ethanporcaro/eric-fulltext-meta huggingface dataset:
Texting to Motivate Language Learning: WhatsApp Group Chats and near Peer Role Modeling (NPRM)
Author: Gimranova, Aliya
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Educational Technology,Technology Uses in Education,Social Media,College Students,Turkic Languages,Language Maintenance,Language Minorities,Cultural Maintenance,Language of Instruction,Language Usage,Native Language Instruction,Telecommunications,Handheld Devices,Role Models,Peer Influence,Language Teachers,Grade 7,Grade 8

During the Soviet era, the Kazakh language underwent harsh times and was on the brink of extinction from urban areas in Kazakhstan. Today, the country is paving its way towards reviving the language. This article details an effort to support Kazakh language learning in motivating secondary school students through the use of technology. Through the development of a small-scale project connecting university students as Near Peer Role Models (NPRM) with secondary school students, we used WhatsApp texting group chats as a means to encourage authentic communication in the Kazakh language and discovered five tangible results and suggested next steps.
The Challenges of Using Integrated Technology in the Classroom
Author: Gué, Kish
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Teaching Methods,Parent Role,Safety,Internet,Social Media,Teacher Role,Technological Literacy

In this interview, ICT consultant Kish Gué shares his thoughts on how teachers can integrate technology in the classroom. In view of ever-changing technological advances, he believes that teachers should switch to learning at the same time as their students as opposed to teaching them about technology. He provides examples of projects that have successfully integrated technology and gives advice to novice teachers on how to best use technology in their teaching. He explains that parents have an important role in ensuring that their kids become good &quot;digital citizens&quot; who use the Internet safely and responsibly. Finally, he shares what his own daughter has taught him about technology.
Educating about and for the Future
Author: Kuhn, Deanna
Date: 2017-00-00
Type: Journal Articles
Subjects: Citizenship Education,Futures (of Society),Social Problems,Persuasive Discourse,Essays,Expository Writing,Middle School Students,High School Students,Debate,Computer Mediated Communication,Skill Development,Outcomes of Education,Writing Evaluation

Education for citizenship is more important than ever. The author describes a technology-supported curriculum that engages young teens in electronic discourse with peers on significant personal and societal issues and assists them in decision making on topics ranging from their personal futures to the futures of their communities, nation, and world. A further purpose is to use discourse as a bridge in developing the individual argumentative writing that students of all ages find so challenging.
Disempowering Mindfulness: Reflections on Discovering the Veils of Power in Well-Being and Good Intentions
Author: Carvajal, Everardo
Date: 2017-00-00
Type: Journal Articles
Subjects: Metacognition,Well Being,Intention,Intervention,Correctional Education,Institutionalized Persons,Adult Students,High School Equivalency Programs,Adult Educators,Correctional Institutions,Teaching Methods

Despite the widespread popularity of mindfulness as a wellness intervention strategy across educational levels, its proponents are susceptible to countering the intended area of improvement. This article recounts the cumulative reflections of an educator and his attempts to implement mindfulness into high school classes at the Los Angeles County Jail. Beginning with a layout of the physical and social settings, the article examines the ways that unconsciously practicing mindfulness will counter and potentially negate the possible benefits of mindful practice.
A Mindfulness Curriculum: High School Students&apos; Experiences of Yoga in a Nova Scotia School
Author: Berezowski, Karen A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Metacognition,High School Students,Student Experience,Physical Activities,Foreign Countries,Psychological Patterns,Self Esteem,Educational Objectives,Mental Health,Student Attitudes

This article reports on results from a narrative inquiry into the experiences of four students who completed an elective yoga course as part of their high school program in the province of Nova Scotia, Canada. Semi-structured interviews were conducted to understand the participants' stories of their yoga experiences. Overall, students were able to express and give examples of how yoga made them feel stronger, happier, kinder, and more self-confident. We suggest that &quot;Yoga 11&quot; is a mindfulness curriculum, inherently. This research might be of particular interest to others similarly engaged in research related to mental health and mindfulness in education.
Considering Authority and Authorship in Technological Contexts in a Brazilian School
Author: Bengezen, Viviane Cabral
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Grade 6,Educational Experience,Information Technology,Authors,Writing (Composition),Literary Genres,Student Attitudes,Freedom,Teaching Methods,Technology Uses in Education,Computer Simulation,Profiles,Teacher Student Relationship,Social Media,Videoconferencing,Hospitals,Death,Personal Narratives,Writing Instruction,Language Teachers

In this narrative inquiry, we inquired into the experiences of Everton and Lowise, two grade 6 English as a Foreign Language students in Brazil, using digital technologies and authoring their texts, in English. In the areas of Applied Linguistics and Education, we consider discussions about the writing process in English and the possibilities of working with genres to teach and learn English through digital technologies. The research participants lived and told stories of freedom, singularity, and responsibility, becoming authors when they left their signature on the professional knowledge landscape of school.
Developing 21st Century Competencies of Marginalized Students through the Use of Augmented Reality (AR)
Author: Hughes, Janette
Date: 2017-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Grade 6,Grade 7,Grade 8,Computer Simulation,Simulated Environment,Educational Technology,Technology Uses in Education,Technological Literacy,Cooking Instruction,Nutrition Instruction,Foreign Countries,Learning Disabilities,Behavior Problems,Early Adolescents,Teaching Methods

In this article, we share an ethnographic case study of how we worked with a small group of marginalized grades 6, 7, and 8 students to both explore and create augmented reality (AR) to produce a class cookbook. We discuss how using AR helped students develop digital literacies skills and 21st century competencies, while at the same time, integrating AR into the students' life skills component of their programming helped them also develop cooking skills and basic nutrition awareness. The findings suggest that AR has great potential in educational contexts and can be used in cross-disciplinary ways that go beyond STEM-focused programming.
Can Technology Support Teaching for Global Readiness? The Case of the Global Read Aloud
Author: Carpenter, Jeffrey P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Programs,Reading Skills,Global Approach,Reading Aloud to Others,Synchronous Communication,Asynchronous Communication,Social Media,Reading Instruction,Elementary Secondary Education,Videoconferencing,Foreign Countries,Reading Teachers,Student Attitudes,Technology Uses in Education

Technology can create new opportunities for learning &quot;with&quot; and &quot;from&quot; people of other cultures, not just &quot;about&quot; them. The Global Read Aloud (GRA) offers an example of such learning possibilities. The GRA is a project that connects classrooms via digital technologies to discuss common texts. This research explored the pedagogical opportunities and challenges associated with using technology to teach for global readiness in the GRA. Although technology broadened how and with whom GRA students read and discussed literature, the depth and quality of technology-facilitated teaching specifically for global readiness was somewhat unclear. We discuss implications for teaching for global readiness.
Inclusive Teaching with Digital Technology: Supporting Literacy Learning in Play-Based Kindergartens
Author: McGlynn-Stewart, Monica
Date: 2017-00-00
Type: Journal Articles
Subjects: Literacy Education,Educational Technology,Play,Kindergarten,English (Second Language),Second Language Learning,Students with Disabilities,Elementary School Students,Communication Skills,Handheld Devices,Teaching Methods,Foreign Countries,Inclusion

Young children who are English Language Learners or have special learning needs can find it difficult to communicate in kindergarten classrooms. Open-ended tablet applications offer multi-modal tools for these children to communicate their ideas, engage with others, and demonstrate and develop their knowledge and skills. They position students as the producers and creators of the literacy content. Using pedagogical strategies such as effective routines, opportunities to collaborate and share with peers, and modelling, kindergarten educators can employ open-ended iPad apps to support the literacy and digital learning of children who are English Language Learners or who have special learning needs.
Primary Teachers&apos; Perceptions of Mindfulness Practices with Young Children
Author: Piotrowski, Stephanie A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Metacognition,Teaching Methods,Classroom Techniques,Holistic Approach,Well Being,Foreign Countries,Elementary School Students

Recent research into mindfulness in education supports introduction of this practice into the classroom. This qualitative descriptive study explored mindfulness with young children, as perceived by their teachers. Four primary teachers were interviewed using open-ended and semi-structured questions, allowing them to share their experiences of implementing mindfulness in their classrooms. Using thematic analysis, we learned that teachers found benefits of including mindfulness into daily classroom routines. However, they felt that more holistic approaches, such as guided breathing, yoga, and loving-kindness meditation, could more fully support childhood well-being.
Blended Learning and Data Use in Three Technology-Infused Charter Schools
Author: Mandinach, Ellen B.
Date: 2017-00-00
Type: Journal Articles
Subjects: Blended Learning,Data Use,Technology Uses in Education,Affordances,Charter Schools,Evidence Based Practice

This study examined how the affordances of technologies in the blended learning affected teaching and learning activities. The study used mixed methods to examine whether the blended learning environments provided enhanced access to and more diverse data for teachers and students from which to make educational decisions. The study found that the technologies provided more diverse data to administrators, teachers, and students and allowed for flexible adaptations to virtual and face-to-face learning to meet students' needs. The blended environments helped to create data cultures within the schools where educators used data to communicate and have an impact on instructional activities.
Women Reflect on Being Well in Academia: Challenges and Supports
Author: Young, Gabrielle
Date: 2017-00-00
Type: Journal Articles
Subjects: Women Faculty,Well Being,Higher Education,Personal Narratives,Family Work Relationship,Leisure Time,Tenure,Faculty Workload,Mentors,Educational Environment,Foreign Countries,Teacher Attitudes

A narrative approach was adopted to explore the experiences of 13 women who pursued academic careers. Analysis of the personal reflective narratives uncovered themes common to the participants, also the authors of this study, which focused on striving to have work-life balance, personal and professional costs associated with being unwell, and the impact of academic work on families. Findings highlighted suggestions for being well in academia such as choose to engage in work and leisure activities that are enjoyable and maintain relationships. Suggestions for universities included: provide clear promotion and tenure processes, examine workload expectations, promote wellness, and facilitate mentorship.
Bringing Mindfulness to the K-6 Classroom
Author: Kurtzman, Barbara
Date: 2017-00-00
Type: Journal Articles
Subjects: Metacognition,Elementary Education,Elementary School Teachers,Elementary School Students,Teaching Methods,Reflection,Attention

In this interview, elementary school teacher and mindfulness coach Barbara Kurtzman discusses how she brought mindfulness in the class, starting in Cycle 1 and then with the whole elementary school. Her interest in mindfulness began as a personal journey which she wanted to share with her students. She explains that taking only a few minutes a day helps her and her students to be more focused on the task at hand. She has found that her students also use mindfulness outside of her classroom. She finishes by giving advice to teachers who are interested in including mindfulness in their classrooms.
Building from the Ground Up: The Key to Health and Well-Being in Schools
Author: Klein, Sharon
Date: 2017-00-00
Type: Journal Articles
Subjects: Well Being,Foreign Countries,Principals,Administrator Attitudes,Health,Metacognition,Physical Activities,Health Education,Elementary Secondary Education,Parent Participation,Curriculum Implementation

In this interview, Sharon Klein, the Head of School at St. George's School of Montreal, discusses how health and well-being are integrated in the curriculum and school life. Since its beginning in 1930, St. George's has operated on six founding principles, the first of which is &quot;health comes first.&quot; Ms. Klein describes how this principle is being applied--yoga, mindfulness, exercise literacy--and further describes how they have developed the Core 5 Program, based on current research, to meet the needs of today's students. She concludes by sharing her vision of health and well-being in the future.
&quot;Why Haven&apos;t I Tried Twitter Until Now?&quot;: Using Twitter in Teacher Education
Author: Carpenter, Jeffrey P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Media,Handheld Devices,Telecommunications,Educational Technology,Technology Uses in Education,Teacher Education Programs,Preservice Teacher Education,Elementary Secondary Education,Higher Education,Professional Identity,Preservice Teachers,Student Attitudes

As teacher educators, we have used Twitter with the goal of jumpstarting the professional learning networks and teacher identity development of students in our courses and programs. Our use of Twitter has evolved over time and can inform the work of other teacher educators. In this article, we offer examples of the benefits of incorporating Twitter in teacher education. We describe some of the common challenges we have experienced at our two institutions and across multiple semesters of use. Based on our collective experiences, we offer recommendations to others who are using or are considering using Twitter with preservice teachers.
The Essential Role of Play in School Contexts for the Well-Being of Children
Author: Stone, Sandra J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Play,Well Being,Student Centered Learning,Standards,Child Development,Childhood Needs,Interpersonal Relationship,Cognitive Development,Problem Solving,Imagination,Friendship,Brain,Early Childhood Education

This article affirms the essential role of play for the well-being of children within the school context. The article explores the definition of play, why play is so important, gives examples of play in schools, and advocates for a child-centered approach to learning. The downside of a curriculum-centered approach is explored as an agent of anti-well-being for children. Standards and standardized tests are toxic to children's healthy growth and development, crowding out or eliminating play from schools. The article advocates for a place for play in schools in order to promote the well-being of every child.
Doctoral Peer Writing Groups as a Means of Promoting Well-Being
Author: Doody, Sara
Date: 2017-00-00
Type: Journal Articles
Subjects: Doctoral Students,Well Being,Sense of Community,Motivation,Mental Health,Stress Variables,Writing Processes,Feedback (Response),Group Experience,Cooperation,Scholarship,Peer Groups,Social Support Groups,Foreign Countries

This collaborative autoethnography explores how a doctoral peer writing group (PWG) has become an important means of fostering well-being among the authors, who are four doctoral scholars. Focusing on how writing in doctoral education can act as a barrier to well-being, defined as feeling part of a &quot;community,&quot; feeling &quot;balanced,&quot; and feeling &quot;motivated&quot; by forward momentum, each author shares her particular experiences with writing and how the PWG has contributed to her well-being. Based on the authors' narratives, the article also suggests how PWGs may be useful in promoting well-being across several levels of education.
smartEducation: Developing Stress Management and Resiliency Techniques
Author: Ragoonaden, Karen
Date: 2017-00-00
Type: Journal Articles
Subjects: Stress Management,Anxiety,Resilience (Psychology),Metacognition,College Faculty,Foreign Countries,Psychological Patterns,Preservice Teachers,Program Implementation,Pilot Projects

smartEducation (Stress Management and Resiliency Techniques) is a mindfulness-based professional learning initiative positioned in a Faculty of Education of a Western Canadian university. Following similar evidence-based initiatives of mindfulness in education, the smartEducation curriculum comprises nine sessions offered in a variety of face-to-face, intensive, and blended formats. This renewal program supports the development of self-care techniques to cultivate personal and professional resilience through a greater understanding and control of breath, movement, and the physiology of emotions. The 20-hour program consists of eight two-hour sessions and a four-hour silent retreat. This article provides an overview of the research supporting mindfulness in education and presents the results of a pilot study conducted with preservice teachers enrolled in the smartEducation course.
Connecting Storytelling and Social Wellness: A Case for Holistic Storytelling in the Elementary Classroom
Author: Tinckler, Rachel
Date: 2017-00-00
Type: Journal Articles
Subjects: Story Telling,Wellness,Elementary School Students,Teaching Methods,Classroom Environment,Holistic Approach,Elementary School Teachers,Social Development,Psychological Patterns,Resilience (Psychology),Reflection,Metacognition

Storytelling has a fundamental place in teaching practice, most noticeably in the sharing and developing of curricular content. But teachers share more than academic content with children. A critical prerequisite for meaningful, engaged learning is a strong sense of community and social wellness in the classroom. Based on an inquiry into literature and reflection on personal practice, this study asserts that the practice of storytelling fosters social wellness in the classroom and supports the healthy development of each child as a whole human being within and as part of that community. Connecting storytelling and social wellness, this inquiry offers a unique definition of &quot;holistic storytelling.&quot;
Evaluation of an Educator-Delivered School-Based Stress Management Program for Adolescents
Author: Carsley, Dana
Date: 2017-00-00
Type: Journal Articles
Subjects: Program Evaluation,Stress Management,High School Teachers,High School Students,Teacher Attitudes,Student Satisfaction,Anxiety,Intervention,Foreign Countries,Student Attitudes

This study sought to determine if educators could deliver StressOFF Strategies (SOS), a brief classroom-based stress management program (Shapiro &amp; Heath, 2013) to students and to evaluate educators' perspectives on SOS delivery. Seventeen educators participated in a two-day training and delivered the program to 555 adolescents (51.4% female; M[subscript age] = 14.45 years, SD = 0.74). Student evaluations revealed equivalent student satisfaction with educator and SOS team delivery on students' program rating; furthermore, 100% of educators strongly agreed (38.5%) or agreed (61.5%) that SOS was relevant, met their expectations, and was feasible within their school. Implications for schools and educators will be discussed.
Strengths and Challenges of Arts-Based Programming for Individuals with Alzheimer&apos;s and Related Dementias
Author: Clarke-Vivier, Sara
Date: 2017-00-00
Type: Journal Articles
Subjects: Alzheimers Disease,Dementia,Art Education,Art Activities,Museums,Adults,Program Effectiveness,Wellness,Program Development,Teacher Attitudes,Well Being

Through the perspectives of a museum educator, an art educator, and an educational researcher, this article explores the evolution of shared definitions of &quot;well-being&quot; in the development of a museum- and arts-based program for adults with Alzheimer's disease and related dementias (ADRD). By piecing together the authors' first-person reflections on pivotal program design moments with images, participant quotes and reflections, and emerging quantitative data, this bricolage inquiry provides insight into the complex and sometimes competing conceptions of wellness and learning that arise in designing programming with and for this population and their caregivers.
Implementing a Digital Hub Strategy: Preservice Teacher and Faculty Perspectives
Author: Hagerman, Michelle Schira
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,College Faculty,Student Attitudes,Teacher Attitudes,Portfolios (Background Materials),Web Sites,Curriculum Development,Curriculum Implementation,Foreign Countries,Educational Certificates,Technology Uses in Education,Preservice Teacher Education

An education professor and a preservice teacher candidate describe their respective insights on the design and implementation of the first iteration of an open, web-based professional portfolio project. The student's lived experience shows that for some, a Digital Hub can be a useful tool for curation, reflection, and networking; survey data suggests that not all students see value in this work, however. The pedagogical, programmatic, and research implications of this project are discussed.
Fostering Well-Being in Education through Yoga and Mindfulness in the Snow (&quot;Snowga&quot;)
Author: Glasser, Leanne
Date: 2017-00-00
Type: Journal Articles
Subjects: Well Being,Physical Activities,Metacognition,Weather,Student Journals,Outdoor Education,Foreign Countries,Elementary School Students,Student Attitudes

Through a program called &quot;Snowga&quot; (yoga in the snow), students learned about mindfulness and living in the present moment through yoga postures and meditations. Positive changes included growth in wellbeing as the children explored self, community, and the natural world through yoga, mindfulness, personal reflective journals, and artwork. The purpose: to engender awareness of the efficacy of mindfulness and yoga practices in nature and contribute to the growing body of knowledge around wellbeing in education.