ethanporcaro/eric-fulltext-meta huggingface dataset:
The Politics of Playtime: Reading Marx through Huizinga on the Desire to Escape from Ordinary Life
Author: Roberts, Michael J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Political Attitudes,Play,Social Systems,Social Theories,Authors,Alienation,Labor,Working Hours,Social Change,Salaries,Information Technology,Intervention

The author offers what he calls an intervention in the Marxist analysis of the relationship between work and play. As an alternative to some Hegelian and sociological readings of Marx that seek to merge work with play as a means to overcome alienation, he provides an interpretation that emphasizes the importance of maintaining the difference between work and play in terms of distinct modes of experience. Reading Marx through Huizinga, the author argues that the goal for Marx is the emancipation &quot;from&quot; labor not the emancipation of labor. Marx develops this position, the author says, through a close examination of the labor movement's epic struggle for shorter hours of work. Against a particular Hegelian-Marxist view that play in a capitalist context is trivial because it cannot transform the world, the author claims the pursuit of more time for play through the fight for shorter hours of work does indeed change the world. And he maintains that the fight for shorter hours of work is particularly relevant today as more and more jobs become automated and those who still have jobs find themselves working longer hours for less pay.
Emancipating Minds and Practicing Freedom: A Call to Action
Author: Hoyt, Lorlene
Date: 2018-12-00
Type: Journal Articles
Subjects: College Faculty,Tenure,Teaching Experience,Academic Freedom,Professional Isolation,Scholarship,Awards,Professional Recognition,Teacher Motivation,Teacher Promotion,Professional Identity

The university, for tenure-track professors and others, can become an intellectual prison, an environment where you learn to follow the long-established rules in order to survive. This essay is a call to action, aiming to reach and mobilize learners in the academy who might feel alone and trapped in an institution that primarily rewards conformity. It is also a reflection on my own experience of the academy and the ways in which the Ernest A. Lynton Award for the Scholarship of Engagement opened my mind and set me free.
Twitch and the Work of Play
Author: Taylor, T. L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Play,Video Games,Internet,Video Technology,Simulated Environment,Computer Simulation

In this excerpt from the author's new book, &quot;Watch Me Play: Twitch and the Rise of Game Live Streaming,&quot; (Princeton University Press, 2018), she discusses some of the work game live streamers undertake to convert their private play into public entertainment. She details the layers involved in a typical broadcast and argues that this emerging form highlights the transformative nature of play.
Good Trouble: Post-Tenure Interruptions to Our Academic &apos;Routines&apos;
Author: Tobier, Nick
Date: 2018-12-00
Type: Journal Articles
Subjects: Tenure,Citizen Participation,Art,Art Education,Design,College Faculty,Teacher Role,Artists

As a public artist and designer, I construct spaces that connect people and ideas. The social spaces I create challenge our traditional ways of thinking, knowing, and experiencing one another and our cities. This piece presents a resistance to preset disciplinary values and a recognition that exponential rather than incremental change in an urgently evolving filed demands knew form and language. Working at what might be described as the margins of a field within a discipline that is itself often at the margins of a University necessitates both deliberate articulation and responsibility to translate less orthodox practices, off-center inquiry, ways of knowing and outputs in the tenure and promotion process. This pieces challenges us to see the civic work we do as good work, and when our good work serves as an interruption to the existing status quo of the academy, then this good work serves to bridge the academy to cities in more meaningful ways.
Post-Tenure Reflections on Community-Engaged Scholarship in a Psychology Research Setting
Author: Jacquez, Farrah M.
Date: 2018-12-00
Type: Journal Articles
Subjects: Participatory Research,Tenure,Reflection,Community Involvement,Scholarship,Psychology,Partnerships in Education,Doctoral Programs,Psychologists

Community-engaged research is a collaboration between academic and community partners to create and disseminate knowledge for both academic and community benefit (Carnegie Foundation, 2018). Partnering with community members in research differs from traditional research at almost every point in the process, including deciding which research questions to ask, who gets funding, how to collect data, and where to disseminate results. At each point, the researcher necessarily compromises control so that the research is more relevant and has greater reach in the community (Balazs &amp; Morello-Frosch, 2013). A recent article in &quot;American Psychologist,&quot; the official journal of the American Psychological Association, made the case for equitable involvement of community members in psychological research (Collins et al., 2018). Surprisingly few psychologists within academia are working from a community-based participatory research (CBPR) lens, so the introduction to this research orientation in the most widely distributed journal in psychology marks a major milestone. The authors (which include both researchers and community partners) describe several distinct advantages of community-engaged research that respond directly to the internal-external validity trade-off. In particular, they highlight the potential for community-engaged research to close the research-practice gap, to improve validity of research methods, and to increase effectiveness of interventions. Farrah Jacquez has found these same benefits in her own work. In this article, she discusses her personal experience as a faculty member with a CBPR research orientation and makes suggestions to increase community-engaged scholarship among psychology researchers in similar high-research institutions.
The Road Taken: Contributions to Advancing Community-Engaged Scholarship
Author: Watson-Thompson, Jomella
Date: 2018-12-00
Type: Journal Articles
Subjects: Community Involvement,Scholarship,Participatory Research,Leadership Role,Tenure,College Faculty,Awards,Service Learning

As an early career professional, I often felt as if I was on the road less traveled as a community-engaged scholar and tenured-track faculty member in academia. Although the work of community-engaged scholarship (CES) may be valued, the mechanisms for advancing CES, such as through faculty reward systems, often are not well-established. In my experience, it has been extremely important to create both internal and external opportunities for community-engaged scholars to promote and recognize the collaborative work that integrates scholarly activities with communities in mutually beneficial ways. As a recipient of the 2014 Ernest A. Lynton Award for the Scholarship of Engagement of Early Career Faculty, I will share how the award and recognition influenced my development and trajectory as a community-engaged scholar. In my professional journey, the Lynton Award affected me in several ways, including preparing for promotion and tenure, establishing and expanding my network of community-engaged scholars,and advancing opportunities for both internal and external leadership roles in CES. Through this paper, I will share my journey as a community-engaged scholar, as well as discuss some factors that I found to be critical conditions for success. Lastly, I challenge us to consider the intersection and continuum of community-engaged and participatory approaches to ensure that we are maximizing our opportunities to advance CES across fields, disciplines and approaches.
Regional University Teacher: Evolution of Teaching Staff and Priority Activities
Author: Reznik, Semen D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Preservice Teacher Education,Teaching Skills,Teacher Competencies,Professionalism,Career Choice,Class Activities

The article is prepared on the materials of the monitoring activities of the Russian University teachers. It is dedicated to the problem of teaching staff training for higher educational institutions. The formation of professionally competent and pedagogically trained teaching staff is the most important task of universities, which solution ensures the quality of training of specialists with higher education. The aim of this article is to identify priority activities of the University teachers and to determine the ways of development of their professional competences. The achievement of the aim bases on the consideration of the evolution of University teaching staff, revealing the motives of their choice of teaching activities, development of forming the ways of pedagogical skills, as well as an assessment of opportunities of universities, faculties and departments in the development of professional competences of teaching staff. The results of monitoring teachers' activities allow creating a statistical portrait of the University lecturer, estimating the motives of choice of scientific and pedagogical activities and the attractiveness of work at the University, identifying priority activities of the modern University teachers. The article describes the difficulties of teachers' professionalization and possible ways of forming their professional qualities and competences.
The Conceptual Approach to the Development of Creative Competencies of Future Teachers in the System of Higher Pedagogical Education in Kazakhstan
Author: Sarybayeva, Aliya Kh.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Creativity,Preservice Teacher Education,Preservice Teachers,Teacher Competencies,Creative Teaching,Teaching Methods,Physics,Science Teachers,Student Attitudes

The significance of the innovative development of the modern society of the Republic of Kazakhstan (RK) has actualized the need for creative individuals, who determine progress in various spheres of social life. In this regard, the fundamental goal of the modern higher pedagogical school was the development of creative personalities capable of self-actualizing their skills for the benefit of the society. The purpose of the article is the development of conceptual recommendations on the formation and development of creative competence of future teachers as a potential human factor in shaping the value system of the future generation. The criteria for assessing the levels of the formation of creative competence in future teachers in the context of its structural components have been developed. Interviewing helped to analyze the qualitative levels of the formation of creative competence of students of pedagogical universities in Kazakhstan. The article substantiates the main destructive factors of development of students' creativity in the system of higher pedagogical education in modern conditions. The authors developed the structural and logical model for the development of the creativity of future teachers based on the principle of problem education. The authors also developed a diagnostic approach to assessing the effectiveness of the practical implementation of the pedagogical conditions of the creativity model in the educational process of future teachers in higher educational institutions of the Republic of Kazakhstan. The article proves the complex of the actions promoting the evolution of creative competence of students of a pedagogical specialty.
Four Community Engagement Lessons from Detroit to Connecticut
Author: Dunlap, Michelle R.
Date: 2018-12-00
Type: Journal Articles
Subjects: Community Involvement,Service Learning,Minority Groups,Volunteers,Student Journals,Partnerships in Education,College Students,College Faculty,Women Faculty,Scholarship,School Community Relationship

Offering examples from her own experiences, the author advises community-engaged scholars (and those mentors and institutions that support them) to always question assumptions with respect to the communities in which they are engaged. She notes that as they work to unfold research programs, they should be sure to listen carefully to the communities with whom they partner when developing research questions and methodologies, being sure to frame their work equitably and in ways that allow everyone to learn, including themselves. She stresses the need to utilize or push further for university or college funding opportunities that help support community engagement and research. Finally, she explains that when engaging with communities outside of the classroom, they must consider taking very carefully thought out and measured risks with input from the community while also knowing where their self-care and/or ethical limits and boundaries are so that they can take full pride in their work over the lives of their careers and beyond. She believes that many aspects of her career have helped her grow as a scholar: the multicultural contexts and ways of seeing and experiencing the world; older and newer research opportunities; excellent mentoring; grant and other financial supports; community partnerships; award recognitions; and tenure and promotion validations. She hopes that that institutions will make community-engaged scholarship and funding a greater priority as they consider challenges and social injustices that communities face.
Revisiting the Writing Assessment Process at a Saudi English Language Institute: Problems and Solutions
Author: Alshakhi, Abdullah
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Evaluation,Second Language Instruction,Second Language Learning,English (Second Language),Institutes (Training Programs),Student Evaluation,Scoring Rubrics,Holistic Approach,Writing Instruction,Writing Tests,Grading,Alternative Assessment

Over the past several decades, writing assessment has evolved in an ever-growing attempt to provide contextual fairness to a student while maintaining standards across a larger community. This study analyzed writing assessment at a Saudi English Language Institute (ELI) by first discussing teaching and learning in an EFL context before examining the shortcomings of current Saudi methods in assessment. A universal rubric created by the Saudi ELI allows for consistency across the program and cross-grading between teachers ensures honesty in assessment, but this rigidity leads to a lack of trust between teachers and coordinators and disallows contextual-based learning. First-hand research and literature analysis show that an analytic, rather than holistic, rubric will allow greater contextual-based learning, and that elimination of cross-grading will empower a teacher to become more directly involved with each student. These changes ultimately benefit the students, teachers, and coordinators of the program.
Study of Implementation of Academic Rights by University Students: Problems and Trends
Author: Romanova, Galina M.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Student Rights,Program Implementation,Educational Trends,Barriers,Knowledge Level,Laws,Foreign Countries,Information Dissemination,Web Sites,Law Related Education

The article presents the results of a study on the implementation of academic rights of university students (awareness of their rights, successful implementation, main difficulties and problems). The results of the survey of 1st year students were compared with those of graduate students', faculty of law. The results showed that the majority of students know the academic rights stipulated in the Federal law &quot;On Education in the Russian Federation&quot;, but only a small part said that they managed to implement these rights in practice (3-14 % of the 1st year students and 5-11 % of the 4th year). At the same time, only a small part of their rights is used by students (10-20 %). The exception was the right to choose an educational organization: its successful implementation was indicated by 53 % of the 1st year students and 21 % of 4th year students. To change the existing situation the authors organized an activity in which university students and teachers participated in identification of ways on how to identify trends in the development of higher education and outlined ways to improve the implementation of academic rights from the standpoint of the development of students' subjectivity in four areas: improving the regulatory framework, informing students, the competencies of university employees and increasing the activity of students and student government bodies. The main areas of improvement include: informing via the university's website using a comprehensible language that students understand, conducting explanatory talks, advising, and introducing changes to the Federal and university regulatory framework, taking into account existing problems and trends in the future development of higher education.
Personality Factors and Foreign Language Pronunciation Anxiety: The Effect of Psycho-Social Training
Author: Kralova, Zdena
Date: 2018-00-00
Type: Journal Articles
Subjects: Personality Traits,Second Language Instruction,Second Language Learning,Pronunciation,Anxiety,English (Second Language),Communication (Thought Transfer),Experimental Groups,Control Groups,Pronunciation Instruction,Personality Measures,Scores,Pretests Posttests,Self Control,Foreign Countries,Student Teachers

This paper focuses on the link between 16 primary and 5 global personality factors and the Foreign Language Pronunciation Anxiety of 63 Slovak learners of English, who underwent a 24-week psycho-social training (in the experimental group) combined with English pronunciation training (both in the control and experimental group). Data was collected before and after the training interventions, using the Foreign Language Pronunciation Anxiety Scale and the Sixteen-Factor Personality Questionnaire 16 PF. Data analysis proved that the differences in the 16PF scores between the pre-test and post-test were significant for the factors Reasoning, Emotional Stability, Apprehension, Tension and Anxiety in both groups; and for Social Boldness, Vigilance and Self-Control in the experimental group only.
On the Establishment of the Ruthenian (Ukrainian) University in Austria-Hungary and Its Coverage in &quot;Kievskaya Starina&quot; Journal
Author: Degtyarev, Sergey I.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Higher Education,Educational Policy,Politics of Education,Government Role,Colleges,Social Influences,Minority Groups,Student Rights,College Students

The article is devoted to the attempts of Rusyns-Ukrainians living in the Galician lands of the Austro-Hungarian Empire to obtain the right to open their own university in Lviv. The main sources for this article were materials of historical, ethnographic and literary journal &quot;Kiyevskaya starina&quot;. The idea of establishing a Rusyn university in Lviv appeared in the middle of the ??? century. The authors focused on the events that unfolded around this project at the end of the XIX and the beginning of the XX centuries. Rusyns-Ukrainians were unable to defend their idea of establishing a university. The main reasons for the failure were the complex social and political situation in the multinational Austro-Hungarian Empire and the oppression of the Ruthenians by the representatives of the Polish nationals in Galicia.
Modern School Role in Human Potential Development
Author: Rogach, Olga V.
Date: 2018-00-00
Type: Journal Articles
Subjects: School Role,Individual Development,Social Change,Child Development,Commercialization,Parent Attitudes,Social Differences,Sustainability,Education,Barriers,Foreign Countries,Expectation,Faculty Workload,Teacher Role

The article attempts to analyze critically the role of the modern school in the development of human potential. Based on the conducted research procedures (the focus group study of the parent community, the questionnaire survey N = 90), they determined the domination of parental position, according to which there is the lack of equal opportunity provision by the state for quality education. The commercialization of the educational industry, the increase of the informal sector of the economy at the market of educational services ensure the reproduction of social inequality, limit the access to quality education for students, primarily from low-resourced families. The results of the study illustrate the growing dissatisfaction of parents with the ability of the school to develop a sufficient cultural level of students, to build the system of spiritual needs, values and interests of young people. The system of school education develops the contradiction between the expectations of parents to intelligence, social and communicative skills, the moral qualities of students and actual learning outcomes. Professional burnout, the deformation of modern teacher social role significantly reduces the effectiveness of the educational impact on the younger generation. The modern school is not fully capable of sustainable human development provision due to the following dysfunctions: an insufficient legitimacy of disciplinary impact on student behavior, high pedagogical workload, conflict risks, the distortion of teacher traditional role. The promising trend for the development of human potential in modern Russian conditions is to increase the prestige of teacher profession, overcome the key deformations of its position, form creative spaces in the school environment, expand the diversity of educational programs, and focus on &quot;gifted&quot; children support.
&quot;Planetary Linguistic Personality&quot; Category and Bi/Polylinguistic Modeling of the Pedagogical Process of Higher School Professional Training: Sochi Linguistic and Rhetorical School
Author: Vorozhbitova, Alexandra A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Professional Education,Higher Education,Personality Traits,Second Language Learning,Specialists,Russian,Rhetoric,Linguistics,Language Processing,Multilingualism,Second Language Instruction,Language Teachers,Foreign Countries

The article substantiates the synergistic concept of complex linguistic and rhetorical (L&amp;R) training necessary for the high-quality professional training of a future specialist of any direction and profile of higher school education; the specification is made on the example of a teacher of a foreign language (foreign languages). The restructuring of the educational process in the framework of the bi/polylinguistic learning model developed by representatives of the Sochi L&amp;R School is based on the positions set out in the article. For the development of a professional bi/polylinguistic personality of a future specialist, more effective than the specialized formation of the L&amp;R competence only in the field of foreign languages is the purposeful and coordinated work of the entire teaching staff in the framework of &quot;the single linguistic-rhetorical and cultural-speech regime&quot; according to the formation of Russian and foreign language L&amp;R competencies of learners. The speech-thinking culture of future specialists, integrating in a bi/polylinguistic relation, including an invariant core and ethno-linguistic- rhetorical variants, is a qualitatively new psycholinguistic formation, which is formed on the basis of the interaction of the substructures of the primary and secondary linguistic personality. A necessary condition for the formation of speech-thinking culture of future specialists is the formation of students' readiness for professional self-designing as a future specialist on the basis of a bi/polylinguistic L&amp;R competence of mixed type.