ethanporcaro/eric-fulltext-meta huggingface dataset:
Competitive Speech and Debate: How Play Influenced American Educational Practice
Author: Bartanen, Michael D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Competition,Speech Communication,Debate,Play,Democracy,Poverty,Social Development,Game Theory,Individual Development,Interaction,Group Activities,Persuasive Discourse,Teaching Methods

The authors identify competitive speech and debate as a form of play that helped democratize American citizenship for the poor, who used what they learned through the practice to advance their personal social and economic goals. In addition, this competitive activity led to the development of speech communication as an academic discipline and legitimized the pedagogy of game theory. Through a brief overview of the evolution of competitive forensics, an overview of the theory of play and its role in personal development and interpersonal and group interaction, and an explanation of the theory of forensics as a form of playfulness, the authors show the impact of forensics on the course of educational practices in America.
Narrative Research Addressing the Challenges of a Career in Professional Sports
Author: Frankl, Daniel
Date: 2013-11-01
Type: Journal Articles
Subjects: Athletes,Undergraduate Students,Graduate Students,Kinetics,Human Body,Exercise Physiology,Team Sports,Student Experience,Competition,Statistical Analysis,Career Choice,Parent Role,Barriers,Occupational Aspiration,High School Students,Salaries,Adolescents,Career Development,Foreign Countries,Majors (Students)

The purpose of this article is to highlight the challenges that accomplished young athletes face as they aspire to become professional athletes. The data used in this study was derived from selected lived and told sport experiences of undergraduate and graduate kinesiology majors who were former competitive athletes. Additional data was derived via email exchanges between the author and a mother of a teen soccer player. Statistics from football, basketball, ice hockey, and soccer are also presented in order to place both players' compensation and the odds of a professional career in sports in a proper perspective. Parents are advised of the challenge they may face as they try to reason with a child who neglects her/his studies in favor of focusing on her/his dream of a career in professional sports. The author also recommends steps parents may follow in order to help their child select a fitting and fulfilling post-professional athletics career.
Basic Land Drills for Swimming Stroke Acquisition
Author: Zhang, Peng
Date: 2014-05-22
Type: Journal Articles
Subjects: Aquatic Sports,Drills (Practice),Physical Education

Teaching swimming strokes can be a challenging task in physical education. The purpose of the article is to introduce 12 on land drills that can be utilized to facilitate the learning of swimming strokes, including elementary back stroke, sidestroke, front crawl, back stroke, breaststroke, and butterfly. Each drill consists of four components (ready position; movement criteria; recommended practice time; and critical cues) which provide not only detailed descriptions of the drill but also pedagogical knowledge to optimize learning outcomes. Four recommendations are offered in the end of the paper to enhance the safety, effectiveness, and enjoyment facts associated with the applications of the drills.
Defining Success within a &quot;Successful&quot; Men's NCAA Division I Sport Program
Author: Jenny, Seth E.
Date: 2014-11-13
Type: Journal Articles
Subjects: College Athletics,Track and Field,Athletic Coaches,Humanism,Interviews,Observation,Case Studies,Success,Athletes,Qualitative Research,Males

A coaching philosophy is a personal doctrine, or individual set of experiences and values, that guides a coach's beliefs, actions, and coaching style (Huber, 2013). The humanistic coaching philosophy involves a collaborative coach/athlete process which considers individual athlete differences, abilities, and goals, with the long-term aim of developing a self-confident and self-regulated athlete (Lyle, 1999). Opposite of the traditional model where success is determined by wins or losses, within the humanistic approach winning is redefined so that the process is emphasized and achievement of individual athlete goals indicates success. Through coach interviews, athlete interviews, training session observations, and artifact collection, the aim of this case study was to explore the coaching philosophy and methods of a successful men's NCAA Division I cross country coach and explore to what extent they are humanistic. Definition of success emerged as a primary theme where results indicated that while the participant coach was extrinsically motivated by outcome measures (i.e., winning NCAA national championships), his methods ascribed to the humanistic values of striving for individual athlete potential, holistic development, and self-actualization. Findings suggest that while the NCAA espouses to holistic development of the student-athlete, it is hard to separate athletic outcome measures as at least a portion of the definition of success for coaches working within this setting.
Gender Neutrality in Play of Young Migrant Children: An Emerging Trend or an Outlier?
Author: Mathur, Smita
Date: 2015-00-00
Type: Journal Articles
Subjects: Play,Gender Differences,Migrant Children,Migrant Workers,Migrants,Foreign Countries,Classroom Environment,Recess Breaks,Family Environment,Cognitive Processes,Interpersonal Relationship,Interaction,Language Usage,English Language Learners,Early Childhood Education,Low Income Groups,Observation,Classroom Observation Techniques,Multivariate Analysis,Statistical Analysis

The authors explore gender differences in the play of children of migrant farm workers from Mexico. They review the literature that indicates children exhibit gender differences in their play as early as three years old, but the authors claim their findings do not corroborate the existing research on gender differences in play. The twenty-one migrant girls and twenty boys they studied failed to exhibit gender differences in their play in the classroom, during their free play outdoors, or during their unstructured play at home. The authors also found no gender differences among these children in cognitive tasks, social interactions, and their use of their preferred language. The authors offer several reasons for these results and note that research studies of other cultural groups suggest that gender roles are altered when communities are displaced or undergo migration. The authors speculate on the possible implications of their findings for preschool teaching.
Playfulness in Adults Revisited: The Signal Theory in German Speakers
Author: Proyer, René T.
Date: 2015-00-00
Type: Journal Articles
Subjects: Play,Foreign Countries,Individual Characteristics,Interpersonal Relationship,Sexuality,Rating Scales,Interpersonal Attraction,Social Theories,Adults,Marriage,College Students,Measures (Individuals),Student Surveys,Online Surveys,Correlation,Comparative Analysis,Multivariate Analysis

The authors elaborate on the role of playfulness as a preferred characteristic in potential long-term partners recently espoused by Garry Chick and others. They aim to replicate the findings of such research by studying a different culture (that of German-speaking countries) and to develop them further by taking into account the participants' relationship status and individual differences in their playfulness. A sample of 327 students completed a rating scale for desired characteristics in potential partners and a questionnaire for playfulness as a personality trait. Their findings do indeed lend support to the notion that being playful is a desirable trait of potential long-term mates.
The Influence of Student Teaching on Physical Education Student Teachers' Self-Efficacy and Outcome Expectancy Beliefs
Author: Gao, Zan
Date: 2014-02-00
Type: Journal Articles
Subjects: Student Teaching,Physical Education,Student Teachers,Self Efficacy,Beliefs,Student Teacher Attitudes,Questionnaires,Pretests Posttests,Multivariate Analysis,Factor Analysis,Correlation,Teaching Experience

This study was designed to determine the impact of 12-week student teaching semesters on student teachers' self-efficacy and outcome expectancy beliefs in teaching physical education classes. A pre-post design was used to examine changes in beliefs of 107 physical education student teachers. Self-efficacy (instructional strategies, class management, and student engagement) and outcome expectancy beliefs were measured by validated questionnaires. Data collection spanned over a 2-year period. The pretest was completed at the third week of the student teaching semesters, and the posttest was conducted at the end of the semesters. The results suggested that all student teachers' self-efficacy and outcome expectancy beliefs increased significantly (p &lt; 0.05) over time. Therefore, we concluded that the student teaching experiences had a positive effect on physical education student teachers' beliefs during this crucial early stage of their prospective teaching careers.
Deep Fun and the Theater of Games: An Interview with Bernie Dekoven
Date: 2015-00-00
Type: Journal Articles
Subjects: Play,Educational Games,Creative Activities,Curriculum Development,Design,Computer Games,Competition,Cooperation,Religious Factors,Humor,Comedy

Bernie DeKoven is both a play theorist and a play practitioner. He is the author of &quot;The Well-Played Game&quot; (reissued in 2013 by MIT Press) as well as &quot;Junkyard Sports,&quot; &quot;Power Meetings,&quot; and &quot;Connected Executives&quot; and of the compact disc &quot;Recess for the Soul,&quot; an assemblage of monologues about playful meditation. &quot;A Playful Path,&quot; his most recent work, is a collection of essays from his popular blog &quot;deepFUN.&quot; In 2014 he teamed with the improv organization ComedySportz Indianapolis to stage his interactive show &quot;Play's the Thing.&quot; DeKoven developed the interplay curriculum for Philadelphia's public schools, and he has devised electronic games for toy and games manufacturers such as Ideal Toy Company, Children's Television Workshop, Mattel Inc., and CBS software. This earned him an Ifil-Raynolds Award from the North American Simulation and Gaming Association. In 1971 De Koven founded The Games Preserve, a retreat center in Eastern Pennsylvania dedicated to the exploration of games and play. In this interview, De Koven talks about the virtues of playful play and discusses the roots of playfulness, the power of shared imagination, the joys of performing, the difference between schooling and learning, the perils of play deprivation, and the gentle, comic, restorative mischief of noncompetitive games.
Parent-Child Play across Cultures: Advancing Play Research
Author: Roopnarine, Jaipaul L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Parent Child Relationship,Play,Cultural Differences,Socialization,Child Development,Parent Influence,Parent Participation,Mothers,Fathers,Foreign Countries,Cultural Influences,Social Influences,Cross Cultural Studies,Anthropology,Psychology,Literature Reviews

In this article, the authors argue for a greater understanding of children's play across cultures through better integration of scientific thinking about the developed and developing societies, through consideration of socialization beliefs and goals, and, finally, through the use of more complex models in research investigations. They draw on theoretical propositions in anthropology and psychology to describe and interpret the meaning of parent-child play activities in the context of everyday socialization practices in societies in various stages of economic development.
Quality Alternative Certification Programs in Special Education Ensure High Retention
Author: Karge, Belinda D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Special Education,Educational Quality,Teacher Persistence,Internship Programs,State Universities,Program Effectiveness,Case Studies,Teacher Interns,Questionnaires,Statistical Analysis

Market driven alternative routes to teaching have evolved into a quality program option and not just an answer to the teacher shortage. Alternative certification is a viable means of recruiting, training, and certifying those who have a bachelor's degree and a strong desire to enter the field of teaching. California has been a leader in the development of quality teachers. This cross-sectional study surveyed 124 California State University Alternative Route (Intern) program participants. Ten critical features located in three seminal studies framed the research conducted and provided quality features to enhance retention of teachers. It was determined that the integration of these critical attributes into the university alternative certification programs enhanced the retention rates of program graduates and served as a means to improve quality. The participants in this study have been teaching 10 years or longer, and the 96 percent retention rate is one of the highest in the country.
Policies and Practices for Selecting Highly Effective Teachers for Alternative Certification Programs
Author: Sawyer, Gayle B.
Date: 2008-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Teacher Selection,Employment Interviews,Experience,Teacher Attitudes,Educational History,Teacher Effectiveness,Educational Legislation,Federal Legislation,Persistence,Theory Practice Relationship,Teacher Student Relationship,At Risk Students,Teacher Burnout,Elementary Secondary Education

A dramatic shift in the past fifteen years in teacher education has been the move toward people beginning their teacher preparation later in life and in their academic careers. In response, the number of alternative certification programs has increased to reduce teacher shortages in critical content areas such as mathematics, science, bilingual education, and special education, as well as teacher shortages in rural and urban schools. This research report explores the independent and interdependent processes of teacher screening and selection and, explicitly, identifies existing literature that has addressed the relationship between pre-employment decisions and post-employment outcomes for predicting alternatively certified teacher success. In addition, recent scholarship is analyzed that pertains to the use of interviews in the teacher screening process, particularly in alternative teacher preparation programs, often described as alternative routes or pathways to teacher certification. Specifically, the report affords the reader an assessment of the relative importance of three interview protocols in the selection process as the mechanism of merit that transcends the usual qualifications of degree, grade point average and test scores to discern those life experiences and intrinsic beliefs that predispose an alternative certification candidate to be an effective teacher.
Student Learning Outcomes: Transition from Traditional to Online in an Alternative Teacher Certification Program
Author: Chambers, Sharon M.
Date: 2008-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Educational Quality,Online Courses,Formative Evaluation,Summative Evaluation,Best Practices,Accreditation (Institutions),Program Development,College Faculty,Teacher Education,Teacher Attitudes,Alternative Teacher Certification,Guidelines,Educational Improvement,Case Studies,Surveys

Results from the survey of faculty who teach in an alternative teacher certification program provided a framework to develop a holistic programmatic assessment of student learning outcomes for a newly developed online program. Research highlights the process of determining student learning outcomes identification and appropriate courses and best practices for online assessments to provide for program quality, formative and summative assessments, and data for accreditation purposes.
Alternative Certification: Effectively Preparing Teachers
Author: Foster, Christopher
Date: 2008-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Online Courses,Teacher Education Programs,Teacher Effectiveness,Program Effectiveness,Program Evaluation,Graduate Surveys,Supervisors,Intermode Differences,Conventional Instruction,Teacher Qualifications,Program Descriptions,Fundamental Concepts,Educational Practices,Program Attitudes,Elementary School Teachers,Middle School Teachers

This study addresses questions related to teacher preparation through online supported learning in an alternative certification program, CalStateTEACH. Specifically, this study analyzes and reports survey responses of 130 teachers and 84 supervisors related to preparedness of program completers to teach in a multiple subject classroom. The question asked is: Can online supported teacher credentialing programs prepare effective teachers? Data for the analysis were extracted from the Deans' Report. This paper summarizes the responses of teacher graduates and their site supervisors to the questions of teacher effectiveness. Additionally, a comparison between traditional and online teacher preparation is conducted.
Teach Louisiana Consortium: A Fifth Year Program Evaluation
Author: Haj-Broussard, Michelle
Date: 2012-00-00
Type: Journal Articles
Subjects: Consortia,Program Effectiveness,Program Evaluation,Teacher Certification,Program Descriptions,Teacher Placement,Alternative Teacher Certification,Teacher Persistence,Participant Satisfaction,Teacher Attitudes,Pedagogical Content Knowledge,Teacher Surveys,School Surveys,Administrator Attitudes,Profiles,Beliefs,Elementary School Teachers,Graduate Surveys,Likert Scales,College Programs,Secondary School Teachers

This article describes a fifth year program evaluation of a private provider program for teacher certification in Louisiana. The study sought to evaluate the success of the Teach Louisiana Consortium program in terms of teacher placement, teacher retention, administrative satisfaction, teacher attitudes, and teacher pedagogical knowledge. Initial teacher provided data, state provided data, teacher survey data, and administrator survey data were used in the study. Overall, it was found that the program was positively perceived by both teachers and administrators and it was successful in terms of teacher retention. Areas that need to be addressed as the program develops include diversity, assessment, classroom management, and attrition of teachers from high-need areas.
Assessment Benchmarks for an Alternative Certification Program
Author: Denton, Jon
Date: 2008-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Program Effectiveness,Benchmarking,Formative Evaluation,Online Courses,Career Academies,Field Experience Programs,Internship Programs,Program Implementation,Student Recruitment,Teacher Placement,Preservice Teachers,Statistical Analysis

The Accelerate Online/OPTIONS alternative certification program provides those possessing a degree an option leading to certification that can be completed in 18 months. The program consists of an online curriculum, an early field experience, and a year-long paid internship. To determine program effectiveness across five years, five benchmark ratios were established and calculated each year as formative assessment markers. These ratios are: Applications/Inquiries; Candidates/Applications; Field Placements/Candidates; Teachers Certified/Candidates; and Teachers Retained/Teachers Certified. These benchmarks have provided informative quantitative markers for annually assessing protocols that were developed and applied in implementing this program.
Interweaving Teaching and Emotional Support for Novice Special Educators in Alternative Certification Programs
Author: Ricci, Leila Ansari
Date: 2013-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Beginning Teachers,Alternative Teacher Certification,Social Support Groups,Mentors,Coaching (Performance),Teacher Interns,Urban Schools,School Districts,Mixed Methods Research,Surveys,Focus Groups,Interviews

As the shortage of special education teachers has led to increasing numbers of teacher candidates enrolled in alternative certification programs, there is a need to provide systematic mentoring and coaching. The relationship between support providers and novice teachers enrolled in an alternative certification program in a diverse, urban university was explored in this study. Sources of data included logs documenting weekly contact between support providers and intern teachers, surveys of support providers, and focus groups with both support providers and interns to determine the types of support received by novice special educators seeking alternative certification. Results showed that interweaving emotional and teaching support and strategies form the cornerstone of the support provider-intern relationship.
Supporting Female Students in Mathematics for Alternative Certification Teachers
Author: Evans, Brian R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Mathematics Instruction,Teacher Attitudes,Disproportionate Representation,Females,Methods Courses,Methods Teachers,Teacher Surveys,Statistical Analysis

This article is a follow-up to the last editor's perspective article about supporting new alternative certification teachers as they teach students from underrepresented groups in mathematics (Evans, 2013). The focus for this article narrows the scope to emphasize support needed for female mathematics students. Alternative certification teachers in the New York City Teaching Fellows (NYCTF) program, among others, were surveyed to determine their attitude toward teaching female students in mathematics. It was found that while NYCTF teachers did not score differently from traditionally prepared teachers on the survey instrument, NYCTF scored higher than another cohort of teachers. NYCTF teachers indicated highest agreement with the idea that female students are just as capable of engaging in higher level mathematics as are male students and mathematics is a subject in which both female and male students can succeed.
Learning Progressions in Instructional Design: Expectations and Practice of Scientists Becoming Teachers in the Preservice and First-Year Settings
Author: Peters-Burton, Erin
Date: 2012-00-00
Type: Journal Articles
Subjects: Instructional Design,Scientists,Secondary School Teachers,Grounded Theory,Lesson Plans,Student Centered Curriculum,Interviews,Preservice Teachers,Observation,Career Change,Science Teachers,Pedagogical Content Knowledge,Teacher Education,Methods Courses,Teacher Characteristics

The purpose of this study was to ascertain the ways former professional scientists who are learning to become teachers understand the planning and implementation of instructional design 1) while they are in a university program learning to become teachers and 2) during their first year of full-time teaching in a secondary classroom. The study used a grounded theory approach and was informed by multiple classroom observations, lesson planning artifacts, and interviews. It was found that during their methods class the teacher candidates employed both student-centered and backwards design principles. However, once the teacher candidates started teaching full-time, they no longer designed instruction and instead adopted lesson plans from veteran teachers, adapting only small parts to become more student-centered.
Reflections on the Quality Indicator Process
Author: Barrett, James R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Program Evaluation,Educational Quality,Educational Indicators,Governance,Student Recruitment,Strategic Planning,Research Methodology,Evaluators,Role

The purpose of this paper is to share a description of the process used by Fort Hays State University (FHSU) as a self-study of the FHSU alternative certification program, known as Transition to Teaching. Team members used the Quality Indicators designed as a part of a Department of Education Transition to Teaching Grant called the KNOTtT Project. KNOTtT is the acronym for Kansas, Nevada, Ohio, Texas Transition To Teaching.