ethanporcaro/eric-fulltext-meta huggingface dataset:
Employability Initiatives in Undergraduate Education and Application to Human Nutrition: A Scoping Review
Author: Murray, Emily
Date: 2020-00-00
Type: Journal Articles
Subjects: Employment Potential,Undergraduate Study,Nutrition Instruction,Career Readiness,Foreign Countries,Educational Research,College Curriculum,Work Experience Programs,Undergraduate Students,School Business Relationship,Electronic Learning,Authentic Learning,Mentors,Skill Development,Job Skills

Human nutrition is a growing field with an increasing job market and high demand for university study, yet graduates report feeling underprepared for and unaware of potential job opportunities. This scoping review aimed to identify employment initiatives used in undergraduate programs to support an evidence-based approach to the development of future initiatives for human nutrition courses. The scoping review following PRISMA-ScR criteria was initially conducted in October 2018 and updated in April 2020. Search terms were selected to identify studies that reported on employability or work-readiness embedded within the course curriculum for undergraduate students. Fourteen papers met the eligibility criteria. Papers included were from Australia (9), United Kingdom (2), United States (1), New Zealand (1) and Germany (1). Papers described initiatives fitting broad categories of placements, project-based industry collaboration, practice-based eLearning, mentoring and building graduate attributes. Placements were the most common type of initiative and project-based industry collaboration demonstrated the highest levels of student and employer satisfaction. The success of initiatives was often attributed to incorporating diverse approaches to real-world, problem-solving skills. Mentoring and eLearning were used to promote employability soft skills, while industry-based placements provided students with practical experience. Placement in specific workplace settings should be representative of the diverse job options for nutrition graduates. Human nutrition degrees should consider incorporating strategies that develop soft skills and project-based skills while exposing students to diverse workplace settings within industry.
Investigation of the Relationship between Facebook Addiction and the Level of Free Time Satisfaction of the Recreation Department Students
Author: Yaman, M. Sibel
Date: 2020-07-00
Type: Journal Articles
Subjects: Social Media,Addictive Behavior,College Students,Foreign Countries,Leisure Time,Satisfaction,Gender Differences,Age Differences,Socioeconomic Status,Correlation,Recreation

The purpose of this study is to examine the relationship between recreation department students' Facebook addiction and free time satisfaction levels and to determine whether they differ according to certain variables. 212 Turkish students, 108 males and 104 females studying at the Faculty of Sport Sciences Recreation Department in the 2018-2019 academic years, were included in the study. As the data collection tool, the personal information form prepared by the researcher, &quot;Facebook Addiction Scale (FAS)&quot; developed by Çam and Isbulan (2012), and &quot;Free time Satisfaction Scale&quot; (FTSS) developed by Bearli and Ragheb (1980) and adapted in Turkish by Karli et al. (2008)&quot;were used. Descriptive statistics, independent groups t-test, one-way analysis of variance (ANOVA) and Pearson correlation tests were used in order to analyze the data. When the findings of the research are examined; there was no significant difference between Facebook Addiction and Free Time Satisfaction Scale sub-dimensions according to gender, age and monthly family income variables (p&gt; 0.05). Among the findings, only a significant difference was found in the &quot;daily free time period&quot; variable in the FTSS &quot;relaxation&quot; sub-dimension (p &lt;0.05), and no significant difference was found in the other sub-dimensions and Facebook addiction level (p&gt; 0.05). In conclusion, while there is no significant relationship between recreational department students' Facebook addiction and free time satisfaction levels (p&gt; 0.05), it can be said that student' free time satisfaction levels do not influence the level of addiction towards Facebook usage.
Elementary Principals&apos; Knowledge of and Expectations for Specialized Literacy Professionals
Author: Mahaffey, Abbie
Date: 2020-07-00
Type: Journal Articles
Subjects: Elementary Schools,Principals,Administrator Attitudes,Expectation,Literacy Education,Specialists,Knowledge Level,Staff Role,Responsibility,Reading Consultants

Specialized literacy professionals, guided by the International Literacy Association's (ILA) Standards for the Preparation of Literacy Professionals 2017, fulfill many roles within the elementary school setting to support the literacy development of students. The purpose of this mixed-methods study was to investigate elementary principals' knowledge of and expectations for the specialized literacy professionals' roles and responsibilities compared to the ILA Standards. This study included 36 elementary (K-5) principals. Data was collected using an online survey adapted from a survey developed by Bean, et al. (2015) and voluntary follow-up interviews to further explore responses. Findings revealed that elementary principals consider the role of specialized literacy professionals to be one of a teacher-leader, which has evolved over the years; however, they lack familiarity with and do not use the ILA Standards when determining the specialized literacy professional's roles and responsibilities within their school.
Exploring Teacher and Student Perceptions on the Use of Digital Conferencing Tools When Providing Feedback in Writing Workshop
Author: Henry, Elizabeth
Date: 2020-07-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Writing Workshops,Instructional Effectiveness,Feedback (Response),Usability,Writing Instruction,Middle School Students,Middle School Teachers,Synchronous Communication,Teleconferencing,Technology Integration

Writing teachers often express they have insufficient time to provide adequate feedback during writing workshop conferences. Existing research has identified the importance of providing feedback to students and acknowledges the difficulty in finding the vast amount of time this requires. Educators have considered using digital tools as a means of solving this dilemma. This study explores the perceptions of teachers and students who used traditional face-to-face conferencing and digital conferencing tools as methods of delivering feedback during writing workshop. Participants from six middle school classrooms used face-to-face conferencing and provided feedback through Screencastify during a writing workshop. A survey of all participants and select interviews were conducted. Both a descriptive and content analysis were performed to examine the ratings and themes identified by the participants. The mean was used to compare the ratings for each conferencing method. An independent sample t test was used to compare the perceptions of teachers and students regarding each conferencing methods' effectiveness and ease of use. The quantitative results indicated that teachers and students found face-to-face conferences and Screencastify conferences to be equally effective and easy to use. The qualitative results identified several advantages and disadvantages for each type of conferencing method. Overall, teachers and students found benefits in each method and indicated that each method might be useful in different circumstances.
User Experience of Mobile Virtual Reality: Experiment on Changes in Students&apos; Attitudes
Author: Dirin, Amir
Date: 2020-07-00
Type: Journal Articles
Subjects: Student Attitudes,Schemata (Cognition),Computer Simulation,Telecommunications,Handheld Devices,College Students,School Orientation,Foreign Countries,Technology Uses in Education,Attitude Change

Contemporary technological advancements, such as augmented reality and virtual reality, have extended smartphones' capabilities further than ever before. These devices are especially popular among students for performing their educational activities. However, students are skeptical or hesitant to try new technologies for various physical and psychological reasons, such as lack of knowledge, wrong attitudes, and misperceptions of the ease of installation and usage. In this study, we investigated students' mental models and perceptions of mobile virtual reality (MVR) application installation and usage. To achieve the research objective, we designed and developed an MVR case study application and conducted a usability evaluation, a user-experience assessment, and pre- and post-questionnaires. The questionnaires helped us compare the students' attitude changes from before and after the case study experiment. Based on the results of this study, we elaborate the challenges, opportunities, and best practices associated with the MVR application's design and development in an educational context. The results of this study will help practitioners design and develop robust MVR applications in an educational context and open up a new research domain for academicians on MVR design and development.
Arts and Drama Education Is for All
Author: Witczak, Kristen
Date: 2020-00-00
Type: Journal Articles
Subjects: Art Education,Drama,Dramatics,Teaching Methods,Teacher Attitudes,Curriculum Design,Class Activities,Secondary School Teachers,Teacher Motivation

In this interview, arts educator Kristen Witczak discusses her experience of teaching drama with children, adolescents, and adults in various educational settings. She shares her early motivation for becoming an arts educator and the moments in her career that nourished her passion for her work. She also outlines some of the institutional and cultural challenges that are prevalent for today's drama educators. Finally, she shares advice for young artists who are considering a career in arts education.
A Symbiotic Link between Music, Movement, and Social Emotional Learning: Mindful Learning in Early Learners
Author: Yanko, Matt
Date: 2020-00-00
Type: Journal Articles
Subjects: Music,Motion,Social Development,Emotional Development,Metacognition,Constructivism (Learning),Personal Narratives,Grade 1,Elementary School Students,Outdoor Education,Educational Environment

In the following study we investigate how young learners engage with music and movement to illustrate their understandings and connections to nature. We discover a symbiotic relationship between the performing arts, Social Emotional Learning, and Mindful Learning over the course of six months, and examine the potentials and constraints of this harmonization. Results from this study show that learning in a co-constructivist setting, which allows opportunities for reflective listening, choice, intentional focus, and feedback, supports the development of behavioural and emotional abilities, and empowers students to delve deeper into their connections with nature through composing abstract music and movement pieces.
Performative Writing as a Method of Inquiry with the Material World: The Art of the Imperative
Author: Fitzpatrick, Esther
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing (Composition),Inquiry,Higher Education,Writing Strategies,Writing Instruction,Art Activities,Foreign Countries,Physical Activities,Creative Writing,Memory,Diversity,Human Body

Understanding writing as a performative material practice, this paper highlights the &quot;imperative&quot; as a strategy to enhance writing practices in our classrooms and academic workshops. Drawing on posthuman theories and intra-active relationships, it describes how performative arts-based writing can provide a way to engage with the human and nonhuman, the embodied, sensory elements of our writerly worlds. Employing a critical collaborative autoethnographic methodology, the two authors provide a narrative account of a year as two research Fellows in a university exploring writing as a method of inquiry through designing and implementing a series of performative arts-based writing activities.
Experiential Learning for Health Sciences Education Students: An Open Distance Learning (ODL) Context
Author: Masango, T. E.
Date: 2020-07-00
Type: Journal Articles
Subjects: Distance Education,Experiential Learning,Nursing Education,Online Courses,Educational Technology,Technology Uses in Education,Foreign Countries,College Students,College Faculty,Teacher Education Programs,Preservice Teachers,Workshops,Student Attitudes,Program Effectiveness

The purpose of the study was explore and describe experiences of student teachers currently registered for the BCUR degree studying in an ODL university. The degree comprises nursing education and management and the students had attended the teaching practice workshop, a component of nursing education programme. An explorative, descriptive, interpretative and qualitative design was conducted to explore student teachers' experiences of the teaching practice workshop they have attended. The interviews were conducted on twenty student nurse educators who participated in the study. Purposive sampling which is based on the belief that the researcher's knowledge about the population can be used to hand pick sample elements was used. The study yielded both positive and negative experiences. The positive was the provision of environment, which exposed them to teaching, and acquisition of pedagogical skills. Negative experience were also reported including poor and inaccessible orientation, outdated study guide and workbook, ineffective feedback and a very short period of exposure to teaching practice. Workshops to be divided into two phases, first phase for orientation and second phase for teaching practice and assessment. Students to be thoroughly prepared re on-line teaching.
Educators&apos; Perceptions of Performance-Based Approaches in Teaching Difference with Youth
Author: Gaudry-Routledge, Madison E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Foreign Countries,Elementary School Teachers,High School Teachers,Student Empowerment,Critical Theory,Teaching Methods,Drama,Teacher Motivation,Identification (Psychology),Classroom Techniques,Barriers

Recent research into critical pedagogy supports the implementation of performance-based practices into the classroom. This qualitative research explored the pragmatic ways in which youth, ages 8-17, are taught in Canada's, specifically Ontario's, education system on topics of difference and power. Through semi-structured interviews, four elementary and high school educators described their experiences using performance-based teaching in the classroom. A thematic analysis revealed that teachers found including such practices empowered students and influenced their understanding of their own identities as well as the systemic oppression of marginalized groups.
Generational Bridges: Supporting Literacy Development with Elder Storytelling and Video Performance
Author: Snow, Kathy
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Canada Natives,Indigenous Knowledge,Story Telling,Older Adults,Video Technology,Literacy Education,Program Implementation,Student Attitudes,Cooperative Learning

This paper describes our implementation of digital storytelling within a First Nations community elementary school in eastern Canada. Our aim with this project was to support community engagement in the school, while promoting literacy development, by inviting Elders to share their stories, both traditional and modern lived experiences, with children in a grade 4/5 split class. Positioned as a participatory action research project, anchored in Indigenous methodologies, the project was developed through meetings with community members to build on the strengths of the community. Reflections from students illustrate that working with Elders gave deeper meaning to the stories they heard and performed, and fostered greater engagement in literacy development.
High-Stakes, Standardized Testing and Emergent Bilingual Students in Texas: A Call for Action
Author: Back, Amy J.
Date: 2020-00-00
Type: Journal Articles
Subjects: High Stakes Tests,Standardized Tests,Student Evaluation,Bilingual Students,High School Students,Public School Teachers,Accountability,Test Bias,Language Tests,English Language Learners,Teacher Education Programs

Public schools in the U.S. today are educating more students from language and racial/ethnic minority backgrounds and from lower socioeconomic groups. Schools, however, have a long history of providing inequitable educational opportunities that disadvantage low income students and students of color who are increasingly segregated in under-funded schools. Highstakes, standardized tests have long been a part of Texas education policy even though decades of research show this testing to be a deeply flawed policy that further exacerbates already existing educational inequalities and disadvantages minoritized students. This article contributes to this body of scholarship by offering an overview of findings from an ethnographic study examining how emergent bilingual students experience high-stakes accountability in a public high school in El Paso, Texas. The article concludes by looking to the role that teacher educators and educator preparation programs can play developing agency among in- and preservice teachers to reduce the dominance of the testing system and test-centric instruction in Texas public schools.
Life Histories Center Performance as Response to Text
Author: Browne, Susan
Date: 2020-00-00
Type: Journal Articles
Subjects: Biographies,Inquiry,Teaching Methods,Reading,Undergraduate Study,Adolescent Literature,Novels,Interaction,Research Methodology,Creativity,Poetry

Based in anthropology (Cole &amp; Knowles, 2001), life history inquiry into literature emphasizes deep understandings of literary characters that are expressed through dramatic performance. For teachers or teacher-educators, life histories offer a powerful teaching strategy. Life histories support locating readers in a particular pattern or &quot;grammar&quot; of events, situations, and goals while also revealing the subjective worlds of characters who are involved in such events. In an undergraduate Honors Literacies course, life histories performances in response to the young adult novel, &quot;The Skin I'm In&quot; (Flake, 1998), enabled examinations of the complex interaction of characters, their lives, and particular contexts.
Performing Life Stories: Hindsight and Foresight for Better Insight
Author: Norton, Lynn
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Biographies,Personal Narratives,Reflection,Power Structure,Self Concept,Experiential Learning,Outcomes of Education,Graduate Students,Masters Programs,College Graduates,Perspective Taking,Story Telling,Transformative Learning,Self Evaluation (Individuals)

We examine the benefits of developing critically reflexive learners through life story performance embedded in a Critical Reflexive Model. Students are invited to work with their life stories in a safe, dialogical space and to deconstruct various forms of power and its influence on their lives. Using a mix of creative and embodied methodologies, students explore their values, agency, and performativity to enable a deeper level of critical reflexivity. As researchers, we track what ongoing contributions reflexivity has made to the lives of students after graduating and currently working in the field as professionals. Our findings indicate that students experience shifts in their perception of self, others, and their contexts, which make them better placed to respond to the many complexities of society in South Africa on both a personal and a professional level.
Performance, the Arts, and Curricular Change
Author: Gade, Sharada
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Practices,Educational Change,Performance,Inquiry,Curriculum Development,Middle School Students,Creative Activities,Foreign Countries,Resident Camp Programs,Teaching Methods,Art,Art Activities,Teaching (Occupation),Teacher Role,Teacher Researchers

The need to improvise and take action as a practitioner draws on Schwab's notion of deliberation and the Greek concept of poiesis. Inspired by an impromptu discussion with students at a computer summer camp, the author uses the works of Sarason, Eisner, and Stenhouse to show how practitioner performance, student audience, educational inquiry, teacher as researcher, and curricular change are interrelated.
Impact of the Web Application for the Educational Process on the Compound Interest Considering Data Science
Author: Salas-Rueda, Ricardo-Adan
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Credit (Finance),Computation,Educational Technology,Technology Uses in Education,Mathematics Skills,Data,Prediction,Decision Making,Computer Simulation,Instructional Effectiveness,Student Characteristics,Knowledge Level,Artificial Intelligence

This quantitative research analyzes the impact of the Web Application for the Educational Process on Compound Interest (WAEPCI) considering the machine learning and data science. The sample is composed of 46 students who studied the Financial Mathematics course in a Mexican university during the 2017 school year. WAEPCI presents the calculation of the Compound Interest and Compound Amount over a period of four years through the data simulation. The results of the machine learning (linear regression) indicate that WAEPCI positively influences the assimilation of knowledge and development of mathematical skills on the Compound Interest and Compound Amount. Data science establishes 4 predictive models on the use of WAEPCI in the educational process by means of the decision tree technique. The construction of web applications facilitates the active role of students, improves the assimilation of knowledge and allows the development of skills. Finally, WAEPCI improves the teaching-learning conditions on Financial Mathematics through the data simulation.
Writing the Wrong in the ELA Classroom: the Role of Performance through Creative Writing
Author: Venuta, Petnyna
Date: 2020-00-00
Type: Journal Articles
Subjects: Creative Writing,English,Language Arts,English Teachers,Authors,Writing Attitudes,Literary Genres,Academic Language,Teaching Methods,Reading Skills,Writing Skills,Literature,Secondary School Teachers,Teacher Attitudes

Why aren't English teachers creative writers? Why is there little to no emphasis on creative writing in ELA classes? What are the implications of popular media portrayals of the writer on students' perception of writing? In my classroom practice, I encouraged a variety of writing styles that allowed students to grow as readers, but, more importantly, as writers. This paper attempts to understand how we can integrate creative writing with traditional academic writing, to imagine its possibilities, and to examine how we can do more of it.