ethanporcaro/eric-fulltext-meta huggingface dataset:
Tabitha's One Teacher Rural School: Insights into the Arts through the Use of a Story Constellation
Author: Garvis, Susanne
Date: 2011-00-00
Type: Journal Articles
Subjects: Rural Schools,Visual Arts,Self Efficacy,Foreign Countries,Beginning Teachers,Teacher Educators,Principals,Educational Change,Interviews,Case Studies,Music,Music Teachers,Music Education,Dance,Drama

This paper presents a story constellation about a beginning teacher (who is also the principal) located in a one-teacher school in an isolated community in Queensland, Australia. The constellation documents the teacher's self-efficacy for teaching the arts (music, dance, drama, visual arts and media). Tabitha, the participant, shares insights about teaching the arts in a rural school and the influence of the curriculum, community and policy that she encounters on a daily basis. The paper also probes those beliefs and values associated with rural stereotypes, teaching the arts and current support structures. Key findings emerge for policy makers, teaching administrators and teacher educators about the complexities of teaching the arts in rural Queensland. (Contains 3 footnotes.)
Kapua Gutchen: Educator, Mentor and Innovator of Torres Strait Islander Music, Dance and Language at Erub (Darnley Island), Torres Strait
Author: Costigan, Lyn
Date: 2011-00-00
Type: Journal Articles
Subjects: Video Technology,Music,Dance,Indigenous Populations,Foreign Countries,Language,Singing,Music Education,Informal Education,Conventional Instruction

The contributions of local community members to Indigenous education can be an important component in curriculum programs. This article explores the contributions of one such dedicated and talented Torres Strait Islander community member: Meuram tribal elder Kapua Gutchen. He teaches at the Erub (Darnley Island) Campus of Tagai College in the eastern Torres Strait region of far northern Queensland. Focusing on the areas of music, dance and language, he is making a major contribution toward innovating, encouraging and sustaining cultural practices via both formal and informal educational activities. This article examines specifically his contributions to &quot;Erub Era Kodo Mer: Traditional and contemporary music and dance from Erub (Darnley Island) Torres Strait,&quot; a community CD/DVD funded by the Torres Strait Regional Authority in 2010. Kapua Gutchen's creation of new songs and dances for the CD/DVD was a conscious effort on his part to pass on knowledge of cultural practices to a younger generation that may not have the same opportunities he did to learn them. (Contains 7 footnotes.)
Stories of Reconciliation: Building Cross-Cultural Collaborations between Indigenous Musicians and Undergraduate Music Students in Tennant Creek
Author: Bartleet, Brydie-Leigh
Date: 2011-00-00
Type: Journal Articles
Subjects: Music Education,Music,Musicians,Teaching Methods,Foreign Countries,Cooperation,Partnerships in Education,Undergraduate Students,Higher Education,Immersion Programs,Field Experience Programs,Indigenous Knowledge,Indigenous Populations,Cross Cultural Studies,Personal Narratives,Diaries

In this paper I look at what happens when a university music classroom is exchanged for a remote Indigenous community. I explore what happens when pedagogical practices are decolonised and placed into the hands of Indigenous Elders and musicians, and reveal the sorts of musical interactions that transpire when students and Indigenous musicians are given the opportunity to spend time together and collaborate. In order to do this, I describe a cross-cultural project I facilitated between Indigenous musicians at the Winanjji-kari Music Centre in Tennant Creek and undergraduate music students from Brisbane. In the paper, I bring these interactions to life for the reader through my own personal observations, and the words and experiences of my students and our collaborators. I construct a narrative that explores the centrality of relationship building, issues of colonial guilt, the construction of Otherness, and the impact that this kind of cross-cultural engagement can have on the ways in which undergraduate music students understand and connect with Indigenous cultural practices. (Contains 2 figures.)
Teachers Make a Difference to the Study of Aboriginal Music in NSW
Author: Power, Anne
Date: 2011-00-00
Type: Journal Articles
Subjects: Music Education,Music,Foreign Countries,Music Teachers,Music Activities,Indigenous Populations,Cultural Influences,High Schools,Secondary School Teachers,Cultural Awareness,Teaching Methods

Australian Indigenous music and culture are in the foreground when Australia celebrates itself in international contexts but their inclusion in the school curriculum is sporadic. In New South Wales (NSW), high school music teachers are responsible for educating students about Aboriginal music(s) and culture(s) within a mandatory focus on Australian music. Two NSW high schools made changes to their music programs to enhance their teaching in this area and this article contrasts their stories with reported school music environments that demonstrate limited awareness and lack of confidence. (Contains 1 figure.)
Screen Worlds, Sound Worlds and School: A Consideration of the Potential of the Ethnomusicology of Australian Indigenous Film for Music Education
Author: Webb, Michael
Date: 2011-00-00
Type: Journal Articles
Subjects: Music Education,Music,Indigenous Populations,Foreign Countries,Films,Singing,Dance,Acoustics

This article arises from the authors' belief that there is a need to develop motivating ways for students across Australia to meaningfully encounter Australian indigenous music, the breadth and richness of which is beginning to be conveyed via a diverse range of mainstream media texts. Engaging with theoretical insights from the ethnomusicology of film, specifically, by examining the notions of sound worlds and sound space, we consider ways Australian Indigenous film might be profitably employed in the classroom study of Australian Aboriginal and Torres Strait Islander music and dance. We consider in some detail the films &quot;Yolngu Boy&quot; (2000) and &quot;One Night the Moon&quot; (2001), and suggest classroom approaches to the study of these films based on our own school experiences with them. The article demonstrates ways students might be led to develop analytical, musicological, and performance skills, in order to come to a better understanding of aspects of Australian indigenous musical cultures and Australian experience. (Contains 2 resources, 5 online resources, and 4 figures.)
Counting Affects: Mo(ve)ments of Intensity in Critical Avian Education
Author: Pedersen, Helena
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Educational Principles,Critical Theory,Experiments,Participant Observation,Field Studies,Interviews,Ethnography,Research Methodology,College Students,College Instruction,Affective Behavior,Scientific Research,Activism,Environmental Research,Altruism,Ethics,Animals,Animal Behavior,Ornithology,Cognitive Processes,Data Analysis

This article seeks to contribute to the idea of &quot;posthumanist education&quot; by unfolding an educational situation where an assemblage of two humans and 33 former battery hens is gathered to carry out a so-called cognitive bias experiment for two days. A Deleuzian repertoire is set in motion to configure the dynamics of hens intervening in the research schedule and affecting the results in various unexpected ways, as human-avian subjectivities co-emerge in the context of the fieldwork setting. The cognitive bias experiment ends in an ultimate line of flight; an act of animal liberation: The hens are moved from the research facility, where they were scheduled to be euthanized, to a private home in the countryside. Contained in the research process are two important messages to environmental educators: What are the implicit assumptions about nonhuman animals guiding environmental education practice and scholarship, and what are the connections between research and activism? (Contains 1 figure and 11 notes.)
Impossible Subjects: The Figure of the Animal in Paulo Freire's "Pedagogy of the Oppressed"
Author: Corman, Lauren
Date: 2011-00-00
Type: Journal Articles
Subjects: Animals,Environmental Education,Bias,Critical Theory,Altruism,Ethics,Animal Behavior,Negative Attitudes,Humanism,Educational Philosophy,Educational Theories,Physical Environment,Content Analysis,Discourse Analysis

Freire's influential text, "Pedagogy of the Oppressed," relies on both anthropocentric and speciesist arguments to articulate a pedagogy for human liberation. While Freire's anthropocentric understandings of "nature" have been more thoroughly critiqued, less attention has been given to his construction of nonhuman animals, in particular. I argue that Freire figures nonhuman animals in three main ways: as non-communicative and non-dialogical, as non-agential and non-transforming, and as without history or culture. Within his pedagogical paradigm, humans alone are understood as Subjects who can achieve liberation. Freire strategically uses the figure of the animal to highlight human potentiality, which is realized by transcending an oppressed/Object/animal state. My critique of Freire is meant to complement humane and critical environmental education approaches that draw on his work. (Contains 9 notes.)
What Weston's Spider and My Shorebirds Might Mean for Bateson's Mind: Some Educational Wanderings in Interspecies Curricula
Author: Affifi, Ramsey
Date: 2011-00-00
Type: Journal Articles
Subjects: Hidden Curriculum,Informal Education,Animals,Ecology,Environmental Education

Education has institutionalized a process that reifies cultures, ecological communities, and ultimately evolution itself. This enclosure has lessened our sensitivity to the pedagogical (eteragogical) nature of our lived relations with other people and with other living beings. By acknowledging that learning and teaching go on between species, humans can regain an eteragogical sense of the interspecies curricula within which they exist. This article explores interspecies lived curricula through a selection of ideas from ecopragmatist Anthony Weston, and cybernetician Gregory Bateson, and through lived experiences with shorebirds of Lake Ontario. Some gulls and a tern teach the author to enrich and diversify, rather than constrict, the potentiality of life. In so doing, being ecological and being educative become unified concepts. (Contains 4 notes.)
Too Many Monkeys Jumping in Their Heads: Animal Lessons within Young Children's Media
Author: Timmerman, Nora
Date: 2011-00-00
Type: Journal Articles
Subjects: Animals,Environmental Education,Teaching Methods,Educational Media,Young Children,Influences,Social Attitudes

Young children's media regularly features animals as its central characters. Potentially reflecting children's well-documented affinity for/with animals, this media--books, toys, songs, clothing, electronic media, and so on--carries with it many explicit and implicit messages about animals and human-animal relationships. This article focuses on the particularly foundational age of children under four and their parents/caregivers as children's first early childhood environmental educators. Drawing on ecofeminism, ecocriticism, and early childhood environmental education, we explore messages about animals in children's media, critically considering notions of mis- and dis-placement, anthropomorphism, and subjectivity. Our inquiry challenges parents and environmental educators to reconsider the lessons young children learn about animals from their surrounding media and explore possible alternatives that question and seek to transform social and ecological inequalities.
What Tashi Taught Me: "Petagogy" and the Education of Emotions
Author: MacPherson, Seonaigh
Date: 2011-00-00
Type: Journal Articles
Subjects: Animals,Psychological Patterns,Self Control,Empathy,Cooperation,Communication (Thought Transfer),Death,Environmental Education

Begun as a eulogy to the author's late companion dog, Tashi, this paper presents a "petagogy" of emotions as a strategy to enhance human apprehension of our impact on the greater-than-human-world. Occupying the null curriculum of modern education, both emotions and non-human animals have been ill-served by science and the disciplinary organization of modern formal education. Drawing on ecological perspectives of symbiosis and mutual interdependence and a narrative inquiry into her relations with Tashi, the author considers six areas for the education of emotions through petagogy: mutual social bonding, self-regulating negative impulses, enhancing positive feelings, developing empathy, communicating to cooperate, and responding to suffering and death. With these foci, inquiry into animal-human companionship offers reciprocal opportunities to deepen and develop our emotional lives and empathic capacities across species. (Contains 1 figure.)
The Interface of Environmental and Humane Education as an Emerging and Relevant Dialogue: A Point of View from Brazil
Author: Castellano, Maria
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Animals,Educational Practices,Workshops,Intellectual Disciplines,Content Analysis,Documentaries,Industry,Theory Practice Relationship,Consciousness Raising,Social Distance,Indigenous Populations,Public Policy,Educational Policy,Training Methods,Adult Students,Teacher Education,Course Evaluation,Environmental Education,Educational Principles,Critical Theory,Humanism,Educational Philosophy,Altruism,Ethics,Agribusiness,Agricultural Production,Role of Education

This article addresses the interface between environmental and humane education, as a theoretical and practical emerging field in Brazil. We begin by presenting conceptual similarities that, in our view, underpin and justify the need for a growing connection between the two fields of research and educational practice. We then describe an experience of an educational workshop conducted in Campinas-Sao Paulo that sought to bring the two fields closer, involving the screening and discussion of a Brazilian documentary about the meat industry. We consider the possibility that drawing environmental and humane education together may contribute to changes in favour of all forms of life. (Contains 2 notes.)
Representing Animal-Others in Educational Research
Author: Kuhl, Gail J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Animals,Educational Research,Environmental Education,Social Distance,Phenomenology,Visual Aids,Research Methodology,Story Telling

This paper encourages environmental and humane education scholars to consider the ethical implications of how nonhuman animals are represented in research. I argue that research representations of animals can work to either break down processes of "othering," or reinforce them. I explore various options for representing other animals, including concrete examples demonstrating some researchers' methodological and representation choices (including my own). Finally, I consider questions pertaining to evaluating the quality and effectiveness of alternative and less common forms of representation. (Contains 1 figure and 1 note.)
Doing Animist Research in Academia: A Methodological Framework
Author: Barrett, M. J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Animals,Environmental Research,Environmental Education,Research Methodology,Epistemology,World Views

Epistemologies, ontologies, and education based on colonial Eurocentric assumptions have made animism difficult to explicitly explore, acknowledge, and embody in environmental research. Boundaries between humans and the "natural world," including other animals, are continually reproduced through a culture that privileges rationality and the intellectual as primary ways of knowing, even though they have been repeatedly acknowledged as not enough to address increasingly pressing environmental concerns. I use my own doctoral research journey to explore possible methods for working with nonhuman "persons" as co-participants in, rather than objects of, research. Through the identification and use of a dialogic methodology and methods, I show how animism, as an enacted epistemology, can be incorporated into an approach to research and its representation in multi-media hypertext. By engaging animism as a paradigmatic framework for research, environmental educators can respond to repeated calls for epistemological diversity, and more significantly, make use of research approaches that support the explicit acknowledgement of other-than-human contributors to knowledge-making. (Contains 4 notes.)
Does Increasing Textbook Portability Increase Reading Rates or Academic Performance?
Author: Stratton, Georgeana
Date: 2011-00-00
Type: Journal Articles
Subjects: Textbooks,Tests,Reading Rate,Academic Achievement,Investigations,College Students,Student Attitudes,Student Motivation,Universities,Inquiry,Handheld Devices,Reading

Since an alarming number of students do not read their textbooks, the author investigated whether students might more readily review their course information if it were available on MP3 files instead of in textbook form. Her hypotheses are that students who have access to textbook section summaries in MP3 form will cover more of the textbook material and show greater mastery of text material than students who only have the text in its traditional form. Out of the 56 students in the experimental condition (those with access to the MP3 recordings), only 22 students reported ever downloading and listening to any of the section summaries. Among these 22 students there was wide variability in the amount of MP3 use before each test (2%-100%). This experiment confirmed findings that many college students are not reading the required textbook material for their courses. Even though students in these classes enjoyed the subject and indicated that they would read the textbook if they had more time to do so, very few students took advantage of section summary MP3 files that would have helped them achieve greater textbook mastery. Moreover, students continue to suggest that they would read more of the textbook if motivated through reading quizzes or other assessments. (Contains 4 footnotes.)
Incorporating Student Presentations in the College Classroom
Author: Thurneck, Laurie
Date: 2011-00-00
Type: Journal Articles
Subjects: Learner Engagement,Speech Communication,General Education,Communication Skills,Community Colleges,College Students,Oral Language,Guidelines,Public Speaking,Grading,Scoring Rubrics,Visual Aids,Student Motivation,Student Evaluation

The improvement of communication both within and outside of the classroom is promoted by the national Communication-Across-the-Curriculum (CXC) initiative. The first CXC-based program emerged in 1974 at Center College, in Iowa, and since that time, the CXC initiative has gone through a number of changes and challenges. The Virginia Community College System (VCCS) also recognizes that the improvement of communication competencies, including oral communication, is a central component of general education. Incorporating student presentations in the college classroom furthers general education goals, promotes student engagement, and provides an opportunity for students to practice an art that will enhance their lives outside of the classroom. This article demonstrates how to improve learning through student presentations, guidelines for speaking fundamentals that faculty can share with students, and sample grading rubrics.
Teaching College Writing Using Learner Generated Materials and Self Review
Author: Thomas, Erin Ann
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Strategies,Error Correction,Reading Instruction,English (Second Language),Writing Instruction,Learner Engagement,Teaching Methods,Learning Strategies,Colleges

The idea of process based writing has been in vogue since the seventies in which students compose essays in drafts and are able to reflect on past weaknesses and strengths. The teacher's role in facilitating this reflection is often referred to as "error correction." In ESL, the effectiveness of this role has been under debate because teachers tend to focus on surface level errors, and students are only able to focus on a limited numbers of corrections at a time. The author's colleagues often complain that students do not even read the comments they spend hours writing on their papers or respond to these comments in revisions. Additionally, students are reluctant to take on challenging revisions that require clarification in argument or more research. Using learner generated materials and self review are parts of the author's instructional strategy, focused on engaging her students in process based writing that attempts to address these issues. This article describes how the author uses this innovative approach to improve students' ability to evaluate their own writing which combines self review with the cutting edge ESL technique of Learner Generated Materials.
Follow Their Lead: Writing Exercises Based on Successful Authors' Strategies
Author: Brame, Victoria Winterhalter
Date: 2011-00-00
Type: Journal Articles
Subjects: Writing Processes,Writing Exercises,Writing Instruction,Authors,Cognitive Processes,Educational Strategies,English Instruction,Undergraduate Students,Community Colleges

Most students avoid the reflective nature the writing process requires. Their resistance to meta-cognition, thinking about one's thinking, often means they are incapable of capitalizing on their strengths or improving upon their weaknesses. The author believes students who are familiar with writers' lives and habits will be that much more effective in guiding themselves through the writing process. Still, if students are truly going to learn the behaviors of proficient writers, then they need to do so by gaining it through procedural knowledge. Being able to name the strategies some authors use during the writing process is not enough. Students need to experiment with these authentic strategies by applying them to their own writing process. In order to provide more authentic writing experiences for students, the author examined strategies used by professional writers in their work. This article details some exercises derived from her research, as well as the impact of the exercises on students who used them. The author's research leads her to believe that there is a real need for more authentic student writing experiences.
Tracking Developmental Students into Their First College Level Mathematics Course
Author: Waycaster, Pansy
Date: 2011-00-00
Type: Journal Articles
Subjects: Remedial Mathematics,Mathematics Education,Comparative Analysis,Colleges,Grade Point Average,Professional Development,Evaluation Methods

A recent SACS review at the author's institution prompted an assessment of the school's developmental mathematics program. The author needed to examine the effectiveness of the developmental mathematics courses in preparing students for their first college level mathematics course. Rather than just examine success rates in developmental mathematics courses, the author chose to compare the success rates of developmental mathematics students to the success rates of nondevelopmental students in their first college level mathematics courses. Specifically, the author tracked developmental students from their last prerequisite developmental mathematics course into their first college level mathematics course. The developmental cohort consisted of only those students who had "successfully" completed their developmental coursework "before" enrolling in their first college level mathematics course. The author reports the results of the comparison of the success rates of developmental math students to the success rates of nondevelopmental students in their first college level math courses. (Contains 3 tables.)