ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Let&apos;s Just Stop and Take a Breath&quot;: A Community-Driven Approach to Mindfulness Practice in a High Poverty Elementary School
Author: Haines, Shana
Date: 2017-00-00
Type: Journal Articles
Subjects: Metacognition,Poverty,Elementary School Students,Diversity (Institutional),Curriculum Enrichment,Place Based Education,Well Being,Psychological Patterns,Emotional Intelligence,Teaching Methods

This case study describes how a high-poverty, linguistically and culturally diverse elementary school came to embed mindfulness in its curriculum and what adults perceived to be the outcomes of the program on students' well-being. This qualitative case study is based on 25 interviews with teachers, administrators, and community members; classroom observations; and relevant documents. Participants indicated that practicing mindfulness improved student well-being through greater self-awareness and increased ability to articulate their emotions and needs, select strategies to self-regulate, and generalize their practice of mindfulness to out-of-school settings. Implications for practice and research are discussed.
Journeys to Teaching Qualitative Research Methods Online
Author: Roulston, Kathryn
Date: 2017-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Online Courses,Teaching Methods,Research Methodology,Qualitative Research,College Faculty,Graduate Study,Instructional Design,Curriculum Development,Scheduling,Teacher Attitudes,Educational Benefits,Faculty Development

Teaching in online spaces requires new roles and competencies. Presented as autoethnographic narratives, three faculty members describe their journeys into online graduate instruction in qualitative research methods. Areas of growth included effective course design and planning and strategies for building community. Challenges included keeping up with the technology and finding adequate resources. These narratives provide potential issues for consideration by faculty new to online instruction.
Pedagogical Implications for Using a Wiki in Peer-to-Peer Learning Environments
Author: Russell, Lisa
Date: 2017-00-00
Type: Journal Articles
Subjects: Web Sites,Collaborative Writing,Web 2.0 Technologies,Peer Teaching,Undergraduate Students,Writing Skills,Skill Development,Communities of Practice,Electronic Learning,Teaching Methods,Student Participation

The pedagogical potentials and challenges experienced when trying to incorporate the use of a wiki social media site with undergraduate childhood study students are reported. The wiki was introduced to inspire students to engage in student peer-learning, develop their writing skills, and facilitate a PhD student's developmental teaching beyond the dissertation phase from PhD student to scholar. Although these aims were achieved to a degree, they were reached in unexpected ways. A &quot;community of practice&quot; (Lave &amp; Wenger, 1991) was evident within the actual seminar session space rather than within an online community capacity.
Living Tensions of Co-Creating a Wellness Program and Narrative Inquiry alongside Urban Aboriginal Youth
Author: Schaefer, Lee
Date: 2017-00-00
Type: Journal Articles
Subjects: Program Development,Health Promotion,Wellness,Canada Natives,Foreign Countries,Junior High School Students,Urban Youth,After School Programs,Personal Narratives,Inquiry,Educational Research

This paper is based on a three-year study that has a dual purpose: firstly, to create a program to attend to the health and wellness of Aboriginal children and youth, and secondly, to narratively inquire into the experiences of the children and youth who participate in the wellness program. In an attempt to disrupt intervention type models that position Aboriginal youth as at-risk, or in-deficit, we pose questions around how wellness programming and research begin in different commitments when we see Aboriginal youth as knowledge holders.
&quot;Fitspiration&quot; to Inspire or to Mire? A Review of the Literature and Educational Implications
Author: Crossman, Joanne M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Internet,Asynchronous Communication,Visual Aids,Self Concept,Social Media,Females,Mass Media Effects,Social Theories,Human Body,Self Esteem,Negative Attitudes,Eating Disorders,Adolescents,Media Literacy

&quot;Fitspiration&quot; has been positioned as an online interchange featuring images and text designed to inspire fitness and healthy eating. Given its ubiquity as an emerging social media trend, and its unintended impact on body image disturbance mediated by social comparison, &quot;Fitspiration&quot; has been understudied. This review draws on theoretical perspectives associated with traditional and new media impact on young women's body image concerns, and overviews strategies to engage students in adopting a healthier body image. The manuscript also provides educational implications and directions for practice, particularly guided by media literacy models that may serve to intervene with body comparisons, inspire deeper learning and a renewed vision of fitness, health, and well-being.
Picturing (as) Resistance: Studying Resistance and Well-Being of Indigenous Girls and Young Women in Addressing Sexual Violence
Author: Mitchell, Claudia
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Indigenous Populations,Violence,Sexual Abuse,Rape,Resistance (Psychology),Well Being,Art Activities,Canada Natives,Racial Discrimination,Homicide,Poverty,Visual Arts,Capacity Building,Indigenous Knowledge,Children,Youth,Consciousness Raising,Public Policy,Advocacy,Human Body

The health and well-being of young people remains a critical issue. For Indigenous girls and young women in Canada and South Africa, the situation is exacerbated by high rates of sexual violence. The article draws on examples of artworks and close readings of several images of resistance produced by Indigenous girls and young women participating in a six-year study that seeks to address sexual violence in the two countries. Exploring resistance is an understudied area in relation to young people and well-being. Building on our visual research and fieldwork, we posit that the idea of &quot;picturing (as) resistance&quot; through the various participatory visual and arts-based tools is a promising area of investigation in relation to well-being.
Instilling Joy in a Digital Age
Author: Shareski, Dean
Date: 2017-00-00
Type: Journal Articles
Subjects: Authentic Learning,Learner Engagement,Technology Uses in Education,Well Being,Discovery Learning,Play,Child Development

In this interview, digital consultant and author Dean Shareski talks about the fundamental aspects of authentic learning: joy, wonder, play, and community. He believes that technology can bring a sense of fun and curiosity to the classroom by allowing students to do things they couldn't do before, like editing photographs or meeting a scientist from another part of the world. School communities can now share their innovations with the community at large and also with schools in different countries. Teachers, he says, should see themselves as artists and not be afraid to play and explore new opportunities. As final advice to teachers and parents, he suggests that we let kids be kids and experience the joy of childhood.
Sexuality Education in Technical and Vocational Institutions in Guyana: Possibilities and Challenges
Author: Simpson, Hazel E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Sex Education,Vocational Education,Foreign Countries,Postsecondary Education,Adult Education,Adolescents,Young Adults,Sexuality,Early Parenthood,Program Implementation,Urban Schools,Rural Schools,Facilitators (Individuals),Teacher Attitudes,Course Content,Training,Educational Resources,Fidelity,Gender Issues,Interpersonal Relationship,Civil Rights

This paper reports on the results of an exploratory evaluation of a sexuality education program that was introduced in technical and vocational institutions in Guyana. The rationale for the program is outlined, along with the methodology employed in the evaluation of the program, including the analysis of data from document reviews, telephone and face-to-face interviews, and surveys of facilitators and students' perceptions of the program. The findings of the evaluation are presented and the author offers some considerations to be taken into account when developing and implementing new programs.
An Exploration of Artistic and Technological Symmetry
Author: Papert, Artemis
Date: 2017-00-00
Type: Journal Articles
Subjects: Art,Technology,Computation,Thinking Skills,Computer Software,Programming,Art Expression,Creative Activities,Active Learning

In this interview, biologist, artist, and shiatsu healer Artemis Papert describes how computational thinking can help people organize their thoughts in a more formal way. She discusses TurtleArt, a software that allows both children and adults to create two-dimensional static art images using geometry and coding as a medium. TurtleArt not only bridges the worlds of math and art, but is also easy to learn. She concludes by reading an excerpt from the article, &quot;Teaching Children Thinking&quot;-- written in 1971 by her father Seymour Papert--as a still relevant starting point for where technology is heading.
Sound, Smart, and Safe: A Plea for Teaching Good Digital Hygiene
Author: Sklar, Alissa
Date: 2017-00-00
Type: Journal Articles
Subjects: Role Models,Technological Literacy,Children,Adolescents,Technology Integration,Parent Responsibility,Telecommunications,Handheld Devices,Social Media,Ownership,Privacy,Safety

The concept of &quot;digital hygiene&quot; addresses the way digital technology can be integrated into our lives in safe, healthy, responsible, and respectful ways. Teaching kids about digital hygiene requires parents to be confident about their role as models and guides for the use of these devices, which is difficult when adults feel--often quite justifiably--that their children's tech skills outpace their own. This commentary addresses the need for broadening the notion of digital hygiene with input from kids and teens, then educating and supporting parents (and educators) in its application.
Supporting Students by Maintaining Professional Well-Being in High-Stress Jobs
Author: Blinder, Melanie B.
Date: 2017-00-00
Type: Journal Articles
Subjects: Well Being,Anxiety,Cultural Relevance,Faculty Development,Educational Objectives,Workshops,Stress Management,Mental Health,Administrators,Professional Personnel,Elementary Secondary Education,Elementary School Teachers,Secondary School Teachers

Student mental health, well-being, engagement, and deep learning is tied to teacher wellness. Georgia State University's Center for Research on School Safety, School Climate, and Classroom Management in partnership with The Collaboration and Resources for Encouraging and Supporting Transformations in Education project approached student health, wellness, and achievement by promoting change within teachers. Culturally specific professional development workshops were delivered to teachers, administrators, and other school staff. The workshops positively affected participants' health and wellbeing through activities focused on identifying the body's stress response and the development of personalized stress management plans to support healthy lifestyles.
Putting the Focus on Children as Deliverers of New Technologies
Author: Bamford, Anne
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Electronic Learning,Adolescent Attitudes,Foreign Countries,Teaching Methods,Learner Engagement,Computer Software,Spatial Ability,Technology Uses in Education,Educational Change,Teacher Educators

In this interview, professor and researcher Anne Bamford describes how she initially became interested in virtual learning via cyberbullying, particularly how image manipulation affects young people's perceptions. Next, she discusses her European-wide study on &quot;active 3D&quot; in the classroom, which showed that the more control children took for their own learning, the better the results were. She argues that student involvement and engagement in implementing new technologies is critical for successful virtual learning in schools. Finally, she urges educators to &quot;use the technology where it's going to have the most impact&quot; and not to &quot;put it just for the sake of putting it in the curriculum.&quot;
Pre-Service EFL Teachers&apos; Low-Level of Oral Proficiency and Suggestions for Enhancing It
Author: Kosar, Gülten
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,English Teachers,Second Language Instruction,English (Second Language),Oral Language,Language Proficiency,Language of Instruction,Prior Learning,Learning Experience,Preservice Teacher Education

English language teachers play a major role in enhancing the development of students' speaking skills. However, only if teachers are proficient in speaking English, may they support their students in improving their oral proficiency. This qualitative case study aims at unearthing pre-service English as a foreign language teachers' (henceforth PSEFLTs) perceptions with respect to the reasons for their low level of oral proficiency, exploring the current initiatives PSEFLTs take to improve it, and finding out their suggestions concerning the improvements for the initial English as a foreign language (hereafter EFL) teacher education program they are enrolled in to assist them in the endeavors they have been making. The results obtained by administering a survey and a semi-structured interview with freshman PSEFLTs indicated that they did not deem their level of oral proficiency adequate, and lack of emphasis on teaching speaking and the pressure placed on them by high-stakes testing in their prior English language learning experiences adversely affected their oral proficiency. The findings also revealed the necessity for offering all courses in initial EFL teacher education programs in English. Teacher educators, policy makers and researchers investigating the reasons lying behind PSEFLTs' and/or EFL learners' low level of oral proficiency and probing distinct ways of increasing it could benefit from the findings of this study.
Perceived Social Self-Efficacy and Foreign Language Anxiety among Undergraduate English Teacher Candidates: The Case of Turkey
Author: Eginli, Ilknur
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Anxiety,Preservice Teachers,Gender Differences,Age Differences,Undergraduate Students,English (Second Language),Second Language Instruction,Language Teachers,Measures (Individuals),Second Language Learning,Interpersonal Competence,Interpersonal Communication,Language Skills

This study sought to investigate (1) the perceived social self-efficacy (PSSE) levels of undergraduate English teacher candidates in Turkey, (2) the foreign language anxiety (FLA) levels of them, (3) the relationship between teacher candidates' PSSE and their FLA, (4) the effect of teacher candidates' gender and age on their FLA and PSSE, and finally (5) the link between PSSE and FLA of teacher candidates moderated by age. Results indicated that a huge number of the participants lacked high PSSE as measured by the applied criterion. As in the case of PSSE, the majority of the undergraduate English teacher candidates in Turkey stated they had medium self-efficacy. However, in terms of the results on participants with high and low levels of PSSE and FLA, the data show a negative correlation; that is, the number of participants with a high PSSE was close to the number of participants with a low FLA, and the number of participants with a low PSSE was close to the number of participants with a high FLA. These findings suggest that an increase in PSSE would result in a decrease in FLA. Finally, all relevant information (i.e. R-squared, F, and P values) support the premise that age positively moderates PSSE, meaning that as the participants' age increases, their PSSE goes up too. We can also infer that increased age can result in a decline in FLA.
Exploring Student Perceptions of Source-Based Writing Assessment in a Turkish EAP Context
Author: Göktürk Saglam, Asli Lidice
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,English for Academic Purposes,Writing Evaluation,Information Sources,Writing Skills,Academic Language,College Freshmen,Reading Writing Relationship

As integrated writing tasks are becoming more common in assessment in EAP settings, there is need for more research to explore how different cultural groups perceive integrated writing assessment. With this in mind, this study aims to extrapolate students' perceptions of L2 English for Academic Purposes (EAP) in terms of their use of sources in an integrated writing assessment task and development as academic writers. It is necessary to comprehend students' perceptions towards source-based writing assessment tasks in order to set realistic goals and formulate effective instructional design for EAP programs. One hundred and thirteen undergraduate students completed the source-based assessment task, which required them to read texts and compose an argumentative essay by integrating relevant support from the texts. After the task, students were given an online questionnaire on their writing process. Student responses were analyzed quantitatively using frequency analysis and chi-square tests on SPSS across different self-reported proficiency levels. Analysis revealed highly positive perceptions and a significant relationship between reported proficiency, using sources as a repository for generating ideas, and modelling grammar and vocabulary. The study has implications for instruction and testing.
Designing Programs to Foster Intercultural Competence through Interdisciplinary Study Abroad
Author: Goetz, Lily Anne
Date: 2017-09-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Awareness,Competence,Interdisciplinary Approach,Study Abroad,Summer Programs,Cultural Differences,Spanish,Second Language Learning,Immersion Programs,Language Skills,Program Effectiveness,Learner Engagement,College Students,Writing Instruction,Oral Language

This article presents a model for a short-term interdisciplinary study abroad program designed specifically to foster intercultural competence. It provides a description of a one-month interdisciplinary General Education Summer Abroad Program in Valencia, Spain, that attempts to sensitize students to cultural differences, to engage students to a higher degree in historical inquiry, and to develop Spanish language skills by weaving together three General Education requirements (history, intermediate Spanish, and an English advanced writing seminar) in an immersion setting. It also presents data demonstrating that participants showed improvement in their Spanish language-speaking abilities and exhibited high levels of cognitive and affective engagement. The data also suggest that participants generally performed favorably in comparison to student cohorts who completed similar General Education courses on-campus, especially in terms of the engagement levels of students with grade point averages &lt;3.0 on a 4-point scale. The article also emphasizes that one cannot assume that cultural immersion will, on its own, lead to intercultural competence; it describes how this program fosters intercultural transformation and Spanish language skills growth among students through specific activities that require students to interact with Spaniards in a variety of contexts. It concludes with a discussion of further possibilities for research regarding the potential role of interdisciplinary study and university core curriculum courses in the development of intercultural competence.
Foreign Language Teacher Attrition and Retention Research: A Meta-Analysis
Author: Mason, Shannon
Date: 2017-09-00
Type: Journal Articles
Subjects: Language Teachers,Faculty Mobility,Teacher Persistence,Educational Research,Preservice Teacher Education,Beginning Teacher Induction,Teacher Characteristics,Teaching Skills,Teaching Conditions,Interpersonal Relationship,Personality Traits,Second Language Instruction,Educational Attitudes

Across English-speaking countries, there is an ongoing shortage of foreign language teachers. Promoting the retention of foreign language teachers in the profession for the long term is one of the most strategically and financially viable ways to address this problem. This article reports on a qualitative meta-analysis study of the international research on foreign language teacher attrition and retention. Data analysis reveals seven overarching themes that are relevant to the discussion: teacher education, transition into teaching, teacher knowledge and skills, workplace and employment factors, value and belonging, supportive workplace relationships, and teacher personality traits. On top of the already considerable demands placed on all educators teaching in modern classrooms, foreign language teachers also often have to contend with a lack of value for foreign language education, and a resulting lack of &quot;space&quot; in schools (curriculum space, physical space, and emotional space). Important steps toward addressing foreign language teacher attrition include giving more attention to challenging the negative perceptions of foreign language education and the development of substantive policies that ensure adequate space for foreign language education in schools.
Student Health and Well-Being in Indigenous Communities: &quot;No One Is Healed Until Everyone Is Healed&quot;
Author: MacDonnell, Maggie
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Canada Natives,American Indian Students,Well Being,At Risk Students,Intervention,Dropout Rate,Dropout Prevention,Job Skills,Interpersonal Competence,Consciousness Raising,Suicide,Health Promotion,Teacher Role

In this interview, Maggie MacDonnell, recipient of the 2017 Global Teacher Prize, discusses how growing up near a First Nations reserve in Nova Scotia opened her eyes to inequalities between Indigenous and non-Indigenous peoples in Canada. She talks about the influence of Moses Coady, who instilled in her an appreciation for co-operative development, and T'hohahoken Michael Doxtater, an Indigenous scholar at McGill University, whose message, &quot;No one is healed until everyone is healed,&quot; she did not fully appreciate until she began working in the Inuit village of Salluit. She describes the life situation of the youth living in this kind of closed community where addiction and violence often become part of their everyday experience. Her interventions with this group of at-risk youth have helped decrease the school drop-out rate, improve students' work and social skills, and raise awareness about suicide prevention. She concludes by giving advice to teachers who may be interested in working with students in remote communities.
&quot;When My Mom Was Incarcerated, I Missed Her.&quot; Trauma&apos;s Impact on Learning in Pre-K-12 Classrooms
Author: Cunningham, Andie
Date: 2017-00-00
Type: Journal Articles
Subjects: Trauma,Stress Variables,Elementary Secondary Education,Psychological Patterns,Learning Processes,Teacher Attitudes,Student Behavior,Teacher Student Relationship,Elementary School Teachers,Middle School Teachers,High School Teachers,Teaching Methods,Empathy

Trauma affects our classrooms frequently. Children who observe or experience trauma directly often demonstrate an altered learning process and shifting emotional needs. What guidance might inform K-12 instruction productively? This article frames the patterns discovered when a teacher researcher studied the teaching practices, strategies, and language of six educators who survived their own experiences of childhood sexual assault. With a keen awareness on strength and fragility, I detail the engaging, authentic, and community-centered methods from educators who turned their own experiences of trauma into effective ways to engage learners and build welcoming learning communities.