ethanporcaro/eric-fulltext-meta huggingface dataset:
The Delivery of Recreation Programs: Students Gain Entry Level Management Skills through Service Learning
Author: Zimmermann, Jo An M.
Date: 2014-10-00
Type: Journal Articles
Subjects: Service Learning,Learning Activities,Teaching Methods,Higher Education,Social Cognition,Social Theories,Content Analysis,Reflection,Student Attitudes,Skill Development,Assignments,Job Skills,Recreation,Management Development,Program Evaluation,College Students

Service learning is a well established pedagogy within higher education. Specifically, service learning allows students to engage in &quot;real world&quot; activities to practice skills and reflect upon their own competence. To enhance the effectiveness of service learning, instructors need to consider a multitude of learning influences. This study adhered to the tenants of the Social Cognitive Theory (Bandura, 1986; Schunk, 2004) to engage students enrolled in a 2000 level recreation program development course in service learning activities related to entry level administrative competencies. Data analysis included a content analysis of reflection papers (n = 186) to determine how many times competencies expected of entry level recreation professionals were mentioned. Students perceived the acquisition of competencies consistent with entry level competencies identified within the recreation industry. Findings contribute to the development of effective assignments to facilitate the acquisition of desired professional competencies.
To Think without Thinking: The Implications of Combinatory Play and the Creative Process for Neuroaesthetics
Author: Stevens, Victoria
Date: 2014-00-00
Type: Journal Articles
Subjects: Play,Creativity,Neurology,Aesthetics,Cognitive Processes,Imagination,Empathy,Creative Activities,Developmental Psychology

The author considers combinatory play as an intersection between creativity, play, and neuroaesthetics. She discusses combinatory play as vital to the creative process in art and science, particularly with regard to the incubation of new ideas. She reviews findings from current neurobiological research and outlines the way that the brain activates various regions when creative, combinatory play uses conscious and unconscious cognitive and emotional processes.
Video Games: Play That Can Do Serious Good
Author: Eichenbaum, Adam
Date: 2014-00-00
Type: Journal Articles
Subjects: Video Games,Educational Technology,Cognitive Development,Older Adults,Learning Strategies,Brain,Perceptual Development,Visual Perception,Attention,Executive Function,Relevance (Education),Job Skills,Teaching Methods

The authors review recent research that reveals how today&apos;s video games instantiate naturally and effectively many principles psychologists, neuroscientists, and educators believe critical for learning. A large body of research exists showing that the effects of these games are much broader. In fact, some types of commercial games have been proven to enhance basic perceptual and cognitive skills. These effects are significant enough that educators use these games for such practical, real-world purposes as training surgeons and rehabilitating individuals with perceptual or cognitive deficits. Although many individuals may still consider video games nothing more than mindless fun, the authors argue that games serve also as serious tools for good.
How Play Makes for a More Adaptable Brain: A Comparative and Neural Perspective
Author: Pellis, Sergio M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Play,Animals,Brain Hemisphere Functions,Children,Child Development,Social Development,Evolution,Sexuality,Aggression,Interpersonal Relationship,Executive Function,Neurological Organization

Studies of rats and some primates show that rough-and-tumble play among juveniles improves social competence, cognition, and emotional regulation later in life. Most critically, such play makes animals better able to respond to unexpected situations. But not all animals engage in play, and not all animals that play appear to gain these benefits. Using a model developed by Burghardt (2005), the authors argue that there are enabling conditions--such as how behavior systems develop and the presence of surplus resources--that make play-like behavior possible. Once such behavior emerges, other enabling conditions help transform it into more exaggerated patterns of play that can be co-opted for various functions. For species living in complex social systems with an extended juvenility, play has become a tool to refine the control that the prefrontal cortex has over other neural circuits. Such control permits these animals to have more nuanced responses to a variety of situations. In short, the juvenile experience of play refines the brain to be more adaptable later in life.
Making Sense of the Modernist Muse: Creative Cognition and Play at the Bauhaus
Author: Prager, Phillip
Date: 2014-00-00
Type: Journal Articles
Subjects: Creativity,Cognitive Processes,Play,Associative Learning,Imagination,Photography,Films,Art Expression

In a review of the methodology of the Bauhaus (Germany&apos;s famous art school of the Weimar Republic era) in light of more recent scientific research on creativity and especially in light of the work of László Moholy-Nagy, the author examines the emphasis the school placed on play and positive emotions and concludes that it evinced a highly sophisticated understanding of creative cognition half a century ahead of science. He thus questions the modernist and rationalistic paradigms into which the Bauhaus has been enshrined and discusses its true relationship to the idea of play
Facilitating Conceptual Change through Modeling in the Middle School Science Classroom
Author: Carrejo, David J.
Date: 2014-11-00
Type: Journal Articles
Subjects: Middle School Students,Science Education,Middle School Teachers,Concept Teaching,Teaching Methods,Modeling (Psychology),Educational Change,Motion,Student Attitudes,Grade 8,Faculty Development,Hands on Science,Science Activities,Science Course Improvement Projects,Instructional Innovation,Science Instruction

Engaging students in both hands-on and minds-on experiences is needed for education that is relevant and complete. Many middle school students enter science classrooms with pre-conceived ideas about their world. Some of these ideas are misconceptions that hinder students from developing accepted concepts in science, such as those related to motion. This article explores implications from an experience where middle school teachers used modeling strategies within the 5E pedagogy to actively engage their 50 eighth grade students in the conceptual change process during an all-day, week-long summer outreach camp.
Creating Cultures of Participation to Promote Mathematical Discourse
Author: Bennett, Cory A.
Date: 2014-11-00
Type: Journal Articles
Subjects: Mathematics Instruction,Secondary School Mathematics,Middle School Teachers,Discussion (Teaching Technique),Teaching Methods,Urban Schools,Student Diversity,Classroom Environment,Student Participation,Teacher Expectations of Students,Questioning Techniques,Teacher Role

Discourse requires students to evaluate and interpret the perspectives, ideas, and mathematical arguments of others as well as construct valid arguments of their own. That is, students develop deeper understandings of mathematics when they engage in meaningful social interactions such as whole class discourse. Both the National Council of Teachers of Mathematics ([NCTM], 2000) and the Common Core State Standards Initiative emphasize the importance of incorporating mathematical discourse into curricular and pedagogical frameworks of the classroom. Creating a classroom culture of participation is a necessary first step in implementing meaningful discourse and creating equitable learning experiences. This article provides a compilation of strategies and classroom structures from 13 middle level teachers from highly urban communities with tremendous cultural, linguistic, and ethnic diversity. It should be noted that these strategies are not a comprehensive list of effective strategies, but teachers frequently used these strategies as foundations for success in engaging their students in discourse to develop reasoning. If implemented together, these strategies have the potential to create a strong and steadfast culture of participation to support all students&apos; learning of mathematics.
Keeping It Real: A Toledo Public School Prepares Students for College and Career
Author: Dubin, Jennifer
Date: 2014-00-00
Type: Journal Articles
Subjects: Career Readiness,College Readiness,STEM Education,Public Schools,Secondary Schools,Secondary School Students,Educational Innovation,College Preparation,School Community Relationship,Business,Internship Programs,Secondary School Teachers,Partnerships in Education

In this article, author Jennifer Dubin offers a look into the innovations taking place in the Toledo Technology Academy (TTA), a career-tech school within the public school system in Toledo, Ohio. TTA teaches students in grades 7 through 12 using a science, technology, engineering, and math (STEM) curriculum, in addition to the traditional academic subjects of English, history, science, and math. When graduates from TTA leave, they have a career portfolio, which can include certifications attesting to technical expertise as well as letters of recommendation from teachers and companies that had hired them for school-sponsored internships. The student's portfolio showcases knowledge and skills to a prospective employer, or can be submitted to a college admissions office along with the standard application. Dubin notes that the school's emphasis on engineering technology makes sense in a region of the country known for its manufacturing base and ties to the auto industry. Economic growth in Toledo is requiring businesses to hire well-trained employees in skilled trades and engineering. To keep such workers from leaving the area and prevent &quot;brain drain&quot; is largely why TTA was created in the first place. This kind of connection between local businesses and the school community is exactly what the governing board of TTA envisioned. Industry partners volunteer to share their knowledge and expertise so that teachers can expose students to the latest technologies and tweak the curriculum, and partners provide internships for seniors. The careers that TTA alumni pursue often involve engineering and technology, but also include nursing school and early childhood education programs.
Not Your Father&apos;s Shop Class: Bridging the Academic-Vocational Divide
Author: Rose, Mike
Date: 2014-00-00
Type: Journal Articles
Subjects: Academic Education,Vocational Education,Articulation (Education),Alignment (Education),Educational Change,Vocational Interests,Educational Policy,Educational Objectives,Change Strategies,Relevance (Education),Curriculum Evaluation,Outcomes of Education

When this author was in high school in the 1960s, the curriculum was split into three tracks: an academic or college-preparatory track, a general education track, and a vocational track. Upon entrance, students were placed in one of them based on their previous academic records or a measure of ability, typically an IQ score. From the beginning of curriculum tracking, some educators and social critics were concerned that this way of educationally stratifying young people was undemocratic. It was also generally felt that vocational education, on the whole, was not providing a good education. This concern was summed up by the authors of a 1993 report from the National Center for Research in Vocational Education: &quot;Vocational teachers emphasized job-specific skills to the almost complete exclusion of theoretical content. One result was that the intellectual development of vocational students tended to be limited at a relatively early age.&quot; School are charged with cognitive development, yet in the very curriculum that places work at its core, was found a restriction of intellectual growth. However, remarkable amounts of effort by educators, policymakers, advocacy groups, and parents has resulted over the last few decades in a dismantling of formal tracking. Although patterns of inequality still exist in the courses students take, in this current time, there is the emergence of a belief that college is possible for everyone. Also, there has been a significant effort to reform vocational education, to beef up its academic content, and to provide better pathways to both postsecondary education and to employment. Some high schools, for example, have developed &quot;career academies,&quot; which allow students to be introduced to an occupation (from the arts to healthcare) while taking academic courses that draw on occupational topics and materials. Recent events have sparked renewed interest in Career and Technical Education (CTE) as some economists and policymakers are questioning the viability of the push for college for all, and pointing to the kinds of mid-level technical jobs that might require a postsecondary occupational credential but not a two-or four-year degree. Rose concludes that the Great Recession has given some weight to this argument and CTE now involves more technical and design courses, seen as academically substantial and viable in a 21st-century economy.
The Professional Educator: Notes from New York City
Author: Mulgrew, Michael
Date: 2014-00-00
Type: Journal Articles
Subjects: Vocational Education,Metropolitan Areas,Partnerships in Education,Educational Practices,Educational Strategies,Educational Change,Change Strategies,Student Certification,City Government,Skill Development,Student Participation,Learner Engagement,School Business Relationship,Publicity,Program Descriptions,Educational Quality,Student Development,Youth Opportunities

In New York City, as in many places across the country, there is much discussion about strengthening career and technical education (CTE). New York City's approach to Career and Technical Education (CTE) is held up as a model for getting this type of education right. A recent conference highlighted six schools that represented only a fraction of the many CTE programs that New York City currently offers. The United Federation of Teachers (UFT) worked closely with the New York City Department of Education and local industry partners to help start many of these programs, though doing so was a huge struggle. In addition, during presentations to parents and various community groups, it was explained that this change in emphasis from the traditional vocational education approach to a CTE perspective was rooted in a deep concern that a large segment of the student population was just not engaged in learning. Parents listened and agreed; they supported the push to strengthen CTE. The results: students who graduate from CTE programs left school with industry certifications in computer engineering, automotive technology, graphic arts, and culinary arts. While these certifications show students are prepared with the knowledge and skills to work in a certain field, what such documents also really said is that this student has been actively engaged in his or her learning, has figured out how to work in groups, and has developed all those critical-thinking skills that education experts constantly emphasize. The emergence of high-quality CTE programs has energized teachers across New York City and news about their good work continues to spread throughout the country. Their message is simple: CTE is a viable and rigorous educational option for children, and one that should be expanded and enhanced. Not only does CTE engage students in new and powerful ways, but it also ensures that students are college and career ready.
Look beyond the Label: Reframing, Reimagining, and Reinvesting in CTE
Author: Jackson, John H.
Date: 2014-00-00
Type: Journal Articles
Subjects: Career Education,Technical Education,Educational Change,Employment Potential,Educational Attainment,Governance,Educational Innovation,Career Readiness,Partnerships in Education,Vocational Education

Over the last several years, government and philanthropic studies have been drawing attention to declining postsecondary attainment in the United States. With soaring college costs, many high school graduates are carefully weighing whether to attend college at all. High school students today face a pivotal decision: if they decide to enroll in college, they are likely to do so without the guarantee of a job after graduation at a time when student loan debt has already surpassed a trillion dollars. The prospect that future jobs will rely less on traditional bachelor&apos;s degrees has muddled the &quot;college-for-all&quot; message and the notion that educational attainment leads to successful careers. The opportunity for students to take advantage of CTE is not accessible in its current state. First, after decades of poor course offerings and an image of vocational education as the second-rate program for students tracked out of a four-year college, reframing and rebranding is needed. Second, a clear gap has emerged between the academic skills students lack and the skills most CTE instructors have been trained to provide. Third, CTE must have stronger partnerships between the private and public sectors so that students who graduate from four-year colleges or CTE pathways can earn similar salaries regardless of the institution they attended. Finally, to attract students and meet labor market demands, we must reinvest in CTE to provide up-to-date course offerings, curricula, and campuses.
Universal Design and Outdoor Learning
Author: Harte, Helene Arbouet
Date: 2013-00-00
Type: Journal Articles
Subjects: Outdoor Education,Natural Resources,Play,Experiential Learning,Early Childhood Education,Access to Education,Teaching Methods,Student Needs,Learning Modalities

Engagement in the natural environment provides authentic and concrete opportunities for children to enhance development in all domains (Bailie, 2010). As children play and explore in nature they build gross motor development moving through the outdoors. Learning outside and in nature not only allows for learning across subject areas and developmental domains, but also creates opportunities to inspire children when discovering the treasures of the outdoors. There are many benefits to outdoor play such as hands-on learning across curriculum areas including science, art and music. Children also learn problem-solving skills and increase dexterity as they navigate materials that are not necessarily evenly spaced. Interactions in the outdoors can help children and adults to rediscover their sense of wonder (Rosenow, 2008). Getting children outside is only one step: the environments in which they are interacting must be of high quality. Safety is essential; however, when children only engage in the same sterile playground environments, they may not be motivated to attempt new skills or even have opportunities to challenge themselves (Little &amp; Eager, 2010). Effective early childhood educators ought to be intentional in planning in all environments (NAEYC, 2009). Interesting outdoor environments with high quality developmentally appropriate experiences are beneficial to learning and growth and should be accessible to all children. In planning outdoor experiences, it may be helpful to consider Universal Design for Learning (UDL), a framework that helps educators to remove barriers and provide supports, while also challenging students. Universal Design for Learning allows early care and education providers to consider a range of ways to present materials, motivate learners, and provide opportunities for students to express themselves. Learning outdoors affords all of these same opportunities and is consistent with Universal Design for Learning. Early care and education providers can and should plan using the principles of UDL in outdoor settings.
Vocabulary Development Using Visual Displays
Author: McKenzie, Ellen
Date: 2014-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Kindergarten,Young Children,Preschool Teachers,Story Reading,Illustrations,Visual Stimuli,Instructional Materials,Computer Oriented Programs,Handheld Devices,Brainstorming,Comprehension,Multimedia Materials,Reading Aloud to Others

Kindergarten teachers use a variety of strategies that focus on vocabulary development. A common and effective practice to introduce new vocabulary to kindergarteners is reading storybooks to children, what is commonly known as &quot;read-alouds&quot; (Bus, van Ijzendoorn, &amp; Pelligrini, 1995; Christ &amp; Wang, 2010; Newton, Padak &amp; Rasinski, 2008). Listening to books read out loud exposes children to a multitude of new words. Children's literature has a collective abundance of complex language and rare words (Wooten &amp; Cullinan, 2009) equal to more than those encountered in an average adult conversation or on prime time television (Cunningham &amp; Stanovich, 1998). Read-alouds introduce children to new words in meaningful contexts that make sense in their world. Not only do children's books contain advanced vocabulary, the illustrations give visual context clues that aid in understanding (Christ &amp; Wang, 2010; The Urban Child Institute, 2010). This article discusses the use of graphic organizers after completing read-alouds in the kindergarten classroom, visualizing words, setting the stage prior to the read-aloud, building understanding during the read-aloud, and reinforcing new vocabulary after the read-aloud. It goes on to discuss how teachers can enhance exposure to words through books on tape, DVDs, stories recorded on iPods, literature websites, and applications for iPods, iPads and tablets. The article concludes with recommendations for teachers, children, and families on facilitating growth in vocabulary knowledge.
Inviting Families to Celebrate in the Writing Process
Author: Hall, Anna H.
Date: 2014-00-00
Type: Journal Articles
Subjects: Writing Processes,Family School Relationship,Literacy Education,Writing Skills,Ethnic Diversity,Language Minorities,Student Diversity,Family Involvement,Writing Workshops,Cultural Awareness,Feedback (Response),Young Children,Elementary School Students

Although it is evident that advocacy for strong school and family relationships exists, many teachers and schools struggle to find ways to engage families in their classrooms. At the same time, research on families from diverse cultural and linguistic groups points to differences in perceptions of what it means to be involved, support children's education, as well as assumptions about education (Dantas &amp; Manyak, 2010). In this article, the authors attempt to find ways to create bridges between family and school cultures that can serve as a foundation for more meaningful relationship building around literacy practices since family involvement has also been identified as a strong predictor of improved child literacy in recent literature (Dearing, Kreider, Simpkins &amp; Weiss, 2006; National Research Council, 2001). They also address some of the ways in which families can be invited and involved in their children's writing celebrations, including families of culturally and linguistically diverse children.
Go Figure! Using the Art of Jasper Johns to Teach Number Concepts
Author: Ward, Robin
Date: 2014-00-00
Type: Journal Articles
Subjects: Number Concepts,Mathematics Instruction,Artists,Art Products,Visual Arts,Preschool Education,Teaching Methods

Despite convincing research and strong public support, education budget cuts have forced schools and districts to limit or even eliminate arts instruction. Author Robin Ward argues that educators need to address the critical need to preserve and, in those cases, re-integrate the arts back into the school curriculum--mostly because the arts are foundational to high quality early education (Korn-Bursztyn, 2012). Herein, Ward describes how to infuse a mathematics lesson with the visual arts in a preschool classroom using the artwork of American painter, sculptor, and printmaker, Jasper Johns.