ethanporcaro/eric-fulltext-meta huggingface dataset:
Embodied Literacies: Learning to First Acknowledge and Then Read the Body in Education
Author: Hughes-Decatur, Hilary
Date: 2011-09-00
Type: Journal Articles
Subjects: Education,Human Body,Self Concept,Social Influences,Females,Gender Issues,Popular Culture,Empowerment,Rhetoric,Discipline

American consumerism has historically taught women and girls--and now men and boys--how to live in what I refer to here as bodily-not-enoughness: the idea of not being enough of something in one's body (not thin-enough, pretty-enough, feminine/masculine-enough, white-enough, middle-class-enough, straight-enough, and so on.). The bodily practices we learn in American popular and education culture teach us to keep our bodies under strict surveillance so we can locate these imperfections--both physically and lived--and improve them; they also teach us to read bodies as normal or deficient visual texts, as enough or not enough. In order to unlearn how we read each others' bodies in education and teaching, I suggest here that we first have to acknowledge bodies in education and teaching so we can then have the conversations that will help us read each other's bodies differently. (Contains 12 footnotes.)
Embodying Exclusion: The Daily Melancholia and Performative Politics of Struggling Early Adolescent Readers
Author: Enriquez, Grace
Date: 2011-09-00
Type: Journal Articles
Subjects: Reading Difficulties,Early Adolescents,Depression (Psychology),Student Attitudes,Grade 8,Urban Schools,Responses,Identification (Psychology),Psychological Patterns,Reading Skills,Reading Instruction,Learning Theories,Social Influences,At Risk Students,Human Body,Middle School Students

Examining the body as a site and product of various ongoing discursive processes can provide insight about how identity impacts students' learning and understanding of their classroom experiences. This qualitative case study investigates how two, urban, eighth-grade students responded to being identified as struggling readers, concentrating specifically on their embodiment of those responses while reading. Drawing upon socio-cultural theories of literacy, performance theories of education, and psychosocial qualities of identity, I argue that the struggling reader identity--which often labels and positions students through deficit lenses rather than recognises and builds upon the strengths or multiple ways students make meaning of printed text--is felt, lived, and embodied as part of students' daily interactions in schools. Findings show that the embodied performances of both students revealed a deep, internalised sense of loss, grief, and exclusion in the classroom while reading. Yet, both students also attempted continuously to rewrite their identities as readers through a variety of other embodied performances with texts. (Contains 1 figure and 4 footnotes.)
The &quot;Other&quot; Literacy Narrative: The Body and the Role of Image Production
Author: Grushka, Kathryn
Date: 2011-09-00
Type: Journal Articles
Subjects: Visual Literacy,Visual Learning,Art Education,Secondary School Students,Art Products,Human Body,Self Concept,Foreign Countries

Literacy literate has become a contested and dynamic concept in the 21st century (Leu, Kinzer, Coiro &amp; Cammack, 2004). Images are increasingly a primary means of communication and they have been emancipated and democratised in the post-literate age. Images are accessible, and are being endlessly reproduced and manipulated on a scale never seen before. Their significance to intertextual narratives cannot be under estimated. Seeing and being seen, or visibility as identity, is an important aspect of self (Jones, 2007) and an important aspect of the learner in the classroom and representation in curriculum (Green, 2010). Its impact on body representations as identity constructs links with the skill of visuality (Meskimmon, 1997; Stafford, 1996; Thompson, 2004; Rose, 2007) and is integral to any pedagogy that purports to be relevant to the contemporary learner and interdisciplinary inquiry. More specifically visual pedagogies are unique in their performative and material practices and are connected in profound ways to experience, meaning and the construction of self. This paper draws on student art examples from ARTEXPRESS and student works completed for the NSW Board of Studies Stage 6 Visual Art Syllabus. (Contains 4 figures and 1 footnote.)
Changing Families, Changing Workplaces
Author: Bianchi, Suzanne M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Family Work Relationship,Social Change,Family Life,Employed Parents,Mothers,Family Income,One Parent Family,Divorce,Marital Instability,Housework,Child Care,Older Adults,Aging (Individuals),Working Hours,Part Time Employment,Skilled Workers,Childlessness,Low Income Groups,Fathers,Working Class,Middle Class

American families and workplaces have both changed dramatically over the past half-century. Paid work by women has increased sharply, as has family instability. Education-related inequality in work hours and income has grown. These changes, says Suzanne Bianchi, pose differing work-life issues for parents at different points along the income distribution. Between 1975 and 2009, the labor force rate of mothers with children under age eighteen increased from 47.4 percent to 71.6 percent. Mothers today also return to work much sooner after the birth of a child than did mothers half a century ago. High divorce rates and a sharp rise in the share of births to unmarried mothers mean that more children are being raised by a single parent, usually their mother. Workplaces too have changed, observes Bianchi. Today's employees increasingly work nonstandard hours. The well-being of highly skilled workers and less-skilled workers has been diverging. For the former, work hours may be long, but income has soared. For lower-skill workers, the lack of "good jobs" disconnects fathers from family obligations. Men who cannot find work or have low earnings potential are much less likely to marry. For low-income women, many of whom are single parents, the work-family dilemma is how to care adequately for children and work enough hours to support them financially. Jobs for working-class and lower middle-class workers are relatively stable, except in economic downturns, but pay is low, and both parents must work full time to make ends meet. Family income is too high to qualify for government subsidized child care, but too low to afford high-quality care in the private market. These families struggle to have a reasonable family life and provide for their family's economic well-being. Bianchi concludes that the "work and family" problem has no one solution because it is not one problem. Some workers need more work and more money. Some need to take time off around the birth of a child without permanently derailing a fulfilling career. Others need short-term support to attend to a family health crisis. How best to meet this multiplicity of needs is the challenge of the coming decade. (Contains 75 endnotes and 2 figures.)
A Step for Evaluating Constructivist Approach Integrated Online Courses
Author: Gazi, Zehra A.
Date: 2011-07-00
Type: Journal Articles
Subjects: Foreign Countries,Expertise,Constructivism (Learning),Factor Analysis,Statistical Analysis,Test Validity,Test Items,Test Construction,Course Evaluation,Instructional Design,College Students,College Instruction,Questionnaires,Rating Scales,Scaling,Web Based Instruction,Electronic Learning,Online Courses

This research aims to reveal the validation of 86-items in order to develop a scale for evaluating constructivist approach integrated online courses in higher education practices. The main aim of this research process is to reveal a scale to further evaluate whether the online education practices in higher education have the notions of constructivist approach with constructed sub categories based on factor analysis. The Statistical Package for the Social Sciences (SPSS) was employed for the purpose of data entry, manipulation, and analysis. Firstly, the extended literature review and theory were considered to develop items about the online education practices. Then, the item pool was constructed in relation to the gap within the literature as it is a need to generate a scale for evaluating the online courses in higher education practices. Furthermore, items were selected from the pool and statistical analysis was done, then categories were set as constructivist online learning process, peer learning and evaluation, collaborative learning outcome, developing skills and online course design based on the supervision of two experts in the field. The scale will serve to evaluate online courses which practice constructivist approach within their design and system. Factor analysis of the items showed how this scale is acceptable, valid and reliable and how this research is significant to fill the gap in the literature as it can be repeated in further studies. (Contains 5 tables.)
Policies to Assist Parents with Young Children
Author: Ruhm, Christopher J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Mothers,Early Childhood Education,Federal Programs,Young Children,Employed Parents,Foreign Countries,Costs,Child Care,Public Policy,Leaves of Absence,Personnel Policy,Public Health,Government Role,Child Rearing,Employment Level,Child Health,Child Development

The struggle to balance work responsibilities with family obligations may be most difficult for working parents of the youngest children, those five and under. Any policy changes designed to ease the difficulties for these families are likely to be controversial, requiring a careful effort to weigh both the costs and benefits of possible interventions while respecting diverse and at times conflicting American values. In this article, Christopher Ruhm looks at two potential interventions--parental leave and early childhood education and care (ECEC)--comparing differences in policies in the United States, Canada, and several European nations and assessing their consequences for important parent and child outcomes. By and large, Canadian and European policies are more generous than those in the United States, with most women eligible for paid maternity leave, which in a few countries can last for three years or more. Many of these countries also provide for paid leave that can be used by either the mother or the father. And in many European countries ECEC programs are nearly universal after the child reaches a certain age. In the United States, parental leave, if it is available, is usually short and unpaid, and ECEC is generally regarded as a private responsibility of parents, although some federal programs help defray costs of care and preschool education. Ruhm notes that research on the effects of differences in policies is not completely conclusive, in part because of the difficulty of isolating consequences of leave and ECEC policies from other influences on employment and children's outcomes. But, he says, the comparative evidence does suggest desirable directions for future policy in the United States. Policies establishing rights to short parental leaves increase time at home with infants and slightly improve the job continuity of mothers, with small, but positive, long-run consequences for mothers and children. Therefore, Ruhm indicates that moderate extensions of existing U.S. leave entitlements (up to several months in duration) make sense. He also suggests that some form of paid leave would facilitate its use, particularly among less advantaged parents, and that efforts to improve the quality of ECEC, while maintaining or enhancing affordability, are desirable. (Contains 93 endnotes, 4 tables, and 1 figure.)
A Study of 8th Graders' Perceptions of Socio-Cultural Perspective of Creativity by Using Information Technology Tools in Realisation of Homework Goals
Author: Ongun, Erdem
Date: 2011-07-00
Type: Journal Articles
Subjects: Homework,Creativity,Student Attitudes,Information Technology,Grade 8,Elementary School Students,Secondary School Students,Foreign Countries,Internet,Sociocultural Patterns,Extracurricular Activities,Information Sources,Problem Solving

The study aims at evaluating the perceptions of 8th graders towards the use of information technologies ranging from the internet and multimedia tools in socio-cultural perspective of creativity while they are doing their homework in the light of the National Education Ministry's regulation related to elementary and secondary school students' extra-curricular activities. The population of the research that was realised by data collected through survey method consists of 8th grade students in elementary and secondary schools in Istanbul. Randomly chosen 435 students from five schools in Istanbul make the sample of the research. In terms of students' perceptions, results of the study show that regardless of gender, students enjoy discovering and exploiting online and offline resources through problem solving skills especially when they have the opportunity to do this on their own, which also shows that they think they feel more confident, mobile and creative in cyber but socio-cultural reality. (Contains 6 tables.)
A Usability Study of Interactive Web-Based Modules
Author: Girard, Tulay
Date: 2011-07-00
Type: Journal Articles
Subjects: Marketing,Attendance,Gender Differences,Course Evaluation,Business Administration Education,Case Method (Teaching Technique),Web Based Instruction,Electronic Learning,Online Courses,College Students,Student Attitudes,College Instruction,Student Surveys,Instructional Effectiveness,Use Studies,Usability,Internet,Courseware

This research advances the understanding of the usability of marketing case study modules in the area of interactive web-based technologies through the assignment of seven interactive case modules in a Principles of Marketing course. The case modules were provided for marketing students by the publisher, McGraw Hill Irwin, of the &quot;Marketing&quot; textbook by Grewal and Levy (2010). Using a survey instrument, the study examines student perceptions of how useful the interactive modules are in students' learning of the selected marketing concepts, how difficult/easy it is for students to use the modules, and how helpful the module assignments were in receiving a better course grade. The results indicated that students perceived that the modules were easy to use and useful in learning of the marketing concepts. The number of completed modules increased students' actual course grade and module assignment grade. On an average, students indicated that the ideal number of  interactive modules was seven in a semester. In addition, students' class attendance was positively correlated with their grades. Lastly, females achieved a higher average module assignment grade than males did. (Contains 1 table.)
An Examination of Predictor Variables for Problematic Internet Use
Author: Bulut Serin, Nerguz
Date: 2011-07-00
Type: Journal Articles
Subjects: Personality Traits,Life Satisfaction,Predictor Variables,Measures (Individuals),Foreign Countries,Internet,Psychological Patterns,College Students,Gender Differences,Questionnaires

This study examines problematic Internet use among university students in terms of gender, while also gauging the impact of personality traits, life satisfaction and loneliness variables on problematic Internet use. A total of 411 university students studying Education in North Cyprus participated in the study. The participants were selected using quota sampling; 64 percent (n=263) of the participants were female and 36 percent (n=148) were male. Data was collected using the Online Cognition Scale (OCS), UCLA Loneliness Scale, Life Satisfaction Scale (LSS) and Eysenck Personality Questionnaire Revised-Abbreviated Form (EPQR-A), and was analysed using &quot;t-Test&quot; and multiple regression methods. Findings suggest that problematic Internet use shows significant variation depending on gender. Predictor variables (neuroticism, extraversion, psychoticism, lie, life satisfaction, and loneliness) meaningfully predict problematic Internet use. (Contains 3 tables.)
An International Dimension of the Student's Attitudes towards the Use of English in Web 2.0 Technology
Author: Tilfarlioglu, Filiz Yalcin
Date: 2011-07-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Publishing,Computer Mediated Communication,Computer Use,Influence of Technology,Student Attitudes,Questionnaires,Interviews,Undergraduate Students,High School Students,Informal Education,Second Language Learning,International Organizations,English (Second Language),Web Sites,Educational Strategies

Web 2.0 changed the way people used Web in the field of education and especially in foreign language learning. Since its emergence in 2004, it has gained great attention of teenagers and university students. Educators regard Web 2.0. as a language learning/teaching tool. According to International Federation of Accounts (IFAC) report 2000 and beyond (1996) it has been informed that a key goal of accounting programs should be to teach students to learn on their own. The purpose of this research was to determine undergraduate and high school students' attitudes towards the use of English in Web. 2.0. technologies. This study was mainly based on quantitative design that involved 534 students out of randomly selected 550 participants from 6 different universities and 3 high schools in Turkey and Iraq. The potential of Web 2.0. was determined as creating formal and informal learning environments. Within the context of the study, the students' attitudes were revealed and recommendations were developed for language teachers and educators. It has been found that Web 2.0 technologies serve as a good learning tool in which the learners find the opportunity to practice language in a real-like atmosphere: the new medium. (Contains 1 table.)
Families with School-Age Children
Author: Christensen, Kathleen
Date: 2011-00-00
Type: Journal Articles
Subjects: Working Hours,School Schedules,Employees,Job Satisfaction,Parent Teacher Conferences,Labor Turnover,After School Programs,Employed Parents,Family Work Relationship,Child Rearing,Scheduling,School Role,Child Care,Personnel Policy,Parent Role,Supervision

Most working parents face a common dilemma--how to care for their children when they are not in school but the parents are at work. In this article Kathleen Christensen, Barbara Schneider, and Donnell Butler describe the predictable and unpredictable scheduling demands school-age children place on working couples and single working parents. The authors assess the potential capacity of schools to help meet the needs of working families through changes in school schedules and after-school programs and conclude that the flexibility parents need to balance family-work responsibilities probably cannot be found in the school setting. They argue that workplaces are better able than schools to offer the flexibility that working parents need to attend to basic needs of their children, as well as to engage in activities that enhance their children's academic performance and emotional and social well-being. Two types of flexible work practices seem especially well suited to parents who work: flextime arrangements that allow parents to coordinate their work schedules with their children's school schedules, and policies that allow workers to take short periods of time off--a few hours or a day or two--to attend a parent-teacher conference, for example, or care for a child who has suddenly fallen ill. Many companies that have instituted such policies have benefited through employees' greater job satisfaction and employee retention. Yet despite these measured benefits to employers, workplaces often fall short of being family friendly. Many employers do not offer such policies or offer them only to employees at certain levels or in certain types of jobs. Flexible work practices are almost nonexistent for low-income workers, who are least able to afford alternative child care and may need flexibility the most. Moreover the authors find that even employees in firms with flexible practices such as telecommuting may be reluctant to take advantage of them, because the workplace culture explicitly or implicitly stigmatizes or penalizes employees for choosing these work arrangements. The authors conclude by making a case for creating a workplace culture that supports flexibility. Such a culture, they argue, would enable working parents to better meet the responsibilities of their jobs as they care for and build strong relationships with their children. (Contains 86 endnotes.)
Children with Health Issues
Author: Schuster, Mark A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Health Needs,Employer Attitudes,Health Insurance,Child Health,Employed Parents,Prevention,Health Services,Parent Responsibility,Family Work Relationship,Chronic Illness,Public Policy,Federal Legislation,Childhood Needs

All children, even the healthiest, have preventive and acute health care needs. Moreover, a growing number of children are chronically ill, with preventive, acute, and ongoing care needs that may be much more demanding than those for healthy children. Because children are unable to care for themselves, their parents are expected to provide a range of health care services without which the current health care system for children would not function. Under this &quot;shadow health care system,&quot; parents or parent surrogates often need to be with the child, a requirement that can create difficulties for working parents, particularly for those whose children are chronically ill. How federal, state, and employer policies and practices mesh with the child health care needs of families is therefore a central issue in any discussion about work and family balance. In this article Mark Schuster, Paul Chung, and Katherine Vestal describe the health care needs of children; the essential health care responsibilities of parents; the perspective of employers; and the existing network of federal, state, and local family leave benefits that employed parents can access. They also identify current gaps in policies that leave unmet the needs of both parents and their employers. The authors suggest the outlines of a national family leave policy that would protect the interests of parents and employers. In essence, such a policy would build on the federal Family and Medical Leave Act, which gives some workers time off with no advance notice required and no loss of job or health insurance. But it would also include elements of California's Paid Family Leave Insurance, which expands coverage to more workers and provides partial pay during leave. Employers could be given some financial protections as well as protections against employee fraud and abuse. Such a policy, the authors conclude, would help to provide security to parents, minimize effects on employers, raise societal expectations for family-friendly work environments, and help maintain the parental shadow system of care on which health care professionals depend. (Contains 83 endnotes, 2 tables, and 2 figures.)