ethanporcaro/eric-fulltext-meta huggingface dataset:
The Problem: Low-Achieving Districts and Low-Performing Boards
Author: Lee, David E.
Date: 2014-00-00
Type: Journal Articles
Subjects: School Districts,Boards of Education,Superintendents,Statistical Analysis,Meetings,Organizational Effectiveness,Accountability,Educational Legislation,Federal Legislation,Administrator Education,Educational Change,State Standards,Academic Standards,Self Evaluation (Groups),Instructional Leadership,Measures (Individuals),Low Achievement,Surveys,Multivariate Analysis

Effective school districts maintain superintendent and school board collegiality which can foster success and connectedness among members. Delagardelle and Alsbury (2008) found that superintendents and board members are not consistent in their perceptions about the work the board does, and Glass (2007) found that states do not require boards to undergo evaluation for effectiveness. In the current study, 115 board meetings were observed using the School Board Video Project (SBVP) survey, which was created in 2012 by researchers to uncover school board meetings' effectiveness. MANOVA, Univariate ANOVA, and Pearson Chi-Square test results revealed significant differences between low-, medium-, and high-performing districts' school board meetings. Evidence indicated that low-performing districts' board meetings were: less orderly; had less time spent on student achievement; lacked respectful and attentive engagement across speakers; had board meeting members who seemed to advance their own agenda; had less effective working relationships among the governance team; had fewer board members who relied on the superintendent for advice and input; had one member, other than the board president, stand out for taking excessive time during meetings; and did not focus on policy items as much as high- and medium-performing school districts. The research concluded that more school board members from low-performing districts needed training to improve their effectiveness. Furthermore, highly refined and target-enhanced school board training programs might lead to lasting governance success and more effective teaming that could improve district, and ultimately, student achievement.
A Teacher-Based Checklist for the Assessment of Student Learning and Development
Author: Oborne, David William
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Check Lists,Student Evaluation,Student Development,Academic Achievement,Measures (Individuals),Reliability,Statistical Significance,Validity,Risk,Prevention,Elementary School Teachers,Elementary School Students,Suburban Schools,Likert Scales,Predictor Variables,Correlation

This paper reports on two studies that evaluated the statistical validity of the Classroom Learning and Development Questionnaire as a universal screening and early identification observation instrument within the North American context. The Classroom Learning and De-development Questionnaire was first proposed and tested in Hong Kong in the mid-1990s. It has been used as an integral part of the school procedures in the Hong Kong school system since it was first launched and has spawned a number of intervention programs for students within the Hong Kong Educational Authority. The Classroom Learning and Development Questionnaire (CLDQ) has been adapted from the Hong Kong study as a Tier I observation instrument to be used in the North American context. Results of the principal component analysis (PCA) in Study 1 (N = 820) extracted six components, which exhibited adequate to high levels of internal consistency. Results of Study 2 (N = 117) indicated statistically significant and negative relationships between the CLDQ subscales and Teacher Rating Form (TRF) (Achenbach, 1991) variables, demonstrating evidence of convergent validity. Based on the findings of these studies, the authors conclude that the screening protocol does present as a robust instrument capable of supporting screening at a primary prevention level. Based on this study, it is argued that classroom teachers hold a wealth of information concerning each student and that this, when presented in a systematic fashion, leads to greater understanding of individual and group learning needs and may lead to pre-emptive actions which would benefit students' learning trajectories.
An Interdisciplinary Approach for Understanding Artworks: The Role of Music in Visual Arts Education
Author: Pavlou, Victoria
Date: 2014-09-20
Type: Journal Articles
Subjects: Interdisciplinary Approach,Visual Arts,Art Education,Teaching Methods,Music Activities,Art Appreciation,Aesthetics,Responses,Elementary School Teachers,Teacher Education Programs,Foreign Countries,Semi Structured Interviews,Content Analysis,Classification,Preservice Teachers

In a world that is becoming increasingly more visual, there is a greater need to educate children to better understand images. A school subject that deals directly with image understanding is visual arts. This article discusses an interdisciplinary approach to promote art understanding, within a multimodal environment that combines art and music. The approach was tested with pre-service elementary school teachers (experimental and control group). The target group is of special interest because, in many countries, generalist-teachers and not art-specialists teach art in elementary schools. The findings indicated that when art viewing was accompanied by musical stimulus (experimental group), viewers/listeners were able to exhibit a variety of art appreciation skills and to move to elaborated responses to the artworks. The findings have implications for teacher-training courses as they suggest ways of enhancing future teachers' art-appreciation skills and set a framework for developing multimodal educational material for art viewing activities.
Approaching the Inquiry Process from a Cultural Perspective
Author: Naluai, Nalani
Date: 2014-00-00
Type: Journal Articles
Subjects: Inquiry,Cultural Context,Cultural Education,Educational Objectives,Information Literacy,Library Instruction,Curriculum Development,Librarians,School Libraries,Elementary Secondary Education,Library Services,Culturally Relevant Education,Educational Practices

Princess Bernice Pauahi Bishop directed the five trustees of her estate to erect a school for Hawaiian children (Bishop 1883). Her wish was to improve the capability and well being of her people through education, and to provide an environment where each would have an opportunity to practice and perpetuate Hawaiian values and traditions. In 2008 the librarians of Kamehameha Schools began their own inquiry into how they might infuse Hawaiian values and traditions into their curriculum. An initial meeting of a core group of the school's K-12 librarians set two goals. The first was to inspire Hawaiian students to carry on the traditions and learning styles of their ancestors who were exceptional craftsmen and tradesmen. The second objective was to infuse the library's curriculum with Kamehameha Schools' Working Exit Outcomes (WEO).The WEO is a framework for learning that incorporates Hawaiian cultural understanding and 21st-century skills. These school librarians want to inspire their students to follow the learning styles of their early Hawaiian forebearers and believe students' ability to do so is innate and very much within each student's capacity to achieve.
Rocks, Paper, Scissors: Best Practices in Peer Mentoring
Author: Bowden, Shelly Hudson
Date: 2014-00-00
Type: Journal Articles
Subjects: Best Practices,Peer Counseling,Peer Groups,Mentors,Kindergarten,Preschool Children,Preschool Teachers,Observation,Peer Relationship,Early Childhood Education,Emergent Literacy

In this article, Shelly Hudson Bowden, a kindergarten teacher for 14 years, offers her observations of peer-to-peer mentoring relationships among her kindergarten students that they formed and maintained. These mentoring relationships supported students' learning as they mentored one another in both &quot;social&quot; and &quot;academic&quot; situations. Bowden offers a model of components that supports children's engagement with learning as she reports on shared news stories of peer-to-peer and teacher-to-teacher mentoring relationships.
Exploring the Possibilities of Postdramatic Theater as Educational Means
Author: Gemtou, Eleni
Date: 2014-09-20
Type: Journal Articles
Subjects: Drama,Drama Workshops,Theater Arts,Children,Childhood Attitudes,Art Expression,Art Appreciation,Art Education,Foreign Countries

This paper is based on an inquiry carried out among a small group of children between the ages of 10 and 12 years, who, in the framework of an art-workshop, attended two theatrical performances of the same subject, Homer's Odyssey, but of quite different directorial approaches: the first performance had a narrative character following the basic principles of the dramatic model, while the second one belonged to the postdramatic paradigm that tends to subvert all traditional concepts about the structure and the content of a theatrical act. The conversation that followed showed that children have only to gain by their approach to unconventional artworks, as they get stimulated to think in new and diverse directions. As an informed instructor on philosophical and theoretical art-matters is a prerequisite, this paper aims at the construction of a fundamental theoretical framework for the postdramatic model and at the examination of the possibilities of postdramatic performances to function both as carriers of information and as stimulators of new kinds of aesthetic experiences, in an educative manner.
A Gallery of Multimodal Possibilities in a Graduate Course on Learning Differences in Education
Author: Morawski, Cynthia M.
Date: 2014-10-15
Type: Journal Articles
Subjects: Learning Processes,Individual Differences,Teaching Methods,Interdisciplinary Approach,Graduate Students,Personal Narratives,Student Attitudes,Action Research,Learning Modalities,Self Expression,Grading

Pertinent research literature recognizes the importance of using multimodalities to enhance and extend ways of learning across the curriculum in such subject areas as literacy, geology, media studies, physical education, social studies and disabilities studies. As an action researcher who constantly seeks ways to improve my own classroom practice, I offered multimodal opportunities to the students in my graduate class on learning differences to enhance their capacity to participate in both in-class and out-of-class assignments. Five students representing the areas of nursing, counseling, arts education, and classroom teaching, accepted my invitation to express a major assignment--a personal narrative on learning differences in multimodal forms. With feelings and thoughts ranging from skepticism to inspiration, these five students placed themselves in the vulnerable and risky space of the unknown and represented the theoretical and practical aspects of their narratives via sculptures, beaded canvases, a book of collage art and an assemblage of popular culture. Each student created a unique work woven together from prior experiences, significant readings, and specific theoretical underpinnings. They all agreed that the use of multimodalities encouraged them to draw on various elements of personal resources, such as emotion and imagination, to reconsider learning difference as a multidimensional and fluid concept. The possibilities for multimodal learning in a graduate class allowed students to hear, see, and feel each of their positions on difference while also examining collectively their individual expressions of learning differences in education.
Toward Culturally Responsive Artistry: Implications for Institutions, Artists, Educators and Audiences
Author: Schroeder-Arce, Roxanne
Date: 2014-11-01
Type: Journal Articles
Subjects: School Districts,Hispanic American Students,Theater Arts,Art Education,Music,Surveys,Teacher Attitudes,Student Attitudes,Audiences,Caregiver Attitudes,Cultural Awareness,School Community Relationship,English,Spanish,Culturally Relevant Education

In 2012, the Austin Independent School District reported that over 60 percent of its students identified as Hispanic. However, the number of theatrical offerings for children including Latino stories or Latino/a characters on Austin stages is staggeringly disproportionate to the number of Latino children living in the community. &quot;Mariachi Girl&quot; is a new bilingual Spanish/English musical for child audiences. This paper articulates and analyzes research findings from surveys collected from children, teachers, and care givers who saw the production. The paper introduces the term culturally responsive artistry and offers new perspectives and suggestions on how arts institutions and theater educators can form lasting relationships with minority communities.
Songs in Our Hearts: The Affordances and Constraints of an Intergenerational Multimodal Arts Curriculum
Author: Heydon, Rachel
Date: 2014-10-01
Type: Journal Articles
Subjects: Qualitative Research,Art Education,Intergenerational Programs,Interdisciplinary Approach,Music Education,Singing,Curriculum Development,Semiotics,Participatory Research,Foreign Countries,Case Studies,Curriculum Evaluation,Semi Structured Interviews,Ethnography,Older Adults,Young Children

This qualitative case study examines the affordances and constraints of an intergenerational multimodal arts curriculum that was designed to expand communication and identity options for children and elder participants. The authors drew on actor-network theory to conceptualize curriculum as a network effect and refer to literature on multimodal literacy to discuss how interests, knowledge, and the modes themselves (e.g., art and singing) influenced communication and identity options in the curriculum. Focusing on singing, the findings indicate that the affordances and constraints of the curriculum were created through a network that included the participants and the materials of communication (e.g., musical instruments). Art and talking supported singing as did the emergent curricular model. The elders had mixed prior experiences and facility with singing, however, their desire to support the children engaged them in the practice. The curriculum supported symmetrical relationships between participants, and the case adds to the literatures on intergenerational programs, multimodal literacy, arts education, and curriculum.
Students' Perception of Success in the Art Classroom
Author: Andrelchik, Hillary
Date: 2014-10-01
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Success,Academic Achievement,Studio Art,Art Education,Ceramics,Semi Structured Interviews,Qualitative Research,Family Influence,Peer Influence,Social Influences,Discourse Analysis,Art Expression,Relevance (Education)

Interested in learning about current perceptions of success held by high school students, we carried out a qualitative research study in order to examine what adolescents identify as success in different contexts. Through discourse analysis, we found that the students' artworks served as a means to communicate their current challenges, values, and goals. We also learned that the students often reflected the messages about success that they received from society. Though they valued personal expression in their artwork, students struggled in identifying art education as important.
Where Do Teachers and Learners Stand in Music Education Research? A Multi-Voiced Call for a New Ethos of Music Education Research
Author: Gouzouasis, Peter
Date: 2014-10-01
Type: Journal Articles
Subjects: Music Education,Educational Research,Art Education,Sociocultural Patterns,Guidelines,Educational Practices,Ethnography,Teacher Attitudes,Student Attitudes,Teaching Methods,Power Structure,Educational Sociology,Music

We offer a multi-voiced performance autoethnography where contemporary music education practices are informed and imbued with the voices of teachers and learners. By dialogically and musically engaging with the very people who live, make music, and engage with learners in music classrooms, we promote contemporary qualitative forms of research and the (re)conception of a sociology of music education as a political and an ethical construction that needs to be grounded in serving communities of music practitioners. Through a pedagogical story, told from the perspectives of music teachers using their own voices, we begin an open conversation about the nature of power structures and struggles in music education research. We invite new possibilities in developing understandings of the complex socio-cultural dynamic of music making, music learning, music teaching, and music researching in all facets of contemporary society. By embracing a broader set of traditions--Arts-Based Educational Research and Creative Analytical Practices--that enable us to go beyond socio-cultural frameworks and orthodox beliefs that currently exist in the music education profession, we seek to (re)form a culturally contextualized, ethos-rooted, sociology of music education.
Creating Inclusive Classrooms through the Arts
Author: Henderson, C. Miki
Date: 2014-00-00
Type: Journal Articles
Subjects: Inclusion,Classroom Environment,Play,Art Activities,Art Education,Art Expression,Creative Activities,Preschool Children,Student Centered Curriculum,Interprofessional Relationship,Positive Attitudes,Individual Differences,Cultural Pluralism,Cultural Influences,Family Involvement,Teaching Methods,Early Childhood Education

Art, drama, music, dance and literature activities are part of the basic components of an early childhood curriculum. They do not rely heavily on oral language or English proficiency, and this makes them accessible to all children regardless of language differences or language abilities. Teachers can use creative expression and art to practice cognitive, language, social, emotional, and motor skills while integrating them into themes and relating them to content. This provides natural opportunities for children to learn through play without feeling anxious over failure. The &quot;arts&quot; are child-friendly and engaging because they are as natural as play. The authors include ten areas for teachers to consider when they create an inclusive environment, as a creative, inclusive classroom values imagination and innovation.
Playing with Technology: Is It All Bad?
Author: Slutsky, Ruslan
Date: 2014-00-00
Type: Journal Articles
Subjects: Computer Games,Young Children,Child Development,Cognitive Development,Video Games,Skill Development,Social Development,Play,Technology Uses in Education,Handheld Devices,Telecommunications

Technology now plays a very large role in the way children of all ages play. Children want access to technology, so parents and teachers must determine the best ways to present it to them. Computers are a popular form of technology for children as young as age three. With that in mind, computer games should be problem-solving oriented and open-ended, thereby providing children choices and opportunities to explore and use their curiosity. Research on well-designed digital games shows that these devices can provide fun and interactive experiences that can help young children's learning, cognitive development, skill building, social interactions, physical activity, and healthy behaviors. The authors have included strategies to balance technology with more traditional play experiences to assist parents and teachers. They conclude that not all technology is negative, as it can provide enriching experiences through interactive books and mathematical games that can be uploaded to tablets and smart phones.
Breakfast Blitz: An Innovative Nutrition Education Program
Author: Towery, Pamela C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Nutrition Instruction,Child Health,Eating Habits,Health Promotion,Body Weight,Obesity,Well Being,Young Children,Risk Management,Diseases,Preschool Education,Dietetics,Food,Parent Education,Caregivers,Experiential Learning,Barriers

Childhood overweight and obesity are major problems in the United States, with important consequences for our nation's health and economy. Breakfast is considered the most important meal of the day, yet children, adolescents, and adults skip breakfast on a routine basis. This habit of breakfast skipping is related to weight gain, higher body mass index, and obesity. Research has shown that children who eat breakfast perform better, exhibit more energy, and demonstrate improved behavior and attentiveness. Practical interventions, such as nutrition education, dietary counseling, parenting skills, and behavior strategies are recommended to improve the diets of young children in an effort to prevent obesity. This article describes an innovative nutrition education program called &quot;Breakfast Blitz,&quot; to promote healthy eating through good nutrition. This program targeted families with young children in an effort to improve weight status and the quality of the household diet, particularly at the morning meal, thereby reducing the risk for major chronic disease.
Ten Ways to Foster Resilience in Young Children--Teaching Kids to &quot;Bounce Back&quot;
Author: Petty, Karen
Date: 2014-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Coping,Empathy,Help Seeking,Listening,Caregivers,Goal Orientation,Individual Characteristics,Competence,Responsibility,Participation,Problem Solving,Early Childhood Education,Young Children

Resilience has often been defined as the ability to bounce back in times of adversity and to develop in a positive way when faced with setbacks. Children routinely show high amounts of resilience mostly because of temperament and a built-in sense of autonomy.Children are able to overcome adversity to bounce back before social and emotional harm is done, even after being exposed to extreme risks. Working with children can be challenging, especially when they face enduring hardships. This article provides ten ways to foster resilience using literature based on resilience theory and best practices. By honoring feelings that children have in dealing with adversity or setbacks, along with identifying their strengths, teachers and caregivers can play a part in helping them to &quot;bounce back&quot; or be resilient.