ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Collaboration and Feedback in Advancing Student Learning in Media Literacy and Video Production
Author: Casinghino, Carl
Date: 2015-00-00
Type: Journal Articles
Subjects: Feedback (Response),Media Literacy,Video Technology,Cooperative Learning,Teamwork,Production Techniques,High School Students,Capacity Building,Case Studies,Traffic Safety,Driver Education,Proofreading,Academic Achievement,Teaching Methods,Educational Practices,Educational Strategies

Teaching advanced video production is an art that requires great sensitivity to the process of providing feedback that helps students to learn and grow. Some students experience difficulty in developing narrative sequences or cause-and-effect strings of motion picture sequences. But when students learn to work collaboratively through the revision process as part of an advanced video production course in high school, they tend to develop higher expectations for the quality of their academic work and apply a more rigorous framework of analysis to the media messages they encounter, including fiction motion pictures (such as feature films or television shows), documentary films or non-fiction series, story-based interactive games, and short-form platforms such as commercials or music videos.
Media Literacy, Education &amp; (Civic) Capability: A Transferable Methodology
Author: McDougall, Julian
Date: 2015-00-00
Type: Journal Articles
Subjects: Media Literacy,Information Literacy,Educational Practices,Comparative Education,Pilot Projects,Educational Opportunities,Experimental Groups,Control Groups,Educational Attainment,Citizen Participation,Secondary School Curriculum,Online Surveys,Interviews,Creative Activities,Familiarity,Knowledge Level,Foreign Countries

This article explores the relationship between a formal media educational encounter in the UK and the broad objectives for media and information literacy education circulating in mainland Europe and the US. A pilot study, developed with a special interest group of the United Kingdom Literacy Association, applied a three-part methodology for comparing the media literacy levels of young people who have studied media in school against peers who at the same educational level, who have not engaged with media education of any kind. The approach hones in on Mihailidis' (2014) framework for media literacy and civic engagement.
Media Literacy and the Hungarian National Core Curriculum--A Curate's Egg
Author: Neag, Anamaria
Date: 2015-00-00
Type: Journal Articles
Subjects: Media Literacy,Core Curriculum,National Curriculum,Public Education,Definitions,Curriculum Evaluation,Educational Objectives,Educational Change,Educational Practices,Consciousness Raising,Politics of Education,Educational Policy,Discourse Analysis,Educational Development,Foreign Countries

In recent years, Hungary has been frequently criticized about press freedom issues by organizations including Human Rights Watch, Freedom House and others. In the current situation, it is thus imperative to understand how media literacy is positioned in public education. The objective of this paper is to analyze the 2012 education curriculum on media education in Hungary and to evaluate the definitions used for constructing media literacy in the National Core Curriculum (NCC). For doing so I apply tools derived from Critical Discourse Analysis and I seek to identify the educational goals of media literacy education. The new NCC brought along major changes, and it reflected a strengthening of national consciousness. The paper offers insights on how these changes influenced the agenda of media literacy education in Hungary.
Collaboration, Pedagogy, and Media: Short-Term Summer Programs Emphasize Project Based and Social Emotional Learning
Author: Bowden, William R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Media Literacy,Metacognition,Decision Making,Academic Achievement,Summer Programs,Grade 8,Middle School Students,Low Income,School Districts,Problem Based Learning,Teaching Methods

Summer programs that experiment with combining media literacy and social-emotional learning can potentially affect students' academic performance. Based on a six-week program, working with rising eighth grade students in a low-income school district, this program allowed students to work on media projects while trying to develop stronger capacities of self-awareness, positive decision-making, and stronger relationship development. The article offers practitioners some insight on how to implement social and emotional learning into media literacy and media production classrooms.
The New Curricula: How Media Literacy Education Transforms Teaching and Learning
Author: Jolls, Tessa
Date: 2015-00-00
Type: Journal Articles
Subjects: Media Literacy,Models,Curriculum Development,Curriculum Design,Educational Change,Educational Practices,Relevance (Education),Technology Uses in Education,Influence of Technology,Educational Resources,Delivery Systems,Instructional Innovation,Change Strategies

As new online and cellular technologies advance, the implications for the traditional textbook model of curricular instruction are profound. The ability to construct, share, collaborate on and publish new instructional materials marks the beginning of a global revolution in curricula development. Research-based media literacy frameworks can be applied to all subjects, and they enable teachers to have confidence that, in employing the frameworks to address academic subjects, themes or projects, students will gain content knowledge. Teaching through media literacy education strategies provides the opportunity to make media literacy central to teaching and learning, since media literacy process skills enable students to become self-directed lifelong learners, capable of addressing any subject. What are characteristics of curricula that use media literacy frameworks? How does such curricula differ from traditionally constructed curricula? And why should administrators and teachers embrace this change? As education is moving from paper-based, face-to-face classwork to technology-enabled curricula that is better, faster and cheaper, educators need new yet proven approaches and curricular resources to delivering effective lessons and outcomes. With media literacy education, this shift is not only possible but also imperative for providing curricula for the globalized classroom.
Parents' Views of Video Games: Habitus Forms in the Context of Parental Mediation
Author: Friedrichs, Henrike
Date: 2015-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Video Games,Semi Structured Interviews,Qualitative Research,Content Analysis,Parent Child Relationship,German,Foreign Countries,Family Characteristics,Childhood Needs

This research project was conducted to explore parental attitudes towards and their mediation of video games. Qualitative, semi-structured interviews with 28 parents (14 couples) assessed their media-related habitus, their media-educational habitus and the interaction between the habitus. The results show that the media-related habitus has a significant influence on the media-educational habitus.
The Postgraduate Capstone Experience: Negotiating the Pedagogical Tensions
Author: Mowbray, Jacqueline
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Principles,Educational Practices,Instructional Design,Design Preferences,Conflict,Case Studies,International Law,Units of Study,Curriculum Development,Curriculum Design,Masters Degrees,Behavioral Objectives,Skill Development,Course Content,Integrated Curriculum,Alignment (Education),Specialization,Context Effect,Diversity (Institutional),Articulation (Education),Foreign Countries

In designing a capstone experience, legal educators may encounter a number of tensions between competing pedagogical imperatives and conflicting capstone principles. Should we focus on teaching content or should we focus on developing skills? Should we emphasise integration and consolidation of knowledge, or transition and the development of professional identity? Should we encourage specialisation of knowledge and skills or should we be offering a broader view that takes account of context and diversity? This article considers how these tensions may be revealed, negotiated and managed, using a case study of a postgraduate capstone unit in international law. In doing so, the article adds to the literature on capstone units in law, which has to date focused on the undergraduate experience, and demonstrates that the existing work on capstones can be successfully applied in the postgraduate context. The article further argues that postgraduate units may offer particularly useful vehicles for exposing the pedagogical tensions involved in designing a capstone experience and experimenting with techniques for managing those tensions.
Media Literacy in Teacher Education: A Good Fit across the Curriculum
Author: Meehan, Jessica
Date: 2015-00-00
Type: Journal Articles
Subjects: Media Literacy,Teacher Education Programs,Teacher Education Curriculum,Preservice Teachers,Secondary School Curriculum,Social Studies,Integrated Curriculum,Practicums,Student Teaching,Educational Practices,Educational Strategies,Educational Needs,Curriculum Enrichment,Pedagogical Content Knowledge,Teacher Competencies

Current preoccupations in teacher education reform include data gathering, teaching technique, and preparing PK-12 students for standardized tests. The purpose of American education has been reduced to economic benefit. Concerns with ethical behavior, the good life, and democratic citizenship have fallen by the wayside except perhaps in a single social foundations course. Media literacy education infused in the teacher education curriculum offers one way to restore purpose to teacher education, encouraging both pre-service teachers and their students to think critically about their media-dominated society.
Creating a Global Law Graduate: The Need, Benefits and Practical Approaches to Internationalise the Curriculum
Author: O'Sullivan, Carmel
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Legal Education (Professions),Legal Problems,International Law,Global Approach,Curriculum Development,Knowledge Level,International Education,Law Schools

The increasingly integrated world has facilitated important international and trans-border trends, such as a progressively connected global economy, a significant growth in transnational business transactions and an increase in global regulation of global issues. Such globalisation has had a transformational impact on the legal profession in a number of ways. These include the need to provide advice on issues or transactions that have a transnational or international element; the increasing globalisation of large law firms; and the delivery of offshore services by legal service providers. This means that not only do law graduates need to be prepared to practice in an increasingly globalised economy and legal profession, there will also be new career opportunities available to them which require understanding of international law, for example in emerging international institutions and non-government organisations. Accordingly there is a need to ensure that law students develop the knowledge and skills they will require to succeed in a globalised legal profession. That is, there is a need to internationalise the law curriculum. This paper provides an insight into the recent progression of law schools in internationalising the law curriculum and provides practical avenues and strategies for the increased integration of international law, foreign law and a comparative perspective into core subjects which will develop the graduates' knowledge and skills in international and foreign law, in order to enhance their ability to succeed as legal professionals in a globalised world.
Digital Competence Assessment: A Proposal for Operationalizing the Critical Dimension
Author: Cortoni, Ida
Date: 2015-00-00
Type: Journal Articles
Subjects: Information Technology,Technological Literacy,Listening Skills,Problem Solving,Guidelines,Scoring Rubrics,Creativity,Citizenship,Semiotics,Language Patterns,Evaluation Methods,Communication Skills,Foreign Countries,Models

The European Commission considers the development of digital competences a strategic action to spread and to develop a more active digital participation of citizens. The objective is to increase the level of digital competence in the European citizens up to 2015 and to reduce the number of those who don't use new technologies and don't surf the net. At the base of an active citizenship there are creativity skills, the ability to support one's own point of view, the ability to quest, to have a critical reflection, communicative, collaborative, problem solving and listening abilities. This paper offers a theoretical definition of the critical competencies starting from the European framework and providing an operational definition from semiotic and linguistic patterns in the scholarly literature, concluding with the compilation of an evaluation rubric. By focusing on the critical dimension of digital competence, it may be possible to create evaluation tools applicable to different contexts and target audiences.
Soviet Cineclubs: Baranov's Film/Media Education Model
Author: Fedorov, Alexander
Date: 2015-00-00
Type: Journal Articles
Subjects: Media Literacy,Clubs,Program Descriptions,Program Design,Educational History,Intellectual History,Context Effect,Ideology,Film Study,Models,Selection Criteria,Media Selection,Educational Practices,Foreign Countries

In this paper we analyze a historical form of media literacy education that is still insufficiently discussed in English language literature: Russian cineclubs. We focus on one particular cineclub that was created by a Soviet educator Oleg Baranov in the 1950s. We describe this cineclub's context and structure, and discuss its popularity among students. The content of Baranov's classes might have been shaped by ideological requirements of the time. However, we believe that the structure of his model can be used as an inspiration for a media literacy club in today's schools globally, and not only in Russia.
One Teacher's Journey through the Mediated Intersections
Author: Beach, Crystal L.
Date: 2015-00-00
Type: Journal Articles
Subjects: English Teachers,Literacy,Teaching Experience,Educational Change,Media Literacy,Educational Practices,Educational Strategies,Educational Needs,Change Strategies,Teaching Methods,Student Development,Skill Development

Today's classrooms often have a plethora of new ways of reading and writing entering the room, but too often these new ways of &quot;doing&quot; are disregarded and checked at the door. For this reason, one educator shares her journey through the mediated intersections of media, culture, and education. In this piece, she explores how literacy transformations are impacting her classroom and her students' lives, how she tries to make connections for her students, as well as noting what these mediated intersections might mean for the future of education.
Rural School Counselors and LGBTQ Students
Author: Robertson, Phyllis K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Rural Schools,School Counselors,Homosexuality,Sexual Identity,Sexual Orientation,Gender Issues,Counselor Role,Educational Environment,Faculty Development,Consciousness Raising,Advocacy,Counselor Attitudes,Community Organizations,Youth Programs,Family Programs,Social Support Groups

The pathways employed school counselors take for continuing their education beyond graduate school on issues of diversity may be somewhat limited in rural areas and the perception may be that few lesbian, gay, bisexual, transgender, and queer/questioning students exist in rural schools. School counselors have an ethical and legal obligation to create safe and welcoming environments for LGBTQ students. This paper provides a brief examination of traditional approaches to professional development on sexual minority issues and a proposal for alternative educational opportunities for rural school counselors.
Integrating Instruction, Curricula, and Assessments in the L2 Classroom
Author: Hill, Kent
Date: 2015-08-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Language Tests,Pretests Posttests,Standardized Tests,Testing Problems,Student Motivation,Correlation,Teaching Methods,Asians,College Freshmen,Oral Language,English (Second Language),Foreign Countries,Scores,Control Groups,Error Patterns,Peer Relationship,Questionnaires,Student Attitudes

Simultaneous with a call for standardized assessments to assess developing rather than preexisting or surface knowledge (Sawyer, 2006) has been a growth in awareness of the unavoidable interactive nature of any form of assessment and this awareness has created a social turn towards approaches to language assessment (McNamara &amp; Roever, 2006). Following on previous research investigating the link between instruction and dynamic and curriculum-­based assessment (Lidz, 1991), this study attempts to go a step further and examines integrating instruction, the curriculum, and dynamic and standardized criterion-­referenced pre/post-assessments. Results show that through integration learners performed significantly better on both forms of assessment. Learners also expressed positive washback and a higher task-intrinsic motivation to participate in more integrated forms of assessment. These preliminary results suggest that dynamic and standardized forms of assessments may be commensurable, and integrating them might also be effective in unlocking some of the discretely organized knowledge found in standardized assessment, which provides support for further direction to the social turn in assessment.
&quot;Dare I Ask?&quot;: Eliciting Prior Knowledge and Its Implications for Teaching and Learning
Author: Dávila, Liv Thorstensson
Date: 2015-08-00
Type: Journal Articles
Subjects: Prior Learning,Second Language Learning,High School Students,Secondary School Teachers,English (Second Language),Sociocultural Patterns,Teacher Attitudes,Ethics,Risk,Teaching Methods,Self Concept,Learning Processes,Refugees,Immigrants,Classroom Communication,Discourse Analysis,Teacher Student Relationship,Metropolitan Areas,Interviews,Observation,Participant Observation,Structured Interviews

This article examines high school teachers' engagement of newcomer English learner students' prior knowledge. Three central research questions guided this study: 1) To what extent do teachers function as mediators of their students' prior knowledge? 2) What goes into teachers' thinking about how and when to elicit prior knowledge? and 3) How do students respond to teachers' engagement of their prior knowledge? Data are analyzed through sociocultural perspectives on teaching, learning and identity (Lantolf, 2006; Vygotsky, 1978) and suggest that eliciting prior knowledge, particularly among vulnerable student populations, is an ethical enterprise involving risk and an ability to anticipate unexpected consequences. Implications for research and pedagogical practice are presented.
Flipped Instruction in English Language Teacher Education: A Design-­Based Study in a Complex, Open-­Ended Learning Environment
Author: Egbert, Joy
Date: 2015-08-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teacher Education,Teaching Methods,Methods Courses,Instructional Design,Management Systems,Blended Learning,Rural Areas,Mainstreaming,Video Technology,Concept Formation,Student Evaluation,Web Sites,Web 2.0 Technologies,Student Attitudes,Observation

Reports of flipped classrooms across areas in the field of ESL are rare, and those that address the complexities of ESL teacher education, particularly the methods course in which procedural knowledge is privileged over declarative knowledge, are even rarer. This paper uses a design-­-based research (DBR) approach to explore the flip of an ESL teacher education course for mainstream teachers. This study, focusing on the five members of the design team, seeks to fill several gaps in the literature: the lack of design specifics; data on the use of flipped instruction in teacher education; the need for examination of flipped teacher education contexts. The paper, formatted in the style of DBR, provides suggestions for design steps, data sources, and principles for the design of teacher education courses.
When EFL Teachers Perform L2 and L1 in the Classroom, What Happens to Their Sense of Self?
Author: Forman, Ross
Date: 2015-08-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Self Concept,Foreign Countries,Teacher Attitudes,Observation,Teacher Role,Native Language,Language Usage,Thai,College Faculty,Language Role,Teaching Skills,Teaching Methods,Semi Structured Interviews

We often hear from speakers of L2 that they &quot;feel different&quot; when communicating through the medium of an additional language. While there has been much exploration of L2-­mediated identity development in naturalistic settings, there is very little conducted within the instructed learning environment of EFL. The present study explores how nine teachers of English in Thailand (eight Thai and one Anglo-­Australian) perceived their classroom performance of both first and second language. Through observation and interview, the study finds that teachers perceived that their classroom roles differed markedly according to whether they spoke in L1 or L2, and that what was opened up or closed down by L2 was influenced by a teacher's personal experience, as well as by their perception of a particular language's structure and its discursive status in the world.
&quot;TESL-EJ&quot;: Conception and Potential of an Electronic Journal
Author: Sussex, Roland
Date: 1994-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Periodicals,Electronic Publishing,Academic Discourse,Intellectual Disciplines,Collegiality,Educational Research,Language Research,Literacy,Libraries,Layout (Publications)

The nature and role of electronic journals have been widely discussed over the past few years, and there is an emerging consensus on the parameters of such journals and the space in which they operate. ESL, however, is an unusual area in being inter-­ and multi-­disciplinary, and in having a constituency which in some ways is not like that of regular academic areas covered by journals. This paper discusses the conception and inception of &quot;TESL-­EJ,&quot; a new refereed journal in the ESL area with a particularly wide mandate. Special attention is paid to the properties of electronic journals, how these bear on ESL, and how &quot;TESL-­EJ&quot; could interact with its discipline to construct new ways of developing academic discourse.
Creating Practice Ready, Well and Professional Law Graduates
Author: Ferguson, Anneka
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Legal Education (Professions),Ethics,Knowledge Level,Well Being,Professional Identity,Simulation,Values,Curriculum Development,Attitudes,Statistical Analysis,Student Surveys,Mentors

There is a growing movement to create successful, ethical, well-rounded and practice ready legal professionals both in terms of their content knowledge and their mental well-being. As a Legal Teaching &quot;profession&quot; it is incumbent on us to answer this call in a responsive, creative, integrated, well researched and evaluated manner. This paper provides a suggested and evaluated framework for how this call can be met without resorting to &quot;add on&quot; subjects (no matter how well-intentioned), that stand outside the &quot;normal&quot; law school curriculum. Instead of partitioning well-being and professionalism into separate silos, it is suggested that all efforts must be made to integrate the seeds, thoughts, and actions of ethics, well-being, and professionalism into as many aspects of each of our programs as possible.