ethanporcaro/eric-fulltext-meta huggingface dataset:
A Rubric to Analyze Student Abilities to Engage in Sustainable Design
Author: Watson, Mary Katherine
Date: 2017-00-00
Type: Journal Articles
Subjects: Design,Sustainable Development,Engineering Education,Scoring Rubrics,Curriculum,Evaluators,Evaluation Criteria,Research Universities,College Seniors,Student Projects,Student Evaluation,Case Studies,Teamwork,Expectation,Statistical Analysis

As engineering programs have begun to infuse sustainability into their undergraduate curricula, assessment tools are needed to further inform these reform efforts. The goal of this project was to demonstrate the use of a new rubric to examine students' abilities to engage in sustainable design. The rubric includes 16 sustainable design criteria and rating scales to capture student performance and instructor/sponsor requirements. Three judges used the rubric to evaluate 40 capstone design projects completed between 2002 and 2011 by civil and environmental engineering seniors at a large, research intensive university. Results indicate that sustainable design performance in the capstone course changed little over 10 years, despite efforts to integrate sustainability into the curriculum. Students tended to address those criteria that were explicitly required of them by instructors or external project sponsors, which were related to social sustainability more than other sustainability dimensions. As a result, more explicit integration of sustainable design requirements into capstone courses may be needed to ensure that students understand the importance of, and are able to practice, developing designs in a sustainable manner.
Imagination and Emotion in Children's Play: A Cultural-Historical Approach
Author: Hedegaard, Mariane
Date: 2016-00-00
Type: Journal Articles
Subjects: Imagination,Emotional Response,Play,Children,Child Behavior,Social Theories,Child Development,Developmental Stages,Age Differences,Context Effect,Creativity,Peer Relationship

Interpretations of Vygotsky's texts have generally focused on the intellectual aspects of children's development, including his theory of play. This article presents a reinterpretation of Vygotsky's theory of play and draws on this theory of art to include emotions as an important part of children's play. I will argue that in play, children's motives, emotions, and feelings are closely connected with the development of imagination, fantasy, and creativity. Four main points are put forward: 1) Vygotsky's (this issue) theory of play foregrounds imagination as transformative of the relations between objects and meanings and between actions and meanings. It is important to include children's emotions and feelings in the analysis. 2) Emotions and feelings may be included by including the way imagination transforms the tensions that children expressed in play between different motive orientations towards the play theme. 3) The relations between events and feelings may become transformed through children's play so that emotions and feeling become released from events the same way that meaning in play are released from objects, actions. 4) Changes in the way children play throughout their life course have to be seen as an interaction between the institutional conditions and traditions and children's motive orientation. Therefore, the way emotions and feelings become transformed in relation to events changes through children's different life periods. These points are illustrated by drawing upon observations of children's play activity in different age periods and in different contexts.
Go Edvin! Pedagogical Structuring of Activities to Support Toddler Participation in an Early Childcare Programme
Author: Kultti, Anne
Date: 2016-00-00
Type: Journal Articles
Subjects: Toddlers,Early Childhood Education,Student Participation,Learning Activities,Course Organization,Video Technology,Educational Opportunities,Nonverbal Communication,Second Language Learning,Scaffolding (Teaching Technique),Childhood Attitudes,Childhood Needs,Participative Decision Making,Teaching Methods,Educational Strategies,Foreign Countries

The present paper addresses children's participation through pedagogical structuring in an early childcare programme in Australia. Research shows inequality in participatory opportunities depending on skills in the spoken (majority) language. Against this background, the focus in the present study is on participatory opportunities for toddlers with a first language other than English. The toddlers' participation was video recorded over a six-week period. Participatory opportunities are understood in terms of pedagogical structuring, with an institutional and an interactional level. Through the use of a model of conditions for participation as an analytic tool, teachers' attending to children's perspective as a starting point for guidance is shown to characterize the pedagogical structuring. Non-verbal actions can become a useful tool for interaction, and offer a starting point for experiencing extended communication at an early age. In addition, the study shows an alternative way of interpreting decision-making in relation to the youngest children. A pedagogy built on a nuanced understanding of conditions for participation is emphasized and discussed.
&quot;Soperezhivanie&quot;: Dramatic Events in Fairy Tales and Play
Author: March, Sue
Date: 2016-00-00
Type: Journal Articles
Subjects: Emotional Response,Interpersonal Relationship,Video Technology,Preschool Teachers,Preschool Children,Early Childhood Education,Drama,Fairy Tales,Foreign Countries,Emotional Development,Interaction,Role Playing,Teaching Methods,Group Activities,Empathy,Vignettes

The concept of &quot;perezhivanie&quot; has gained theoretical attention and is beginning to feature in empirical studies of young children, where the role of emotion is foregrounded (e.g., Ferholt, 2010). However, the idea of a &quot;collective perezhivanie&quot; of adults and children in early childhood settings has not yet been researched. In the context of collective emotional imagination (Fleer &amp; Hammer, 2013; Fleer &amp; Peers, 2012), this paper foregrounds the key relations between audience and players, and between real relations and role relations. It extends a line of work developed by Zaporozhets (1986, 1986/2002, 1994/2005) and furthered by Strel'kova (1986) and El'koninova (2001, 2002) on a related concept known in Russian as &quot;soperezhivanie.&quot; Through a study of 25 children, three educators, and the first named author, participating in a fairy tale festival in a multi-age children's care setting in Australia (60 hours of video observations) the concept of &quot;soperezhivanie&quot; is drawn upon to make sense of the experiences of the participants. It was found that moments of collective &quot;perezhivanie&quot; were co-experienced by children and teachers when teachers took a role in the play and the group united around a key moment of emotional contradiction in the fairy tale. This research provides insights into ways in which early childhood educators can plan for children's emotional development in collective whole group contexts. The outcomes make a contribution to the unfinished work of Vygotsky on the concept of &quot;perezhivanie.&quot;
Studying the Landscape of Families and Children's Emotional Engagement in Science across Cultural Contexts
Author: Fleer, Marilyn
Date: 2016-00-00
Type: Journal Articles
Subjects: Family Involvement,Foreign Countries,Cultural Influences,Games,Scientific Concepts,Play,Concept Formation,Young Children,Cultural Relevance,Emotional Response,Urban Areas,Video Technology,Workshops,Interaction,Immigrants

It has been reported that in cross-cultural contexts, Western science content is often not used in everyday practice, and the learning of science is often viewed as difficult and having no social meaning (e.g., Aikenhead &amp; Michell, 2011). It is suggested that the cultural relevance of everyday family practices and Western constructions of science concepts may be worlds apart, requiring new forms of brokering between schools and communities. But this expansive cross-cultural work says very little about everyday family life for supporting the cultural learning of science for the birth to five year period. In this paper we report on how everyday and abstract scientific concepts are meaningfully constructed in the context of culturally relevant life events (Vygotsky, 1987) for the early childhood period. We analyse the science concepts involved in the process of a South Sudan Dinka wedding in Australia, and explore these concepts through science related games with families who in turn introduce the concepts to their children as part of their playgroup activities. The results of the study indicate that finding Dinka words to name Western science concepts was challenging, and conceptualising everyday routines and cultural practices with scientific lenses amplified emotional engagement in science and generated new family discourses between children and their extended families. The study contributes to better understanding the relations between everyday cultural practices and Western science learning in the early childhood period.
&quot;It Is through Others That We Become Ourselves&quot;: A Study of Vygotskian Play in Russian and Irish Schools
Author: Murphy, Colette
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Educational Theories,Play,Child Development,Well Being,Theory Practice Relationship,Outcomes of Education,Mixed Age Grouping,Primary Education,Preschool Children,Young Children,Holistic Approach

Fifty years after publishing his seminal work on play and its role in child development, Vygotskian theory is still highly influential in education, and particularly in early years. This paper presents two examples of full integration of Vygotskian principles into schools in two very different settings. Both report improvements in learning and in well-being, and exemplify the theory-practice-theory cycle, highlighting the development of new theoretical constructs arising out of putting theory firmly into practice. In both settings, the positive results have come from years of effort, in which school personnel who may have been skeptical at first, have been inspired by the impact of adopting Vygotskian play on the children they teach. The Northern Ireland study shows that at least some of the Golden Key principles (mixed-age play and enhanced home-school links) translate perfectly into very different cultural-historical contexts.
A Mixed Learning Approach to Integrating Digital Signal Processing Laboratory Exercises into a Non-Lab Junior Year DSP Course
Author: McPheron, Benjamin D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Engineering Education,Blended Learning,Class Activities,Homework,Lecture Method,Student Projects,Research Papers (Students),Instructional Effectiveness,College Instruction,Experiential Learning,Undergraduate Students,Laboratory Experiments

Laboratory courses can be difficult to fit into an engineering program at a liberal arts-focused university, which requires students to be exposed to appropriate breadth, as well as sufficient depth in their engineering education. One possible solution to this issue is to integrate laboratory exercises with lecture in a &quot;studio&quot; format, in which students apply lecture concepts directly to in-class assignments. Another possible solution is to give students &quot;take-home&quot; laboratory assignments. Both of these methods have shortcomings: the studio format takes away valuable lecture time, and the take-home format provides limited access to the instructor. As such, this work presents a mixed learning method that includes lectures and laboratory work in both the studio and take-home formats, implemented in a junior level signal processing course. Students learn skills during lecture in studio laboratory exercises, and apply these skills to two in-depth take-home projects. Students refine their applied skills during projects, thereby informing a better studio lab experience. In order to assess the student's developed skills, project results are delivered as research papers formatted to comply with IEEE standards, which are submitted for blind review to several faculty members, as well as their peers. Reviewers employ a prescriptive rubric to rate papers as accept/revise/reject and provide associated comments. To assess the success of this mixed learning method, the overall ratings for the research papers from the first project will be compared to the second project, accounting for project complexity. The chief contribution of this work is the presentation of a method for providing laboratory instruction in a mid-year DSP course, demonstrating that this method may be adapted for other courses at similar institutions.
Volunteer Expert Readers: Drawing on the University Community to Provide Professional Feedback for Engineering Student Writers
Author: Moskovitz, Cary
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Engineering Education,Introductory Courses,Feedback (Response),Writing Assignments,Volunteers,School Personnel,Writing Evaluation,Content Area Reading,Majors (Students),Student Surveys,Interviews,Reader Response,Student Participation,Content Area Writing,Alumni,Program Effectiveness,Interaction

This paper reports on a 3-year study utilizing a novel approach to providing students in an introductory engineering course with feedback on drafts of course writing projects. In the Volunteer Expert Reader (VER) approach, students are matched with university alumni or employees who have the background to give feedback from the perspective of the target audience for their writing. Data suggest that VER can increase student engagement in engineering course writing assignments and may improve the quality of student writing. Factors most affecting successful implementation include whether student participation is required or optional and whether readers are matched with individual students or with a student team. Other factors may include the type of assignment, whether volunteers' backgrounds are a good fit for the type of writing, and whether readers can respond to student drafts in a timely fashion.
How Student Written Communication Skills Benefit during Participation in an Industry-Sponsored Civil Engineering Capstone Course
Author: Fries, Ryan
Date: 2017-00-00
Type: Journal Articles
Subjects: Civil Engineering,Engineering Education,School Business Relationship,Curriculum,Communication Skills,Writing (Composition),Student Surveys,Verbal Communication,Case Studies,College Seniors,Scoring Rubrics,Writing Evaluation,Program Effectiveness,Longitudinal Studies,Student Improvement,Writing Improvement

Because many engineering programs use capstone design courses and value strong communication abilities, authors sought to identify how student written communication skills changed because of industry-sponsored capstone design projects. A student exit survey was collected at the end of the capstone design course during faculty-led projects and projects led by practicing engineers in industry. These results led the researchers to subsequently evaluate two semesters of before-and-after writing samples using a rubric. Student surveys suggested a statistically significant increase in learning about professional issues, problem solving, and written/oral communication. Evaluation of student writing samples suggests that the students significantly improved their grammar/spelling and their organization of content during the course. These findings suggest that industry-sponsored projects help students recognize the relation between professionalism and correspondence that is organized and void of grammar and spelling errors.
A Review of Research on Teaching People with Significant Disabilities Vocational Skills
Author: Cannella-Malone, Helen I.
Date: 2017-05-00
Type: Journal Articles
Subjects: Literature Reviews,Severe Disabilities,Vocational Education,Job Training,Job Skills,Skill Development,Intervention,Coding,Demography,Research Design,Sheltered Workshops

Although an important part of adult life, individuals with significant disabilities experience low rates of gainful employment. The purpose of this review was to summarize and analyze the literature on teaching vocational skills to individuals with significant disabilities. Sixty-two articles (with 75 experiments) included in this review were published between 1969 and 2014, and indicated that most participants were successfully taught to engage in a variety of vocational skills in a range of settings. Unfortunately, this review also determined that the research on teaching vocational skills to individuals with significant disabilities is steadily decreasing, with only 15 new studies published since 2000. Potential directions for future research will be proposed.
Preliminary Validity and Reliability of Scores on the &quot;Self-Determination Inventory&quot;: Student Report Version
Author: Shogren, Karrie A.
Date: 2017-05-00
Type: Journal Articles
Subjects: Construct Validity,Test Reliability,Scores,Psychometrics,Self Determination,Measures (Individuals),Test Items,Item Response Theory,Pilot Projects,Adolescents,Learning Disabilities,Intellectual Disability,School Districts,Likert Scales,Secondary School Students,Correlation,Factor Analysis,Structural Equation Models,Statistical Analysis

The purpose of this article is to describe preliminary psychometric characteristics of a student self-report measure of self-determination, the &quot;Self-Determination Inventory: Student Report&quot; version (SDI-SR), designed for youth with and without disabilities. We administered the draft assessment to 311 youth and examined item functioning using structural equation modeling and item response theory. The 50 items that demonstrated strong psychometric properties were examined for construct validity using a series of confirmatory factor analyses. Overall, the pilot measure aligned well with the theoretical framework that guided its development, demonstrating acceptable model fit in adolescents with and without disabilities. Implications for further development and practice are discussed.
Review and Content Analysis of the &quot;International Review of Research in Open and Distance/Distributed Learning&quot; (2000-2015)
Author: Zawacki-Richter, Olaf
Date: 2017-04-00
Type: Journal Articles
Subjects: Content Analysis,Periodicals,Educational Research,Distance Education,Journal Articles,Electronic Learning,Access to Education,Online Courses,Educational Resources,Trend Analysis

This paper presents a review of distance education literature published in the &quot;International Review of Research in Open and Distance/Distributed Learning&quot; (IRRODL) to describe the status thereof and to identify gaps and priority areas in distance education research based on a validated classification of research areas. All articles (N = 580) published between 2000 and 2015 were reviewed for this study. An analysis of abstracts using the text-mining tool Leximancer over three 5-year periods reveals the following broad themes over the three periods: the establishment of online learning and distance education institutions (2000-2005), widening access to education and online learning support (2006-2010), and the emergence of Massive Open Online Courses (MOOCs) and Open Educational Resources (OER) (2011-2015). The analysis auf publication and authorship patterns revealed that IRRODL is a very international journal with a high impact in terms of citations.
Examining MOOCs: A Comparative Study among Educational Technology Experts in Traditional and Open Universities
Author: Cabrera, Nati
Date: 2017-04-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Educational Technology,Comparative Analysis,Traditional Schools,Open Universities,Technology Uses in Education,Teacher Role,Distance Education,Teacher Certification,Questionnaires,Qualitative Research,Foreign Countries,Teacher Attitudes,College Faculty

The proliferation of Massive Open Online Courses (MOOCs) in recent years has generated much debate. MOOCs have been presented as technology-based educational practices, but many researchers question if this kind of open courses really respects some of the consolidated principles behind the education offered at universities. In light of this situation, consulting the teachers most closely tied to this type of course can provide an authoritative view of the issue and can allow the most important elements to be highlighted in order to carry out further research. Using a qualitative methodology based on an open questionnaire, this work presents the opinions and perceptions of teachers/lecturers in educational technology regarding these new courses key elements. These key elements are analysed through analysing its controversial definition, their pedagogical advantages and limitations, the functions of a tutor in a MOOC and their assessment (or accreditation). In addition, a comparison is made between the contributions of teachers from a traditional university with a face-to-face model and those from a distance university, which is based entirely on a virtual training offer and which has a greater possibility of coming into direct competition with these Massive Open Online Courses.
A Team of Instructors' Use of Social Presence, Teaching Presence, and Attitudinal Dissonance Strategies: An Animal Behaviour and Welfare MOOC
Author: Watson, Sunnie Lee
Date: 2017-04-00
Type: Journal Articles
Subjects: Case Studies,Large Group Instruction,Online Courses,Animal Behavior,Animals,Attitude Change,Teacher Student Relationship,Communities of Practice,Teacher Collaboration,Social Problems,Program Effectiveness,Instructional Design,Teaching Methods,Qualitative Research,Foreign Countries,Focus Groups,Computer Mediated Communication,Interviews,College Faculty

This case study examined a team of instructors' use of social presence, teaching presence, and attitudinal dissonance in a Massive Online Open Course (MOOC) on Animal Behaviour and Welfare (ABW), designed to facilitate attitudinal learning. The study reviewed a team of six instructors' use of social presence and teaching presence by applying the Community of Inquiry (CoI) framework, as well as the establishment of attitudinal dissonance within the announcements and discussion forums. The instructors entered the MOOC as a collaborative facilitation team and created a highly balanced manner of communication and positive atmosphere within the course. The instructional design focused on creating an informative and knowledgeable network of global learners that would agree that animal welfare was a critical social issue in today's society. These course goals and facilitation intentions were demonstrated through a high number of social and teaching presence indicators, with a significant use of all social presence, teaching presence, and attitudinal dissonance categories in evidence. The results present a review of an instructional team's facilitation that focused on shaping attitudes about the topic of animal behaviour and welfare within a MOOC. We conclude by providing insights into instructional design and facilitation of MOOCs in general or attitudinal learning specifically.