ethanporcaro/eric-fulltext-meta huggingface dataset:
Integrating Faculty Led Service Learning Training to Quantify Height of Natural Resources from a Spatial Science Perspective
Author: Unger, Daniel R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Service Learning,Faculty Development,Integrated Activities,Natural Resources,Learning Activities,Spatial Ability,Undergraduate Study,Measurement Techniques,Teaching Methods,Mentors,Teacher Collaboration,Experiential Learning

Arthur Temple College of Forestry and Agriculture (ATCOFA) faculty members were trained how to integrate service learning activities within senior level classes at Stephen F. Austin State University (SFASU) in Nacogdoches, Texas. The service learning training, taught under the acronym Mentored Undergraduate Scholarship (MUGS), involved meeting with fellow faculty members over the course of an academic year during the fall semester to first learn how to incorporate service learning activities in a senior level class followed by its incorporation into a class the following spring semester. The service learning model was applied to students in GIS 420, a senior level Landscape Modeling, Spatial Analysis, and Quantitative Assessment course within ATCOFA. The students were instructed within a hands-on interactive environment on how to use geospatial analysis to quantify natural resources. The overall goal was for a student to demonstrate proficiency in understanding how to apply aerial photo interpretation, satellite remote sensing, global positioning system and geographic information systems technology to quantify, qualify, map, monitor and manage natural and environmental resources at the local and landscape scales. Students applied this concept within a quantitative resource assessment, whereby students compared the conventional methodology of measuring height of vertical features within a landscape using a clinometer with the newer ways of measuring height using Pictometry hyperspatial imagery and drone acquired digital imagery. Conventional results were compared to newer technological methodologies to determine the most efficient and accurate way to quantify vertical resources from a spatial perspective.
Teachers' Reconceptualization of Young Children's Identities and Abilities through Research-Based Drama Professional Development
Author: Kilinc, Sultan
Date: 2016-07-23
Type: Journal Articles
Subjects: Drama,Concept Formation,Young Children,Faculty Development,Preschool Teachers,Literacy,Classroom Techniques,Integrated Activities,Semi Structured Interviews,Focus Groups,Comparative Analysis,Age Differences,Academic Ability,Child Development,Transformative Learning

This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) program transformed preschool teachers' reconceptualization of children's learning identities and abilities. The EYEPlay PD model was a yearlong program, which integrated drama strategies into literacy practices within classroom contexts. Cultural-historical activity theory and Holland's (1998) identity theory were used to understand how EYEPlay PD practices mediated teachers' conceptualization of children's learning identities and abilities. Twelve semi-structured focus group interviews were conducted with 19 preschool teachers. The data were analyzed via constant-comparative and interpretive methods. The study findings show that the EYEPlay PD activities mediated the teachers' reconceptualization of the children's learning identities and abilities in relation to developmental age and dis/ability status.
Land Art in Preschools. An Art Practice
Author: Solberg, Ingunn
Date: 2016-07-23
Type: Journal Articles
Subjects: Art Activities,Teaching Methods,Art Education,Preschool Education,Interaction,Outdoor Education,Foreign Countries,Preschool Children,Cultural Influences,Case Studies,Personal Narratives,Artists,Natural Resources,Art Products

The basis for my article is how, and if, a collaborative land art project can provide opportunities for such co-creating as suggested in the national framework plan for preschools, which explicitly states the child as a co-creator of a shared expressive culture. I further wish to propose land art as a meaningful cultural practice, closely connected to children's physical awareness and sense of place. In doing so, I use the concepts of sensation, making and knowledge, exploring them as mutually beneficial. The way I worked to explore these matters, was to initiate and conduct a land art project in an open air preschool. I was with a group of children for several days. Adults and children worked together to make a shape, in a landscape well known to the children. While initiating, suggesting and participating, I experienced and observed the children's interaction with the land, with forms of knowledge and with each other. My experiences and observations, that constitute my data from this project, are composed into a story. The writing was a process of organizing and analyzing, as well as presenting, observations and experiences. This is consistent with narrative analysis as defined by Polkinghorne (1995). I connect my narrative to selected references to the Western history of art. These refer to knowledge needed to understand the concepts of land art, environmental art and related art work. They are also sources of knowledge for the children to interact with, and are, as such, referred to also in the narrative part of the article. I further include a short summary of theories and traditions in Norwegian arts education, as well as a brief insight in the traditions and plans of Norwegian kindergartens/preschools. This offers knowledge of the institutional frameworks for cultural upbringing and socialization, and is here seen as a background for considering children's genuine participation in cultural practices.
Past and Present Intertwining When Learning Is at Stake: Composing and Learning in a Music Theatre Project
Author: Mars, Annette
Date: 2016-07-23
Type: Journal Articles
Subjects: Music,Theater Arts,Music Education,Secondary School Students,Peer Teaching,Sociocultural Patterns,Foreign Countries,Observation,Student Attitudes,Music Teachers,Teaching Methods,Musical Composition,Creative Thinking,Nonverbal Communication,Ethnography,Interviews

This article presents a study investigating musical learning among 9th grade adolescents in a Swedish lower secondary school. The adolescents collaboratively composed songs for a self-written musical, which they taught to their peers. The purpose of the study was to explore the ways in which adolescents acquire musical knowledge in this specific setting. A sociocultural perspective was employed, and the methods used were observations and interviews with the adolescents. The results demonstrated that the adolescents' choice of tools when learning and teaching their peers were the same as those used by their teacher. The written score was distinct in all their musical learning, suggesting the dominance of the written paradigm. In conclusion, in order to support musical learning, music teachers need to know how to create opportunities for peer teaching and leaving the students to themselves, and when to interfere and guide the adolescents into their Zone of Proximal Development.
The Generalized Internal/External Frame of Reference Model: An Extension to Dimensional Comparison Theory
Author: Möller, Jens
Date: 2016-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Comparative Testing,Self Concept,Self Concept Measures,Self Evaluation (Individuals),Student Motivation,Behavior Patterns,Models,Norm Referenced Tests,Generalizability Theory,Test Theory,Predictive Validity,Predictor Variables

The dimensional comparison theory (DCT) focuses on the effects of internal, dimensional comparisons (e.g., &quot;How good am I in math compared to English?&quot;) on academic self-concepts with widespread consequences for students' self-evaluation, motivation, and behavioral choices. DCT is based on the internal/external frame of reference model (I/E model) which integrates dimensional and external, social comparisons (e.g., &quot;How good am I in math compared to my classmates?&quot;). This article presents an extension, the generalized I/E model, which describes effects of dimensional and social comparisons in various areas. Firstly, it proposes that such comparisons are carried out not only within the academic area but also within other areas. Secondly, it proposes effects of social and dimensional comparison for other variables besides self-concepts, i.e. for motivational constructs, learning behaviors, or personality characteristics. The present article closes with an examination and discussion of the contributions of the DCT by applying standards of good theories to it.
Exquisite Moments: Achieving Optimal Flow in Three Activity-Based Groups Regardless of Early-Childhood Adversity
Author: Thomson, Paula
Date: 2016-00-00
Type: Journal Articles
Subjects: Early Experience,Stress Variables,Stress Management,Coping,Athletes,Dance,Recreational Activities,Incidence,Psychological Patterns,Emotional Problems,Children,Artists,Correlation,Statistical Analysis,Multivariate Analysis,Control Groups,Personality Traits,Comparative Analysis

Flow experiences (also known as optimal performance) occur when people engage in activities they enjoy. The authors discuss such events in their study that examined a number of healthy, active individuals (performing artists, athletes, and others engaged in a range of recreational activities) and divided these into three groups based on adverse childhood experiences. They found that, although fl?ow is higher among the individuals who experienced more adversity in childhood, this same group also had more difficulty regulating emotions and more frequently employed emotion-oriented coping strategies under stress. They also discovered that, compared to the athletes and regularly active individuals, performing artists suffered significantly more adversity in childhood and engaged in more emotional-oriented coping strategies. All three groups, however, enjoyed high autotelic fl?ow experiences, which--so the authors suggest--indicates that the subjects derived meaning from their preferred activities. Overall, the authors claim, their study's findings reinforce the psychological benefits of ?flow-based experiences.
Promoting the Audience Awareness of EFL Writing in Chinese Communicative Context: A Case Study of &quot;Notice&quot;
Author: Xiping, Li
Date: 2016-00-00
Type: Journal Articles
Subjects: Audience Awareness,English Language Learners,English (Second Language),Communicative Competence (Languages),Context Effect,Teaching Methods,Writing Instruction,Discourse Analysis,Student Surveys,Feedback (Response),Instructional Design,Language Acquisition,Foreign Countries,College Students

It is a heated discussion among researchers of foreign-language teaching on how to enhance the audience awareness through the design, organization and implementation of classroom teaching of EFL writing, which is crucial for effective writing both in mother and in foreign language. And it is widely acknowledged that the cultivation of social context or communicative context is a major factor affecting audience awareness of the learners. Therefore, this study devotes to set up an example of how to promote the audience awareness through the teaching design in Notice writing teaching within the paradigm of communicative language teaching, concentrating on the exploring of the cultivation of communicative context. Contrastive analysis and survey revealed that this kind of teaching design was much more effective in the teaching practice compared to the traditional one in arousing learner's interest and the audience awareness on the chosen genre.
Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP)
Author: Wu, Chia-Pei
Date: 2016-00-00
Type: Journal Articles
Subjects: Learning Strategies,Anxiety,English Language Learners,Limited English Speaking,College English,Interviews,Writing Achievement,Coping,Questionnaires,Journal Writing,Rating Scales,Correlation,Individual Differences,Foreign Countries,Measures (Individuals),Second Language Learning,Statistical Analysis,College Students

This study utilized the Oxford Strategy Inventory for Language Learning (SILL) and an English writing anxiety scale to examine the relationship between learning strategies and English writing anxiety in 102 university-level English language learners (ELLs) with Limited English Proficiency (LEP) in a university in Taiwan. Kruskal Wallis Test results revealed no significant association between learning strategies and English writing anxiety. The common learning strategies utilized by participants were compensation, social, memory and mixed strategies. The interview data indicated that ELLs suffered considerably from writing anxiety. Coping strategies of highly anxious ELL of each learning strategy group is also reported. However, further studies of larger populations and comparison of different ethnic groups as well as quantitative statistics analyses are needed.
Research on the Field of Education Policy: Exploring Different Levels of Approach and Abstraction
Author: Mainardes, Jefferson
Date: 2016-07-18
Type: Journal Articles
Subjects: Educational Policy,Educational Research,Meta Analysis,Epistemology,Classification,Research Methodology,Research Design,Abstract Reasoning

This paper, of theoretical nature, explores the levels of approach and abstraction of research in the field of education policy: description, analysis and understanding. Such categories were developed based on concepts of Bourdieu's theory and on the grounds of epistemological studies focused on education policy and meta-research. This paper highlights the importance of different kinds of studies on education policy and claims the need to expand the number of papers at understanding level, which can contribute more effectively to the strengthening of education policy as an academic field.
Reason and Rationalization: A Theory of Modern Play
Author: Henricks, Thomas S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Play,Modern History,Theories,Child Development,Social Development,European History,Social Influences,Cultural Influences,Psychological Patterns,Behavior,Social Psychology

The author reviews historical attempts--mostly by European thinkers--to characterize modernity and its relationship to play. He discusses ideas from Friederich Schiller to Brian Sutton-Smith, all to set the ground for a theory of play in the modern world. Emphasizing the ideas of Max Weber--in particular his theory of rationalization and its importance for expressive culture--the author explores the value of rationality to a theory of play. He defines play more broadly than as a pastime and learning aid for children or a rough-and-tumble developmental tool in the evolution of mammals. Instead, he bases it more squarely on his concept of &quot;emotional destinations.&quot; In the process, he looks at kinds of play not often considered in play studies, such as professional sports and official festivals, and finds play not just a ubiquitous biological phenomena but also an essential social activity
Active Play: Exploring the Influences on Children's School Playground Activities
Author: Hyndman, Brendon
Date: 2016-00-00
Type: Journal Articles
Subjects: Play,Playgrounds,Informal Education,Physical Environment,School Policy,Curriculum Development,Educational Research,Interpersonal Relationship,Climate,Student Attitudes,Equipment,Intervention,Correlation,Elementary School Students

Because children spend so much of their time in schools, their playgrounds offer a good setting for promoting active play in young lives. Teachers, instead of considering active play a taxing demand on their busy day, have begun to develop an informal curriculum for it. The authors review the research on children's active play and explores its influence on school playgrounds, looking at studies of individual and social play, the effect of physical environments on active play, and the impact of school polices on children's active play on school playgrounds. They ask others to consider the implications of this research when planning children's active play.
The Presidential Platform on Twenty-First Century Education Goals
Author: Tichnor-Wagner, Ariel
Date: 2016-06-06
Type: Journal Articles
Subjects: Educational Objectives,Political Candidates,Position Papers,Debate,Transcripts (Written Records),Content Analysis,Agenda Setting,Politics of Education,Democratic Values,Equal Education,Access to Education,Citizenship Education,Efficiency,Competition,Social Mobility,Presidents

As social and economic problems change, so do the goals of education reformers. This content analysis of presidential debates transcripts, state of the union addresses, and education budgets from 2000 to 2015 reveals the ways in which presidents and presidential candidates have framed education goals thus far in the twenty-first century. Using Labaree's (1997) framework of competing goals in American education, we found that democratic equality, social efficiency, and social mobility made their way into education discourse. Democratic equality occurred most frequently, followed by social efficiency, then social mobility. Presidents also used these goals in concert, applying symbolic language of equity to promote education policy initiatives framed as bolstering economic growth, America's global competitiveness, and the opportunity for individuals to achieve the American Dream. Implications for federal education policy trends and frameworks for understanding the education goals of U.S. presidents in the 21st century are discussed.
Learning from Errors: A Model of Individual Processes
Author: Tulis, Maria
Date: 2016-00-00
Type: Journal Articles
Subjects: Error Patterns,Metacognition,Learning Processes,Learning Motivation,Learning Theories,Models,Context Effect,Emotional Response,Individual Differences,Undergraduate Students,Middle School Students,Questionnaires,Student Attitudes,Academic Ability,Self Concept,Goal Orientation,Correlation,Student Behavior,Self Control,Educational Research

Errors bear the potential to improve knowledge acquisition, provided that learners are able to deal with them in an adaptive and reflexive manner. However, learners experience a host of different--often impeding or maladaptive--emotional and motivational states in the face of academic errors. Research has made few attempts to develop a theory that focuses on learning from errors (with the exceptions of the theory of impasse-driven learning and the theory of negative knowledge) and, in particular, a theoretical framework that focuses on antecedent motivational processes. By integrating theories of self-regulated learning, volition, attributions, and appraisals, we propose a model that highlights individual processes that are characteristic of this specific learning phenomenon. More precisely, our theoretical framework aims to explain how emotional, motivational and self-regulatory processes--influenced by personal and contextual conditions--interact in order to facilitate or impede adaptive dealing with errors and appropriate metacognitions and cognitive activities. Our objective is to provide a framework that allows for the systematic integration of various aspects that have been targeted in previous research and to guide and stimulate future research on learning from errors. As a first evidence for validation, we summarise research findings that address specific parts of the proposed model.
Visiting the Muses: Creativity, Coping, and PTSD in Talented Dancer and Athletes
Author: Thomson, Paula
Date: 2016-00-00
Type: Journal Articles
Subjects: Creativity,Coping,Posttraumatic Stress Disorder,Dance,Athletes,Clinical Diagnosis,Incidence,Comparative Analysis,Anxiety,Stress Variables,Play,Adults,Physical Activities,Self Efficacy,Self Management,Emotional Response,Gender Differences,Statistical Analysis

Although exposure to traumatic events runs high among Americans, only a few--about 8.7 percent--of those exposed to such events develop symptoms that warrant a diagnosis of Posttraumatic Stress Disorder (PTSD). The authors investigate two groups--dancers and athletes, including some who suffered from PTSD and some who did not--and found a higher frequency of PTSD diagnoses than would be expected in the general population and more so among the dancers than the athletes. Both groups indicated that the creative process was a positive experience, but the PTSD group reported more anxiety and emotional-oriented coping while creating and during stressful situations. The authors conclude that, although engaging in adult forms of play may not eliminate PTSD, participating in preferred physical activities may enhance the self-efficacy and self-management of those who do suffer from it. Participation in these activities certainly offers them pleasure and meaning.
Play Ball? Reflections on My Father's Youth Baseball Experiences and Why They Matter
Author: Kimiecik, Jay C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Fathers,Autobiographies,Team Sports,Play,Cultural Influences,Youth Programs,Neighborhoods,Social Change,Child Development

The author uses his father's autobiographical writings about the small-town, baseball experiences of his youth as background for discussing the significant cultural shifts that have dramatically changed the nature of the game from a free-play experience for neighborhood kids to an organized youth-league sport. In contrast to his father's day, the author claims that the playfulness of youth baseball has become nearly extinct. After a brief overview to define the essence of play, the author explains how his father's kind of free, unstructured, deliberate play has been diminished by complex cultural and social shifts such as rationalization, suburban sprawl, and changing child-development philosophies. He concludes that the continual decline these forces have created in free play will not only significantly influence the future of baseball as a sport but also the quality of children's growth, development, and health.
Accuracy of Bayes and Logistic Regression Subscale Probabilities for Educational and Certification Tests
Author: Rudner, Lawrence
Date: 2016-07-00
Type: Journal Articles
Subjects: Accuracy,Bayesian Statistics,Regression (Statistics),Probability,Computer Assisted Testing,Equations (Mathematics),Online Courses,Standardized Tests

In the machine learning literature, it is commonly accepted as fact that as calibration sample sizes increase, Naïve Bayes classifiers initially outperform Logistic Regression classifiers in terms of classification accuracy. Applied to subtests from an on-line final examination and from a highly regarded certification examination, this study shows that the conclusion also applies to the probabilities estimated from short subtests of mental abilities and that small samples can yield excellent accuracy. The calculated Bayes probabilities can be used to provide meaningful examinee feedback regardless of whether the test was originally designed to be unidimensional.