ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Candidates Achievements from the ADHD Vocational Elective Course
Author: Akgün, Nergis Ramo
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Elective Courses,Vocational Education,Elementary Education,Preschool Education,Inclusion,Attention Deficit Hyperactivity Disorder,Students with Disabilities,Children,Instructional Effectiveness,Knowledge Level,Expectation,Student Attitudes,Females,Foreign Countries

ADHD--Attention Deficit Hyperactivity Disorder is one of the most common neurodevelopmental disorders in childhood. The number of children with ADHD increases every year. Most of the teachers working in schools and kindergartens are not educated enough to use appropriate methods while working with these students. That is the reason why some Universities included the ADHD as vocational elective course in their programs. The aim of this research is to ensure and increase the knowledge and information's of teacher's candidates about ADHD before their work with children. In this research we decided to analyze the effects of the ADHD as vocational elective course for the students from Canakkale 18 Mart University in Turkey. Questionnaire before and after taking the course was applied on students who attended it, in a period of three months. The group consisted 20 females, from two different departments at the Faculty of Education: Pre-school Teachers and Primary School Teachers. The implemented pre and post questionnaire contained four questions. The data were analyzed using the content analysis method and the questions were analyzed with the MAXQDA Analytics Pro 2020 program. Codes and sub-codes were created with purpose to analyze and interpret the answers given to each question through content analysis. In the research, it was seen that the conceptual learning about ADHD was increased and the teacher candidates learned what should be done about children with ADHD. Within the framework of the research results, it is recommended to make observations during the diagnosis process of the ADHD student, and to conduct practical studies for functional measures for ADHD in the classroom.
Advanced Spanish Conversation and the Non-Traditional Student: A Case Study for Implementing Community-Based Learning at the Urban University
Author: Ignizio, Graham Stefan
Date: 2018-00-00
Type: Journal Articles
Subjects: Advanced Courses,Conversational Language Courses,Spanish,Nontraditional Students,Undergraduate Students,Native Speakers,Urban Universities,Public Colleges,Service Learning,School Community Relationship,Curriculum Development,Cultural Awareness,Hispanic American Culture,Program Effectiveness

This article discusses the unique situation of teaching an upper-level, undergraduate Spanish conversation course with a service-learning component at a large, public, urban university. With the help of service-learning literature and anonymous pre- and post-surveys, this study aims to offer some qualitative observations and advice on community-based learning for the non-traditional student. Even with the added effort in curriculum development and the imperfections of language instruction for non-traditional students, this article concludes that the implementation of service learning at the urban university can be a successful experience.
Becoming a Part While Apart: Building Professional Identity and Membership When Working and Learning Remotely
Author: Goldman, Ainsley S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Identity,Foreign Countries,Kinesiology,Masters Programs,Graduate Students,Work Experience Programs,Experiential Learning,Situated Learning,Communities of Practice,Computer Simulation,Educational Technology,Student Attitudes

This paper describes a case study of how situated learning and community of practice theory were applied to the design and delivery of activities and learning assessments in a remote WIL course in a master-level Kinesiology program, supporting students' learning in professional placements. The rationale and theoretical grounding for the course design and delivery are described, as well as practical considerations of how it was structured to assess student learning. A framework is proposed to inform the design of future WIL courses to best support the development of student professional identity development. Recommendations are posed for future study.
Enriching Work-Integrated Learning Students&apos; Opportunities Online during a Global Pandemic (COVID-19)
Author: Hodges, Lynette D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Electronic Learning,COVID-19,Pandemics,Undergraduate Students,Authentic Learning,Outcomes of Education,Learning Activities,Job Skills,Self Management,Communication Skills,Social Networks,Leadership,Physical Activities

This paper examines how five students within a Bachelor of Sport and Exercise university WIL course developed learning opportunities that resulted in WIL being moved from the workplace to create authentic online initiatives during the COVID-19 restrictions. This exploratory research provides insights into the students' learning outcomes from creating online WIL initiatives that developed and promoted activities for a range of stakeholders involved in sport organizations, schools, and fitness industry businesses. The impact of these initiatives resulted in enhanced participation opportunities and engagement in physical activity for a range of sport teams, school children, and fitness clients. Themes are presented from content analysis of student perceptions of individual's learning outcomes from moving WIL online. The findings indicated that from the students' perspective, their online initiatives enriched capability but required adaptability, flexibility, and resilience. The period of online WIL also enabled the development of transferable skills and graduate attributes.
Conventional, Remote, Virtual and Simulated Work-Integrated Learning: A Meta-Analysis of Existing Practice
Author: Wood, Yvonne I.
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Experiential Learning,Work Experience Programs,Computer Simulation,Educational Technology,Technology Uses in Education,Internship Programs,Service Learning,Telecommunications,Business,Simulated Environment,Higher Education,Practicums

As a result of the COVID-19 pandemic, many organizations offering work-integrated learning (WIL) opportunities were no longer able to support student placements, resulting in many institutions searching for a range of innovative solutions. Many have redesigned their conventional placement-based WIL activities or programs to enable students to meet graduate profile criteria through alternative means such as virtual or simulated WIL experiences. The literature shows there are many models of WIL beyond conventional work placements. Therefore, a meta-analysis was conducted of these WIL models, to provide a complied synthesis of existing practice from within the WIL field specifically focused on two books, the &quot;International Journal of Work-Integrated Learning,&quot; and three national WIL association conference publications. The trends and qualities that emerge from the meta-analysis of existing practice can inform the redevelopment across the different modes of conventional, remote, virtual, and simulated WIL experiences.
GoodWIL Placements: How COVID-19 Shifts the Conversation about Unpaid Placements
Author: Hoskyn, Katharine
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Experiential Learning,College Students,Foreign Countries,Student Placement,Legal Responsibility,Ethics,Internship Programs,Engineering,Athletics,Business,Teacher Education,Elementary Education,Educational Technology,Technology Uses in Education,Compensation (Remuneration)

This paper discusses how the COVID-19 pandemic can shift the conversation of paid and unpaid placements from an economic to a pedagogical and goodwill perspective. During the pandemic lockdown many placements were cancelled or postponed. Some continued as agreed but with students working from home, while other placements became unpaid. We build on the pertinent literature that raises legal, ethical, economic and pedagogical implications of paid versus unpaid placement models and what motivates placement organizations to offer placements. Four interdisciplinary trans-Tasman case studies are discussed to better understand the complex situations for placement organizations and universities to sustain WIL placements during this pandemic. Conclusions include recommendations to be vigilant and ensure goodwill is not used to mask the exploitation of students, but rather, positively influence the motivation behind offering placements during these trying times and beyond.
Interdisciplinary Service Learning Opportunity: A Nontraditional Approach to Migrant Farmworkers Rehabilitation
Author: Garcia, Jodan D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Interprofessional Relationship,Service Learning,School Community Programs,State Universities,Rural Areas,Migrant Workers,Agricultural Laborers,Rehabilitation,Student Volunteers,Family Programs,Program Effectiveness,Allied Health Occupations Education,Physical Therapy,Clinical Experience,Public Health,Graduate Students

Interdisciplinary service learning opportunities are recognized as valuable educational tools for health care students. The Farm Worker Family Health Program, based on a community academic partnership model, enables health care students to treat migrant workers in rural Georgia during the annual farmworker migration. The present article describes how this opportunity has been incorporated into a graduate curriculum, including examining the challenges and successes associated with implementing this type of program. An additional aim is to explore the implications of merging interdisciplinary service learning and community partnerships with physical therapy education, specifically how student volunteers and migrant workers may be impacted by their participation.
Reshaping Work-Integrated Learning in a Post-COVID-19 World of Work
Author: Dean, Bonnie Amelia
Date: 2020-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Educational Change,COVID-19,Pandemics,Distance Education,Educational Quality,Quality Assurance,Job Placement

The disruption caused by COVID-19 has accelerated many changes already emerging within work and higher education sectors. With the rapid move to online and distance learning models, the value of alternative forms of work-integrated learning (WIL), in spaces other than physical workplaces, has been realized. After the state of 'panic-gogy' where experimentation was rife, purposeful design of WIL in non-workplace settings now requires greater attention. Recent practice has shown that different models and approaches can still harness the authenticity of work tasks and therefore challenge dominant understandings and practices of designing and facilitating WIL. This paper advances the argument that the nature of work, itself, is morphing and, therefore, realizations of WIL also need to change including current conceptions of quality in WIL.
Responding to an International Crisis: The Adaptability of the Practice of Work-Integrated Learning
Author: Zegwaard, Karsten E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Work Experience Programs,COVID-19,Pandemics,Distance Education,Teaching Methods,Simulation,Resilience (Psychology),Educational Practices

The impact of the COVID-19 pandemic on the practice of work-integrated learning (WIL) has been significant, with many active WIL activities pivoting to remote offerings where students engage with the workplace through online platforms from their homes. The pandemic has also caused significant and ongoing disruption to the economy, likely causing less work placement opportunities for upcoming years within the context of limited institutional budgets and resourcing. It is, therefore, vitally important that institutions develop diverse practices of WIL and shift away from a heavy reliance on work placements. Developing diverse WIL practices across educational institutions is an important strategy to build 'institutional WIL resilience' during times of disrupted economies with limited WIL opportunities. During the pandemic, the use of simulations had increased, in particular, in relation to preparing students for WIL, however, caution is needed in considering simulations as a comparable alternative to WIL.
The Role of Work-Integrated Learning in the Development of Entrepreneurs
Author: Pretti, T. Judene
Date: 2020-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Entrepreneurship,Alumni,Cross Cultural Studies,Career Development,Education Work Relationship,Resilience (Psychology),Social Networks,Foreign Countries,College Graduates,Educational Benefits,Skill Development,Outcomes of Education

This study explored the ways that work-integrated learning (WIL) influences the development of entrepreneurs. Seven alumni from Canada and the United Kingdom, who experienced differing forms of WIL during their degree, participated in qualitative in-depth interviews and provided rich pictures. A &quot;rich picture&quot; is a pictorial representation of a situation, including what happened, who was involved, how the participant perceived the situation. During the interviews, participants reflected on how WIL impacted their career and they created rich pictures to depict their perception of an entrepreneur and what influenced them to become an entrepreneur. Several important themes emerged and included seizing opportunities, thinking &quot;outside the box,&quot; being resilient during difficult times, and the importance of networks. The influence of WIL was important for all participants and provided the framework of support that enabled the participants to manage difficult times and turn disruption into opportunity.
Virtual Internships and Work-Integrated Learning in Hospitality and Tourism in a Post-COVID-19 World
Author: Bilsland, Christine
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Simulation,Internship Programs,Work Experience Programs,Hospitality Occupations,Tourism,COVID-19,Pandemics,Job Training,Best Practices,Foreign Countries,Electronic Learning

This article is a scholarly discussion that outlines current studies of virtual training and internships in hospitality and tourism, and questions how these approaches can satisfy hospitality and tourism industry requirements in post-COVID19 environments. It reviews existing literature and compares best-practice approaches. In particular, this study investigates the state of play in three Asia Pacific tourism destinations that each have distinct contextual challenges; Cambodia, Vietnam and Australia. A research concept framework that takes into account the changes to the hospitality and tourism industry due to COVID-19, subsequent changes to industry training mechanisms, and the potential implications for work-integrated learning internship placements for the future generation of students, graduates and industry professionals, is presented. A structure for upcoming studies that compare post-COVID19 hospitality and tourism industry internship potential approaches is proposed for discussion.
University-Community Civic Collaboration: Reaching for Social Justice in University Partnership
Author: Shiller, Jessica T.
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Justice,School Community Relationship,Universities,Partnerships in Education,Power Structure,Barriers,Activism,College Students,College Faculty,Youth Programs,Teacher Attitudes,Student Attitudes,Algebra,Mathematics Instruction,Tutors,Program Descriptions

The goal of this article is to describe a university-community partnership sponsored by a university office of civic engagement. University-community partnerships are common, but many collaborations are fraught with challenges because of power inequities or differing goals and ways of operating. Aware of the potential pitfalls, the university-community partnership described moved through these issues together, making differences explicit, yet still remaining committed to a larger project and their collaboration.
Researcher-Practitioner Collaborations: Applying Developmental Science to Understand Sport Participation and Positive Youth Development
Author: Ettekal, Andrea Vest
Date: 2017-00-00
Type: Journal Articles
Subjects: Cooperation,Youth Programs,College Faculty,Athletes,Athletics,School Community Relationship,Teacher Researchers,School Community Programs,Teachers,Interpersonal Relationship,Individual Development,Adolescents,Individual Characteristics,Program Effectiveness,Values Education,High School Students

We report data from the first year of a three-year collaboration between a sport-based youth development program, Positive Coaching Alliance (PCA), and a university-based research institute. The theory of change of PCA was tested with youth athletes, representing multiple sport types (e.g., individual/team) and seasons (e.g., fall/winter), who completed self-report surveys indexing a key facet of positive youth development--character. Noting assets and challenges of such researcher-practitioner collaborations, we discuss the results of the first year of data derived from this collaboration and differences in their use to the researchers and practitioners. Using this collaboration as a sample case, we discuss implications for refining how developmental scientists can advance outreach scholarship, and specifically researcher-practitioner engagement, through the use of developmental theory and methodology.
From Downtime to Prime Time: A Funder&apos;s Role in Enhancing Summer Learning
Author: McBride, Judith W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Summer Programs,Program Effectiveness,Barriers,Equal Education,Access to Education,Low Income Students,At Risk Students,Skill Development,Achievement Gains,Elementary Secondary Education,Camps,Tutoring,Leadership Training,Enrichment Activities,Financial Support,Community Programs,Training,Partnerships in Education,Family Involvement,Program Evaluation,Urban Schools,COVID-19,Pandemics

In the first learning community session since last summer's programs, foundation staff at the Hartford Foundation for Public Giving in Connecticut invite providers to share their news. &quot;What worked? What challenges did you see?&quot; Seasoned providers highlight field trips taken, books introduced, newsletters crafted by youth and shared with families, partnerships initiated, and other activities that worked. Some providers acknowledge challenges managing behavioral issues, working with youth who may have mental health challenges, and broaching conversations with parents about needed supports and local resources. The session includes city and school district representatives, other funders, and speakers, including the evaluation partner, who come together to support quality summer programming for underserved youth. Agendas for sessions are drawn from program visits and from providers' ideas in reports and grant applications. The goals are to expand the collective capacity of providers to integrate effective strategies for addressing challenges and to work as &quot;thought partners&quot; in delivering quality summer programs. The authors' experience suggests how funders can deepen their impact in low-income communities by tapping the experience of nonprofits and partnering with them and other local experts to improve program outcomes.
An Analysis of Violin and Viola Instructors&apos; Opinions of Using the Third Position as the Home Position for Beginning-Level Violin/Viola Education
Author: Arica, Eylem
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Teachers,Musical Instruments,Teaching Methods,Music Techniques,Teacher Attitudes

Despite the existence of educators who use the third position as the home position for beginner violin training and get positive results, repertoires of violin pedagogues and current music school curricula show an overwhelming preference for the first position. I determined that studies on this preference and research related to the use of the third position technique as an alternative in beginner violin/viola education were scant and narrow in scope, and sent a questionnaire to violin/viola teachers to garner their views. Ninety-four participants who wrote comments in Part 4 of the questionnaire made up the study's sample. The study aimed both to contribute to the literature in the field of string and music pedagogy while triggering other efforts investigating use of the technique, and to directly transfer to readers the respondents' opinions. The study concluded that scantiness of research may be responsible for why the technique has not become widespread and related teaching resources are scarce. It would be appropriate to conduct further studies about using the third-position beginning technique as an alternative.
Service-Learning &amp; Early Childhood Teacher Education: A Qualitative Exploration of Professional Preparation Standards
Author: Kruger, Tina M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Service Learning,Standards,Professionalism,Program Effectiveness,Preservice Teachers,Young Children,Preservice Teacher Education,Early Childhood Education,School Community Relationship,Partnerships in Education,Research Universities,Community Attitudes,Student Experience,Alignment (Education)

Preparing teachers to work with children and families cultivates high-quality early learning. This study explored the impact of service-learning on early childhood pre-professional students (candidates) and community partners (CPs). Focus group transcripts illustrate connections between service and professional preparation standards. Service-learning and professional standards intersect through the experience of candidates and CPs. Findings support the use of Kolb's model as a foundation for service-learning in early childhood teacher education and can inform service-learning in other disciplines.
Vocal Accuracy in Preschool Children: Are the Curwen Hand Signs Really Useful?
Author: Boisvert, Stéphanie
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Teaching Methods,Kindergarten,Singing,Accuracy,Visual Stimuli,Young Children,Instructional Effectiveness

The effects of learning to sing with and without Curwen hand signs on singing accuracy in kindergarten-age children were compared. Participants comprised an experimental group (Curwen signs) and a control group (without signs), each containing 33 children aged 5 to 6 years. All participants took 30 music lessons centered on learning songs. The experimental group learned songs using Curwen signs and the control group learned the same songs without signs. Before and after instruction, all participants were tested on singing accuracy and melodic perception. Short-term memory was assessed to ensure between-group equivalence. Complementary data were gathered from a parent-completed questionnaire on the home music environment. Results showed significantly improved singing accuracy and melodic perception from pretest to post-test for all participants. However, no significant difference in singing accuracy was found between the Curwen group compared with controls, or between boys and girls. In addition, the home music environment appeared to foster melodic perception, more specifically, recognition of a four-note melody, but with no significant effect on singing accuracy.