ethanporcaro/eric-fulltext-meta huggingface dataset:
Math Anxiety: Can Teachers Help Students Reduce It? Ask the Cognitive Scientist
Author: Beilock, Sian L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Cognitive Processes,Cognitive Science,Mathematics Achievement,Social Influences,At Risk Students,Educational Strategies

How does the mind work--and especially how does it learn? Teacher&apos;s instructional decisions are based on a mix of theories learned in teacher education, trial and error, craft knowledge, and gut instinct. Such knowledge often serves teachers well, but is there anything sturdier to rely on? Cognitive science is an interdisciplinary field of researchers from psychology, neuroscience, linguistics, philosophy, computer science, and anthropology who seek to understand the mind. In this regular &quot;American Educator&quot; column, we consider findings from this field that are strong and clear enough to merit classroom application. This month&apos;s issue discusses math anxiety. Math anxiety is not limited to a minority of individuals nor to one country. International comparisons of high school students show that some students in every country are anxious about math. Is is perhaps not surprising that there is an inverse relationship between anxiety and efficacy: countries where students are less proficient in math (as measured by the Program for International Student Assessment) tend to have higher levels of math anxiety. Topics discussed in this month&apos;s column include: when and how math anxiety emerges; which students tend to be most susceptible to math anxiety; social influences that may impact math anxiety; and what teachers can do to remediate math anxiety.
Taken for Granted: Why Curriculum Content Is Like Oxygen
Author: Gosse, Carolyn
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Quality,Curriculum Development,Language Arts,Preschool Education,Elementary Education,Kindergarten,Grade 1,Grade 2,Grade 3,Reading Fluency,Writing Skills,Language Skills,Learning Activities,Teaching Methods,Elementary School Curriculum,Preschool Curriculum,Educational Methods,Knowledge Level,Course Content,Core Curriculum

For educators, the content of the curriculum really is like oxygen: it is the necessary precondition for improving schools, closing the achievement gap, engaging parents, and preparing teachers. However, when educators take the content of the curriculum for granted, they lose opportunities to coordinate and collaborate. Good curriculum instruction should be carefully planned to introduce topics early, and then teachers can intentionally revisit, deepen, and extend learning on these topics in later grades. This article presents the &quot;Core Knowledge Language Arts&quot; (CKLA) program that begins with preschool through third grade reading models to assist teachers incorporate a curriculum that helps students get the mastery for fluent reading, writing, and language comprehension. The program contains seven units, each with a teacher guide. Students and teachers engage in activities that build and deepen background knowledge using teaching practices that are appropriate for young children and early educators. The CKLA domains are carefully organized to build on each other within and across grades, giving students opportunities to refine and expand their knowledge and vocabulary over time. Included with this article are two sidebars: (1) Content on the Cutting-Room Floor: A Brief History of the Elementary Curriculum (Ruth Wattenberg); and (2) Preschoolers to Presidents: CKLA Builds Knowledge Step by Step.
Transmedia Play: Literacy across Media
Author: Alper, Meryl
Date: 2013-00-00
Type: Journal Articles
Subjects: Media Literacy,Multimedia Materials,Children,Usability,Access to Computers,Educational Resources,Play,Critical Literacy,Educational Opportunities,Educational Practices

Transmedia play is a new way to understand how children develop critical media literacy and new media literacies through their interactions with contemporary media that links stories and structures across platforms. This essay highlights five characteristics of transmedia play that make it particularly useful for learning: &quot;resourcefulness,&quot; &quot;sociality,&quot; &quot;mobility,&quot; &quot;accessibility,&quot; and &quot;replayability,&quot; and explains how each characteristic relates to digital and media literacy education.
Speculative Design and Curriculum Development: Using Worldbuilding to Imagine a New Major in a Post-Course Era
Author: Willis, Holly
Date: 2013-00-00
Type: Journal Articles
Subjects: Curriculum Development,Majors (Students),Media Literacy,Higher Education,Instructional Design,Figurative Language,Creativity,Introductory Courses,Assignments,Bachelors Degrees

Randy Bass, Executive Director of Georgetown's Center for New Designs in Learning and Scholarship, recently made the provocative claim that we inhabit a &quot;post-course era.&quot; Building on the findings of the National Survey of Student Engagement that show that the places in which undergraduate students demonstrate the highest degree of engagement is in areas &quot;outside&quot; the traditional curriculum and its courses, Bass suggests that we not merely try to enrich the formal curriculum, but that we also consider supporting and augmenting activities in the &quot;extra&quot; curriculum. We can thereby create opportunities for learning within informal as well as formal settings. In the process of developing a new BA degree within the School of Cinematic Arts at the University of Southern California dedicated to Media Arts and Practice--a major that is designed to support students interested not just in media literacy but also in media expertise and the ability to communicate powerfully through diverse media forms--we wanted to imagine a major for the post-course era: a major without courses, traditional assignments, and expected modes of assessment. This essay explores the design challenge posed in trying to imagine such a major, and offers a speculative degree proposal for the post-course era.
Writing about Writing: The Challenge of Helping Students &quot;Get It Down on Paper&quot;
Author: Waddell, Andy
Date: 2014-00-00
Type: Journal Articles
Subjects: High School Students,Writing Skills,Writing Strategies,Writing Ability,State Standards,Content Area Writing,Writing Instruction,Drills (Practice),Teaching Methods

When teaching writing, this author states that there is nothing harder than trying to get a quality product, one worth reading, from a high school student. The author, however, has high hopes for the new Common Core standards, which call for students to &quot;write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.&quot; This standard applies to all subjects and includes the use of precise language and domain-specific vocabulary to manage the complexity of the topic. The standard also helps establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. The author states that the Common Core standards spell out what educators should have been doing all along: using writing to teach subject matter, and using subject matter to teach writing.
Quality Media Literacy Education: A Tool for Teachers and Teacher Educators of Italian Elementary Schools
Author: Felini, Damiano
Date: 2014-00-00
Type: Journal Articles
Subjects: Media Literacy,Educational Quality,Elementary School Teachers,Elementary School Curriculum,Teaching Guides,Best Practices,Teaching Methods,Competence,Educational Theories,Creativity,Semi Structured Interviews,Evaluation Criteria,Educational Practices,Relevance (Education),Curriculum Design,Evaluation Methods,Foreign Countries

The dissemination of good practices in MLE requires a more rigorous definition of their characteristics, including criteria and indicators to measure their quality. This article -- after reflecting on the meaning and function of identifying good MLE practices -- presents a systematic framework of 35 indicators for good MLE activities in Italian elementary schools. These indicators are grouped according to five general criteria of quality: adequacy of the teaching methods; competence and involvement of the actors; structuring and coherence of the activity's organization; awareness of the underlying MLE theories as well as their appropriateness; and originality of the project. The framework emerged from a four-level process, which is also presented in the article: Based on an initial review of features attributed to quality MLE in scientific and institutional literature, a preliminary draft of criteria was elaborated and submitted to scholars and experienced teachers, whose comments were sought in semi-structured interviews. This input fed into the final version of the framework, which may serve to support teacher trainings as well as the monitoring and (self-)evaluation of teachers' MLE work.
Expanding Learning Opportunities with Transmedia Practices: &quot;Inanimate Alice&quot; as an Exemplar
Author: Fleming, Laura
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Opportunities,Multimedia Materials,Story Telling,Media Literacy,Learning Experience,Electronic Learning,Electronic Publishing,Elementary Secondary Education,Multimedia Instruction,Educational Practices,Educational Change,Childrens Literature,Fiction,Literary Devices,Literary Styles,Didacticism,Influence of Technology,Technology Uses in Education

The proliferation of digital and networking technologies enables us to rethink, restructure, and redefine teaching and learning. Transmedia storytelling takes advantage of the rapid convergence of media and allows teachers and learners to participate in rich virtual (and physical) environments that have been shown to foster students' real emotional engagement with the process of learning. Transmedia learning applies storytelling techniques across multiple platforms to create immersive educational experiences that enable manifold entry and exit points for learning and teaching. By utilizing constructivist and connectivist precepts in the application of these techniques, we can create pedagogies that are transformative on many levels. Encapsulating these notions in the concept of the Transmedia LearningWorld (TLW) allows educators to combine the exciting affordances of the digital technologies with real-life experiences and truly learner-focused pedagogies to produce profoundly productive and powerful learning experiences. In the US, the advent of Common Core State Standards is pushing schools and districts across the country to consider carefully the requirements for digital learning, including aspects of personalization, interoperability, taking our understanding of eLearning beyond a narrow focus on digital content, and encouraging significant shifts in pedagogical thinking and practice. The application of transmedia techniques and, in particular, the recognition of the power of the TLW give teachers tools that allow them to reach every child, including otherwise &quot;reluctant&quot; learners, and indeed that allow children themselves to drive their own learning. The digital novel &quot;Inanimate Alice&quot; is a proven example of a transmedia resource that can immerse students in an intense and motivating learning experience over time. Transmedia techniques leverage the power of collective intelligence in learners, and they enable educators to weave the narrative of curricula through media in a seamless and wholly interactive and participative fashion.
Starting off Strong: The Importance of Early Learning
Author: Dougherty, Chrys
Date: 2014-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Economically Disadvantaged,Preschool Education,Elementary Education,Learning,Achievement Gap,Decoding (Reading),Mathematics,Vocabulary,Student Behavior,Preschool Curriculum,Elementary School Curriculum,Beliefs,Barriers,Educational Improvement

As our nation strives to have all students that graduate from high school be prepared for college or some other post-secondary learning opportunities, we have to confront the reality that we are far from achieving this goal. The problem is most severe with the economically disadvantaged students. For many students, especially those from disadvantaged backgrounds, learning gaps appear in early childhood. Large numbers of disadvantaged students enter kindergarten behind in early reading and mathematics skills, oral language development, vocabulary, and general knowledge. In cases where the great majority of students are academically behind and need major assistance, the regular academic program must be upgraded to deliver a richer curriculum to all students. Such a curriculum is highly beneficial for all students, but is especially critical for disadvantaged students, who often arrive from home with limited knowledge and vocabulary. School districts must develop a system of practices that enable such a curriculum to be taught effectively. This article discusses ways to strengthen early learning and describes the components necessary for an effective early learning program.
A Story of Conflict and Collaboration: Media Literacy, Video Production and Disadvantaged Youth
Author: Friesem, Elizaveta
Date: 2014-00-00
Type: Journal Articles
Subjects: Media Literacy,Conflict,Interpersonal Competence,Creativity,Video Technology,Intervention,Foster Care,Portraiture,Disadvantaged Youth,Cooperation,Trauma

Media literacy educators talk about the importance of developing essential social skills, such as collaboration, by using video production in the classroom. Video production with disadvantaged youth can also play a role of art therapy, as students use their creativity to come to terms with traumatizing pasts. This paper offers an account of a media literacy intervention that involved making videos with a class of foster youth. Using the methodology of portraiture, I describe highlights and pitfalls of collaboration that one of the teams experienced. I focus on moments of conflict, unleashed creativity and transformation brought by one video project.
Learning Abroad or Just Going Abroad? International Education in Opposite Sides of the Border
Author: Ramírez, Gerardo Blanco
Date: 2013-00-00
Type: Journal Articles
Subjects: International Education,Study Abroad,Ethnography,Citizenship,Global Approach,Program Effectiveness,Cultural Awareness,Discourse Analysis,Summer Programs,Spanish,Second Language Learning,Second Language Instruction,Teacher Attitudes,Foreign Countries,Vignettes,Power Structure,College Faculty,Participant Observation

International education, particularly through study abroad experiences, has the potential of preparing students for a globally interconnected world. While challenging, it is necessary to translate aspirations of global citizenship into educational programs and assessing their effectiveness. A necessary step in such process consists in taking a close and critical look at the challenges and possibilities for the development of global citizenship through education abroad. In this paper, I follow a decolonizing autoethnographic approach to explore obstacles for the development of global citizenship through education abroad. If education abroad is to promote global citizenship and character development, I propose a more authentic engagement with the local cultures and a better understanding of globalization--before going abroad--is necessary.
A Media Literacy Education Approach to Teaching Adolescents Comprehensive Sexual Health Education
Author: Scull, Tracy Marie
Date: 2014-00-00
Type: Journal Articles
Subjects: Sex Education,Health Promotion,Adolescents,Health Behavior,Media Literacy,Prevention,Interpersonal Communication,Sexuality,Mass Media Effects,Self Efficacy,Intention,Grade 8,Middle School Students,Pretests Posttests,Questionnaires,Program Evaluation,Teacher Attitudes,Program Effectiveness,Program Implementation,Fidelity,Check Lists,Statistical Analysis,Rating Scales

As states are moving toward comprehensive sexual health education, educators require engaging and effective curricula. This pre-post study (N = 64) examined the feasibility of a comprehensive, media literacy education program for influencing adolescents' sexual health and media literacy outcomes. After the program, participants were more likely to have the intention to use condoms during sex and talk to partners, parents, or medical professionals prior to sex. Media literacy outcomes included decreased perceived realism of and increased skepticism of media messages and improved media deconstruction skills. Overall, the results suggest that media literacy has the potential for positively influencing sexual health decisions.
Native Speakers as Teachers in Turkey: Non-Native Pre-Service English Teachers' Reactions to a Nation-Wide Project
Author: Coskun, Abdullah
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Native Speakers,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Surveys,Content Analysis,Preservice Teachers,Student Attitudes,Teaching Methods,Teacher Employment,Negative Attitudes,Cultural Awareness,Teacher Selection,Qualitative Research

Although English is now a recognized international language and the concept of native speaker is becoming more doubtful every day, the empowerment of the native speakers of English as language teaching professionals is still continuing (McKay, 2002), especially in Asian countries like China and Japan. One of the latest examples showing the empowerment of the native English speakers comes from Turkey planning to embark on a project to hire 40.000 native English-speaking teachers (NESTs) to collaborate with the local non-native English teachers (NNESTs) in English as a Foreign Language (EFL) classes in Turkey. This study tries to reveal the preliminary reactions of pre-service NNESTs about this project through data obtained from open-ended surveys. The content analysis of the data showed that even before the project was initiated, most of the participants objected to it. Although some of the participants favored the project as they believed that the NESTs might be more helpful for students to improve speaking skills and to increase their cultural awareness, the majority of the participants held negative attitudes towards the project mainly because of employment and pedagogical concerns.
Measuring New Media Literacies: Towards the Development of a Comprehensive Assessment Tool
Author: Literat, Ioana
Date: 2014-00-00
Type: Journal Articles
Subjects: Media Literacy,Measurement,Measurement Techniques,Evaluation Methods,Test Construction,Psychometrics,Self Disclosure (Individuals),Skill Analysis,Volunteers,Online Surveys,Access to Information,Mass Media Use,Citizen Participation,Factor Analysis,Web 2.0 Technologies,Electronic Publishing,Test Reliability,Test Validity,Item Analysis,Demography,Questionnaires,Multivariate Analysis

This study assesses the psychometric properties of a newly tested self-report assessment tool for media literacy, based on the twelve new media literacy skills (NMLs) developed by Jenkins et al. (2006). The sample (N = 327) consisted of normal volunteers who completed a comprehensive online survey that measured their NML skills, media exposure, digital participation, and civic engagement. A factor analysis performed on the survey items yielded 10 NMLs that emerged as significant subscales. A series of multivariate analyses of variance indicate a strong relationship between these NMLs and respondents' exposure to new media forms, their participation in Web 2.0 platforms, and their civic engagement. Specifically, individuals who consume and produce new media extensively had the highest NML levels; Facebook, Twitter, YouTube and blogging emerged as the most significant factors in this analysis. The reliability and scalability of this assessment tool are discussed, in the context of current challenges facing media literacy evaluation.
Through the Looking Glass: An Autoethnographic View of the Perceptions of Race and Institutional Support in the Tenure Process
Author: Jones, Stephanie J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Ethnography,Tenure,College Faculty,Research Universities,Women Faculty,Race,Ethnicity,Experience,Personal Narratives,Influences

This autoethnography study reflects on the experiences of three assistant professors of different races of the tenure process at a large public research university. The study was framed by social cognitive career theory (SCCT), which is often used to describe career interest and career choice in a variety of professional domains, considering cognitive-personal, environmental, and experiential factors (Lent, 2005; Tang, Pan, &amp; Newmeyer, 2008). Despite the commonality of the journey through the tenure process, everyone's path looks different. Isolation, collegial relationships, and for some, unusually high service commitments and family responsibilities, whether because of gender or race, have provided a backdrop for the lives of women in academe and have, in large part, defined their experiences on the tenure track. The results of the reflections of our experiences identify that environmental variables are important to the success of tenure seeking faculty.
Using Participatory Action Research and Photo Methods to Explore Higher Education Administration as an Emotional Endeavor
Author: Gonzales, Leslie D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Participatory Research,Action Research,Photography,Higher Education,College Administration,Psychological Patterns,Department Heads,Interviews,Research Methodology

In this paper, we build on Wood&apos;s (2010, 2012) recent call to consider higher education as a work place that conjures emotion among constituents, particularly positional leaders, like department chairs. Using a participatory action research and photo-enhanced methodological approach, we illustrate the emotional labor that was poured into the work of one department chair. Consequently, our work yields three contributions. First, we counter the overly rationalistic depiction of organizational leadership research and thinking. Second, our work suggests that if we conceptualize and understand emotion and emotional labor as a form of labor compelled by organizational norms, rules, and relationships, it becomes possible to consider how institutions can and should better acknowledge this aspect of labor and how it can support individuals in these facets of work life (Brief &amp; Weiss, 2002; Fisk &amp; Friesen, 2012). Finally, we show how non-mainstream methodologies can help researchers explore multidimensional and understudied topics, like emotion and emotional labor, in studies of higher education.