ethanporcaro/eric-fulltext-meta huggingface dataset:
The End of Playtime? The Time at Kindergarten and School from a Cultural-Theoretical Perspective
Author: Hildebrandt, Elke
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Play,Kindergarten,Young Children,School Culture,Educational Benefits,Elementary School Students,Recess Breaks,International Assessment

This article will, from the point of view of cultural theory, discuss the polarization that is frequently found between playful learning at the kindergarten and serious learning at school. Planning of the time in the German-speaking Swiss kindergarten is strongly influenced by the portent of preparation for school, which is combined with a reputedly vital transition from free playtime to planned curriculum-oriented learning time within a specific school order, additionally driven by a discourse on time pressure. The question is asked whether this is primarily a matter of &quot;gaining time&quot; for education, or whether it is about familiarizing the children with primary school culture as such. The question is asked: What potential for school-learning processes could possibly lie in play? Both cultures, that of the kindergarten as well as that of the primary school, are viewed as performance practices deeply rooted in historical, differing symbolic traditions.
After the German November Revolution 1918: The Compromise on Religious Instruction in Elementary Schools in the Weimar Constitution
Author: Retter, Hein
Date: 2018-00-00
Type: Journal Articles
Subjects: Religious Education,Elementary School Students,Catholics,Educational History,Political Attitudes,Ideology,Role of Religion,Public Education,Educational Legislation,Guidelines,Educational Policy,Government School Relationship,Foreign Countries,Laws

A tiny section on the agenda of the National Assembly of the Weimar Republic from February to July, 1919 was entitled &quot;Religious instruction and the public elementary school,&quot; part of the preparation for the new Constitution of the German Reich, the so-called Weimar Constitution [Weimarer Reichsverfassung; abbr. WRV], of August 11th, 1919. The three democratic parties, the moderate-socialist SPD, the Catholic Zentrum Party and the liberal-democrat DDP, were the political mainstays of the Weimar Republic, which existed from 1919 to 1933. But these three parties had absolutely different ideologies concerning the role of religion in public education, especially in the elementary school (Volksschule), the lower school system. While the topic 'religion and school' in the Weimar Constitution has been often presented from a politically leftish point of view in the past, here, following the principle of a plurality of historical perspectives, the interests of the Catholic Zentrum Party will be more strongly focussed upon. I would like to also show how difficult the circumstances were that eventually led to an agreement regarding the school articles of the Weimar Constitution. Article 146(1) WRV required a national school act which was to be the framework for further educational laws of the 'Länder' (states). All political attempts failed to produce such a national law (Reichsschulgesetz) during the era of the Weimar Republic (in the interest of standardization of state education) because of different policies in the 'Reich' and the 'Länder' (which were responsible for school education and its legal basis). Just like the parties' differences in school policy could not be bridged in the years after establishing the Constitution of 1919.
Evaluating the Effects of Anaerobic Threshold on Heart Rate Work Rate Relationships during Incremental Exercise in Healthy Male Subjects
Author: Özdenk, Çagri
Date: 2020-02-00
Type: Journal Articles
Subjects: Males,Exercise Physiology,Measurement Techniques,Young Adults,Physical Fitness,Correlation

The purpose of the present study was to determine the effectiveness of work rate to heart rate ratio at the estimated anaerobic threshold (A[subscript T]). Thirty male subjects performed an incremental exercise test (15 W/min) until the limit of tolerance was reached. Ventilatory and gas exchange parameters were evaluated breath-by-breath and the heart rate was recorded. A[subscript T] was estimated from the work rate heart rate ratio and compared with the V-slope method. A deviation from linearity in heart rate was observed only in 4 subjects (13%) and 3 of them (10%) associated with A[subscript T]. All other 26 subjects showed linear increase in heart rate to work rate relationships (87%). The O[subscript 2] uptake at the estimated A[subscript T] using V-slope break point was found to be 1.95 ± 0.2 L/min (65% of maximal O[subscript 2] uptake). Absence of a break point in heart rate work rate relationship (87%) and an extremely low percentage of association in A[subscript T] estimation between the Conconi and V-slope methods (10%) may reduce the reliability of the Conconi test. Thus, caution should be taken by investigators using this technique, especially when making important decisions for patients and sports training.
A Meta-Analytic Synthesis: Examining the Academic Impacts of Feedback on Student Achievement
Author: Baliram, Nalline S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Instructional Effectiveness,Feedback (Response),Academic Achievement,Best Practices,Elementary Secondary Education,Higher Education,Meta Analysis

Feedback can be defined by Irons (2008) as &quot;any information, process or activity which affords or accelerates student learning based on comments relating to either formative or summative assessment activities&quot; (p. 7). The current study aims to synthesize quantitative research studies to further explore the impact of feedback on academic achievement. Results indicated the overall summary effect to be moderate and statistically significant (Hedges' g = 0.40), thus lending support to the notion that feedback, considered a best practice, positively influences academic achievement. Moderator results suggested that teacher-provided and content-specific feedback at the K-12 level positively impacted student performance in the academic discipline. However, further research is warranted to explore the construct.
Learner-Centred Pedagogy in Accounting: Understanding Its Meaning from a Bernsteinian Perspective
Author: Pereira, Liphie
Date: 2020-02-00
Type: Journal Articles
Subjects: Student Centered Learning,Accounting,Business Administration Education,Classification,Program Implementation,Teaching Methods,Classroom Techniques,Teacher Role,Teacher Student Relationship

Learning and teaching of Accounting at all levels of education require the adoption of learner-centred approaches. However, a number of studies have shown that educational initiatives that entail a shift from teacher-centred to learner-centred learning and teaching practices often fail at classroom level. Lack of ability to teach in learner-centred ways may be constrained by limited understanding of learner-centred pedagogy which is caused by various mechanisms including conflicting cultures and discourses. This paper is different from other studies in that it neither analyses pedagogic practices nor explains why teachers cannot teach in learner-centred ways, but attempts to support teachers as agents of change by developing an understanding of learner-centred pedagogy from a Bernsteinian perspective. Bernstein's principles of classification and framing are used as a framework for describing and explaining learnercentred pedagogy with the aim of making contributions towards improving Accounting learning and teaching practices through enhancing the &quot;recognition&quot; of learner-centred pedagogy as an important step towards its &quot;realisation&quot;.
Scholarly Personal Narrative: Storied Forms as Teaching, Learning, and Writing
Author: Ingersoll, Marcea
Date: 2018-00-00
Type: Journal Articles
Subjects: Personal Narratives,Letters (Correspondence),Poetry,Creativity,Teaching Methods,Creative Teaching

By embedding narrative theory within the practice of storied forms, there can be pedagogical movement from difficulty to insight. This piece explores scholarly personal narrative as a creative and critical method for attaining academic understanding. The ideas of three narrative scholars (Nash, Fowler, and Luce-Kapler) surface within two writing forms--a letter and a poem. The author playfully reports on the powerful processes that are engaged when shared creative story forms become part of teaching, learning, and writing.
Revisiting &quot;In a Different Voice&quot;
Author: Gilligan, Carol
Date: 2018-00-00
Type: Journal Articles
Subjects: Books,Psychology,Theories,Females,Gender Bias,Moral Values,College Faculty,Moral Development

In 1982 Harvard University Press published Carol Gilligan's landmark work, &quot;In a Different Voice,&quot; a book on psychological theory and women's development, which sparked a heated discussion in the world of psychology. After listening to women speaking about themselves and about morality, Gilligan noticed that psychologists would study men and generalize to humans, and decided to explore the different voice she had heard. That became the basis of her book. In this interview she explains the origins of the book, how the book was received by the psychological community at the time, and why it had the impact that it did.
Le Petit Nicolas and the Ontological in Schooling
Author: Gade, Sharada
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Child Development,Fiction,Story Telling,Autobiographies,School Culture,School Role

&quot;School as a site for the production of persons&quot; (Packer &amp; Greco-Brooks, 1999) is discussed in this article through an exploration of children's growth as students. Drawing on Nicholas' school stories from Rene Goscinny and Jean-Jacque Sempe's well-known series entitled, &quot;Le Petit Nicolas,&quot; the kind of people we could become as students and teachers, even if fictional, is portrayed to highlight the importance of personhood and/or the ontological in schooling.
Possible Selves: Restor(y)ing Wholeness through Autobiographical Writing
Author: Lyle, Ellyn
Date: 2018-00-00
Type: Journal Articles
Subjects: Autobiographies,Graduate Students,Integrity,Story Telling,Self Concept,Teaching (Occupation),Writing (Composition)

Education is a human endeavor, yet its research often prioritizes empirical knowledge while marginalizing human aspects of the educative experience. Creating space for self has the capacity to foster wholeness where there is disconnectedness and, therein, challenge academic conventions that prioritize dehumanization. Situated within post-qualitative inquiry and drawing on autobiography, I invite students to explore with me premises gleaned from Palmer's work on identity and integrity. While we explicitly seek to explore how including autobiographical tenets can overcome practices that limit integrated ways of knowing, we also implicitly seek to legitimate the element of selfhood in our education contexts.
Evaluation of the Relationships between Aerobic Fitness and O[subscript 2] Uptake to Heart Beat during an Incremental Exercise Tests
Author: Özdenk, Çagri
Date: 2020-02-00
Type: Journal Articles
Subjects: Correlation,Physical Fitness,Exercise,Exercise Physiology,Risk,Metabolism,Males,Tests,Measurement Equipment,Comparative Analysis,Body Weight,Young Adults

Maximal exercise capacity (W[subscript max]) and anaerobic threshold (A[subscript T]) are important tools used non-invasively to evaluate aerobic fitness levels and clinically possible risk. It has been shown that O[subscript 2] uptake to heartbeat ratio (O[subscript 2] pulse) at the maximal exercise test is an important parameter used to evaluate fitness levels of the subjects. However, O[subscript 2] pulse at the anaerobic threshold and fitness status of the subjects has not been described yet. In this study, we comparatively evaluated the fitness levels and O[subscript 2] pulse at A[subscript T] and at W[subscript max] in healthy young male subjects during an incremental exercise test. A total of 20 healthy male performed an incremental exercise test (15 W/min) to exhaustion on a cycle ergometer. Ventilatory and pulmonary gas exchange parameters were measured breath-by-breath using the metabolic gas analyser and turbine volume-meter. AT has been estimated using the V-slope method. The work rate at A[subscript T] and W[subscript max] was found to be 135 ± 4 W and 225 ± 4 W, respectively. O[subscript 2] pulse was found to be 13.49 ± 0.3 ml/beat at A[subscript T] and 16.53 ± 0.31 ml/beat at W[subscript max]. There was a significant positive correlation between W[subscript max] and O[subscript 2] pulse R = 0.75184 (P &lt; 0.05). In addition, there was a significant correlation between work production capacity for each kg of body weight and O[subscript 2] pulse R = 0.68811 (p &lt; 0.0001). We have shown that O[subscript 2] pulse at A[subscript T] can also be used to evaluate the fitness status. Thus, considering effective fitness measurement at the A[subscript T], investigators should be avoiding difficulty in maximal exercise performance.
The Regulation of Learning and Co-Creation of New Knowledge in Mobile Learning
Author: Lim, Genevieve
Date: 2019-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Cooperative Learning,Teaching Methods,Knowledge Level,Metacognition,Student Role,Self Management,College Students,Foreign Countries,Educational Technology

Mobile devices as learning tools enrich mobile computer supported collaborative learning (mCSCL). Engaging in metacognitive interaction promotes students' regulatory learning and this can provide a positive influence to learning outcomes. However, despite insightful empirical studies, there is no research into the actual processes of new knowledge creation in this context. This leads to the question of how mobile learning experiences can support the co-creation of new knowledge. Two classroom action research studies were carried out using a qualitative research approach. The analysis of the mobile messages using conversation analysis indicates that self-regulated learning in mCSCL is non-linear, defying existing theory. The findings also show that learners find ways to self-regulate learning activities in socially stimulated learning environments. Through knowledge sharing, students seek new insights into the learning instead of mere transfer of existing content. The Strategic Co-creation of New Knowledge in mCSCL Model has been developed providing innovative ways to approach mobile learning. The findings also comprise improved descriptive models in cross-boundary learning. This research is significant as emerging elements encourage instructors to rethink and design better mobile learning activities to optimize learning. Three recommendations are made and if implemented, will enable learning facilitators to achieve enhanced learning outcomes, engage learners better and improve learning experiences.
Media Circles in the EFL Classroom: Furthering Student Engagement
Author: Brazenas, Adam Jeffrey
Date: 2019-12-00
Type: Journal Articles
Subjects: Learner Engagement,English (Second Language),Television Viewing,Foreign Countries,Classroom Communication,Oral English,Student Participation,Student Attitudes,Group Discussion,Language Skills,Personal Autonomy,Cultural Awareness,Undergraduate Students,Educational Benefits

This six-week action research study explored the use of a media-based adaptation of a popular student-centered, extensive reading-based activity known as Literature Circles (LCs). Twenty Chinese students decided upon groups and assigned themselves specific roles before viewing episodes of a selected television series for homework. The prepared roles then served as the basis for a subsequent discussion the following week. Students were observed by their teacher and given self-evaluation surveys bi-weekly, and their notes in preparation for the class discussions were collected in the final week to analyze word count and gauge participation rates. Findings were largely positive, with students remarking upon improved learning autonomy, oral communication skills, and increased cultural awareness. Moreover, observations and class artifacts indicated high participation rates and engagement with the activity on the whole. These results point to several pedagogical implications that should be useful for ESL practitioners teaching oral English to students at secondary or post-secondary institutions by fostering an independent spirit of learning and piquing the interest of students with interesting and meaningful content.
A Case Study of the Development of a Career Academy: Good Intentions Not Enough?
Author: Hernández-Gantes, Victor M.
Date: 2019-12-00
Type: Journal Articles
Subjects: Career Academies,Vocational Education,Program Implementation,Small Schools,High Schools,School Restructuring,Educational Development,Career Readiness,College Readiness

The purpose of this study was to explore how a career academy featuring an information technology (IT) theme approached the adoption of the model and the particular curricular focus. We used a case study design to explore the experiences of school personnel and community partners associated with the implementation of the career academy. We found that growing enrollment in the local district was a major driver to pursue small school designs as an alternative to the traditional high school comprehensive model. The small school size associated with small learning communities was valued by stakeholders and used to adopt and implement a career academy around a technology curricular theme. Another factor in the adoption decision was the availability of existing building infrastructure in the community. While the premises of the career academy model appeared to be a good fit in the district and community, we also found that good intentions are not enough to guarantee consistent fidelity throughout the career academy implementation. When new crises arise, input from all stakeholders may be shortchanged and decisions can turn into a top-down approach.
State English Learner Education Policy: A Conceptual Framework to Guide Comprehensive Policy Action
Author: Umansky, Ilana M.
Date: 2020-01-27
Type: Journal Articles
Subjects: English Language Learners,Educational Policy,Policy Analysis,State Policy,Public Education,Guidelines,Student Diversity,Student Needs,English (Second Language),Second Language Learning,Second Language Instruction,Bilingual Education,Educational Finance,Kindergarten,Elementary Secondary Education

Given the role of the state as the primary governing level tasked with U.S. public education, combined with the rapid rise in the proportion of students who are identified as English learners (ELs), this manuscript puts forth a framework for state EL education policy. The framework is organized around three core principles of understanding students, providing high quality instruction, and supporting effective systems. Drawing on recent decades of policy research, the framework identifies nine key areas for comprehensive state policy action: (1) addressing diversity in EL skills and needs, (2) EL assessment, (3) classification and reclassification, (4) core content access, (5) English language development instruction, (6) bilingual education, (7) EL funding, (8) teacher preparation and skills, and (9) pre-K through postsecondary alignment. Along with synthesizing policy research in each of the nine areas, we present relevant policy implications. We outline how this framework can be used -- and adapted -- by policymakers and scholars to examine state EL education policy contexts and to guide future research and policymaking.
Dual Language Programs: Questions of Access in the State of Arizona
Author: Gomez, Laura M.
Date: 2020-01-27
Type: Journal Articles
Subjects: Bilingual Education,English Language Learners,Bilingualism,Educational Benefits,Access to Education,English Only Movement,Academic Achievement,Cognitive Development,Cultural Awareness,Program Implementation,Barriers

Public schools across the country are increasingly working with children who enter schools speaking a language other than English. Using a case study methodology, the authors examined Dual Language Program (DLP) implementation in Arizona, which by law supports English-only education. Several benefits (bilingualism, bi-literacy, biculturalism, globalization) and challenges (curriculum, teachers, state policy, funding, and lack of access to DLPs for minority language students) are highlighted from stakeholder perspectives. Participants in this study described the paradox of excluding ELLs from dual language programs as inefficient, unnecessary, and wrong. Taking Interest Convergence as a theoretical framework to understand the Arizona context regarding English-only education, this study raises implications for research and practice.
The Recast: Frequency and Effectiveness in EFL Communicative Language Schools in Thailand
Author: Stephens, Orpheus Sebastian
Date: 2019-12-00
Type: Journal Articles
Subjects: Feedback (Response),English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teaching Methods,Error Correction,Instructional Effectiveness,Native Speakers,Teacher Characteristics,Foreign Countries,Educational Benefits

This research investigates the types, frequency and effectiveness of various methods of corrective feedback used by English as a foreign language (EFL) teachers in their communicative language classes. A review of prior research in the area of corrective feedback, along with a focus on the various types or methods of corrective feedback that educators consistently use, reveals that &quot;the recast&quot; method is of particular interest. The recast is a common, yet controversial, method of error correction that has been used extensively by EFL teachers for many years. However, the recast has recently lost favor among language acquisition researchers and language teaching experts. In order to investigate this, the corrective feedback techniques of four native speaking English teachers working in Thailand were recorded to discover if the recast is used with more or less frequency than other types of corrective feedback by EFL teachers, and in addition, whether or not it proved to be more or less effective than other forms of learner error correction. The results revealed that the recast was neither the most frequently used nor the most effective method of EFL learner correction. The results also showed that a combination of repetition, clarification requests, and elicitation could well yield better learner uptake results than either the recast used exclusively or combinations of feedback that include the recast. The paper concludes with recommendations for further research.