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Articles 1 - 12 of 12
Full-Text Articles in Education
How Relationship Status And Sociosexual Orientation Influence The Link Between Facial Attractiveness And Visual Attention, Aleksandra Mitrovic, Juergen Goller, Pablo Tinio, Helmut Leder
How Relationship Status And Sociosexual Orientation Influence The Link Between Facial Attractiveness And Visual Attention, Aleksandra Mitrovic, Juergen Goller, Pablo Tinio, Helmut Leder
Department of Educational Foundations Scholarship and Creative Works
Facial attractiveness captures and binds visual attention, thus affecting visual exploration of our environment. It is often argued that this effect on attention has evolutionary functions related to mating. Although plausible, such perspectives have been challenged by recent behavioral and eye-tracking studies, which have shown that the effect on attention is moderated by various sex- and goal-related variables such as sexual orientation. In the present study, we examined how relationship status and sociosexual orientation moderate the link between attractiveness and visual attention. We hypothesized that attractiveness leads to longer looks and that being single as well as being more sociosexually …
A Person-Centered Approach To Understanding Teachers' Classroom Practices And Perceived School Goal Structures, Nicole Barnes, Helenrose Fives, Jamaal Matthews, Kit Marie Saizdelamora
A Person-Centered Approach To Understanding Teachers' Classroom Practices And Perceived School Goal Structures, Nicole Barnes, Helenrose Fives, Jamaal Matthews, Kit Marie Saizdelamora
Department of Educational Foundations Scholarship and Creative Works
We examined 179 teachers' perceptions of their own classroom practices and their school's motivational climate to illuminate the ways these perceptions work in concert. Using teachers' responses to two scales of the Patterns of Adaptive Learning Survey, a cluster analysis revealed three profiles of teachers described as cluster 1: Aligned: Performance Moderate, Mastery High: We agree with everything!; cluster 2: Aligned: Performance Low, Mastery High: Yea to Mastery! Nay to Performance!; and cluster 3: Unaligned: Classroom Mastery with School Performance: We're Mastery Structured in a Performance School. Cluster analyses revealed significant differences suggesting these teacher groups had distinct profiles. This …
Adult Youth Workers’ Conceptions Of Their Work In An Under-Resourced Community In The United States, David T. Lardier, Kathryn Herr, Pauline Garcia-Reid, Robert Reid
Adult Youth Workers’ Conceptions Of Their Work In An Under-Resourced Community In The United States, David T. Lardier, Kathryn Herr, Pauline Garcia-Reid, Robert Reid
Department of Educational Foundations Scholarship and Creative Works
This study examined adult workers’ conceptions of their work with youth in a large, underserved, urban region in the northeastern United States. Drawing on qualitative interviews with 18 youth workers from various organizations, affiliated with a community coalition focused on substance abuse prevention, we explored how adults viewed their role of working with youth. We were particularly interested in whether these workers saw youth empowerment and collaboration with youth for community change as part of their role. Our data suggested that while workers in this study were very supportive of youth, the support and actions they provided were on behalf …
Community Of Philosophical Inquiry And The Play Of The World, David Kennedy
Community Of Philosophical Inquiry And The Play Of The World, David Kennedy
Department of Educational Foundations Scholarship and Creative Works
This paper seeks to identify the role of play in the design and function of Socratic dialogue as practiced in community of philosophical inquiry (CPI) in classrooms. It reviews the ideas of some major play theorists from various fields of study and practice-philosophy, cultural anthropology, evolutionary psychology, cognitive psychology, psychoanalysis, and education-and identifies the epistemological, ontological, and axiological judgments they share in their analyses of the phenomenon of play. It identifies five psychodynamic dimensions in which the Socratic play of "following the argument where it leads" can be identified: the "play space," the "time of play," "the rules of the …
Capturing Aesthetic Experiences With Installation Art: An Empirical Assessment Of Emotion, Evaluations, And Mobile Eye Tracking In Olafur Eliasson’S “Baroque, Baroque!”, Matthew Pelowski, Helmut Leder, Vanessa Mitschke, Eva Specker, Gernot Gerger, Pablo Tinio, Elena Vaporova, Till Bieg, Agnes Husslein-Arco
Capturing Aesthetic Experiences With Installation Art: An Empirical Assessment Of Emotion, Evaluations, And Mobile Eye Tracking In Olafur Eliasson’S “Baroque, Baroque!”, Matthew Pelowski, Helmut Leder, Vanessa Mitschke, Eva Specker, Gernot Gerger, Pablo Tinio, Elena Vaporova, Till Bieg, Agnes Husslein-Arco
Department of Educational Foundations Scholarship and Creative Works
Installation art is one of the most important and provocative developments in the visual arts during the last half century and has become a key focus of artists and of contemporary museums. It is also seen as particularly challenging or even disliked by many viewers, and-due to its unique in situ, immersive setting-is equally regarded as difficult or even beyond the grasp of present methods in empirical aesthetic psychology. In this paper, we introduce an exploratory study with installation art, utilizing a collection of techniques to capture the eclectic, the embodied, and often the emotionally-charged viewing experience. We present results …
We Are Victorious: Educator Activism As A Shared Struggle For Human Being, Carolina Valdez, Edward Curammeng, Farima Pour-Khorshid, Rita Kohli, Thomas Nikundiwe, Bree Picower, Carla Shalaby, David Stovall
We Are Victorious: Educator Activism As A Shared Struggle For Human Being, Carolina Valdez, Edward Curammeng, Farima Pour-Khorshid, Rita Kohli, Thomas Nikundiwe, Bree Picower, Carla Shalaby, David Stovall
Department of Teaching and Learning Scholarship and Creative Works
This article shares national models of educational activism that center the experiences of People of Color but are diverse in that they serve students, parents, preservice teachers, teachers, and/or community educators and meet frequently in small groups or annually/biannually. Included narratives embody the humanization process, and situate that in the purpose of each project. Our aim is to complicate and extend the definition of activism as a shared struggle for the right to feel human.
When Am I Ever Going To Use This In The Real World? Cognitive Flexibility And Urban Adolescents' Negotiation Of The Value Of Mathematics, Jamaal Matthews
When Am I Ever Going To Use This In The Real World? Cognitive Flexibility And Urban Adolescents' Negotiation Of The Value Of Mathematics, Jamaal Matthews
Department of Educational Foundations Scholarship and Creative Works
Many adolescent learners have difficulty understanding the relevance of mathematics for their lives. This problem is particularly pernicious among Black and Latino adolescents who often face cultural stigma that can affect their perceived value of mathematics. The present study used concurrent nested mixed methods to explore this issue in 419 urban Black and Latino adolescents. Structured classroom observations, a computerized cognitive assessment, and surveys were used to examine how teacher math applications (TMAs) and adolescent cognitive flexibility interact to predict students' valuing of mathematics. From a subset of the larger sample (n = 37), semistructured qualitative interviews were used to …
Black And Belonging At School: A Case For Interpersonal, Instructional, And Institutional Opportunity Structures, De Leon L. Gray, Elan C. Hope, Jamaal Matthews
Black And Belonging At School: A Case For Interpersonal, Instructional, And Institutional Opportunity Structures, De Leon L. Gray, Elan C. Hope, Jamaal Matthews
Department of Educational Foundations Scholarship and Creative Works
This article is guided by two goals: (a) to consider how race-based perspectives can serve as theoretical tools for investigating Black adolescents’ opportunities to belong at school, and (b) to describe cultural and political aspects of schooling that can support a sense of belongingness among Black adolescents. We discuss support for the belonging of Black adolescents in terms of interpersonal, instructional, and institutional opportunity structures. We provide a set of guiding questions for scholars seeking to advance educational psychology research at the intersection of race, belonging, and motivation. We end by describing specific research directions for an inclusive examination of …
Where Is The Love? Developing Loving Relationships As An Essential Component Of Professional Infant Care, Susan L. Recchia, Minsun Shin, Carolina Snaider
Where Is The Love? Developing Loving Relationships As An Essential Component Of Professional Infant Care, Susan L. Recchia, Minsun Shin, Carolina Snaider
Department of Teaching and Learning Scholarship and Creative Works
Using a grounded theory approach, this study explores the ways a diverse group of pre-service student caregivers, new to teaching and caring for infants, come to understand notions of ‘love’ during an infant practicum course in the United States. Through analysing weekly dialogue journals and course assignments produced by each of the 8 participants, we captured their unique and complex experiences of love and care in the infant room. Results revealed that for love and trust between student caregivers and babies to evolve, caregivers need to acknowledge babies as unique individuals, and commit to getting to know and understand them …
The New School, David Kennedy
The New School, David Kennedy
Department of Educational Foundations Scholarship and Creative Works
This paper traces the changing status of the school as a counter culture in the anthropological and historical literature, in particular from the moment when compulsory mass schooling assumed the function of ideological state apparatus in the post-revolutionary 19th century West. It then focuses attention on what may be called the New School, which could be said to represent an evolved, postmodern embodiment of the social archetype of the school as interruption of the status quo. It emerged in the form of schools initially associated with Romanticism and with socialist libertarian or ‘anarchist’ impulses, and moved, if temporarily, into the …
Active Solidarity: Centering The Demands And Vision Of The Black Lives Matter Movement In Teacher Education, Edwin Mayorga, Bree Picower
Active Solidarity: Centering The Demands And Vision Of The Black Lives Matter Movement In Teacher Education, Edwin Mayorga, Bree Picower
Department of Teaching and Learning Scholarship and Creative Works
In the era of Black Lives Matter (#BLM), urban teacher education does not exist in isolation. The White supremacist, neoliberal context that impacts all aspects of Black lives also serves to support antiblackness within the structures of teacher education. In this article, the authors, who are grounded in a race radical analytical and political framework, share a vision of what it means to be an urban teacher who actively understands and teaches in solidarity with #BLM. The authors unpack their theoretical framework and the vision of #BLM while examining the state of teacher education in this era of neoliberal multiculturalism. …
Bridging The Research-To-Practice Gap Through Effective Professional Development For Teachers Working With Students With Emotional And Behavioral Disorders, Talida State, Brandi Simonsen, Regina G. Hirn, Howard Wills
Bridging The Research-To-Practice Gap Through Effective Professional Development For Teachers Working With Students With Emotional And Behavioral Disorders, Talida State, Brandi Simonsen, Regina G. Hirn, Howard Wills
Department of Teaching and Learning Scholarship and Creative Works
Students with emotional and behavioral disorders (EBD) experience a variety of externalizing and internalizing behavior problems, gaps in academic achievement, and increased rates of dropping out of school. Thus, it is essential that students with EBD receive evidence-based academic and behavioral supports from skilled and knowledgeable teachers to improve student outcomes. Unfortunately, teachers typically receive limited professional development in classroom management practices and other supports targeting the unique needs of students with EBD. In this manuscript, we describe (a) challenges in the field related to supporting students with EBD, (b) current practices in professional development, (c) a multitiered-system-of-support framework for …