ethanporcaro/eric-fulltext-meta huggingface dataset:
Applications of the Dot Probe Task in Attentional Bias Research in Eating Disorders: A Review
Author: Starzomska, Malgorzata
Date: 2017-00-00
Type: Journal Articles
Subjects: Eating Disorders,Intervention,Evaluation Methods,Attention,Bias,Color,Interference (Learning),Reaction Time,Visual Stimuli,Anxiety,Measurement Techniques,Risk,Measures (Individuals),Program Effectiveness,Outcomes of Treatment,Literature Reviews

Recent years have seen an increasing interest in the cognitive approach to eating disorders, which postulates that patients selectively attend to information associated with eating, body shape, and body weight. The unreliability of self-report measures in eating disorders due to strong denial of illness gave rise to experimental studies inspired by research into anxiety disorders involving attentional bias, with the prevalent method being a modified color-naming Stroop task. Unfortunately, that tool was shown to exhibit many limitations, especially in terms of attentional bias measurement. Thus, researchers started to seek alternative methods of evaluating attention in persons with eating disorders. Along with the Stroop test and the Posner paradigm, one of the most frequently used methods is the dot probe task. This paper presents the dot probe protocol as well as the rationale underpinning its use, including its advantages and drawbacks. Furthermore, a modification of the task is proposed to enable the assessment of all components of attentional bias in patients with eating disorders. The paper also discusses practical implications of the modification for the treatment of these patients. For several years now there has been an increasingly widespread use of so-called attentional training employing, amongst others, the dot probe task, which may be modified for the purpose of reducing or eliminating of attentional biases in patients with eating disorders. Unfortunately, due to the absence of studies providing a reliable account of all types of attentional bias in eating disorders, this field of research lags considerably behind anxiety research and does not enable therapeutic applications.
Take a SIP of This: Peer-to-Peer Promotion of Strong Instructional Practice
Author: Herring, Tina
Date: 2017-00-00
Type: Journal Articles
Subjects: Instructional Innovation,Educational Practices,Access to Education,Best Practices,Instructional Improvement,Shared Resources and Services,Knowledge Management,Student Diversity,College Faculty,Teacher Collaboration,Cooperative Programs

Post-secondary education remains mostly inaccessible to non-traditional students. Many colleges do not have the proper resources or programs to effectively support a wide variety of learners who all present with different educational challenges and needs. Universal Design for Learning (UDL) promotes diverse teaching methods to benefit all students. Although faculty and administrators are aware of the increasing diversity of college students and the need for greater flexibility in instructional design, many do not know how to successfully use UDL in their courses. This article discusses a grassroots effort by a group of professors to devise a no-cost, low-input, high-impact way to share strong instructional practices, all rooted in Universal Design for Learning, that could enhance teaching and learning across the institution.
Learning about Learning--Together
Author: Miller-Young, Janice
Date: 2017-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Learning Strategies,Educational Practices,Instructional Innovation,Role of Education,Educational Change,Inquiry,Change Strategies,Higher Education,Foreign Countries

It is believed that the Scholarship of Teaching and Learning (SoTL)--i.e., inquiry into learning--has the potential to further deepen the ability to question, learn, and act together--especially when it is understood and enacted through the values and practices of democratic civic engagement (DCE). The authors provide a brief example of what they have come to call DCE-SoTL: SoTL that is interested in everyone's learning and that sees everyone as able to study learning and improve action accordingly--rather than defaulting to the approach of faculty (only) investigating student (only) learning. In this thought piece, the authors call for putting such co-creation at the heart of SoTL and explore what happens when we do so. They contend that the co-inquiry, co-learning, and co-action of DCE invite--indeed, require--a distinct and new conception and practice of SoTL.
Supporting School Leaders in Blended Learning with Blended Learning
Author: Acree, Lauren
Date: 2017-00-00
Type: Journal Articles
Subjects: Blended Learning,Mixed Methods Research,Case Studies,Leadership Training,Curriculum Design,Student Satisfaction,Principals,Knowledge Level,Skill Development,Praxis,Models,Integrated Activities,Program Effectiveness,College Programs,School Administration,Student Surveys

This study provides a mixed-methods case-study design evaluation of the Leadership in Blended Learning (LBL) program. The LBL program uses blended approaches, including face-to-face and online, to prepare school leaders to implement blended learning initiatives in their schools. This evaluation found that the program designers effectively implemented all four models of blended learning as part of the program. The evaluation findings also suggest that the Leadership in Blended Learning program improved participants' capacity to effectively lead blended learning initiatives in their school, district, or organization. Participants reported that sessions were especially effective in deepening their understanding of planning for and using technology to support professional learning; the role and responsibilities of leadership; definitions, models, and key planning components of blended learning; and traditional vs. new instructional models. Finally, the findings suggest that LBL was largely successful in helping educators apply their learning within their profession settings. Among those who completed the End-of-Program survey, roughly 9 out of 10 participants (88%) indicated that they had made changes in their school or professional practice. When asked if they had applied their learning to support changes the program was designed to address, the majority of participants (57% - 83%) again responded positively. The findings from this paper suggest that using a blended approach can help scale high quality professional development for principals.
Usage Data as Indicators of OER Utility
Author: Mardis, Marcia A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Resources,Shared Resources and Services,Computer Uses in Education,Data,Use Studies,Electronic Libraries,STEM Education,Elementary Secondary Education,Data Analysis,Correlation,User Satisfaction (Information)

A key component of online and blended learning content, open educational resources, (OER) are heralded in a global movement toward high-quality, affordable, accessible, and personalized education. However, stakeholders have expressed concern about scaling OER use due to a lack of means to ensure a fit between learner, resource, and task. Usage data, or &quot;paradata,&quot; such as reviews, ratings, views, downloads, favorites, and shares, may yield insight into the fit. We examined paradata from National Science Digital Library (NSDL), the largest extant accessible corpus, for the extent to which K-12 science, technology, engineering, and mathematics (STEM) resource fit can be determined from user- and system-generated data. We conducted sentiment analyses of user reviews and correlations between the sentiment scores and data elements. Some relationships between NSDL paradata elements suggested aspects of resource fit. Despite prior research indicating that user reviews tended to be strongly positive or strongly negative, the results of this study indicated that educators left feedback that contained a blend of sentiments and that users usually downloaded resources they viewed. The results of this study suggest that while it is unlikely that educator feedback can currently be used to assess resource quality, with larger and more robust usage data sets, this area is a fertile area for further research into nuanced sentiment. We conclude with observed data trends and further research directions to inform online learning.
Flipped Instruction with English Language Learners at a Newcomer High School
Author: Graziano, Kevin J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,Technology Uses in Education,Homework,Video Technology,English Language Learners,High School Students,Teaching Methods,Algebra,Conventional Instruction,Comparative Analysis,Student Attitudes,Secondary School Mathematics,Mathematics Tests,Student Surveys,Accountability,Feedback (Response)

Research on flipped instruction with English Language Learners (ELLs) is sparse. Data-driven flipped research conducted with ELLs primarily involves adult learners attending a college or university. This study examined the academic performance of secondary ELLs who received flipped instruction in an algebra course at a newcomer school compared to ELLs enrolled in the same course who received traditional instruction, and investigated ELLs' perceptions of flipped instruction. Findings indicate students enrolled in the flipped course enjoyed the course structure more than a traditional classroom and performed slightly higher than ELLs who received traditional instruction. However, there was no statistical significant mean difference in the academic performance from students enrolled in algebra with flipped instruction compared to students enrolled in the same course with no flipped instruction.
Mastering the Blend: A Professional Development Program for K-12 Teachers
Author: Moore, Michelle
Date: 2017-00-00
Type: Journal Articles
Subjects: Blended Learning,Faculty Development,Elementary Secondary Education,Educational Technology,Technology Uses in Education,Skill Development,Student Centered Learning,Teamwork,Technological Literacy,Pedagogical Content Knowledge,Program Evaluation,Scoring Rubrics

Blended learning is an instructional approach meant to enhance students' learning experiences by merging and deliberately integrating online technology into a face-to-face learning environment. With the increase in online instruction and blended learning comes the need for quality professional development programs that foster learning and encourage real change in the classroom. This paper introduces the design for a four-course professional development series on teaching in a blended learning environment that targets in-service teachers of K-12 students. Mastering the Blend is designed as a professional development opportunity to enhance teachers' face-to-face classroom instruction. The focus of the program as a whole is to assist K-12 teachers in developing the skills needed to design, develop, and facilitate student-centered blended learning environments. Through hands-on experience and activities designed to uncover best practices, participants are expected to develop the ability to effectively integrate a variety of tools into a blended learning experience. To model the methods being advocated, this professional development program is social constructivist in design and includes a blend of synchronous and asynchronous activities. The results of an initial evaluation of the program are described.
Sustainability of Our Planet and All Species as the Organizing Principle for SLCE
Author: Kecskes, Kevin
Date: 2017-00-00
Type: Journal Articles
Subjects: Sustainability,Ecology,Higher Education,College Role,Service Learning,Experiential Learning,Conservation (Environment),Cooperation,Interdisciplinary Approach,Global Approach,Foreign Countries

We may define and prioritize them differently, but few would deny that our human community is facing intractable problems at local, national, and global scales. The authors call on higher education institutions (HEIs) around the world to work collectively and with strategic intent and action to use sustainability as an organizing principle to focus service-learning and community engagement (SLCE) activities on the flourishing of our planet and its diverse species. While certainly not perfect and still in an emergent phase, efforts such as those being undertaken by colleges and universities described in this article are beginning to generate significant results by utilizing sustainability as an overarching institutional organizing principle and SLCE strategies as the delivery mechanisms for realizing change on their campuses and in their communities.
SLCE Partnering with Social Justice Collectives to Dismantle the Status Quo
Author: Augustine, Sarah
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Justice,Partnerships in Education,Service Learning,Community Involvement,Neoliberalism,Educational Principles,Community Needs,Sustainability,School Community Programs,Learning Experience,Higher Education

&quot;Service-learning&quot; is a multilayered term with a complex historical evolution. In the last two decades, service-learning and community engagement (SLCE) have flourished in higher education as staff, faculty, and students have realized it can be a high-impact teaching and learning practice to promote student learning and development. While many SLCE courses and projects adopt this student focus in undertaking and reflecting upon useful service activities with community organizations, it can be difficult to implement them in ways that explicitly engage with the historical and contemporary systems of oppression--such as racism, classism, and sexism--that created the need for SLCE efforts in the first place. The authors' vision for the future is a radical re-centering of SLCE within social justice collectives (SJCs), such as the organizers of the Movement for Black Lives, led by people from marginalized groups and addressing the systems of oppression most relevant to their own lives. Within this new structure for SLCE, colleges and universities, along with other stakeholders/partners, would follow the leadership of these off-campus collectives working on the frontlines of social justice movements.
Children's Musical Empowerment in Two Composition Task Designs
Author: Bucura, Elizabeth
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Students,Musical Composition,Action Research,Music Education,Student Empowerment,Interviews,Transcripts (Written Records),Music Activities,Task Analysis,Teacher Role,Creative Activities,Group Structure,Grade 4,Student Attitudes

The purpose of this study was to investigate elementary students' creating processes and perspectives through composition. Two fourth-grade classes took part in this action research, which consisted of creating four compositions--two with acoustic instruments and two with computer software. For each of the two sound sources, the first composition was written with specified constraints and the second with freedom. Research questions included: 1) how do students respond to composition tasks with differing levels of freedom and constraint; and 2) how does composing in different group sizes impact composition? Data included field notes, recordings, student interviews, and response forms. Major themes included: students benefit from continuous variations of freedom and constraint in task design; autonomous decisions about grouping and leadership can benefit students' processes; and teachers must consider facilitation roles with sensitivity. Results of the study suggest that given time to compose, students can improve in ability to facilitate and participate in compositional processes.
Music Education from Birth to Five: An Examination of Early Childhood Educators' Music Teaching Practices
Author: Bolduc, Jonathan
Date: 2017-00-00
Type: Journal Articles
Subjects: Music Education,Preschool Education,Preschool Teachers,Early Childhood Education,Music Activities,Foreign Countries,Teacher Surveys,Educational Practices,Data Analysis,Teaching Methods,Pedagogical Content Knowledge,Knowledge Level,Professional Continuing Education

Children from birth to five are generally enthusiastic about music. However, because many early-childhood educators (ECEs) feel that they have insufficient knowledge to foster musical development, music education practices are not equivalent across ECEs. This study aimed to identify and determine the frequency of music activities used by ECEs. In all, 108 French Canadian ECEs (N = 108 women) from mixed areas (urban and rural) participated in the study. All participants completed an online questionnaire addressing their music education practices. The data analysis considered three profiles: 1) ECEs with little musical knowledge, 2) ECEs with good musical knowledge, and 3) ECEs with in-depth musical knowledge. Results showed that all ECEs used a wide variety of music activities. However, use frequency varied according to the level of musical knowledge. Initial training and continuing education programs for ECEs should be improved in order to enhance music education for young children.
The Comparison of Novice and Master Instrumental Music Educators' Use of Figurative Language and Their Attitudes Concerning It as a Tool for Effective Teaching
Author: Spieker, Matthew H.
Date: 2017-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Beginning Teachers,Experienced Teachers,Figurative Language,Teaching Methods,Teaching Styles,Concept Teaching,Secondary School Teachers,Musical Instruments,Student Teachers,Protocol Materials,Use Studies,Teacher Attitudes,Instructional Effectiveness,Language Usage,Relevance (Education)

The purpose of this study was to compare the use of figurative language between master and novice instrumental music teachers and to investigate their attitudes toward figurative language as a teaching tool. Figurative language is defined as any creative verbal instruction intended to teach a concept. Sixteen (N = 16) secondary school, instrumental directors were selected as participants. These were divided into two groups of novice and master teachers. Novice teachers were student teachers or first-year teachers, and master teachers had a minimum of eight years of experience, were selected as master teachers by professors at state universities and colleges, had ensembles that performed at a state convention, and had multiple ensembles with superior ratings at music festivals. Forty-five minutes of instruction were videotaped for each participant and the verbal instruction was transcribed for analysis. The frequency of figurative language usage was counted and the means of the two groups were compared. Master teachers in this study were found to have more instances of figurative language use than novice teachers. Following instruction, three survey questions were asked of participants to determine attitudes towards figurative language and it was found that master teachers valued the teaching tool slightly more than novice teachers.
Negotiating the Client-Based Capstone Experience
Author: Reifenberg, Steve
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Experiential Learning,Theory Practice Relationship,Problem Solving,Cooperative Learning,International Studies,School Business Relationship,Curriculum,Interpersonal Relationship,Professional Services,Negotiation Agreements

Many graduate programs for professionals (public policy, public administration, business, international affairs, and others) use client-based experiential learning projects, often termed &quot;capstones,&quot; in which students combine theory and practice to benefit an outside client. Increasingly, undergraduate programs use client-based capstones as well, whereby students work with a client over a semester to solve a problem. Evidence suggests that students value these experiences and clients often describe value created as well. However, evidence also suggests that both students and clients can experience a mismatch of expectations, gaps in information, misunderstandings, and frustrations in the process of working together. With the objective to enhance learning for students and create value for clients, reframing the capstone project as a &quot;negotiation in multiple domains&quot; rather than a &quot;fixed problem to be solved&quot; has potential benefits for the student, the client, and the learning process. The approach may have implications for a broad range of team-based problem-solving initiatives. This paper, using the team-based capstone experience of the &quot;International Development in Practice&quot; class at the University of Notre Dame, explores how an integrated negotiations approach contributes to the capstone value creation and learning experiences.
A Survey of Elementary and Secondary Music Educators' Professional Background, Teaching Responsibilities and Job Satisfaction in the United States
Author: Matthews, Wendy K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Teacher Responsibility,Teacher Background,Music Teachers,Elementary Secondary Education,Predictor Variables,Teacher Surveys,Trend Analysis,Teacher Attitudes

The focus of this exploratory study was to examine the current trends of K-12 music educators in the United States regarding their (a) professional background, (b) classroom teaching responsibilities, and (c) job satisfaction. Participants included seven thousand four hundred and sixty-three (N = 7,463) currently employed music teachers who were members of the National Association for Music Education (NAfME) during the 2015- 2016 academic year. To assess the variables, participants responded to a researcher created 49-item Music Educator Survey for K-12 Teachers. Results indicate that overall, K-12 music educators were predominately Caucasian (90.9%) and have been teaching less than 20 years (74.4%). The majority of music teachers hold bachelor's degrees (98.1%) with 56.2 % holding masters' degrees. 96.8 % held music teaching certification for their state and work in the public-school systems (89.4%). Overall, music educators were satisfied in their teaching positions indicating reasons related to student engagement and relationships. Results of this study can serve to aid in music education advocacy, designing music teacher professional development, and enhancing the effectiveness of music teacher education programs.