ethanporcaro/eric-fulltext-meta huggingface dataset:
Playful and Meaningful Learning of Programming. What Does It Take to Integrate an App-Based Game Promoting Digital Mathematics into Early Childhood Education?
Author: Barman, Linda
Date: 2022-00-00
Type: Journal Articles
Subjects: Play,Programming,Game Based Learning,Handheld Devices,Educational Technology,Mathematics Education,Early Childhood Education,Curriculum Design,Cooperative Learning,Preschool Children

This article shows conditions for how an educational digital tool can open doors to an increasingly playful world -- and address some of the issues with introducing digital maths in early childhood education. Guided by a design-based research approach, the multimodal design of the educational app-based game DigiMat was iteratively created by a multidisciplinary team and introduced to teachers and children. In this study, we focused on transformative processes to illuminate conditions for meaningful &quot;design for learning,&quot; based on what teachers reported in interventions. In addition, we considered children's play with the app-based game, which elucidated the conditions for &quot;design in learning.&quot; We performed thematic analysis and applied the Learning Design Sequence model to illuminate notions from critical incidents with children and teachers. The findings indicate that, although children &quot;re-design&quot; and create their purpose whilst playing, beyond digital affordances, teachers needed an explicit alignment with the curriculum to integrate meaningful and guided play with the use of DigiMat. This study indicates that designers and innovators wishing to introduce playful apps into educational practice should consider how learning outcomes and playful activities resonate with educational practice. Based on our findings, we argue that digital educational tools should be designed and implemented collaboratively with teachers and children, in a didactic context where the goals of the curriculum are recognised.
Playfulness and Creativity as Vital Features When School Children Develop Game-Based Designs
Author: Brooks, Eva
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 3,Game Based Learning,Design,Play,Creativity,Educational Technology,Learning Activities,Interaction,Student Developed Materials,Control Groups

The presence of digital technologies in classroom settings is relentlessly getting stronger and has shown to have powerful playful qualities. In recent years, digital game-based learning (DGBL) has been introduced in schools. In this paper we explore game-based design activities to unfold playful and creative actions and interactions among children. The study is based on two cases, where game design activities were applied in both analogue and digital form. The unit of analysis is game design activities. The research questions posed in this study are: (1) What activities develop when school children design games in two similarly framed workshop cases, where one included analogue material and the other a combination of analogue and digital material?, and (2) How do children interact in a learning environment framed by purely analoguebased material as opposed to a learning environment framed by a combination of analogue and digital material? A thematic analysis identified three themes: exploratory activities; combinational activities; and transformative activities. These themes suggest that the game design workshop sessions including only analogue material facilitated playfulness promoting creative actions in children's production of different ideational considerations. In a mixed activity combining analogue and digital material, creativity in the form of fluency was represented by the way the children produced their ideas, which opened up for playfulness, e.g. in the form of humour. The analysis showed that a procedural activity design including pre-designed theme framing children's constructions facilitated an open-ended activity.
Career and Technical Education Teachers&apos; Perceptions of Their Profession and Willingness to Encourage Students to Enter a CTE Teaching Career
Author: Kosloski, Michael F.
Date: 2022-12-00
Type: Journal Articles
Subjects: Vocational Education Teachers,Teacher Attitudes,Teaching (Occupation),Career Choice,Teacher Influence,Educational Environment,Public School Teachers,Job Satisfaction

This study examined the current climate of how Virginia CTE teachers perceive their profession and if they are encouraging their students to enter the teaching profession. A survey developed by the National Center for Education Statistics was submitted to CTE teachers in Virginia (n = 743) to address these questions. Descriptive statistics helped to determine that CTE teachers are generally satisfied with their careers but dissatisfied with factors over which they have no control, and the number of teachers recommending the profession to their students in recent years has decreased considerably. A Pareto analysis was conducted, and the results showed the key reasons why teachers are not recommending the CTE teaching profession to their students are salary/benefits and school variables not in their control.
Advocacy for Language Teacher Associations
Author: Pentón Herrera, Luis Javier
Date: 2022-00-00
Type: Journal Articles
Subjects: Advocacy,Language Teachers,Professional Associations,Second Language Learning,Second Language Instruction,Volunteers,Decision Making,Capacity Building,Group Membership,English (Second Language)

There are many language teacher associations (LTAs) around the world, most of which are managed by volunteers and board members who make daily decisions that directly affect their LTA. These decisions are sometimes guided by initiatives proposed by members; in other cases, they emerge from pressing issues in the community. LTAs become visible in their community when they engage in actions that are considered valuable for the members they serve. However, at times, leaders might feel unsure of which actions are within the scope of their LTA and whether those actions will hurt or benefit their organization in the long run. In this article, I encourage leaders of LTAs to rethink their actions and efforts through the lens of advocacy. The article provides tools that LTAs can use to reflect on ways to best serve the membership and community while also building capacity for their organization.
Managing Volunteers in Language Teacher Associations
Author: Ashcraft, Nikki
Date: 2022-00-00
Type: Journal Articles
Subjects: Volunteers,Language Teachers,Second Language Learning,Second Language Instruction,Teacher Supervision,Professional Associations,Nonprofit Organizations,Governance,Training,Teacher Recruitment,Vignettes,Program Administration

Many Language teacher associations (LTAs) are nonprofit organizations and thus rely heavily on volunteers to carry out their mission. A volunteer is a person who donates time and labor in service to others. In the case of LTAs, volunteers play key roles in governing the association, planning and realizing national conferences and local workshops, editing and publishing newsletters and journals, raising funds and awarding scholarships, and managing social media and outreach, among the myriad of other activities in which LTAs engage. This article will outline the basics of volunteer management for leaders of LTAs and the people who volunteer in them. These steps are analyzing volunteer needs, recruiting volunteers, matching volunteers with tasks, orienting and training volunteers, supervising and evaluating volunteers, and acknowledging volunteer contributions.
Questionnaires as a Tool for Teaching English Language through Learner-Created Knowledge
Author: Strelluf, Christopher
Date: 2022-00-00
Type: Journal Articles
Subjects: Questionnaires,English (Second Language),Second Language Learning,Personal Autonomy,Teaching Methods,Student Centered Learning,Foreign Countries

The method of learner-created knowledge--where students engage with others in order to connect what they know with new knowledge to construct new meaning--ties into a broader support for learner autonomy in English language teaching (ELT) and learning. In countries like Cameroon, the social power orientation is mirrored in classroom practices, and teacher-centered pedagogies are the norm from primary to tertiary education. Developing tools to foster knowledge creation by learners in ELT contexts like those of Africa is potentially transformational. Such tools counter Sonaiya's (2005) rejection of learner autonomy in African ELT by offering alternatives for learners to take control and participate more fully in their learning through creative classroom activities. In this article, the authors present classroom-generated questionnaires as one tool for incorporating learner-created knowledge in ELT classrooms. This article describes a four-step method to suit a range of learners that are readily transferable to ELT classrooms in Africa and beyond. The article demonstrates that learner-generated, -administered, and -analyzed questionnaires offer a viable approach for ELT practitioners to increase learner autonomy in low-resource contexts and achieve highly productive outcomes.
Using TV to Teach? Teaching Civics and Democratic Ideals through &quot;The West Wing&quot; and &quot;House of Cards&quot;
Author: Toll, Benjamin T.
Date: 2022-00-00
Type: Journal Articles
Subjects: Mass Media Use,Television,Civics,Democratic Values,Learner Engagement,Politics,Knowledge Level,Multimedia Instruction,College Students,United States Government (Course),Instructional Effectiveness

Purpose: The typical Introduction to American Politics course has a plurality (if not majority) of students who take the course to satisfy a general education requirement rather than having a deep interest in the subject. It is also difficult because students lack interest and knowledge about the topic. Yet, many believe they know everything they need to in order to have opinions on the topic. This paper seeks a way to increase political interest and knowledge among students who are taking an introductory course. Design/methodology/approach: Using two well-known television programs, &quot;The West Wing&quot; and &quot;House of Cards,&quot; the study tests whether students gain an interest in politics and learn more about the topic when a class incorporates clips from popular shows. The study consists of 4 semesters with different treatments to determine the effects of each show and when the shows are combined on student interest, knowledge, and perceived political engagement. Findings: Students report being more interested in politics in a course that uses &quot;The West Wing&quot; because of its positive views toward American democracy. Yet, they are not necessarily more knowledgeable or feel that participation is important for doing well in courses. On the other hand, students in the &quot;House of Cards&quot; condition felt more knowledgeable about politics but were actually less interested in politics. Research limitations/implications: This study was completed in a small, rural, and largely conservative liberal arts college in the United States. While the students accurately reflected the student body at the institution, they were not representative of college students overall.
Samhällskunskap (Social Science Education) in Sweden: A Country Report
Author: Sandahl, Johan
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Studies,Elementary Secondary Education,Foreign Countries,Theory Practice Relationship,Social Sciences,Educational Policy,Citizenship Education,Educational Change,Required Courses,Course Descriptions,Policy Formation

Purpose: This report provides an overview of social science education in primary and secondary education in Sweden with the purpose of introducing the international research community to policy-related issues concerning citizenship education, educational institutions and the scholarly state of the art. The principal topics are: a context of Sweden and its educational setting, the current policy documents and upcoming reforms, the state of teaching and teacher education, and the state of the art of Swedish social science education theory and research. Findings: Social science education holds a strong position as the main agent of citizenship education in Swedish schools and is a mandatory subject in every school year. The current and upcoming syllabi both emphasise disciplinary knowledge as well as citizenship education. Sweden has a growing community of researchers, but this community is somewhat fragmented because researchers originate from different disciplines.
Improving Local Assessment Practices for Students with Disabilities
Author: Lazarus, Sheryl S.
Date: 2022-09-00
Type: Journal Articles
Subjects: Students with Disabilities,Student Evaluation,Educational Assessment,Formative Evaluation,Evaluation Methods,English Language Learners,Severe Intellectual Disability,Special Education,Administrator Role,Leadership Responsibility,Individualized Instruction,Inclusion,Planning,Educational Objectives,Testing,Testing Accommodations

The purpose of this article is to provide an overview of how students with disabilities, including students with significant cognitive disabilities and English learners with disabilities, can be included in local assessments used for instructional and programmatic decision making--that is, for formative purposes. This article focuses on formative assessment practices, including pre-assessment to plan instruction and interim assessments for students with disabilities.
Inequalities in Youth Citizenship Knowledge: Do Language Abilities of Classroom Peers Matter?
Author: Eidhof, Bram
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Citizenship Education,Citizenship,Knowledge Level,Peer Influence,Peer Relationship,Language Skills

Purpose: The degree to which inequalities in citizenship outcomes of students develop, may depend on the composition of the classroom. We investigate to what degree language competences of the students' class mates are associated with youth citizenship knowledge. Design/methodology/approach: A Dutch nationally representative data was used. Given the nested structure of the data, multilevel analyses were performed. Findings: Inequalities in citizenship knowledge may be reduced when low language ability students are surrounded with classroom peers who display both variation in and high average levels of language ability. Being surrounded with high language ability peers was shown to have a negative general effect on citizenship knowledge of lower performing students, in line with the big-fish-little-pond effect. Research limitations/implications: Before recommending our findings as a basis for policy-making within schools, additional evidence must be gathered to establish the causal nature of the relationships suggested by our analyses.
Communicating with Families, Educators, and Policymakers
Author: Hinkle, Andrew R.
Date: 2022-09-00
Type: Journal Articles
Subjects: Educational Assessment,Summative Evaluation,Formative Evaluation,Evaluation Methods,Audiences,Achievement Tests,Interpersonal Communication,Parents,Teachers,Administrators,Leaders,Students with Disabilities,English Language Learners,Special Education,Family School Relationship,Computer Mediated Communication,Student Participation

This article provides a short overview of how to communicate about the purposes of educational assessments. The authors address the assessments that may be required at the state or district level, including summative assessments, interim assessments, and formative assessment practices. The article describes the needs of various audiences and the implications of those audience needs when talking with each of them about assessments. The authors conclude by describing communication strategies and how they might be used to communicate about statewide and districtwide assessments.
Incongruence between Learning Style and Written Corrective Feedback Type: Mediating Effect of Implicit Theory of Learning Style
Author: Jalali, Hanan
Date: 2022-00-00
Type: Journal Articles
Subjects: Cognitive Style,Written Language,Error Correction,Feedback (Response),Foreign Countries,English (Second Language),Second Language Learning,Logical Thinking,Individual Differences,College Students,Theories

Implicit theory (Dweck, 2000) suggests that learners' theories about the malleability of their individual traits (learning style, here) determine the extent to which they can stretch their learning style (Gregersen &amp; MacIntyre, 2014; Young, 2010) and benefit from the instruction that mismatches their preferred styles. The present study aimed at investigating the extent to which Iranian EFL learners with inductive vs. deductive learning styles would benefit from the written corrective feedback (WCF) that does not match their learning styles (i.e., implicit vs. explicit WCF). The study also examined if their success (or lack of) in style stretching and improving their written accuracy is due to the implicit theory (entity vs. incremental) they hold about their learning style. The result showed that students with an incremental theory significantly improved their written accuracy more than those with an entity theory. Also, the findings revealed that inductive learners were more successful in adapting to the mismatched WCF (explicit) and made greater improvement in their written accuracy than deductive students who received implicit WCF.
Material Use in Collaborative Dialogue by Japanese University Students Learning Future Tenses in French as a Foreign Language: A Discourse and Interaction Analysis
Author: Renoud, Loïc
Date: 2022-00-00
Type: Journal Articles
Subjects: Cooperative Learning,French,Second Language Learning,Second Language Instruction,Foreign Countries,Grammar,Undergraduate Students,Task Analysis,Dialogs (Language),Pragmatics,Metalinguistics,Discourse Analysis,Interaction Process Analysis,Teaching Methods,Video Technology,Introductory Courses,Instructional Materials

This article reports on the use of an experimental material to enable discrimination between the periphrastic future (PF) and simple future (SF) intended for initial level university students in Japan studying French as a Foreign Language. A dyad was filmed using the material in a task on tense choice in short dialogues modelled on Galperin's procedure. A discourse and interaction analysis were then performed on excerpts of the videoed session where the participants interacted with the material. It was found that the material enabled the dyad to complete the task. Moreover, if the pragmatic effect of the SF was not fully grasped, the analysis nonetheless showed that the participants transformed the linguistic knowledge from the material into metalinguistic resources of their own, and that internalization of the targeted concepts occurred to some extent.
Supporting IEP Team Decisions
Author: Strunk, Kathy
Date: 2022-09-00
Type: Journal Articles
Subjects: Individualized Education Programs,Students with Disabilities,Teamwork,Administrator Role,Student Participation,Student Needs,Accessibility (for Disabled),Participative Decision Making,Student Evaluation,Alternative Assessment,Student Characteristics,Educational Legislation,Elementary Secondary Education,Federal Legislation,Parent Role,Academic Accommodations (Disabilities),Documentation

The Individualized Education Program (IEP) is the heart of providing special education services to students with disabilities. It is a complex document that is supposed to include several required components. IEP teams are required to be composed of certain individuals, including &quot;a representative of the district who is qualified to provide or supervise the provision of special education, and who is knowledgeable about the general education curriculum and the availability of resources of the district, and has the authority to allocate resources&quot; (McElhinny &amp; Pellegrin 2014). This representative is an administrator who often is the special education director, a special education coordinator, or a school principal. In this article, the authors provide basic information administrators need to know about student participation in state and district-required assessments and about ways to ensure that students have needed accessibility supports, including accommodations. The authors highlight specific things that administrators can do to support IEP teams, as well as identify the critical role that administrators play in documenting and monitoring IEP processes and outcomes for students with disabilities.
Including English Learners with Disabilities in Assessments
Author: Liu, Kristin K.
Date: 2022-09-00
Type: Journal Articles
Subjects: Students with Disabilities,English Language Learners,Student Evaluation,Educational Assessment,Data Collection,Individualized Education Programs,Teamwork,Administrator Role,English for Academic Purposes,Elementary Secondary Education,Language Proficiency,Communication Skills,Oral Language,Written Language,Student Needs,Accessibility (for Disabled)

This article addresses the inclusion of English learners with disabilities, including those with significant cognitive disabilities, in state and district assessments. The authors provide background information on who these students are and the relationship between academic English language development, content learning, and assessment. The article highlights the importance of having good assessment data on English learners with disabilities and how to collect these data, as well as the role of the Individualized Education Program (IEP) team in assessment decisions for English learners with disabilities. The authors conclude by discussing how administrators can support the appropriate inclusion of English learners with disabilities in assessments and the interpretation of their results.
Direct Democracy in High School: An Experiment from Greece
Author: Sykas, Theodosios
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,High School Teachers,Democracy,Student Participation,Decision Making,Governance,School Activities,Social Environment,Educational Environment,Skill Development,Citizenship,Teaching Methods,Citizen Participation

Purpose: We discuss and preliminarily evaluate the SCA, a novel educational experiment that takes place in a Greek high school. Drawing on contemporary educational and political theory as well as the rich history of democratic ideas SCA has a twofold aim: to enable students to substantially participate in direct democratic decision-making procedures and to engage them along with their teachers in democratic school governance. Design/methodology/approach: SCA operates under conditions of democratic equality and mutual respect, since all students and teachers have one vote and the same speech rights, and its decisions are binding for the school community. The preliminary results that SCA has yielded so far, are based on the systematic observation of the SCA proceedings and on a structured self-report questionnaire for students. Findings: SCA promotes democratic school governance, improves the school's social climate, contributes to the development of certain democratic attitudes and skills, and helps students to become more responsible and public-spirited citizens.