ethanporcaro/eric-fulltext-meta huggingface dataset:
Multimodal Discourse Strategies of Factuality and Subjectivity in Educational Digital Storytelling
Author: Bou-Franch, Patricia
Date: 2012-12-00
Type: Journal Articles
Subjects: Television,Computer Mediated Communication,Discourse Analysis,Computer Uses in Education,Story Telling,Educational Technology,Personal Narratives,Multimedia Materials,College Students

As new technologies continue to emerge, students and lecturers are provided with new educational tools. One such tool, which is increasingly used in higher education, is digital storytelling, i.e. multi-media digital narratives. Despite the increasing attention that education and media scholars have paid to digital storytelling, there is scant research examining digital narratives from a discourse-analytic perspective. This paper addresses this gap in the literature and, in line with the belief that individuals make meaning through a range of semiotic devices, including, among others, language, sound, graphics and text, it aims to examine discourse strategies of factuality and subjectivity in historical-cultural digital narratives and their multimodal realisations. To carry out this study a corpus of 16 digital stories was compiled and analysed from a multidisciplinary framework which draws from studies on digital storytelling, computer-mediated communication, media studies, and multimodal discourse analysis. Results show that students/digital story tellers resort to a number of varied multimodal discursive strategies which are constitutive of their identity as capable students in an educational setting. (Contains 8 images and 1 footnote.)
New Adolescent Money Attitude Scales: Entitlement and Conscientiousness
Author: Beutler, Ivan F.
Date: 2012-00-00
Type: Journal Articles
Subjects: Money Management,Focus Groups,Adolescents,Measures (Individuals),Curriculum Development,High School Students,Item Analysis,Reliability,Socialization

The development of two new money-attitude scales measuring entitlement and conscientiousness in adolescents are described. The scales were developed through student and focus group input and from a review of literature on entitlement and conscientiousness as a new adolescent financial education curriculum was being developed. The findings from 265 high school students resulted in a 6-item measure of entitlement, [alpha] = 0.76, and a 4-item measure of conscientiousness, [alpha] = 0.82. There was strong evidence for consistency of items for each scale loading well on single factors and maintaining reliability across a variety of demographic subgroups. The scales are distinct from, and yet complement existing money-attitude scales, such as conspicuous consumption, power-prestige, and financial prudence, and thus offer new tools for research on adolescent economic socialization. (Contains 4 tables, 1 figure and 2 endnotes.)
&quot;Playing with the Team&quot;: The Development of Communities of Practice in a Digital Storytelling Project
Author: Westman, Peter John
Date: 2012-12-00
Type: Journal Articles
Subjects: Social Agencies,Anthropology,Foreign Countries,Clubs,Communities of Practice,Story Telling,Team Sports,Interviews,Empowerment,Information Technology,Web Sites,Personal Narratives

Since its emergence in the early 1990's, digital storytelling has been variously identified as a new media practice, a consumer and community-led movement, and a textual system. However, given its relative nascent status, there remains the need for further academic research focusing on the different forms it has assumed. During the spring/summer of 2011, I conducted an examination of Taking the Field (TTF), a digital storytelling project that aims to celebrate grassroots cricket in the UK through the construction of stories by village and county-level clubs. In contrast to most previous projects that aim to have the participants &quot;speak&quot; by constructing their own stories, TTF stories are researched and constructed by project staff with the assistance of the clubs. My research centers on the experiences of two clubs in the project, Blaina CC and Spondon CC, through interviews and elicitation techniques with club and community members using the completed stories and the artifacts used in their construction. Through the theoretical framework of Gell's anthropology of art, I consider how digital stories act as objects that mediate social agency during their creation and how the structure of this type of project contributes to the formation of communities of practice in the &quot;performance&quot; of collective identity. (Contains 1 table.)
Individual Innovativeness Levels of Educational Administrators
Author: Coklar, Ahmet Naci
Date: 2012-12-00
Type: Journal Articles
Subjects: Administrators,Educational Administration,Innovation,Administrator Effectiveness,Administrator Characteristics,Computer Use,Minimum Competencies,Minimum Competency Testing,Skill Analysis,Foreign Countries,Gender Differences,Work Experience,Individual Characteristics,Likert Scales,Internet,Performance Factors

In the present study carried out with 190 educational administrators, the individual innovativeness of educational administrators was examined. As a result of the study, it was found out that the educational administrators considered themselves as early adaptors. It was also revealed that professional seniority was not important in terms of individual innovativeness and those educational administrators with professional experience of 10 years or over had the same level of innovativeness as those with experience below 10 years did. The results also demonstrated that educational administrators with experience below 10 years had the same level of individual innovativeness. In addition, the results obtained revealed a difference between the computer use frequencies of educational administrators and their individual innovativeness. In other words, it was found out that educational administrators using the Internet everyday were more innovative than those using the Internet a few times a week or a month. Depending on the results obtained in the study, various suggestions were put forward for applied and future studies. (Contains 1 figure and 6 tables.)
Development and Evaluation of an Integrated Pest Management Toolkit for Child Care Providers
Author: Alkon, Abbey
Date: 2012-00-00
Type: Journal Articles
Subjects: Intervention,Child Care,Check Lists,Child Care Centers,Educational Environment,Hygiene,Hazardous Materials,Guides,Interviews,Workshops,Photography,Caregivers,Pretests Posttests,Program Effectiveness,Administrator Attitudes

Young children and early care and education (ECE) staff are exposed to pesticides used to manage pests in ECE facilities in the United States and elsewhere. The objective of this pilot study was to encourage child care programs to reduce pesticide use and child exposures by developing and evaluating an Integrated Pest Management (IPM) Toolkit for child care providers and staff. A multidisciplinary team developed an English- and Spanish-language IPM Toolkit for child care staff that included an IPM curriculum booklet, IPM Checklist, 11 pest-specific information sheets, and 4 educational posters. The intervention included manager interviews, educational workshops about pests and IPM, a box of ready-to-use IPM tools, an assessment of pest problems using a pilot, 72-item IPM Checklist, and photographs of identified problems. One hundred and seven staff at nine child care centers serving 854 ethnically diverse children were trained. Pre- and post-intervention manager interviews, IPM knowledge forms, and assessments using the IPM Checklists were conducted. Results showed positive changes in IPM policies, awareness, practices, management, and the prevalence of pest problems 4 to 6 months after intervention. The IPM Checklist identified improvements on 34 out of 50 items (68%) and positive changes in reducing pest infestations (100%). Manager interviews revealed positive experiences with IPM and support and satisfaction with the IPM workshop and Toolkit. (Contains 4 tables.)
Mental Health Screening in Child Care: Impact of a Statewide Training Session
Author: Gleason, Mary Margaret
Date: 2012-00-00
Type: Journal Articles
Subjects: Factor Analysis,Mental Health,Child Care,Special Needs Students,Young Children,Positive Attitudes,Child Health,Screening Tests,Attitude Measures,Caregivers,Knowledge Level,Attitude Change,Social Development,Emotional Development,Training,Program Effectiveness,Individual Characteristics,Ethnicity,Racial Differences,Educational Attainment,Disabilities,Employment Level,Teacher Attitudes

Child care settings may provide an optimal setting for identification of early childhood mental health problems. However, little is known about child care providers' attitudes or knowledge about screening for children's mental health problems. Both attitudes and perceived knowledge could affect the successful implementation of mental health screening in child care settings. This report discusses two related pilot studies. In the first, the authors adapted an existing measure to assess child care providers' attitudes and knowledge about mental health screening, and they examined the factors of the new measure in 275 child care professionals. In the second study, the authors examined 203 child care providers' attitudes toward and perceived knowledge about mental health screening before and after a single 3-hour training session. Study 1 factor analysis revealed two factors: attitude about screening and perceived knowledge about screening. Both factors were associated with experience with a mental health consultant and with comfort with children with special needs. Participants in Study 2 demonstrated significant increases in positive attitude and perceived knowledge about mental health screening in child care following the 3-hour training session. Results indicate that child care providers were positively inclined toward participating in mental health screening. Attitudes toward and perceived knowledge of mental health screening increased after a single training session. Findings of this research provide a first step toward understanding child care providers' attitudes about and perceived knowledge of mental health screening in very young children and indicate that both positive attitudes and perceived knowledge can be increased through training. (Contains 3 tables.)
Kindergarten Readiness and Preschools: Teachers' and Parents' Beliefs within and across Programs
Author: Hatcher, Beth
Date: 2012-00-00
Type: Journal Articles
Subjects: School Readiness,Familiarity,Literacy,Emotional Development,Kindergarten,Preschool Teachers,Early Childhood Education,Preschool Curriculum,Nursery Schools,Qualitative Research,Interviews,Play,Social Development,Parent Attitudes,Teacher Attitudes,School Entrance Age,Parents,Context Effect,Cultural Context,School Role,Anxiety

This qualitative interview-based study compares beliefs about kindergarten readiness and about the roles of preschools in readiness among parents and preschool teachers in three early childhood programs in the northeastern and southwestern United States. Interviews focused on beliefs concerning meanings of kindergarten readiness and the role of preschool in preparing children for kindergarten, and on resources participants used to inform their beliefs and practices about children's readiness for kindergarten. Participants in all programs and geographic locations identified the primary purpose of preschool to be kindergarten preparation. While teachers and parents generally expressed support for play in the preschool curriculum, parents were more likely to cite specific skills as indicators of readiness. Within-program and across-program beliefs indicated shared perceptions of readiness linked to social and emotional development, attainment of literacy skills, and familiarity with school routines. Parents expressed anxiety regarding kindergarten transitions and expectations. Teachers believed that their programs prepared children for kindergarten, but were unsure if parents shared those beliefs. Responses differed across programs regarding the degree of parental responsibility for readiness, the efficacy of delayed kindergarten entry, and knowledge of local kindergarten expectations. Recommendations for practice include prioritizing communication about kindergarten readiness among teachers and parents, such as sharing information and concerns about assessments and local kindergarten expectations. (Contains 3 tables.)
Making the Match: Culturally Relevant Coaching and Training for Early Childhood Caregivers
Author: Kruse, Tina P.
Date: 2012-00-00
Type: Journal Articles
Subjects: Child Care,Child Caregivers,Coaching (Performance),Caregiver Training,Caseworker Approach,Culturally Relevant Education,Best Practices,Educational Practices,Interviews,Educational Quality,Professional Development,Educational Strategies,Caregiver Attitudes,Cultural Differences,Interpersonal Relationship,Interpersonal Competence,Risk,Early Childhood Education,Training Methods,Training Objectives

This study explored the mechanisms for culturally relevant training and coaching for early child care providers, especially family, friend, or neighbor (FFN) caregivers. In particular, given the evidence that coaching early care practitioners may have more significant effects than traditional training programs, the main objective of this research effort was to identify practices of those engaged in culturally specific coaching relationships. Interview study findings are reported here and suggest that such practices, while context dependent, do vary among ethnic populations of the early child care providers who responded. This article elaborates on reported differences in approaches and underscores the importance of effective relationships with FFN caregivers, concluding that culturally relevant training and coaching may be valuable to FFN professional development by facilitating recruitment and increased participation for culturally marginalized FFN caregivers.
Becoming Good Human Beings: Low-Income Mothers' Dreams for Children and Their Insight into Children's Needs
Author: Mohr, Jennifer
Date: 2012-00-00
Type: Journal Articles
Subjects: Child Development,Early Childhood Education,Low Income Groups,Expectation,Child Rearing,Parent Aspiration,Parent Attitudes,Case Studies,At Risk Students,Interviews,Observation,Content Analysis,Mothers,Childhood Needs,Needs Assessment,Citizenship,Moral Development,Freedom,Economically Disadvantaged

A case study approach was employed to investigate low-income families' aspirations for their children and their understandings of their children's developmental needs. Participants were four women whose children or grandchildren were enrolled in an urban early childhood program and were considered "at risk." Qualitative methods including interviews, observations, and analysis of artifacts were used. Results indicated that the participants' aspirations for their children included going to college, as has been shown in other studies to be characteristic of middle-class families. Results also suggested that the participants were insightful about child development, young children's learning, and the needs of young children. Analysis indicated that participants understood the importance of a shared role between families and teachers in their children's development, and they wanted to work with their children's teachers in that manner. The participants expected early childhood programs to not only prepare young children for school but to prepare them to negotiate successfully social interactions with both children and adults. Implications for teachers, administrators, and teacher education programs are discussed.
Babies on Campus: Service to Infants and Families among Competing Priorities in University Child Care Programs
Author: McMullen, Mary Benson
Date: 2012-00-00
Type: Journal Articles
Subjects: Child Care,Comparative Analysis,Infants,Campuses,Caregivers,Child Development,Early Childhood Education,Systems Approach,Research Universities,Institutional Mission,Program Descriptions,Program Evaluation,Program Implementation,Family Programs,Laboratory Schools,Needs Assessment,Decision Making,Classroom Observation Techniques,Educational Practices,Values

University early childhood programs attempt to balance a traditional tri-part mission: service to children and families; professional development of caregivers/teachers, clinicians, and researchers; and research on child development, learning, and/or education. Increasingly, infants receive care and education on university campuses, yet little is known about serving this population effectively within large institutions. Three infant programs at major research universities were chosen for this descriptive/comparative analysis of campus programs that have prioritized mission values differently. An adaptation of Bronfenbrenner's Bioecological Systems Theory was used to frame this qualitative study. Analysis uncovered three areas of distinction that provide a means to describe differences and similarities among these programs: (1) who holds the power in influencing the mission values and priorities, (2) the implementation of sensitively responsive care with infants, and (3) family-centered practices. (Contains 4 tables, 6 figures, and 1 note.)
Identifying Online Preferences and Needs of Early Childhood Professionals
Author: Weigel, Daniel J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Opportunities,Internet,Preferences,Needs Assessment,Information Needs,Preschool Teachers,Early Childhood Education,Mass Media Use,Usability,Individual Characteristics,Teacher Characteristics,Questionnaires,Interest Inventories,Skill Analysis,Information Skills,Information Literacy,Information Seeking,Professional Development,Web Sites

A growing number of early childhood professionals use the Internet to improve their skills, knowledge, and practice. The Internet may be a practical alternative for providing high-quality, research-based training, information, and resources to these professionals. When designing online materials and Web sites, however, it is important to first assess early childhood professionals' needs so that the materials and experience can be designed to best meet those needs. The current, multistate study was designed to address three questions: (1) How do early childhood professionals currently use the Internet? (2) What features do early childhood professionals most prefer in a Web site designed especially for them? and (3) Do preferences for specific types of features vary depending on characteristics such as age, education, experience, and comfort with the Internet? Eight hundred sixteen early childhood professionals in three regions of the United States (Georgia, Michigan, and Nevada) completed a brief questionnaire regarding their preferences and experiences with online professional development. Respondents were most likely to use the Internet for email and to access it for both professional and personal reasons. Respondents were most interested in being able to download learning activities and curricula, access online training and classes, obtain materials to give to parents, and ask questions of experts. The information from this study should be useful for educators currently involved in providing online educational opportunities, as well as those educators considering offering such resources. (Contains 6 tables and 2 figures.)
Increasing Middle School Student Interest in STEM Careers with Videos of Scientists
Author: Wyss, Vanessa L.
Date: 2012-10-00
Type: Journal Articles
Subjects: Video Technology,Student Interests,Middle School Students,STEM Education,Scientific Principles,Science Careers,Career Education,Science Interests,Interviews,Pretests Posttests,Attitude Change,Role Models,Career Information Systems,Change Strategies,Classroom Techniques,Gender Differences,Student Attitudes,Occupational Aspiration,Likert Scales

Students are making choices in middle school that will impact their desire and ability to pursue STEM careers. Providing middle school students with accurate information about STEM (Science, Technology, Engineering, Mathematics) careers enables them to make more knowledgeable choices about courses of study and career paths. Practical ways of helping students understand the nature of science careers are limited. This study investigates using video interviews of STEM professionals as a method for better informing students about STEM career possibilities. ANCOVA analysis was used to compare treatment and comparison student interest in pursuing STEM careers before and after viewing video interviews with STEM professionals. Evidence for implementing video interviews as a way to interest middle school students in pursuing STEM careers exists. No gender differential in interest in STEM was detected. (Contains 5 tables.)
A Comparative Analysis of Numbers and Biology Content Domains between Turkey and the USA
Author: Incikabi, Lutfi
Date: 2012-10-00
Type: Journal Articles
Subjects: Achievement Gap,State Standards,Mathematics Instruction,Science Instruction,Biology,Numbers,Foreign Countries,Content Analysis,Comparative Analysis,Core Curriculum,Grade 6,Mathematics Achievement,Standards,Guidelines

This study aimed to compare Mathematics and Science programs focusing on TIMSS content domains of Numbers and Biology that produced the largest achievement gap among students from Turkey and the USA. Specifically, it utilized the content analysis method within Turkish and New York State (NYS) frameworks. The procedures of study included matching the behaviors for the content domains of Numbers and Biology, as defined in the TIMSS 2007 framework, with the teaching program and guidebook for Mathematics courses (grades 6 through 8) in Turkey and NYS learning standards and core curriculum for Science and Mathematics for the U.S. Results of the study indicated differences between Turkey and NYS in terms of existence and distribution of and emphasis on TIMSS content domains of Numbers and Biology across the grade levels. (Contains 4 tables.)
Regulating Worry, Promoting Hope: How Do Children, Adolescents, and Young Adults Cope with Climate Change?
Author: Ojala, Maria
Date: 2012-10-00
Type: Journal Articles
Subjects: Climate,Early Adolescents,Late Adolescents,Coping,Sustainable Development,Young Adults,Foreign Countries,World Problems,Attitude Measures,Adolescents,Stress Management,Questionnaires,Age Differences,Problem Solving,Emotional Response

Learning about global problems, such as climate change, is not only a cognitive endeavor, but also involves emotions evoked by the seriousness and complexity of these problems. Few studies, however, have explored how young people cope with emotions related to climate change. Since coping strategies could be as important as the emotions themselves in influencing whether young people will acquire knowledge concerning climate change, as well as ethical sensibility and action competence, it is argued that it is important for teachers to gain insight into how young people cope with this threat. Thus, the aim of this study was to explore how Swedish young people--in late childhood/early adolescence (n = 90), mid to late adolescence (n = 146), and early adulthood (n = 112)--cope with worry and promote hope in relation to climate change. A questionnaire containing both open-ended and Likert-type questions was used. Using thematic analysis, several coping strategies were identified, for instance, de-emphasizing the seriousness of climate change, distancing, hyperactivation, positive reappraisal, trust in different societal actors, problem-focused coping, and existential hope. Furthermore, the results show that the children used less problem-focused coping and more distancing to cope with worry than the two older groups. Concerning sources of hope, the children used less positive reappraisal and instead placed trust in researchers and technological development to a higher degree than the two older groups. Practical implications for education for sustainable development are discussed. (Contains 3 tables and 3 notes.)