ethanporcaro/eric-fulltext-meta huggingface dataset:
Promoting Children's Physical Activity in Physical Education: The Role of Active Video Gaming
Author: Zhang, Tao
Date: 2016-01-04
Type: Journal Articles
Subjects: Physical Activity Level,Child Health,Physical Education,Life Style,Video Games,Obesity,Body Weight,Intervention,Influences,Incidence,Motivation,Teaching Methods

Approximately half of the children in the United States do not meet the global physical activity guidelines, and many children adopt sedentary lifestyles. Given the fact about two-thirds children are classified as overweight or obese, traditional video games have been blamed as a major contributor to children's sedentary behavior and excessive weight. However, active video gaming is a new solution to fight increasing sedentary behaviors and childhood obesity. The major purpose of this study was to review the prevalence of sedentary behaviors in children and examine the factors contributing to the trend of decreasing physical activity in children. The second purpose of this study was to examine the extent to which video games are used by children and potential benefits associated with active video gaming, specifically to promote physical activity in children. The additional purpose was to offer an argument for educational professionals in the school setting to integrate active video games as a way to combat sedentary behaviors and obesity utilizing the self-determination theory and expectancy-value model as theoretical frameworks.
Keeping a Journal: A Path to Uncovering Identity (and Keeping Your Sanity)
Author: Cooper, Joanne E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Journal Writing,Self Management,Writing Strategies,Barriers,Identification (Psychology),Diaries

A journal can help keep a person more organized, clarify their identity, and help them grapple with them own sense of belonging in the often bewildering world of academe. In this article, the author discusses: (1) the benefits and uses of keeping a journal; (2) Techniques for writing in a journal; and (3) Drawbacks of journal writing.
Patriotic Acts: Five Activities for Identity Building
Author: Soetoro-Ng, Maya
Date: 2013-00-00
Type: Journal Articles
Subjects: Personality Development,Identification (Psychology),Educational Strategies,Classroom Techniques,Autobiographies,Debate,Current Events,Controversial Issues (Course Content),Oral History,Personality Change,Learning Activities,Capacity Building

Building a personal identity is a lifelong, thoughtful process that takes into account not only one's race and ethnicity, but also life experiences, relationships, and communities. The process of exploring and evolving one's identity deserves a place in the classroom. Educators can play a key role in supporting their students' in this process by teaching lessons that enhance the skills that are crucial to this process, such as critical thinking, perspective shifting, and reflection. In these pages, I will suggest a few strategies that I have used with my students to encourage the process of identity building and teach the importance of valuing one's own, unique identity. Many (though not all) of these strategies consider layered, multifaceted identity as something that can be instructive for all children, regardless of whether students are mixed or multicultural. This is because multiracial, multiethnic, or multinational experiences can offer an interesting entry point to understanding and can help us to challenge the notion that identity, in general, is unbendable or unmovable.
A Haole in a Halau: Situating Identity, Practicing Learning
Author: Rowe, Sharon
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Practices,Learning Processes,Teaching Experience,Concept Formation,Identification (Psychology),Indigenous Knowledge,Cultural Education

In this paper I look at a set of teaching techniques and practices that I experienced as a student of traditional hula over the past twenty years. I explain the practices of ho'ike (testing by showing what one knows), 'aiha'a (getting grounded), pa'a ka waha/ ho'olohe (hold the mouth/ listen), and learning without palapala (paper) as I have experienced them in halau hula (hula school). I discuss how these practices have challenged my assumptions about teaching and impacted my understanding of the learning process and my identity as a learner. I then isolate key values that I find interwoven throughout these practices, but which I find largely absent in our contemporary, Western educational institutions. I conclude with a discussion of what I call a pedagogy of respect. This concept, which I have drawn from my experience as a haumana hula (hula student), has helped me to clarify my identity both as an educator and a learner, and has increasingly informed my own teaching practice.
Coming out of the Ethnic Closet: Perspectives on Identity
Author: Park, Ikumi
Date: 2013-00-00
Type: Journal Articles
Subjects: Racial Identification,Identification (Psychology),Personality Development,Personality Studies,Family Life,Conflict,Biographies,Personality Change

In the context of identity politics, identity has been perceived as something substantial, inborn and essential--an unchangeable quality of self that waits to be explored and expressed. Its dynamic aspect could be nurtured through enlightenment and experience as one grows up. In this essay, the author wants to explore the dilemma that identity as a commitment holds by introducing a story heard from the authors' close friend who decided to adopt a Korean name after she entered college. The author tells the story of the conflict between one's choice and the way family members choose to live.
John Dewey's Visits to Hawai'i
Author: McEwan, Hunter
Date: 2015-00-00
Type: Journal Articles
Subjects: Extension Education,Universities,Adoption,Children,Spouses,Travel,Educational Development,Educational Philosophy

John Dewey visited Hawai'i on three separate occasions. Of all three trips, by far the most important, as far as Dewey's influence on education in Hawai'i is concerned, was in 1899 when he came with his wife, Alice Chipman Dewey, to help launch the University Extension program in Honolulu. The Deweys' second trip was a very brief one--twenty years later, in 1919, during a brief stopover on their way to Japan and thence to China. It is possible that they made a similar stop on their return, in 1921, but there is no evidence of this in the Dewey correspondence.1 The final visit took place in 1951 when Dewey was ninety-one years old and in poor health. Indeed, Dewey's health appears to have been one of the main reasons for his visit, in which he was accompanied by his second wife, Roberta Lowitz Grant, and their two adopted children, Adrienne and John Jr. Dewey's first trip is extensively described in this article, followed by brief descriptions of his second and third trip.
Hanahau'oli School: Theory Meets Practice
Author: Peters, Robert
Date: 2015-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Progressive Education,Institutional Characteristics,Active Learning,Social Justice,Cooperative Learning,Motivation,Holistic Approach,Educational Change,Educational History,Educational Practices,Educational Philosophy

Progressive schools, by their very nature, need to respond to changing societal conditions. Within that context, learning guided by the teachings of John Dewey will not only make the progressive tradition sustainable but also make it increasingly relevant in a future that will increasingly make demands on students to possess the knowledge to respond to change effectively and productively. This article provides an introduction of the progressive Hanahau'oli School, which was launched in 1918 when Sophie Judd Cooke and her husband George brought together their six children with friends on a vacant lot at the corner of Makiki and Nohea (Nowewhi, then) Streets. The article also discusses the characteristics of progressive schools and the progressive school in the 21st century.
Beliefs about Language Learning of Thai Upper Secondary School Students in Different Educational Contexts
Author: Apairach, Sirawit
Date: 2015-00-00
Type: Journal Articles
Subjects: Second Language Learning,Student Attitudes,English (Second Language),Independent Study,Foreign Countries,Secondary School Students,Grade 12,Attitude Measures,Teaching Methods,Oral Language,Employment Opportunities,Electronic Learning

Beliefs about language learning are considered key for success in language learning. These beliefs can be shaped by contextual factors (Amuzie &amp; Winke, 2009; Dole &amp; Sinatra, 1994; Negueruela-Azarola, 2011). This paper explores the beliefs about language learning of Thai secondary school students in two educational contexts: in the so-called English programs and in the regular Thai public programs. Responses were gathered from 458 twelfth-grade students in six schools that offered both programs, and the data were collected using an adapted Thai version of BALLI 2.0 (Horwitz, 2012). The findings revealed differences in beliefs among students in the English program and those in the regular program. The English program students who have more exposure to English were found to have more facilitative beliefs about language learning than those in the regular program who have limited exposure to English. A higher number of English program students showed beliefs that are supportive of autonomous learning such as seeing the importance of practicing in various means and learning from various resources. They also believed that they could find online learning resources for self-practice. They tended to focus on the mastery of speaking skills because they believed it could lead to career opportunities. They wanted to be good at speaking English and believed that they would do very well. The best place to learn English was believed to be in an ESL environment.
Idea Sharing: Professionalizing ESP Teaching to University Students through Modeling Professional Interaction in ESP Classrooms
Author: Tarnopolsky, Oleg
Date: 2015-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Oral Language,College Students,Psychology,Constructivism (Learning),Teaching Methods,Peer Relationship,Information Sources,Research Papers (Students),Business Administration Education,Economics Education,Experiential Learning,Learning Activities,Learning Processes,Brainstorming,Case Studies,Simulation,Assignments

The article discusses the implementation of the &quot;constructivist approach&quot; in ESP teaching to university students. This approach creates opportunities for students to &quot;construct&quot; their own target language communication skills meant for use in their professional intercourse. The way of achieving such an effect can be seen in professionalizing ESP teaching and learning through modeling professional interaction in ESP classrooms. The learning activities that are suggested for implementing such modeled professional interaction are interactive ones in which students: 1) orally interact in English with each other on professional issues; 2) use outside sources of professional information in English and prepare different professionally-oriented written papers in English on the basis of the data obtained during their interaction with these professional information sources; and 3) do project work in English summarizing everything that they have learned both professionally and from the point of view of ESP acquisition. The article is illustrated with examples from ESP teaching to university students of psychology, as well as business and economics. The analyzed learning activities are interpreted as representing &quot;experiential learning&quot;, which is considered to be the principal practical implementation of the constructivist approach in the ESP teaching/learning process.
Different Sequences of Feedback Types: Effectiveness, Attitudes, and Preferences
Author: Wanchid, Raveewan
Date: 2015-00-00
Type: Journal Articles
Subjects: Feedback (Response),Preferences,Statistical Analysis,English (Second Language),Second Language Learning,Questionnaires,Student Attitudes,Engineering Education,Language Proficiency,Error Correction,Peer Evaluation,Comparative Analysis,Writing Ability,Effect Size,Correlation,Content Analysis,Journal Writing,Teaching Methods,Second Language Instruction,Undergraduate Students,Foreign Countries,Semi Structured Interviews

The purposes of this research were to: 1) to compare the effects of different sequences of feedback types on the students' writing ability and their effect size; 2) to compare the effects of the levels of general English proficiency (high, moderate, and low) on the students' writing ability and their effect size; 3) to investigate the interaction effects between the different sequences of feedback types and levels of general English proficiency on the students' writing ability; and 4) to survey the students preferences for self correction, paper-pencil peer feedback, and the integration of Facebook and the peer feedback strategy. This study was of an experimental, 3x3 factorial design and was conducted with 108 engineering students with different levels of general English proficiency. The students were trained in how to do self-correction or how to provide effective peer feedback before doing the assigned tasks. Two-way ANOVA was employed for the data analysis for the first three research questions, and descriptive statistics and content analysis were used for analyzing the data from the questionnaires, interviews, and reflective journals for the fourth research question. Pedagogical implications for EFL writing classes are discussed.
Idea Sharing: Reporting Verbs in Research Writing: Lessons from Experts
Author: Jaroongkhongdach, Woravut
Date: 2015-00-00
Type: Journal Articles
Subjects: Verbs,Morphemes,Foreign Countries,Research Papers (Students),Novices,Consciousness Raising,Applied Linguistics,Comparative Analysis,Graduate Students,Researchers,Academic Discourse,Writing (Composition),Discourse Analysis

Using reporting verbs in research writing seems to be a problem for graduate students (or novice researchers) when writing a research paper. The aim of this paper is to raise the awareness of students in using reporting verbs. The main argument in this paper is based on the comparison of reporting verbs used by two expert researchers and two Thai novice researchers in the field of applied linguistics. The comparison reveals that reporting verbs used by the experts tend to be both factive (i.e., the current researcher portrays the previous researcher as presenting true information or a correct opinion) and non-factive (i.e., the current researcher gives no clear signal as to his/her attitude towards the previous researcher's information/opinion), while those used by the novice tend mainly to be factive. The comparison also shows that the experts tend to use three tenses (present simple tense, present perfect tense, and past simple tense) whereas the Thai novice researchers tend to mainly use present simple tense. The paper ends with a call for students to strive to increase their working reporting verbs, and to understand the differences in different reporting verbs and in the tenses of reporting verbs.
Neurobiology Research Findings: How the Brain Works during Reading
Author: Kweldju, Siusana
Date: 2015-00-00
Type: Journal Articles
Subjects: Reading Processes,Neurology,Biology,Neurosciences,Evidence Based Practice,Reading Instruction,Brain Hemisphere Functions,Alphabets,Reading Comprehension,Reading Research

In the past, neurobiology for reading was identical with neuropathology. Today, however, the advancement of modern neuroimaging techniques has contributed to the understanding of the reading processes of normal individuals. Neurobiology findings today have uncovered and illuminated the fundamental neural mechanism of reading. The findings have helped researchers and educators in the field of reading expand their understanding of the different levels of the reading process for evidence-based reading instruction. The aims of this paper are to provide a review of the results of neuroscience laboratory research for understanding the reading process. First, the subprocesses of reading and the activated areas of the brain at every stage of reading are discussed. Second, the paper indicates how reading involves both linguistic and non-linguistic processing, and the interconnectivity of the cognitive and emotional networks, which takes place, from the visual recognition of letters to comprehension at the discourse level, and to articulation. An overview of research on the neurobiology of reading such as this will contribute to the understanding of the overall neural basis of reading and has the potential to be integrated into a model of automatic reading and reading comprehension.
A Move Towards Postmethod Pedagogy in the Iranian EFL Context: Panacea or More Pain?
Author: Safari, Parvin
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Grounded Theory,Coding,Language Teachers,Teacher Attitudes,Qualitative Research,Semi Structured Interviews,Barriers,Course Descriptions,Instructional Materials

Kumaravadivelu's (2003) introduction and development of &quot;postmethod&quot; led to the demise of methods and a dramatic change in the language teaching profession. In fact, it can be claimed that the arrival of postmethod pedagogy in language teaching might be the reason for the abandonment and replacement of method by context sensitive, pedagogic indicators, and the guiding principles of particularity, practicality and possibility. The literature concerning postmethod pedagogy has highlighted that much of the research centers on the philosophical and theoretical underpinnings, without any consideration of its realization and practical aspects in EFL contexts. So, we tried to unearth English teachers' practical constraints and barriers in applying postmethod as a new EFL pedagogy in Iran. Twenty two male and female experienced English teachers from Yazd and Shiraz, Iran, participated in this qualitative research. The researchers used a semistructured interview as the primary source of data collection (Ary, Jacobs, &amp; Sorenson, 2010), and adopted Strauss and Corbin's (1998) constant comparative method, including three steps of open coding, axial coding, and selective coding to reveal practitioners' problems and constraints in putting the pedagogy into practice, in the EFL context of Iran, where all syllabi and materials are prescribed by the Ministry of Education. The researchers identified several barriers to adopting postmethod pedagogy in EFL teaching in Iran, as well as teachers' constraints when dealing with those obstacles.
Developing a Scale to Measure Reader Self-Perception for EFL Students
Author: Adunyarittigun, Dumrong
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Reading Achievement,Predictor Variables,Self Concept,Self Efficacy,Factor Analysis,Correlation,College Students,Asians,Foreign Countries,Regression (Statistics),Self Concept Measures,Validity,Reading Ability,Student Attitudes,Questionnaires

The development of a scale for measuring self-perception for readers of English as a foreign language is discussed in this paper. The scale was developed from the four dimensions of self-efficacy theory proposed by Bandura (1977a): progress, observational comparison, social feedback and physiological states. A 36 item scale was developed to measure the four dimensions. Five hundred and fourteen Thai EFL students at the college level completed the scale. Factor analyses and item-total correlations indicated that most of the items best defined their own constructs. Cronbach's alpha internal reliabilities also indicated a strong coherence of the items in measuring their proposed dimensions. Students' achievements in reading and writing in English are correlated with the scale. Regression analyses showed that the Self- Perception Scale for Readers of English as a Foreign Language (SPSREFL) is a significant predictor for students' reading achievement.
Dr. Albert Carr--Science Educator 1930-2000
Author: Lopez, Leslie
Date: 2013-00-00
Type: Journal Articles
Subjects: Science Education,Change Agents,Educational Development,Scholarship,Collegiality,Recognition (Achievement),Profiles,Foreign Countries,Writing for Publication

The very first issue of &quot;Educational Perspectives&quot; was published in October of 1962. Dr. Albert Carr wrote one of the inaugural essays on the topic of current developments in science education, and he went on to write several other articles for the journal. This article shares why Dr. Albert Carr's colleagues remember him for his scholarship and collegiality, and for the many contributions he made to the College of Education community, and to education in Hawai'i, American Samoa, and the Pacific.
From School-Culture-to-Family-Culture: Reflections on Four Generations of a Deweyan Education in Hawai'i
Author: Makaiau, Amber Strong
Date: 2015-00-00
Type: Journal Articles
Subjects: School Culture,Family Life,Reflection,Educational History,Educational Development,Progressive Education,Student Experience,Educational Experience,Feminism,Change Agents

In 1918, the author's great great aunt, Sophie Judd Cooke founded a small progressive school in Honolulu. Her brother Henry named it Hanahau'oli School, which means joyful work school. In this essay the author's mother, Linda Summers Strong and the author reflect on the impact of Hanahau'oli School's Deweyan approach to education on the development of the family's culture. The author and her mother start with memories of the author's grandmother, Catherine &quot;Cappy&quot; Cooke Summers, who attended Hanahau'oli School in the 1920s. Then they recount their own experiences at the school, which were remembered over a series of dialogues and inquiries that they engaged in with one another over the past couple of months. Finally, they share observations of the author's daughter, Catherine &quot;Cappy&quot; Kala'iopua Makaiau, who is currently attending Hanahau'oli School as a junior kindergartner. At the end of the essay, the author and her mom comment on the special role that women played in progressive era education reforms, including the ways in which the women in their family have integrated a Deweyan approach to teaching and learning into their family culture. [This essay was written with Linda Summers Strong.]
Pacific Commercial Advertiser: Synopses and Summaries of Dewey's 1899 Lectures on the Life of the Child
Date: 2015-00-00
Type: Journal Articles
Subjects: Lecture Method,Child Development,Imagination,Early Experience,Attention,Childhood Interests,Intellectual Development,Adolescents,Emotional Development,Spiritual Development,Child Psychology,Developmental Stages,Profiles,Early Childhood Education

In the summer of 1899, [John] Dewey gave two series of talks at Honolulu High School on Tuesday and Friday evenings from 8:00 to 10:00. The first set of five lectures was entitled &quot;The Life of the Child;&quot; the second set, &quot;Movements in Nineteenth Century Thought.&quot; The first talk of the lecture series was delivered on the evening of Tuesday, August 15, 1899, in front of a large audience. Dewey's topic for the first lecture was &quot;A Study of the Child.&quot; The &quot;Honolulu Star&quot; (August 16, p. 8) noted that &quot;nearly all the teachers of the summer school were in attendance.&quot; Unfortunately, neither a synopsis nor a summary of the first talk was published, though all the later talks, in both series, were reported in full by the &quot;Pacific Commercial Advertiser.&quot; Due to insufficient space in this issue of the journal, we are unable to include summaries and synopses of the second set of lectures. However, we are including all the available material for the first series, as these represent Dewey's ideas on education. The more academic, general interest topics of the second set of lectures are available via the Library of Congress website, Chronicling America.