ethanporcaro/eric-fulltext-meta huggingface dataset:
Cultural Intelligence: Ability to Adapt to New Cultural Settings
Author: Villagran, Michele A. L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Cultural Awareness,School Libraries,Cultural Capital,Cultural Differences,Cultural Literacy,Library Associations,Standards,Guidelines,Interpersonal Communication,Interpersonal Competence,Library Services,Elementary Secondary Education

Schools and school libraries are becoming more diverse. What cultural barriers do you face in your position? Have you come across challenges in how you handle cultural situations with students, teachers, or administrators? If so, have you considered skills that can help you facilitate conversations more effectively? How would you rate your organization's effectiveness managing cultural situations? This article discusses how the use of cultural intelligence can address these concerns and help make school library professionals more effective. We each have a cultural intelligence level (CQ) that measures how successful we are when dealing with cultural settings. Cultural intelligence is the capability to adapt and function effectively in new cultural situations. The cultural intelligence model as illustrated by the Cultural Intelligence Center (2017) contains four factors that you can apply in your own work: (1) drive; (2) knowledge; (3) action; and (4) strategy. Using all four factors is essential to employing cultural intelligence effectively. This article discusses how standards, guidelines, and statements within the school library profession offer some insights about cultural competency and its role in learning.
A Major Making Undertaking: A New Librarian Transforms A Middle School Library into a Makerspace Aligned to High School Career Endorsements
Author: Baker, Sheila F.
Date: 2018-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Middle Schools,Library Services,Shared Resources and Services,Alignment (Education),STEM Education,Educational Change,High Schools,Program Implementation,Academic Achievement,Academic Standards

Learning in makerspaces involves doing, playing, thinking, experimenting, creating, collaborating, mentoring, inquiring, problem-solving, producing, inventing, designing, building, and sharing (Loertscher, Preddy, and Derry 2013). Whatever the character of a makerspace, all makerspaces have the same goal: to actively engage students in open-ended exploration and learning. To encompass this learning, makerspaces have taken on many different personas in school libraries. Some librarians have begun their makerspaces in a small area of the library that consists of a table or two with shoeboxes of Legos, electrical circuitry, and play dough. Other makerspaces are embedded throughout the library and focus on STEM activities including coding, gaming, power tools, laser-cutting, and 3-D printers. Still others include makerspaces that spill beyond the library into the school's classrooms and include STEM, art, music, crafts, and, yes, those shoeboxes full of Legos and modeling clay and dough. One makerspace is not necessarily better than the other--they are just different. This article provides insight into the transformation of a traditional middle school library into a makerspace that focuses on high school endorsements. This particular makerspace was created from the perspective of--and is the brainchild of--a new librarian in her first year of practice.
ICT in Education: A Critical Literature Review and Its Implications
Author: Fu, Jo Shan
Date: 2013-00-00
Type: Journal Articles
Subjects: Literature Reviews,Technology Uses in Education,Technology Integration,Influence of Technology,Barriers,Performance Factors,Teacher Attitudes,Student Teacher Attitudes,Inservice Teacher Education,Preservice Teacher Education,School Culture,Self Efficacy,Beliefs,Administrative Policy,Educational Resources

This review summarizes the relevant research on the use of information and communication technology (ICT) in education. Specifically, it reviews studies that have touched upon the merits of ICT integration in schools, barriers or challenges encountered in the use of ICT, factors influencing successful ICT integration, in-service and pre-service teachers' attitudes, perceptions, and confidence in using ICT as well as the importance of school culture in the use of ICT. This review discusses gaps in the literature and the directions that future studies may take to address these gaps.
Study Abroad: School Librarians Go Global
Author: Schultz-Jones, Barbara
Date: 2018-00-00
Type: Journal Articles
Subjects: Study Abroad,School Libraries,Professional Development,Educational Opportunities,Training Methods,Information Science Education,Student Exchange Programs,Partnerships in Education,Service Learning,Cultural Capital,Learning Experience,College Programs,Capacity Building

Gaining professional experience for pre-service school librarians is essential and can be accomplished through curriculum requirements such as practicums, internships, or field experiences. These experiences are designed to prepare school librarians for active professional roles by providing an environment in which they can put classroom theories into practice and encounter the realities of interacting with a diverse set of students and student needs. Study abroad options include: (1) Exchange programs; (2) Affiliate programs; and (3) Faculty-led programs. Universities with school library programs typically offer study abroad programs, and it's worth investigating the options for opportunities to broaden professional and personal experience.
School Library Research from around the World: Where It&apos;s Been and Where It&apos;s Headed
Author: Gavigan, Karen
Date: 2018-00-00
Type: Journal Articles
Subjects: School Libraries,Library Research,Advocacy,Partnerships in Education,Educational Cooperation,Reading Programs,Program Effectiveness,Meta Analysis,Technology Integration,Technology Uses in Education,Elementary Secondary Education

Although their research agendas may vary widely, school library researchers from around the world share the common goal of conducting studies designed to advance the field of school librarianship. International school library scholars are united in their efforts to prove that quality school library programs can have a significant impact on student achievement in their countries and around the world. This article provides a selective overview of global studies related to school librarianship. These studies are of interest to researchers as well as practicing school librarians who want to incorporate the results from these studies into their library programs. The studies selected here are from issues of the journal School Libraries Worldwide from 2010 to 2016 and from papers presented at international school library conferences during those years. After analyzing the articles and papers to determine recurring topics, the following five themes emerged from the study: advocacy, collaboration, impact studies, reading and reading program, and technology.
Peace Corps Support of International Sustainable Library Development
Author: Champlin, Connie
Date: 2018-00-00
Type: Journal Articles
Subjects: Sustainability,Library Development,Global Approach,Volunteers,Public Agencies,Foreign Policy,Cultural Differences,Case Studies,Community Resources,Foreign Countries,Grants,Partnerships in Education,Outreach Programs

The mission of the Peace Corps (PC) is to promote world peace and friendship. This is accomplished through meeting three goals: (1) To help the people of interested countries in meeting their need for trained men and women; (2) To help promote a better understanding of Americans on the part of the peoples served; and (3) To help promote a better understanding of other peoples on the part of Americans. Although there is no formal &quot;library&quot; work assignment for volunteers, library and book-related projects are some of the most common secondary projects of PC volunteers. Volunteers have been involved in library projects across the world since the first volunteers arrived in Ghana in 1961, and continue to support library development to this day. The article examines the various projects, cultural challenges, and resources needed to start libraries throughout the various PC missions.
Speaking up for Equity Takes Courage--But the Standards Have Your Back
Author: Lechtenberg, Kate
Date: 2018-00-00
Type: Journal Articles
Subjects: Equal Education,Social Justice,Library Role,Library Services,Access to Education,Access to Information,Library Associations,Guidelines,Advocacy,School Libraries,Change Strategies,Elementary Secondary Education

The National School Library Standards require school librarians to make equity a value that permeates the entire school library community. Creating displays to celebrate diversity is not enough. We cannot allow ourselves to approach diversity as a &quot;social good,&quot; in which isolated programs serve marginalized students without challenging the overall structures of oppression (Watt 2015, 9). Instead, the AASL Standards challenge us to embrace the systemic value of diversity as we work to remedy structural barriers to equity. This focus on systemic equity is also in line with efforts to include school library communities, collections, and curricula in the Every Student Succeeds Act (ESSA). This 2015 reauthorization and expansion of long-standing education policy and civil rights law renew our focus on equitable opportunities for all students, and libraries are part of this vital work. The AASL Standards are organized into six Shared Foundations; the authors explore each through the lens of equity, providing a rationale for action and examples of school library practice.
An Investigation of the Relationship between Grades and Learning Mode in an English Composition Course
Author: Bourdeau, Debra T.
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing (Composition),English Instruction,Correlation,Grades (Scholastic),Withdrawal (Education),Failure,Online Courses,Conventional Instruction,Video Technology,Teaching Methods,Synchronous Communication,College Students,Foreign Countries,Blended Learning,Distance Education,Hypothesis Testing

The education community has conducted studies on failure rates and withdrawal rates between learning modalities in the past, but few studies have evaluated grade distribution between learning modes or focused specifically on English Composition. Using 2,919 student grades from the 2015-2016 academic year for an English Composition course, researchers examined failure rates, grade distribution, and withdrawal rates between In-Person learning, Online learning, and Synchronous video learning modes. In this study, learning modes and failure rates were related. Synchronous video modes of instruction had higher failure rates than traditional In-Person classes. Synchronous video classroom students failed at a higher rate than online students. Grade distributions showed significant differences based on learning mode. In-Person students earned more Bs and fewer Cs, Ds, and Fs than Online and synchronous video classroom students. In-Person students also withdrew at a significantly lower rate than online students. With these findings, we suggest that finding the root cause and alleviating the differences in student performance across learning modes should be a high priority for the educational community.
Learning via Video in Higher Education: An Exploration of Instructor and Student Perceptions
Author: Miner, Steven
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Teacher Attitudes,Student Attitudes,Video Technology,Educational Technology,Student Surveys,Teacher Surveys,College Students,College Faculty,Qualitative Research,Grounded Theory,Likert Scales,Questionnaires,Technology Uses in Education,Handheld Devices,Telecommunications

The purpose of this study was to compare instructors and students perceptions regarding the use of video during instruction. Background research exploring student opinions regarding their &quot;perceived gains&quot; in learning may identify learning behaviors that could be exploited by those providing instruction to increase student learning. The intention is to provide instructional designers and college professors with valuable information regarding the use of video for presenting knowledge, explaining cognitive processes, or demonstrating psychomotor skills in a higher education setting. This study used a survey design to explore perceptional differences between professors and students regarding the use and/or effectiveness of video instruction. Results supported multimedia video as a viable teaching resource to communicate course content. This study provided the impetus for further research into actual (versus self-reported) student review of video material and any positive effects on student learning outcomes based on their perceptions of the use of multimedia video presentations.
The Construction of a Postgraduate Student and Supervisor Support Framework: Using Stakeholder Voices to Promote Effective Postgraduate Teaching and Learning Practice
Author: Anderson, Malcolm
Date: 2018-00-00
Type: Journal Articles
Subjects: Graduate Students,Postdoctoral Education,Supervision,Student Research,Foreign Countries,Stakeholders,Mixed Methods Research,Questionnaires,Likert Scales,Focus Groups,Interviews,Data Analysis,Capacity Building,Evidence Based Practice,Statistical Analysis,College Faculty,Faculty Development

This article outlines the design and development of a bespoke &quot;Research Training Support Framework,&quot; targeting the professional development needs of higher degree research (HDR) supervisors and their students, which was achieved by implementing Patton's (2011; 2012) utilisation-focused evaluation methodology (UFE). The primary research question was: What are the most suitable structures, components and content of an institutional framework to support Higher Degree Research (HDR) supervisors and their students at Avondale College of Higher Education? A mixed method design was used to gather data from students, academic staff and administrative staff using questionnaires, focus groups and interviews. Analyses of these data informed the Framework's development along with previous research and advice from an advisory panel which comprised of national and international experts. Accordingly, the Framework was constructed around three core principles that served to guide the development of the Framework's activities, processes and resources: 1) Welcoming research community, 2) The pedagogy of supervision and 3) Research development. The current version of the Framework has been designed to support postgraduate supervisors and students through the three key stages of students' most academically-focused stages of their postgraduate journeys namely; &quot;Getting started,&quot; &quot;Confirmation&quot; and &quot;Research and writing.&quot; The research-informed approach used to develop this contextually-relevant resource is particularly relevant to small higher education institutions, especially those wishing to focus on capacity development. Further research is currently being conducted to evaluate how the Framework is being used.
Building a Research Community, Developing a Coherent Field of Study
Author: Berg, Jill Harrison
Date: 2018-00-00
Type: Journal Articles
Subjects: Communities of Practice,Teacher Leadership,National Organizations,Educational Research,Professional Identity,Educational Researchers,Conference Papers,Teacher Collaboration,Conferences (Gatherings),Scholarship,Elementary Secondary Education,Activism,Social Change

While many researchers have studied teacher leaders, a corresponding field of research on teacher leadership has been slow to develop. This narrative account charts our strategic efforts to build a community of scholars capable of strengthening teacher leadership as a field of study. It documents the parallel development of two entities, the Teacher Leadership Congress, a grassroots movement, and Division K, Section 2, a formal, institutional structure embedded within the American Educational Research Association. Using a community of practice lens (Wenger, 1998), we examine the ways in which these two entities complemented each other and galvanized a collection of individuals into a research community. We found that coordination between the Teacher Leadership Congress and Division K has resulted in a professional community that has facilitated co-construction of new understandings and identities, furthered teacher leadership research, and enhanced researchers' capacities to guide practice in ways that are urgently needed.
Advocacy as a Practice of Critical Teacher Leadership
Author: Bradley-Levine, Jill
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Advocacy,Educational Practices,Activism,Student Rights,Teacher Student Relationship,Ethnography,Observation,Interviews,Disadvantaged Youth,School Support,Case Studies,Critical Theory,Collegiality,Ethics

Teacher advocacy has been examined as a practice of activism external to the school and as a practice of educational leadership. However, researchers have not merged these ideas by framing advocacy as a practice of leadership that takes place within the classroom and across the school. This article illustrates how, through advocacy on behalf of students who are marginalized, teachers demonstrate a model for critical teacher leadership. Using a critical ethnographic approach, observation and interview data were collected across three schools to answer these research questions: (a) In what ways do teachers advocate on behalf of students who have been marginalized; (b) How do these teachers garner support for the students from administrators and/or colleagues; and (c) How do teachers advocate for these students beyond their school? Findings are used to support teacher advocacy as a practice of critical pedagogy, collaborative leadership, and ethical leadership, and to propose a definition of critical teacher leadership.
Positive Teacher Leadership: Building Mindsets and Capacities to Grow Wellbeing
Author: Cherkowski, Sabre
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Capacity Building,Well Being,Educational Environment,Teacher Role,Educational Improvement,Teacher Attitudes,Reflective Teaching,Foreign Countries

Linking theory and research on positive psychology and positive organisational scholarship, with a focus on positive leadership, this article provides a conceptualisation of teacher leadership as an intentional reflective process of learning to grow wellbeing for self and others. Aligned with increasing international research on the importance of wellbeing in schools, the author suggests teacher leadership may have a role to play in cultivating school cultures that foster wellbeing for all. In this way, teacher leadership is assumed to be a mindset, a way of seeing the work of leadership as an opportunity to build collective capacity for growing wellbeing as central to school improvement work. Further research is needed to determine the benefits and potentials of developing and supporting positive teacher leadership in schools.
The Emergence and Failure to Launch of Hybrid Teacher Leadership
Author: Bagley, Sylvia S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Case Studies,Failure,State Programs,Leadership Role,Leadership Styles,Influences,Program Implementation,Fidelity,Educational Practices,Elementary Secondary Education

Hybrid teacher leadership (HTL)--that is, teachers whose official schedule includes both teaching K-12 students and leading teachers in some capacity--seemed poised to evolve as a more systemic enterprise at the turn of the century; however, implementation has been surprisingly sporadic. In this article, we explore Washington (a state long known for its support of teacher leadership) as a case study of HTL's failure to launch fully as a statewide initiative. Through examining the intersection of recent research and the diverse considerations related to the creation and maintenance of HTL roles, our goal is to provide meaningful insights into the re-envisioning of HTL in the 21st century. While numerous challenges prevail with structuring and supporting HTL, its potential to broadly impact teacher learning, professional development, and student outcomes make the enterprise worth continued consideration and support.
Increasing Access to Professional Learning for Academic Staff through Open Educational Resources and Authentic Design
Author: Wilson, Gail
Date: 2018-00-00
Type: Journal Articles
Subjects: Access to Education,Professional Education,Educational Resources,Faculty Development,Delivery Systems,Curriculum Design,Asynchronous Communication,Online Courses,Mixed Methods Research,Focus Groups,Teacher Surveys,Interviews,College Programs,Teacher Education Programs,Behavioral Objectives,Educational Benefits,Learning Experience,Online Surveys,Likert Scales,Participant Satisfaction

This research examines the design and delivery of a new Foundations of University Teaching Practice (FUTP) program delivered through asynchronous online modules. The freedom to choose defines the new momentum of openness in distance and open learning. University teaching staff expect quality resources to support their professional development within the reality of limited time for learning and a desire for increased accessibility. Openness and increased access bring both opportunities and challenges. This paper uses mixed methods to examine the FUTP from the perspectives of both the designers and the academic staff who participated in the program. Using personal reflections, focus groups, a survey, and interviews, we explore those opportunities and challenges within the context of the design and delivery of the program and report on the findings. Our research confirmed the value of openness and increased access to professional learning in higher education.
Zombie Apocalypse: Engaging Students in Environmental Health and Increasing Scientific Literacy through the Use of Cultural Hooks and Authentic Challenge Based Learning Strategies
Author: Whiley, Harriet
Date: 2018-00-00
Type: Journal Articles
Subjects: Environmental Education,Public Health,Scientific Literacy,Learning Strategies,Curriculum Design,Learner Engagement,Foreign Countries,Scientific Concepts,Relevance (Education),Hazardous Materials

Environmental Health (EH) is an essential profession for protecting human health and yet as a discipline it is under-recognised, overlooked and misunderstood. Too few students undertake EH studies, culminating in a dearth of qualified Environmental Health Officers (EHOs) in Australia. A major deterrent to students enrolling in EH courses is a lack of appreciation of the relevance to their own lives. This is symptomatic of a wider problem of scientific literacy: the relevance gap and how to bridge it. Employing a cultural hook offers a means to connect students to science and the fundamental elements of EH. Zombies feature prominently in the contemporary cultural landscape--movies, TV, gaming, music, cosplay, 'Zombie Marches'. A Zombie Apocalypse provides an engaging platform to convey key EH concepts such as microbes and toxins, whilst improving the scientific literacy skills of both science and non-science students. Engaging students through this cultural hook bridged the relevance gap, connected students to science, and inspired an increased interest in EH.