ethanporcaro/eric-fulltext-meta huggingface dataset:
Predictiveness of COVID-19 Anxiety and Emotion Regulation on Sleep Quality: The Moderator Effect of Gender
Author: Yelpaze, Ismail
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Sleep,Anxiety,Self Control,Gender Differences,Correlation,Undergraduate Students,Student Attitudes,Fear,Measures (Individuals),Predictor Variables,Foreign Countries

Prior research indicates that anxiety and emotion regulation are related to sleep quality. This study extends the body of research by investigating how people in different gender groups are affected by the coronavirus disease 2019 (COVID-19) anxiety and emotion regulation in terms of sleep quality. The present study examined gender as a potential moderating variable on the associations of COVID-19 anxiety and emotion regulation with sleep quality. University students were recruited via e-mail to participate in a brief online survey. Data were collected using the Pittsburgh Sleep Quality Index, Fear of COVID-19, and Emotion Management Skills Scale. The current study used SPSS PROCESS, an SPSS macro developed by Hayes. Results indicated that COVID-19 anxiety was related to poor sleep quality and emotion regulation was related to good sleep quality. Gender was a significant moderator for the relationship between COVID-19 anxiety and sleep quality, but not emotion regulation and sleep quality. The female gender presented a positive association between COVID-19 anxiety and poor sleep quality in comparison to the male gender. The relationship between emotion regulation and good sleep quality was found to be significant and positive for both genders. In the pandemic, COVID-19 anxiety should be reduced and people should have skills to manage their emotions. Otherwise, they will experience serious sleep problems.
(Re)Connecting Pedagogies: Examining the Links between Froebelian and Common Worlds Approaches to Environmental Learning
Author: Howe, Sally
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Philosophy,Early Childhood Education,Environmental Education,Ecology,Correlation,Personal Autonomy,Preschool Children,Criticism,Role of Education,Ethics,Outdoor Education,Child Development

The purpose of this theoretical paper is to examine the links between the philosophical underpinnings of Froebelian pedagogy (where pedagogy is understood as the basis on which early childhood practices are developed) and the pedagogy of a recent movement in environmental education for young children; the Common Worlds Research Collective. Current concerns about environmental damage highlight the importance of finding ways of engaging children with environmental concerns without placing them in untenable positions as &quot;planet savers.&quot; The global reach of the pedagogies under discussion make them valuable platforms for promoting ecological education in the Early Years. Using levels of pedagogical discourse put forward by Le Grange (2018)--ultimate premises, platform-principles and practice--the paper examines the relationship between Froebelian thinking and the Common Worlds approach. Through a discussion of the common philosophical underpinnings, views of children's agency and relationship with the natural world, I will argue that the Common Worlds' critique of pedagogy based on Froebel's thinking and call for a new pedagogy for young children is based on an incomplete reading of Froebel's nature pedagogy, and does not pay sufficient attention to the common grounds on which these pedagogical approaches are based- namely a view of the world as being infinitely connected and the role of education as a means of supporting children to understand their connections with the world as it is, and how they can engage with it ethically.
Valued Learning Topics in Kindergarten
Author: Håberg, Liv Ingrid Aske
Date: 2022-00-00
Type: Journal Articles
Subjects: Kindergarten,Oral Language,Phonological Awareness,Preschool Teachers,Teacher Attitudes,Interpersonal Competence,Emergent Literacy,Literacy Education,Educational Philosophy,Teaching Methods,Foreign Countries,Alphabets,Child Care,Early Childhood Education,Learning Processes

In the Scandinavian tradition, &quot;how&quot; children learn is of much greater importance than &quot;what&quot; children. However, this study seeks primarily to investigate &quot;what to learn&quot; as opposed to &quot;how to learn.&quot; The matter of what topics are most valued is under-researched, particularly in regard to kindergarten teachers and what they think children should learn during their time in kindergarten. In this study, the above-stated fact was investigated through focus group interviews (Halkier, 2015) in six kindergartens during January of 2020. In each kindergarten, 3-5 kindergarten teachers--23 in total--participated in these interviews. A qualitative approach was used to obtain participants and capture their perspectives (Kvale &amp; Brinkman, 2015). All of the responses emphasized a common theme, that focus should be placed on learning and developing social competence and early literacy learning (ELL). National Early Literacy Panel (NELP) defines ELL as learning vocabulary and developing oral language, along with becoming familiarized with the alphabet, writing letters, and obtaining phonological awareness (2008). In contrast, when asked what the most important aspect was in following the governmental curriculum, kindergarten teachers specified ELL. The findings discussed regarded ELL as a critical topic in early childhood education and care (ECEC), both internationally and in the Scandinavian countries of Norway, Sweden, and Denmark (Børne-og Undervisningsministeriet, 2007; Kunnskapsdepartementet, 2017; Skolverket, 2019). The findings were also discussed regarding social competence as an expression of the &quot;Bildung&quot; concept (Klafki, 1997) and in regard to Froebelian pedagogy, which has greatly influenced Scandinavian kindergartens. Although this heritage may have been used, shaped and interpreted in a child-oriented direction (Brostrøm, 2004; Håberg, 2017), it has the potential to provide various input and directions.
What Does It Mean to Be a Froebelian in the 21st Century? An Essay
Author: Wasmuth, Helge
Date: 2022-00-00
Type: Journal Articles
Subjects: Young Children,Well Being,Early Childhood Education,Kindergarten,Play,Equal Education,Childrens Rights,Child Development,Student Participation,Religion,Educational Principles,Teacher Competencies,Advocacy,COVID-19,Pandemics

What does it mean to be a Froebelian in the 21st century? It is not a new question but one that is more urgent than ever. Not only since the start of the COVID-19 pandemic but for years, young children and their well-being have been thrust aside, and Early Childhood Education and Care worldwide has been treated as subordinate. The Global Education Reform Movement (GERM) has negatively impacted early childhood education over the last decades, and these tendencies have only exacerbated during the pandemic. This essay centers around what it means to be a Froebelian and what role Froebelian thinking can play in the 21st century. The focus is on the questions and not the answers. The essay asks what it does and what it does not mean to be a Froebelian in the 21st century. It finishes by reflecting on the role that Froebelian thinking can play today to advocate for young children's well-being in a post-pandemic world by resisting current GERM thinking and developing alternatives.
Building Community during COVID-19 and Beyond: How a Community Garden Strengthened an Honors Community
Author: Garrison, Steve
Date: 2022-00-00
Type: Journal Articles
Subjects: Gardening,Honors Curriculum,Experiential Learning,Service Learning,COVID-19,Pandemics,Food,Campuses,Agricultural Education,Undergraduate Students

Amid social distancing restrictions, community gardening becomes a focal point of one honors program. While providing fresh produce to the campus food pantry, this student-run initiative generates a new setting for experiential and service learning.
Constitution Day: An Opportunity for Honors Colleges to Promote Civic Engagement
Author: Hardy, Richard J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Civics,United States History,Constitutional Law,History Instruction,College Students,Student Research,Critical Thinking,Ceremonies,Visual Aids,Court Litigation,Discussion

The United States Constitution is the bedrock upon which government and society rest, yet its precepts remain generally unfamiliar to contemporary college students. Considering the extent of its impact and the misinformation regarding its purpose, content, efficacy, and limits, the authors provide suggestions for civic learning based on this seminal document. While all American educational institutions receiving federal funding must celebrate the U.S. Constitution each year on or near September 17th, research suggests that comprehensive and integrative instruction is scarce. Citing a lack of formal Constitution Day programming among honors colleges, the authors present a multi-modal framework for honors students to conduct research, stimulate critical thinking, showcase their findings, and engage in civic dialogues. Historical underpinnings of Constitution Day legislation are provided, and curricular guidelines are included.
Counterstories of Honors Students of Color
Author: Gutiérrez, Michael Carlos
Date: 2022-00-00
Type: Journal Articles
Subjects: Honors Curriculum,College Students,Minority Group Students,Student Attitudes,Arabs,Indians,Filipino Americans,First Generation College Students,Racism,Critical Race Theory,Communities of Practice,Discourse Analysis,Alienation,Academic Persistence,Withdrawal (Education),High Achievement

This study explores the experience of high-achieving students of color in an honors program at a large research university. Qualitative methods involve surveying students (n = 39) and interviewing a select group (n = 5) in attempts to measure both the frequency and severity of racial microaggression as well as subjective experience relating to diversity and representation in honors. Using critical race theory, a discourse analysis of four broad questions pertaining to pre-entry, entry, continuation, and exit of honors programs suggests that more is needed to foster an honors community that better understands and meets the needs of students' racial, ethnic, cultural, and socioeconomic backgrounds. While several students report nearly withdrawing from honors, citing feelings of racial tokenization, alienation from peers, and impostor phenomenon, the author notes how results elucidate a pressing need for university honors programs to recruit more students from underrepresented backgrounds and provide targeted resources to support honors students and the programs to which they belong.
Creating Knowledge: The Literary Dictionary Assignment
Author: Cepek, Rebecca
Date: 2022-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Assignments,Dictionaries,Definitions,Active Learning,Writing (Composition)

A literary dictionary assignment provides honors students with an understanding of the ways knowledge shifts and changes over time as well as an opportunity to create knowledge rather than just recall correct answers.
Disorientations and Disruptions: Innovating First-Year Honors Education through Collaborative Mapping Projects
Author: Swanson, Nathan W.
Date: 2022-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Interdisciplinary Approach,Cooperative Learning,Cartography,College Freshmen,Social History,Assignments,Innovation

A series of courses on the Evolution of Ideas introduces interdisciplinary study, develops collaborative discourse, and promotes a sense of community among first-year honors students. The curriculum encourages faculty to use a range of strategies to help students understand an idea and its history while also fostering awareness as to its social, political, economic, and broader contexts. Using the social history of maps as an example, the author demonstrates how disrupting students' understanding of the map itself and, through creative group projects, disorienting emergent understanding of campus spaces, fosters a questioning atmosphere and makes room for growth. Through planned disorientation and disruption, the author observes, students are forced to ask questions about the wider worlds they inhabit and to interrogate social relations that maps typically hide.
Disrupting the Way We Work: An Honors Summer Vacation
Author: Rager, Lexi
Date: 2022-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Summer Programs,Nontraditional Education,Curriculum Development,College Curriculum,Curriculum Design,Capstone Experiences,College Faculty,Teacher Collaboration

Authors describe how a summer respite introduces alternative ways and spaces in which to work, positing how collaborative discourse and dismantled hierarchies can affect positive change and productive outcomes for honors programs.
Embracing New Opportunities in and beyond First-Year Honors Composition
Author: Decker, Teagan
Date: 2022-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Freshman Composition,Mentors,Disproportionate Representation,Academic Persistence,Academic Achievement,College Freshmen,Student Research,Learner Engagement

Authors describe course-embedded research experiences at a diverse, rural, regional university. Emphasizing the capacity for conventional teaching and learning in first-year honors composition, these experiences provide relationship-rich education through faculty and peer mentorships. Positing that first-year honors composition is undervalued as a means for establishing programmatic foundations that resonate with students throughout their honors experience, the authors reinforce its importance as a place for disciplinary research and thus for opportunities in mentoring. By addressing an urgent need for mentoring underrepresented students, the authors consider how a research-based first-year honors composition course might help such students make meaningful disciplinary connections. A curricular overview is provided, with references to impact studies on mentorship, persistence, and student success beyond first-year courses and general educational curricula, setting the stage for sustained, whole-college mentorship in the honors experience.
Professional Transitions in Honors: Challenges, Opportunities, and Tips
Author: Bhavsar, Suketu P.
Date: 2022-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Educational Change,Program Administration,College Faculty,Undergraduate Students,Student Research,Scholarship,Deans,Retirement,Faculty Mobility

Authors reflect on ways that honors practitioners have experienced various professional transitions and provide insights to help others successfully manage such changes.
Serving through Transcribing: Preserving History While Building Community
Author: Centofanti, Julie
Date: 2022-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Sense of Community,Clubs,Transcripts (Written Records),Documentation,History,Student Volunteers,Videoconferencing,COVID-19,Pandemics,Training,Student Attitudes,Friendship,Communities of Practice,College Students,Service Learning

Community is a foundational element in honors education. During the global pandemic, students reimagined ways to connect in order to build community and serve one another. Authors describe a virtual collaboration in transcription, where honors students gathered to participate in digital transcribe-a-thons. These informal groupings evolved into a transcribing club that met three times a week (collectively logging more than 1,600 hours) and transcribed over 16,000 historical documents. A study of participating transcribers reveals enhanced historical knowledge, skill building, and opportunities for relationships with students of varying interests and backgrounds despite edicts for social distancing. While a common feature of the club is a connection to something beyond the student, authors maintain that the experience of transcribing also brings a sense of connectedness with fellow honors students and the honors college. Authors provide student insight and outcomes as well as detailed instructions for honors practitioners seeking to introduce historical transcription to their students.
The Critically Reflective Practicum
Author: Stoller, Aaron
Date: 2022-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Practicums,Teaching Methods,Intellectual Disciplines,Literacy,Scaffolding (Teaching Technique),Sociocultural Patterns,Academic Language,Geographic Information Systems,Reflection,Transformative Learning,Case Studies,First Year Seminars,Prior Learning,Photography,Undergraduate Students,Educational Attainment,Montessori Method,Course Descriptions

A defining feature of honors education is meaningful engagement within and across disciplines, yet significant challenges for creating and sustaining meaningful transdisciplinary research remain. One such challenge involves a nuanced understanding of a discipline, or what educational researchers call &quot;disciplinary literacy.&quot; This article introduces critically reflective practicum (CRP) as a pedagogy for developing disciplinary literacy among honors students. CRP acknowledges forms of inquiry as design situations and seeks to simulate instructional scaffolding so that students both experience and reflect on their questioning. Through the practicum, students begin to understand, engage with, and critique the methods and sociocultural standards of one specific modality as well as to identify which disciplines situate themselves within a broader landscape of academic development. While the purpose of this approach is to help students develop a capacity for inquiry, it also helps them unmask the value- and power-laden characteristics of academic discourse so that they can question, challenge, and reconstruct the processes by which knowledge is produced.
Using Algorithmic Imaginaries and Uncanny Pedagogy to Facilitate Interdisciplinary Research and Digital Scholarship
Author: Frana, Philip L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Interdisciplinary Approach,Mathematics,Writing Assignments,Humanism,Automation,Psychological Patterns,Design,Scholarship,Creativity,Seminars

An interdisciplinary honors course titled &quot;Minds, Machines, and Meaning&quot; incorporates the notion of the algorithmic imaginary, which explains how people make use of algorithms to create new information infrastructures and communities and how these algorithms shape us in turn. Describing a culminating writing assignment in speculative research, the author explains how this course facilitates interdisciplinary research while fostering student and faculty growth, and he reflects on the possibility of its future variation, the uncanny valley of algorithmic anti-humanism.
Using Issues in Honors Education to Teach Argumentation
Author: Guzy, Annmarie
Date: 2022-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Teaching Methods,Persuasive Discourse,Writing (Composition),College Freshmen,Freshman Composition,Rhetoric

Topics and resources from honors education are used to teach argumentation in writing composition. The author discusses efficacies for increasing student awareness of, and reflection on, issues in honors education while engaging first-year students in honors issues that directly affect their lives.
Inclusive and Effective Holistic Admission Frameworks for Honors Programs: A Case Study Continued
Author: Radasanu, Andrea
Date: 2022-00-00
Type: Journal Articles
Subjects: Inclusion,Holistic Approach,College Admission,Admission Criteria,School Policy,Scoring Rubrics,Grade Point Average,Extracurricular Activities,College Entrance Examinations,Honors Curriculum,Minority Group Students

This study continues an earlier (2021) examination of a program's move from an admissions framework that used standardized test score thresholds to a test-blind holistic review. While the initial study evinced holistic review as a more equitable gateway to honors education for students from underserved backgrounds (as compared to admission frameworks that rely heavily on SAT/ACT thresholds), the current study further substantiates this finding as the program fully transitions to its subsequent admission cycle. In addition to affirming holistic admissions practice as effective for diversifying honors populations, the study considers two additional results. First, the holistic review rubric is assessed from the lenses of equity and efficacy. The revised rubric and the rationale for revision are provided. Results indicate that high school GPA and co- and extra-curricular involvement are key predictors of success in honors programs. Second, researchers track annual achievement and involvement of students in the fall 2020 cohort based on which admission track they followed. Students admitted through holistic review without SAT/ACT scores tend to be more involved in the program but experience difficulty in maintaining the minimum honors GPA in their first year. Results offer a backdrop for important discussions currently underway in the honors community regarding how to best provide equitable gateways and welcoming and supportive programs that give students tools for success in honors.
Mapping the Hero&apos;s Journey into Thinking: Assigning a Geo-Literacies Multimodal Assignment in a First-Year Honors Seminar
Author: Locklear, Amy Lee M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Honors Curriculum,First Year Seminars,College Freshmen,Visual Literacy,Cartography,Writing Assignments,Critical Thinking,Narration,Brainstorming,Visual Aids

By incorporating visual mapping into students' thinking and writing processes, a narrative assignment in geo-literacy creates a reflective and agency-based learning experience for student writers in a first-year honors seminar.
The Good Game: Developing Feedback Skills through Action Learning
Author: Dieckman, Andrea
Date: 2022-00-00
Type: Journal Articles
Subjects: Feedback (Response),Experiential Learning,Educational Games,Age Groups,Skill Development,Self Efficacy,College Students,Generational Differences

Students, especially those from recent generations, typically encounter difficulties providing and receiving feedback. Hence approaches to teach students feedback skills are valuable. This article explores perspectives related to learning feedback by (a) examining the process of feedback, (b) showing how Action Learning as a pedagogical component is supportive of developing feedback skills, (c) explaining a student-led game, &quot;The Good Game,&quot; as a tool for learning feedback, and (d) discussing issues and factors related to developing feedback skills among recent generations.
Volunteering in the Camp Setting as a Learning Tool: Graduate Students Share Their Experiences
Author: King, Steve
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Students,Camps,Volunteers,Student Attitudes,Learning Experience,Service Learning,Social Work,Masters Programs,Counselor Training,Children,Adolescents,Therapeutic Environment,Comparative Analysis,Professional Development,Individual Development

Experiential learning in the field is central to the training of many helping professionals, and field education is the signature pedagogy for social work. Service-learning offers another opportunity for graduate students in the helping professions to get hands on training. Volunteering would also offer a hands-on learning experience but appears to be less common. This study interviewed 14 master of social work (MSW) students who volunteered at a healing camp for bereaved children and adolescents to explore their lived experiences. The study revealed both professional and personal themes, and these were compared to themes divulged by similar students participating in service-learning courses. Based on this study, the researchers concluded that volunteerism can be a valuable means for graduate students in the helping fields to experience personal and professional growth.