ethanporcaro/eric-fulltext-meta huggingface dataset:
Plato and Play: Taking Education Seriously in Ancient Greece
Author: D'Angour, Armand
Date: 2013-00-00
Type: Journal Articles
Subjects: Philosophy,Play,Foreign Countries,World History,Educational History,Child Development,Social Development,Children,Adults,Cultural Influences,Educational Methods

In this article, the author outlines Plato's notions of play in ancient Greek culture and shows how the philosopher's views on play can be best appreciated against the background of shifting meanings and evaluations of play in classical Greece. Play--in various forms such as word play, ritual, and music--proved central to the development of Hellenic culture. In ancient Greece, play (&quot;paidia&quot;) was intrinsically associated with children (&quot;paides&quot;). However, both children and play assumed a greater cultural significance as literacy--and, consequently, education (&quot;paideia&quot;)--developed during the classical age of 500-300 BCE. Uniquely among ancient thinkers, Plato recognized that play influenced the way children developed as adults, and he proposed to regulate play for social ends. But Plato's attitude toward play was ambivalent. Inclined to consider play an unworthy activity for adults, he seemed to suggest that intellectual play in some form, as demonstrated in the dialectical banter of Socrates, could provide a stimulus to understanding. (Contains 10 notes.)
What Happens in the Classroom Stays in the Classroom--The Limits to the Transformative Approach to Education for Political Citizenship
Author: Murray, Michael J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Adult Education,Transformative Learning,Citizenship Education,Politics,Political Power,Democracy,Individual Power,Citizenship Responsibility,Activism,Empowerment,Foreign Countries

This article offers a critical examination of the transformative approach to education for political citizenship. The argument offered here is that the transformative approaches lacks the capacity to fully acknowledge the asymmetries of political power and as a consequence, it promotes an idealised construct of political citizenship which does not transfer readily to spheres of political activity outside of the learning space. Learning about the &quot;ubiquity of power&quot; should not be construed as indoctrination. Rather, it offers learners the possibility to challenge all aspects of political activity and to explore alternatives to established discourses.
Contemporary Adult Education Philosophies and Practices in Art Galleries and Museums in Canada and the UK
Author: Clover, Darlene E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Interviews,Focus Groups,Observation,Museums,Arts Centers,Educational Philosophy,Educational Practices,Comparative Analysis,Adult Educators,Teacher Attitudes,Teacher Education

Public art galleries and museums have been mandated to become more relevant and useful to the lived experiences of the broad communities they claim to serve. Adult education has long been part of the work of these institutions, although historically the relationship has been uneasy, and they seldom feature in the adult education literature. To fill this knowledge gap, we developed a cross-national comparative study that employed individual interviews, focus groups and observations to explore the adult education perspectives and activities of adult educators in art galleries and museums in Canada, England and Scotland. Findings show inconsistencies in understandings around education and learning, disconnections between internal and external activities and lack of institutional support. However, a plethora of socially responsive activities to tackle racial and religious intolerance, or explore power and identity, illustrate that despite tradition and other constraints, these adult educators are making valuable contributions to social justice and change.
&quot;Swimming in the Swamp&quot;--Inquiry into Accreditation, Community Development, and Social Change
Author: Fitzsimons, Camilla
Date: 2013-00-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Social Change,Community Education,Community Development,Correlation,Program Development,Role,Outcomes of Education,Equal Education,Social Justice,Inquiry,Adult Education,Foreign Countries

Drawing from extensive experience as community educators, this paper discusses accreditation and its relationship to community development as informed by a cooperative inquiry conducted by tutors. Beginning with our rationale for undertaking the inquiry, it details our approach to community development and the centrality of education within this. It offers a review of some literature pertinent to both concepts before presenting findings from the inquiry itself. It concludes by emphasising the positive features of the awarding of credits for set-learning periods but expresses concern about difficulties with contemporary models of practice including a degree of discordance between accreditation and education for social change.
Awakening to Recovery and Honneth's Theory of Recognition
Author: O'Brien, Tom
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Recognition (Achievement),Adult Education,Drug Use,Drug Addiction,Negative Attitudes,Interpersonal Relationship,Self Esteem,Social Bias,Social Attitudes,Social Action,Social Responsibility,Values

Heroin users are a stigmatized group of learners on the edge of society, whose struggle for recognition remains largely ignored. Drug treatment in the form of methadone and prescription drugs has only served to further stigmatize and disrespect their rights. Adult education aspires to be a discourse of resistance and a social movement for the creation of a diverse and just society. The work of Axel Honneth and his &quot;Theory of Recognition&quot; can help to advance those aspirations and radically shift our understanding of the drug user and the recovery process.
The War against People: Adult Education Practice for Critical Democracy
Author: Connolly, Brid
Date: 2013-00-00
Type: Journal Articles
Subjects: Adult Education,Educational Practices,Community Education,Social Control,Social Justice,Dialogs (Language),Social Problems,Psychotherapy,Democratic Values,Foreign Countries,Social Change,Democracy,Theories,Behavior,Ethnography

The purpose of this article is to explore the role of adult education for critical democracy, in order to address the social suffering that these authors have encountered in their work as critical adult community educators. Brid Connolly and Peter Hussey explored this through dialogue, as a process of education and research. Dialogue is the moment where humans meet to reflect on their reality as they make and remake it (Ira Shor and Paulo Freire, &quot;A Pedagogy for Liberation: Dialogues on Transforming Education,&quot; 1987). The authors state that the purpose of dialogue is to transform social relations, in the learning environment and in the community of practice, a key way of creating new knowledge. Also, they contend that dialogue is a process of joint autoethnographic research that examines experience, in order to understand cultural practices, (Ellis, et al, 2011). Further, congruent with their pedagogies, autoethnography treats research as a political, socially-just and socially-conscious act (Adams and Holman Jones, 2008). This article developed out of dialogue that they have had for years, but which they formalised only recently. The authors consider dialogue as a pivot, based on Freire's contention that education is a conversation rather than a curriculum (1972). Further, their dialogue is underpinned by reflexivity, particularly using themselves in research and practice (Etherington, 2004).
The Learning Festival: Pathway to Sustainable Learning Cities?
Author: Kearns, Peter
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Lifelong Learning,Sustainability,Adult Education,Health Promotion,Environmental Education,Health Education,Economic Development,Seminars,Global Approach,Municipalities,Community Education,Networks

Cork and Limerick have conducted Lifelong Learning Festivals, Cork for ten years and Limerick for the past three years. This paper reviews aspects of this experience and considers the question of whether successful Lifelong Learning Festivals can be seen as a pathway to building sustainable learning cities. Discussed in the context of an initiative by Cork, we examine how Cork has adopted an international development by PASCAL to reconceptualise learning cities as broadly based sustainable opportunity cities, and action by Limerick to extend its city experience to the whole county following the decision to amalgamate city and county. (Contains 1 footnote.)
Why Teachers Must Join the Fight for Public Education. Now.
Author: Weinraub, Anissa
Date: 2013-00-00
Type: Journal Articles
Subjects: Activism,Public Education,Urban Education,Teacher Participation,Teacher Role,Politics of Education,Neoliberalism,Agenda Setting,Public Schools,Advocacy,Childrens Rights,Educational Policy,Educational Change,Change Strategies,School Restructuring,Budgeting,Social Bias

The author, a teacher-activist with Teacher Action Group-Philadelphia (TAG), presents her views on the need for teachers to get involved in the battle for public education. She expresses her concerns about the political games being played to advance a neoliberal agenda that seeks to dispossess students of their right to a quality education and safety, communities of their public institutions and neighborhood stability, and workers of their hard-earned wages and workplace protections. She sees the consequence of the No Child Left Behind Act's accountability-without-resources policies on her 11th and 12 grade students in terms of deprofessionalizing teaching and standardizing learning, and the sophistication of the mechanisms and infrastructure of the school-to-prison pipeline. The author states that the priority of leaders are not the priorities of teachers, thus they must take a stand and work collectively in ways that are very new to all of them. She outlines the decisions made by the School Reform Commission that are considered as a wake-up call for teachers to fight for public education. She presents vital lessons underscoring the work of the TAG. What was learned at the TAG is the need for: (1) a positive agenda; (2) new leadership; (3) an understanding of the larger picture; (4) a framework of Anti-Racism; and (4) teachers seeing themselves as organizers.
Can We Do It Better? A Case Study of How Reflection within a Programme Team Supports Changes and Innovations to Practice
Author: McTaggart, Breda
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Access to Education,Barriers,Adult Students,Part Time Students,Lifelong Learning,College Programs,Early Childhood Education,Educational Change,Bachelors Degrees,Student Recruitment,School Holding Power,Case Studies,Adult Learning,Delivery Systems

Adult learners, and women in particular, have to combat a number of specific barriers to participate in lifelong learning opportunities. Frequently, delivery modes of adult learning programmes do not take these varying demands into consideration (McCulloch &amp; Stokes, 2008). However, when they do, positive results ensue. This case study discusses these issues, highlighting how innovations and changes to delivery methodologies of a part-time degree programme impacted positively on recruitment and retention of the viable student cohort of students.
Explorers, Detectives, Matchmakers, and Lion Tamers: Understanding Jigsaw Puzzlers&apos; Techniques and Motivations
Author: Garcia, Angela Cora
Date: 2013-00-00
Type: Journal Articles
Subjects: Puzzles,Play,Motivation,Preferences,Satisfaction,Methods,Difficulty Level,Rewards,Semi Structured Interviews,Grounded Theory,Qualitative Research

Why do people enjoy jigsaw puzzles, which--challenging and time-consuming as they are--might be considered more like work than play? The author investigates the motivations, preferences, and satisfactions of individuals working on jigsaw puzzles, and she explores how these elements of play relate to the procedures and strategies puzzlers use to assemble their jigsaws. She identifies four general approaches to completing these puzzles: the Explorer, Detective, Matchmaker, and Lion Tamer. She then describes how those who use these approaches differ in their openness to serendipity and flexibility, their attraction to the aesthetics of the puzzle picture, the degree of difficulty they embrace, and their relative interest in the process of puzzle assembly or in producing a finished puzzle. She concludes that the study of jigsaw puzzling helps us better understand leisure activities in general by allowing us more effectively to distinguish serious from casual leisure, explore the relationship of work to play, assess the importance of rules, investigate the relationship between product and process in play, and identify some of the intrinsic rewards that motivate play.
Teaching Aboriginal Perspectives: An Investigation into Teacher Practices amidst Curriculum Change
Author: Scott, David
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Practices,Indigenous Populations,Indigenous Knowledge,Investigations,Social Studies,Controversial Issues (Course Content),Perspective Taking,Culturally Relevant Education,Canada Natives,Teaching Methods,Experienced Teachers,Semi Structured Interviews,Classroom Observation Techniques,Focus Groups,Teacher Attitudes,Teaching Styles,Compliance (Legal),Foreign Countries

This paper reports on a study exploring ways in which five experienced teachers interpreted and responded to a curricular initiative in Alberta calling for teachers to help students see social studies through multiple perspective lenses representing Aboriginal (and Francophone) communities. Over the course of the study, which focused primarily on how the research participants integrated Aboriginal perspectives in their teaching, the teachers generally interpreted and practiced the teaching of multiple perspectives as providing students with alternative viewpoints on contemporary issues. Of note were teachers' resistances to affording room for Aboriginal perspectives, and a general absence of engagements with these perspectives in the classroom. I argue that these resistances may stem from the legacy of a collective memory project that has worked to foster a historical consciousness that makes it hard to perceive, as well as acknowledge the relevance of engaging 'Other' perspectives. In response, I draw attention to perspectives unique to Aboriginal traditions and communities and then offer possibilities for how teachers could alternatively conceptualize and take up this curricular mandate.
The Effect of Age-Correction on IQ Scores among School-Aged Children Born Preterm
Author: Roberts, Rachel M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Premature Infants,Intelligence Quotient,Age,Scores,Foreign Countries,Psychological Testing,Mental Retardation,Gender Differences,Statistical Analysis,Correlation,Birth,Body Weight,Classification

This study examined the effect of age-correction on IQ scores among preterm school-aged children. Data from the Flinders Medical Centre Neonatal Unit Follow-up Program for 81 children aged five years and assessed with the WPPSI-III, and 177 children aged eight years and assessed with the  WISC-IV, were analysed. Corrected IQ scores were significantly higher than not-corrected IQ scores (Full Scale IQ and all indices) for both the WPPSI-III and WISC-IV. The use of age-corrected IQ scores has the potential to exclude some children from support services. (Contains 4 tables and 2 figures.)
Nostra Aetate and the Religious Literacy of Catholic Students
Author: Nienhaus, Cyndi
Date: 2013-09-00
Type: Journal Articles
Subjects: Religion,Religious Education,Catholics,Literacy,Judaism,Christianity,Undergraduate Students,Dialogs (Language),Intergroup Relations,Social Bias,Stereotypes,Educational Philosophy,Cooperation,Church Related Colleges

In this article, I take the opportunity of the 50th anniversary of the Second Vatican Council to reassess one of its major products, the declaration Nostra Aetate (&quot;In Our Time&quot;). Following a brief introduction to Nostra Aetate, I describe my experience teaching an undergraduate course on Jewish-Christian Relations built around the document&apos;s recommendations for interfaith dialogue. Through open dialogue about religious beliefs, prejudices, and stereotypes, students made great strides in developing religious literacy, defined by Prothero (2007) as &quot;the ability to understand and use in one&apos;s day-to-day life the basic building blocks of religious traditions&quot; (p. 14). I explore the concept of religious literacy and Nostra Aetate&apos;s potential as a tool for fostering interfaith dialogue. I pair this theoretical discussion with some specific implications for Catholic educational settings, and show the continuing relevance of Nostra Aetate as a theological and philosophical basis for Catholic education today.
Examining the Domain-Specificity of Metacognition Using Academic Domains and Task-Specific Individual Differences
Author: Scott, Brianna M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Task Analysis,Difficulty Level,Metacognition,Questionnaires,Prediction,Academic Achievement,Knowledge Level,Undergraduate Students,Grade Point Average,High Schools,Gender Differences,Test Format,Majors (Students),Multivariate Analysis,Correlation

Metacognition refers to students' knowledge and regulation of cognition, as well as their accuracy in predicting their academic performance. This study addressed two major questions: 1) how do metacognitive knowledge, regulation and accuracy differ across domains?, and 2) how do students' individual differences relate to their reported metacognition across domains? Participants (N = 644) completed a metacognitive questionnaire to assess metacognitive knowledge, regulation, and accuracy. Results suggest that metacognitive knowledge and regulation are domain-general while metacognitive accuracy is domain-specific. Perceived task difficulty and content interest are independently related to metacognitive knowledge, regulation, and accuracy, though the relationships vary among them across domains. (Contains 7 tables.)
Pretend Play and Creative Processes
Author: Russ, Sandra W.
Date: 2013-00-00
Type: Journal Articles
Subjects: Play,Creativity,Psychological Patterns,Cognitive Ability,Children,Research,Evidence,Creative Thinking,Research Methodology,Research Needs

The authors contend that many cognitive abilities and affective processes important in creativity also occur in pretend play and that pretend play in childhood affects the development of creativity in adulthood. They discuss a variety of theories and observations that attempt to explain the importance of pretend play to creativity. They argue that rigorous research supports the association between the two but note that experimental studies are difficult to conduct for a number of reasons. A few promising, well-done studies, they conclude, suggest that engaging in pretend play fosters the development of creativity. And they call for further research--correlational, experimental, and longitudinal--to focus on specific processes in both play and creativity. They suggest that large-scale, multisite studies planned by researchers from different perspectives would be optimal.
Reaching the Youngest Hearts and Minds: Interviews with Diocesan Leaders Regarding Catholic Early Childhood Education
Author: Frabutt, James M.
Date: 2013-09-00
Type: Journal Articles
Subjects: Interviews,Administrator Attitudes,Preschool Children,Catholics,Catholic Schools,Child Development,Educational Practices,Self Concept,Clergy,Teacher Qualifications,Enrollment Trends,Religious Education,Spiritual Development,Educational Finance,Marketing,Acceleration (Education),Curriculum,Educational Strategies,Standards,Family (Sociological Unit)

Early childhood is a critically formative stage of human development and the educational experiences of children at this young age impact their cognitive, social, emotional, and physical competencies. In the U.S., early childhood education has grown dramatically since the 1960s, both in federal and state dollars invested and in terms of overall enrollment. However, despite what is known about early childhood education in general, the picture of whether and how the Catholic education sector--particularly diocesan schools and parishes--is serving early childhood needs remains unclear. Therefore, the purpose of this study was to begin mapping the landscape of Catholic early childhood education in several dioceses across the United States. A qualitative interview protocol guided interviews with 15 (arch)diocesan administrators about their current practices regarding Catholic preschool education. Findings are grouped according to the major thematic issues covered, including issues such as curriculum, teacher qualifications, accreditation, finances, enrollment, marketing, and Catholic identity. Whereas early childhood education shows great variability in form, content, and delivery both within and across dioceses, this sample indicated an overall increase in enrollment over the previous five years, as well as a strong insistence that early childhood is an important lever for both child and family faith formation. Early childhood programming must be considered a strategically significant component of the Catholic educational enterprise.
Perceptions of Early Intervention Services: Adolescent and Adult Mothers in Two States
Author: Thompson, Stacy D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Early Intervention,Mothers,Developmental Disabilities,Developmental Delays,Disabilities,At Risk Persons,Early Parenthood,Adolescents,Attitude Measures,Parent Attitudes,Program Effectiveness,Age Differences,Adults,Infants,Toddlers,Interviews,Expectation

Early intervention (EI) provides critical services to families with young children who have diagnosed disabilities, developmental delays, or who are at-risk for developmental delays. Very little is known about the experiences of adolescent mothers who have children who qualify for EI services. The authors investigated the perceptions of adolescent and adult mothers from two states whose infants or toddlers received EI services. Descriptive and qualitative analyses were performed. Qualitative analyses indicate different views relating to EI services and interactions with EI providers for mothers in each state between and within age groups. Both groups identified positive experiences, such as the professional support and other resources they received. Adult mothers reported difficulties primarily concerning access to needed services for their children. Implications are discussed.
Predictors of School Readiness in Literacy and Mathematics: A Selective Review of the Literature
Author: Linder, Sandra M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Literature Reviews,Predictor Variables,School Readiness,Reading Skills,Mathematics Skills,Young Children,Child Care,Family Structure,Family Environment,Parenting Styles,Cognitive Ability,Skill Development,Social Behavior,Child Health,Socioeconomic Status

This paper presents findings from a selective review of the literature related to predictors of school readiness in literacy and mathematics. School readiness was defined as what children are expected to know and do in a variety of academic domains and processes of learning prior to entering a formal classroom setting. Seven themes emerged, based on a review of selected empirical research published over a sixteen-year period. Twenty-four predictors of success for school readiness were categorized under these themes. Implications for practice and recommendations for future research are presented.