ethanporcaro/eric-fulltext-meta huggingface dataset:
ImparApp: Italian Language Learning with MIT&apos;s TaleBlazer Mobile App
Author: Cervi-Wilson, Tiziana
Date: 2018-00-00
Type: Reports - Research
Subjects: Computer Oriented Programs,Italian,Second Language Learning,Handheld Devices,Computer Games,Educational Games,Case Studies,Electronic Learning,Foreign Countries,College Students,College Second Language Programs,Learning Activities,Pilot Projects

Recent developments in mobile technologies have increased the ways in which languages can be learnt, both within and beyond the classroom. Whereas the use of mobile technologies seems to challenge traditional knowledge and skills acquisition, research shows that foreign language study can be enriched through easy access to resources selected to suit individual interests or needs (KukulskaHulme, 2013). This chapter reports on an Italian language learning game, &quot;ImparApp,&quot; developed with the Massachusetts Institute of Technology's (MIT) &quot;TaleBlazer&quot; location-based game-authoring tool. Players interact with virtual characters, objects, and data as they move around their real physical location whilst attempting to solve a time travel mystery. This chapter presents data collected through a case study of how learning a language can take place beyond the traditional classroom in new and challenging ways. The chapter summarises the way learning activities were integrated into the app and discusses how the learning challenges were designed across the scenes, episodes and settings. It also presents data collected from the 'play-test' sessions and discusses initial findings of the pilot project. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Integrating Informal Learning into Formal Language Education,&quot; see ED585162.]
Virtual Reality for Undergraduate English Language Learners: A Formative Study
Author: Wilang, Jeffrey Dawala
Date: 2018-07-00
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Undergraduate Students,English Language Learners,Language Teachers,Pilot Projects,Assistive Technology,Learner Engagement,Learning Motivation,Independent Study,Vocabulary Development,Semi Structured Interviews,Scores,Language Tests,Pretests Posttests,Educational Benefits,Likert Scales,College Freshmen,Statistical Analysis,Foreign Countries

The use of technology is becoming widespread in science and technology classes due to its overwhelming benefits in learning. Yet many English language teachers lack knowledge of the existing technologies and the 'know-how' to use it in the classroom. In this paper, the researchers report the pilot study conducted to explore the effects of virtual reality (VR) headset, an inexpensive version of VR tools, onto the language learner's affective variables such as engagement, motivation, and independent learning. It also explores the effectiveness of VR headset onto the language learner's ability to learn vocabularies and to follow instructions. In a class of 55 students, only eleven students volunteered to participate. They were asked to wear a VR headset, identify the pictures aloud, and join the semi-structured individual interviews. Findings suggest very interesting results. Descriptive reports show very high mean scores of the learner's engagement (M = 4.63), motivation (M = 4.72), and independent learning (M = 4.63). The average mean score concerning their ability to follow instruction was 4.36. With regards to vocabulary test, the average mean score in the posttest was 2.73, higher than the average mean score of 1.18 in the pre-test. Despite the overwhelming benefits of using VR headset in the language class, this paper concludes with limitations as it only reports the results of the formative study.
An Investigation on Perceived Constraints of Teachers in Relation to Leisure Activities
Author: Ustun, Umit Dogan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,Physical Education Teachers,Teacher Attitudes,Leisure Time,Recreational Activities,Teacher Surveys,Statistical Analysis,Time Management,Interests,Intellectual Disciplines

This paper examines perceived constraints of physical education and other branches teachers (music/arts) in relation to leisure activities. After legal permissions 228 teachers, who work in city center Kütahya (a city in the west part of Turkey), voluntarily participated in the study. Leisure Constraints Scale-18- was used to collect data. To analyze the data in addition to descriptive statistics such as mean and standard deviation, Mann Whitney U was used. According to findings of the study while &quot;time&quot; was found to be the most important factor, &quot;lack of interest&quot; was found to be the least important factor as leisure constraints for all participants jointly. Also, analyze results revealed that while physical education and sports teachers are more constrained by intrapersonal factors other branch teachers are constrained by interpersonal factors.
Text Features. Effective Instructional Strategies Series
Author: Hanson, Susan
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Content Area Reading,Reading Comprehension,Layout (Publications),Reading Instruction,Teaching Methods,Student Evaluation,Writing (Composition)

The Effective Instructional Strategies Series is a collection of six booklets based on the components used in Pacific Communities with High-performance In Literacy Development (Pacific CHILD), a principles-based professional development program consisting of research-based teaching and learning strategies proven to help improve students' reading comprehension using informational text. &quot;Text Features&quot; is ubiquitous in nonfiction and informational texts. This booklet explains the research supporting text features as an important tool to help students better comprehend content area text. The booklet contains several strategies and examples for practitioners to try in their classroom.
Three Art Teaching Strategies to Support Language Acquisition and Communication Skill Development in English Language Learners
Author: Mandell, Erica
Date: 2018-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Art Education,Teaching Methods,English Language Learners,Second Language Learning,Communication Skills,Skill Development,Urban Schools,Public Schools,Elementary School Students,Cooperative Learning,Student Centered Learning,Instructional Effectiveness

This study was designed to determine the impact of different approaches to art making on language acquisition and communication skill development in urban, public elementary school English Language Learners (ELLs) who speak a variety of languages. As determined by suggestions from studies previously conducted (Eubanks, 2002, Spina, 2006, Ingraham and Nuttall, 2016) and curricula (The New York State Education Department Office of Bilingual Education and Foreign Language Studies, 2010) intended to support language acquisition and communication skill development in ELLs, the author has chosen to study small group collaboration, large group collaboration, and choice based art making to determine the impact of best practices of three common art teaching strategies on three ELL students in her classroom. The author found all three strategies effective in supporting language acquisition and communication skill development in public, urban, elementary school ELLs.
Potential Impacts of Art Education Learning Environments for Students Whom Experience Specific Learning Disabilities in the Development of Executive Functioning: A Case Study of Three Individuals
Author: Thomas, Brett Alex
Date: 2018-08-00
Type: Dissertations/Theses - Masters Theses
Subjects: Art Education,Educational Environment,Learning Disabilities,Executive Function,Case Studies,Art Therapy,Intervention,Short Term Memory,Self Control,Skill Development,Comorbidity,Stress Variables,Outcomes of Education,Attention,Auditory Perception,Perceptual Impairments,Dyslexia,Attention Deficit Hyperactivity Disorder,Data Collection,Lesson Plans,Alignment (Education),Teaching Methods,Inclusion,Research Methodology,Secondary School Students

This study was designed to understand the potential for gained Executive Functioning through an Art Education learning environment by students whom experience a Specific Learning Disability at the High School Level. The author actualizes a limited case study of three students to understand if students whom experience Specific Learning Disabilities are gain Executive Functioning in Art Class. LDA America states that almost all students with Specific Learning Disabilities have an Executive Functioning Deficiency (LDA America, 2017). The resulting information from this case study may be successful in determining that not only some Specific Learning Disabilities are a non-static in their diagnosis, but also that Art Class has existed as a type of interventional therapy for Students with Specific Learning Disabilities all along. Per Harvard's Center for The Developing Child (Center on the Developing Child, 2017), &quot;Children are not born with these skills, they are born with the potential to develop them.&quot; This study will attempt to surmise how, if any, Executive Functioning skills are developed for students with Specific Learning Disabilities, under an Art Education Specialist's prevue.
Nature Inspired Art Education for Adults with Autism Spectrum Disorder
Author: Nicholson, Stephanie Paige
Date: 2018-05-09
Type: Dissertations/Theses - Masters Theses
Subjects: Adults,Autism,Pervasive Developmental Disorders,Art Education,Natural Resources,Day Programs,Program Effectiveness,Case Studies,Paraprofessional Personnel,Art Activities,Surveys,Art Therapy

The purpose of this study was to investigate how nature-inspired art education might foster a sense of connectedness and collaboration in adults with Autism Spectrum Disorder (hereinafter knows as ASD) in a day program. While many studies have uncovered such beneficial art education for children with ASD, there has been little research attempted for adults with ASD. Through a single instrumental case study the participatory researcher, an art educator in a day program for adults with ASD, explores the impact of a unit of nature-inspired collaborative art making on both the participants in the day program and on their paraprofessionals. Of particular interest to the researcher is if time spent in the natural world creating art could decrease the challenging behaviors, anxiety, and stress levels of adults with ASD through assisting them to experience a connection with nature. Also addressed in this research is how this experience could simultaneously increase a connection with others through collaboration. The diverse data collection tools the researcher employs are observations from the both the researcher and the paraprofessionals as well as interviews, student artifacts and surveys. Through a narrative analysis of the case study the researcher describes that after initial challenges, most participants did experience both a decrease in challenging behaviors and a sense of connection. The researcher concludes with advocating for further research on this topic, specifically, over a greater span of time during different seasons of the year.
Choosing to Change: Discipline Based Art Education to Choice Based Art Education
Author: Hess, Cristen
Date: 2018-08-00
Type: Dissertations/Theses - Masters Theses
Subjects: Discipline Based Art Education,Student Centered Learning,Art Education,Student Motivation,Ownership,Grade 4,Elementary School Students,Instructional Effectiveness,Action Research

The purpose of this study is to analyze discipline based art education and choice based art education. Discipline based art education is a teacher directed approach and choice based art education is a student centered approach. During the study I implemented these two teaching/learning approaches, collected and analyzed data, and reported the findings. My goal was to discover which teaching/learning style would stimulate and increase student's intrinsic motivation and allow students to take true ownership over their learning/artwork. Data was collected through interviews, observations, and student artwork/artifacts. My students were familiar with a discipline based art education curriculum and newly introduced choice based learning. Students participated in student centered learning approaches following a choice based curriculum. Students kept a sketchbook and journal and developed projects about their own interests. Students were encouraged to work on their artwork following eight artist inspired creative habits. Students worked on their artwork in organized centers while they were encouraged to develop artistic behaviors for art making. Through action research, I strove to discover which teaching approach supported all of my student's needs, increased their intrinsic motivations for making artwork and allowed students to take true ownership over their own learning by producing artwork.
Making the Right Turn: A Research Update on Improving Transition Outcomes among Youth Involved in the Juvenile Corrections System. Research Brief. Issue 3
Author: Gagnon, Joseph Calvin
Date: 2018-05-00
Type: Reports - Research
Subjects: Transitional Programs,Outcomes of Education,Correctional Rehabilitation,Juvenile Justice,Youth Opportunities,Antisocial Behavior,Recidivism,Evidence Based Practice,College Preparation,Career Education,Accountability,Access to Education,Family Involvement,Elementary Secondary Education,Positive Behavior Supports,Institutionalized Persons

The education and rehabilitation of incarcerated youth, and support for their effective transition, is a complex endeavor. Many youth involved in the juvenile justice system possess risk factors that are linked to antisocial behavior and recidivism, including a history of poverty and maltreatment, psychological disorders, and eligibility for an emotional disturbance (ED) or learning disabilities (LD) special education classifications. As such, the discussion and potential approaches to supporting these youth are necessarily complex and must be multi-faceted. This research brief provides an update of available evidence related to education and rehabilitation of incarcerated youth and those transitioning to school, community, and the workforce, since the original publication of the Guideposts for Success for Youth Involved in the Juvenile Corrections System (JJ Guideposts) within the Right Turn Guide in 2008. It also provided recommendations for improving transition outcomes among incarcerated youth.
Making the Right Turn: A Research Update on Prevention and Diversion for Justice Involved Youth. Research Brief. Issue 4
Author: Gagnon, Joseph Calvin
Date: 2018-05-00
Type: Reports - Research
Subjects: Prevention,Juvenile Justice,Delinquency,Rehabilitation Programs,Antisocial Behavior,Children,Adolescents,Early Intervention,Response to Intervention,Career Guidance,Experiential Learning,Youth Opportunities,Integrated Activities,Family Involvement,Functional Behavioral Assessment,Mentors

This Research Brief provides an updated synthesize of current research on effective and promising approaches to the prevention of delinquency and youth diversion from the juvenile justice system. The move away from incarcerating youth to more community-based rehabilitative models requires the funding and implementation of research-based approaches to delinquency prevention and diversion. Prevention is defined in a number of ways, and prevention interventions are designed to address a number of variables. This Research Brief focuses on developmental prevention programs, defined as, &quot;community-based programs designed to prevent antisocial behavior, targeted on children and adolescents, and aiming to change individual, family, or school risk factors.&quot; Diversion may involve diverting youth prior to formal charges after initial contact with the police or following a formal charge. The goal of diversion programs is to reduce the likelihood that a youth will recidivate. Diversion has proven more effective than more deep-end involvement (e.g., incarceration) in the juvenile justice system. [For &quot;Making the Right Turn: A Research Update on Improving Transition Outcomes among Youth Involved in the Juvenile Corrections System. Research Brief. Issue 3,&quot; see ED585199.]
The Polyglot Community: An Interview with Richard Simcott, by Tita Beaven
Author: Beaven, Tita
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Second Language Learning,Multilingualism,Sense of Community,Conferences (Gatherings),Language Usage,Interviews,Family Environment

The closing plenary session at the InnoConf17 conference was an informal interview that Tita Beaven conducted with Richard Simcott, which is reproduced here in an edited version. Topics discussed include the meaning of a &quot;polyglot,&quot; the differences between informal and formal language learning, and the development of language exchanges. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Integrating Informal Learning into Formal Language Education,&quot; see ED585162.]
LipDub: A Technology-Enhanced Language Learning Project with Music
Author: Mericka, Kirsten
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: College Freshmen,Advanced Students,Second Language Learning,German,Technology Uses in Education,Video Technology,Student Developed Materials,Music,Nonverbal Communication,Layout (Publications),Cooperative Learning,Outcomes of Education,Film Production

This chapter presents a technology-enhanced language learning project that was undertaken with advanced first-year university students of German. The students created a LipDub video, which is a music video that combines lip-synching and audio dubbing and can be filmed on any recording device with a camera. To participate in this group project, the students had to use technology and work collaboratively outside of the classroom. The project also involved language learning since the students had to work on their pronunciation and listening comprehension. The videos were, thereafter, incorporated into a formal language lesson in the university's multi-media centre, where the students completed various language tasks with the videos. The videos differed from standard LipDub videos, but the students' overall feedback, based on written reports, the module evaluation questionnaire, and oral responses, was overwhelmingly positive for both the project and the lesson. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Integrating Informal Learning into Formal Language Education,&quot; see ED585162.]
Beyond District/Charter: How City Leaders Catalyze and Support Systems of Great Schools
Author: Hassel, Bryan C.
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Educational Change,Governance,School Administration,Urban Schools,Change Strategies,Public Schools,Charter Schools,Program Implementation,Nonprofit Organizations,Institutional Role,Institutional Autonomy,Accountability,Elementary Secondary Education

This report documents how education &quot;quarterbacks&quot; (formerly known as harbormasters) have supported governance reform in three cities, and why and how they were effective. This exploration of why districts need governance reform and how to catalyze and implement it focuses on the following questions: (1) Why did the education quarterbacks in these cities take the steps they did? (2) How did those actions ultimately lead to and support a new governance structure? (3) What lessons can other city-based education organizations take from their pioneering experiences? The report identifies eight actions consistently observed among the three profiled quarterbacks: The Mind Trust (Indianapolis), Empower Schools (Springfield), and New Schools for New Orleans. Although the conditions, people, and steps are specific to each city, all three education quarterbacks performed most, if not all, of these actions to catalyze governance reform and support successful implementation.
Building Education Cities
Author: Education Cities
Date: 2014-12-00
Type: Reports - Descriptive
Subjects: Urban Schools,Nonprofit Organizations,Partnerships in Education,Public Schools,Change Strategies,Educational Change,School Effectiveness,Institutional Role,Elementary Secondary Education

Education Cities is a network of 28 city-based organizations in 22 cities united by one goal: increasing the number of great public schools. The members are nonprofits with deep ties to their communities. They invest in high-impact schools and nonprofits, organizations that recruit and champion talented teachers and principals, engage community members as partners for change, and advance pro-children and teacher policies. Members serve as education &quot;harbormasters&quot; who facilitate safe and cooperative navigation in a challenging space. Education harbormasters build and coordinate the efforts to improve education in their city. Members believe that all students can succeed if given access to great public schools, that schools can succeed if educators are empowered to make key decisions in their classrooms and schools, and that school systems can succeed when schools operate with autonomy while being held accountable for strong student results. To achieve these goals, members identify the most impactful strategies in cities across the country and building tools and services to help members and other city leaders achieve faster progress. This report serves as an introduction to the &quot;harbormaster&quot; approach and the work of this organization. It shares more about their vision and defines what it means to be an education city. It explores the key role that aspiring education harbormasters can play to build education cities, and illustrates four key strategies behind the harbormaster approach using examples from members.
Effects of a Targeted Art Program on Social Emotional Learning in Students with Emotional Behavioral Disorders
Author: Mazur, Christine Terese
Date: 2018-08-00
Type: Dissertations/Theses - Masters Theses
Subjects: Emotional Disturbances,Behavior Disorders,Social Development,Emotional Development,Art Education,Intervention,Special Schools,Observation,Qualitative Research,Service Learning,Youth Programs,Foreign Countries,Journal Writing,Interviews,Case Studies

&quot;Effects of a Targeted Art Program on Social Emotional Learning in Students with Emotional Behavioral Disorders&quot; will address the topics of Social Emotional Learning and Emotional Behavioral Disorder, as well as various structures for targeted arts programming. Using a qualitative research approach, the effects of one specific targeted art program focusing on social and emotional implemented for students with the classification of Emotional Behavioral Disorder (EBD) will be investigated. A Social Emotional Learning school-based art enrichment program was established at a private school for students meeting the criteria of EBD and studied throughout a 6-week period. Students were given independent artmaking prompts related to categories of Social Emotional Learning within an individualized student-centered curriculum. Data was collected through observational field notes and artifacts. Information on practices for incorporating Social Emotional Leaning into art programming for students with EBD was revealed throughout the course of this research study.