their experiences with live remote instruction in 2020. Survey questions centered on the five goal areas of the World-Readiness Standards for Learning Languages and online instructional practices. Findings indicate that the language instructors from the sample perceived emergency remote instruction--switching to teaching live online--to be overall more detrimental than advantageous to their students' language learning over the course of the quarantine and subsequent two pandemic semesters. However, the emergency switch to online instruction also afforded these instructors the opportunity to recognize some advantages to online instruction. The emergency nature of the switch to remote teaching revealed principles of resilience and the need for online language pedagogy in professional development. This study has implications for language teachers, administrators, language program directors, and state and district supervisors.
Nutritional Practices and Body Mass Index among Secondary School Students
Author: Kamaruzaman Bin Syed Ali, Syed
Date: 2022-00-00
Type: Journal Articles
Subjects: Nutrition,Body Composition,Measures (Individuals),Secondary School Students,Foreign Countries,Eating Habits,Social Differences,Socioeconomic Status

This study investigated the nutritional practices and body mass index (BMI) among secondary school students in Kerian District, Perak. The respondents of this study consisted of 363 first, second, and fourth-grade students who were selected through a simple random sampling method in secondary schools in Kerian District, Perak. Questionnaires were distributed to selected schools in this study. The questionnaire in the study was obtained from the Meal Pattern Questionnaire (MPQ), which requires the socio-economic status of parents' monthly income, students' body mass index, and students' eating habits. The study's findings showed that the nutritional practices among secondary school students are in the presence of moderate, whereas the body mass index of students is also at the level of underweight. Meanwhile, students' socio-economic status is of the low-income group. In addition, there were significant differences in terms of nutritional practices among secondary school students based on the family's socio-economic status. The study's findings also showed no significant relationship between dietary practices and body mass index (BMI) of secondary school students. The findings of this study can be used as a reference and provide conclusive assistance in improving the nutritional practices through learning sessions and learning of Physical and Health Education in schools.
Teaching Languages Virtually during a Global Pandemic: Perspectives from Post-Secondary Language Educators
Author: Waldvogel, Dieter A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Distance Education,Language Teachers,Teacher Attitudes,Second Language Learning,Second Language Instruction,College Faculty,Teacher Surveys,Educational Change,In Person Learning,Online Courses,COVID-19,Pandemics,Two Year Colleges,Universities,Gender Differences,Technology Integration,French,German,Spanish,Italian,Likert Scales

This survey study explores how second language (L2) educators at institutions of higher education quickly transitioned from face-to-face (F2F) teaching to an online, technology-based environment during the COVID-19 pandemic, and what their perspectives are on the use of virtual technology after the pandemic. A total of 574 language educators at colleges and universities in the U.S. submitted responses to the survey. Results show that two-year college instructors and women favor the use of virtual technology in L2 education significantly more than instructors at four-year colleges and universities and men overall. In general, the majority of L2 educators surveyed embrace the increase of virtual technology in L2 education.
The Start Here Module: Creating a First Day Impression in an Online Language Class
Author: Wengier, Sabrina
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Second Language Learning,Second Language Instruction,Asynchronous Communication,Misconceptions,Cultural Awareness,Access to Computers,Internet,Anxiety,Learning Processes,Communities of Practice,Educational Practices,French,Language Teachers,State Universities,Student Diversity,Inclusion,Equal Education,Instructional Design,College Faculty,Undergraduate Students,Educational Benefits,Teacher Characteristics,Course Content,Course Descriptions,Integrated Learning Systems,Computer Literacy

Students gain a lasting impression of a course and of the instructor on the first day of class (Lang, 2019). In asynchronous online or hybrid classes, the equivalent of the first day of class is the Start Here module. This orientation module should contain essential information about class expectations and technology requirements and provide help and accessibility resources. However, it is also the first opportunity for the instructor to establish a community of inquiry (Garrison et al., 2000) through a strong teaching presence, social presence, and cognitive presence. The Start Here module in an online language class is also fertile ground to build anticipation about the language and cultures taught, and to provide a space to discuss potential language anxiety and common misconceptions about language learning.
An Interdisciplinary Renewable Energy Education: Investigating the Influence of STEM Activities on Perception, Attitude, and Behavior
Author: Higde, Emrah
Date: 2022-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,STEM Education,Student Attitudes,Student Behavior,Energy Education,Preservice Teachers,Conservation (Environment),Foreign Countries

The study aimed to examine the effects of design-based STEM activities developed for renewable energy sources on science teacher candidates' perceptions, attitudes, and behavioral orientations. The one-group pretest-posttest design was used. The participants comprised 40 second-grade teacher candidates studying at a public university, and the study lasted for 14 weeks. The data were collected using a renewable energy perception scale, renewable energy sources attitude scale, sustainable consumption behavior scale, and STEM product-performance observation form. The results demonstrated that design-based STEM activities towards renewable energy sources enhanced teacher candidates' perception, attitude, and behavior toward renewable energy sources. However, there was no statistically significant increase in the unneeded consumption sub-dimension of the sustainable consumption behavior scale and the renewable energy-environment relationship sub-dimension of the renewable energy perception scale.
The Effect of Teachers&apos; Attitudes towards and Self-Efficacy Beliefs Regarding STEM Education on Students&apos; STEM Career Interests
Author: Demirkol, Kaan
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Self Efficacy,STEM Education,Vocational Interests,Middle School Teachers,Middle School Students,Predictor Variables,Foreign Countries

High-quality Science, Technology, Engineering, and Mathematics (STEM) education provides unique opportunities for students' futures. STEM education requires integrating multiple disciplines and promotes students' problem-solving skills when engaging with real-world problems like engineers. Teachers have prominent roles in helping students develop basic concepts, connect their interests to their abilities, and sustain their curiosity from the early years. The present study used a predictive correlational survey design to investigate students' STEM career interests and the effects of teacher-related variables: teacher attitudes and self-efficacy beliefs. The participants were 421 middle school students and 160 teachers randomly selected from the target population. STEM Attitudes Scale and Teacher Self-Efficacy Scale for STEM Practice were used to collect data from teachers, and STEM Career Interest Scale (STEM-CIS) was used for data collection from students. Normality assumptions were tested, and parametric tests were used. One sample t-test was used to compare students' observed mean scores to the expected mean scores and multiple linear regression to investigate the predictivity of teacher attitudes and self-efficacy beliefs on student interests. The results revealed positive weak, and moderate relationships between teacher attitudes, self-efficacy beliefs, and student interests. Additionally, teacher efficacy beliefs had stronger predictivity on student interests than attitudes had. [Note: The page range (204-216) shown on the PDF is incorrect. The correct page range is 204-215.]
The Politics of Belonging: Educators&apos; Interpretations of Communities, Positions, and Borders in Preschool
Author: Berge, Anita
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Preschool Teachers,Group Membership,Group Unity,Sense of Community,Power Structure,Ideology,Political Attitudes,Ethics,Values,Inclusion,Teacher Attitudes,Teaching Experience,Cultural Influences

The aim of this paper is to advance knowledge about the politics of belonging in Norwegian preschools by exploring how educators describe and consider processes of belonging in their educational practice. In educational research, the dominating focus has been on the sense of belonging and children's emotional bonding to others. Here belonging is approached as a relational and power-loaded phenomenon entangled with ideologies, politics, ethical values, and the positions people occupy in their daily lives. We regard preschools as arenas for constructing and negotiating borders for various communities and to determine who is regarded as inside and outside these borders. Our analysis revealed that participants primarily focused on maintaining a preschool community that included all children and their parents. This taken for granted hegemonic preschool community represented the majority culture of society and, therefore, the significant values of the preschool. This community recurred across the data as the centre of how participants constructed and interpreted borders and the hub around which other communities circled. Preventing children's exclusion and enhancing their belonging are complex matters. The challenge for educators is to critically examine how processes related to values, othering, and belonging may play out in various communities in early years settings.
Worldviews and National Values in Swedish, Norwegian and Finnish Early Childhood Education and Care Curricula
Author: Kuusisto, Arniika
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,National Curriculum,Values,Social Environment,Comparative Analysis,Educational Policy,Diversity,Cultural Influences,World Views,Religious Factors

This paper examines how worldviews and national values are displayed in the national (Early Childhood Education and Care (ECEC) curricula of Sweden, Finland and Norway. The specific interest is to investigate what similarities and differences there are between these three ECEC curricula with regard to the position of religions and other worldviews. ECEC is often the first societal arena for children to enter and to negotiate their personal values, worldviews, and memberships in relation to the values represented in the surrounding social context. Countries employ different policies for dealing with diversity. Home languages for example, are often supported whereas for home cultures and worldviews, the policies and practices are more varied across contexts. By utilising a curriculum analysis informed content analysis, this study examines the curricular ECEC framework in each country context, highlighting the displayed national value preferences connected to worldviews. The study shows that these three Nordic countries have both similarities but also significant differences in the ways in which they approach the interrelatedness of the aims of national values and worldview.