ethanporcaro/eric-fulltext-meta huggingface dataset:
A Music Educator&apos;s First-Hand Account of the Struggle to Reform American Education (1953-2018)
Author: Lehman, Paul R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Music Teachers,Music Education,Educational Change,Elementary Secondary Education,Educational History,United States History,Educational Legislation,Federal Legislation,Educational Quality,Change Strategies

This article provides the author's thoughts concerning nine major events, reports, and pieces of legislation that have shaped American education over the past 65 years. It also lists several lessons he has learned from these efforts. In addition, a number of proposals are offered for achieving genuine reform in education, and for strengthening the position of music in the school curriculum. Paul R. Lehman is a Professor Emeritus of Music at the University of Michigan, Ann Arbor. He served as president of the Music Educators National Conference, now the National Association for Music Education, from 1984 to 1986. This piece is adapted from his remarks delivered on March 24, 2018, at the NAfME National In-Service Conference in Atlanta, Georgia. Some of these thoughts have been discussed by the author in earlier publications.
Language Proficiency and Smartphone-Aided Second Language Learning: A Look at English, German, Swahili, Hausa and Zulu
Author: Luef, Eva Maria
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Computer Software,Telecommunications,Handheld Devices,Language Proficiency,Universities,German,African Languages,English (Second Language),Technological Literacy,Learning Processes,Computer Assisted Instruction,Foreign Countries,Language Skills,Undergraduate Students

Use and development of applications for smartphones (so-called 'apps') continue to rise, and it comes as no surprise that language learning apps (such as Google Translate) are immensely popular among the younger generation. But, do these apps actual help students learn a language and, if so, how is apps usage influenced by the proficiency of the language learner? Our research focused on the use of apps related to language learning in two major Korean universities. Koreans are known to be high-tech users and avid language learners, and Korea can therefore provide a good model for how education and technology intersect. We asked students studying German, Swahili, Hausa, and Zulu to inform us about the role that smartphone apps play in their language learning, both at home and in a formal education setting (e.g., classroom). Results showed that one important determiner for how apps were used was language proficiency. We further found an interaction effect between proficiency in English and the other languages, which directly impacted app use. Our findings suggest that these rather sophisticated digital and language learning students make sophisticated choices of apps based on knowledge of apps and the language learning task at hand.
State Wide Self-Assessment of General Program Standards for Agricultural Education
Author: Sands, Kelsey R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Agricultural Education,Secondary Education,Academic Standards,High School Teachers,State Standards,Behavior Theories,Student Organizations,Work Experience Programs

A quality program is the ultimate goal for many secondary agricultural education programs. To ensure quality agricultural education programs, standards were established to measure the extent agricultural education programs in Iowa were implementing standards. Utilizing Ajzen's Theory of Planned Behavior, researchers incorporated the Iowa Council on Agricultural Education standards as an evaluation tool. A census study was conducted in Iowa with high school agricultural education teachers (N = 255) to better understand the extent that standards outlined by the Iowa Council on Agricultural Education were being met in agricultural education programs. In the general program standard area, improvement is needed in the areas of utilization of stakeholders, program planning, and administration communication. The FFA standard area only had one standard not being met or exceeded while Supervised Agricultural Experience (SAE) standard area had all standards indicated being met or exceeded.
A Video-Mediated Critical Friendship Reflection Framework for ESL Teacher Education
Author: Smith, Monica Gonzalez
Date: 2019-05-00
Type: Journal Articles
Subjects: Video Technology,Preservice Teachers,English (Second Language),Second Language Instruction,Second Language Learning,Language Teachers,Teacher Education,Friendship,Teaching Methods,Elementary School Students,Feedback (Response),Teacher Educators,Teacher Student Relationship,Ethnography,Scaffolding (Teaching Technique),Undergraduate Students,Lesson Plans,Student Attitudes

In teacher preparation years, teacher candidates are often required to use personal video recordings of classroom instruction to reflect on teaching and learning. While it is well documented that video supports, scaffolds, and transforms teacher reflection, the literature on ESL-focused video reflection is scant. The present study discusses how four, final semester, undergraduate teacher candidates engaged in critical friendship to reflect on personally recorded videos of instruction delivered to elementary-aged ESL students. Twelve critical friendship lesson feedback sessions were collected over a 15-week period and were analyzed through ethnographic research methods using friendship metaphors and a member checking process. The article presents a video-mediated critical friendship framework that ESL teacher educators can use to structure video-mediated dialogue with teacher candidates and concludes with a discussion surrounding the benefits of using critical friendship in ESL teacher education.
Development of Community-Based Participatory Research Competencies: A Delphi Study Identifying Best Practices in the Collaborative Process
Author: Dari, Tahani
Date: 2019-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Research and Development,Participatory Research,Community Involvement,Counselors,Counselor Training,Best Practices,Competence,Guidelines,Professional Development,Expertise,Evidence Based Practice,Community Cooperation

A gap exists in the counseling profession between research and practice. Community-based participatory research (CBPR) is one approach that could reduce this gap. The CBPR framework can serve as an additional tool for translating research findings into practical interventions for communities and counseling practitioners. Stronger community partnerships between researchers and practitioners will further improve treatment for our clients. The purpose of this study was to develop competencies that would provide the foundations for a training guideline in CBPR. Using the Delphi method, an expert panel achieved consensus on 153 competencies (knowledge, skills, attitudes, activities). Competencies are significant for the profession because they establish best practice, guidelines of service, and professional training.
Student Responses to Online Peer Assessment in Tertiary English Language Classrooms
Author: Yang, Chi Cheung Ruby
Date: 2019-05-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Peer Evaluation,Evaluation Methods,College Students,Student Attitudes,Language Proficiency,Computer Mediated Communication,Educational Technology,Oral Language

The use of peer assessment has been investigated for decades. However, the results of different studies are mixed. In this study, the implementation of peer assessment was attempted to assess students' reading aloud and oral presentation in two higher diploma/associate degree English language courses in Hong Kong. Students' opinions towards the implementation were obtained from the online questionnaire and follow-up interviews. In the end, 163 students from the two courses completed the questionnaire and 11 of them were involved in the interviews voluntarily. Apart from focusing on students' perceptions of peer assessment, the effects of the use of an online platform for peer assessment were explored. The results showed that more than half of the students were positive towards peer assessment because of their perceived benefits such as consolidating subject knowledge, engaging critical thinking and encouraging active student involvement in the assessment process. Regarding peer feedback, a few participants expressed that they were not confident in their abilities and English levels. Also, the majority of students interviewed commented negatively about the quality of their peers' feedback. Based on the findings, some implications for education and future studies were drawn.
Miscarriage: An Ecological Examination
Author: Rogers, Jennifer L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Pregnancy,Counseling Techniques,Emotional Response,Psychological Patterns,Cultural Influences,Mental Health,Anxiety,Depression (Psychology),Stress Variables,Substance Abuse,Posttraumatic Stress Disorder,Health Services,Interpersonal Relationship,Costs,Health Insurance

About one in four women will experience miscarriage of pregnancy, which can be the impetus for significant and persistent psychological distress. Because of cultural norms of silence and minimization around pregnancy loss, as well as a notable lack of scholarship on the topic, counselors may neglect this area in their clinical work. This article describes the relevance of Bronfenbrenner's ecological systems theory for counselors seeking to account for the numerous variables that may be at play when working with clients who have lost a pregnancy. Using a detailed case example to demonstrate ecologically informed case conceptualization, the authors draw upon practically applicable clinical literature to highlight the possible developmental, relational, cultural, political, and economic impacts of miscarriage.
The Effect Teacher Led Reflection Plays on Students&apos; Civic Responsibility Perceptions Following FFA Civic Engagement Activities
Author: Bird, William A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Reflection,Citizenship Responsibility,Student Attitudes,Citizen Participation,Youth Programs,Student Organizations,Agricultural Education,Program Effectiveness

Civic engagement activities are utilized to enhance youth's citizenship skills and content knowledge, and to strengthen the community's status. Post-activity reflections can be utilized to strengthen the benefits of civic engagement activities but are often underutilized. This quasi-experimental study sought to determine the influence of guided reflection following FFA civic engagement activities on students' self-perceived civic responsibility. Through the use of a nonequivalent control group pretest-posttest design, four schools and students who participated in FFA civic engagement activities (n = 138) were randomly assigned to either a group discussion after reflection or a no-reflection group. It was found that throughout all time periods, students felt slightly connected to their community, community needs awareness, and civic efficacy. It was also found that the reflection treatment group exhibited statistically significantly higher community needs awareness and civic efficacy construct mean scores than the no-reflection group. It is recommended for FFA chapters to provide a wide variety of short-term civic engagement activities with reflection components.
An Examination of Music Education Majors&apos; Perceptions of Lesson Planning
Author: Wacker, Aaron T.
Date: 2019-00-00
Type: Journal Articles
Subjects: Lesson Plans,Majors (Students),Music Education,Music Teachers,Student Attitudes,College Faculty,Teacher Educators,Music Activities,Teaching Methods,Student Surveys,Teacher Education Programs

The purpose of this study was to examine music education majors' perceptions of lesson planning in the university curricula. Specifically, the author was interested in which classes the respondents were taught to construct and use lesson plans, their perceptions about the importance of lesson planning, and how prepared they felt to use lesson plans. Using music education professors as gatekeepers, the author distributed an online questionnaire to junior and senior music education students in a Midwest region of the United States. One hundred and seven participants responded to the online survey. Nearly all the respondents (97.2%) indicated that they planned to use lesson planning during their first year of teaching. The most frequently chosen reason to plan was to prepare for ensemble rehearsals. Respondents also indicated that they were taught and used lesson planning more in music education than music method or general education courses. Implications for music teacher educators and future directions for lesson planning design are discussed.
Graduate Research Forum Review 2019 -- Keeping Our Doors Open: Diversity, Equity, and Inclusion in Music Education for 2019
Author: Mattern, Sarah
Date: 2019-00-00
Type: Journal Articles
Subjects: Music Education,Inclusion,Music Teachers,Conferences (Gatherings),Secondary School Students,Disadvantaged,Social Justice,Equal Education,Culturally Relevant Education,Multicultural Education,Student Diversity,Critical Theory,Scholarship,Minority Group Students,College Faculty

In February of this year, music educators from around the state of Ohio gathered once again for the annual Ohio Music Education Association (OMEA) Professional Development Conference held in Cleveland. The research track of the conference commenced with the Graduate Research Forum featuring music education scholar Dr. Regina Carlow of the University of New Mexico. Professor of Music and Interim Dean for the College of Fine Arts and Artistic Director of the UNM Children's Chorus, Carlow has focused the bulk of her research efforts on the marginalization experiences of students within secondary school music programs and their trajectory as musicians throughout their lives. Her research journey began twenty-five years ago as she began to recognize her own parents' and grandparents' stories in the faces of her students. In short, her passion for the marginalized in music education would become her life's work and &quot;the paper [she] would never stop writing&quot; (Carlow, 2019).
Required Choral Repertoire in State Music Education Performance Assessment Events
Author: Kramer, Marie K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Music Education,Music Teachers,Singing,Performance Based Assessment,State Standards,Geographic Regions,Musical Composition

This study investigated required repertoire lists for state music education associations' choral performance assessment events in the National Association for Music Education North Central division. Questions included: (a) How many states have required repertoire lists; (b) What categories/genres and historical time periods are represented on these lists; (c) Are there any notable differences between and among states' required repertoire lists within NAfME's North Central region; and (d) Do the required repertoire lists reflect NAfME's National Core Arts Standards for Ensembles? Analysis of 2,714 pieces revealed 74.94% of the repertoire was representative of Western art music, with 60.72% of those pieces composed post-1900, and 25.06% of the total repertoire was Non-Western. Implications of these results may question the concordance between NAfME's National Core Arts Standards and values set forth through required repertoire lists as determined by NAfME state performance assessment leadership
Teachers&apos; Confidence to Integrate Biology in Agriscience Courses
Author: Chumbley, Steven
Date: 2019-00-00
Type: Journal Articles
Subjects: Biology,Agricultural Education,Integrated Activities,Scientific Concepts,Teacher Characteristics,Self Esteem,Secondary School Teachers,School Size,Teaching Experience,Teacher Certification

The primary purpose of this study was to determine the confidence levels of School-based Agricultural Education (SBAE) teachers to integrate biology concepts in plant and animal science courses. The researchers also sought to describe the demographic characteristics of New Mexico SBAE teachers. This study used a descriptive-correlational research design. Teachers were asked to identify their confidence levels to teach the state standards of the animal science and plant science course that matched course objectives in biology and life science. The teachers had an average age of 39 and reported having an average of 13 years of teaching experience. The majority of New Mexico SBAE teachers received secondary science teacher certification and over 70% had obtained a master's degree. Teachers felt the least confident to teach the processes of cell division, including binary fission, mitosis, and meiosis. Teachers felt the most confident integrating biology concepts within lessons dealing with the nutrients required by plants, how they obtain and transport those nutrients, as well as teaching the evolution of plants from green algae. The findings suggest that there are some relationships between years of teaching experience, school size, and teachers receiving the science certification.
The Design and Implementation of a Mathematics Learning Community
Author: Kurepa, Alexandra
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Communities of Practice,Mentors,Disproportionate Representation,Majors (Students),Graduate Students,Undergraduate Students,College Faculty,Student Centered Learning,Academic Persistence,Graduation Rate,School Holding Power,Peer Teaching

We describe the design and implementation of the Mathematics Learning Community structured as a cohort-based and faculty-mentored group composed mostly of underrepresented minority students in mathematics. The Mathematics Learning Community's goals are: (i) to increase the number of students majoring in mathematics at both the undergraduate and graduate levels, (ii) to improve the retention and completion rates, and (iii) to increase the number of students pursuing advanced degrees in mathematics. The design is innovative in a number of ways including its focus on a single discipline, its inclusion of both graduate and undergraduate students in the same learning community, and the use of student vertical tutoring, and faculty mentoring, among other things. The inclusion of upper-level students appears to have reduced the unintended negative effects of typical student-centered learning communities. Although the program is relatively new, the Mathematics Learning Community has been successful by a number of different measures.
Exploring Physics Teachers&apos; NOTSs (Nature of the Sciences) Conceptions and Discussing Their Relation to the Current Domain-General NOS (Nature of Science) Agenda
Author: Schizas, Dimitrios
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scientific Literacy,Knowledge Level,Pedagogical Content Knowledge,Scientific Principles,Misconceptions,World Views,Physics,Biology,Epistemology,Secondary School Teachers

The present study elaborates on a domain-specific approach to NOS (Nature Of Science) and employs a NOTSs (Nature Of The Sciences) agenda to investigate how Greek in-service physics teachers understand the unique features of school physics and biology. Our theoretical framework focuses on the notion of worldview and important differences that exist between the Newtonian and the neo-Darwinian worldviews, whereas our methodology involves questionnaires and mainly individual interviews. The empirical findings indicate that participants understand the nature of the sciences from the perspective of how they understand their own science and tend to share homogeneous NOTSs conceptions that mostly stem from how they have assimilated positivistic tenets. As a result, they have serious misunderstandings regarding (a) the nature of biology because they project upon biology epistemological characteristics that biology does not possess and (b) several NOS items because they erroneously consider domain-specific NOS (or NOTSs) conceptions to be domain-general and disregard important NOTSs conceptions that underpin the understanding of domain-general NOS items. The implications of all such findings for synergies that may exist between the NOTSs agenda and the current domain-general approach to NOS are also discussed.
User Generated Content Platform as a New Media for Technopreneur Writer in Industrial Age Version 4
Author: Sulianta, Feri
Date: 2019-00-00
Type: Journal Articles
Subjects: Information Technology,Entrepreneurship,Authors,Users (Information),Electronic Publishing,Advertising,Information Dissemination,Social Media,Web Sites,Foreign Countries,Audiences,Educational Technology,News Media

In today's society, information technology transforms the way people do business and activities. Such phenomenon eliminates the previous jobs and creates a new job title. In this regards, professional writers offer new jobs in this digital age. Books and papers are substituted with new platforms because of industrial changes. Web portals, paperless media, tablets, smartphones and other gadgets were created to spread information. However, these have become tools and media for authors in the 21st century. User generated content platform is the most promising tunnel for technopreneur writer. A lot of features can be used to write and asses the author's materials. For example, analytic dashboard or perception content analysis are powerful tools to asses the effectiveness of author's work. There are certain strategies for technopreneur authors to be considered to gain benefits from user generated content platform. Those factors are: characteristics for content, audience assessment, effectiveness of materials and profitable contents. In a nutshell, this paper exposes news tunnels; the most promising way that writers can express their talents in digital age as technopreneurs.
Using Concept Maps to Reveal Prospective Elementary Teachers&apos; Knowledge of Buoyancy
Author: Subramaniam, Karthigeyan
Date: 2019-00-00
Type: Journal Articles
Subjects: Concept Mapping,Preservice Teachers,Elementary School Teachers,Knowledge Level,Scientific Concepts,Physics,Misconceptions,Pedagogical Content Knowledge

The purpose of this exploratory qualitative study was to investigate prospective elementary teachers' conceptual understanding of buoyancy. Specifically, the study aimed to identify the scientifically accepted conceptions, and misconceptions that preservice teachers hold about buoyancy using an instructional intervention. Presently, there is a gap in the research literature concerning how preservice teachers understand floating and sinking as it relates to the scientific concept of buoyancy. Conceptions were analyzed using pre/post concept maps, and interviews. Findings showed that preservice teachers had scientifically accepted conceptions and misconceptions about buoyancy as a force and that both conceptions interacted with associated concepts of buoyancy (gravity, weight, mass, density, etc.). Overall, preservice teachers showed a significant deficiency in their content knowledge of buoyancy at the end of the study. Implications include (1) the need for teacher educators to review the science content courses prospective teachers are required to take for certification; and, (2) the need for elementary teachers to understand the concept of buoyancy and all related concepts in order to develop and implement curricula related to the topic of buoyancy.