ethanporcaro/eric-fulltext-meta huggingface dataset:
Emerging Teacher-Leaders for English Learners: A Professional Development Model in Rural Florida
Author: Ankeny, Raisa
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Faculty Development,English Language Learners,Program Descriptions,Rural Schools,Graduate Study,Coaching (Performance),School Districts,Partnerships in Education,Transformative Learning,Immigration,Equal Education,Knowledge Level,Teacher Attitudes,Advocacy,Principals,Assistant Principals,English (Second Language),Second Language Learning,Second Language Instruction,Poverty,School Counselors,Cultural Awareness

This paper describes an ongoing Professional Development (PD) program that aimed to prepare teacher-leaders for rural English learner (EL) students. We delineate the theoretical underpinnings of the PD design and describe the two-year graduate coursework program with onsite coaching in rural schools in detail. We define rurality and the context of ELs in the rural partner school district and describe the PD coursework, which was adapted to meet the local rural educational needs of the participants. At its outset, participants reflected on the overall PD through online discussions, surveys, and focus group interviews. Data revealed that the participants found the program to be highly engaging and transformative to their work with ELs and building a deeper understanding of immigration and equity for ELs. Our results highlight teachers' responses to illustrate the impact of the PD project to build rural teacher-leaders of EL students.
Humanitarian Aid and Relief Distribution (HARD) Game
Author: Alaswad, Suzan
Date: 2020-00-00
Type: Journal Articles
Subjects: Supply and Demand,Information Management,Natural Disasters,Pandemics,Emergency Programs,Crisis Management,Coordination,Educational Games,Experiential Learning,Efficiency,Transportation,College Students,Planning,Simulation

Coordinating humanitarian supply chains can be challenging in terms of getting timely aid to those who need it. While operations in commercial supply chains have been well studied, research studies that address coordination in humanitarian supply chains are still lacking. Unlike commercial supply chains, humanitarian supply chains focus on delivering what customers &quot;need&quot; rather than &quot;want&quot; within difficult environments rife with uncertainty. This paper introduces the &quot;Humanitarian Aid and Relief Distribution (HARD) Game&quot; as an experiential learning tool that explores the potential for increased operational efficiency while balancing decision tradeoffs impacting humanitarian supply chain performance, including beneficiary demand satisfaction, operational costs, and transportation resources utilization. The HARD game is intended for graduate and undergraduate students in courses dealing with topics on supply chain management. It allows students to analyze aspects that significantly impact humanitarian supply chain operations, such as: supply chain coordination and planning, supply chain risks, demand volatility, and competing objectives. Statistical analysis of students' survey responses provide evidence that the HARD game is an effective pedagogical tool that is engaging for students and complementary to the traditional lecture format in the field of supply chain management education.
Professional Learning in Trauma Informed Positive Education: Moving School Communities from Trauma Affected to Trauma Aware
Author: Stokes, Helen
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Development,Trauma,Early Experience,Rural Schools,Elementary School Teachers,Classroom Techniques,Student Welfare,Self Management,Teacher Student Relationship,Program Effectiveness,Foreign Countries,Children

In order to assess and then to identify promising approaches for school leadership within rural communities, it can be helpful to reframe struggling schools as trauma-affected schools. Acknowledging the impacts of childhood trauma on students and their learning allows school leaders to undertake professional learning both with and for their schools to become trauma-aware. Embedded within a rural community located in a region contending with intergenerational disadvantage, the findings reported in this study suggest that when school leaders deliberately implemented trauma-aware practice as a whole-school approach for all staff members, there was growth in student academic outcomes. In addition to this, implications for leaders include the importance of engaging with effective professional learning to assist in the implementation of a whole school approach to trauma informed positive education. This in turn leads to reported growth in student wellbeing outcomes and increased collective teacher efficacy.
The Effect of Flipped Classrooms on L2 Learners&apos; Development and Retention of Grammatical Knowledge
Author: Noroozi, Ahmad
Date: 2020-10-00
Type: Journal Articles
Subjects: Homework,Educational Technology,Males,English (Second Language),Second Language Instruction,Social Media,Online Courses,Sentences,Language Skills,Video Technology,Grammar,Program Effectiveness,Feedback (Response),Foreign Countries

The present study was conducted within the framework of sociocultural theory to examine the effect of flipped instruction on Iranian English as a foreign language (EFL) learners' development of conditional sentences. The study benefited from quantitative methodology within which 60 intermediate Iranian male EFL learners who were checked for their language proficiency by an Oxford Quick Placement Test (OQPT) to meet the homogeneity assumption were selected and given a pre- and post-test as well as a delayed post-test on conditional sentences. Half of the learners formed the experimental group and the remaining participants were assigned to the control group. The flipped instruction occurred through WhatsApp and was amplified by face to face discussions on the linguistic materials. Online learning environment armed the learners with the formal instruction of conditional sentences while the in-class time was devoted to tap into meaningful interaction for internalizing the previously-uploaded audio and video grammar tasks. The learners in the control group were provided with direct instruction by using traditional whiteboards. Results revealed that the experimental group, receiving flipped teaching, outperformed the control group that received conventional type of grammar instruction. Moreover, the use of flipped model resulted in significant improvement in learning and retention of conditional sentences. Findings also demonstrated that learners benefited from flipped-taught grammar augmented through feedback in the face-to-face classroom, which acts as the mediator between the teacher and the learners. It can be strongly recommended that teachers can take advantage of flipped instruction in providing effective instruction of language skills and sub-skills and facilitate the learning process for the learners as well.
Developing iPLA Requests with Labour Leaders Using the Threshold Learning Model
Author: Kerr, Thomas
Date: 2019-00-00
Type: Journal Articles
Subjects: Prior Learning,Recognition (Achievement),Labor Education,Experiential Learning,Models,Work Experience Programs,College Credits

In efforts to encourage student recognition of greater connections between their experiential learning and college-level learning, the author has developed a model comprising four key areas towards a method he calls 'thresholding'. These key areas are: situating experience, reflecting on experience, understanding college-level learning, and analysing the value of their experiential learning relative to formal academic study. The Threshold Learning Model provides for a process-oriented experience in Prior Learning Assessment (PLA in the US; Recognition of Prior Learning Assessment/Accreditation of Prior Learning, or RPL/APL in the UK), in which students may seek credit for their experiential learning. The model also underscores how reflective thinking during this process helps students appreciate their experiences, learning and college-level development. This essay also compares the Threshold Learning Model with a college labour studies education program for electrical apprentices at The Harry Van Arsdale Jr. Center for Labor Studies, in New York City and 'work-based learning (WBL)' programs in the UK. In both contexts, mentors, or program developers, work with students to draw on their experiences to reflect on learning.
Investigation of the Relation between the Level of Motor Skills and the Quality of Life in Turkish Children
Author: Alp, Bahar
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,Psychomotor Skills,Quality of Life,Correlation,Children,Gender Differences,Age Differences,Physical Activities,Motor Development,Child Development

Aim of this study was to examine motor skills and quality of life values of Turkish children according to age and gender factor, and to examine the relationship between motor skills and quality of life values. The sample of the study comprised of 434 students in 8--10 age group (X¯= 9.17±0.80 years; BMI = 17.46±3.05 kg/m2; Weight = 32.45±8.30 kg; Height = 135.19±10.18 cm) who attended the primary schools in the city center of the province of Usak, Turkey. Health-Related Quality of Life Questionnaire-Family Form (KINDL-FF) and Bruininks-Oseretsky Test of Motor Proficiency-2nd Version (BOT-2)-Short Form were employed in order to evaluate the students' quality of life and their motor skills. Mann-Whitney U test, Kruskal-Wallis test and Spearman Correlation test were applied to analyze variables. There was a significant difference between all of the motor skill values except manual dexterity and family sub-dimension of quality of life by gender (p&lt; 0.05). A significant difference was found between all motor skills' parameters and school sub-dimension by age factor (p &lt; 0.05). While a positive correlation was found between the total quality of life and the fine motor precision, fine motor integration, balance, running speed &amp; agility and total motor skill values (p&lt; 0.05), no correlation was found between the other parameters (p&gt; 0.05). In line with the data obtained from the present study, children of the 8-10 age group should be directed to perform various physical activities that will support motor skills and health. Increasing their health behaviors that will positively affect the motor skills may improve their quality of life as well.
Swimming in the Deep End: Data-Driven Retention and Success with Corequisites English 1101 (Success Academy Section) and GSU 1010
Author: Christie, Angela
Date: 2020-00-00
Type: Journal Articles
Subjects: Data Use,School Holding Power,Academic Achievement,Required Courses,First Year Seminars,Freshman Composition,College Freshmen,Course Descriptions,Curriculum Development

At Georgia State University (GSU), like at most other institutions, corequisite courses must be taken simultaneously--the information in one is necessary to the full understanding of the other. However, the corequisite pairing describe in this article has a unique history; GSU 1010 course, part of the larger Freshman Learning experience, was paired with English 1101 in an ad hoc manner. The GSU 1010 course provides students with essential information about the academic demands of the university, its rules, procedures, resources, and academic, social, and personal survival skills that contribute to academic success. The GSU 1010 curriculum encourages students to establish supportive relationships with peers and faculty and to become an integral part of the academic community. In addition to offering the necessary information and skills to navigate the university, GSU 1010 also exposes students to the academic field of their choice through an examination of the general area of study and related principles. The course's learning outcomes align with the following themes: Academic Life, Community Life, Personal Life. English 1101 is designed to increase the student's ability to construct written prose of various kinds. The course focuses on methods of organization, analysis, research skills, and the production of short expository essays. Readings consider issues of contemporary social and cultural concern.
The Ripple Effects of Pedagogies and Curriculum in Australian Tertiary Contemporary Popular Music Guitar Education
Author: Lee, Daniel
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Teaching Methods,Popular Culture,Music,Performance,Musical Instruments,Influences,Music Activities,Alumni,College Faculty,Curriculum,Undergraduate Students,Gender Differences,Active Learning,Constructivism (Learning),Peer Influence,Teacher Education,School Community Relationship,Foreign Students,Industry

Research suggests graduates from music courses in Australian tertiary institutions typically undertake portfolio careers that include a combination of performing and teaching. Both of these activities could have ongoing artistic ripple effects on the musical communities the graduates inhabit. This paper reports on a qualitative post-graduate research study using Inductive Thematic Analysis to address the question: How do the pedagogical practices and curriculum content of Contemporary Popular Music (CPM) courses influence their graduates' performance practices and how, in turn, do the graduates influence the local music communities in which they perform and teach? With a specific focus on tertiary CPM guitar programs the study investigated how graduates are being influenced by Australian and non-Australian content, in the form of repertoire for ensembles and recitals, and course design. Also, how they are, in turn, influencing the local music communities through their activities. The sample for this research included current students, alumni and educators of Australian Bachelor level CPM courses. The British Invasion and the influence of the Afro-American Blues have had a lasting impact on Australian popular music. The study was designed to investigate if the pedagogical practices and curriculum content of Australian CPM courses intentionally continue to embrace this historical phenomenon, or if new advances in tertiary music education are creating new waves with further ripple effects.
What Is Performance? And Why Should We Teach It?
Author: Cole, Amanda
Date: 2019-00-00
Type: Journal Articles
Subjects: Music Education,Performance,Musicians,Teaching Methods,College Faculty,Music Techniques,Musical Instruments,Singing

This article was inspired by a speaker at a music education conference who complained that performances get in the way of real learning. This complaint prompted me to ask what musicians understand performance to be and why performance is not considered part of the curriculum or 'real' work of a musician. I suggest a model of performance education that addresses several lacunae in music education and finish by giving a sample of the responses of professional musicians to this kind of training, offering ways around their initial resistance that lead to genuine learning and growth.
Change at Distance Education, What Kind of Resistance? What Improvements?
Author: Dulsat, Carles
Date: 2020-10-00
Type: Journal Articles
Subjects: Resistance to Change,Educational Innovation,Educational Improvement,Online Courses,Electronic Learning,Technology Integration,Student Attitudes,Athletic Coaches,Professional Training,Athletics,Knowledge Level,Synchronous Communication,Foreign Countries

The study is aimed at training sports technicians in the Spanish state. Currently, most of them are in transitory period. For research, the Theory of Resistance in Innovation has been considered. This theory proposes a functional dimension and a psychological dimension with five factors: (Use, value of the product and risks involved) and (elements associated with traditional beliefs and those related to the image). The context studied was the courses taken by the Royal Spanish Skating Federation. The methodology followed in this research is empirical-analytical with a non-experimental approach. It will be basically a descriptive investigation. For this, an ad-hoc instrument was constructed with quantitative and qualitative response items. Among the results, it is worth highlighting the significant differences existing in students with experience in distance learning in the variable of acceptance of new technologies. In the qualitative part, it is recognized that the online mode allows to apply the knowledge immediately although there are difficulties during the first weeks. The creation of the figure of a tutor is proposed, which will catalyze the introduction to students' courses, facilitating the use of the platform before the start of the course.
Effect of Interactive Video Length within E-Learning Environments on Cognitive Load, Cognitive Achievement and Retention of Learning
Author: Afify, Mohammed Kamal
Date: 2020-10-00
Type: Journal Articles
Subjects: Interactive Video,Electronic Learning,Distance Education,Instructional Effectiveness,Cognitive Processes,Difficulty Level,Retention (Psychology),Performance Factors,Academic Achievement,College Students,Multimedia Instruction,Learner Engagement,Foreign Countries

The importance of using the interactive video has been widely recognized in e-learning courses. However, there are several variables that can affect learners' engagement and their learning through watching digital interactive videos. the main purpose of this study is to examine whether long interactive videos can improve students' performance in tests, retention of learning in the long term, and reduce the cognitive load compared to medium and short videos. An experimental research was conducted on a sample of (63) students of the Faculty of Education at Imam Abdul Rahman University bin Faisal who are registered to study both the courses of Education Technology (EDUM 195N), and Design and Production of Multimedia (EDUM 330N). A three-group experimental design was used. The results were analyzed and interpreted in the light of cognitive load theory and Cognitive Theory of Multimedia Learning. In light of the research findings, the researcher presented a set of recommendations for use in the design and development of content of interactive digital video-based learning environments. The research results can mainly benefit stakeholders and education practitioners, specifically universities, schools, and companies in providing interactive digital video-based learning and training in e-learning and distance learning environments.
Spiritual Development as an Educational Goal
Author: Moulin-Stozek, Daniel
Date: 2020-09-00
Type: Journal Articles
Subjects: Religious Factors,Spiritual Development,Educational Objectives,Educational Policy,Holistic Approach,Cultural Context,Moral Values,Social Values,Public Education,Foreign Countries

Purpose: To inform current international debates about educating for wholeness and purpose, this article gives a critical analysis of spiritual development as a goal of state-funded schooling in England and Wales. Design/Approach/Methods: The analysis follows a history of ideas approach. Relevant texts are examined to understand how notions of &quot;spiritual&quot; and &quot;development&quot; were first combined and introduced into mass education, and how they have changed over time. Findings: The concept of spiritual development blends scientific conceptions of human development with a holistic, but ambiguous formative principle. This expedient, even paradoxical ideal, has resulted in confusion among practitioners and allowed for some considerable shift in policy. Originality/Value: Spiritual development in the English context provides a paradigmatic case by which to explore the integration of formative goals in the curriculum. While in some respects the English tradition of spiritual development represents something of its time and its unique cultural context, its underlying assumptions resonate with renewed international interest for educating for meaning and purpose.
Work Based Projects: Creating Meaningful Learning Experiences for Workplace Impact
Author: Miller, Ruth
Date: 2019-00-00
Type: Journal Articles
Subjects: Workplace Learning,Learning Experience,Education Work Relationship,Curriculum Development,Outcomes of Education,Foreign Countries,Skill Development,Professional Development,Graduate Study,Alumni,Internship Programs

Higher education institutions have developed postgraduate work based curricula to incorporate employer perspectives regarding the learning and development needs of the professional workforce. Within these work based curricula there is an assumption that work based projects have some sort of utility and impact for the work place alongside the student's own professional development. To develop the pedagogical practices of our work based project offering, we undertook a small scale explorative qualitative study to investigate the utility of these projects by interviewing practitioner students' up to two years post graduation about the impact of their project. The findings from the thematic analysis of the narrative interview data identified that project impact was related to four themes: development of project skills, professional progression and reputation, alignment with workplace priorities, and engagement with colleagues and stakeholders. The discussion presents how we have used our understandings of the themes to inform our work based pedagogy in respect of practitioner students' post graduate projects. The impact of work based projects from the perspectives of the employer and organisation needs further investigation.
The Employer&apos;s Perspective of Practice-Based Doctorates: A Paradigm Change
Author: Tiraboschi, Michele
Date: 2019-00-00
Type: Journal Articles
Subjects: Employer Attitudes,Doctoral Programs,Graduate Study,Professional Education,Job Skills,Skill Development,Educational Innovation

This article will focus on the epistemological, cultural, normative problems as well as the design principles related to the so-called practice-based doctorates. Given the extreme complexity of the topic, the author will deal with it by using the &quot;Five Ws' and One H&quot;, allowing for an expedient exposition. In the conclusions, guidelines and a future orientation for the full development and implementation of practice-based doctorates will be provided.
EFL Child Peer Interaction: Measuring the Effect of Time, Proficiency Pairing and Language of Interaction
Author: Pladevall-Ballester, Elisabet
Date: 2020-00-00
Type: Journal Articles
Subjects: Interaction,Peer Relationship,English (Second Language),Language Usage,Elementary School Students,Bilingual Students,Language Proficiency,Foreign Countries,Spanish,Time,Second Language Learning,Grade 4,Grade 6,Native Language,Interpersonal Communication

Child peer interaction in English as a foreign language (EFL) settings has recently received increasing attention with respect to age, instruction type and first language (L1) use, but longitudinal studies remain scarce and the effects of proficiency pairing and language choice on meaning negotiation strategies are still rather unexplored. Within a primary school EFL context, this paper aims to explore the amount and types of meaning negotiation, and the effects of time, proficiency pairing and language choice in a spot-the-differences task. Forty Catalan/Spanish bilingual children were paired into mixed and matched proficiency dyads, and their oral production was analyzed twice over the course of two years (i.e., 9-10 and 11-12 years old). The analysis included conversational adjustments, self- and other-repetition and positive and negative feedback in the learners' L1 and second language (L2). Our data show that the amount of meaning negotiation is low, although L2 meaning negotiation is higher than L1 meaning negotiation, and all the strategies are present in the data except for comprehension checks. Time effects are hardly observed. However, proficiency pairing and language effects are more generally found, whereby mixed proficiency dyads tend to negotiate for meaning more than matched dyads and meaning negotiation instances are more frequent in the L2 than in the L1.