ethanporcaro/eric-fulltext-meta huggingface dataset:
Working with Avatars and High Schoolers to Teach Qualitative Methods to Undergraduates
Author: Murphy, Kristin M.
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Qualitative Research,Research Methodology,Research Skills,Computer Simulation,Scaffolding (Teaching Technique),Action Research,Participatory Research,Urban Schools,Photography,Trauma,Young Adults,Adolescents,Preservice Teachers,College School Cooperation

Learning to conduct qualitative research is a complex endeavor. In this article, I introduce mixed reality simulations as a scaffolded learning tool to support student mastery of learning and knowing how to conduct qualitative research. Like flight simulators used to train airline pilots prior to flying an actual airplane, mixed reality simulations provide active practice opportunities to interact with avatars in order to practice newly learned skills. I discuss this in the context of my experiences using mixed reality in an undergraduate youth participatory action research methods course as a scaffold before joining research teams with high-school-aged coresearchers.
Culturally Sustaining Pedagogy through Arts-Based Learning: Preservice Teachers Engage Emergent Bilinguals
Author: Pauly, Nancy
Date: 2019-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Art Education,Teaching Methods,Bilingualism,Drama,Units of Study,Preservice Teachers,Student Attitudes,College Faculty,Childrens Literature,Student Evaluation,Evaluation Methods,Case Studies,Cultural Background,Elementary School Students,Bilingual Education Programs,English (Second Language),Interdisciplinary Approach,Teacher Education Programs,Program Descriptions,Literacy Education

Rooted in arts-based learning, funds of knowledge, and culturally sustaining pedagogies, this paper describes the experiences of a cohort of preservice teachers who co-created arts integration units with emergent bilingual students, engaging them in the creation of plays based on culturally relevant children's literature. This cohort was designed by eight professors to prepare professionals to serve the needs of culturally diverse and economically vulnerable communities through arts-based teaching and assessment modalities. We share three telling cases about these preservice teachers' reflections on their pedagogy and their students' engagement illustrating how the arts can foster inclusive ways of knowing and communicating.
Revisiting and Disrupting Uncritical Diversity Narratives through Autoethnography and Cellphilming
Author: Burkholder, Casey
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Diversity,Social Bias,Whites,Minority Group Students,Teaching Methods,Foreign Countries,Social Justice,Social Influences,Cultural Influences,Multiple Literacies,Video Technology,Telecommunications,Handheld Devices

As two white female teachers, we look back on our teaching experiences in Hong Kong and Northern Alberta to disrupt problematic diversity narratives from our first classrooms. Through critical auto-ethnographic approaches and cellphilming (cellphone + video-production), we analyze our engagement with privilege within our classrooms. We found that we both promoted uncomplicated conceptions of diversity, and each engaged in what Eve Tuck (2009) has described as damaged-centered approaches--teaching practices that established, &quot;harm or injury in order to achieve reparation&quot; (p. 413). We see these experiences as a case study in how to look back productively to change the way we teach in the present and future toward visions of justice.
The Journey to a Wider Understanding of Ways of Knowing: Knowledge Translation and the Arts
Author: Boydell, Katherine
Date: 2019-00-00
Type: Journal Articles
Subjects: Art,Research,Student Research,Information Dissemination,School Community Relationship,Films,Freehand Drawing,Painting (Visual Arts),Psychosis,Interdisciplinary Approach

In this commentary, educator and author Katherine Boydell reflects on her journey to incorporate art genres in the research process as a knowledge translation strategy for producing and disseminating research-informed knowledge. She highlights the need to move beyond descriptions of form and content to grapple with the unique methodological, theoretical, and ethical challenges of working with research participants, artists, and audience members engaging in this work. She describes some of her current arts-based research and identifies the current pressures to conform to expectations regarding &quot;what counts&quot; in academia and concludes with future suggestions to advance arts-based knowledge translation.
Does Metacognitive Reflection Benefit Art Students?
Author: Howe, Eric E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Art Education,Vocabulary Development,Academic Language,Comparative Analysis,Student Attitudes,Feedback (Response),Scores,Reflection,Educational Benefits,Pretests Posttests,Teaching Methods,Academic Achievement,Intelligence,Self Esteem,Middle School Students,Retention (Psychology)

The study of art, especially perspective, involves the use of specialized vocabulary words which can be difficult to learn. Metacognitive reflection (MR) offers a method to improve student learning of academic language. Teacher feedback on students' reflections provides additional benefits. This quasi-experimental study measured the influence of MR and teacher feedback on students' ability to learn and retain academic language. This study was conducted three separate times, to improve validity. While the MR treatment groups attained and maintained greater mean gains overall, post-hoc tests revealed that differences between groups in two of three studies were not statistically significant. The groups who engaged in reflection with feedback added a weighted mean gain of d = 0.37 to their posttest score beyond that of the comparison groups. This finding provides moderate evidence for the efficacy of practicing reflection with feedback.
&quot;Klangfarbenmelodie&quot;: Learner Identity and the Creative Arts
Author: Xiang, Sophia
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,French,Immersion Programs,Music,Poetry,Visual Arts,Self Concept,Elementary School Students,Figurative Language,Class Activities,Lesson Plans,Teaching Methods,Metacognition,Music Education,Art Education,Creative Activities,Cultural Differences,Orthographic Symbols,Written Language,Chinese,Learning Processes

Written from the perspective of a Grade 5/6 French Immersion teacher, this paper examines the role of music, poetry, and the visual arts in enhancing learner identity, in the context of the elementary school classroom. It begins with a focus on artistic metaphors that represent cultural and linguistic hyphenation. It then addresses practical applications of these metaphors into classroom activities, projects, and lessons, enhancing community, academic curricular goals, and student self-awareness.
Perceptions That Early Learning Teachers Have about Outdoor Play and Nature
Author: Dietze, Beverlie
Date: 2019-00-00
Type: Journal Articles
Subjects: Early Childhood Teachers,Outdoor Education,Play,Teacher Attitudes,Foreign Countries,Online Courses,Teacher Role,Barriers,Forestry,Young Children,Educational Trends,Advocacy,Child Development,Professional Development

This study explored voices of early learning teachers engaged in discussions in an online outdoor play and nature pedagogy course. Three core questions were investigated that focused on early learning teachers' perceptions and practices of children's access to quality outdoor play and nature experiences. The results support previous research that indicated that teachers' perceptions, experiences, values, knowledge, and attitudes influence children's outdoor play experiences. The findings suggest the need to increase access to professional learning that contributes to early learning teachers enhancing their confidence, awareness, and intentional programming, which results in shifting attitudes to fully embrace outdoor play and pedagogy.
The First Peoples Principles of Learning: An Opportunity for Settler Teacher Self-Inquiry
Author: Hanson, Kelly
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Curriculum,Preschool Curriculum,Canada Natives,Indigenous Knowledge,Cultural Differences,Educational Change,Elementary School Teachers,Educational Philosophy,Teacher Attitudes,Cultural Awareness,Metacognition,Comparative Analysis,Teaching Methods,Western Civilization,American Indians,American Indian Culture

In 2016, the province of British Columbia introduced a redesigned K-6 curriculum. Undergirding this plan is the learning philosophy, the First Peoples Principles of Learning. This paper is written from the perspective of a settler teacher as she engages in self-study research to develop her understanding of the curricular plan. The author describes her emerging self-awareness as opening to a deeper understanding of her Euro-American worldview, cultural narratives that maintain gaps between settler teachers and First Peoples perspectives, and how ongoing self-inquiry is a way to improve as an educator.
A Meta-Analysis of Middle School Students&apos; Science Engagement
Author: Aker, Leanna B.
Date: 2019-00-00
Type: Journal Articles
Subjects: Middle School Students,Science Achievement,Early Adolescents,Learner Engagement,Teaching Methods,Classroom Environment,Competence,Predictor Variables,Correlation,Affective Behavior,Social Influences,Self Determination,Personal Autonomy,Student Behavior

The extent to which middle school students are engaged in required science courses is an elusive but increasingly documented phenomenon. Anecdotal and empirical evidence alike raise concern with a perceived decline in science engagement reported by students as they transition into the middle school setting. Even what it means to be engage is not thoroughly agreed on. Though an agreed-on operational definition of engagement is still nascent, an emerging consensus on a three-faceted model of student engagement exists in the research literature (Fredricks, Blumenfeld, &amp; Paris, 2004). Thus, a synthesis of existing primary research of early adolescents' science engagement under this emerging conceptualization is warranted. The results of this meta-analysis indicate that instructional methods, class characteristics and competence predictors comprise the strongest relationship with self-reported science engagement in early adolescence. These predictors also show the strongest relationship with affective and cognitive engagement sub-types. Though affective and cognitive engagement were well-represented in primary studies, behavioral engagement was under-represented in student self-reports.
The Ormiston Philosophy: A Changing Education Paradigm
Author: Sumich, Luke
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Change,Models,Educational Philosophy,Student Attitudes,Parent Attitudes,Foreign Countries,Educational Innovation,Barriers,Change Strategies

Luke Sumich is one of the founders of Ormiston Junior College in Auckland, New Zealand. In this interview, he describes how the school came into being and the philosophy behind its personalized approach to education. He explains the views of the students and their parents as well as the challenges and hurdles encountered since the inception of the school. He concludes by offering advice for educators interested in innovative systems change.
A New Theoretical Platform of Personality Development in the System of Higher Education
Author: Berulava, Galina A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Individual Development,Films,Video Technology,Teaching Methods,Personality,Higher Education,Universities,Self Concept,Stereotypes,Information Technology,Moral Values,Cognitive Style,Problem Solving,Emotional Intelligence,Communication Skills

The article discusses the main factors of personal development and the dynamics of their role in the modern world. It is shown that an organized system of education, a teacher, is no longer a priority source of personal development: such a source is the electronic media that are today having a mostly negative impact on personal development. The paper considers the prognosis of the new trends in personality development: decentralization of the universities functioning; identification as the main source of personal development via electronic information sources; development, active use of educational films and video courses, the formation of positive stereotypes of mental activity in the individual. It is substantiated that the answer to the question of what and how to teach in a higher education institution autonomously is impossible, without analyzing the role of various sources of personality development and, in particular, a detailed philosophical, sociological, and psychological analysis of the role of modern electronic means for the formation of personality.
Migration Pedagogy and Early School Leaving
Author: Oberlechner, Manfred
Date: 2019-00-00
Type: Journal Articles
Subjects: Migration,Migrants,Dropouts,Dropout Prevention,Inclusion,Standards,Teacher Education,Foreign Countries,Educational Practices,Educational Change

The article focuses on migration and education, in particular on the anchoring of migration pedagogy within educational institutions in order to prevent early school leaving in the context of educational insufficiency and migration background; it discusses a requirement for educational reform with a focus on inclusion, and critically questions the institutional self-image of educational institutions -- which is conceived along ethnic national and/or linguistically homogeneous lines -- in migration societies. Pierre Bourdieu's conception of education and his concept of a &quot;reflective sociology&quot;, Paul Mecheril's definition of migration pedagogy, as well as theoretical positions on the theme of inclusion form the theoretical bases of a line of argument which defines the necessary standards for migration pedagogy as an essential element in Austrian teacher training, a pedagogy that can avoid early school leaving.
Does Expectation Influence Relationship? An Investigation of Parental Expectation and Parent-Child Relationship among Selected Chinese Groups
Author: Chiang, Sharon H. C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Parent Child Relationship,Expectation,Foreign Countries,Cultural Influences,Asian Culture,Family Relationship,Chinese Americans,Family Environment,Parenting Styles,Attitudes,Late Adolescents,Adults

Family is the primary learning environment for children. Parents are children's first social network. Prior to and concurrent with school education, the critical influence of parental expectation eventually permeates into all aspects of an individual's life. However, the subject of family relationships is rarely addressed within school curricula. Furthermore, due to some seemingly unreachable parental expectations and unbearable family discord, brokenness continues to increase. The influence of expectation on relations is an area of limited academic research. This study explores parental expectation and its influence on parent-child relationships, using mixed methods: qualitative research methods involving interviews and focus group studies; and quantitative research utilizing a 41 item Likert scale questionnaire which was analyzed using exploratory factor analysis (EFA) in order to identify underlying relationships among measured variables. This exploratory study establishes the basis to encourage further research on the topic of expectations and relationships.
A Comparison of Self-Reports and Electrodermal Activity as Indicators of Mathematics State Anxiety. An Application of the Control-Value Theory
Author: Strohmaier, Anselm R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Undergraduate Students,Evaluation Methods,Self Disclosure (Individuals),Measurement Equipment,Physiology,Gender Differences,Foreign Countries

In the present study with 86 undergraduate students, we related trait Mathematics Anxiety (MA) with two indicators of state anxiety: self-reported state anxiety and electrodermal activity (EDA). Extending existing research, we included appraisals of control and perceived value in hierarchical multiple regression analyses in accordance with the control-value theory of achievement emotions (Pekrun, 2006). Results showed that trait MA predicted self-reported state anxiety, while no additional variance was explained by including control and value. In contrast, we found no significant relation between trait MA and physiological state anxiety, but a significant, negative three-way interaction effect with control and value. Regression coefficients indicated that trait MA predicted physiological state anxiety, but only in the presence of negative perceived control and positive perceived value. Thus, our results support the control-value theory for physiological state anxiety, but not for self-reports. They emphasize the need to distinguish between trait and state MA, the advantages of adopting the control-value theory, and the benefits of using EDA recording as a supplemental assessment method for state anxiety.
Education for Reconciliation in the Local Context -- Three Case Studies from Colombia
Author: Meier, Markus D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Peace,Victims,Teaching Methods,Feedback (Response),Municipalities,Treaties,Foreign Countries,Case Studies,Conflict Resolution,Social Integration,Civil Rights,Violence,Homicide,Geographic Regions,Program Descriptions

The Colombian Peace process has come to a formal end with the signing of the Treaty of Havanna in 2016. The article gives a short introduction of the developments since then, focusing on the plebiscite before reporting the results of our visits to three different municipalities, where we talked with victims and victimizers, carried out various pedagogical exercises and received a feed-back concerning measures implemented to compensate victims and reintegrate former victimizers.
Reflexivity as a Process for Coming into Knowing
Author: McGarry, Karen
Date: 2019-00-00
Type: Journal Articles
Subjects: Reflection,Praxis,Epistemology,Self Concept,Learning Processes,Researchers,Research Methodology,Discovery Learning,Phenomenology,Inquiry,Communities of Practice

Acting reflexively implies a &quot;self-critical and self-conscious stance&quot; (Glass, 2015, p. 555) of recognizing myself within a research process as an intentional participant-practitioner of generating knowledge. This article attempts to reveal visual evidence across a landscape of textual references and material implementations as a process of the &quot;what&quot; and &quot;how&quot; of knowing. My aim is to affirm the intentionality of my reflexive praxis as a way of knowing and becoming through committed intertextual inquiry and discovery.
Understanding Tension-Filled Tenure Track Stories: Currere, Autobiographical Scholarship, and Photography
Author: Jack-Malik, Sandra
Date: 2019-00-00
Type: Journal Articles
Subjects: Tenure,Faculty,Reflective Teaching,Personal Narratives,Curriculum,Teaching Experience

In this paper I utilized the currere method and my experiences as a tenure track hire. Currere provided a framework that allowed me to remember and then engage my ways of knowing and immerse myself in supportive contexts. Specifically, I was able to deepen my understandings, learn, imagine up, and over time shift my tenure track stories. The complex, sometimes hegemonic institutional narratives embedded along my tenure track, regularly resulted in tension. In response to the tension and because of my enactment of the currere, I was able to remember and reflect on what I know and value, think about who I am and who I am becoming, including who I want to be as a professor. This work includes photographs because once I gave myself permission to play, taking, viewing, and manipulating pictures became part of my shifting tenure track identity stories.
?olycultural Education as a Socio-Pedagogical Phenomenon
Author: Paliyeva, Tatyana V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Multicultural Education,Diversity,Foreign Countries,Cultural Differences,Cultural Pluralism,Personality Traits,Migration,Language Usage

The article analyses the conceptual foundations of polycultural education, both from a global philosophical and pedagogical point of view and using the example of the peculiarities of polycultural education in the Republic of Belarus. (The term &quot;polycultural education&quot; is understood in a similar way to &quot;multicultural education&quot; in the Anglo-American sphere or &quot;interkulturelle Bildung&quot; in the German language.) The author reflects on the use of different terminological concepts to illustrate the diversity of ideas regarding the purpose, nature and content of polycultural education and training in a multicultural world. The specificity of the theory and practice of polycultural education in Belarus is based on geographical, historical, denominational, cultural, sociolinguistic, social and pedagogical factors. At present, the Republic of Belarus is a practically multi-ethnic country with rather low migration. Nevertheless, the development of a multicultural personality is seen as an important task in preparing the younger generation for life in today's society.
Reflective Mediation: Toward a Sociocultural Conception of Situated Reflection
Author: Dalsgaard, Christian
Date: 2020-00-00
Type: Journal Articles
Subjects: Reflection,Educational Practices,Social Influences,Cultural Influences,Learning Processes,Teaching Methods,Pragmatics,Learning Theories,Higher Education,Situated Learning

The objective of the article is to contribute to the development of a sociocultural conception of situated reflection that can be used in empirical studies of reflection, and that can be utilised in development of educational practices. Based on a development of the concept of 'reflective mediation', a conception of reflection is developed from a situated understanding of learning processes. Taking a situated approach, the concept of reflective mediation describes how to understand reflection as an integral part of the immediate activities of the individual. A theoretical framework is developed for empirical studies on reflective activities of higher education students. The framework can be utilised by teachers to develop teaching methods in support of reflection in student learning. The concept of reflective mediation is developed from a combination of pragmatism and cultural historical activity theory, and it covers seven categories of learning and reflection processes. The article makes a distinction between three forms of mediation, two forms of empirical reflection, and two forms of theoretical reflection. The article concludes in a discussion of the implications of the theoretical framework for educational research and for teaching practices within higher education. The article is frontline in the sense that it aims at developing a theoretical conception of situated reflection by combining cultural historical activity theory with pragmatism and theories of situated learning. The novelty of the article is to consider levels of human activity as levels of reflection and to introduce the distinction between theoretical and empirical reflection. Further, the article provides arguments that awareness of objects and instruments of human activity forms the basis of reflective processes. Finally, the article explains how reflection can connect levels of human activity and learning.