ethanporcaro/eric-fulltext-meta huggingface dataset:
Making the Case for Exploratory World Language Instruction in Catholic Elementary Schools through University Partnerships
Author: Burke, Brigid M.
Date: 2017-03-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,FLES,Elementary School Students,Qualitative Research,Student Attitudes,Spanish,Grade 2,Grade 4,Catholic Schools,Preservice Teachers,Parent Attitudes,Positive Attitudes,Vocabulary Development,Service Learning,Communicative Competence (Languages),Questionnaires,Interviews,Electronic Publishing

As a result of a university partnership, elementary students at two midwest Catholic elementary schools have been provided with exploratory world language instruction (FLEX) from pre-service teachers. To investigate students' attitudes and learning of Spanish, researchers interviewed second and fourth graders. The students' parents and pre-service teachers answered open-ended questionnaires. The research questions for this qualitative study were: (a) How does exploratory world language instruction (FLEX) affect children's attitudes about learning world languages and cultures? (b) How does exploratory world language instruction (FLEX) affect children's learning of a world language? The results showed that students possessed positive attitudes about world language instruction, and they learned numbers, colors, cultural information, and food and animal vocabulary, as well as how to communicate at the novice level. Universities should consider engaging in service-learning partnerships with Catholic elementary schools so students learn to open their minds and hearts to diverse languages and cultures.
&quot;Perezhivanie&quot;: Advancing on Its Implications for the Cultural-Historical Approach
Author: Rey, Fernando Luís González
Date: 2016-00-00
Type: Journal Articles
Subjects: Psychology,Foreign Countries,Western Civilization,Individual Development,Sociocultural Patterns,Interpersonal Relationship,Imagination,Intellectual Development,Child Development,Educational History,Learning Theories

This paper aims to discuss the relevance that the concept of &quot;perezhivanie&quot; had for Soviet psychology and its implication for the development of topics that have been largely neglected both in Soviet psychology and in the Western Vygotskian tradition. According to the position defended in this paper, &quot;perezhivanie&quot; is not just another concept of Vygotsky´s repertoire, it was an expression of the representation of one theoretical system that evolved in Vygotsky´s thinking at the end of his work. Despite the fact that &quot;perezhivanie&quot; was introduced by Vygotsky in &quot;Psychology of Art,&quot; this paper emphasizes the relevance of the concept in the final moment of Vygotsky´s work, specifically in 1933-1934, when the concept was used by the author as the unit of human development in its articulation with the concept of &quot;social situation of development.&quot; The paper focuses on the relevance of both concepts for advancing a new definition of human development from a cultural-historical standpoint, as well as the topic of subjectivity within this theoretical account.
An Everyday and Theoretical Reading of &quot;Perezhivanie&quot; for Informing Research in Early Childhood Education
Author: Fleer, Marilyn
Date: 2016-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Emotional Development,Cognitive Development,Art,Play,Young Children,Interpersonal Relationship,Child Development,Research,Preschool Teachers

The concept of &quot;perezhivanie&quot; has received increasing attention in recent years. However, a clear understanding of this term has not yet been established. Mostly what is highlighted is the need for more informed theoretical discussion. In this paper, discussions centre on what &quot;perezhivanie&quot; means for research in early childhood education. &quot;Perezhivanie&quot; as a phenomenon is discussed in relation to &quot;perezhivanie&quot; as the unity of emotions and cognition, &quot;perezhivanie&quot; as a prism (Veresov, 2014), &quot;perezhivanie&quot; as a unit of analysis (Bozhovich, 2009), and &quot;perezhivanie&quot; as a double subjectivity in play/art (Davis et al., 2015). The latter theoretical reading re-introduces one of Vygotsky's (1925/1971) earliest conceptions of art and play from &quot;The Psychology of Art.&quot; Through an analysis of how others have discussed the concept from the perspective of an everyday reading and a theoretical analysis, this paper takes up the challenge of conceptualising &quot;perezhivanie&quot; in relation to research. Four design principles underpinning a research method to investigate children in early childhood settings are introduced: the child's perspective, an indivisible unit of relations, differing &quot;perezhivanie,&quot; and levels of consciousness. Together, these principles for research provide a more nuanced reading of this concept, and contribute to the current discussions found in the literature where some clarification is needed.
Contagious Learning: Drama, Experience and &quot;Perezhivanie&quot;
Author: Davis, Susan
Date: 2016-00-00
Type: Journal Articles
Subjects: Experience,Emotional Response,Cognitive Processes,Learning,Child Development,Art,Drama,Teaching Methods,Teacher Role,Faculty Development,Early Childhood Education,Foreign Countries,Puppetry,Teacher Surveys,Workshops,Videoconferencing,Case Studies

The relationship between experience, emotions, cognition, and learning is of increasing interest to educators and researchers who recognise that efforts to promote student engagement and learning must take into account factors beyond the purely cognitive and instrumental. The significance of experience considered as a unity in regard to child development was discussed through the concept of &quot;perezhivanie&quot; decades ago in the work of Lev Vygotsky (1934). Contemporary explorations of &quot;perezhivanie&quot; as a concept and phenomenon may be further informed through drawing upon Dewey's work on &quot;Art as Experience&quot; (1934) and the concept of metaxis as understood in drama education literature. This paper will examine the special nature of arts and educational drama experiences for experiencing, realising, and expressing &quot;perezhivanie.&quot; It also reflects upon the role of the teacher, their own experiences of arts-inspired &quot;perezhivanie&quot; and the potentially contagious impact of the teacher's experiences for their students.
Emergent Science in Preschool: The Case of Floating and Sinking
Author: Larsson, Jonna
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Science Education,Scientific Concepts,Video Technology,Case Studies,Cooperative Learning,Experiential Learning,Concept Formation,Vocabulary,Physics,Qualitative Research

This article studies an activity in a Swedish preschool setting where children's elaborations and understandings of floating and sinking are central. In a Swedish preschool context, it is advocated by the National Agency for Education (2016) that different forms of knowledge and ways of learning are used within the institutions to form a coherent whole. Based on a cultural-historical framework (Fleer, 2010; Hedegaard, 2012; Vygotsky, 1978, 1987), it is argued that if children are supported by a teacher, who mediates a cultural and historical, as well as institutional, perspective of knowledge, children may enhance their knowledge of science. Data was collected using a video-based technique called shadowing (Czarniawska 2007), and the overall study was framed within a case-study methodology. The analyzed activity show four children collaborating and exploring a range of aspects related to floating and sinking together with one teacher, acted out in a playful but focused manner. The results show that aspects such as the item, the fluid, and the way children handled the items to remove or add weight, were found important by the children. They used everyday language to talk about size, holes, weight, amount of water, and what changing preconditions would mean when different objects were placed in water. Their vocabularies were enhanced during the activity and seemed to foster emergent notions of density and Archimedes' principle, indicating that the language used has the potential to mediate the progress of both spontaneous and scientific concepts, where scientific concepts are understood as emergent.
The Effects of Lecture Diversity on Germane Load
Author: Costley, Jamie
Date: 2017-04-00
Type: Journal Articles
Subjects: Online Courses,Lecture Method,Foreign Countries,Video Technology,Cognitive Processes,Difficulty Level,Multimedia Instruction,Electronic Learning,College Students,Interviews,Student Surveys

An important aspect of MOOCs is the way students interact with video lectures. Instruction provided through video lectures should focus on ways to increase germane cognitive load, which directly contributes to learning. One approach that may lead to an increase of germane load may be to use video lectures with diverse forms of media, including both auditory and visual aspects of multimedia. This study surveyed a group of students (n = 1602) who participated in MOOC-like courses in South Korea to investigate the relationship between delivery diversity and germane cognitive load. Additionally, the relationships between individual indicators of both audio and visual aspects of multimedia and germane load were examined. Results show a positive relationship between diverse media delivery (auditory, visual, and total media) and germane cognitive load. The implication of these results are important for instructors who wish to promote a better understanding of e-learning materials through the delivery of content by using diverse forms of media.
Playfulness, Imagination, and Creativity in Play with Toys: A Cultural-Historical Approach
Author: Møller, Signe Juhl
Date: 2016-00-00
Type: Journal Articles
Subjects: Play,Toys,Imagination,Creativity,Fantasy,Guidelines,Models,Sociocultural Patterns,Change,Interpersonal Relationship,Kindergarten,Rating Scales,Discourse Analysis,Intervention,Foreign Countries

The aim of this article is to present a wholeness perspective on the relation between creative imagination and children's activity when playing with toys. This is explored through a case retrieved from a 4-month experimental research project, specifically from a social fantasy play session. In order to analyse and examine children's play, the study builds on a dynamic model of human activity--a Vygotskian approach--placed within a contemporary cultural-historical framework. This is expanded upon with an analytical model that connects creative play with the concept of change in play. In this model of transgression, children's playful activities are understood as the basis for the transformation of play during play. This model offers an opportunity to observe transformations through initiatives and negotiations of the play activity. In the study, toys are conceptualised by types of mediation; that is, as toys used for social fantasy play and as toys used for creative construction play. It is shown that a wholeness perspective on play and changes during play must take into consideration children's transgressions and negotiation of these transgressions. This gives a potential to observe how these act upon cultural traditions and institutional practices as transgressions of the established life-world.
Using the Community of Inquiry Framework to Scaffold Online Tutoring
Author: Feng, Xiaoying
Date: 2017-04-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Tutoring,Inquiry,Foreign Countries,Teacher Role,Qualitative Research,Statistical Analysis,Questionnaires,Interviews,Content Analysis,Electronic Learning,Distance Education,College Faculty,College Students,Likert Scales

Tutoring involves providing learners with a suitable level of structure and guidance to support their learning. This study reports on an exploration of how to design such structure and guidance (i.e., learning scaffolds) in the Chinese online educational context, and in so doing, answer the following two questions: (a) What scaffolding strategies are needed to design online tutoring, and (b) How should different levels of scaffolding intensity be emphasized in different stages of online tutoring in such educational contexts? A model for online tutoring using the Community of Inquiry framework was developed and implemented in this study. It focused attention on both the critical role of the tutor in online learning and the importance of scaffolding in online tutoring. Both qualitative and quantitative methods were used to collect data, including questionnaires, interviews, and content analysis. In considering the variation of scaffolding throughout the online course, results showed that: (a) As long as a high degree of social presence is established in the initial phase, scaffolds for social presence can be withdrawn gradually throughout the course; (b) High-intensity teaching presence is much more important in the mid-phase of the course than in other phases; (c) &quot;Discourse facilitation&quot; should be emphasized for teaching presence in the mid-phase, while &quot;direct instruction&quot; scaffolding is needed in the last phase; and (d) The greatest need for scaffolding of cognitive presence occurs in the final phase of the course.
Studying Perspectives on Kindergarten Mealtime: Methodological Reflections
Author: Hansen, Stine Rosenlund
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,Eating Habits,Food,Parent Child Relationship,Parent Attitudes,Childhood Attitudes,Perspective Taking,Research Methodology,Lunch Programs,Context Effect,Participatory Research,Experience,Observation,Interviews

Drawing on a recent doctoral research project that examined the everyday life perspectives during kindergarten mealtime, this paper discusses the methodological issues related to the concepts of child and adult perspectives during mealtime, and to the children's participation in research. Through the paper, we take part in a critical discussion of the dichotomization of child and adult perspectives (Lee, 2001; Spyrou, 2011; Wyness, 2013). Instead, we suggest to approach perspectives as something that is created through situated interactions between human and nonhuman elements. We argue that perspectives could be studied as constructed from a net of human, material, and discursive elements. In doing so, we also question children's participation in research as a source for production of knowledge that is more authentic than that produced by adults (Gallacher &amp; Gallagher, 2008; Lomax, 2012). Hence, the kindergarten mealtime will provide the arena for discussing methodological issues that are relevant beyond studies on food and meals.
Analysis of Time-on-Task, Behavior Experiences, and Performance in Two Online Courses with Different Authentic Learning Tasks
Author: Park, Sanghoon
Date: 2017-04-00
Type: Journal Articles
Subjects: Time on Task,Student Behavior,Performance,Online Courses,Comparative Analysis,Attendance,Learning Activities,Discussion (Teaching Technique),Integrated Learning Systems,Statistical Analysis,Graduate Students,Instructional Effectiveness

This paper reports the findings of a comparative analysis of online learner behavioral interactions, time-on-task, attendance, and performance at different points throughout a semester (beginning, during, and end) based on two online courses: one course offering authentic discussion-based learning activities and the other course offering authentic design/development-based learning activities. Web log data were collected to determine the number of learner behavioral interactions with the Moodle learning management system (LMS), the number of behavioral interactions with peers, the time-on-task for weekly tasks, and the recorded attendance. Student performance on weekly tasks was also collected from the course data. Behavioral interactions with the Moodle LMS included resource viewing activities and uploading/downloading file activities. Behavioral interactions with peers included discussion postings, discussion responses, and discussion viewing activities. A series of Mann-Whitney tests were conducted to compare the two types of behavioral interactions between the two courses. Additionally, each student's behavioral interactions were visually presented to show the pattern of their interactions. The results indicated that, at the beginning of the semester, students who were involved in authentic design/development-based learning activities showed a significantly higher number of behavioral interactions with the Moodle LMS than did students involved in authentic discussion-based learning activities. However, in the middle of the semester, students engaged in authentic discussion-based learning activities showed a significantly higher number of behavioral interactions with peers than did students involved in authentic design/development-based learning activities. Additionally, students who were given authentic design/development-based learning activities received higher performance scores both during the semester and at the end of the semester and they showed overall higher performance scores than students who were given authentic discussion-based learning activities. No differences were found between the two groups with respect to time-on-task or attendance.
Reaching Students in Online Courses Using Alternative Formats
Author: Fidaldo, Patricia
Date: 2017-04-00
Type: Journal Articles
Subjects: Graduate Students,Online Courses,Preferences,Delivery Systems,Visual Aids,Teaching Methods,Computer Mediated Communication,Video Technology,Integrated Learning Systems,Assignments,Access to Education,Cognitive Style,Electronic Learning,Mixed Methods Research,Questionnaires,Data Collection

This research was conducted to explore whether students enrolled in graduate level courses found some Universal Design for Learning (UDL) strategies useful and if they actually used them. The strategies we investigated were presenting course information in alternative formats including PowerPoints with voiceover, screencasts, and videos as an alternative to text resources. In addition, students were invited to submit assignments in alternative formats as well as text. To examine these strategies, we used a student questionnaire, analytics from Blackboard, and assignment formats students used. The results indicate that text was the preferred format for accessing course information and resources as well as assignment submission. However, a substantial number of students acknowledged the benefits of using alternative formats and a smaller percentage used them. We suggest that instructors take advantage of UDL strategies that were examined since a sufficient number of students used them and because learning styles differ. We can reach more students by using these strategies.
Does Pre-School Education Matter? Understanding the Lived Experiences of Parents and Their Perceptions of Preschool Education
Author: Manigo, Catrina
Date: 2017-00-00
Type: Journal Articles
Subjects: Preschool Education,Urban Schools,School Districts,Qualitative Research,Phenomenology,Parent Attitudes,Educational Attitudes,Decision Making,Enrollment Influences,Parent Participation,Interviews,Beliefs,Multiple Regression Analysis,School Readiness,Child Development,Social Development,Emotional Development,Predictor Variables,Parent Teacher Cooperation,Trust (Psychology),Low Income Groups,Parents as Teachers,Faculty Development,Expectation,Feedback (Response),Surveys,Information Dissemination,Parent Education

According to the United States Department of Education, approximately 4,172,347 four-year-olds are eligible to attend publicly funded preschool programs. Of this number, only 1,709,607 of those eligible are enrolled in a publicly funded preschool program (U.S. Department of Education, 2014). Because of a lack of quantitative and qualitative data regarding parents' positive and negative attitudes and beliefs about preschool, misconceptions arise regarding parental decisions to support or not to support their child's academic, social, and emotional development prior to kindergarten. In a large urban district in the southeastern part of the United States, this qualitative phenomenological study investigated the perceptions of 12 parents, six of who elected and six of whom did not elect to send their children to preschool, and the lived experiences that contributed to those decisions. Unanswered questions linger about why so few children attend preschool. Further, the study examined the relationship between parent attitudes and beliefs about preschool and whether or not their lived experiences contributed to their perceptions of the values of preschool.
The Configuration of Social Subjectivity in an Innovative Educational Institution in Brazil
Author: de Oliveira Campolina, Luciana
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Innovation,Foreign Countries,Case Studies,Qualitative Research,Epistemology,Questionnaires,Discourse Analysis,Educational Change,Researchers,Administrator Attitudes,Teacher Attitudes,Parent Attitudes,Theories

The aim of this article is to present a case study of an innovative school and illustrate how social aspects, in their subjective dimension, participate in educational innovation. According to the theoretical propositions from González Rey's cultural-historical theory of subjectivity, social aspects in the life of groups, institutions, communities, and social spheres in general, are expressed as subjective production, constituting what is called social subjectivity. We will focus on this category for our study of educational innovation, which is understood as the implementations of changes in the school setting. We carry out research in an innovative Brazilian school using Qualitative Epistemology for the study of subjectivity, and research tools such as documents, conversational dynamics, and questionnaires with directors, teachers, parents, and students as well as observations and informal chats by the researcher in the school's daily life. The creation of indicators and hypotheses allowed us to demonstrate a set of representations, values, beliefs, and emotions which are subjectified in different ways by individuals and groups, and which permeate their actions and interactive exchanges and contribute to understanding the innovation process that characterises the school.
The Changing Role of the Educational Video in Higher Distance Education
Author: Laaser, Wolfram
Date: 2017-04-00
Type: Journal Articles
Subjects: Video Technology,Educational Technology,Technology Uses in Education,Higher Education,Distance Education,Audiovisual Instruction,Computer Graphics,Animation,Large Group Instruction,Online Courses,Teaching Methods,Blended Learning,Web Based Instruction

The article argues that the ongoing usage of audio visual media is falling behind in terms of educational quality compared to prior achievements in the history of distance education. After reviewing some important steps and experiences of audio visual digital media development, we analyse predominant presentation formats on the Web. Special focus is put on recent development of new ways to generate graphics and to create animation sequences, as well as on the video presentation formats used in MOOCs. We conclude that the &quot;new&quot; features are in no way disruptive innovations in distance education and that the potential of video has not been sufficiently exploited. Adequate incentives to use these media for collaborative learning have not been provided and student-generated video content is at present just starting to be considered useful in instructional design.