ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Information Literacy through Independent Learning Projects in a UK Setting: Pilot Projects for Year 9 and Year 6 Pupils
Author: Jones, Rebecca
Date: 2010-00-00
Type: Reports - Research
Subjects: Independent Study,Pilot Projects,Information Literacy,Information Skills,Students,Grade 8,Grade 5,Foreign Countries,Motivation,Literacy

Two information literacy skills pilot projects are being undertaken at Malvern St James School (MSJ) with Year 6 and Year 9 pupils during 2009-10. The projects encourage the development of independent learning skills, with pupils planning, managing and executing both the research and practical elements of their project. Each pupil sets their own aims and objectives and it is the process skills as well as the project that is assessed. The projects examine pupil motivation levels, if pupils can use research to inform their practical project and how pupils respond to opportunities to undertake self-directed learning. Appendices include: (1) Student independent learning challenge projects; and (2) Year 9 independent learning challenge timetable. (Contains 1 table.)
Enhancing Literacy and Curriculum Using Digitalized Collections and Approaches
Author: Lukenbill, Bill
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Thinking Skills,Teaching Methods,Literacy,Critical Thinking,Media Adaptation,Electronic Publishing,Web Sites,Curriculum,Copyrights,Internet

Digitized collections offer a wealth of resources for improving a wide variety of literacies that promote critical thinking skills, instruction and curriculum enhancements. Digitized collections and processes are increasing rapidly in their development and availability and as such introduce issues such as public access, copyright laws, limitations on use, and the integration of both free and commercially available digitalized materials. Governments around the world offer an abundance of digitalized information, often with curriculum guidance. Together with these issues, questions concerning how to evaluate and integrate curriculum and literacy ideas into instruction using digitalization are considered. This paper provides examples of subject areas attuned to digitations including literature, history, current events, sociology, health and science, and local collections. Suitable policies and procedures are discussed promoting efficient programming including collection development, project management, technical needs, online dissemination, and reference and consultation services. (Contains 1 figure.)
Lost in Space: Designing for Learning
Author: La Marca, Susan
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Position Papers,Technology Uses in Education,Educational Change,School Libraries,Public Libraries,Cooperation,School Administration,Technology

The design of a learning space, and the many factors that come together to create that space, impact on how we feel and behave in that space and ultimately how we learn. This paper will discuss the importance of mission statements, policy and planning in light of how we create spaces that are learning-driven, human-centred and flexible. Of particular interest is how the culture of the space and the use technology are incorporated into design considerations in light of these factors. This paper explores, very briefly, the theoretical discussion, whilst the conference presentation will consider examples of these views in practice.
Within the Pipeline: Self-Regulated Learning and Academic Achievement among College Students in Science Courses
Author: DiBenedetto, Maria K.
Date: 2011-04-10
Type: Reports - Research
Subjects: College Students,Help Seeking,Delay of Gratification,Self Efficacy,Science Achievement,Measures (Individuals),Science Instruction,Learner Controlled Instruction,Predictor Variables,Correlation,Grades (Scholastic),Test Items,Gender Differences,Student Attitudes,Science Careers,Persistence,Goal Orientation

The present study examined the associations between self-regulated learning and science achievement and whether the academic self-regulation variables described, such as self-efficacy, delay of gratification, and help seeking, predict science achievement in courses deemed necessary for a major in science. It was hypothesized that students who do not use academic self-regulation in the science courses, would perform poorly, and thus leak out of the pipeline rather than proceed further down the funnel. The results of this study provide support for the expected association between self-regulated learning and academic achievement among college students in science courses. These findings suggest that students' self-regulation of learning, self-efficacy beliefs, academic delay gratification, and final course grade are related. Three appendices present: (1) Academic Delay of Gratification Scale (Sample Items) (Bembenutty and Karabenick, 1988); (2) Self-Regulation of Learning Scale (Sample Items) (Bembenutty, 2009b); and (3) Self-Efficacy Scale (Sample Items (Bembenutty, 2009b). (Contains 6 tables.)
Commonalities in Content of International Children's Book Awards: What Does This Tell Us about Children, Culture and Reading Interests across the Globe?
Author: Hilbun, Janet
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Awards,Reading Interests,Values,Childrens Literature,Books,Librarians,Children,Literature Appreciation,Beliefs

Children's book awards give us a mirror of the culture of a country and the books that children enjoy. While the majority of school librarians are very familiar with the books that win awards in their country, very few are cognizant of books that win awards in other countries. This paper examines major awards for children's books in as many countries as these awards could be determined. This examination will look at numerous aspects of these books--genre, format (picture, chapter book, graphic novel), age and gender of protagonists, theme, philosophy and/or spiritual beliefs, personal values, traditions and customs. [This paper was written with Jane Claes and Paula Griffiths.]
Razzle Dazzle: Creating Interactive Library Spaces
Author: Combes, Barbara
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Library Personnel,School Libraries,Information Literacy,Foreign Countries,Librarian Teacher Cooperation,Physical Environment,Technology Uses in Education,Electronic Libraries,Internet

Creating an interactive and engaging school library environment for your school community is an important prerequisite to establishing a creditable identity with teaching staff, which in turn, leads to opportunities to develop collaborative curriculum programs. The library and its personnel must be perceived as a hub for learning and part of the core business of the school by the whole community, including senior administration, teachers, students and parents. Such an environment demonstrates the value adding to the curriculum, literacy, information literacy and student learning outcomes that occur when professional library staff are part of the staffing equation in a school.
The School Library and E-Learning Platforms
Author: Morscheck, Monica
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Electronic Learning,Cooperative Planning,Elementary Secondary Education,School Libraries,Foreign Countries,Team Teaching,Library Services,Librarians,Librarian Teacher Cooperation,Web Sites,Users (Information),Secondary Education

The teacher-librarian should be the most effective weapon for collaborative teaching and learning within a school. Teacher-librarians do struggle to find time to effectively plan for the cooperative teaching and learning activities. Often school libraries run their own website as they struggle to offer a digital 24/7 library service for its users. The school library website makes it easier for the teacher-librarian to manage the information delivery but isolates the content. The teacher-librarian managed website is often not an effective tool for cooperative planning and teaching. This paper will look at how the teacher-librarian can use e-learning platforms to deliver a digital 4/7 library service, and in addition, offer a great collaborative space for effective cooperative planning and teaching. This paper will focus on examples of practice in two schools. The first school is a New South Wales government high school and uses Moodle as the e-learning platform. The second school is an international K-12 private school and uses StudyWiz as the e-learning platform. (Contains 5 figures.)
Promoting a Reading Culture in School Community: How to Engage Reading Activities Cross Curricula, Directors, Teachers, Students, Parents, Administrative Services, Local Authorities, Public Libraries and Other Partners--Relating a Project
Author: Martins, Ana Bela
Date: 2010-00-00
Type: Speeches/Meeting Papers
Subjects: Reading Habits,Lifelong Learning,School Libraries,Public Libraries,Skill Development,Librarians,Library Networks,Librarian Teacher Cooperation

The main purpose of this paper is to present how an intensive collaboration between the National Portuguese Reading Plan and the School Libraries Network Programme plays an important role in the promotion of reading literacy as a baseline to develop all kinds of other literacy abilities and empower the role of school libraries and the collaborative work between the school community and the school library, by reporting on one of the most significant projects, which shows the relevance of this partnership. School libraries are a privileged structure in the school for skill development, not only in accessing information, available locally or remotely, enabling students with critical thinking, transforming information to knowledge, supporting curricula,  but also in readers training and the promotion of reading habits, which is a basic tool for lifelong learning. (Contains 1 table.)
Building Internationally Literate Communities
Author: Day, Katie
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Childrens Literature,Evaluation Criteria,School Libraries,Library Networks,Books,Workshops,Reading,Librarians,Foreign Countries,International Schools,Librarian Teacher Cooperation,Literacy,Children

How can we as librarians bring children and books from a variety of cultures and backgrounds together to create a more internationally literate community? This workshop addresses that question with a discussion of what it means to be internationally literate as well as internationally-minded, followed by an outline of some evaluation criteria useful in selecting international children's literature. Examples will be offered of what a school library network can do to promote wider reading of literature from around the world.
Digital Citizenship: Developing an Ethical and Responsible Online Culture
Author: Oxley, Cathy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Responsibility,Ethics,Internet,Adolescents,Teachers,Librarians,Social Networks,Web Sites,Computers,Bullying,Information Technology

Responsible and ethical use of the Internet is not something that teenagers, in particular, consider to be important, and serious consequences are beginning to emerge as a result of careless and offensive online behaviour. Teachers and teacher-librarians have a duty of care to make students aware of the potentially devastating effects of thoughtless, inappropriate or malicious online behaviour, and to guide them into making wise choices when interacting in a digital world. (Contains 75 website references.)
Future of the Book? Challenge of the Digital World
Author: Pledger, Pat
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Electronic Publishing,Individual Characteristics,School Libraries,Reading Skills,Handheld Devices,Textbooks,Literacy Education,Printed Materials,Secondary School Students,Foreign Countries,Educational Technology

In the last ten years there has been much speculation about the role of e-books and e-book readers. This paper will look at the impact of e-book readers on publishing and reading, the types of e-book readers, their advantages and disadvantages. Some ideas for future e-books and e-book readers and their use in the library and classroom will be discussed, as will the skills that are needed to read e-books. The future of the printed book will be discussed. (Contains 3 figures.)
Was that CT? Assessing Computational Thinking Patterns through Video-Based Prompts
Author: Marshall, Krista Sekeres
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Video Technology,Grounded Theory,Thinking Skills,Games,Computers,Programming,Student Surveys,Expertise,Comparative Analysis,Simulation,STEM Education,Student Evaluation,Evaluation Methods,Computer Science Education,Definitions,Transfer of Training,Pretests Posttests,Interviews,Pilot Projects,Inservice Teacher Education,Middle School Students

The purpose of this study was to evaluate student understanding and application of computational thinking patterns to novel situations. Over 500 students, who had just designed and programmed a Frogger-style game using the AgentSheets platform, responded to a newly developed video-prompt survey instrument administered in the Fall 2010 semester. The students watched video clips and were asked if and how the content of the video was related to the computer game they had just created. Open-ended responses collected from the survey were analyzed and coded for six pre-defined computational thinking patterns. The percent match between student responses and expert responses varied by question, ranging from approximately 35% to 75%. Utilizing alternate definitions of transfer, and the principles of grounded theory, new computational thinking patterns emerged from the student responses. These methods will be utilized in subsequent analysis of data collected from students after they have designed and created other games and STEM simulations. The newly emerging patterns will inform further research into computational thinking. (Contains 3 charts and 4 tables)
Standards, Testing, and Accountability: Misguided Intentions
Author: Alexander, James
Date: 2011-04-13
Type: Opinion Papers
Subjects: Academic Achievement,Accountability,Academic Standards,Social Influences,Educational Policy,Standardized Tests,Educational Change,Environmental Influences,Mass Media Effects,Teacher Influence

There are many factors affecting student achievement. It is misguided and a waste of time and effort to pursue the failed policies of more standards, tests, and accountability. The primary problems relative to student achievement are mainly societal. Rather than more failed policies, what our nation needs is a discussion about national values, goals, and priorities.
Race to the Top and Teacher Preparation: Analyzing State Strategies for Ensuring Real Accountability and Fostering Program Innovation
Author: Crowe, Edward
Date: 2011-03-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Innovation,Educational Change,Accountability,Teacher Competencies,Federal Programs,Federal Aid,Educational Improvement,Program Implementation,Federal Legislation,Educational Policy,Credentials,Disclosure

While there are many factors critical to improving America's primary and secondary schools, strengthening teacher education is an essential part of any strategy likely to make a difference. When the Obama administration created the Race to the Top or RTT Fund--&quot;to encourage and reward States that are creating the conditions for education innovation and reform&quot;--and provided $4.35 billion through the American Recovery and Reinvestment Act toward these goals, a key focus was teacher preparation. A crucial aim of the RTT initiative is supporting funded states to implement plans for &quot;recruiting, developing, rewarding, and retaining effective teachers and principals, especially where they are needed most.&quot; Policy recommendations drawn from the analysis of the 12 funded Race to the Top initiatives in this paper are intended to maximize the potential for change through RTT: Develop high-quality state and data reporting systems; Pilot stronger measures of preparation program accountability; Foster innovative strategies to promote teacher and program quality; Find ways to support good work by states not funded through RTT; Monitor state performance. By asking states for new initiatives to build or expand high-quality teacher preparation pathways, it is clear that Race to the Top can be a powerful lever to improve teacher quality in the United States. (Contains 48 endnotes and 4 tables.)
Measuring What Matters: A Stronger Accountability Model for Teacher Education
Author: Crowe, Edward
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: Feedback (Response),Teacher Characteristics,Program Evaluation,Quality Control,Program Effectiveness,State Standards,Teacher Education Programs,Educational Policy,Student Recruitment,Selective Admission,Teacher Competencies,Teaching Skills,Teacher Persistence,Knowledge Base for Teaching,Academic Achievement,State Programs,Accreditation (Institutions),National Standards,Federal Government,Program Design,Teacher Effectiveness,Labor Turnover,Pedagogical Content Knowledge

State oversight for teacher preparation programs mostly ignores the impact of graduates on the K-12 students they teach, and it gives little attention to where graduates teach or how long they remain in the profession. There is no evidence that current state policies hold programs to high standards in order to produce teachers who can help students achieve. Moreover, every state does its own thing when it comes to program oversight--another barrier to effective quality control. New ways of preparing teachers have been created in the last few decades in large part because they offer solutions to serious problems that many university-based teacher preparation programs appear unwilling to address. Academically strong college students as well as school districts, foundations, and policymakers are proponents of initiatives such as Teach for America, the New Teacher Project, other teaching fellows programs such as those of the Woodrow Wilson National Fellowship Foundation, and teacher residency programs. Despite these competitive developments, however, states have done little to focus traditional preparation programs on issues like selective recruitment through high standards for entry into programs, carefully constructed and monitored clinical experiences for teacher candidates, and program evaluation focused on important outcomes. The redesigned accountability system proposed in this paper is an effort to direct regulatory oversight to things that matter: whether or not K-12 students are learning, how well teachers have developed the classroom teaching skills to be effective with their students, a graduate's commitment to teaching as a professional career, feedback from graduates and employers, and high-quality tests of teacher knowledge and skills that are tied to classroom teaching performance and K-12 student learning. (Contains 35 endnotes.) [For the executive summary, see ED518519.]
Measuring What Matters: A Stronger Accountability Model for Teacher Education [Executive Summary]
Author: Crowe, Edward
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: Feedback (Response),Teacher Characteristics,Program Evaluation,Quality Control,Program Effectiveness,State Standards,Teacher Education Programs,Educational Policy,Student Recruitment,Selective Admission,Teacher Competencies,Teaching Skills,Teacher Persistence,Knowledge Base for Teaching,Academic Achievement,State Programs,Accreditation (Institutions),National Standards,Federal Government,Program Design,Teacher Effectiveness,Labor Turnover,Pedagogical Content Knowledge

Our current system for holding U.S. teacher education programs accountable doesn't guarantee program quality or serve the needs of schools and students. State oversight for teacher preparation programs mostly ignores the impact of graduates on the K-12 students they teach, and it gives little attention to where graduates teach or how long they remain in the profession. There is no evidence that current state policies hold programs to high standards in order to produce teachers who can help students achieve. Moreover, every state does its own thing when it comes to program oversight--another barrier to effective quality control. New ways of preparing teachers have been created in the last few decades in large part because they offer solutions to serious problems that many university-based teacher preparation programs appear unwilling to address. Academically strong  college students as well as school districts, foundations, and policymakers are proponents of initiatives such as Teach for America, the New Teacher Project, other teaching fellows programs such as those of the Woodrow Wilson National Fellowship Foundation, and teacher residency programs. Despite these competitive developments, however, states have done little to focus traditional preparation programs on issues like selective recruitment through high standards for entry into programs, carefully constructed and monitored clinical experiences for teacher candidates, and program evaluation focused on important outcomes. The redesigned accountability system proposed in this paper is an effort to direct regulatory oversight to things that matter: whether or not K-12 students are learning, how well teachers have developed the classroom teaching skills to be effective with their students, a graduate's commitment to teaching as a professional career, feedback from graduates and employers, and high-quality tests of teacher knowledge and skills that are tied to classroom teaching performance and K-12 stud learning. [For the full report, see ED518518.]
The Twin Purposes of Guided Inquiry: Guiding Student Inquiry and Evidence-Based Practice
Author: FitzGerald, Lee
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Evidence,School Libraries,Inquiry,Academic Achievement,Foreign Countries,Librarians,Intervention,Reflection,Feedback (Response),Evaluation,Web Sites,Editing,Collaborative Writing

Guided Inquiry is a means by which student enquiry can be facilitated in schools, while simultaneously being the vehicle for evidence-based practice. This paper illustrates this twin purpose in two contexts: An overview discussion of the 2008 NSW Association of Independent Schools' Project, led by Dr. Todd, and a 2010 Guided Inquiry at Loreto Kirribilli. Both projects are discussed as student practice and as a means of gathering data about student learning using the School Library Impact Measure (SLIM) Toolkit, while highlighting the use of wiki as an organising tool. Lastly, the paper affirms the impact that Guided Inquiry has had on some Sydney schools.
Boys, Blogs and Books
Author: Pickworth, Margo
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Web Sites,Electronic Publishing,Action Research,Collaborative Writing,Foreign Countries,Males,Computer Mediated Communication,Librarians,Teacher Role,Qualitative Research,Statistical Analysis,Writing Assignments,Writing Skills,Student Motivation,Grade 6,Interviews,Surveys,Cross Cultural Studies

In an action research project, young male students from Sydney, Australia and Richmond, USA contributed to a collaborative writing blog. Both groups of students shared the same text with their class teachers, while using the medium of collaborative blogging, a process which was facilitated and managed by the teacher-librarian. Data was gathered using both qualitative and quantitative methods to determine whether the project assisted boys to become powerful, prolific and confident writers. Results indicated that the blogging process failed to provide any increase in the volume of writing; however the opportunity to share opinions and ideas globally provided motivation to write more powerfully and with increased confidence. (Contains 3 figures.)