ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing the Model of &quot;Pedagogical Art Communication&quot; Using Social Phenomenological Analysis: An Introduction to a Research Method and an Example for Its Outcome
Author: Hofmann, Fabian
Date: 2016-00-00
Type: Journal Articles
Subjects: Phenomenology,Research Methodology,Art Education,Foreign Countries,Museums,Arts Centers,Art Teachers,Research Projects,Case Studies,Kindergarten,Preschool Teachers

Social phenomenological analysis is presented as a research method for museum and art education. After explaining its methodological background, it is shown how this method has been applied in a study of gallery talks or guided tours in art museums: Analyzing the situation by description and interpretation, a model for understanding gallery talks is developed: &quot;Pedagogical Art Communication&quot;. Results: The interplay among the recipient group, the aesthetic object, and educator is characterized by the participants acquiring (i.e. by aesthetic experience) and the educator imparting (especially) knowledge. In the future, art education and museum education need to focus less on dissolving this difference (in the sense of &quot;methods that work&quot;) and spend more time on finding ways of sensibly dealing with the difference between imparting and acquirement of art. So the practice would be a pedagogical art communication in which art educators impart what can be imparted (to the extent that it is &quot;impartable&quot;), while at the same time stimulating and enabling the acquirement of knowledge--and, at a broader level, coordinating the interplay of imparting and acquirement in social, performative and spatial dimensions.
Masks in Pedagogical Practice
Author: Roy, David
Date: 2016-00-00
Type: Journal Articles
Subjects: Drama,Teaching Methods,Visual Stimuli,Workshops,Faculty Development,Theater Arts,Nonverbal Communication

In Drama Education mask work is undertaken and presented as both a methodology and knowledge base. There are numerous workshops and journal articles available for teachers that offer knowledge or implementation of mask work. However, empirical examination of the context or potential implementation of masks as a pedagogical tool remains undeveloped. On a theoretical level, throughout both ancient and modern drama education and performance, masks have been seen as synonymous to the field of drama. The mask is an iconic theatrical symbol from the times of Socrates to Modern western theatres. Simply put, masks symbolise the adoption of the role and hold a central place in drama across time and culture. Within Drama (as a field in itself), the use of mask have been used by influential drama theorists explicitly in specialist drama training. In schools, however, whilst referenced in official curricula internationally, there is no formal development of pedagogies for mask use in Drama, and little to no research in its potential impact upon the enacted curriculum. This paper presents some methodologies of &quot;how&quot; to apply masks offered through presenting theoretical, historical knowledge contexts. Two teacher workshops in mask application and pedagogical potentials is also further discussed.
U.S. History Skits: Just a Spoonful of Sugar...
Author: Saeed, Sheryl Raffat
Date: 2016-00-00
Type: Journal Articles
Subjects: History Instruction,Teaching Methods,Skits,Learning Motivation,Learner Engagement,Learning Strategies,Instructional Effectiveness,Integrated Activities

This articles suggests the advantages of incorporating brief, informal, yet content-rich classroom history skits as a way to motivate students, generate interest, and ease students into the more &quot;academic&quot; content found in textbooks and primary source documents.
Media Detectives: Bridging the Relationship among Empathy, Laugh Tracks, and Gender in Childhood
Author: Kanthan, Sruti
Date: 2016-00-00
Type: Journal Articles
Subjects: Media Literacy,Empathy,Humor,Television Viewing,Elementary School Students,Grade 5,Gender Differences,Quasiexperimental Design,Pretests Posttests,Statistical Significance,Child Development,Mass Media Effects,Technology Uses in Education,Hypothesis Testing,Museums,Social Attitudes,Social Bias,Attitude Change,Scores

Empathy in college-age students is decreasing at unprecedented rates. Understanding empathy in children can act as primary prevention in tackling the problem. This study considers laugh tracks' capacity to bias reality, foster empathy, and investigate differences across time and gender in 181 fifth grade students. Findings from this quasi-experimental study suggests that students' perceptions of the relationship between empathy and canned laughter changed significantly from pretest to posttest. Statistically significant differences were present for gender, as well. Theoretical and practical implications of using laugh tracks to increase empathy in middle and late childhood are discussed.
Predicting Parental Mediation Behaviors: The Direct and Indirect Influence of Parents&apos; Critical Thinking about Media and Attitudes about Parent-Child Interactions
Author: Rasmussen, Eric C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Critical Thinking,Parent Child Relationship,Correlation,Television Viewing,Parent Role,Parenting Styles,Media Literacy,Children,Preadolescents,Online Surveys,Individual Characteristics,Violence,Hypothesis Testing,Responses

Many parents fail to interact with their children regularly about media content and past research has identified few predictors of parents' engagement in parental mediation behaviors. This correlational study explored the relationship between parents' critical thinking about media and parents' provision of both active and restrictive mediation of television content. Results revealed that parents' critical thinking about media is positively associated with both active and restrictive mediation, relationships mediated by parents' attitudes toward parent-child interactions about media. These findings suggest that media literacy programs aimed at improving parents' critical thinking about media may be an effective way to alter children's responses to media exposure and that these media literacy programs should promote positive attitudes toward parental mediation.
What Do You Use Mobile Phones For? A Creative Method of Thematic Drawing with Adolescents in Rural China
Author: Hong, Jiachun
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Areas,Adolescents,Telecommunications,Handheld Devices,Correlation,Attitude Measures,Freehand Drawing,Student Attitudes,Social Influences,Cultural Influences,Communication Strategies,Family Relationship,School Policy,High School Students,Focus Groups,Interviews

This study sets out to explore Chinese adolescents' subjectivities toward the use of mobile phones, and reveal the dynamic relationship among students, parents, and school concerning mobile phone usage in rural China. Twenty-one high school students were recruited, and asked to draw a painting that expresses their perceptions of mobile phones in relation to family and school life. After analyzing the thematic drawings and their self-explanations upon the drawings, several themes arise: the mobile phone as a bridge of love, as an extension of the home, as an iron cage, as the blasting fuse of family conflicts, and as a threat to school life. Contrary to popular belief that adolescents are digital natives who were immersed in mobile technologies since birth, this study suggests that digital culture divides based on social-economic status and the concept of digital natives should be used with caution when analyzing teenagers' mobile culture in rural China.
A Phenomenological Investigation of Social Networking Privacy Awareness through a Media Literacy Lens
Author: Magolis, David
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Social Media,Information Dissemination,Sharing Behavior,Privacy,Self Disclosure (Individuals),Phenomenology,Student Attitudes,Interviews,Data Analysis,Information Security,Media Literacy,Geographic Location,Demography

This research study focused on the social networking site (SNS) awareness of undergraduate students, examining their experiences through the type and extent of the information shared on their SNSs in order to discover the students' experiences with SNS privacy. A phenomenological research approach was used to interview eight undergraduates to explore the question, &quot;what is the nature of undergraduate students' social networking privacy?&quot; Each recorded interview lasted up to one hour in duration and was transcribed verbatim. A thematic analysis of the interview data revealed that all of the participants were aware of their online privacy, but each had different views about protecting it. The participants that &quot;shared&quot; demographic information on SNSs wanted to be seen and were not worried about their privacy being violated. The participants who were worried about their privacy being violated by someone physically locating them still felt comfortable sharing their personal information. Participants shared at least one type of information about themselves on a SNS but also developed their own settings to protect parts of their privacy.
Smartphone Apps in Education: Students Create Videos to Teach Smartphone Use as Tool for Learning
Author: Clayton, Kara
Date: 2016-00-00
Type: Journal Articles
Subjects: Handheld Devices,Telecommunications,Computer Oriented Programs,Technology Uses in Education,Student Attitudes,Video Technology,Electronic Publishing,Web Sites,Film Production,Student Developed Materials,Tutorial Programs,Educational Trends,Elementary Secondary Education,Active Learning,Student Projects,Instructional Design,High School Students,Peer Teaching,Peer Evaluation,Feedback (Response)

Smartphones are regular classroom accessories. Educators should work with children to understand the capacity of smartphones for learning and civic engagement, rather than being a classroom distraction. This research supports a collaborative project the authors engaged in with students in two states to discover what the perception of smartphone use was by students and teachers. One element of this project included students producing YouTube style tutorials on the educational use of mobile apps. The authors explored smartphone use in the classroom. Student created products correlated to technology trends in K-12 education and their relationship with state by state demographic data.
Living and Leading in a Digital Age: A Narrative Study of the Attitudes and Perceptions of School Leaders about Media Literacy
Author: Mahoney, Kerrigan R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Media Literacy,Administrator Role,Administrator Attitudes,Elementary Secondary Education,Educational Technology,Principals,Assistant Principals,Interviews,Critical Thinking,Global Approach

Students graduating from K-12 education need media literacy skills to engage, participate, and learn in a world in which literacy must keep pace with rapidly changing technologies. Given the significant roles school administrators play in providing leadership and vision to their schools, this narrative study addresses the research question: What are school administrators' perceptions of, and attitudes about, media literacy? Through the stories of six K-12 school administrators, we highlight the connections of their experiences and attitudes to the actions they take to support media literacy learning, and their visions for technology, instruction, and learning in their schools.
Locating Community Action Outreach Projects in the Scholarship of Media Literacy Pedagogy
Author: Crandall, Heather
Date: 2016-00-00
Type: Journal Articles
Subjects: Community Action,Outreach Programs,Scholarship,Media Literacy,Graduate Students,Critical Literacy,Comparative Analysis,Technology Uses in Education,Technological Advancement

This paper compares frameworks in recent critical media literacy scholarship with trends found in eight semesters of media literacy community action outreach assignments to explore how these frameworks can function as curricular tools for media literacy practitioners. Besides potential tools for media literacy pedagogy, this examination of recent literature uncovers new considerations and directions for the field of media literacy education. These include tensions present in the practice of teaching from a critical perspective, observations about student use of newer technologies for social change, and concerns to include in critical media literacy literature.
Random Forests for Evaluating Pedagogy and Informing Personalized Learning
Author: Spoon, Kelly
Date: 2016-00-00
Type: Journal Articles
Subjects: Data Analysis,Individualized Instruction,Teaching Methods,Intervention,Feedback (Response),Instructional Effectiveness,Problem Solving,Units of Study,Introductory Courses,Statistics,Mathematics Instruction,At Risk Students,College Students,Evaluation

Random forests are presented as an analytics foundation for educational data mining tasks. The focus is on course- and program-level analytics including evaluating pedagogical approaches and interventions and identifying and characterizing at-risk students. As part of this development, the concept of individualized treatment effects (ITE) is introduced as a method to provide personalized feedback to students. The ITE quantifies the effectiveness of intervention and/or instructional regimes for a particular student based on institutional student information and performance data. The proposed random forest framework and methods are illustrated in the context of a study of the efficacy of a supplemental, weekly, one-unit problem-solving session in a large enrollment, bottleneck introductory statistics course. The analytics tools are used to identify factors for student success, characterize the benefits of a supplemental instruction section, and suggest intervention initiatives for at-risk groups in the course. In particular, we develop an objective criterion to determine which students should be encouraged, at the beginning of the semester, to join a supplemental instruction section.
Evaluating the Impact of Instructional Support Using Data Mining and Process Mining: A Micro-Level Analysis of the Effectiveness of Metacognitive Prompts
Author: Sonnenberg, Christoph
Date: 2016-00-00
Type: Journal Articles
Subjects: Data Analysis,Metacognition,Prompting,Cues,Computer Assisted Instruction,Classification,Learning Strategies,Student Behavior,Protocol Analysis,Learning Activities,Scaffolding (Teaching Technique),Hypermedia,Undergraduate Students,Foreign Countries

In computer-supported learning environments, the deployment of self-regulatory skills represents an essential prerequisite for successful learning. Metacognitive prompts are a promising type of instructional support to activate students' strategic learning activities. However, despite positive effects in previous studies, there are still a large number of students who do not benefit from provided support. Therefore, it may be necessary to consider explicitly the conditions under which a prompt is beneficial for a student, i.e., so-called adaptive scaffolding. The current study aims to (i) classify the effectiveness of prompts on regulatory behavior, (ii) investigate the correspondence of the classification with learning outcome, and (iii) discover the conditions under which prompts induce regulatory activities (i.e., the proper temporal positioning of prompts). The think-aloud data of an experiment in which metacognitive prompts supported the experimental group (n = 35) was used to distinguish between effective and non-effective prompts. Students' activities preceding the prompt presentation were analyzed using data mining and process mining techniques. The results indicate that approximately half of the presented prompts induced metacognitive learning activities as expected. Moreover, the number of induced monitoring activities correlates positively with transfer performance. Finally, the occurrence of orientation and monitoring activities, which are not well-embedded in the course of learning, increases the effectiveness of a presented prompt. In general, our findings demonstrate the benefits of investigating metacognitive support using process data, which can provide implications for the design of effective instructional support.
Relationship with Parents and Coping Strategies in Adolescents of Lima
Author: Caycho, Tomás P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Adolescents,Parent Child Relationship,Coping,Sampling,Foreign Countries,Correlation,Comparative Analysis,Measures (Individuals),Statistical Analysis,Parenting Styles,Mothers,Fathers,Gender Differences,Personal Autonomy,Scores

This correlational and comparative study aims to determine the relationship between the perception of the relationship with parents and coping strategies in a sample of 320 students chosen through a non-probabilistic sampling of 156 men (48.75%) and 164 women (51.25%). To that end, information gathering instruments like the Children's Report of Parental Behavior Inventory and Adolescent Coping Scale were used. The results suggest that there are statistically significant correlations between some dimensions of perception of the relationship with parents and coping strategies in the sample studied. Finally, with regard to the perception of parenting styles of both mother and father, we see no significant differences between men and women, except for the extreme autonomy of the father, in which men score higher than women. There were no some statistically significant differences in the analysis of coping strategies in the sample in relation to gender.
Emotional Intelligence and ADHD: A Comparative Analysis in Students of Lima Metropolitan Area
Author: Barahona, Luciana M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adolescents,Attention Deficit Hyperactivity Disorder,Emotional Intelligence,Comparative Analysis,Surveys,Statistical Analysis,Correlation,Stress Management,Adjustment (to Environment),Hypothesis Testing,Interpersonal Competence,Secondary School Students

The following study aims to identify statistically significant differences between adolescent students with and without Attention Deficit Disorder and Hyperactivity (ADHD) in emotional intelligence skills. The study sample was composed of 44 students with ADHD diagnosis and 192 students without ADHD; both groups were obtained by an intentional process. The participants were evaluated with the Emotional Intelligence Inventory of BarOn ICE: NA, Peruvian adaptation and standardization (Ugarriza &amp; Pajares, 2003). The results showed that there are statistically significant differences in intrapersonal skills (U = 3306.50, z = -2.25, p = 0.024, r = -0.15) and positive impression (U = 3369.00, z = -2.10, p = 0.036, r = -0.14) of emotional intelligence between students with ADHD and students without ADHD. Thus, the first group got higher scores than the second one in both aspects.
Teaching Reflections about the Architectural Design of the Vocational Training Centers in Granada
Author: Rodríguez, Luis
Date: 2016-00-00
Type: Journal Articles
Subjects: Architectural Education,Architecture,Vocational Schools,Educational History,Experienced Teachers,Teacher Attitudes,Foreign Countries,Space Utilization,Semi Structured Interviews,Vocational Education Teachers,Teaching Methods,Learning Processes

If the specificity of the architectural space is considered as a measuring element in the education scope to value the prominence of teaching throughout history, it is worth mentioning that the configuration of the vocational training center as a first-rate education scenario that arrives half century of delay with respect to schools, has few references of very specific period. At present, they continue excessively contaminated because of the continued struggle for linking them with other education levels. This article is focused on this issue. To that end, by interviewing experienced teachers, we value: a) from the most conceptual aspect, elements and architectural spaces that should have those reference centers; b) the appropriateness of the arranged spaces, not only those that meet the regulatory requirements but those that meet the criteria of the centers; c) to the most specific aspects on the way to optimize the arranged space in order to achieve a larger curricular extent. It concludes with a high positive assessment of the opportunity of having the necessary spaces for teaching, relying more strongly on those favoring the free relationship of students and allowing the permeability among the different disciplines that converge in the center.
Mathematical Thinking and Creativity through Mathematical Problem Posing and Solving
Author: Ayllón, María F.
Date: 2016-00-00
Type: Journal Articles
Subjects: Thinking Skills,Creativity,Mathematics Education,Problem Solving,Assignments,Correlation,Mathematics Skills,Beliefs,Teaching Methods

This work shows the relationship between the development of mathematical thinking and creativity with mathematical problem posing and solving. Creativity and mathematics are disciplines that do not usually appear together. Both concepts constitute complex processes sharing elements, such as fluency (number of ideas), flexibility (range of ideas), novelty (unique idea) and elaboration (idea development). These factors contribute, among others, to the fact that schoolchildren are competent in mathematics. The problem solving and posing are a very powerful evaluation tool that shows the mathematical reasoning and creative level of a person. Creativity is part of the mathematics education and is a necessary ingredient to perform mathematical assignments. This contribution presents some important research works about problem posing and solving related to the development of mathematical knowledge and creativity. To that end, it is based on various beliefs reflected in the literature with respect to notions of creativity, problem solving and posing.
Collaborative Learning: Theoretical Foundations and Applicable Strategies to University
Author: Roselli, Nestor D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Social Cognition,Dialogs (Language),Collaborative Writing,Benchmarking,Educational Strategies,Higher Education,Teaching Methods,Learning Theories,Brainstorming,Comparative Analysis,Research Papers (Students),Reading Comprehension,Group Discussion,Decision Making,Bibliographies,Writing Strategies,College Students

Collaborative learning is a construct that identifies a current strong field, both in face-to-face and virtual education. Firstly, three converging theoretical sources are analyzed: socio-cognitive conflict theory, intersubjectivity theory and distributed cognition theory. Secondly, a model of strategies that can be implemented by teachers to develop socio-cognitive collaboration is presented. This model integrates and systematizes several academic group animation techniques developed within the collaborative learning field. These integrated techniques, within a coherent and unified didactic intention, allow talking more about strategies than independent and dissociated techniques. Each strategy is specifically described, which refers to six areas: encouragement of dialogue, listening to others and reciprocal assessment; collaboration for negotiation and consensus building; activity organization; study and appropriation of bibliographic information; conceptual development; collective writing. These strategies proposed (designed to stimulate the collaboration between 2, 4 and exceptionally, 6 or 8 students) are not the only possible strategies, they can be combined with the ones the teacher might suggest. The strict pattern of each strategy is a characteristic of the proposal. The teacher is also encouraged to benchmark the results obtained using each strategy and those obtained using individual or non-collaborative strategies. Finally, conclusions and recommendations for the implementation of these strategies are discussed.