ethanporcaro/eric-fulltext-meta huggingface dataset:
Stories of Supervision
Author: Spedding, Trish
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Supervision,Foreign Countries,Teacher Researchers,Nontraditional Students,Research Skills,Higher Education,Teacher Collaboration,Graduate Study,Graduate Students,Adult Education,Vocational Education,Workshops,Mentors,College Faculty

This article centres upon experiences of supervising practitioner-researchers engaged in the first year of a Customised Master of Philosophy (MPhil) programme of study. This pathway resides within a larger collaboration between the University of Sunderland's Centre for Excellence in Teacher Training (SUNCETT) and the Education and Training Foundation (ETF) delivering a National Practitioner Research Programme (PRP) in England. It takes as its starting point how non-traditional research students from the further adult and vocational education (FAVE) sector experience entry into the programme and their subsequent development of scholarship and research skills as they pursue their studies at research degree level in higher education (HE). Using six guiding principles underpinning the PRP as a framework for analysis, illustrative stories of the experiences of supervisors and research students provide insights into ways in which supervision is enacted. Some key characteristics of supervision practice are described. These often bring to light differences between supervision on the Customised MPhil with that of conventional MPhil programmes. The most striking finding supports how the development of collaborative and cooperative practice helps to shift the customary dynamic of research degree study away from isolation towards a shared experience as members of an inclusive and active research community.
Diagnosing Causes of Pre-Service Literature Teachers&apos; Misconceptions on the Narrator and Focalizer Using a Two-Tier Test
Author: Jung, Jinseok
Date: 2020-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Misconceptions,Prior Learning,Preservice Teachers,Literature,Group Discussion,Narration,Literary Devices,Authors,Teacher Education Programs,Tests,Undergraduate Students,Foreign Countries,Incidence,Textbooks,Korean

Constructivism proposes that learners construct concepts based on prior knowledge and experiences. Numerous factors may lead to inadequate or improper concept construction, leading to misconceptions. This study provides a foundation for discussing literary misconceptions using discussions with 47 pre-service literature teachers on the origins of diverse misconceptions regarding the narrator and focalizer. The participants identified the narrator and focalizer in two fictional narratives and elucidated each concept. Thus, the causes and aspects of the misconceptions were identified. Misconceptions about the narrator and focalizer were found to involve four factors: over-contextualization of everyday experiences, misunderstanding of terms, transfer of misconceptions in textbooks, and miscategorization of prior knowledge. The transfer of misconceptions and miscategorization had the largest impact. Moreover, the aspects of misconceptions differed for each cause. Over-contextualization led to equating the narrator with the focalizer, and the transfer of misconceptions led to equating the narrator with the author. Miscategorization resulted in miscategorizing the narrator and focalizer as subordinate concepts of speech representation and point of view. Misunderstanding of terms interacted with other causes, leading to equating the narrator with the focalizer, as well as misclassifying them as speech representation. Based on these results, methods to overcome literary misconceptions at the curriculum, class, and teacher education levels were suggested.
Research on Extended Education in Germany -- A General Model with All-Day Schooling and Private Tutoring as Two Examples
Author: Stecher, Ludwig
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Extended School Day,Educational Research,Models,Tutoring,Private Education,Instructional Effectiveness,Academic Achievement,Student Participation,Educational Quality

Although research on extended education is similar to school-focused research in some respects, in other respects it involves new research perspectives and questions. Our article presents an analytical model on extended education that is based on school-effectiveness research and the work of Fischer and Klieme (2013). We summarise selected research findings in two areas of extended education: all-day schooling and private tutoring. While much research has been done in the first area, there is a considerable lack in the second. Our model and the findings that we are reporting can be used to guide further research in the field of extended education.
Presentation of Research on School-Age Educare in Sweden
Author: Klerfelt, Anna
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,After School Programs,School Schedules,Leisure Time,Educational History,Children,Early Adolescents,Educational Environment,Governance,Curriculum,Activities,Teacher Education Programs,Interaction,Cultural Influences,Special Needs Students,Teacher Responsibility

In this article a background to the growing need of establishing school-age educare as a field of research in Sweden is presented. Firstly a short review of the history of the school-age educare is given, followed by a description of how the activity is organized today. Some examples of studies produced within this field are presented. Both accomplished studies and ongoing research are given account for. The article concludes with actions suggested for covering existing gaps of research.
Teaching Cybersecurity to Students with Visual Impairments and Blindness
Author: Hairston, Jesse R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Visual Impairments,Blindness,High School Students,Computer Security,Information Security,Teaching Methods,Educational Technology,Technology Uses in Education,Careers,Braille,STEM Education,Students with Disabilities,Camps,Summer Programs,Cooperative Learning

This work showcases specific adaptations used to make cybersecurity accessible to high school students with visual impairments and blindness (VIB). The rapidly growing field of cybersecurity demands a diverse workforce; however, barriers exist which can deter students with disabilities from studying cybersecurity, let alone pursuing a career in the field. To help overcome this challenge, we launched the first GenCyber camp specifically developed and instructed for high school students with VIB in summer 2019. We created a unique learning environment by combining interactive instructional aids, accessible development environments, and innovative instructional strategies. With intent to show cybersecurity as a viable career option for a diverse workforce, the program outcomes from this work included a clear understanding of the GenCyber Cybersecurity Concepts, sparking interest in cybersecurity careers, and building the confidence to pursue those careers. This material is based upon work supported by the National Security Agency and the National Science Foundation through the GenCyber program under award number 19-AL-UAHxUV-S1.
The Accessibility of Mathematical Notation on the Web and Beyond
Author: White, Jason J. G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Accessibility (for Disabled),Coding,Mathematics,Programming Languages,Internet,Assistive Technology,Students with Disabilities,Web Browsers

This paper serves two purposes. First, it offers an overview of the role of the Mathematical Markup Language (MathML) in representing mathematical notation on the Web, and its significance for accessibility. To orient the discussion, hypotheses are advanced regarding users' needs in connection with the accessibility of mathematical notation. Second, current developments in the evolution of MathML are reviewed, noting their consequences for accessibility, and commenting on prospects for future improvement in the concrete experiences of users of assistive technologies. Recommendations are advanced for further research and development activities, emphasizing the cognitive aspects of user interface design.
Using the 5E Instructional Model in an Online Environment with Pre-Service Special Education Teachers
Author: van Garderen, Delinda
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Special Education Teachers,Teaching Methods,Online Courses,Students with Disabilities,Models,Student Needs,Learning Modules,Blended Learning,Student Attitudes,Inquiry

In this practitioner article, we describe the innovative way the 5E Instructional Model was used in an online, hybrid special education undergraduate course to prepare pre-service teachers to teach academic content to their students with disabilities. We provide a rationale for the use of the model in the course, describe how we implemented the model in the course, pre-service teachers' perceptions about the model as a way to facilitate and model the process of learning for themselves and students, and discuss implications for practice.
The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education
Author: Østerlie, Ove
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Homework,Video Technology,Educational Technology,Technology Uses in Education,Secondary School Students,Student Motivation,Physical Education,Health,Physical Fitness,Knowledge Level,Intervention,Technology Integration,Gender Differences

The purpose of the present study was to examine if and how the introduction of a flipped learning (FL) framework in Norwegian lower and upper secondary school physical education (PE) could affect student situational motivation and health-related fitness knowledge (HRFK). 206 Norwegian students (48% girls) from secondary and upper secondary schools were included in a three-week-long intervention. 85 students were assigned to an intervention group and 121 students to a control group, with the intervention aimed at integrating information communication technology (ICT) through the use of online videos. The results showed a negative motivational change for male students unless the activity changes were placed within an explanatory rationale through FL. The application of FL caused more cognitive knowledge learning, resulting in higher levels of HRFK among both girls and boys. The current research provided valuable insights into Norwegian students' motivation for PE and that cognitive knowledge learning can be affected when integrating the use of ICT in PE.
Extended Education in Switzerland: Values in Past, Present, and Future
Author: Schüpbach, Marianne
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,After School Programs,School Schedules,Educational History,Educational Policy,Child Care,Program Effectiveness,Academic Achievement,Social Development,Emotional Development

It is only in recent years that extended education has been a topic of broader public interest in Switzerland. The impetuses for extended education were changes in social and family conditions, and PISA 2000. In 2007 under the HarmoS Intercantonal Agreement on Harmonization of Compulsory Schooling in Switzerland, all cantons that adopted the HarmoS Agreement are obligated to provide extended education offerings meeting the needs of children and to introduce canton-wide core times. The developments in recent years in two trailblazing cantons -- Basel-Stadt and Bern -- presented as examples will most likely show the way forward for the further development and expansion of extended education across Switzerland. This means that in the future, in addition to quantitative expansion there will probably be a main focus on qualitative expansion of extended education. In a long-term perspective, there may be a development in the direction of all-day school scheduling for all students: schools with all-day hours as the normal case.
La Clase Mágica as a Community Based Expansive Learning Approach to STEM Education
Author: Schuetze, Andrew
Date: 2014-00-00
Type: Journal Articles
Subjects: College School Cooperation,Clubs,Robotics,STEM Education,Creativity,Disadvantaged Youth,Children,Early Adolescents,Mentors,Undergraduate Students,Elementary School Students,Middle School Students,After School Programs,Hispanic American Students,White Students,African American Students

As an alternative to experimental design, using a social design experiment methodology, we analyzed the Academy for Teacher Excellence's &quot;La Clase Mágica's&quot; (LCM) Robotics Clubs, a university-school collaborative partnership. Given the scarcity of minority representation in the STEM fields (science, technology, engineering, and mathematics), we established robotics clubs to provide young learners, ages 5-14, with STEM opportunities to engage in playful informal learning that promotes creativity, mathematical, and scientific skills along with other forms of literacy. In this manuscript, we describe the learning process that occurs within the robotics clubs established at seven schools who serve large numbers of underserved-underrepresented populations. Multiple data sources include meeting notes, interviews, field notes, and focus groups. The use of multiple data sources, peer-review, and triangulation of the data assisted in establishing trustworthiness. We found that this community based expansive learning approach contributes to the mutual learning benefits of the different participants, learners (protégés) and undergraduate students (mentors).
The Measure of Gender Exploration and Commitment and the Role of the School Counselor
Author: Simons, Jack D.
Date: 2020-00-00
Type: Journal Articles
Subjects: School Counselors,School Counseling,Counselor Attitudes,Sexual Identity,Factor Analysis,Counselor Role,Advocacy,Self Concept,LGBTQ People,Measures (Individuals),Scoring

This study was conducted to develop the Measure of Gender Exploration and Commitment (MGEC), a school counseling and training tool. The MGEC assesses one's gender exploration and commitment and was normed with a national sample of school counselors. Developing the MGEC involved (a) conducting a literature review, (b) modifying items, and (c) gathering data from school counselors to analyze demographic data and conduct principal component analysis.
Examining the Long-Term Effects of Afterschool Programming on Juvenile Crime: A Study of the LA&apos;s BEST Afterschool Program
Author: Huang, Denise
Date: 2014-00-00
Type: Journal Articles
Subjects: Urban Schools,After School Programs,Delinquency,Crime Prevention,Program Effectiveness,Intervention,Probability,Elementary School Students,Student Characteristics,Correlation

This article examines the extent to which participation in a large urban afterschool program had an impact on reducing participants' future juvenile crime rate. The research tracked the academic and juvenile crime histories for a sample of 6,000 students, including 2,000 participants in LA's BEST and 4,000 matched control students not participating in the program. Multilevel propensity scores were used to match control to treatment students, and applied to multilevel longitudinal models and multilevel survival analyses methods to analyze the data. Results indicate that LA's BEST positively impacted the probability of juvenile crime. Furthermore, analyses indicated that students who were actively and intensely engaged benefited the most from the program.
Mobile Phones in the Classroom: Policies and Potential Pedagogy
Author: Morris, Pamela
Date: 2020-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,College Faculty,Classroom Techniques,Standards,Policy,Rewards,Punishment,Student Behavior,Educational Technology,Technology Uses in Education

Many university instructors (76% of our survey) have a mobile phone policy in their classrooms, due to the distractions of unregulated use. Yet only about half of those who ask students to put down their phones report that these policies are effective. Given that students want to and will use their phones, are instructors taking the opportunity to integrate these mobile devices as a part of media literacy or other pedagogy? We conducted a nationwide survey of more than 150 college instructors to explicate what policies are used, and where they come from; how they are enforced (e.g. rewards and punishments); and for those instructors who use mobile phones in instruction, whether and how the technology is used for academic purposes. Respondents (74%) permit mobile phones for basic classroom activities, but lack true integration with teaching and learning.
The Effects of an Advertising-Based Intervention on Critical Thinking and Media Literacy in Third and Fourth Graders
Author: Stanley, Susan L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Intervention,Advertising,Critical Thinking,Media Literacy,Grade 3,Grade 4,Elementary School Students,Persuasive Discourse,Skill Development,Pretests Posttests,Instructional Effectiveness

The goal of this study was to assess whether a short, media literacy intervention could effectively support third- and fourth-graders' abilities to interpret and produce persuasive arguments. The intervention was delivered to students (N = 50) and focused on the knowledge and skills associated with advertising literacy. Students participated in tasks that measured changes in their advertising knowledges, their abilities to evaluate argumentative messages, and their abilities to develop a written persuasive argument. Results indicate that the instructional intervention boosted students' advertising knowledge and their abilities to evaluate and produce effective arguments. This study provides important insights into the impact of media literacy lessons on children's understanding and application of persuasion knowledge in everyday contexts.
Mental Health Promotion in Schools: A Comprehensive Theoretical Framework
Author: Cavioni, Valeria
Date: 2020-04-00
Type: Journal Articles
Subjects: Mental Health,Health Promotion,Child Health,School Health Services,Social Development,Emotional Development,Resilience (Psychology),Prevention,Behavior Problems,Family School Relationship,School Community Relationship

Recent decades have seen a rise in mental health problems among children and adolescents. Despite a proliferation of studies describing effective school-based mental health programs, reviews of current research in this field suggest a strong lack of consensus concerning the definition of school mental health and its constructs. In the present paper, we set out to fill this gap via a two-step process: first, we offer a critical overview of recent research around the concept of school mental health; second, we propose a comprehensive theoretical framework for researchers, practitioners, and policy-makers involved in mental health promotion and school prevention programs. The proposed framework comprises three key domains: the first two, cover the promotion of social and emotional learning and resilience, while the third concerns the prevention of behavioural problems.
Is That Media Literacy?: Israeli and US Media Scholars&apos; Perceptions of the Field
Author: Turin, Ornat
Date: 2020-00-00
Type: Journal Articles
Subjects: Media Literacy,Popular Culture,Foreign Countries,Cross Cultural Studies,Undergraduate Students,Teaching Methods,College Faculty,Teacher Attitudes,Relevance (Education),Activism,Intervention,Cultural Differences,Course Content

Sixty-nine media scholars from Israel and the Unites States responded to an online questionnaire aimed to identify the boundaries of media literacy. The participants received a list of thirty-two potential titles for a final paper and were asked to rate the relevancy of each topic for an undergraduate media literacy course. While the statistical analysis showed no significant difference in the ranking, deviations and distributions demonstrate disagreements as to what is important or marginal in the field. Protectionist topics were ranked high as well as topics involving children, digital media, and popular culture. It also appears that media education has become associated with social activism. Only five out of thirty-two topics reveal significant differences among Israeli and US scholars on a p-value of 0.10. However, this difference could reflect political and cultural processes that yielded various social agendas in each society over the last decade.
Misunderstanding Child-Centeredness: The Case of &quot;Child 2.0&quot; and Media Education
Author: Mertala, Pekka
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Media Literacy,Journalism Education,Early Childhood Education,Preservice Teachers,Teacher Education Programs,Student Attitudes,Teacher Effectiveness,Self Efficacy,Teacher Role,Learning Processes,Student Centered Learning,Diaries,Preschool Teachers,Foreign Countries,Comparative Analysis,Educational Objectives

This qualitative study demonstrates the kinds of pedagogical pitfalls that are included in simplistic understandings of child-centeredness in the context of media education, an emerging field of early childhood teacher education with only a little empirical research done so far. Course diaries from 15 preservice teachers were analyzed to find answers to the question: How do preservice teachers approach child-centered education in the context of media education? The main findings can be summarized as follows. First, preservice teachers approached child-centeredness as an all-encompassing principle that guides early childhood education. Second, media education-related issues -- beliefs about children and media, ambiguity of media literacy, and insecurity about oneself as a media educator -- appear to bolster views of children as self-driven learners, and teachers as mere facilitators who do not have an active role in children's learning processes.
The Role of Agenda Melding in Measuring News Media Literacy
Author: McWhorter, Christine
Date: 2020-00-00
Type: Journal Articles
Subjects: News Media,Media Literacy,Metacognition,Locus of Control,Correlation,Group Discussion,Audiences,Social Environment,Young Adults,Agenda Setting,Measures (Individuals),Knowledge Level,Factor Analysis,Trust (Psychology),Friendship,Computer Mediated Communication,Information Sources

During the past few decades, educators, advocates and researchers have developed initiatives to increase news media literacy. Recent surveys indicate that audiences combine agendas from various media to suit their own needs through group discussion. This process is called &quot;agenda melding.&quot; Agenda melding includes the &quot;need for orientation&quot; function in a social context that acknowledges that the perceived importance of news issues changes in relation to their discussions with others. Using an online survey instrument with a sample of young adults, this study measures the level of news media literacy in young adults and examines the relationship between news media literacy, mindfulness, locus of control, and agenda melding. This study sought to determine whether relationships exist between the agenda melding process and news media literacy. Findings suggest that participation in the agenda melding process is associated with increases in levels of news media literacy.