ethanporcaro/eric-fulltext-meta huggingface dataset:
Mission Impossible or Possible Mission? Changing Confidence and Attitudes of Primary Preservice Music Education Students Using Kolb's Experiential Learning Theory
Author: Russell-Bowie, Deirdre
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music,Music Education,Preservice Teachers,Student Attitudes,Experiential Learning,Self Esteem,Educational Theories,Art,Student Surveys,Research Methodology,Student Journals,Electronic Publishing,Preservice Teacher Education,Reflection,Observation,Mixed Methods Research,Measures (Individuals),Elementary Education,Tutorial Programs,Textbooks,Lecture Method

Many Australian state primary schools have a policy to use generalist teachers to teach music as well as many other subjects, however research indicates that primary generalist teachers lack confidence and competence to teach music in their classrooms. Added to this, preservice teachers enter their initial teacher education course with little or no background in music education and low confidence to teach music. Skills, knowledge and attitudes that are learned in the preservice teacher education course are crucial to developing the students' confidence and competence to teach music. This paper presents one approach to addressing this situation, based on Kolb's Experiential Learning Model. A description of a primary creative arts teacher education unit is given, then results from a quantitative and qualitative student survey are triangulated with the students' online journals and are used to evaluate the unit in terms of the students' developing confidence and competence in music education, based on their learned skills and knowledge. Results indicated that the majority of the students (97%) developed their confidence and competence to teach music using this approach. Specific learning experiences that helped affect their sense of competence in teaching music included experiential, face-to-face and online training approaches to learning relevant skills and knowledge, which confirmed the importance of using Kolb's Experiential Leaning Theory as the basis for the unit.
Questioning Assumptions. Vivienne: A Case Study of e-Learning in Music Education
Author: Baker, William J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Music Teachers,Preservice Teachers,Electronic Learning,Educational Technology,Distance Education,Technology Uses in Education,Student Attitudes,Online Courses,Semi Structured Interviews,Attitude Change,Foreign Countries

This article explores the capacity of e-learning to deliver positive outcomes in Music education to pre-service teachers, through the experience of Vivienne, a geographically distant, pre-service teacher studying a four year Bachelor of Education degree. The widely reported characteristics of pre-service teachers studying Music education within Education degrees, including a lack of entry-level experience, and a self-reported lack of confidence and competence in this area, may suggest that programs that enable students to challenge these assumptions will deliver the best outcomes for them. However can such assumptions be challenged in a constructive way in a fully online mode of study, enabling such students to value the role of Music in education? What is necessary for this to occur in this mode? Vivienne's experience of e-learning in Music education is characterised by a depth of learning and engagement that enabled her to overcome her fixed ideas of her own musical abilities and to challenge her preconceptions about the value of Music in education. Her case suggests that if this is so for her, then it may be so for others. This article concludes by asking in what ways the affordances of this mode can be harnessed to ensure that what is so in Vivienne's case can also be so for others?
Young Voices: The Challenges and Opportunities That Arise in Early Childhood Environmental Education Research
Author: Boileau, Elizabeth Yvonne Shaw
Date: 2013-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Environmental Education,Environmental Research,Educational Research,Barriers,Educational Opportunities,Young Children,Research Problems,Childrens Rights,Ethics,Social Attitudes,Informed Consent,Interpersonal Communication,Generational Differences,Research Methodology,Observation,Video Technology,Photography,Participatory Research,Foreign Countries

The number of early childhood environmental education programs are on the rise in Canada and although young children have been quite marginalized from environmental education research, better understanding young children's relationships with the natural world is increasingly seen as important. Including young children themselves in research is important; however, it is essential for researchers to utilize developmentally appropriate research tools and data collection methods, just as environmental educators should create programs that are congruent with the emotional, physical, and cognitive abilities of young children. Including young children in environmental education research can be a challenge, but there are several data collection methods that have proven to be successful, for example, the Mosaic approach, which is discussed in this article.
Food for Thought: An Analysis of Pro-Environmental Behaviours and Food Choices in Ontario Environmental Studies Programs
Author: Breunig, Mary
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Food,Secondary School Students,Interdisciplinary Approach,Student Responsibility,Case Studies,Decision Making,Agriculture,Sustainability,Social Justice,Longitudinal Studies,Qualitative Research,Program Effectiveness,Rural Schools,Urban Schools,Focus Groups,Interviews,Teacher Attitudes,Student Attitudes,Coding,Curriculum

In Canada, there exists a noteworthy educational initiative referred to as Environmental Studies Programs (ESPs). These secondary school programs are interdisciplinary, helping to link subject matter and encouraging student responsibility. This paper will present student reports from five case studies where I investigated how ESP participation impacts secondary students' attitudes about the environment, and their willingness to make pro-environmental and pro-social choices. &quot;Food&quot; emerged as a primary theme, along with several subthemes: Farm School; Food Production; Outcomes of Action; Locavore; and Reports of Limited Behaviour Change. The discussion integrates the study results with relevant literature, provides pedagogical recommendations for teachers, and offers ideas for future research.
A Search for Decolonizing Place-Based Pedagogies: An Exploration of Unheard Histories in Kitsilano Vancouver, B.C.
Author: Henry, Elizabeth Ruth
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Place Based Education,Action Research,Land Settlement,Indigenous Populations,History

This paper explores the ways that place-based pedagogies can facilitate dialogue on colonization, or some of the &quot;dark matters&quot; of environmental education, specifically by engaging non-Indigenous adults in decolonizing dialogues. I share findings from an action research project with Kitsilano Neighbourhood House in Vancouver, British Columbia. Working with seven adults, I facilitated a series of three workshops, in which I invited participants to learn forgotten or unheard Aboriginal, immigrant, and settler histories in their neighbourhood. Participants primarily chose to research the histories of Euro-Canadian settlers; however, they were willing to talk about colonization, decolonization, and reconciliation. I suggest integrating practices from arts-based education, indigenizing and decolonizing pedagogies, and anti-racism education to further engage learners in decolonizing their place-based learning.
&quot;This Is More Like Home&quot;: Knowing Nature through Community Mapping
Author: Jagger, Susan L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Place Based Education,Grade 4,Elementary School Students,Natural Sciences,Maps,Field Trips,Natural Resources,Observation,Identification,Change

Place-based environmental education is a pedagogy that infuses environmental education across disciplines in a way that is relevant and meaningful to students. One collaborative approach to place-based environmental education--community mapping--explores and represents local knowledge, visions held by community members, and relationships between spatial, physical, personal, and cultural elements of place. This paper shares a community mapping project done by a British Columbian Grade 4 class and, drawing from Knapp's (2005) 10 ways of knowing nature, discusses how students came to know nature through observing, situated knowing, identifying, restoring, and transforming. Its findings encourage the inclusion of community mapping in place-based environmental education curriculum and instruction, and illuminate the value of the products and process of community mapping.
Working the Dark Edges
Author: Weston, Anthony
Date: 2014-00-00
Type: Journal Articles
Subjects: Conservation (Environment),Natural Resources,Astronomy,Science Education,College Science,Environmental Education

Environmentalism's wider and wilder possibilities today appear as regions of seeming darkness that bracket or frame acceptable environmental thinking. One of these barely-mentionable darknesses is outer space--the cosmos. Another is the inner and chthonic powers of the land and natural beings generally. This essay aims to bring these two kinds of darkness briefly but provocatively into view, both in the interests of a more expansive sense of environmentalism's possibilities and to point toward some pedagogies that might edge us farther in such directions.
Last Call at Loon Lake: Counter-Narratives in Human Ecology
Author: Gaylie, Veronica
Date: 2014-00-00
Type: Journal Articles
Subjects: Environmental Education,Conservation (Environment),Ecology,Story Telling,Personal Narratives,Poetry,Inquiry,Natural Resources,Educational Methods,Climate,Foreign Countries,Imagination,Diaries

In cultures of excess, the challenge is to see. In a time of climate change, how will humans find the questions, the reflections, the poems, or the prayers that will bring ecological justice and peace? This writing begins a response to the call made on the last day of our gathering at Loon Lake for a &quot;commonist manifesto&quot; around environmental education. In responding to this, and to the journal's theme of &quot;Dark Matters,&quot; the goal of this writing is to shine a plain light on the counter-narratives, the smaller, ground-level stories, that informally shape narratives around human ecology. Here, the tools of storytelling, narrative, counter narrative, and poetry pose an inquiry into our earth-centred educational encounters. Such stories are rooted in gardens, forests, neighbourhoods, and classrooms in East Vancouver and in the Okanagan of British Columbia. The stories include questions for discussion that invite the development of &quot;commonist&quot; guiding principles among readers and researchers. This writing seeks common ground among teaching, learning, nature, humans, and all entities too often artificially divided. This paper is also a call to observation where the imagination becomes the starting point for healing and awareness as we enter an era of climate change, and a time of new human evolution. In a world of excess, in words and deeds, this writing is to a call to less, with story, with poetry--with less.
Drawing Analogies in Environmental Education
Author: Affifi, Ramsey
Date: 2014-00-00
Type: Journal Articles
Subjects: Environmental Education,Abstract Reasoning,Logical Thinking,Educational Practices,Concept Formation,Social Psychology,Epistemology,Identification (Psychology)

Reconsidering the origin, process, and outcomes of analogy-making suggests practices for environmental educators who strive to disengage humans from the isolating illusions of dichotomizing frameworks. We can view analogies as outcomes of developmental processes within which human subjectivity is but an element, threading our sense of self back into its constitutive contexts, and into possible affinity with kinship practices of the world's diverse cultures. The article suggests that analogies create and perpetuate not only ideas and identities but relationships, and that what we surround ourselves with becomes the basis for engaging in and forming further relationships. I invite educators to consider practices (here I explore just one) that repopulate our analogical repertoire, that we may have more organic and vitalizing interactions with all our relations.
Place-Based Care Ethics: A Field Philosophy Pedagogy
Author: Goralnik, Lissy
Date: 2014-00-00
Type: Journal Articles
Subjects: Place Based Education,Environmental Education,Experiential Learning,Caring,Empathy,Feminism,Ecology,Field Trips,Field Instruction,Interdisciplinary Approach,Humanities Instruction,Philosophy,Foreign Countries,Ethics,Educational Practices,Physical Environment,Educational Environment

In this paper we argue for the need for a thoughtful and intentional pedagogy in experiential environmental learning that educates for empathetic relationships with humans, nonhuman others, and natural systems, or field philosophy. After discussing the tensions in various ecofeminist perspectives, we highlight relevant ecofeminist ideas and thread them with the intentions and goals of field philosophy. Drawing on ecofeminism, environmental ethics, environmental education, and place based learning, we develop a place-based care ethics pedagogical framework. We then provide an example of a field philosophy course designed around an environmental pedagogy of care to demonstrate the transformative potential of this approach to experiential environmental humanities learning.
Animism, Creativity, and a Tree: Shifting into Nature Connection through Attention to Subtle Energies and Contemplative Art Practice
Author: Flowers, Michelle
Date: 2014-00-00
Type: Journal Articles
Subjects: Graduate Students,Art Activities,Creativity,Forestry,Environmental Education,Ethnography,Energy,Foreign Countries

What can happen when the &quot;monkey mind&quot; of habitual conceptual thought is awakened to the more-than-human through attention to subtle energies and artmaking? Drawing on autoethnographic methods, we demonstrate how one graduate student's creative engagement with a tree brought animist theory to life. This paper illustrates how a combination of time-in-relation, the contemplative artmaking practice of Creative Nature Connection, and special attention to subtle energies--the dark matter being addressed in this paper--can enable experiencing a tree as a sentient autonomous being. We address implications for environmental education and introduce easily doable principles for shifting into connection and opening to the unseen energy that connects all life.
In Search of the Eco-Teacher: Public School Edition
Author: Blenkinsop, Sean
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Elementary Schools,Elementary School Teachers,Educational Environment,Place Based Education,Experiential Learning,Teacher Characteristics,Ecology,Educational Facilities,Creative Thinking,Thinking Skills,Personality Traits,Educational Practices

This paper uses an innovative building-less Canadian public elementary school and its accompanying large-scale research project to consider the characteristics that might be required of a teacher interested in working in an emergent, environmental, place- and community-based experiential public school setting. The six characteristics considered here--lateral thinking, holding the paradox, reflection, rhythm and shape, attention, and mediation of decolonization and re-inhabitation--are understood through having observed, interviewed, and interacted with the teachers at the school for the last 18 months and through extension. That is, these characteristics are offered not solely because the teachers possess them, but also from coming to understand where the teachers are being less than successful in their mandate and theorizing out towards the desired. The paper begins by setting a frame around the school project, and then working through the six characteristics that we are all still actively trying to achieve.
The Afghanistan National Institute of Music
Author: Forrest, David
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music,Program Development,Institutes (Training Programs),Musicians,Music Teachers,Student Characteristics,Financial Support,Ideology,Public Policy,Enrollment Trends,Scheduling,Musical Instruments,Indigenous Populations,Singing,Music Activities,Interviews

In this article, David Forrest probes Ahmad Sarmast (Founder and Director of the Afghanistan National Institute of Music, Ministry of Education, Afghanistan) about the development of the Institute, its sponsorship, the range of local musicians and music educators that work there, and the student population.
Systemic Engagement: Universities as Partners in Systemic Approaches to Community Change
Author: McNall, Miles A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Community Change,Partnerships in Education,Universities,School Community Programs,Problem Solving,Systems Approach,Case Studies,Educational Principles,Barriers,Change Strategies,Community Development,Social Problems,Cooperative Planning,Inquiry,Program Evaluation,Interdisciplinary Approach,Design Preferences,Place Based Education

The most pressing social problems facing humanity in the 21st century are what systems theorist Russell Ackoff referred to as &quot;messes&quot;--complex dynamic systems of problems that interact and reinforce each other over time. In this article, the authors argue that the lack of progress in managing messes is in part due to the predominance of a university-driven isolated-impact approach to social problem solving. The authors suggest an alternative approach called systemic engagement (SE), which involves universities as partners in systemic approaches to community change. The six principles of SE are presented and illustrated with a case example. Barriers to SE are discussed, and strategies are proposed for increasing faculty use of this methodology. The promises and perils of SE as an alternative community-engaged approach to social problem solving are considered.
Leadership for Community Engagement--A Distributed Leadership Perspective
Author: Liang, Jia G.
Date: 2015-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Administration,Leadership Styles,Administrator Responsibility,School Community Relationship,College Role,Power Structure,Participative Decision Making,Strategic Planning,College Administration

This article presents distributed leadership as a framework for analysis, showing how the phenomenon complements formal higher education structures by mobilizing leadership from various sources, formal and informal. This perspective more accurately portrays the reality of leading engaged institutions. Using the application data from 224 Carnegie-classified community-engaged institutions from the 2008 and 2010 cycles, this study investigated leaders responsible for institutional community engagement; their ways of leading and institutionalizing engagement; and the structural, contextual, and developmental elements in the distribution of leadership for engagement in classified engaged institutions. The findings suggest that the engaged institution as a holistic system locates, aligns, and coordinates tasks, processes, and resources along lines of expertise, and not necessarily in alignment with institutional lines of command. The collectivism involved in community engagement provides space for coexistence of planned and spontaneous performance as well as the alignment of leadership functions across various sources of leadership.
Assessing the Impact of Education and Outreach Activities on Research Scientists
Author: McCann, Brian M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Scientists,Attitudes,Science Activities,Interviews,Observation,Surveys,Barriers,Generational Differences,Outreach Programs,Demography,Science Education,Qualitative Research

The purpose of this study was to investigate the attitudes of university-level research scientists toward educational and outreach activities that aim to help the general public understand more about their scientific endeavors. Interviews, observations, and survey results from 12 university research scientists, their colleagues, students, and the individuals they interact with were used to gather data for this study. Results indicate that although some research scientists value their education and outreach activities, many encounter obstacles to such efforts. These obstacles include a lack of support or resources at their home institution, the effort required to balance their research careers and outreach activities, and needing to find ways to connect with a nonscientific audience. A generational gap was also observed, with younger, nontenured research scientists tending to be more eager to involve themselves in such activities than their older, tenured colleagues.
Reflections upon Community Engagement: Service-Learning and Its Effect on Political Participation after College
Author: Winston, Fletcher
Date: 2015-00-00
Type: Journal Articles
Subjects: Service Learning,Citizen Participation,Statistical Analysis,Undergraduate Students,Undergraduate Study,Correlation,Graduation,Student Leadership,Volunteers,Student Participation,Group Membership,Questionnaires,Alumni,Graduate Surveys,Demography

This article addresses the gap in our understanding of service-learning and its enduring influence on political engagement by analyzing the results of an alumni survey. Chi-square tests were performed to examine the relationship between 5 curricular and cocurricular undergraduate experiences and 10 types of political engagement after graduating. Analysis demonstrated that organizational involvement, campus leadership, and volunteering had limited influence, whereas service-learning had the greatest impact of the factors studied on political participation after college. Service-learning significantly affected behaviors such as voting and donating money to political candidates as well as forms of political activity that more explicitly reflect social change activism such as social movement organization membership and participation in protests. Notably, classes with merely a service add-on showed no positive effect on any political behaviors under examination. This finding stresses how reflection can heighten awareness and deepen knowledge about community needs and facilitate the attitudinal and identity development that promote lasting activism.