ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning Environments at Leisure-Time Centres in Sweden: A Comprehensive Survey of Staff Perceptions
Author: Boström, Lena
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Leisure Time,Teacher Attitudes,Educational Environment,Recreational Facilities,Space Utilization,Interpersonal Competence,Elementary School Students,Group Activities,After School Programs

The purpose of this study is to describe and analyse how leisure-time teachers perceive learning environments in general and especially the premises at Swedish leisure-time centres. Data are based on a national, comprehensive survey of all leisure-time teachers' perceptions. The theoretical framework is based on research on leisure-time centres and learning environments. The methodological approach involves both a descriptive statistical analysis and a qualitative content analysis. The results show a fragmented and paradoxical picture in terms of learning environments at leisure-time centres. On the one hand, the physical environment is characterised by small rooms, in some cases outdated and not suited for the purpose, to large groups of students and, in many cases, shared premises with the school. On the other hand, a majority of the staff say that learning environments are actively used to teach children social skills, how to establish good relations, friendship and equality. Parents' and children's opportunities to influence these learning environments are not regarded as a high priority. The main conclusion of the study is that activities housed in the school context and on its terms face congestion and many of these physical learning environments are in need of major improvements, especially considering all the policy documents and research on good learning environments. For Nordic educational research, this is an extremely important knowledge supplement since this field lacks ample research. For activities at leisure-time centres, these results have implications for policy decisions and educational development.
Aligning Professional Development to Continuous Quality Improvement: A Case Study of Los Angeles Unified School District&apos;s beyond the Bell Branch
Author: Berry, Tiffany
Date: 2016-00-00
Type: Journal Articles
Subjects: Urban Schools,Total Quality Management,After School Programs,Staff Development,Strategic Planning,Data Use

There is a strong, empirical link between facets of afterschool program quality and a range of positive youth outcomes. However, implementing quality programs that are more likely to produce positive youth development require a high-level of knowledge and expertise among program staff. Training staff on the critical components of high-quality programming requires approaches that are systematic, ongoing, data-driven, inclusive of all staff, embedded into their organizational roles, and supported by organizational leadership. We present a case study of a preliminary continuous quality improvement (CQI) system at the Beyond the Bell (BTB) Branch of the Los Angeles Unified School District. We discuss the components of a CQI system (i.e., strategic planning, development of tools, staff development and data use) as well as reflect on important organizational factors that promote CQI.
Learning Lives across Educational Boundaries: Continuity and Discontinuity in Learning Trajectories
Author: Erstad, Ola
Date: 2015-00-00
Type: Journal Articles
Subjects: Learning,Foreign Countries,Learning Experience,Secondary School Students,Learning Activities,Developmental Continuity,Secondary Schools,Student Interests

In this article, I discuss educational boundaries as experienced by the learner across different contexts, activities and interests. Learning is understood as a trajectory beyond situated contexts. The analytical focus is how learning trajectories are experienced as continuity or discontinuity by students across in-school and out-of-school settings. The analysis draws on findings from a longitudinal project in one multicultural community of Oslo, using mainly observational and interview methodologies. The findings show that educational boundaries are often blurred and represent different learning trajectories beyond simple dichotomies of continuation or discontinuation in learning.
Program Implementation and Effectiveness of Extracurricular Activities: An Investigation of Different Student Perceptions in Two German All-Day Schools
Author: Kielblock, Stephan
Date: 2015-00-00
Type: Journal Articles
Subjects: Program Implementation,Program Effectiveness,Extracurricular Activities,Student Attitudes,Day Schools,Foreign Countries,Preadolescents,Homework,Extended School Day,Secondary School Students

During the past decade, many schools in Germany have added extracurricular time to their regular curricular classes. This raises questions about the successful implementation of extracurricular programs and what makes them effective. The aim of this study is to illuminate the connection between these two questions. The theoretical and conceptual framework suggests that individual perception is a core concept that links both issues. Based on multi-method data from the Study on the Development of All-day Schools (StEG), the individual perceptions of two different activities will be investigated. One activity is perceived by the students as just an &quot;extra&quot; curricular activity (an extension of regular classes), whereas the other activity is seen as a real new &quot;extracurricular&quot; opportunity. The results emphasise the importance of viewing student perceptions in a qualitative manner.
Summer Activities and Vocabulary Development: Relationships across Middle Childhood and Adolescence
Author: Lawrence, Joshua F.
Date: 2015-00-00
Type: Journal Articles
Subjects: Grade 4,Grade 5,Grade 6,Vocabulary,Children,Adolescents,Reading Habits,Recreational Reading,Libraries,Enrichment Activities,Summer Programs,Leisure Time,Time,Mothers,Parent Background,Educational Attainment,Predictor Variables

This paper examines the relation between children's summer activities before fourth through sixth grade and their vocabulary knowledge in fifth grade and at age fifteen using the NICHD SECCYD dataset (N = 1,009). We used OLS regression and propensity score analyses to understand how children's summer reading, library visits, participation in enrichment classes, and unsupervised time predicts their vocabulary knowledge. Propensity score matching and OLS analyses show that time spent reading predicts vocabulary during the following two years, and high levels of time allocated to reading across three or more summers in middle childhood predicts vocabulary knowledge at age 15. OLS analyses suggest a relationship between library visits and vocabulary knowledge. There is no short-term relationship between enrichment classes and vocabulary knowledge, although our OLS analysis demonstrated that consistent enrollment in summer enrichment classes over three years predicted improved vocabulary. Unsupervised time predicted poor vocabulary in both the short and long-term.
Expanding the Theoretical Base for the Dynamics of Willingness to Communicate
Author: MacIntyre, Peter
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Interpersonal Communication,Self Concept,Language Skills,Communicative Competence (Languages),Learning Motivation,Learning Experience,Psychological Patterns,Language Proficiency,Learning Strategies,Teaching Methods,Correlation,Measures (Individuals),Individual Differences

The dynamics underlying willingness to communicate in a second or third language (L2 for short), operating in real time, are affected by a number of intra- and interpersonal processes. L2 communication is a remarkably fluid process, especially considering the wide range of skill levels observed among L2 learners and speakers. Learners often find themselves in a position that requires the use of uncertain L2 skills, be it inside or outside the classroom context. Beyond issues of competencies, which are themselves complex, using an L2 also evokes cultural, political, social, identity, motivational, emotional, pedagogical, and other issues that learners must navigate on-the-fly. The focus of this article will be on the remarkably rapid integration of factors, such as the ones just named whenever a language learner chooses to be a language speaker, that is, when the moment for authentic communication arrives. Communicative events are especially important in understanding the psychology of the L2 learner. Our research group has developed the idiodynamic method to allow examination of an individual's experience of events on a timescale of a few minutes. Results are describing complex interactions and rapid changes in the psychological conditions that accompany both approaching and avoiding L2 communication. The research takes a new approach to familiar concepts such as motivation, language competence, learning strategies, and so on. By examining willingness to communicate as a dynamic process, new types of research questions and answers are emerging, generating new theory, research methods, and pedagogical approaches applicable both within language classrooms and beyond.
Researching Formal and Informal Learning: From Dichotomies to a Dialogic Notion of Learning
Author: Kumpulainen, Kristiina
Date: 2015-00-00
Type: Journal Articles
Subjects: Informal Education,Learner Engagement,Learning,Identification (Psychology),Interpersonal Relationship,Elementary School Students,Foreign Countries,Grade 5,Grade 6

This article is situated in a body of research focusing on learning in and out of school, often referred to as studies of formal and informal learning. Drawing on the dialogic approach, the article warns against simplistic and dichotomous definitions of what counts as formal and informal learning. Instead, it calls for the importance of understanding learning as a dialogue between contexts of discourse in which the attributes of &quot;formality&quot; and &quot;informality&quot; intersect. By taking &quot;discourse&quot; as the core unit of analysis, the approach advocated here focuses on examining how students' discourses embedded in diverse contexts are managed, negotiated, and hybridized during their academic work. We shall exemplify our argument with empirical data stemming from a case study on elementary school students' online interaction during creative collaborative writing. In our analysis of the data, we illuminate the hybridization of students' online interaction in which diverse contexts of discourse come into dialogue, producing opportunities and tensions for their engagement, learning, and identity. The article finishes by considering the wider implications of the dialogic approach to understanding learning across contexts.
Influential Factors in the Out-of-Class Activities of Korean College Students
Author: Bae, Sang Hoon
Date: 2015-00-00
Type: Journal Articles
Subjects: Leisure Time,Foreign Countries,Individual Characteristics,Institutional Characteristics,Recreational Activities,Teacher Student Relationship,Student Employment,Student Volunteers,Peer Relationship,College Freshmen,College Seniors,Learner Engagement,National Surveys,Student Surveys

This study aimed to explore who participates in what kinds of out-of-class activities in Korea's universities. Therefore, the researchers examine whether differences exist in the pattern of out-of-class experiences according to the individual characteristics of the students, including gender, grade, household income level, high school performance and major. The researchers also aimed to examine the empirical evidence to determine the relationships between the patterns in out-of-class activities and the institutional characteristics of the university that the student attends. In terms of the institutional characteristics, this study is concerned with the location and size of the university. To explore these questions, the researchers analyzed K-NSSE data with hierarchical linear modeling. In sum, the findings of the statistical analysis of this study support the results of the preceding research in which different personal and institutional characteristics are related to five types of out-of-class activities.
Woodworking Revisited -- Employing State-of-the-Art Video Technologies in Educational Contexts
Author: Von Suess, Rosa
Date: 2020-04-00
Type: Journal Articles
Subjects: Video Technology,Technology Uses in Education,Foreign Countries,Museums,Woodworking,Documentaries,Film Production,Vocational Schools,Student Attitudes,Instructional Effectiveness,Educational Cooperation

This paper presents the outcome of the research project WOODWORKING REVISITED. Within the framework of the two-year project, the two university teams collaborated with the Austrian Open-Air Museum Stübing and the Waldorf Vienna West School to document selected woodworking techniques on video. Formats and dissemination strategies were developed in a collaborative process including pupils and experts at all project stages. The formats were based on established content such as the &quot;Nifty&quot; style found on Buzzfeed (ref.) and further developed for the new immersive possibilities of 360° video. In order to compare the formats and test their efficiency, content produced in both formats was evaluated together with pupils of a technical school for woodworking. The team conducted a study that showed the suitability of both formats for the purpose.
Designing &quot;Contexts for Tinkerability&quot; with Undergraduates and Children within the El Pueblo Mágico Social Design Experiment
Author: Schwartz, Lisa H.
Date: 2015-00-00
Type: Journal Articles
Subjects: STEM Education,Undergraduate Students,Children,Social Influences,Minority Group Students,Learning Activities,Educational Theories,Educational Practices,After School Programs,Active Learning,Teaching Methods,Program Design

&quot;Making and Tinkering&quot; links science, technology, engineering and mathematics learning (STEM) to the do-it-yourself &quot;maker&quot; movement, where people of all ages &quot;create and share things in both the digital and physical world&quot; (Resnick &amp; Rosenbaum, 2013). This paper examines designing what Resnick and Rosenbaum (2013) call &quot;contexts for tinkerability&quot; within the social design experiment of El Pueblo Mágico (EPM) -- a design approach organized around a cultural historical view of learning and development. We argue that this theoretical perspective reorganizes normative approaches to STEM education through a hybrid approach that brings together concepts from cultural historical theory and from Making and Tinkering (M &amp; T) in ways that are important to how theory is enacted in STEM practice.
Jigsaw Cooperative Learning versus Traditional Lectures: Impact on Student Grades and Learning Experience
Author: Costouros, Teresa
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Direct Instruction,Grades (Scholastic),Learning Experience,Active Learning,College Freshmen,Business Education,Foreign Students,Student Attitudes,Personal Autonomy,Competence,Interpersonal Relationship,Motivation

Despite significant research supporting active learning, many professors continue to use traditional lectures as their primary teaching method, particularly in introductory level courses. This article explores whether jigsaw cooperative learning had a positive impact on student grades and enhanced their learning experience, as compared to the traditional lecture method. The question was answered by collecting data from an insurance and risk management introductory course in the business school. To answer the question on learning experience, students completed a validated survey on each pedagogy, consisting of 15 statements that they rated on a Likert scale of 1 to 5, strongly disagreeing or agreeing with the statements. The course content was taught using lectures for four learning modules and the jigsaw learning method for four learning modules. After each module, a quiz was written by each student, and these grades were compared to establish the impact of each teaching method on student grades. Data was analyzed using descriptive statistics and two-way ANOVA testing to determine significant differences. Data was collected from two student groups. One group was a traditional university group of diverse students and the other group consisted of international students from India. I compared the results of the two student groups to identify any differences. This research adds to the studies on active learning in insurance education, specifically jigsaw cooperative learning. It also contributes to literature on effective teaching strategies for international student groups.
Leading Change from Different Shores: The Challenges of Contextualizing The Scholarship of Teaching and Learning
Author: Hoon, Chng Huang
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scholarship,Instruction,Learning,Geographic Regions,Social Influences,Cultural Influences,Political Influences,Global Approach,Language Usage,Translation,Barriers,Diversity,Higher Education,Educational Research,College Faculty

This article offers narratives of individual journeys through the scholarship of leading in three different contexts--Asia, Europe, and Africa. Together, these narratives argue for the need to make explicit the diversity of practices of the scholarship of teaching and learning (SoTL), with each practice inextricably tied to specific geographical, sociocultural, and political contexts. In offering these contextual specificities, we call on all who engage in SoTL to exercise reflexivity in thought, language, and action--to actively foreground our mental models and assumptions about SoTL and what it looks like for ourselves and for others; to sensitively engage scholars who do not share our context; and to strive toward an inclusive mindset and practice that will situate all of us within the &quot;international&quot; of an international organization. We highlight the problems of language, meaning, and translation; and the challenge scholars from &quot;different shores&quot; face in engaging with &quot;other&quot; shores.
The Cognitive Interface: Cross-Linguistic Influence between SiSwati and English
Author: Mthethwa, Patrick
Date: 2016-00-00
Type: Journal Articles
Subjects: Contrastive Linguistics,Second Language Learning,Native Language,Transfer of Training,African Languages,Teaching Methods,Psycholinguistics,English (Second Language),Second Language Instruction,Foreign Countries,Learning Processes,Error Analysis (Language),Error Patterns,Verbs,Grammar,Interlanguage,Interference (Language),Bilingualism,Language Classification,Morphemes,Case Studies,Writing Assignments,Grade 4,Elementary School Students

This study reports evidence of cross-linguistic influence (CLI) that surfaced from English compositions of SiSwati learners of English in Swaziland, where English is a second language. Although CLI has been studied widely in other languages, it has not been studied in SiSwati and English, and its implications for instruction are not known. Specifically, this study examined cases of negative transfer from the former to the latter, by identifying the cognitive influence participants' knowledge of their first language (L1) exerted on the structural acquisition of their second language (L2); how the knowledge and command of their L1 thwarts the process of learning L2, and the overall implications of this phenomenon on teaching practices. A total of sixty (60) narrative compositions from thirty (30) participants were collected, transcribed, and analyzed using contrastive rhetoric and categorical aggregation methods to establish consistency of the structural patterns in L2 learners' performance. In order to construct a psycholinguistic path that learners of English in Swaziland traverse during the acquisition of an L2, a weak version of contrastive analysis (CA) was used. The results revealed errors in the use of verbs and subject-verb agreement (SVO); however, a lot of errors were a function of lexical and structural transfer. Overall, this study is useful in improving language instruction in Swaziland and other similar ESL contexts.
Evaluation of School-Based After-School Programs in Japan: Their Impact on Children&apos;s Everyday Activities and Their Social and Emotional Development
Author: Kanefuji, Fuyuko
Date: 2015-00-00
Type: Journal Articles
Subjects: After School Programs,Program Effectiveness,Foreign Countries,Social Development,Emotional Development,Elementary School Students,Preadolescents,Grade 4,Grade 5,Grade 6,Family Environment,Child Behavior

The purpose of this study is to identify the current state of school-based after-school support in Japan and to evaluate programs providing such support, known as 'After-school Classes for Children'. This study focuses on the impact of After-school Classes for Children on children's everyday activities and their social and emotional development. The analyses were conducted based on data collected from questionnaire surveys targeted at elementary school children in Tokyo. The total number of children sampled was 5,307. The impact on children's everyday activities and their social and emotional development were identified from data analysis. This study also developed a scale for measuring the impact of 'After-school Classes for Children' on children's social and emotional development. Based on the results of analyses, it can be concluded that 'After-school Classes for Children', a program run by MEXT (the Ministry of Education, Culture, Sports, Science and Technology), is likely to contribute to the enhancement of the following two aspects of children's social and emotional development: 'Empathetic Understanding of Others' and 'Enhanced Interest and Ambition'.
Understanding the Interplay between Context and Agency in a South Korean High School English Classroom
Author: Williams, Dylan Glyn
Date: 2016-00-00
Type: Journal Articles
Subjects: High School Students,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Methods,High School Teachers,Grounded Theory,College Entrance Examinations,Cultural Context,Teacher Attitudes,Language Tests,Receptive Language,Professional Autonomy,Scores,Personal Autonomy,Test Preparation,Neoliberalism

This paper aims to understand the relationship between context and agency in the context of a South Korean high school teacher's English classroom pedagogy. This was explored through two semi-structured interviews with the teacher, which was transcribed and analyzed using the principles of grounded theory in order to obtain a bottom-up, empirically grounded understanding of the relationship. This approach identified a strong contextual influence in the form of Korea's national university entrance examination, which is a constraint on both the teacher and students, resulting in a high focus on receptive skills, and thus shaping both agents' own respective choices in English language teaching and learning with the end-goal of students' success on the exam. 'Passive agency' emerged as a theory to describe this insight. The paper concludes with a discussion about the implications of 'passive agency' for the possible future trajectories of students.