ethanporcaro/eric-fulltext-meta huggingface dataset:
Communities of Children: Participation and Its Meaning for Learning
Author: Stanek, Anja Hvidtfeldt
Date: 2014-00-00
Type: Journal Articles
Subjects: Childhood Attitudes,Social Influences,Social Life,Kindergarten,Elementary School Students,Foreign Countries,Community,Student Adjustment,Context Effect,Participation,Males,Females

This article is concerned with ways in which children's social lives appear to have meaning and with children's subjective orientation in the transition from kindergarten to school. The article presents the development of theoretical concepts for ways in which we can understand children--by the aid of the analysis of empirical data dealing with children's subjective views of the life they are living and participating in. In other words, if we wish to understand children and children's actions, we also have to conceptualise the world in which they live just as that world is seen by children at the place where they stand and where they participate. The article covers on the one hand the presentation of the principal findings of a major research project and on the other a more detailed exploration of the concept of communities, including definitions of what children share and of how what they share links to what adults arrange for them. It also presents arguments for how a social approach to children's issues paves the way for more productive measures than an individual approach offers.
Involvement in Preschools: Comparing Chinese Immigrant and Non-Chinese Parents in New Zealand
Author: Zhang, Qilong
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Parents,Preschool Education,Preschool Children,Parent Participation,Parent School Relationship,Comparative Analysis,Parent Teacher Cooperation,Interpersonal Communication,Volunteers,Participative Decision Making,Parent Role,Self Efficacy,Predictor Variables,English (Second Language),Questionnaires,Hypothesis Testing,Regression (Statistics),Statistical Analysis

This study compared 120 Chinese immigrant parents and 127 non-Chinese parents from New Zealand preschools on their level of involvement in preschool-based activities, as well as key predictors of parental involvement. Results showed that Chinese immigrant parents had a lower level of involvement than non-Chinese parents across three forms of involvement including communication with teachers, volunteering to help at the preschool, and participation in the preschool's decision making. For the entire sample, parental role construction and parenting self-efficacy were predictors of all three forms of involvement, and perceived opportunity for involvement was predictor of communication with teachers. For the Chinese immigrant sample, perceived opportunity for involvement predicted communication with teachers and participation in the preschool's decision making, and educational qualification predicted communication with teachers. The findings highlight the role of parents' motivational beliefs in parental involvement, in particular, the importance of teacher invitations for parental involvement among Chinese immigrant parents.
The Development of Learning as the Leading Activity for Hong Kong Immigrant Families in Australia
Author: Wong, Pui Ling
Date: 2013-00-00
Type: Journal Articles
Subjects: Immigrants,Foreign Countries,Child Development,Case Studies,Family Relationship,Learning Activities,Teaching Methods,Parents as Teachers,National Curriculum,Video Technology,Family Environment,Interviews,Homework,Student Attitudes,Academic Achievement,Extracurricular Activities,Observation

Many parents work hard to foster a culture of learning early in their children's development. The desire for children to learn as early as possible is common among Hong Kong-Australian families. These children continue to perform well academically. Little is known about the pedagogy that underpins such development in the family or on the appropriateness of this for children's development. Through an intensive case study of three Hong Kong-Australian families investigating their family practices, it was found that learning as a leading activity can be established at an early age. Such findings problematise the expected norms and milestones for traditional maturational theories of child development, as well as raising questions about the specific aspects of leading activity and periodisation promoted by cultural-historical theorists. The findings also reveal the importance of cultural and temporal factors in the development of pedagogical approaches in families.
&quot;I Like Computers but My Favourite Is Playing outside with My Friends&quot;: Young Children's Beliefs about Computers
Author: Hatzigianni, Maria
Date: 2014-00-00
Type: Journal Articles
Subjects: Young Children,Attitude Measures,Beliefs,Computer Attitudes,Activities,Intervention,Comparative Analysis,Access to Computers,Control Groups,Experimental Groups,Foreign Countries,Preschool Education,Questionnaires,Pretests Posttests

This exploratory study investigated young children's beliefs and opinions about computers by actively involving children in the research project. Fifty two children, four to six years old, were asked a set of questions about their favourite activities and their opinions on computer use before and after a seven month computer intervention implemented by the researcher and two more teachers. Results are differentiated in terms of intervention and non-intervention group and children's computer access at home and at school. Findings suggest that young children like using computers very much but not more than other popular activities. More positive opinions and attitudes for children in the intervention group and less positive attitudes for children who used computers only at home were identified. Implications for further research and for both teachers and parents are highlighted.
Connecting Advanced and Secondary Mathematics
Author: Murray, Eileen
Date: 2017-08-00
Type: Journal Articles
Subjects: Advanced Courses,Mathematics Instruction,Secondary School Teachers,Mathematics Teachers,Secondary School Mathematics,Teaching Methods,Algebra

There is an ongoing debate among scholars in understanding what mathematical knowledge secondary teachers should have in order to provide effective instruction. We explore connections between advanced and secondary mathematics as an entry point into this debate. In many cases, advanced mathematics is considered relevant for secondary teachers simply because the content is inherently related. In this paper, we instead argue that there are connections between advanced mathematics and secondary mathematics that directly influence teaching. These are not discussions of the mathematical connections, per se, but rather discussions of specific ways in which knowing mathematical connections might influence secondary teachers' pedagogical choices in the classroom. With a focus on abstract algebra, we exemplify three categories of connections between advanced and secondary mathematics that influence teaching practice. Through exploring these examples, we aim to identify and situate more advanced mathematics knowledge within a practice-based lens of teacher knowledge.
Pre-Service Teachers' Ability to Identify and Implement Cognitive Levels in Mathematics Learning
Author: Ortiz, Enrique
Date: 2017-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematical Concepts,Mathematics Instruction,Elementary School Teachers,Elementary School Mathematics,Internship Programs,Cooperating Teachers,Manipulative Materials

This study analyzed pre-service teachers' ability to identify and implement cognitive levels. The framework involved the use of the Concrete, Pictorial and Abstract (CPA) cognitive levels combined with the Virtual-level (CPVA-levels). The V-level involves applets and apps, and three digital-dynamic sublevels: virtual-Concrete, virtual-Pictorial and virtual-Abstract. The results of this study have provided a better understanding of pre-service teachers' ability to identify CPVA learning levels, and use them for instructional purposes. The participants' ability to implement the CPVA levels was affected by the availability of the physical and virtual manipulatives, and the guidance provided by the cooperating teachers during the internship.
Preservice and Inservice Mathematics Teachers' Perspectives of High-Quality Mathematics Instruction
Author: Clooney, Sarah
Date: 2017-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Inservice Teacher Education,Mathematics Teachers,Student Attitudes,Mathematics Instruction,Preservice Teacher Education,Teacher Education Programs,Educational Change,Mathematics Achievement

This study examined the perspectives of what high-quality mathematics instruction looks like. Written responses from preservice (n = 20) and inservice (n = 16) mathematics teachers were collected and categorized according to the Ten Principles developed by Anthony &amp; Walshaw (2009). The responses of preservice teachers more often than inservice teachers included the categories of Building on Student Thinking and Mathematical Communication, while the responses of inservice teachers more often than preservice teachers included the categories of Arrangements for Learning and Making Connections. Both preservice and inservice teachers least often included the category of Mathematical Language in their responses.
What Types of Text Are Novice Teachers Choosing to Teach Mathematics?
Author: Barry, Arlene L.
Date: 2017-08-00
Type: Journal Articles
Subjects: Beginning Teachers,Mathematics Instruction,Student Teachers,Adolescents,Student Surveys,Middle School Teachers,Secondary School Teachers,Secondary School Mathematics,Teacher Educators,Instructional Materials,Teaching Methods,Textbooks,Electronic Publishing

Student teachers informed their professors that it was no longer the practice to use traditional textbooks to teach mathematics to teens. This notion caused the authors to undertake a nationwide survey to inquire about the types of math text used by novice teachers. Responses showed that a textbook did continue dominance. A majority said they preferred a digital text, favoring the technology, its presumed interactive qualities, and its ability to serve as &quot;teacher.&quot; Those who advocated a print text did so because of accessibility, tactile properties and the distractibility of technology. Most taught vocabulary, but did not require their students to read the text.
The Memory of What We Do Not Recall: Dissociations and Theoretical Debates in the Study of Implicit Memory
Author: Ramos, Tania
Date: 2017-00-00
Type: Journal Articles
Subjects: Recall (Psychology),Scientific Research,Neurosciences,Cognitive Processes,Behavior Theories,Tests,Diagnostic Tests,Brain Hemisphere Functions,Correlation,Memory

Implicit memory reflects itself on situations in which previously acquired information is expressed, without awareness or intention. The study of implicit memory has had a profound impact on how researchers have investigated the human memory. In this paper, we review the main studies which have revealed dissociations between direct and indirect tests of memory, and address the two main theoretical approaches used to explain these dissociations: the processing view and the multiple systems view. We then describe recent neuroscience studies and discuss its contributions to help clarify the debate about the mechanisms involved in explicit and implicit memory. Finally, we critically analyze some questions and controversies surrounding this literature, such as (a) the transparency assumption and the contamination issue; and (b) the theoretical utility of the dissociations. We emphasize that the biggest challenge for future research is to develop comprehensive theories that integrate behavioral and neuroscience findings.
The Effect of Cognitive Load and Outcome Congruency on the Learned Predictiveness Effect in Human Predictive Learning
Author: Jorge A. Pinto,
Date: 2017-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Difficulty Level,Predictor Variables,Cues,Bias,Experiments,Memory,Reliability,Associative Learning,Inferences,Task Analysis,College Students,Foreign Countries,Statistical Analysis

The learned predictiveness effect or LPE is the finding that when people learn that certain cues are reliable predictors of an outcome in an initial stage of training (phase 1), they exhibit a learning bias in favor of these cues in a subsequent training involving new outcomes (phase 2) despite all cues being equally reliable in phase 2. In Experiment 1, we replicate the basic effect and found that the addition of a secondary memory task during phase 2 had no reliable influence on the LPE. In Experiment 2, we demonstrated that the same secondary task can either facilitate or disrupt the LPE, depending on whether the outcomes of phase 1 were affectively congruent or incongruent with the outcomes of phase 2. These findings are discussed in relationship to associative and inferential accounts of LPE.
We Are All Teachers: Modeling Democratic Engagement in Faculty Development
Author: Studer, Morgan
Date: 2017-00-00
Type: Journal Articles
Subjects: Faculty Development,Service Learning,Experiential Learning,School Community Relationship,Democratic Values,Models,Partnerships in Education,Summer Programs,Outreach Programs,Dental Schools,Higher Education

As service-learning and community engagement (SLCE) have become increasingly legitimized in higher education as scholarly pedagogical practice, resources to support faculty in learning about and undertaking this engaged work have grown. As Zlotkowski (2015) points out in his framing essay for the SLCE Future Directions Project (FDP), the movement now has &quot;program and course models, disciplinary presentations and publications, research findings, definitions of scholarship, and principles of good practice,&quot; all of which continue to be developed and refined (p. 83). Faculty development around SLCE should not happen solely within the confines of an academic institution. Offering ways for faculty to connect out in the community, to meet with community organizations in community settings, and to engage in dialogue about community issues helps individuals from campus and community come together on equal footing and build upon one another's strengths, thus laying the groundwork for significant and sustainable democratic partnerships.
Walking the Line between Reality and Fiction in Online Spaces: Understanding the Effects of Narrative Transportation
Author: Gretter, Sarah
Date: 2017-00-00
Type: Journal Articles
Subjects: Media Literacy,Electronic Publishing,Social Media,Mass Media Effects,Story Telling,Web 2.0 Technologies,Fiction,Nonfiction,Information Sources,Accuracy,Multimedia Materials,Narration,Propaganda,Change Strategies,Educational Practices,Information Literacy,Information Skills,Influence of Technology

Recent contentions about &quot;fake news&quot; and misinformation online has shed light on the critical need for media literacy at a global scale. Indeed, digital stories are one of the main forms of communication in the 21st century through blogs, videos-sharing websites, forums, or social networks. However, the line between facts and fiction can often become blurry in these online spaces, and being able to distinguish between reality and fantasy can have important consequences in the lives of young Internet users. Using contemporary examples from news stories, fanfiction, advertising, and radicalization, this article outlines the features, affordances, and real-life implications of digital stories. As a result, we provide recommendations for educators to create awareness and empower students about digital storytelling practices.
The Basic Course in Communication, Media Literacy, and the College Curriculum
Author: Ramsey, Evelyn M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Media Literacy,College Curriculum,Public Speaking,Interpersonal Communication,Group Discussion,Educational Needs,Relevance (Education),Introductory Courses

Various authors make suggestions about the inclusion of public address, civility critical communication pedagogy and social justice into the basic course in communication studies. Media literacy pedagogy encourages students to actively and critically consider the messages they send and receive, critically assess all forms of communication, be encouraged to engage more actively with governmental affairs, understand the role of media and other messages in the construction of their own identities, and more effectively understand the role of values, standpoints, beliefs, etc. on their communication choices, as well as on those of others. However, the National Communication Association does not list media literacy as a core competency for the basic course in spite of public calls to include media literacy in K-12 education. This essay argues that the communication studies discipline should make message/media literacy a standard objective of all versions of the college-level basic course. Doing so would help clarify and highlight the importance of the communication studies discipline, as well as encourage a more well-defined perception of communication studies.
Measuring Media Literacy for Media Education: Development of a Questionnaire for Teachers&apos; Competencies
Author: Simons, Mathea
Date: 2017-00-00
Type: Journal Articles
Subjects: Questionnaires,Media Literacy,Journalism Education,Teacher Competencies,Minimum Competency Testing,Measurement Techniques,Test Construction,Needs Assessment,Inquiry,Likert Scales,Teacher Surveys,Student Surveys,Student Teachers,Teacher Educators,Statistical Analysis,Factor Analysis,Foreign Countries

Effective media education requires that teachers have sufficient media literacy competencies as well as the competencies to promote media literacy in students. This article describes the development of a questionnaire to measure these competencies individually or as a team. The questionnaire was developed in five stages. A systematic and critical listing of existing inventories resulted in a preliminary questionnaire. In the final stage, the questionnaire was submitted to a representative sample of 454 teachers and 219 student teachers, and an exploratory factor analysis was conducted. The results show that the questionnaire is sufficiently valid and reliable.
News Media Literacy and Political Engagement: What&apos;s the Connection?
Author: Ashley, Seth
Date: 2017-00-00
Type: Journal Articles
Subjects: News Media,Media Literacy,Political Attitudes,College Students,Current Events,Student Surveys,Citizen Participation,Knowledge Level,Locus of Control,Regression (Statistics),Correlation,Student Attitudes,Mass Media Effects

Scholars and educators have long hoped that media education is positively related to pro-social goals such as political and civic engagement. With a focus on measuring news media literacy with emphasis on media knowledge, need for cognition and media locus of control, this study surveyed 537 college students and found positive relationships between news media literacy and two political engagement measures: current events knowledge and internal political efficacy. Findings show that news media literacy is not associated with political activity, although some dimensions of news media literacy are associated with lower levels of political trust. Results help to define significant components of news media literacy and suggest that these components help foster positive relationships with civic and political life.
Towards a Culturally Inclusive, Integrated, and Transdisciplinary Media Education Curriculum: Case Study of an International MA Program at the University of Lapland
Author: Rasi, Paivi
Date: 2017-00-00
Type: Journal Articles
Subjects: Journalism Education,Masters Programs,Culturally Relevant Education,Interdisciplinary Approach,Integrated Curriculum,Case Studies,Cultural Pluralism,Curriculum Evaluation,Content Analysis,Educational Practices,Foreign Countries

Internationalization presents both opportunities and challenges for higher education policies and curricula, as well as for teaching and learning methods. This article describes and discusses ongoing exploration and development of the planned curriculum of the MA in Media Education at the Faculty of Education at the University of Lapland, Finland, in terms of cultural inclusion and the integration of disciplines. The study concludes that the planned curriculum now includes new content that better supports cultural inclusion. Nevertheless, it was established that several steps are needed to move toward a more inter- and even transdisciplinary media education higher education curriculum.
Critical Media Literacies in the Twenty-First Century: Writing Autoethnographies, Making Connections, and Creating Virtual Identities
Author: Song, Ah-Young
Date: 2017-00-00
Type: Journal Articles
Subjects: Media Literacy,Critical Theory,Multiple Literacies,World Views,Global Education,Ethnography,Autobiographies,Interaction,Intergroup Relations,Cultural Pluralism,Computer Mediated Communication,Social Integration,Student Experience,Identification (Psychology),Social Networks,Educational Practices

Critical media literacies can help nurture students' creative agencies and engender positive, sustained change in local communities. Although students do need to develop faculties with digital technologies, they must also participate in critical readings of cultural artifacts and discriminate between various multimedia sources. It is important for youth to conceptualize language as perpetuating different kinds of ideologies. The proliferation of digital and mobile applications expand academic and political boundaries, for within a critical media literacies framework, reading is a collective transaction, learning is a generative act, and political engagement is an accessible achievement. This paper provides an overview of several significant studies that have interrogated the possibilities of critical media pedagogies in youth spaces. In this paper, I chart ways in which students can engage with critical media literacies, namely by (1) affording the production of meaningful and authentic autoethnographies, (2) facilitating hospitable connections with near and distant others, and (3) encouraging imaginative self-constructions of identities within virtual communities.
Adapting New Media Literacies to Participatory Spaces: Social Media Literacy Practices of Multilingual Students
Author: Solmaz, Osman
Date: 2017-00-00
Type: Journal Articles
Subjects: Multilingualism,Bilingual Students,Adoption (Ideas),Social Media,Media Literacy,Educational Practices,Social Networks,Foreign Students,Graduate Students,Online Surveys,Semi Structured Interviews,Mixed Methods Research,Cognitive Development,Learning Activities,Play,Simulation,Discourse Analysis,Computer Mediated Communication

Approaching the new media literacies as social practices through the lens of Participatory Culture Framework, the present study adapted new media literacies to online social networks and examined the social media literacy practices of international graduate students (IGSs). The data was collected through an online survey of 90 IGSs, semi-structured interviews with 13 volunteers, and social media data of these volunteers. Quantitative and qualitative analyses of the data revealed that IGSs engage in various social media literacy practices through the employment of multimodal tools and resources afforded by social networking sites despite differences across a multitude of literacies. Based on the findings, Social Media Literacies are proposed as a set of socio-literacy practices that are essential for navigation and participation in online diverse networks.