ethanporcaro/eric-fulltext-meta huggingface dataset:
Play and the Art of Psychotherapy
Date: 2014-00-00
Type: Journal Articles
Subjects: Play,Psychotherapy,Creativity,Cognitive Development,Counselor Client Relationship,Counseling Techniques,Interviews,Counselors,Personal Narratives,Mathematical Concepts

Terry Marks-Tarlow is a clinical and consulting psychologist and psychotherapist and a member of the teaching faculty at the Reiss Davis Child Study Center in Los Angeles. She is the author of &quot;Awakening Clinical Intuition: An Experiential Workbook for Psychotherapists&quot;; &quot;Psyche&apos;s Veil: Psychotherapy, Fractals, and Complexity&quot;; &quot;Clinical Intuition in Psychotherapy: The Neurobiology of Embodied Response&quot;; and &quot;Creativity Inside Out: Learning through Multiple Intelligences.&quot; She is also a research associate of the Institute of Fractal Research in Germany, and her numerous publications include several works on fractals. Marks-Tarlow is also a rock-climber, dancer, painter, librettist, and yoga teacher. In this far-reaching interview, she explores the sources of play, creativity, and social connection and their relationship to the search for mental equilibrium. She discusses the game-like interplay of therapist and patient. And she suggests that fluid states of play rather than rigid theory should guide the course of therapy and inform clinical insight.
Strategy and Sociability: The Mind, the Body, and the Soul of Chess
Author: Fine, Gary Alan
Date: 2014-00-00
Type: Journal Articles
Subjects: Play,Games,Emotional Response,Psychological Patterns,Competition,Cognitive Processes,Interpersonal Relationship,Social Influences,Audiences,Cognitive Ability,Computation,Interaction,Intuition,Prediction,Human Body

Chess is a game of minds, bodies, and emotions. Most players recognize each of these as essential to playful competition, and all three are embedded in social relations. Thus chess, despite its reputation as a game of the mind, is not only a deeply thoughtful exercise, but also a test of physical endurance and strong emotions in its joys and failures. This exercise of thought, stamina, and feeling gets shaped, in turn, by chess&apos;s dependence on social arrangements among a player, a competitive other, and an audience. Like all forms of social play, games like chess rely on the community in which they occur. Having spent five years observing scholastic, collegiate, community, and professional chess and having interviewed players of various skill levels, the author argues that chess must be understood in light of the social relations and the communities that shape the competition.
A Behavioral Investigation of Preference in a Newly Designed New Zealand Playground
Author: Bourke, Tina M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Play,Playgrounds,Foreign Countries,Preferences,Child Behavior,Naturalistic Observation,Equipment,Risk,Photography,Age Differences,Gender Differences

Playgrounds with spaces that attract children increase the likelihood children will use them, the authors note, and playgrounds offer an opportunity for children to experience the risks of outdoor play. The authors used natural observation to study the children at play in a newly built New Zealand playground where such an important kind of behavioral learning was possible. In five-minute intervals over 615 minutes, they observed children of various ages and genders using the playground equipment. They discovered that swinging, spinning, and climbing--all at speeds and heights that made them risky--were the most popular activities overall for children. They discuss the important implications of these and their other findings for playground designers and for those worried about the decreasing time children spend playing outdoors.
Clinical Intuition at Play
Author: Marks-Tarlow, Terry
Date: 2014-00-00
Type: Journal Articles
Subjects: Psychotherapy,Play,Intuition,Counseling Techniques,Individual Development,Creativity,Counselors,Imagery,Patients,Neurology,Biology,Animals

A clinical psychologist and consulting psychotherapist discusses how elements of play, inherent in the intuition required in analysis, can provide a cornerstone for serious therapeutic work. She argues that many aspects of play--its key roles in human development, individual growth, and personal creativity, among others--can help therapists and patients alike tap into matters unique, salient, and vital to analysis. She recommends therapists take advantage of this intuitive aid play offers by experimenting with embodied perception and response through the use of guided imagery. Creating a sense of play in clinical conditions, she holds, makes it safe for patients to try out new ways of feeling, thinking, being, and behaving, all of which can lead to a deeper self-awareness and to healthy change.
Are Australian Pre-Service Physical Education Teachers Prepared to Teach Inclusive Physical Education?
Author: Pedersen, Scott J.
Date: 2014-08-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education Teachers,Preservice Teacher Education,Preservice Teachers,Inclusion,Career Readiness,Intention,Adapted Physical Education,Program Length,Vignettes,Introductory Courses,Cohort Analysis,Attitudes toward Disabilities,Student Teacher Attitudes,Attitude Measures,Knowledge Base for Teaching,Teaching Skills

Australian pre-service physical education (PE) teachers must be prepared for the reality of teaching in inclusive classrooms. Past studies have indicated that the amount of academic preparedness can affect pre-service PE teachers' intentions to successfully teach in inclusive settings. The current study measured these intentions in a sample of pre-service PE teachers from two different universities. This modified survey required participants to respond to two separate scenarios: one teaching inclusive PE to a student with attention deficit hyperactivity disorder, and one to a student with autism. All participants completed an adapted PE unit with an embedded practicum of different lengths. Findings indicated that pre-service teachers' who experienced the larger adapted PE practicum had more favourable intentions towards teaching students with both disabilities compared to the other cohort. Implications of this research to improve Australian PE teacher training are discussed and recommendations are made.
The Relationship between Alienation Levels of Physical Education Teacher Candidates and Their Attitudes towards the Teaching Profession
Author: Erbas, Mustafa Kayihan
Date: 2014-08-00
Type: Journal Articles
Subjects: Physical Education Teachers,Preservice Teacher Education,Preservice Teachers,Student Teacher Attitudes,Alienation,Teaching (Occupation),Gender Differences,Predictor Variables,Cognitive Mapping,Schematic Studies,Grades (Scholastic),Attitude Measures,Work Attitudes,Behavior Rating Scales,Foreign Countries,Regression (Statistics)

This study aimed to determine the alienation levels and attitudes of physical education teacher candidates towards the teaching profession and identify the relationship between their alienation levels and their attitudes towards teaching. The study group consisted of 695 teacher candidates studying in physical education and sports teaching departments. The study revealed that alienation levels and attitudes of physical education teacher candidates towards the teaching profession were moderate. Additionally, it was found that alienation levels were important predictors of the attitude levels towards the teaching profession.
&quot;Creative Writing as Freedom, Education as Exploration&quot;: Creative Writing as Literary and Visual Arts Pedagogy in the First Year Teacher-Education Experience
Author: Anae, Nicole
Date: 2014-08-00
Type: Journal Articles
Subjects: Foreign Countries,Creative Writing,Preservice Teachers,Ethnography,Autobiographies,Teacher Education,Educational Trends,Critical Thinking,Visual Arts,Literary Genres

The themed presentation at the Sydney Writers' Festival on May 25, 2013 entitled &quot;Creative Writing as Freedom, Education as Exploration&quot; brought together three key players in a discussion about imaginative freedom, and the evidence suggesting that the impact of creativity and creative writing on young minds held long lasting, ongoing implications. This is a particularly crucial conversation given the factors stifling creative writing pedagogies in contemporary classrooms. In contributing to the ongoing dialogue about literary creativity, this theorized classroom-based discussion explores the integration of creative writing as literary and visual arts pedagogy among first year preservice-teachers developing an autoethnographic project. By modifying traditional autoethnographic methodology to include literary and Arts-based approaches to creative writing, the examination argues that, while &quot;Creative writing is more than just words on a page; it's freedom&quot;, developing confidence and competencies among first year teacher-education students may prove important to the educational futurity of that philosophy.
Postsecondary Student Mobility from College to University: Student Expectations and Experience
Author: Gerhardt, Kris
Date: 2014-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Student Mobility,Community Colleges,Universities,College Transfer Students,Expectation,Student Educational Objectives,Student Experience,Student Surveys,Transfer Policy,Articulation (Education),Majors (Students),College Credits,Student Personnel Services,Preferences,Web Sites,Usability,Class Size,Evaluation Methods,Foreign Countries

While studies focused on student GPA scores, transfer credits and the nature of articulation agreements help to inform research related to the transfer student experience, studies investigating the students themselves are still very limited. This study extends the direction modeled by previous literature that has gathered perceptions and comments by narrowing its scope to the individuals most affected by transfer and transition policies: transfer students. After collecting and analysing the data provided directly from students who have transferred to a university in Southern Ontario from a number of different colleges, and gaining an understanding of their experiences and behaviours this study makes recommendations towards developing a more efficient and productive transfer system.
Pathways from College to University: A Social Science Example from Ontario
Author: LeSage, Ann
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Sciences,Community Colleges,College Transfer Students,Universities,Academic Achievement,Transfer Programs,Grade Point Average,Grades (Scholastic),Statistical Data,Psychology,Crime,Legal Education (Professions),Criminology,Justice,Data Analysis,Statistical Analysis

This study evaluates the impact of a College to University Pathway Program in the Faculty of Social Science and Humanities at The University of Ontario Institute of Technology. The findings support the assertion that Pathway students perform as well as or better than students who enter university directly from secondary school. This finding is encouraging for universities and colleges as they work toward developing additional Pathway Programs and improving the Pathway Programs they may already offer.
Baccalaureate Degrees at Ontario Colleges: Issues and Implications
Author: Panacci, Adam G.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bachelors Degrees,Colleges,Educational Development,Educational Change,Educational Needs,Student Participation,College Programs,Intellectual Disciplines,Graduation Rate,Enrollment Rate,Educational Quality,Recognition (Achievement),Access to Education,Educational Demand,Barriers,Performance Factors,Educational Policy,Educational Legislation,Admission Criteria

This paper identifies and examines major issues and implications of the proposal to substantially increase the number of applied baccalaureate degrees offered by Ontario's Colleges of Applied Arts and Technology, including increasing four-year applied degree offerings and introducing three-year applied degrees. Currently, provincial legislation limits the number of degree programs colleges may offer, along with the degree type and length. I argue that although substantially increasing degree offerings would meet important economic, labour market, and access needs, there are a number of issues and implications related to quality and recognition, differentiation and mandate, and access and demand that need to be explored and addressed in greater detail. These issues and implications will be identified and examined in light of the legislated function of colleges within Ontario's postsecondary system, recent college and student participation in these degree programs, and the demand for applied baccalaureate degrees in Ontario.
&quot;Academic Freedom&quot; or &quot;Bottom Line&quot;: Public College Healthcare Professionals Teaching in a Global Economy
Author: McKnight, Kelly
Date: 2014-00-00
Type: Journal Articles
Subjects: Public Colleges,Health Education,Global Approach,Academic Freedom,Health Behavior,Nursing Education,College Faculty,Health Programs,Interviews,Professional Autonomy,Definitions,Curriculum Design,Health Sciences,Grievance Procedures,Conflict Resolution,Clinical Teaching (Health Professions),Laboratory Training,Intellectual Property,Unions,Teacher Attitudes,Educational Practices,Teacher Surveys,Foreign Countries

College faculty teaching in the health professions work within a unionized, neoliberal system designed to produce competent graduates trained to work in the health care hierarchy. The workers trained include community care assistants, two levels of nurses (practical nurses and baccalaureate nurses, the latter in collaboration with university nursing programs), personal support workers, medical laboratory technologists, paramedics, pharmacy technicians, dental hygienists and assistants, massage therapists, and so on. Academic freedom, a concept held close to the hearts of their university counterparts, is not a term uttered with frequency nor an implicit understanding of many college faculty. This paper explores this phenomenon, examining the conditions under which Canada's health professionals teach and construct health care curricula in public colleges. Interviews with faculty were undertaken by the first author as part of a master's thesis and in a separate project by the second author as part of a larger national study of college faculty (with Diane Meaghan). Interviews with health professional faculty mainly in Ontario explored relationships between faculty and college administration, as well as faculty perceptions of other organizations such as licensing boards influencing the daily work of constructing and teaching health care curricula. The results indicate that college faculty do have concerns regarding academic freedom, with their frustrations and fears expressed in terms of a divide between faculty and local college administration. These concerns are seen as sometimes challenging their ability to ensure the quality of graduates, as well as compromising their rights as faculty and their commitments to their profession and to their own professionalism. More specifically, faculty worried about curtailment of their freedom to design curricula and have access to appropriate resources; and to set grading standards, and in some cases, grades, in the face of relentless &quot;student success&quot; policies. We conclude with speculation about the future of college &quot;academic freedom&quot; as some colleges and programs strengthen their links with universities.
Higher Education in Greece Compared to Canada
Author: Miliotis, Helen
Date: 2014-00-00
Type: Journal Articles
Subjects: Comparative Education,Foreign Countries,Higher Education,Universities,Funding Formulas,School Support,Access to Education,Educational Quality,Competition

This paper compares and contrasts higher education in Canada and Greece. An overview of the systems in place is followed by an analysis centred on the triad of funding, access and quality. Similarities and differences are highlighted, and the current challenges and issues faced by both nations will be examined, especially in terms of world competitiveness and the pressures of globalization. I conclude that Canada currently has postsecondary systems in place that make it more competitive in world markets than Greece has at the moment.
Internationalization in Australia and Canada: Lessons for the Future
Author: Shaw, Kelly
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Approach,Postsecondary Education,Comparative Education,International Studies,Regional Characteristics,Student Financial Aid,Commercialization,Immigration,Educational Quality,Safety,Foreign Students,Student Mobility,Curriculum Development,Trend Analysis,Educational History,Educational Policy,Educational Practices,Educational Development

This paper examines the internationalization of postsecondary education in Australia and Canada. The author discusses the contextual similarities and differences between the two countries, the shifting rationale &quot;from aid to trade&quot; behind Australia's internationalization attempts and some of the reasons for Australia's success. Australia's experiences offer Canada important lessons in the areas of immigration policies, quality assurance, student safety, support for international students, mobility opportunities for domestic students and internationalization of the curriculum at home. The author also discusses challenges that both countries will face as they attempt to maintain or enhance their internationalization efforts in the future.
Parent Engagement in Science with Ninth Graders and with Students in Higher Grades
Author: Shumow, Lee
Date: 2014-00-00
Type: Journal Articles
Subjects: Parent Participation,Science Education,Science Achievement,Secondary School Students,Grade 9,Family Environment,Parent School Relationship,Influences,Demography,Academic Achievement,Secondary School Science,Student Surveys,Academic Records,Student Adjustment,Comparative Analysis,Cohort Analysis,Participant Characteristics

By high school, parent engagement is likely to differ not only by grade, but by subject. This study surveyed students enrolled in high school science classes and found that parents of freshmen (9th graders) are more involved at home, less involved at school, and equally involved in educational planning compared to parents of high school students in higher grades. There were some differences in which background factors predicted parent engagement with freshmen and with older high school students. Overall, parent engagement contributed to students&apos; motivation and performance in science. Controlling for background characteristics, parent engagement at home contributed to students&apos; perceptions of their skill and their academic grades differently for ninth graders than for students in higher grades. Parent engagement at school contributed to ninth graders&apos; valuing of what they were learning in science class but did not impact students in higher grades.
Family Capacity-Building in Early Childhood Intervention: Do Context and Setting Matter?
Author: Dunst, Carl J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Intervention,Family Programs,Capacity Building,Context Effect,Infant Care,Toddlers,Educational Environment,Parent Participation,Early Intervention,Program Effectiveness,Parent Attitudes,Developmental Delays,Disabilities,Parent Education,At Risk Persons,Surveys

Findings from a study investigating the effects of early intervention settings on the extent of parent involvement in IDEA Part C Infant and Toddler Programs are reported. Participants were 124 parents and other primary caregivers of children receiving early intervention in 22 states who completed an investigator-developed scale measuring different ways in which early childhood practitioners involved parents in their children's early intervention. Results showed that provision of early intervention entirely or partially outside a family's home were associated with minimal parent involvement and that more than 50% of the parents, regardless of setting or context, were not involved in their children's early intervention in a manner consistent with the IDEA Part C family capacity-building provision. The need for better preparation of early intervention practitioners is described.
Volunteers Supporting Children with Reading Difficulties in Schools: Motives and Rewards
Author: Tracey, Danielle
Date: 2014-00-00
Type: Journal Articles
Subjects: Reading Difficulties,Volunteers,Motivation,Rewards,Mentors,Interviews,Educational Benefits,Community Benefits,Employee Attitudes,Individual Development,Skill Development,Participant Satisfaction,Interpersonal Relationship,Educational Resources,Teacher Role,Reading Skills,Self Efficacy,Foreign Countries,Focus Groups,Qualitative Research,Corporate Support

Research on volunteer mentor programs has demonstrated mostly positive outcomes for mentees. As a result, many schools seek to attract and retain volunteers to assist children in need of support. The researchers interviewed 26 adult volunteers (from Australian companies) who help children with reading difficulties and examined intervention effects on the &quot;mentors&quot; as well as their motives for participating. The researchers found three significant factors that motivated corporate volunteers to engage in mentoring activities: values, understanding, and enhancement. In working individually with children in need of help, the mentors recognized the significance of their mentor role (values). For successful implementation of the program, mentors needed to learn new skills and use them with the mentees (understanding). The interaction between the adult and the child facilitated growth and development for both mentor and mentee (enhancement). To benefit both mentors and mentees, these critical factors should be considered by schools to successfully attract and engage volunteers in mentor programs with a specific educational focus.
Youth Perspectives on Community Collaboration in Education: Are Students Innovative Developers, Active Participants, or Passive Observers of Collaborative Activities?
Author: Hands, Catherine M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Partnerships in Education,School Community Relationship,Student Role,Social Influences,Urban Schools,Group Activities,Student Needs,Qualitative Research,Observation,Semi Structured Interviews,Content Analysis,Magnet Schools,Student Attitudes,Middle School Students,Secondary School Students,Context Effect,Community Involvement,Well Being,Student Participation

This study builds on existing research on school-community partnerships in middle and secondary schools by examining the roles of the students and the impact of social influences on their school-community liaising practices. Documents, observations, and 20 interviews with students, school leaders, teachers, and support staff from one urban, southern Californian, K-12 school were analyzed for themes. Students valued school-community partnerships and identified collaborative activities they would like developed based on school and community needs. The research highlights the perspectives and contexts that must be considered to establish school-community collaboration that meets students' academic, social, physical, and emotional needs.