ethanporcaro/eric-fulltext-meta huggingface dataset:
A Case Study of Work-Based Learning through the Design of edX MOOCs for Latin America and the Caribbean
Author: Freire, Fabián
Date: 2020-00-00
Type: Journal Articles
Subjects: Workplace Learning,Online Courses,Foreign Countries,Learning Experience,Open Education,Open Educational Resources,Curriculum Design,Instructional Design,Cooperation,Technology Uses in Education

This exploratory case study analyzed the reported learning experiences among the multidisciplinary practitioners employed in the development of edX courses for a pioneering MOOC program targeted at Latin America and Caribbean. It applied work-based learning theory and activity theory to answer the question of whether and how a group of 20 participants--including subject matter experts, instructional designers, administrative assistants, platform technicians, and media producers--experienced work-based learning through their collaboration during the MOOC program's initial professionalization period. Using qualitative research methods via interviews, observation, and document analysis, it illuminated the practical, pedagogical, and organizational factors that participants identified as critical for succeeding in their jobs. The principal study finding indicated that the entirety of participants experienced work-based learning in response to systemic tensions related to one or more of the five phases of the MOOC design cycle. The secondary findings concluded that participants encountered significant pressures and opportunities for learning as a result of: developing educational resources or learning activities (80%), the need for improving organizational processes (85%), and facing constant technological upgrades (75%). Finally, the study recommends that MOOC design teams: (1) rethink the role of the instructor vis-à-vis the techno-pedagogical affordances of the MOOC platform; and (2) design adaptive organizational structures that support a plurality of sociomaterial workflows.
Determining Needs and Priorities of Learners with Special Needs for Support Services in an Open and Distance Learning Context in Turkey
Author: Genç, Hakan
Date: 2020-00-00
Type: Journal Articles
Subjects: Students with Disabilities,College Students,Visual Impairments,Hearing Impairments,Physical Disabilities,Accessibility (for Disabled),Assistive Technology,Information Needs,Academic Support Services,Social Support Groups,Technical Support,Open Education,Distance Education,Inclusion,Foreign Countries,Student Needs

This study aims to identify needs and priorities of learners with special needs for support services in an open and distance teaching university in Turkey based on disability type. Exploratory sequential design was adopted. In the qualitative phase, semi-structured interviews were performed with six individuals from each group, including hearing impairment, visual impairment, and physical disability to determine the needs of the learners. Data were coded based on a thematic framework involving managerial, pedagogical, social, and technical support. To determine the priorities of the learners with special needs for support services in the quantitative phase, surveys were developed separately for three groups with disabilities based on the qualitative findings. A total of 703 learners took part in the surveys. The quantitative data were analyzed using descriptive statistics. Findings of the study revealed that learners with special needs require a wide variety of services regarding managerial, pedagogical, social, technical and vocational support. Existing support systems need to be improved and awareness for these systems should be increased to make services more inclusive.
5th and 6th Grade Students&apos; Perceptions of Communication = 5. ve 6. sinif ögrencilerinin iletisim olgusuna yönelik algilari
Author: Sahin Sarkin, Döndü Bahar
Date: 2020-00-00
Type: Journal Articles
Subjects: Grade 5,Grade 6,Secondary School Students,Student Attitudes,Private Schools,Communication (Thought Transfer),Figurative Language,Freehand Drawing,Communication Skills,21st Century Skills,Foreign Countries,Self Expression

This study aims to examine how 5th and 6th grade students perceive the phenomenon of communication. It was designed as a qualitative research and the phenomenological method was used. Totally, 80 students constituted the study group. A two-part &quot;Communication Perception Form&quot; was created by the researchers in order to determine the perceptions of the students regarding the phenomenon of communication. Content analysis technique was used in evaluating the data obtained in this study. Data on the phenomenon of communication were gathered among five categories (nature, emotion, food, existence, tool/mediator). In the visual metaphors of the students, it was seen that they drew telephone and talking people mostly. The metaphors developed by the 5th and 6th graders, which are the first levels of secondary school, can be considered as important indicators for understanding the positive and negative effects of communication on students. In this study, where communication generally evokes speech or correspondence, it can be suggested that students acquire this skill in various fields through programs, since it is seen that students make more in-depth descriptions in visual expression.
Preservice Mathematics Teachers&apos; Competencies in the Process of Transformation between Representations for the Concept of Limit: A Qualitative Study = Matematik ögretmeni adaylarinin limit kavramina yönelik temsiller arasi dönüsüm süreci yeterlikleri: Nitel bir çalisma
Author: Kuzu, Okan
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Teacher Competencies,Pedagogical Content Knowledge,Mathematics Tests,Mathematical Concepts,Reading Comprehension,Algebra,Foreign Countries

In this study, external representations and the problems encountered related transformation process between representations towards limit concept were investigated. &quot;Limit Representation Conversion Test&quot; was administered to 41 preservice mathematics teachers studying at a state university in central Turkey during 2018-2019 academic years. In this study, which was designed with the case study model, which is one of the qualitative research models, the data were analyzed by content analysis. Unstructured interviews were made with preservice mathematics teachers whose explanations were insufficient or differed and the problems encountered were determined. It was observed that preservice mathematics teachers had most difficulties in the verbal representation type questions. It was revealed that preservice mathematics teachers who gave the wrong answers mostly had deficiencies in the concept and the process and could not fully understand the limit problems. It was determined that preservice mathematics teachers had difficulties in knowing the concept of limit point, determining the function and interpreting verbal data. It was seen that preservice mathematics teachers who proceeded towards the concept and process answered wrong due to mathematical operations errors and carelessness. When the wrong answers were examined, it was observed that errors were gathered under the themes &quot;lack of content knowledge&quot; and &quot;lack of reading comprehension&quot; for verbal type input; under the theme &quot;carelessness&quot; for graphical type input; under the theme &quot;lack of content knowledge&quot; for algebraic and numerical type input.
My Rocket: Young Children&apos;s Identity Construction through Drawing
Author: Hall, Emese
Date: 2020-09-30
Type: Journal Articles
Subjects: Freehand Drawing,Self Concept,Case Studies,Rural Schools,Sociocultural Patterns,Communication (Thought Transfer),Preschool Children,Comparative Analysis,Space Sciences,Foreign Countries,Social Theories,Creativity,Play

The communicative potential of young children's drawings was explored through case studies of 14 children aged four - six (eight girls, six boys) at a rural English school. Informed by socio-cultural theories, the research queried &quot;what&quot; and &quot;how&quot; the children communicated through drawing, as well as &quot;influences&quot; on their choices. Nearly 800 spontaneous drawings were collected, along with interview and observation data. Identity was the main theme communicated, with evident gender differences. However, the discussion of data goes beyond the reductivism of a sole focus on stereotypical gender differences. This paper compares nine rocket drawings, produced by seven children (five boys, two girls) and contextualises some crucial findings from the wider study. The drawings reflect the children's unique, powerful and playful identities and their desire to communicate these with others in creative ways. Importantly, individual discussions with the children about their drawings were essential to gain valuable insights into their worlds.
Embodied Learning through and for Collaborative Multimodal Composing: A Case in a Finnish Lower Secondary Music Classroom
Author: Juntunen, Marja-Leena
Date: 2020-10-19
Type: Journal Articles
Subjects: Cooperative Learning,Secondary School Students,Student Attitudes,Music Education,Musical Composition,Multisensory Learning,Foreign Countries,Video Technology,Handheld Devices,Teaching Methods,Creative Activities

This article analyzes how embodied learning was enhanced in a project in which students made a music video with a tablet, combining music and movement compositions, in a Finnish seventh-grade music classroom. Student interviews and reflections, as well as researcher's field notes were used as material for the analysis. In the project, embodied learning took place through active participation and multi-sensory perception and experiences. Learning was enhanced by focusing students' attention to and awareness of each activity and their kinesthetic experiences, then by reflective assignments. Preparations for the music and movement compositions included explorative and improvisational Dalcroze-, Orff-, and Laban-based music-and-movement exercises, the rehearsal of movement material for composition, and the creation of a safe and comfortable social space. Making the video fostered embodied learning since it required students to remember, re-experience, and apply previous activities, and incorporated multimodal expression. Tablets served as easy and manageable digital tools for meaning-making and multimodal expression in addition to making achievements both explicit and shareable.
A Critical Analysis of Aesthetics and Cultural Texture of Shopping Malls in Teacher Education: The Ideology of Space
Author: Mamur, Nuray
Date: 2020-09-30
Type: Journal Articles
Subjects: Criticism,Aesthetics,Inservice Teacher Education,Interior Space,Teaching Methods,Art Teachers,Elementary School Teachers,Secondary School Teachers,Visual Arts,Foreign Countries,Perception,Concept Mapping

This case study addresses an activity called &quot;Ideology of Space&quot; in the context of a visual culture-based in-service teacher education program. In the study, teachers applied a multidimensional analysis to mall spaces, which serve as a good example of everyday aesthetics. The activity consisted of a series of implementations aimed at examining how ideology is experienced through spaces in daily life. It included pedagogical approaches that encouraged teachers to critically evaluate the shopping malls they visited by using their knowledge and aesthetic value judgments to examine elaborately the shopping malls, not only in the context of the economy but also within the cultural, political, and environmental contexts. The implementation process focused on visual culture and sustainable learning. The participants of the research were primary classroom teachers and secondary school visual arts teachers. In the study, the analysis unit encompassed the experiences of the teachers who attended the activity. While tracing the aesthetics that leak into every area of life with different functions through space, teachers examined the social, environmental and economic dimensions of such leakage and were encouraged to question their own teaching processes. The results denoted that the activity enhanced teachers' learning experiences and, by this means, promoted their professional and personal development. Teachers' expressions revealed that the visual art teachers rarely use learning approaches that nurture the intellectual process before implementing lessons in their classes. Furthermore, the educational process enabled teachers to critique themselves with regard to the use of cognitive and interactive pedagogies in their classes. Teachers developed ideas to improve their own art lesson activities through the experiences they gained during the activity.
The Effect of Drama-Based Pedagogies on K-12 Literacy-Related Outcomes: A Meta-Analysis of 30 Years of Research
Author: Lee, Bridget Kiger
Date: 2020-09-19
Type: Journal Articles
Subjects: Meta Analysis,Drama,Teaching Methods,Literacy Education,21st Century Skills,Art Education,Instructional Effectiveness,Literacy,Outcomes of Education,Trend Analysis,Academic Achievement,Learning Motivation,Search Strategies,Research Reports,Student Attitudes,Kindergarten,Elementary Secondary Education

A recent national report heartily supported arts integration as an effective, innovative, and cost-efficient way to address teachers' and students' needs; however, the report called for a better understanding of when, for whom, and what content areas are best served by arts integration methods. The effectiveness of drama-based pedagogy (DBP), a type of arts integration, has been assessed in previous meta-analyses; however, an updated meta-analysis is warranted. In the present report, we review and meta-analyze thirty years of accumulated research of the effects of drama-based pedagogies on literacy related student outcomes. The findings show a significant positive effect of DBP on achievement, attitudes, 21st century skills, drama skills, and motivation. In particular, effects are more positive when DBP is led by a classroom teacher over multiple hours of instruction. Limitations and implications are discussed.
In Conversation with Four Handbooks: On the Current State of Arts Education in the 21st Century
Author: Wienk, Janeke
Date: 2020-10-29
Type: Journal Articles
Subjects: Art Education,Educational Trends,Educational Change,Guides,Educational Research,Interdisciplinary Approach,Advocacy

Entering the new millennium, the field of arts education asserted to have undergone some substantial changes. I explore these assertions by analysing the discourse in four recent international handbooks on arts education, focusing on the perspectives of the editors, specifically the lens they use to frame, organise, thematise and shape the field of arts education. Based on the key concepts, recurring themes and grand narratives that the editors' lenses collect and show, I firstly describe the historical timeline formed by the four handbooks published from 2004 to 2017. Given the constraints set, my research does not include the 3-volume International Encyclopedia of Art and Design Education has been published in 2019. Secondly, I search for dimensions that are overlooked or underexposed, due to these lenses. To conclude I connect these findings to my experience as an art teacher leading to the observation that art in education bears a particular potential for education. To address this however, research and education that relates more closely to the nature of the arts is needed.
Musical Self-Portraits and Representations of Non/Conformity: In the Music Classroom with Preservice Generalist Teachers
Author: Sefton, Terry G.
Date: 2020-11-05
Type: Journal Articles
Subjects: Foreign Countries,Music,Preservice Teachers,Self Concept,Music Education,Portraiture,Professional Identity,Social Behavior

Self-portraits are a genre of art, but also constitute artefacts of identity. This research explores student-created musical self-portraits produced by more than 150 generalist teacher education students (preservice teachers) in Ontario, Canada over a period of three years. The self-portraits were completed and submitted as an assignment at the beginning of the term in a compulsory music education class. This paper examines the material practice, influences, and symbols that students used. Most of the self-portraits conformed to the idea of 'the good teacher', while only a few represented identities that lay outside social norms. The findings contribute to an understanding of how students may groom their self-image and construct a public identity to fit the institutional and cultural ethos of preservice teacher education programs.
Interpersonal Relations and Achievement among University Upgrading (Grade V) Teacher Students
Author: Waiswa, Helen C. A.
Date: 2020-10-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Academic Achievement,Student Teachers,Foreign Countries,Preservice Teacher Education,Student Attitudes,Predictor Variables

Interpersonal relations refer to an intelligence and competence that enable the establishment and maintenance of mutually satisfying relationships with a variety of people across diverse situations. Academic achievement refers to satisfactory learner performance as shown by grades attained in course-work, tests, continuous assessment and end-of-semester examinations. The study interrogated the relationship between interpersonal relations (IR) and academic achievement (AA) among university upgrading (Grade V) teacher students in Ugandan universities. Using a quantitative sample of 473 and a qualitative sample of 75 upgrading Grade V teacher-students from Makerere University and Uganda Christian University (UCU), a cross-sectional survey and interview were carried out. The results showed that IR was positively and significantly related to subjective AA (r = 0.23, p &lt; 0.001). However, it was not significantly related to objective AA -- CGPA (r = 0.04, p &gt; 0.05) thus, supporting the hypothesis: There is a positive relationship between IR and AA among university upgrading teacher-students. Qualitative findings showed that team spirit, group work and collegial relations were important aspects of IR. In conclusion, the study stressed collaborative approaches to IR as useful in the 21st century. As a contribution to policy and practice, the study recommends that: for better AA, teacher-students need to have a holistic curriculum to train on IR. Knowledge of negative and positive perceptions of IR are critical for the furtherance of both individual and collaborative functions in teaching, learning, training, and research.
Crafting the City: Promoting Heritage Awareness through Craft Making in a Historical Town
Author: Kouhia, Anna
Date: 2020-11-05
Type: Journal Articles
Subjects: History,Handicrafts,Cultural Maintenance,Creative Activities,Teaching Methods,Learning Processes,Artists,Historic Sites,Intervention,Place Based Education,Role,Foreign Countries,Workshops,Teacher Education Programs

This paper reports on a project designed to promote the understanding of the World Heritage site of Old Rauma, Finland, with the help of craft activities. Through fieldwork and an analysis of the data collected from two craft interventions, the paper examines how craft making can serve as a medium to celebrate a sense of place and inspire people to deliberate the role that heritage occupies in their everyday lives. Based on the study, it can be concluded that attention needs to be placed on the teaching and learning of creative practices in order to contribute to the makers' perceptions of placeness and to sustain local development as well as to promote heritage in a historical town.
Lower Secondary Students&apos; Arabic Speaking Anxiety: A Foreign Language Literacy Perspective
Author: Mohamed Mokhtar, Mohd Ieruwan
Date: 2020-10-00
Type: Journal Articles
Subjects: Secondary School Students,Anxiety,Communication (Thought Transfer),Semitic Languages,Second Language Learning,Second Language Instruction,Likert Scales,Measures (Individuals),Foreign Countries,Speech Communication,Test Anxiety,Classroom Communication,Learning Processes,Student Attitudes,Literacy

Speaking in a foreign language classroom can be extremely anxiety provoking for some students. There are many studies on foreign language anxiety (FLA). The studies show that anxiety influences achievement and performance in speaking. However, most of the previous research have investigated FLA in English speaking contexts. Hence, this study aims to investigate speaking anxiety among Arabic Language learners in secondary schools from the Federal Territory of Kuala Lumpur, Malaysia. The students (n=40) were selected following the random sampling method. The established questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) was used for collecting the data. This questionnaire consists of four factors namely test anxiety, communication apprehension, anxiety in the classroom and fear of negative evaluation. The researcher followed descriptive statistical methods including means and standard deviation values to address the research questions. The study shows that the process of learning the Arabic Language has significant impact on students in learning a foreign language especially in daily secondary schools. The findings show several concerns exist among the students while speaking Arabic in the classroom. The results can help Arabic Language teachers to understand students' anxiety in the process of teaching the language in the daily/non-boarding secondary schools which will contribute to literacy of Arabic Language at large.
&quot;We Need to Give Every Kid the Chance to Play&quot;: An Interview with Adam Rosales about Giving Back to the Community and Keeping Disadvantaged Children and Youth Grounded through Baseball
Author: Grünke, Matthias
Date: 2020-00-00
Type: Journal Articles
Subjects: Team Sports,Athletics,Disadvantaged Youth,Inclusion,Social Support Groups,Learning Disabilities

In this interview, former Major League Baseball player Adam Rosales talks about his engagement in helping troubled children through his nonprofit organization, Sandlot Nation, and other means. He stresses the importance of giving back to society and explains that his motivation to be involved in charity work stems from his faith and from the values he was taught as a child. In his opinion, playing baseball is an excellent way to encourage everyone to live in the moment and appreciate every experience for what it is. He emphasizes the significance of giving disadvantaged children and youth a chance to play baseball and reflects on the capacity of this sport for inclusion.