ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Contingency Contracting in Educational Settings: A Review of the Literature
Author: Alwahbi, Abdullah
Date: 2020-06-00
Type: Journal Articles
Subjects: Contingency Management,Performance Contracts,Individual Differences,Special Education,Students with Disabilities,Student Characteristics,Functional Behavioral Assessment,Program Effectiveness

Respecting individual differences among students and meeting their unique needs may be one of the greatest challenges faced by teachers. When having a heterogeneous group of students, teachers need to consider a variety of instructional methods. The literature details a large number of teaching strategies supported by research findings, and the purpose of this review is to add to the literature by highlighting important information obtained from research on contingency contracting. This information includes the steps for creating and implementing contingency contracting, types of students with whom it can be used, and types of skills and behaviors that can be targeted. The review results show that contingency contracting is an easy-to-implement strategy that can be effectively used to teach both academic and non-academic skills to students with different characteristics. The results also suggest several practical implications for teachers and several areas of research that need further investigation.
Storytelling in a First-Year Seminar
Author: Ehrlich, Donna M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Story Telling,First Year Seminars,Constructivism (Learning),College Freshmen,Educational Benefits,Communities of Practice,Learner Engagement,Student Attitudes,Assignments,Teaching Methods

Historically, storytelling has been a way to pass knowledge between generations and to facilitate an understanding of beliefs. The aim of this current research was to explore the value of storytelling in the higher education classroom, to address the question &quot;how can sharing stories assist students in constructing new knowledge in the classroom?&quot; The purpose of the study was to see if teaching students how to tell a story and having them tell a story in a Freshman seminar class would enhance and enrich the quality of the knowledge they gained in discussions as students. The research utilized the lens of constructivism and a community of inquiry. Findings shed light on the perceptions of the students and the level of classroom engagement after experiencing guided storytelling. The results demonstrated an increase in engagement in the classroom. Students did not feel they needed story telling guidance, but they did feel storytelling was valuable to their overall experience.
The Many Paths to Sophia: Toward a Deeper Philosophical Appreciation of Poetry
Author: Welton, William A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Poetry,Philosophy,Education,Language Usage

Although the argument against poetry may have had its locus classicus in Plato's &quot;Republic,&quot; the philosophical qualms against poetry are deeply rooted and are not unique to Plato's philosophy. We begin by considering the reasons why some philosophers once believed that philosophy was superior to poetry, and then we regard some of these prejudices and how they have been debunked in contemporary philosophy. Our main purpose in this paper is to move beyond this inadequate understanding of poetry to a deeper philosophical appreciation of it.
Scale of Vocabulary Learning Strategies for Learners of Turkish as a Foreign Language: A Scale Development Study
Author: Melanlioglu, Deniz
Date: 2020-06-00
Type: Journal Articles
Subjects: Turkish,Second Language Instruction,Vocabulary Development,Second Language Learning,Learning Strategies,Foreign Countries,Foreign Students,Cognitive Processes,Visual Aids,Instructional Materials,Educational Technology

It does not seem to be possible to teach all the words needed by learners of Turkish as a foreign language in the target language just through classroom applications. Thus, students should be taught vocabulary learning strategies that will contribute to their independent learning and raise their awareness of vocabulary learning processes. In this regard, the purpose of the current study is to develop a scale to determine the vocabulary learning strategies used by learners of Turkish as a foreign language. The data of the current study were collected from a total of 507 students attending Turkish teaching centres in five different cities of Turkey. In the development of the scale, all stages of scale development process were followed and then the required reliability calculations were performed. On the basis of the scores obtained from the scale, exploratory and confirmatory factor analyses were conducted to test the construct validity of the scale. As a result of the factor analysis, it was found that the scale consists of four factors that are &quot;learning process&quot;, &quot;technological material&quot;, &quot;psychological process&quot; and &quot;visual materials&quot; and its Cronbach Alpha internal consistency value was calculated to be 0.86. After the completion of all the stages of scale development, a 23-item scale whose psychometric features had been examined was developed to be used to determine students' vocabulary learning strategies.
Strengthening Virtual Communities of Practice (VCoPs): An Evidence-Based Approach
Author: Valenti, Sandra
Date: 2020-00-00
Type: Journal Articles
Subjects: Communities of Practice,College Faculty,Teacher Attitudes,Teacher Participation,Adjunct Faculty,Computer Mediated Communication,Faculty Development,Integrated Learning Systems,Library Education

This action research study is being used to inform the faculty researchers at a Midwestern university regarding the perceptions of adjunct faculty located across the United States involved with their participation in Virtual Communities of Practice (VCoPs). These data were collected as part of an ongoing effort to increase the exchange of ideas among community members. Findings indicate areas of effectiveness for the VCoP approach and suggest items for improvement, including more regular contact points throughout the semester.
A Text Analysis of Data-Science Career Opportunities and US iSchool Curriculum
Author: Washington Durr, Angel Krystina
Date: 2020-00-00
Type: Journal Articles
Subjects: Content Analysis,Data,Information Science Education,Occupational Information,School Business Relationship,Job Skills,Course Descriptions

Data-science employment opportunities of varied complexity and environment are in growing demand across the globe. Data science as a discipline potentially offers a wealth of jobs to prospective employees, while traditional information science-based roles continue to decrease as budgets get cut across the United States. Since, historically, data are related closely to information, this research will explore the education of US iSchool professionals and compare it to traditional data-science roles being advertised within the job market. Through a combination of latent semantic analysis of over 1,600 job postings and iSchool course documentation, the aim of the article is to explore the intersection of library and information science and data science. It is hoped that these research findings will guide future directions for library and information science professionals into data science-driven roles, while also examining and highlighting the data-science techniques currently driven by the education of iSchool professionals. In addition, the aim is to understand how data science could benefit from a mutually symbiotic relationship with the field of information science, since, statistically, data scientists spend too much time working on data preparation and not nearly enough time conducting scientific inquiry. The results of this examination will potentially guide future directions of iSchool students and professionals toward more cooperative data science roles and guide future research into the intersection between iSchools and data science and possibilities for partnership.
Where Do Latinas and Latinos Earn Social Science Doctorates?
Author: Fernandez, Frank
Date: 2020-06-29
Type: Journal Articles
Subjects: Hispanic American Students,Doctoral Degrees,Social Sciences,Doctoral Programs,Institutional Characteristics,Undergraduate Study,Research Universities,Community Colleges,Bachelors Degrees,Racial Composition,Student Characteristics,Age Differences,Gender Differences,Parent Background,Educational Attainment

It is a national imperative to increase the percentage of Latinas and Latinos who earn doctorate degrees in the social sciences and who enter into faculty positions. For the purposes of this study, I focus on whether Latinas and Latinos earned their doctorates at the nation's most research-intensive universities because those schools are uniquely equipped to prepare doctoral students for careers in academia. I find that more than 40% of Latinas and Latinos who earned social science doctorates did so at universities with lower research profiles. I also test whether there are relationships between Latinas' and Latino's undergraduate institutions (e.g., community colleges and Hispanic Serving Institutions) and doctoral universities (classified by research-intensity). I did not find a relationship between attending community college and the type of university where a Latina or Latino social scientist earned the PhD. However, I found that Latinas and Latinos who earned baccalaureate degrees from Hispanic Serving Institutions (HSIs) had higher relative risk of earning doctorates from less research-intensive universities. This institutional pathway may be beneficial for increasing the number of Latinas and Latinos who earn social science doctorate degrees; however, it may be problematic for preparing future faculty members. I discuss implications for supporting the Latina-Latino pathway to the PhD.
Synthesis: A Poetic Exploration of the Integral Model Investigating the Interconnected Strands of Mindfulness in Our Educational Landscapes
Author: Holmes, Kimberley
Date: 2014-00-00
Type: Journal Articles
Subjects: Poetry,Inquiry,Story Telling,Metacognition,Autobiographies,Teaching Methods

As a researcher, I am seeking a mode of inquiry that would allow for a reflection on mindfulness and the role it plays in curriculum and learning. Needing to merge my personal voice with the diverse educational landscape, I found that poetic storytelling allowed me to &quot;present possibilities for understanding the complex, mysterious, even ineffable experiences that comprise human living&quot; (Chambers, Hasbe-Ludt, Leggo, &amp; Sinner, 2012, p. xx). Using first-person autoethnographical narrative as a research methodology and the Integral Model as a theoretical framework (Wilber, 2000, 2006, Wilber, Patten, Leonard, &amp; Morelli, 2008), the interconnected strands of mindfulness are synthesized within the four quadrants of the model. Self, Science, Storytelling, and Systems are components of mindfulness that together formulate a holistic understanding as &quot;integral theory weaves together the significant insights from all major human disciplines of knowledge, including natural and social science as well as the arts and the humanities&quot; (Visser, 2003).
&quot;I Can&apos;t Find No Black Books&quot;: Helping African American Males Find Books They Want to Read
Author: Scullin, Bethany
Date: 2020-00-00
Type: Journal Articles
Subjects: African American Students,Males,Reading Material Selection,Culturally Relevant Education,Reading Interests,Grade 8,Reading Achievement,Adolescent Literature,African American Culture,Student Attitudes,Middle School Students,Urban Schools,Early Adolescents,Discussion Groups,Reader Text Relationship,Literary Devices,Accuracy,Novels

Among the many factors contributing to the historical lack of reading gains of our Black male students is the absence of texts accurately and authentically representing African American characters in today's schools. In addition, well-meaning educators are not adept in identifying and selecting these types of texts in order to provide African American male students with books that mirror their lived experiences. The purpose of this article is to provide educators with a tool to aid in the selection of potentially culturally relevant literature for their adolescent African American male students. Based on a larger study, the researcher explored what eight African American eighth grade students valued when reading group-selected texts. The findings indicate that the participants displayed strong preferences toward the character's race, personal characteristics, age, and &quot;real world&quot; events and experiences featured in the texts. This article privileges those voices to provide a rubric for educators to use, explore, and reflect upon as they incorporate potential culturally relevant texts into their day-to-day instruction and classroom libraries.
Evaluation of Attainments in 2018 Life Sciences Curriculum Based on the Views of Primary School Teachers
Author: Simsek, Selçuk
Date: 2020-06-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Biological Sciences,Science Curriculum,Curriculum Development,Teacher Characteristics,Foreign Countries,Curriculum Evaluation,Grade 1,Grade 2,Grade 3

Life Science is a course that has been taught since the beginning of the first years of Turkish Republic. Life Science curriculum was revised in 1924, 1936, 1948, 1968 and 1998, 2004, 2009, 2015, 2017 and 2018. When the structure of 2018 Life Sciences curriculum is examined, it is seen that the curriculum is composed of general aims, values, basic survival skills, concepts, units and attainments. In Life Sciences curriculum themes were replaced by the units. In order to gain the features that are in the structure of Life Sciences curriculum (values, basic survival skills, concepts), &quot;attainments&quot; are formed in the units. In this study, primary school teachers' evaluation about the attainments in 2018 Life Sciences curriculum was discussed. 323 primary school teachers working in Pamukkale and Merkezefendi districts of Denizli province are included in the sample of the study; they were chosen utilizing random sampling technique among first second and third year primary school teachers. In the study, data were collected using the scale titled &quot;Evaluating Life Sciences curriculum in terms of teachers' views.&quot; Cronbach alpha value was 0.895 and 0.978 in the original form and in this study, respectively. Primary school teachers are of the opinion that &quot;I agree&quot; on the attainments in 2018 Life Science curriculum.
&quot;The Receiver No Longer Holds the Sound&quot;: Parents, Poetry, and the Voices We Create in the World
Author: McLeod, Heather
Date: 2014-00-00
Type: Journal Articles
Subjects: Parent Child Relationship,Poetry,Ethnography,Death,Activism,Social Justice,Foreign Countries,War,World History

In this article, we explore how poetic inquiry informed by duoethnography enables us to know our parents better and to reflect on our relationships with them after their deaths. We are interested in how this process of inquiry deepens our thinking about the nature of research and writing as well as about teaching and community work. Through the lens of poetry, we have been able to see beyond the received family histories of whom our parents were and to fashion a more layered and nuanced picture not only of them, but also of the social forces that shaped them, and in turn shaped us as researchers and social activists. Sources for our work include Heather's father's poetry and Gisela's poems, which draw from interviews with her mother and anecdotes her mother told her as she was growing up.
The Current Situation and a Review of Chinese Library and Information Science from the Perspective of the Teaching System
Author: Wei, Mingkun
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Library Education,Information Science Education,Bibliometrics,Educational Change,Higher Education,Educational Development,Educational Trends

The evolution of information science education in China has changed over time. This paper studies library and information science education from the perspective of bibliometrics. Following a literature review, this research discusses the stages of library and information science education in China and concludes that China has increasingly paid more attention to library and information science education in recent years.
Gender Pronoun Use in the University Classroom: A Post-Humanist Perspective
Author: Norris, Marcos
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,College Students,Language Usage,Form Classes (Languages),Gender Issues,Gender Bias,Sexual Identity,Humanism,Writing Instruction,Inclusion,Classroom Communication,Classroom Environment,Civil Rights,Social Justice

Background: This article explores the political impact of using gender neutral pronouns in the university classroom. Aim: We explore how the gender neutral pronoun 'they' denaturalises essentialist models of gender identity. We follow 'they' toward a consideration of the gender neutral pronoun 'it.' 'It' advances -- at the same time that it problematises -- the political project of non-binary communities to denaturalise gender by challenging an anthropocentric model of equal rights. Setting: We examine the latent humanism of pronoun use through our contrasting approaches to gender pronoun use in our writing courses. Methods: First we discuss the role of genderneutral pronouns in building a more inclusive classroom environment for gender non-conforming students. We then consider our respective pedagogical approaches to pronoun use. Andrew avoids pronoun use in the classroom, addressing his students by their first names instead, while Marcos makes pronoun use and gender identity a central part of his course curriculum. We then consider the pronoun 'it' from a posthumanist perspective, arguing that 'it' might help to overcome the violent legacy of humanism by building a more inclusive classroom environment for gender-nonconforming students. Results: The analysis of 'it' as a gender neutral pronoun has revolutionary potential. Deconstructing our conceptions of equal rights from a posthumanist perspective can transform higher education for the better. Conclusion: The article concludes that college educators should consider discussing the significance of the pronoun 'it.' Given its dehumanising potential, this discussion should be presented in light of the posthumanist critique of anthropocentrism, and must affirm students' existing identifications.
What We Mean When We Say &quot;Design&quot;: A Field Scan of Coursework Offerings on Design Topics in Master&apos;s Level Library Education
Author: Clarke, Rachel Ivy
Date: 2020-00-00
Type: Journal Articles
Subjects: Course Descriptions,Design,Library Education,Course Content,Masters Programs,Content Analysis,Language Usage

Future MLIS graduates need to be collaborative, creative, socially innovative, flexible, and adaptable problem solvers--characteristics demonstrated by people with backgrounds in design. Yet design, especially as an epistemological framework, seems underrepresented in master's level library education. This work explores the current landscape of coursework offerings on design topics in master's-level library education, including the availability of design coursework, the array of design courses offered, and coverage of various methods for, approaches to, and perspectives on design. A field scan of existing coursework in master's-level library degree programs and subsequent categorical, linguistic, and grammatical analysis revealed patterns of topical content and linguistic frequency. These findings show that design is conceptualized in alignment with applied fields, especially technology/computing and instruction, and rarely addressed as an overarching epistemological approach. The use of the term design is especially problematic due to myriad meanings and applied uses: it may refer to a disciplinary field, an artifactual product, or a process of creation, or it may be used to modify another concept. Such use emphasizes difference among contexts over the similarity of epistemology, thus perpetuating a divisive perspective that contradicts the current scholarship of design and may have negative implications for LIS education and the field of librarianship at large.
A Review of the Evidence for Real-Time Performance Feedback to Improve Instructional Practice
Author: Sinclair, Anne C.
Date: 2020-08-00
Type: Journal Articles
Subjects: Performance Based Assessment,Feedback (Response),Coaching (Performance),Educational Technology,Technology Uses in Education,Preschool Education,Elementary Secondary Education,Students with Disabilities,Student Behavior,Positive Reinforcement,Preservice Teachers

In this comprehensive review, 32 studies were identified in which researchers investigated the effect of real-time performance feedback delivered via technology on interventionist implementation of instructional practices. Studies were evaluated for methodological rigor with quality indicators from the Council for Exceptional Children. Twenty-two single case designs and one group design met all quality indicators. The single case designs were analyzed using visual analysis and given success estimates calculated as a ratio of the number of demonstrated effects to potential demonstrations of effect. Methodologically sound evidence indicates that real-time performance feedback is an evidence-based practice for changing interventionist behavior during intervention sessions. Implications for research and practice are discussed.
Policy Initiatives for Improving the Contributions of University Agricultural Education and Extension Institutions to Environmental and Sustainable Development in Agriculture
Author: Alawa, David A.
Date: 2020-06-00
Type: Journal Articles
Subjects: Rural Extension,Agricultural Education,Higher Education,Sustainable Development,Agriculture,Foreign Countries,Role of Education,Extension Agents,Agricultural Occupations,College Faculty,Policy Formation,Conservation (Environment),College Students,Poverty Programs,Research and Development,Gender Issues,Capacity Building,Land Use,Incentives

This study determined policy initiatives for improving the contributions of university agricultural education and extension institutions to environmental and sustainable development (ESD) in agriculture. The study was carried out in Cross River State. Survey research design was adopted for the study. The population for the study of 534, comprising 195 registered farmers who have continuously participated in ADP farmer field school training from the State; 70 graduate extension personnel; 167 final year agriculture students and 102 lecturers. Agricultural education programme in the Universities in Cross River State was used for the study. The study adopted a triangulation technique involving mixed methods of data collection. Both instruments were face validated by three experts in the field of agriculture with a reliability coefficient of 0.83 obtained through Cronbach alpha reliability method. Data collected were analyzed using mean, standard deviation and independent t-test statistic. The study identified (17) policy initiatives that could improve the contributions of agricultural education and extension institutions to ESD in agriculture in Cross River State. It was recommended among others that the identified policy initiatives should be integrated into university agricultural education and extension institutions and properly implemented.