ethanporcaro/eric-fulltext-meta huggingface dataset:
Ethnomathematics in Arfak (West Papua-Indonesia): Hidden Mathematics on Knot of Rumah Kaki Seribu
Author: Haryanto
Date: 2016-04-10
Type: Journal Articles
Subjects: Foreign Countries,Ethnography,Mathematics,Models,Indigenous Knowledge,Tribally Controlled Education,Tribes,Learning Processes,Public Schools,Instructional Materials

This ethnomathematics article focused on the models of knot which is used in the frame of &quot;Rumah Kaki Seribu.&quot; The knot model itself was studied mathematically. The results of this study revealed the way Arfak tribal communities think mathematically. This article uses exploration, documentation, interview, experiments and literature studies method. The result showed that Arfak tribal communities used the characteristics of a triangle. It can be proofed by looking at their consideration of the strengths, endurance, and the stability of their Rumah Kaki Seribu.
Effect of Daily Work on Student's Memorization Ability in Piano Education
Author: Toptas, Baris
Date: 2016-04-10
Type: Journal Articles
Subjects: Music Education,Musical Instruments,Memorization,Experimental Groups,Control Groups,Comparative Analysis,Study Habits,Statistical Analysis,Pretests Posttests,Scores,College Students

It is very important for a student to study regularly so that the results of effective training given by the teacher can be positive. It is an inevitable fact that daily and regular work will bring success to students. Therefore, daily work is highly important in music education. Daily work in instrumental education, which is a part of music education, is important for students to get successful results. The purpose of this study, which was prepared on the basis of these considerations, is to investigate to a what extent a student that works every day in piano education has been able to memorize a piano he has worked on. The students of experimental and control groups, which were generated for this purpose, studied with different methods at different times. Students in the control group studied only for 60 min in one day. Students in the experimental group studied for 60 min in total of four consecutive days with a period of 15 min in a day. In this research, memorization levels of the experimental and control groups were measured. SPSS 17.00 package program was used for the measurements. A significant difference was determined between the pre-test and post-test scores of the control group students using the Wilcoxon Signed-Rank test. A significant difference was also determined between the pre-test and post-test scores of the experimental group students using the Wilcoxon Signed-Rank test. According to the results of the Mann-Whitney U test, a significant result (p= 0.004 &gt;0.05 ) has emerged in favor of the experimental group students studying on a daily basis. Thus, it has been concluded that the study conducted is effective and applicable in the following studies.
Expecting All Students and Educators to Use the Hearts and Minds Well
Author: Krovetz, Martin
Date: 2016-03-00
Type: Journal Articles
Subjects: Resilience (Psychology),Academic Persistence,School Culture,Poverty,Youth Programs,Community Programs,Educational Practices,Positive Attitudes,Self Determination,Teacher Expectations of Students,Elementary Secondary Education

As the Director of LEAD, an affiliated center with the Coalition of Essential Schools (CES), the author and his colleagues have the opportunity to work with teachers and administrators to develop &quot;Habits of Mind&quot; and &quot;Habits of Character&quot; that focus expectations for students and teachers. Habits of Mind are aligned with Bloom's taxonomy in kid-friendly language. Habits of Character are the expectations for how students will approach being a student, and are closely aligned with grit and perseverance. Both Habits of Mind and Habits of Character are as much about the culture of the school as they are about expectations for the students. There have been criticisms of the research on grit and resilience, indicating that the emphasis too often is a deficit model, blaming children for not being gritty or resilient enough. This paper's focus is on the institution of schooling, and how the school culture can and should foster grit and resilience in students, especially students of poverty, who may learn to be gritty and resilient in their interactions with their peers, but who are too often not successful in the school setting. Two programs--Advancement via Individual Determination (AVID) and Big Brothers Big Sisters--are discussed as examples of school/community programs that foster the mindset of perseverance and resilience. The paper includes a list of traits of school practices that foster resilience, perseverance, and a positive mindset. [NOTE: Page 241 was removed from the attached PDF because it was a blank page.]
&quot;Debate&quot; Learning Method and Its Implications for the Formal Education System
Author: Najafi, Mohammad
Date: 2016-03-23
Type: Journal Articles
Subjects: Foreign Countries,Debate,Teaching Methods,College Students,Universities,Educational Benefits,Religious Education,Student Centered Learning,Mastery Learning,Learning Processes,Creative Thinking,Critical Thinking,Entrepreneurship,Health Promotion,Mental Health,Verbal Ability,Interpersonal Competence,Skill Development,Qualitative Research,Classroom Communication

Regarding the importance of enhancement in learner's social skills, especially in learning process, this study tries to introduce one of the group learning programs entitled &quot;debate&quot; as a teaching method in Iran religious universities. It also considers the concept and the history of this method by qualitative and descriptive-analytical approach. Making a comparison between this and other similar procedures, educational benefits of this method and its application and necessity are derived. Research findings show that this group broad-based and learner-oriented strategy with a successful track record and specialized training and religious centers, has two instructional and educational functions such as mastery learning, creating a learning continuum, continuity in the learning, thinking centered learning, creative learning, increasing the speed of learning, the promotion of the evaluation power, the promotion of entrepreneurial skills, the promotion of mental health, the development of verbal skills, teaching critical thinking and the promotion of social skills.
Saving the Lost Boys: Narratives of Discipline Disproportionality
Author: Gray, Mariama Smith
Date: 2016-03-00
Type: Journal Articles
Subjects: Males,Discipline Policy,Race,Critical Theory,Suspension,Case Studies,Hispanic American Students,Referral,Juvenile Justice,Ethnography,Discourse Analysis,Crime,Disproportionate Representation,Evidence Based Practice,School Safety,Racial Discrimination,Personal Narratives

In this article, I explore how discriminatory adult practices disproportionately involve Latino boys in the juvenile justice system. I use the critical methodologies of critical ethnography, critical discourse analysis and Critical Race Theory (CRT) to provide a race-centered analysis of decision-making in student discipline. My findings reveal that ideologies/narratives of white innocence and Latino male criminality led adults to more frequent surveillance of Latino male students which, in turn, contributed to their overrepresentation in the referral process and punitive disciplinary outcomes from suspension to removal, as well as greater contact with law enforcement. I highlight the case of Galvan, a Latino male student, as an example of the practices of inequitable student discipline. I conclude with an explanation of effective research-based practices that reduce racial disproportionalities in student discipline and create safer, more equitable schools. [NOTE: Page 61 was removed from the attached PDF because it was a blank page.]
Learning from an Artistically Crafted Moment: Valuing Aesthetic Experience in the Student Teacher's Drama Education
Author: Anderson, Elizabeth
Date: 2016-02-11
Type: Journal Articles
Subjects: Aesthetics,Drama,Teaching Methods,Learning Processes,Preservice Teachers,Teacher Educators,Teaching Experience,Teacher Attitudes,Metacognition,Art,Poetry,Imagination

This paper takes the position that drama education falls within the field of aesthetic education, and involves learners in both creating and responding to the art of drama through a blending of thoughts, senses and emotions. The paper looks at aspects key to the experience of teaching and learning in drama within the aesthetic framework, and argues from a teacher educator stance that if prospective teachers develop an awareness of their own responses to experiences in the arts, they can be better prepared for noticing and crafting their own aesthetic teaching practice. It documents the author's own recalled aesthetic experience captured in poetic form, describes a later teaching episode which exhibits aesthetic and engaged features from a pre- service teacher education setting, and discusses the potential for learning from the transformation of aesthetic experiences.
Understanding &quot;The Other&quot; through Art: Fostering Narrative Imagination in Elementary Students
Author: Kim, Jeong-Hee
Date: 2016-03-10
Type: Journal Articles
Subjects: Art Education,Imagination,Elementary School Students,Teacher Educators,Elementary School Teachers,Art Teachers,Teacher Collaboration,Integrated Curriculum,Story Telling,Painting (Visual Arts),Grade 5,Common Core State Standards,Outcomes of Education

Teachers in many countries live the language of standards although it is confined to uniformity and standardization. In the United States, for example, teachers teach to what is now called the Common Core State Standards that focus on students' college and career readiness while falling short of developing good judgment and wisdom. In this article, drawing upon Nussbaum's notion of narrative imagination, we address the following research question: How do we foster narrative imagination in elementary students in the midst of the external demands to meet standards? This research is conducted as &quot;grounded practice&quot; between a teacher educator and an elementary art teacher, who collaboratively created an integrated art curriculum unit, called Storytelling/Mural Painting Project, involving 68 fifth grade students, three storytellers from the local community, and three classroom teachers. Based on our findings, we suggest a model for rethinking education in the age of standards.
Exploring Aging Attitudes through a Puppet Making Research Study
Author: Whiteland, Susan R.
Date: 2016-03-10
Type: Journal Articles
Subjects: Aging (Individuals),Intergenerational Programs,Puppetry,Elementary School Students,Student Attitudes,Older Adults,Art Activities,Mixed Methods Research,Case Studies,Attitude Change,Correlation,Gifted,Scripts,Dramatics,Questionnaires

Intergenerational programs often reduce ageism and stereotypical thinking. This author uses a mixed methods case study to investigate how attitudes may change when older adults and children participate in an intergenerational art project. The research question, &quot;Is there a positive correlation in children's attitudes toward older adults and aging after interacting together in an engaging intergenerational art activity&quot; is explored. Context for the study is in an elementary classroom. Gifted and talented students partner with volunteering older adults from the community to create hand puppets, write scripts and dramatize personal stories dealing with the big idea of communication. Statistical analysis using t-tests did not show significant change in students' attitudes, yet there was evidence that students constructed new meaning toward their understanding of aging and older adults.
Moving beyond a Human Relations Approach in Multicultural Art Education Practice
Author: Chin, Christina
Date: 2016-03-10
Type: Journal Articles
Subjects: Art Education,Multicultural Education,Elementary School Teachers,Art Teachers,Teaching Methods,Case Studies,Curriculum Implementation,American Indian Culture,Ethnography

While literature on multicultural education indicates that Human Relations approaches to multicultural education are the most commonly practiced, such approaches also tend to be the most heavily critiqued by theorists. Scholars often offer speculative theoretical suggestions on how to improve upon Human Relations approaches. However, ethnographic case studies showing how such suggestions are carried out in the artroom at the elementary level are virtually non-existent in the literature. This article aims to provide readers with an illustrative case of how, in practice, an elementary art teacher is moving beyond the most heavily critiqued characteristics of Human Relations approaches. Descriptive detail is provided to paint a vivid picture of how she implements her curriculum, so that other art educators might draw from her practices and apply similar strategies within their own artrooms, as they see fit.
Bodies in Space/Bodies in Motion/Bodies in Character: Adolescents Bear Witness to Anne Frank
Author: Chisholm, James S.
Date: 2016-03-10
Type: Journal Articles
Subjects: Teaching Methods,Art Activities,Middle School Students,Empathy,Early Adolescents,Human Body,Literacy,Video Technology,Focus Groups,Photography,Motion,Emotional Response,History,Social Influences,Personal Narratives,Social Studies,Jews,Death,War,Crime,Observation,Drama,Visual Arts

Situated at the intersection of research on Holocaust education and embodied literacies this study examines how an arts-based instructional approach engaged middle school learners in developing empathetic perspectives on the Anne Frank narrative. We addressed the research question: What can adolescents who are using their bodies to gain empathy with Anne Frank teach us about embodied literacies? Digital images and video were used to generate a multimodal analytic method that combined focus group interviewing with the Semiotic Photo Response Protocol and Visual Discourse Analysis. Analyses of performance and visual arts texts illustrated how students layered their understandings as they recast meanings across sign systems. As students engaged their bodies in space, in motion, and in character, they learned about the socio-historical and emotional contexts in which Anne lived. These findings suggest that arts-integrated and embodied learning opportunities may support students' sensemaking about complex narratives.
Learning about Leadership from a Visit to the Art Museum
Author: Kaimal, Girija
Date: 2016-03-10
Type: Journal Articles
Subjects: Qualitative Research,Museums,Art Products,Leadership Training,Principals,Internship Programs,Art Activities,Visual Arts,Artists,Observation,Interviews,Self Concept,Interpersonal Relationship,Self Expression,Creativity,Urban Schools

This qualitative study presents an analysis of how guided visits to an art museum can provide leadership lessons for developing school leaders. The principal interns participated in teaching artists-facilitated guided arts engagement sessions at a large metropolitan museum. The sessions included art-making, observations of portraiture in the visual arts, discussions around their reactions to the art, and information on the artists' choices, processes, and techniques. Data sources included observations of the sessions and interviews with participants; these were analyzed using thematic analysis methods. Findings indicated that guided engagement with the visual arts provided insights to participants about self (intrapersonal learning), understanding about how others learn (interpersonal learning), and development of a sense of agency through creative self-expression and changes in practice. The art-making and related narratives participants generated served as analogical bridges transferring learning from the arts experience to their leadership practice. Some participants also provided feedback on how they took this learning and translated it into action in their schools.
Exploration of Teaching Preferences of Instructors' Use of Social Media
Author: Kilis, Selcan
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Media,Teacher Attitudes,Teaching Methods,Higher Education,Preferences,Statistical Analysis,Problem Based Learning,College Faculty,Alternative Assessment,Student Evaluation,Online Courses,Social Networks,Electronic Publishing,Computer Software,Guides,Cross Cultural Studies,Foreign Countries

With the excessive use of social media in the 21st century, attempts to integrate social media within higher education have also increased. In this area, research has been particularly focused on the aspects of students, rather than the instructors. This study puts the emphasis on the instructors with the aim to explore their use of social media in educational settings. Their respective teaching preferences were explored, from a pedagogical perspective, with the help of a Social Media Toolkit. The toolkit was developed to guide instructors that want to integrate social media in their teaching. This study was designed as a descriptive study and quantitative data was collected from 583 instructors from 39 countries. The participants responded to four main questions in an online environment. Results revealed that instructors mostly prefer to teach their subject at the applying and understanding levels. They frequently use text-based materials and design their courses as problem-based or on a presentation model. They mostly prefer to assess students using alternative methods based on their performance, like portfolios, group works, etc. whilst classical methods were also preferred. Overall findings indicated that any instructor from any discipline or culture can transform courses onto a social media platform thanks to many different and varied features provided by social media tools.
Adapting Structuration Theory as a Comprehensive Theory for Distance Education: The ASTIDE Model
Author: Aktaruzzaman, Md
Date: 2016-00-00
Type: Journal Articles
Subjects: Distance Education,Educational Practices,Models,Interviews,Focus Groups,Case Studies,Administrator Attitudes,Teacher Attitudes,Concept Formation,Transformative Learning,Educational Policy,Academic Achievement,Educational Technology,Instruction,Educational Theories,Foreign Countries

Distance Education (DE) theorists have argued about the requirement for a theory to be comprehensive in a way that can explicate many of the activities associated with DE. Currently, Transactional Distance Theory (TDT) (Moore, 1993) and the Theory of Instructional Dialogue (IDT) (Caspi &amp; Gorsky, 2006) are the most prominent theories, yet they still do not represent a unified and comprehensive theory for DE. This paper provides a review of the existing literature on DE theories and identifies potential gaps in theorising distance education. Building on Giddens' (1984) work, an innovative approach to theorising DE is proposed through the conceptualisation of the &quot;Adapting Structuration Theory In Distance Education&quot; (ASTIDE) model as a means to explicate DE operations and practices at the institutional and national/international level. It also presents evidence, from a larger study, of the necessity of a comprehensive model such as the ASTIDE constructed through an investigation into the DE systems of developing and developed countries.
Effective Techniques for the Promotion of Library Services and Resources
Author: Yi, Zhixian
Date: 2016-03-00
Type: Journal Articles
Subjects: Foreign Countries,Library Services,Marketing,Academic Libraries,Librarians,Online Surveys,Content Analysis,Regression (Statistics),Predictor Variables,Librarian Attitudes,Human Capital,Statistical Analysis,Qualitative Research

Introduction: This study examines how Australian academic librarians perceive techniques for promoting services and resources, and the factors affecting the perceptions regarding effectiveness of techniques used. Method: Data were collected from an online survey that was sent to 400 academic librarians in thirty-seven Australian universities. The response rate was 57.5%. Analysis: The qualitative data were analysed using content analysis. The collected quantitative and qualitative data were analysed using descriptive and inferential statistics (ordinal regressions). Results: Librarians used a variety of techniques to promote services and resources. Demographic variables, human capital variables and library variables were significant predictors of perceptions of the effective promotion techniques used. However, this study indicates that other independent variables such as number of different library professional positions and years involved in all library services made no difference. Conclusions: This study provides a better understanding of academic librarians' attitudes and views towards techniques for promoting services and resources. Librarians may use the results to reflect on the effectiveness of these techniques, to balance the weight of the factors' influences and to better understand various promotion techniques. This will enable them to promote library services and resources more effectively in the future.
Illness Perception and Information Behaviour of Patients with Rare Chronic Diseases
Author: Katavic, Snježana Stanarevic
Date: 2016-03-00
Type: Journal Articles
Subjects: Foreign Countries,Patients,Chronic Illness,Health Behavior,Information Seeking,Attitudes,Coping,Surveys,Adults,Questionnaires,Correlation,Beliefs,Statistical Significance,Hypothesis Testing,Statistical Analysis

Introduction: This study examined possible correlations between health information behaviour and illness perception among patients with rare chronic diseases. Illness perception is related to coping strategies used by patients, and some health information behaviour practices may be associated with better coping and more positive perception of illness. Method: Print and online surveys containing questions about health information behaviour and illness perception were conducted in 2013 on a sample representing adult patients suffering from three rare diseases (systemic lupus erythematous, scleroderma and myasthenia gravis) in Croatia. 171 respondents participated in the study. Analysis: Quantitative analyses were carried out on 146 correctly completed questionnaires using the SPSS statistical package. Besides descriptive statistics, Chi-Square tests, T-tests and Kruskal Wallis tests were used to test possible differences between the groups in the sample. Spearman's rank correlation was used for testing statistical dependence between variables. Statistical difference was tested at the level of 95%. Results: Health information seeking was associated with more concern about the illness, but was not associated with personal control over the illness or patients' ability to understand the illness. Using patient organizations as an information source was associated with better understanding of the illness. Avoiding health information was associated with less personal control over the illness and less ability to understand the illness, but no association was found with concern about the illness. Conclusion: This research shows that there are correlations between health information behaviour and beliefs and feelings about the illness, which in turn affect coping strategies and health outcomes. [Note: The publication year (2015) shown on the PDF is incorrect. The correct publication year is 2016.]