ethanporcaro/eric-fulltext-meta huggingface dataset:
Toward a Borderless, Decolonized, Socially Just, and Inclusive Scholarship of Teaching and Learning
Author: Behari-Leak, Kasturi
Date: 2020-00-00
Type: Journal Articles
Subjects: Instruction,Scholarship,Learning,Social Justice,Global Approach,Social Bias,Foreign Countries,Identification (Psychology),Interaction,Teaching Methods

In the context of global curriculum transformation and from a global South perspective, this article explores the imposed and self-created borders that continue to &quot;discipline&quot; us into reproducing scholarly processes, practices, and traditions that privilege dominant forms of knowledge making and knowing in teaching and learning. Drawing on Africa as a case study to explore a framework for thinking outside borders, the author invites the reader to embrace a global social imagination that disrupts and transcends the epistemic, social, and cultural borders designed to produce knowledge that is a historical and decontextualized. Using a social mapping of how we thrive on neatly delineated borders that detach the known from the knower by marginalizing or delegitimizing knowledges of the Other, this article, which draws on an earlier version presented as a keynote at the 16th annual conference of the International Society for the Scholarship of Teaching and Learning in Atlanta, Georgia, USA, presents a theory of change geared toward borderless, decolonized, socially just, and inclusive pedagogy and scholarship.
Building and Retaining High Quality Professional Staff for Extended Education Programs
Author: Vandell, Deborah Lowe
Date: 2016-00-00
Type: Journal Articles
Subjects: After School Programs,Recruitment,Labor Turnover,Child Care,Educational Quality,Competence,Employee Attitudes,Teacher Attitudes,Professional Development,Teachers,Salaries,Partnerships in Education,Job Skills

High quality afterschool programs foster academic and socio-emotional development in middle childhood and adolescence. The success of these programs is dependent on the skills and competencies of program staff. High quality programs require staff who are able to sustain supportive relationships with young people, foster positive relationships among students, and provide engaging, challenging activities that build on student interests. This paper outlines the core competences and mindsets of staff as the cornerstone of high quality programs and proposes strategies to develop these staff proficiencies more broadly. Testing these strategies can provide rich opportunities for researchers to collaborate with practitioners to design and implement effective approaches to professional development in extended education settings.
New Learning Imaginaries: Youth Perspectives on Learning in and outside School
Author: Fendler, Rachel
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Attitudes,Secondary School Students,Informal Education,Mobility,Traditional Schools,Foreign Countries,Learner Engagement,Student Experience,Interpersonal Relationship

This paper draws on the results of an ethnographic project carried out with five groups of secondary students. During one academic year, our research team accompanied youth in an inquiry into learning practices in and outside school. Here their observations and contributions are brought together to problematize the relationship between formal and informal learning, learning and schooling, and the role of students versus researchers. In an attempt to understand the impact of learning as a practice (rather than a result), a mobilities perspective is introduced. The authors use metaphors such as multi-directionality, flow, border crossing and displacements to reimagine learning practices in relation to the personal trajectories of learners, rather than the fixed location of the school.
Researching Extended Schooling Ethnographically -- With Danish All-Day Schools as Examples
Author: Holm, Lars
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Schedules,Extended School Day,Ethnography,Educational Research,Research Methodology,Early Childhood Education,Primary Education,Parent Attitudes,Parent Teacher Cooperation,Parent Participation,Educational Policy

The aim of this article is to discuss and demonstrate how ethnographic-oriented research might contribute to broadening the research interest in extended education. Extended education might be seen as a societal investment in education. This perspective calls for different kinds of school effectiveness research that generates useful and relevant knowledge about how and to what degree extended schooling effects academic achievements seen from a general societal perspective. Extended education might, however, also be seen as a new school strategy -- as a new way of organizing pupils, teachers and parents everyday-life. Ethnographic-oriented educational research seeks to examine how an implementation of extended education in a local area impacts actors' everyday-life and generates new discourses and struggles over values and concepts in education. This is illustrated through an analysis of the dynamics created by the implementation of all-day schooling in a specific residential area in Denmark.
Learning and Attitudes towards the Knowledge of the Young Producers of Visual Culture
Author: Aguirre, Imanol
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Visual Aids,Youth,Learning,Attitudes,Learning Processes,Computer Use,Internet,Creative Activities

This study strives to investigate the practices of youths as producers of visual culture that occur out of school. We attempted to determine how and where young people acquire the knowledge that they apply to their productions and identify their attitudes and interactions in relation to the learning processes. Consequently, we observed that the use of digital technologies and P2P learning dynamics, encouraged by the widespread use of the Internet, are central to the growing proliferation of creative practices engaged in by youth. All this occurs in a space of affinities, in which creation becomes indistinguishable from the learning and the socialisation. This is very different from what school can currently offer these students.
The Effects of Watching Videos in Pre-Reading on EFL Learners&apos; Reading Comprehension and Attitudes
Author: Saeidi, Mahnaz
Date: 2016-00-00
Type: Journal Articles
Subjects: English Language Learners,Reading Comprehension,Student Attitudes,Video Technology,English (Second Language),Second Language Learning,Males,Educational Technology,Technology Uses in Education,Schemata (Cognition),High School Students,Foreign Countries,Teaching Methods,Instructional Effectiveness

Schema theory explains how readers use their prior knowledge to comprehend passages. Viewing video clips in pre-reading appears to be a useful way to help students prepare for learning by providing audio-visual images of different topics. The present study investigated the effects of watching videos during a pre-reading stage on the reading comprehension of EFL students. This experimental study was carried out on two intact groups with 32 male students in each group over three months. The experimental group watched videos during the pre-reading stage followed by reading comprehension passages while the control group was taught conventionally. Two achievement tests were used as pre-test and post-test to investigate the effects of the treatment on the experimental group. An independent-samples T-test and paired samples T-test were applied to compare the results of the two groups and a questionnaire was used to check the students' attitudes toward the effectiveness of watching videos before reading. The results showed that the experimental group outperformed the control group (p=&lt;0.05) and also indicated that the participants had a positive attitude towards watching videos during the pre-reading stage. The results of the study suggest that watching videos as a pre-reading technique can be utilized by teachers in activating learners' background knowledge and by curriculum developers in planning and designing appropriate textbooks with related videos and films to improve learners' reading comprehension skills.
What Is Participation? Pedagogues&apos; Interpretative Repertoires and Ideological Dilemmas Regarding Children&apos;s Participation in Swedish Leisure-Time Centres
Author: Närvänen, Anna Liisa
Date: 2015-00-00
Type: Journal Articles
Subjects: Leisure Time,After School Programs,Student Participation,Democracy,Decision Making,Cultural Influences,Child Development,Social Values,Foreign Countries,Teacher Attitudes,Student Responsibility,Competence

The aim of the article is to explore how pedagogues in Swedish leisure-time centres interpret and make sense of what may be meant by children's participation. We also focus on ambivalences and competing interpretations of participation and how pedagogues argue for or against divergent interpretations. The material consists of 18 digitally recorded reflection meetings in 6 leisure-time centres. The analyses reveal three interpretative patterns, or in other words, interpretative repertoires of participation, these being (1) formal democracy, (2) making individual choices and (3) responsibility. Ambivalences and competing interpretations concern, in the first place, the interpretation of participation as individual choice versus adult governance and compulsory activities. The arguments used refer to cultural values such as the value of countryside experiences, children's developmental needs, professional commitment and children's best interests. The severity of the clashing ideas is obvious as no working consensus is achieved.
Multiprofessional Collaboration between Teachers and Other Educational Staff at German All-Day Schools as a Characteristic of Today&apos;s Professionalism
Author: Böhm-Kasper, Oliver
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Extended School Day,Educational Cooperation,Professionalism,Differentiated Staffs,School Personnel,Teacher Characteristics,Secondary School Teachers,Teacher Attitudes,Employee Attitudes

The present article uses two empirical studies to look at multiprofessional collaboration between teachers and other educational staff at German all-day schools. A quantitative study is used both to develop an instrument for the measurement of multiprofessional collaboration and to analyse the connections between collaborative action and characteristic features of the teaching staff. Additionally, a qualitative study throws light on the extent, challenges and evaluation of multiprofessional collaboration at all-day schools. The two studies point to the fact that multiprofessional collaboration is underdeveloped at German all-day schools as well as to future challenges for closer collaboration between teachers and other educational staff.
Are Foreign Language Learners&apos; Enjoyment and Anxiety Specific to the Teacher? An Investigation into the Dynamics of Learners&apos; Classroom Emotions
Author: Dewaele, Jean-Marc
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Anxiety,Scores,Learning Experience,Language Teachers,Teacher Characteristics,Predictor Variables,Student Attitudes,Language Usage,Item Analysis,Attitude Measures,Secondary School Students,Foreign Countries,Modern Languages

Previous research has considered fluctuations in students' foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) over months or years (Dewaele &amp; MacIntyre, 2014, 2016). However, there has been no investigation of the effect of the teacher on these emotions at a single point in time. In this study, we investigate the question whether FL learners experience similar levels of FLE and FLCA in the same language if they have two different teachers. Participants were 40 London-based secondary school students studying modern languages with one Main Teacher and one Second Teacher. Statistical analysis revealed that while FLCA was constant with both teachers, FLE was significantly higher with the Main Teacher. Predictors of FLE such as attitudes towards the teacher, the teacher's frequency of use of the target language in class and unpredictability were also significantly more positive for the Main Teacher. Item-level analysis revealed that the teacher creating a positive emotional atmosphere in class contributed to the higher FLE score. Items that reflected more stable personal and group characteristics varied less between the two teachers. The findings suggest that FLE is more teacher-dependent than FLCA, which is more stable across teachers.
Pursuing a Common Goal: How School Principals and After-School Directors Perceive Professional Culture of Collaboration
Author: Jutzi, Michelle
Date: 2016-00-00
Type: Journal Articles
Subjects: Principals,After School Programs,Administrator Attitudes,Interprofessional Relationship,Professionalism,School Culture,Elementary Schools,Organizational Development,Cooperation,Foreign Countries,Goal Orientation,Context Effect,School Administration,Program Administration

Using quantitative data from school principals (SPs) and after-school program directors (ASDs) in 37 primary schools and after-school programs (ASPs) in Switzerland, this study examines the Perceived Professional Culture of Collaboration (PPCoC) as an aspect of school culture and professionalism of educational staff. The group comparisons confirm that the ASDs and SPs significantly differ on how they rate the PPCoC, even if they belong to the same school context. However, this study did not find significant group differences on the goals which the two leaders associate with the development of the ASP. Regression analyses indicate that having written guidelines focused on collaboration is the strongest predictor of a positive rating of the PPCoC for both leaders. PPCoC ratings for ASDs were additionally linked to their individual goals towards ASPs. Finally, this study points out that organizational attributes and individual goals are connected to the development of a shared attitude towards collaboration (PPCoC) as an important aspect of the quantity and quality of ASP development, as a means to define the goals and professionalize ASP practice.
Animating Mastery: Navigational Play as Integrative Learning
Author: Underwood, Charles
Date: 2016-00-00
Type: Journal Articles
Subjects: Mediation Theory,Inclusion,Social Integration,Homeless People,Foreign Countries,Play,Learning Activities,Children,Computer Games,Learning Processes,Interpersonal Relationship,Navigation (Information Systems)

This research examines mediational processes in digital activities at Projeto Clicar, a program designed to promote the social inclusion of children living and working on the streets of São Paulo, Brasil. It offers a cognitive ethnography of how the program's particular relational habitus, or pedagogical frame, shapes children's participatory appropriation through navigational play in digital learning activities that provide for an integrative sociocultural learning process. Making the relational habitus explicit enables us to observe and clarify the mediational tools and pedagogical strategies that shape children's navigational play and their ultimate participatory appropriation of program activities, as well as their sense of social inclusion among a community of learners.
How Youths&apos; Profiles of Extracurricular and Leisure Activity Affect Their Social Development and Academic Achievement
Author: Sauerwein, Markus
Date: 2016-00-00
Type: Journal Articles
Subjects: Extracurricular Activities,Leisure Time,Recreational Activities,Grade 5,Grade 7,Socioeconomic Status,Gender Differences,Racial Differences,Ethnicity,Student Participation,Academic Achievement,Correlation,Social Behavior,Foreign Countries,Early Adolescents,Physical Activity Level,Athletics,Tutoring,Grade Point Average,Social Development

Research has shown that participation in extracurricular activities has a positive effect on adolescents' social behaviour and academic performance; however, the reciprocal influence of extracurricular activities and leisure on the development of adolescents' academic performance and social behaviour is unclear. In our study, we investigate the effect of school based and out-of-school leisure activities on adolescent's social and scholastic development. We also explore how students' gender, socioeconomic status and ethnicity influence their choice of, and engagement in activities. A sample of 5278 students (females 50%; migrant background 26%) filled in questionnaires in grade 5 and 7 and provided personal background information as well as evidence of their engagement in extracurricular and leisure activities, their social behaviour and academic performance. Using latent class analysis, we distinguished five identity-related patterns of engagement in extracurricular and leisure activities among 5th-graders. We found a connection between adolescents' gender, socioeconomic status, and ethnicity and their choice of, and engagement in, extracurricular and leisure activities, social behaviour and grades. We also identified a link between adolescents' patterns of engagement in extracurricular and leisure activities and developmental tendencies in their social behaviour and scholastic achievement between grades 5 and 7.
Children&apos;s Voices in Australian School Age Care: What Do They Think about Afterschool Care?
Author: Simoncini, Kym
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Childrens Attitudes,After School Programs,Child Care,Experience,Well Being,Play,Friendship

Participation in after school care in Australia has more than doubled since the 1980s with hundreds of thousands of children attending every day. Historically this form of care has been regarded as a service for parents rather than an opportunity for children. There is a paucity of Australian research for school age care (SAC). This study investigated children's perceptions and experiences of afterschool care. 164 children in Prep/kindergarten to Year 7 across 14 services in Canberra and Logan participated in the research. Five questions were used to survey the children. Their responses supported the notion that SAC settings are important contexts of childhood and development. Afterschool care affords children opportunities to develop skills and competencies, make new friends as well as promoting and protecting play. Areas of health and safety, staffing, relationships with children were revealed as ways afterschool care could improve.
Learning Environments in Swedish Leisure-Time Centres: (In)Equality, &apos;Schooling&apos;, and Lack of Independence
Author: Boström, Lena
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Educational Environment,After School Programs,Educational Quality,School Schedules,Recreational Activities,Play,Interpersonal Relationship,Equal Education,Elementary School Students

The purpose of this study is to describe and analyse how teachers perceive the internal learning environment at Swedish leisure-time centres and set it in relation to steering documents. The empirical data is based on a comprehensive web-survey of 4,043 leisure-time teachers in Sweden. The methodological approach is a qualitative directed content analysis. The results show large differences and inequalities in the quality of leisure-time centres' premises, an educational form characterized by integration with school and therefore to some extent lost autonomy. Activities in leisure-time centres combine individuality and social community in creative forms of play and social relationships. Because of this there are complex requirements for premises and dysfunctional premises reduce the opportunities to create good learning environments. The existing conditions for the majority of leisure-time centres do not correspond to the intentions in the steering documents concerning good learning environments. Leisure time centres have started to reproduce the (environmental) logic of 'traditional teaching premises' and to ignore their own (environmental) potential, which is even prescribed in specific steering documents. These results have implications for policy decisions and educational development.
Further Exploring the Dynamicity, Situatedness, and Emergence of the Self: The Key Role of Context
Author: Serafini, Ellen J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Concept,Second Language Learning,Systems Approach,Learning Motivation,Student Attitudes,Language Attitudes,Sociocultural Patterns,Context Effect,Second Language Instruction,Multilingualism,Correlation,Longitudinal Studies,Case Studies,Language Usage

Drawing on theoretical insights from a complex dynamic systems framework, this work explores the ways that learner selves, as they relate to learning and using languages, manifest across different contexts and timescales and emerge in interaction with various factors. First, a broad overview of dynamically-oriented L2 motivation research is provided before critically considering the need for research that aligns with conceptual advances made under the dynamic turn in SLA. In particular, this critical overview highlights a crucial need for more research employing dynamic methods capable of revealing how learner perceptions of self emerge in relation to their interlocutors and in interaction with external factors, including language ideologies that may uniquely characterize sociocultural contexts where target languages other than English are learned. The chapter concludes by discussing ways to implement dynamically oriented methodology that can provide much needed insights into the inherent dynamic, emergent, and contextually and socially embedded nature of learner selves.
&quot;It&apos;s a Puzzle!&quot; Elementary School-Aged Youth Concept-Mapping the Intersections of Community Narratives
Author: Fernández, Jesica Siham
Date: 2015-00-00
Type: Journal Articles
Subjects: Concept Mapping,Elementary School Students,Participatory Research,Action Research,After School Programs,Hispanic American Students,Epistemology,Community Characteristics

We present a concept-mapping activity, developed within a youth Participatory Action Research (yPAR) after-school program, to demonstrate how the activity contributed to young people's conceptualization of social structures as interconnected. We analyze fieldnotes from the Change 4 Good yPAR program, which includes primarily Latina/o 4th and 5th grade students attending a California public elementary school. We discuss the concept-mapping activity in terms of its processes and outcomes, and how youth constructed interconnected meanings from thematic community narratives.