ethanporcaro/eric-fulltext-meta huggingface dataset:
Turning Anxiety into Creativity: Using Postmodern Principles to Alleviate Anxiety and Stress through the Art Curriculum and Beyond
Author: Ferry, Lisa Marie
Date: 2016-08-00
Type: Reports - Research
Subjects: Action Research,Anxiety,Stress Management,Postmodernism,Visual Arts,Student Projects,College Preparation,Secondary School Students,Self Esteem,Program Effectiveness,Questionnaires,Interviews,Group Discussion,Art Activities,Student Journals,Art Education,Creativity,Rating Scales,Observation,Gender Differences

The purpose of this action research study is to help students alleviate their anxiety and stress symptoms using activities based on Olivia Gude's postmodern principles. The activities included are the participants own take-along visual art journal kit and classroom projects. Professional learning outcomes include the knowledge to equip teachers with the ability for increased collaboration with guidance departments, expand teacher skill to foster engagement and productivity with not only students with anxiety disorders, but also all students in the classroom, and promote the ability for teachers to guide students to use art in the community. The participants attend MMI Preparatory School in North Eastern Pennsylvania and the ages range from 13-18. I met with the participants several times during the week along with the group of participants at the beginning, middle and end of the study. Throughout the duration of this research, I found that the participants use of the visual art journal kit, based on the postmodern principles, helped alleviate their anxiety and/or stress, and all students have a voice, freedom of choice, and fostered their self-confidence. This research holds substantial evidence that educators can use as a tool for reducing anxiety and/or stress to create a positive environment in the classroom and beyond. The following are appended: (1) Consent Form-Principle; (2) Overview Letter for Parents; (3) Parental Consent Form; (4) Full Lesson Plans; (5) Questionnaire for Initial Interview; (6) Group Discussion Questions During Study; and (7) Group Post Data Questionnaire.
Choosing Creatively: Choice-Based Art Education in an Inclusive Classroom
Author: Varian, Samantha
Date: 2016-08-00
Type: Reports - Research
Subjects: Art Education,Inclusion,Student Needs,Photography,Pretests Posttests,Surveys,Interviews,Creativity,Observation,Art Products,Scoring Rubrics,Self Esteem,Thinking Skills,Critical Thinking,Student Participation,Action Research,Middle School Students,Program Effectiveness,Grade 6,Qualitative Research,Disabilities,Academically Gifted

The purpose of this study was to measure the effects of Choice-Based Art Education on supporting the needs of all learners in an inclusive classroom, while building confidence, creativity, and critical thinking skills. Over a seven-week period, data was collected through photographs, pre- and post- surveys, interviews, pre- and post-creativity challenges, observations, student artifacts, attitudes surveys and through a Creativity Assessment Rubric. These methods were implemented to determine if Choice-Based Art Education can build confidence, creativity and critical thinking skills for all learners. This study introduced students to art studio centers, art making techniques, artistic behaviors, and studio critiques through artist studio practice and routine. The data collected provides insight into how Choice-Based Art Education does support the needs of all student populations, while building supports, confidence, creativity, and critical thinking skills longitudinally. The following are appended: (1) Creativity Challenge Pre/Post Assessment; (2) Choosing Creatively Curriculum Map; (3) Creativity Assessment Rubric; (4) 3,2,1, Critique Exercise Worksheet; (5) Attitudes Survey; (6) District Consent Form; (7) Parent Consent Forms; and (8) Example Studio Centers.
Exploring the Effects of Art-Making on the Racial Climate of a Multicultural Classroom
Author: Davis, Samantha
Date: 2016-08-00
Type: Reports - Research
Subjects: Art Activities,Classroom Environment,Case Studies,Grade 11,Critical Theory,Race,Culturally Relevant Education,High School Students,African American Students,Racial Identification,Interviews,Emotional Response,Stereotypes,Student Diversity,Multicultural Education,Art Education,Inclusion,Cultural Isolation,Self Expression,Action Research,Qualitative Research,Observation

The purpose of this case study was to explore the effects of art-making on the racial climate of a multicultural classroom of 11th graders. Critical Race Theory and Critical Race Methodology laid the foundation for approaching the topic of racial climate in an academic setting. An emphasis was placed on analyzing the developments of the counternarratives of students engaged in a culturally-responsive curriculum. Over an eight week period, students participated in three art projects focused on identity and racial identity. Each art lesson was devised as a response to the strengths and needs of students as they created artwork. The case study focused on three 11th grade students that identify as African American: Shanice, Tonia and Dashawn. Private regard, cultural imagery and language, and emotional responses were observed daily during both the direct instruction and the independent art-making. Interviews were conducted with the three participants, while artifacts were collected from participants and their peers. Throughout the study, themes of isolation through the Binary Race Paradigm, emotional exhaustion, and racial stereotyping emerged in discussions and art-work. Subsequently, art-making proved to provide inclusion, self-expression for students, and an evolution of private regard for students who participated. Supplemental teacher reflections can be found in Data Analysis and Findings. The following are appended: (1) Sample Consent Form for the Dean of Climate and Principal; (2) Sample Consent Form for Participants; (3) Emergent Critical Race Theory Tenants in Unit; (4) Curriculum Map; (5) Sample Packet of Content and Process; (6) Pre-Unit Interview Questions; and (7) Post-Unit Interview Questions.
Choice-Based Art Education in an ESL Kindergarten Classroom
Author: Anderson, Autumn
Date: 2016-08-00
Type: Reports - Research
Subjects: Art Education,Kindergarten,English Language Learners,Visual Aids,Communication Skills,Correlation,Action Research,Observation,Conventional Instruction,Active Learning,Student Projects,Attention Span,Verbal Communication,Literacy,Student Centered Learning,Elementary Education,Interviews

The purpose of this study was to measure the effects of a Choice-Based art curriculum with students in an ESL (English as a Second Language) kindergarten classroom. Of specific interest to the researcher there was a strong correlation between students using visual aids and communication skills to set their own art making goals. Through action research, a curriculum focused on student choice was implemented over a ten-week period. The participants ranged in age from five to seven and were all in full day kindergarten. Students' productivity, engagement, and communication skills were observed during both teacher-directed art class in a traditional art room and student- directed projects-based classes. The Choice-Based curriculum was implemented over five projects that allowed for students to be introduced to new materials and begin generating their own ideas and ways to create their own artwork. Data collected through observations, interviews, and the students' artwork was used to measure the students ability to decide outcomes within their own artwork. The study concludes that communication skills are gained and the attention spans of the students significantly increased when students are working on Choice-Based projects. Students also increased their use of written and oral communication, while also improving their literacy skills through the use of planning and sketchbooks. The following are appended: (1) Consent Forms; (2) Principal Consent Form; (3) Teacher Consent Form; (4) Overview Parent Consent Form; (5) Parent Consent Form for Participating Student; (6) Research Timeline; (7) Lesson Plan Elements; (8) Visual PowerPoint for Lesson 1; (9) All About Me Worksheet; (10) Inspiration List Worksheet; (11) My Art Plan Template; (12) Full Lesson Plan 4 with Tiered Rubrics; (13) Visual Center Posters; and (14) Progress Monitoring Log.
Art Education, Literacy, and English Language Learners: Visual Arts Curriculum to Aid Literacy Development
Author: Renish, Angela J.
Date: 2016-08-00
Type: Reports - Research
Subjects: Action Research,Art Education,Literacy Education,Interdisciplinary Approach,Language Usage,Observation,Photography,Video Technology,Audio Equipment,Writing Assignments,Surveys,Interviews,Teaching Methods,Spanish Speaking,Visual Arts,English Language Learners,Mixed Methods Research,Elementary School Students

Nineteen students whose first language is not English (English Language Learners, ELL) participated in an action research study that focused on the marriage of an art education curriculum and literacy practice. The study introduced students to the consistent use of language in art education as a means to discuss, inform, explain, and demonstrate comprehension. During the 10 week study, data was collected through quantitative and qualitative methods, including observations, photographs, video recordings, audio recordings, student artifacts, student writing samples, surveys, interviews, and assessments to confirm findings. The data collected provides evidence of literacy development in English Language Learners through closely coupling art education and literacy practices. Analysis revealed successful strategies and routines that can be implemented in art education in order to aid in the language development of English Language Learners. The following are appended: (1) Consent Forms: Institution Support Form; (2) Parent/Student Consent Form; (3) Teacher Consent Form; (4) Parent Survey; (5) Student Demeanor Survey; (6) Student Learning Styles Survey; (7) Unit One: Frida Kahlo and Self Portraits; (8) Unit Two: Nichos and Important People; (9) Unit One Pre-Assessment; (10) Unit One Post Assessment; (11) Unit Two Pre-Assessment; (12) Unit Two Post Assessment; and (13) Student Rubric and Assessment Sheet.
Making Art and Making Memories: A Study on the Effects of Art Making as a Possible Intervention to Memory Loss
Author: Carney, Kathleen
Date: 2016-08-00
Type: Reports - Research
Subjects: Action Research,Intervention,Memory,Dementia,Older Adults,Qualitative Research,Phenomenology,Case Studies,Art Activities,Surveys,Interviews,Journal Writing,Notetaking,Video Technology,Alzheimers Disease,Sculpture,Program Effectiveness

This eight-week action research project examined how art can be a possible intervention to memory loss. Five octogenarians with dementia participated in a qualitative phenomenological case study exploring the connections between memory and making art. Various methods of data collection were employed, including survey, interview, artifacts, journals, note-taking, and video recordings. As the participants shared stories of favorite desserts and treats, they created Pop Art sculptural works of those desserts, which activated memories of songs, images, and events from their pasts. The findings section elucidates specific successful strategies and outcomes. Everyone reported enjoying the experience, and for some participants, new memories were created regarding working with the sculptural material, understanding color mixing techniques, and subsequent identification of their artworks. The following are appended: (1) Consent Form; (2) Eight-Week Lesson Plan; (3) Rubric; (4) Survey 1; (5) Survey 2; and (6) Follow-up Survey.
State Financial Aid: Applying Redesign Principles through State Engagement. Special Report
Author: Pingel, Sarah
Date: 2016-07-00
Type: Reports - Descriptive
Subjects: College Students,Student Financial Aid,State Aid,Educational Policy,Alignment (Education),Paying for College,Postsecondary Education,Admission Criteria,Income,Barriers,Access to Education,Scholarships,Low Income Students,Disproportionate Representation,Age,Eligibility,Design,Student Needs

College is increasingly expensive for students, but states have an important policy tool to help defray the costs: state financial aid programs. However, many states' programs are misaligned with articulated strategic postsecondary education policy goals. Over the past two years, Education Commission of the States has supported a variety of state-level projects to redesign state financial aid. This report shares lessons learned from each of these efforts. This brief demonstrates that: (1) State aid may be promised to students early, but income criteria at the time of college matriculation may result in the unintended consequence of additional barriers for the very students early promise scholarship programs are designed to serve; (2) College affordability enjoys a disproportionate share of attention from policy leaders. This attention may result in productive policy evolution towards strategic goals or in approaches that suffer from a lack of cohesion and focus; (3) Completely eliminating the cost of college may be a way to reach low-income and other underrepresented student populations, but a student's age should not be the deciding factor in eligibility if states intend to enroll or re-enroll adult students through free college programs; and (4) States should carefully consider how institutional eligibility criteria to participate in state aid programs reflect pathways that are the most promising for students, or to what extent they may employ state financial aid simply as an additional conduit for institutional support.
VET Provider Market Structures: History, Growth and Change. Research Report
Author: Korbel, Patrick
Date: 2016-00-00
Type: Reports - Research
Subjects: Vocational Education,Technical Education,Career Education,Research Reports,Foreign Countries,Adult Education,Higher Education,Comparative Analysis

This paper tracks the development of the Australian vocational education and training (VET) provider market over the last two decades in the context of significant policy changes and generally increased competition. It provides an insight into how the sector has arrived at its current position, painting a present-day picture of great diversity. More importantly, it prompts further, more fundamental, questions about the current structure of the provider market and whether it is optimally placed to deliver the skills and knowledge that students and the Australian economy require. The now wider scope of the National VET Provider Collection has enabled reports on total VET activity (TVA). TVA data have been instrumental in this initial analysis of provider and student numbers, which builds on the paper &quot;Making Sense of Total VET Activity: An Initial Market Analysis&quot; (NCVER 2016). Two appendices include the following: (1) one table showing changes in training provider registrations over the last two decades; and (2) one table and five figures that show the number of providers by type within each size band (providers with 1 to 100 students; 101 to 1000 students; 1001 to 10,000 students; and more than 10,000 students). [For &quot;Making Sense of Total VET Activity: An Initial Market Analysis&quot; (NCVER 2016), see ED566536.]
Government-Funded Students and Courses--January to March 2016. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Vocational Education,Statistical Data,Student Characteristics,Program Descriptions,Intellectual Disciplines,Delivery Systems,Federal Aid,Profiles,Student Participation,Tables (Data)

This publication provides a summary of data relating to students, programs, subjects, and training providers in Australia's government-funded vocational education and training (VET) system (defined as Commonwealth and state/territory government funded training). This is the first time that government-funded data from one quarter is compared with data for the same quarter in the previous year. As the collection and reporting of data on a quarterly basis is relatively new, caution must be used in the interpretation of these data, particularly as some training authorities did not report data for the first three quarters of 2015.
Faculty Qualification Policies and Strategies Relevant to Dual Enrollment Programs: An Analysis of States and Regional Accreditation Agencies. Policy Report
Author: Horn, Aaron S.
Date: 2016-07-00
Type: Reports - Evaluative
Subjects: Dual Enrollment,Accreditation (Institutions),Higher Education,Program Implementation,Enrollment Trends,Program Effectiveness,Teacher Qualifications,Comparative Analysis,Content Analysis,State Policy,Inservice Teacher Education

As dual enrollment programs continue to expand, a critical challenge is to ensure that the quality of such courses offered in high schools is equivalent to the quality of courses taught in postsecondary institutions. Standards for faculty qualifications have historically constituted one facet of efforts to regulate educational quality, and thus this report examines state and regional accreditation policies relevant to instructor qualifications for dual enrollment programs. First, results are presented from a content analysis of state policies for dual enrollment instructor qualifications. Second, the faculty qualification policies of regional accreditation organizations are compared with a particular emphasis on the Higher Learning Commission and the Southern Association of Colleges and Schools. Third, a description is presented of state strategies to increase the number of in-service teachers qualified to teach dual enrollment courses.
A Guide to Providing Social Support for Apprentices. Good Practice Guide
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2016-00-00
Type: Guides - General
Subjects: Guides,Apprenticeships,Mentors,Best Practices,Transitional Programs,Social Support Groups,Role Models,Labor Force Development,Organizational Culture,Foreign Countries

The main purpose of this guide is to provide some ideas for employers of apprentices to provide an environment in which strong informal bases of support can succeed. Formal mentoring is an important aspect of apprenticeships; however, it is also informal mentoring--practices that are difficult to formally nurture--that plays a significant and effective role in supporting the overall well-being of an apprentice. This good practice guide is designed to help employers think about and provide work-based social support structures that may contribute to the health and well-being of young apprentices as they transition to the world of work. [This good practice guide is based on the report &quot;Beyond Mentoring: Social Structures of Support for Young Australian Carpentry Apprentices&quot; by John Buchanan, Catherine Raffaele, Nick Glozier and Aran Kanagaratnam from the University of Sydney. For that report, see ED567792.]
Beyond Mentoring: Social Support Structures for Young Australian Carpentry Apprentices. Research Report
Author: Buchanan, John
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,Apprenticeships,Woodworking,Mentors,Vocational Education,Social Support Groups,Case Studies,Social Development,Career Development,Organizational Culture,Partnerships in Education,Models,Mental Health,Research Reports,Educational Practices,Qualitative Research,Adolescents,Young Adults,Interviews

This research focused on how apprenticeships, at their best, provide extensive social support for young people. It draws on, and contributes to, debates about workforce (and especially vocational) development in contemporary Australia. It also contributes to the growing literature on social support and health, especially the role that work could play in improving the mental health of young people. Specifically, it identifies the forms of social support provided to young carpentry apprentices. Findings have been generated from eight case studies, which included smaller organisations and some of Australia's leading construction firms and group training organisations (GTOs). Key findings include: (1) Formal mentoring arrangements were common; (2) Systemic informal support embedded in trade cultures of vocational and social development was significant; (3) Support arrangements were integral--not incidental--to organisational business models; (4) Apprenticeship models of support can extend to occupations above and below trades level; (5) Quasi-apprenticeship support arrangements for occupations below trades level required additional stakeholders and resources; and (6) External program-based mentoring arrangements can complement (but not replace) effective apprenticeship support arrangements. The following are appended: (1) Report on the quantitative phase of this project; and (2) Evolution of the research question and design for this project. [For the accompanying guide, &quot;A Guide to Providing Social Support for Apprentices: Good Practice Guide,&quot; see ED567791.]
The Baccalaureate in the California Community College: Current Challenges &amp; Future Prospects
Author: Gándara, Patricia
Date: 2016-07-00
Type: Reports - Research
Subjects: Community Colleges,Bachelors Degrees,State Action,State Surveys,Labor Needs,Educational Legislation,Educational Benefits,Performance Factors,Barriers,Labor Force Development,Educational Attainment,Graduation Rate,Access to Education,Educational Quality,Administrator Attitudes,Content Analysis,Racial Factors,Achievement Gap,Institutional Advancement,Enrollment Rate,Faculty Recruitment,Models,Two Year College Students,Two Year Colleges

Concerns over the United States' global standing have spurred a national focus on improving postsecondary attainment. At the same time, many sectors of the economy find they have difficulty recruiting highly trained individuals to fill the good jobs that exist; jobs like nursing, respiratory care, dental hygiene, and various mid-level management positions. One response to these workforce needs has been to establish specific baccalaureate degree programs in community colleges across the nation. California has recently become the 22nd state to inaugurate the community college baccalaureate. This report compares the California experience to date with that of other states that are demographically similar to California. It offers a set of recommendations that could help the state achieve both workforce readiness and greater equity of opportunity to complete a baccalaureate degree for underrepresented students. The following are appended: (1) Historical Overview of California's Legislative Attempts to Offer Baccalaureates at the Community College; (2) Senate Bill No. 850, Chapter 747; (3) A Snapshot of States with Community College Baccalaureates; (4) Interview Protocol; and (5) Miami Dade College Student Demographic Characteristics.