ethanporcaro/eric-fulltext-meta huggingface dataset:
Personal Reflections of Comfort and Upset Moments in Leadership Journey
Author: Loisulie, Paul
Date: 2017-04-00
Type: Journal Articles
Subjects: Leadership Training,Leadership Qualities,Higher Education,Power Structure,Foreign Countries,Political Issues,Personal Narratives,Experience,Leadership Responsibility,College Faculty

Leadership is one of the key factors for development of all organizations be they small or large. This study describes the feelings and thinking of the author on leadership aspects basing on his own practical experiences from being a University of Dodoma Academic Staff Association's Leader. The author was elected as a chairperson of the University of Dodoma Academic Staff Association (UDOMASA) in October 2010, and held the post for two terms of two years each consecutively as the constitution required. The author explains his leadership journey through different stages. The study focuses most on what it means to be a staff association or trade union leader in a higher learning institution. The study further provides details about glaring moments of comfort and upset while posing way forward for a harmonious growth for both institutions and members of the organization.
Music as Method: Musically Enhanced Narrative Inquiry
Author: Bolden, Benjamin
Date: 2017-03-19
Type: Journal Articles
Subjects: Music,Inquiry,Research Methodology,Audio Equipment,Personal Narratives,Knowledge Level,Teacher Competencies,Foreign Countries,Interviews,Teaching Experience,Teacher Characteristics

While artist-researchers have been productive within the domains of the literary arts, visual arts, dance and drama, there is little musical arts-based educational research reported in the literature. This article introduces a research methodology to address this deficit: musically enhanced narrative inquiry (MENI). The article describes the methodology and its foundation in narrative inquiry, enhanced by arts-informed research processes. It provides an example of a MENI research project, &quot;Teaching Lives&quot;, that employs narrative and musical processes to explore and represent the personal, practical knowledge embedded within the stories of an experienced schoolteacher. The article is accompanied by three short audio files: musical representations of the data that integrate the recorded words of the participant with music, composed by the researcher, to illuminate the teacher knowledge within the narratives.
Exploring the Relational Complexities of &quot;Learning ART Together&quot;: A Museum Based Art Program for Migrant Women
Author: Sanders-Bustle, Lynn
Date: 2017-03-19
Type: Journal Articles
Subjects: Museums,Art Education,Immigrants,Females,Program Descriptions,Transformative Learning,Interpersonal Relationship,Teaching Methods,Equal Education,Dialogs (Language),Theories

In this article, researchers discuss how relational theory (Bourriaud, 2002) can be used to understand the experiences of five migrant women participating in a museum art program called &quot;Learning ART Together.&quot; We posit that museums and art centers, like many institutions, are constantly working in tension with rigid institutional structures, financial demands, and formalized curricula as they strive to provide programming for migrants. Such structures challenge possibilities for relationship building and transformative practices. Findings reveal that by using a relational lens, we are better able to understand how dialogue creates alternative social exchanges which honor and challenge &quot;everydayness&quot; and shape new ways of being in the world. Our research revealed that relational theory offers insights into the ways participants create alternative sites of sociability suggesting implications for pedagogy that aims to create equitable and just experiences.
The Role of the Arts in Education for Peacebuilding, Diversity and Intercultural Understanding: A Comparative Study of Educational Policies in Australia and Spain
Author: Cabedo-Mas, Alberto
Date: 2017-03-19
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Fine Arts,Art Education,Peace,Cultural Pluralism,Multicultural Education,Educational Policy,Values Education,Documentation,Qualitative Research,Integrated Curriculum,National Curriculum,Conflict Resolution,Intercultural Programs,Prosocial Behavior,Empathy

This article reviews and analyses educational policies and curricula for general education in Australian and Spanish systems, in relation to their concerns for arts education to contribute to values education and the acquisition of peaceful, social and civic competences in schools. The use of the arts to shape individual and community identities, to enhance relationships between people, to promote positive conflict transformation, development and, in general, contribute to peacebuilding, has been acknowledged worldwide. Curriculum helps to legitimise what is considered to be important to learn within a society and therefore determines what is included to be understood as good artistic knowledge and practices. The documentary analysis of both Australian and Spanish educational documents in relation to teaching and learning of the arts gives responses on the extent the arts are expected to contribute to build peaceful and sustainable societies, and faces some current challenges of the role of the arts in schools.
Making Another World: Relationships in Playwriting. A Study of High School Playwriting Students
Author: Oreck, Barry
Date: 2017-03-19
Type: Journal Articles
Subjects: Playwriting,High School Students,Middle School Students,Student Motivation,Mentors,Peer Relationship,Audience Awareness,Writing Skills,Skill Development,Self Concept,Story Telling,Student Attitudes,After School Programs,Cohort Analysis,Semi Structured Interviews,Factor Analysis

A study of former participants in high and middle school playwriting programs investigated students' perceptions of their experiences. After 20+ years of partnerships in a wide range of schools, Washington D.C.'s Young Playwrights' Theater examined how and why playwriting works and for whom. How does the form and process of writing plays motivate students, including some who don't like to write or struggle in English class? The results offer intriguing insights about the nature of playwriting and the impact of relationships with mentors, peers, and audiences to influence students' skills, motivation and self-perceptions as writers.
Inculcating Positive Thinking in the Self-Concept of Children with Learning Difficulties
Author: Abed, Mohaned Ghazi
Date: 2017-00-00
Type: Journal Articles
Subjects: Positive Attitudes,Learning Problems,Foreign Countries,Self Concept,Psychology,Intervention,Outcomes of Treatment,Secondary School Students,Control Groups,Experimental Groups,Comparative Analysis,Values,Personality Traits,Measures (Individuals),Behavior Problems,Child Behavior,Questionnaires,Screening Tests,Pretests Posttests,Scores

Inculcating positive thinking can act as a valuable tool in enhancing the overall self-concept of children with learning disabilities. The value of positive psychology is recognized as the basis for recent research conducted in the field of strength development. Positive psychology is centered on the view that individual lives can be improved by simply teaching them how to focus and expand on their strengths. The primary aim of this study is to measure the effectiveness of positive psychology interventions in relation to the self-concept of children with learning disabilities. This approach has been developed specifically for children between the age of 12 and 14 in Jeddah, Saudi Arabia. Notably, the sample population comprised 40 children. Each participant was randomly assigned to either the control or experimental group. The intervention group underwent a five-week long intervention course on positive psychology. The Values in Action (VIA) Inventory of Character Strengths' Survey--earlier carried out among youth--was also completed in an effort to establish each child's individual strengths. Furthermore, the group was evaluated using the Strengths and Difficulties Questionnaire (SDQ) both prior to and following the intervention initiative. The current research revealed that, the adoption of the VIA Survey along with three class lectures on positive psychology led to improved post-test self-concept scores in comparison with pre-test scores among the intermediate school children.
Personal Traits and Their Relationship with Future Anxiety and Achievement
Author: Al Qaisy, Lama M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Personality Traits,Anxiety,Gender Differences,Statistical Analysis,Neurosis,Extraversion Introversion,Correlation,Academic Achievement,Foreign Countries,College Students,Validity,Reliability,Personality Measures

This study aimed to investigate the type of personalities that students had and the relationship between personality type with future anxiety and students' achievement. The sample of the study consisted of 304 students from Tafila Technical University and Al-Hussien Bin Talal University. The researchers used the big five scale which was developed by Costa and McCrae (1992) and adapted by Al-Ansari (1997). The results indicated that the most popular personality trait was conscientiousness and the least one was neuroticism. There was a statistically significant difference in agreeableness personality attributed to gender in favor of female students. Future anxiety level was mid and it was negatively correlated with the extraversion, openness to experience, agreeableness, and conscientiousness and positively correlated with neuroticism. Finally, the result indicated that differences involving achievement were statistically significant in favor of female students, and there was not a statistically significant difference in means of future anxiety attributed to gender.
General Well-Being of Higher Secondary Students
Author: Lawrence, A. S. Arul
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Well Being,Secondary School Students,Wellness,Measures (Individuals),Statistical Analysis,Gender Differences,School Location,Institutional Characteristics,Rural Areas,Urban Areas,Family Structure,Coeducation,Hypothesis Testing,Rating Scales

General well-being is the quality of life of a person/individual in terms of health, happiness and prosperity rather than wealth. The present study aims to probe the General Well-being of Higher Secondary Students. In this normative survey study, the investigator has selected a sample of 200 higher secondary school students who were studying 11th and 12th standards from four different schools in Cheranmahadevi Educational District, Tirunelveli by convenient sampling technique. General Well-Being Scale (GWBS) constructed and standardised by Kalia and Deswal (2011) was used for collecting data. The collected data were analyzed by using SPSS Package. For analysis, the data mean, standard deviation, t-test and ANOVA were employed as the statistical techniques. Findings show that higher secondary students significantly differ in their general well-being in terms of gender, location of school, type of school, and nature of school. They do not differ in their general well-being in terms of type of family.
Effect of Selected Variables on Regular School Teachers Attitude towards Inclusive Education
Author: Priyadarshini, S. Saradha
Date: 2017-00-00
Type: Journal Articles
Subjects: Inclusion,Teacher Attitudes,General Education,Regular and Special Education Relationship,Disabilities,Foreign Countries,Likert Scales,Age Differences,Gender Differences,Teacher Characteristics,Family Characteristics,Teacher Certification,Teaching Experience,Institutional Characteristics,Influences,Hypothesis Testing,Teacher Surveys

Inclusive education is a means of creating effective classrooms where educational needs of all children including children with special needs are addressed. The concept of inclusion is still emerging as far as India is concerned. In the recent years, there is a growing awareness about inclusive education among educators. Government of India had introduced various legislations and schemes in order to promote the concept of inclusive education throughout the country. The successful implementation of the concept is determined by the teacher's attitude and their willingness to handle children with special needs. But the teacher's attitude towards inclusive education is impacted by several other factors viz. personal, familial or professional influence the attitude of teachers. The present study has made an attempt to identify the effect of selected variables, namely personal, familial and professional variables on regular school teaches attitude towards inclusive education. The sample for the present study comprised of 134 teachers working in various types of schools located in the Mettupalayam town, Tamil Nadu, India. A Likert type scale named &quot;Scale of Teachers' Attitudes toward Inclusive Classrooms&quot; comprised of 20 items developed by H. Keith Cochran (2000) was used for the purpose of data collection. The findings revealed that personal variables like age and gender, familial variables, namely family income and professional variables like educational qualification, type of school, teaching experience, teaching experience in present school, experience in teaching differently abled and level of class exerts as an impact on teachers attitude towards inclusive education.
An Investigation on Balance between Professional and Personal Work of Women Teachers
Author: Priya, J. Johnsi
Date: 2017-00-00
Type: Journal Articles
Subjects: Women Faculty,Teacher Attitudes,Statistical Analysis,Teacher Salaries,Family Work Relationship,Marital Status,Family Size,Check Lists,Teacher Surveys,Secondary School Teachers,Foreign Countries

The present study aims to examine the work-life balance of women teachers in Chennai city. In this normative survey study, 100 women teachers were selected as sample by using convenient sampling technique. The data were collected from 100 women teachers who are working in eight Higher Secondary Schools at chennai city using the Work-life Balance Checklist by Daniels, Lewis, and McCarraher (2000). The tool consists of ten statements pertaining to work-life balance. For analyzing the data, the investigator used mean, standard deviation, t-test, and ANOVA as the statistical techniques. Finding shows that there is a significant difference among work-life balance of women teachers with respect to age group and years of experience and there is no significant difference among work-life balance of women teachers with respect to salary, marital status, and number of children.
Pretend Sign Created during Collective Family Play: A Cultural-Historical Study of a Child's Scientific Learning through Everyday Family Play Practices
Author: Hao, Yijun
Date: 2016-00-00
Type: Journal Articles
Subjects: Play,Imagination,Fantasy,Parent Child Relationship,Science Education,Signs,Learning Processes,Toddlers,Family Relationship,Metacognition,Foreign Countries,Observation,Video Technology,Case Studies

Based on a cultural-historical perspective, where play is conceptualized as the creation of an imaginary situation, the study reported in this paper examines how parent-child playful interactions create shared imaginary situations for mediating scientific learning. The main focus of this paper is to reveal sign-mediated learning process through collectively participated family imaginary play. This study draws upon part of a broader research project, and in this paper we will focus on one 3-year-old child and his parents from a medium-sized city in Mainland China. The findings reveal that during collective family engagement, the pretend signs were not predetermined but were created, updated, and developed through sustained shared imaginary situations between parents and the child. A child's scientific learning is supported and mediated as the pretend signs were formed and embedded with social meanings during parent-child play where the child's reimagining of certain scientific phenomenon occurs. In this paper it is argued that a child's playful learning can be analyzed as he or she is involved in the social practice of family play where the process of internal changes during reimagining appear as a form of self-regulation.
The History of the Reception of Vygotsky's Paper on Play in Russia and the West
Author: Veresov, Nikolai
Date: 2016-00-00
Type: Journal Articles
Subjects: Play,History,Russian,Translation,Research Reports,Child Development,Trend Analysis,Scholarship,National Curriculum,Early Childhood Education,Criticism,Foreign Countries,Research Methodology,Cultural Context,Interpersonal Relationship,Sociocultural Patterns,Learning Theories

This article describes the responses of academic researchers and teachers to Vygotsky's paper on play, published in Russian in 1966 and, in a new translation, in the present issue of this journal. That paper has had a major influence on research in play both in Russia and in the West. Its cultural-historical view of the development of play, and its key theoretical and methodological ideas, have continued to reverberate and to generate and influence a huge body of work. The article identifies the key trends in these responses to Vygotsky's paper, reviewing the work by major scholars in this field, such as Elkonin, Leonte'ev, and Zaporozhets. The article also describes how Vygotsky's ideas in this paper became the foundation of the national curriculum for early childhood in the Soviet Union in the 1960s and 1970s. The article critiques some of the research which, using the 1978 translation of Vygotsky's paper, presented his approach as that of a cognitivist or as a social constructivist and argues that these reflect a tradition in the West of simplifying Vygotsky's cultural-historical theory and methodology. It also reviews some contemporary studies by researchers working within the cultural-historical approach to play. These are making original contributions to the cultural-historical conception of play or bringing new insights into play as a leading activity in children's development.
Theorising Digital Play: A Cultural-Historical Conceptualisation of Children's Engagement in Imaginary Digital Situations
Author: Fleer, Marilyn
Date: 2016-00-00
Type: Journal Articles
Subjects: Play,Imagination,Preschool Children,Handheld Devices,Computer Software,Child Behavior,Correlation,Information Technology,Literature Reviews

In the early childhood education literature, a growing number of studies have referenced &quot;digital play.&quot; Many of these studies seek to describe how young children play with digital devices, notably, how they engage with different kinds of apps. This work collectively illustrates a range of play behaviours where a number of important understandings about how young children engage in virtual contexts are given. However, little theoretical work has been directed to determining if what children do on these devices would constitute play. This paper seeks to examine this literature and present a theoretical discussion on what might characterise a cultural-historical conception of digital play where the essence of digital play for children aged 3 to 5 years is considered. The analysis and theoretical discussion presented draws attention to the special nature of digital play as including an imaginary digital situation, the emergence of special forms of digital talk, digital placeholders and digital pivots to support imaginary play, and the intermeshing of digital play and social pretend play. Development of digital play, the dialectical relations between play-digital play themes, and the psychological dimensions of digital play were also noted as key for conceptualising digital play. Together, these ideas extend Vygotsky's (this issue) original conception of play and capture new societal conditions where children readily access and engage in new forms of play on digital devices.
Transitory Moments in Infant/Toddler Play: Agentic Imagination
Author: Ridgway, Avis
Date: 2016-00-00
Type: Journal Articles
Subjects: Toddlers,Play,Imagination,Case Studies,Child Care,Incentives,Affective Behavior,Video Technology,Infants,Interpersonal Relationship,Identification,Learning Processes,Early Childhood Education,Child Development,Foreign Countries

Studying relationships in infant/toddler play, using visual narrative methodology to identify transitory moments, supports our current research on babies and toddlers. We use Vygotsky's theorisation of play to understand children's affective and intellectual aspirations in play. The theoretical discussion, using cultural-historical concepts, argues for identification of transitory moments as turning points for learning. Through examining transitory moments in screen-capture snapshots from video, researchers illustrate the actual worlds of infant/toddler play where personal and collective meaning, and affect and resolution, are created and located. Our study of infant/toddler relationships in play reveals several transitory moments reflecting imaginative thought in action: agentic imagination. A case example from Long Day Care brings visual narrative together with a dialogue commentary to provide meaning of the playful circumstances in which babies' and toddlers' &quot;affective incentives&quot; (Vygotsky, this issue, p. 9) are realised and resolved in imaginary situations. This paper addresses a gap existing in pedagogical awareness of what transitory moments in play can mean for infant/toddler learning and development in early childhood education.
Aspiring to Quality Teacher-Parent Partnerships in Vietnam: Building Localised Funds of Knowledge
Author: Hedges, Helen
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Teacher Cooperation,Minority Group Students,Cultural Influences,Case Studies,Partnerships in Education,Indigenous Knowledge,Workshops,Transformative Learning,Culturally Relevant Education,Cognitive Development,Language Acquisition,Social Development,Emotional Development,School Readiness,Early Childhood Education,After School Programs,Focus Groups,Teacher Attitudes,Parent Attitudes,Community Attitudes,Educational Quality,Observation

Collaborative and reciprocal teacher-parent partnerships have been established in prior research as vital in empowering ethnic-minority children to be competent learners who value their home background, culture, and language and also learn the language used by teachers as the medium of education. Such collaborative relationships may be challenging to imagine and achieve in countries that have complex political, cultural, social, and economic histories. This paper demonstrates, through a case study in Vietnam, how partnership relationships might be reconceptualised. The research team, comprising both international and local researchers, sought to collectively identify teacher-parent partnership practices that foregrounded local funds of knowledge, and generated a zone of potential development for dialogue about quality practices for teacher-parent partnerships. Through a transformative collaborative workshop process, a tool for aspiring towards quality teacher-parent partnerships was developed. Drawing upon cultural-historical theory, the paper argues that the tool captured the dialectical relations between everyday concepts from practice and academic concepts of quality from the literature (Vygotsky, 1987). These concepts challenged teachers' beliefs and assumptions about families' backgrounds and knowledges, thus enabling teachers to consider more reciprocal relationships and build greater insights into the existing funds of knowledge held by families and communities than previously.