ethanporcaro/eric-fulltext-meta huggingface dataset:
Cartographies as Spaces of Inquiry to Explore of Teachers&apos; Nomadic Learning Trajectories
Author: Hernández-Hernández, Fernando
Date: 2018-06-00
Type: Journal Articles
Subjects: Inquiry,Secondary School Teachers,Cartography,Concept Mapping,Learning Strategies,Learning Processes,Teacher Education,Faculty Development,Teacher Workshops,Epistemology

This paper is part of a research project, in which secondary teachers were invited to generate cartographies, and participate in conversations about the scenarios and where they learn and the movements they make, inside and outside school. They were also invited to think about what they valued of this performative act as a source of knowledge and experience. By generating cartographies, as a visual and textual epistemological and methodological move, we inquire those interstices, displacements, instable journeys, ways of knowing, assemblages and entanglement through which teachers explore and perform their nomadic learning paths. The main aim of this research process it is no longer about getting results but generating and putting into action concepts such as rhizome, intensity, affect, gesture, displacement, metaphor. Concepts that are helping us to think about how learning gets through teachers' movements and trajectories. Specifically, in this paper, we reflect on how nomadism localizes learning not as an outcome but as an activity staged within a processual, relational and performative ontology of becoming. In addition, we consider how all these processes affect us, as teachers and researchers.
&quot;I Sorta Felt Like I Was out in the Middle of the Ocean&quot;: Novice Teachers&apos; Transition to the Classroom
Author: Miles, Rebecca
Date: 2018-06-00
Type: Journal Articles
Subjects: Beginning Teachers,Teacher Orientation,Teacher Education Programs,Readiness,Qualitative Research,Teacher Attitudes,Classroom Techniques,Educational Strategies,Faculty Development,Teacher Characteristics,Foreign Countries,Semi Structured Interviews

The design of initial teacher education courses is to provide pre-service teachers with skills, processes and knowledge about the practice and profession of teaching. This allows graduate teachers to best service the learning needs of future students. A disposition of inquiry in relation to ongoing teacher learning is a significant aspect of initial teacher education programs. The contribution that teacher education programs make in the transition from pre-service teachers to teacher challenges the experiences that occur during the teacher education program. The impetus for this study was to examine the graduate teacher's transition to novice teaching and the impact of their initial teacher education course in preparing them for this transition.
Using an Online Social Media Space to Engage Parents in Student Learning in the Early-Years: Enablers and Impediments
Author: Willis, Linda-Dianne
Date: 2018-06-00
Type: Journal Articles
Subjects: Social Media,Foreign Countries,Family Role,Parent Participation,Inquiry,Young Children,Surveys,Meetings,Interviews,Interpersonal Relationship,Interaction,Technology Uses in Education,Early Childhood Education,Computer Oriented Programs,Electronic Publishing,Integrated Learning Systems,Teaching Methods

Unprecedented changes to family life in the new millennium have left many parents feeling unable to effectively participate in their child's school-based learning. This article presents research which explored enablers and impediments when using social media as part of an inquiry curriculum to promote parent engagement in student learning in one Australian school. Using collaborative inquiry research, various data were collected from two early-years teachers, their students, and the students' parents using surveys, a full-day meeting, online weekly meetings, interviews, and the social media digital platform of Seesaw. Rogoff's three interrelated planes of sociocultural analysis--personal, interpersonal, and community--were used to examine participant interactions and their effects. The agency/structure dialectic provided a conceptual lens to further explain how the social media apparatus of Seesaw enabled learning and teaching. The findings showed that access to forms of language needed to contribute to online social media spaces drew attention to the importance of teachers having at the ready a substantive knowledge of inquiry. Implications for future research are discussed.
Young People&apos;s Learning Trajectories in the Digital Age
Author: Miño Puigcercós, Raquel
Date: 2018-06-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Case Studies,Ethnography,Foreign Countries,Secondary School Students,Student Experience,Context Effect,Participant Observation,Interviews,Focus Groups,Photography,Educational Environment

The immersion of societies in the digital and networked age has led to an increase of opportunities for young people to learn across countless face-to-face and online contexts. However, youth disaffection towards school remains high and access to opportunities across and within countries is remarkably unequal. This article builds on the results of two ethnographic case studies conducted in Spain and the learning stories narrated by 22 youth about their transitions across home, school, spare time, extracurricular activities, trips and virtual environments. The analysis of the stories show how young people establish connections and feel tensions across their experiences, creating continuities and discontinuities that are key for their learning. It also evidence that secondary school is only one node of the big sociocultural network through which young people learn. Building on the results, the conclusions raise the question: might a better understanding of learning trajectories favor a more inclusive educational system?
Learner Identity in EFL: An Analysis of Digital Texts of Identity in Higher Education
Author: García-Pastor, María Dolores
Date: 2018-06-00
Type: Journal Articles
Subjects: English (Second Language),College Students,Identification (Psychology),Correlation,Family Environment,Educational Environment,Language Usage,Student Empowerment,Second Language Learning,Educational Technology,Technology Uses in Education,Foreign Countries,Preservice Teacher Education,Language Teachers,Personal Narratives

This study explores learner identity (LI) in digital texts of identity (DTI) produced by college learners in English as a foreign language (EFL). In so doing, it aims to shed light on learners' connections of their learning experiences across time and settings, and their impact on the various learner identities that form their LI. It also intends to elucidate how learners construct powerful learner identities in and through their digital discourses. To this end, 51 DTI were collected and scrutinized, following studies on LI, critical and poststructuralist discourse analysis, &quot;thematic&quot; and &quot;dialogic/performative&quot; analysis within narrative research, and Kress and van Leeuwen's (2006) framework for the analysis of images. Learners established connections between their family and daily life spaces, school, and the foreign language community that account for, and shape their construction of their identities as learners in general, and language learners in particular. Students also empowered themselves by identifying with an intercultural speaker, using authority claims, and, in general, enhancing their authoritativeness in and through their texts. These findings underscore the potential of DTI to reinforce learners' identities, and create more equitable learning spaces.
Latino Immigrant Families Learning with Digital Media across Settings and Generations
Author: Levinson, Amber Maria
Date: 2018-06-00
Type: Journal Articles
Subjects: Hispanic Americans,Immigrants,Case Studies,Family Environment,Information Technology,Elementary School Students,Technology Uses in Education,Handheld Devices,Telecommunications,Relevance (Education),Parent Role,Second Language Learning,English (Second Language),Interdisciplinary Approach,Learning Activities,Ethnography,Mixed Methods Research,Low Income Groups,Urban Areas,Observation,Interviews

This article shares case studies from in-depth research that investigates Latino immigrant families' use of technology, focusing on family technology practices that were interest-driven, cross-setting, and in some cases also collaborative among family members. Three cases illustrate ways that families--all of whom included elementary school-age children--were innovative in their use of technology to learn, as well as how digital resources served to help children and parents explore content across settings. Beyond documenting families' existing practices, the study also examined what happened when each family received a tablet device with curated language- and literacy-related content. We focus on three types of connections that families made: 1) aligning access to rich content at home and school leading to more exploration of academically relevant material; 2) expanding parents' roles as collaborative learners of English as a second language among other topics; and 3) digital production that connects civic, STEM, and language practices. We highlight ways in which families used innovative approaches to get the most out of the devices and content they had access to. We also explore how factors including technology infrastructure, opacity of the app marketplace, and cost can constrain families' opportunities to learn with technology.
Learning and Experience: Aesthetics of Multimodal Texts in Higher Education
Author: Garrido, Juan Ramírez
Date: 2018-06-00
Type: Journal Articles
Subjects: Art Activities,Interdisciplinary Approach,Social Sciences,Teaching Methods,Aesthetics,Literacy,Higher Education,Learning Modalities,Social Media,Educational Technology,Technology Uses in Education,Workshops,Experience,Visual Stimuli,Autobiographies

This paper invites readers to reconsider the role of Art in the learning of social sciences in higher education based on the ability of the arts to promote understanding among students about their world of life. The new pathways opened up by multimodality offer access to vast repositories of images such as Flickr (Davies, 2007; Castañeda, 2009), and museums that exhibit high quality reproductions of their art collections (Google Art Project). Furthermore, students can express themselves by combining their own images with text (multiliteracies--The New London Group, 1996; Leander, K &amp; Boldt, G., 2012). Multimodal literacy represents a powerful tool to observe and record of all kinds of interesting events for social science students that can be shared and debated on social media. Moreover, following John Dewey (1980) about aesthetic experience, the new form of literacy, as result of combining imagens and texts, represents an excellent way to trigger sensible and aesthetic feelings .
Learn, Teach and Share, Participation in Expanded Educational Communities: Madrid Pikler Seminar as a Practice of Continuing Education between Childhood Professionals
Author: González-Patiño, Javier
Date: 2018-06-00
Type: Journal Articles
Subjects: Seminars,Communities of Practice,Teaching Methods,Meetings,Discussion,Learning Experience,Information Technology,Social Networks,Preschool Teachers,Kindergarten,Foreign Countries,Participatory Research,Educational Technology,Technology Uses in Education,Early Childhood Education

This article analyzes an expanded learning experience, expanded in the sense that this experience is mediated by public digital space, in which a very active collective of educators that work with young children strive to improve their professional practice incorporating the pedagogical approaches of Emmi Pikler. Although, initially, the format of this seminar was based on discussion and analysis meetings, a few years back the author and researcher joined to suggest open and connected activities, promoting the use of standard tools of the social web that enable participants to create knowledge before, during and after the sessions; as well as disseminate, debate and recover it afterwards. The interpretation and analysis of this experience showcase the diversity and evolution of the trajectories of participation that take place within this community of practice, and the design of its functional elements and protocols intend to inspire an expanded approach in other learning scenarios.
Understanding Educational Change: Agency-Structure Dynamics in a Novel Design and Making Environment
Author: Kumpulainen, Kristiina
Date: 2018-06-00
Type: Journal Articles
Subjects: Educational Change,Design,Innovation,Social Environment,Learning Activities,Video Technology,Group Dynamics,STEM Education,Creative Activities,Art Activities,Vignettes,Elementary School Students,Educational Practices,Foreign Countries

This study investigates agency-structure dynamics in students and teachers' social activity in a novel design and making environment in the context of the Finnish school system, which has recently undergone major curricular reform. Understanding that agency is an important mediator of educational change, we ask the following questions: How are agency-structure dynamics manifested in the social activity of students and their teachers in a novel design and making environment? How do agency-structure dynamics create possibilities and obstacles for educational change? The data comprise 65 hours of video recordings and field notes of the social activity of students aged 9-12 years old (N = 94) and their teachers collected over a period of one semester. Our study shows how the introduction of the novel learning environment created a boundary space in which traditional teacher-centered activity patterns interacted and came into tension with student-centered modes of teaching and learning. Our study reveals three distinctive agency-structure dynamics that illuminate how the agentive actions of both teachers and students stabilized existing teacher-centered practices and, at other, times ruptured and broke away from existing patterns, thus giving rise to possibilities for educational change.
Investigating the Influence of Dramatic Arts on Young Children&apos;s Social and Academic Development in the World of &quot;Jack and the Beanstalk&quot;
Author: Whitmore, Kathryn F.
Date: 2017-00-00
Type: Journal Articles
Subjects: Drama,Teaching Methods,Early Intervention,Preschool Education,Young Children,Academic Achievement,Social Development,Observation,Interviews,Freehand Drawing,Self Efficacy,Imagination,Emergent Literacy,Ethnography,Qualitative Research,Grounded Theory

This article reports findings from an evaluation study of a 10-week interactive drama residency in a large Head Start preschool in a southeastern state. The goal of the study was to learn about what happened when three to five-year old children and their teachers experienced interactive drama, with particular questions about how the young children's academic and social development might be supported with dramatic arts. Findings from a qualitative analysis of observations, interviews and children's drawing samples indicated how important movement is for engaging young children, how rituals supported self-efficacy and risk taking, and how traveling in and out of a story world supported the imagination necessary for early literacy development. Findings also suggested the importance of involving classroom teachers in professional development about dramatic arts. These findings provoked new questions and plans for future research.
Activity and Learning Contexts in Educational Transmedia
Author: Molas Castells, Núria
Date: 2018-06-00
Type: Journal Articles
Subjects: Story Telling,Educational Technology,Technology Uses in Education,Secondary School Students,Foreign Countries,Teaching Methods,Case Studies,Diaries,Interviews,Program Effectiveness

The idea of transmedial organisation emerged as the form adopted by much of today's storytelling, combining different media, at different points in time, placing the user in a new situation with a much more active attitude, having to work out how to understand a set of messages and having to engage in the understanding of the story (Jenkins, 2006). Transmediality has some educational consequences that set it apart from other approaches, even outside specific learning contexts. Some of the ideas discussed led to the creation of a project entitled &quot;The Ancestral Letter,&quot; a transmedia story, designed and produced specifically for 15-year-old students. The project was implemented in two secondary schools in Barcelona in order to verify the interest in this concept. The journey we have made, from a few starting principles and theoretical problems to a complex case of transmedia storytelling, clearly highlights the difficulty involved in addressing the question of learning between contexts, and through them, especially if it is carried out in a simple and simplified manner; that is, without having a much more elaborate theory of learning contexts, nor a rigorously designed descriptive language. &quot;The Ancestral Letter&quot; and other transmedia examples offer us a more understandable and effective way of coordinating between the school-based and informal settings, between the digital setting and everyday life (analogical, not mediated by screens), both in terms of the organisation of content and in respect of time-based narrative. Unfortunately, we still do not have enough knowledge about this or about activity contexts (whether or not learning takes place within them).
Primary Pre-Service Teachers&apos; Attitudes towards Inclusion across the Training Years
Author: Goddard, Corrina
Date: 2018-06-00
Type: Journal Articles
Subjects: Inclusion,Student Attitudes,Preservice Teachers,Elementary School Teachers,Foreign Countries,Student Surveys,Academically Gifted,English Language Learners,Disabilities,Attitude Measures,Individual Characteristics,Environmental Influences,Likert Scales,Statistical Analysis

Teachers are responsible for meeting the needs of increasingly diverse learners. Given their position as catalysts for educational change, teachers' positive attitudes towards inclusive education must be considered prerequisite to its success in Australian classrooms. This study investigated the extent to which pre-service training affects pre-service primary teachers' attitudes towards inclusive education. A survey was designed to examine such attitudes among primary pre-service teachers at all year levels of their Bachelor of Education (Primary). To reflect the increasingly broad definition of inclusion established in the literature, participants' attitudes towards gifted and talented students, those learning English as a second language or dialect and those with disabilities were considered. Using a sample of 56 primary pre-service teachers from three metropolitan universities in Australia, this study examined the nature of these attitudes according to child, teacher and environment related variables across the training years. Results showed that primary pre-service teachers' attitudes towards inclusion were generally positive and strengthened across the training years, though they varied according to demographic characteristics, constructs and areas of inclusion. The findings of this study have implications for teacher educators, teacher education institutions and future research.
From Learning Contexts to Learning Lives: Studying Learning (Dis)Continuities from the Perspective of the Learners
Author: Jornet, Alfredo
Date: 2018-06-00
Type: Journal Articles
Subjects: Educational Research,Context Effect,Learning Processes,Lifelong Learning,Transformative Learning,Ethnography,Theater Arts,Learning Activities,Elementary Education,Creative Activities,Creative Development,Teaching Methods,Educational Practices,Imagination,Affective Behavior,Foreign Countries

As digital technologies continue transforming the time and space boundaries that traditionally had been ascribed to different educational settings, the very notion of learning &quot;context&quot; also is being challenged in educational research literature. In this article, we contribute to this debate by offering an empirically grounded discussion on the contrast between customary notions of context--which emphasize self-containment--and the emerging notion of &quot;learning lives&quot;--which aims to capture the dialectical relation between continuity and transformation that characterizes life processes. We draw from empirical materials collected through a participant ethnography at an arts-based, community-oriented primary school, where we follow the learning lives of school community members as they participate in a theater project, moving between the school and the home settings. Our analyses compare conceptualizations and analytical categories that emphasize &quot;context&quot; and the associated &quot;boundaries&quot; with conceptualizations and units of analysis that emphasize the fluid and boundless character of learning and living across settings and time.
Testing a Unified Model of Task-Specific Motivation: How Teachers Appraise Three Professional Development Activities
Author: de Brabander, Cornelis J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Motivation,Elementary School Teachers,Models,Faculty Development,Learning Activities,Structural Equation Models,Readiness,Participative Decision Making,Self Esteem,Teamwork,Boards of Education,Teacher Role,Foreign Countries,Teacher Surveys

This article tests the tenability of a Unified Model of Task-specific Motivation (UMTM). The UMTM integrates task-specific components from several theories of motivation. Core of the model are four interacting but relatively independent types of valences. Affective and cognitive valences represent feelings while doing an activity and thoughts about the value of its consequences respectively; both affective and cognitive valences can be positive and negative, hence calling for approach and avoidance motivation respectively. The interaction between these four types of valences results in a valence appraisal that influences readiness for action. Task-specific antecedents, autonomy, feasibility, social relatedness and subjective norm, influence valences. 441 Primary school teachers provided judgments of all components of the model except social relatedness for three imaginary professional learning activities. The three activities were framed as a school board decided, a team decided and a personally decided learning activity. Structural equation modelling showed that for each activity a separate model was needed. How valences influenced readiness for action was specific to each activity. In the board and team decided activities, for instance, readiness for action appeared to be based predominantly on cognitive valences, while in the personally decided activity affective and cognitive valences showed a more balanced contribution. Regarding task-specific antecedents, however, the picture was less clear. Nevertheless, the UMTM proved to offer rich possibilities for the explanation of complex motivational phenomena and promises a significant reduction of the superabundance of theories that encumbers motivation research.