ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparative Analysis of the Development of Multicultural Library Services in the Spanish Public Library Network (2007-2010)
Author: Garcia Lopez, Fatima
Date: 2012-12-00
Type: Journal Articles
Subjects: Foreign Countries,Public Libraries,Library Services,Library Networks,Comparative Analysis,Cultural Pluralism

Introduction: The percentage of foreign-born residents in Spain has multiplied almost fourfold over the last decade. Immigration has changed our society, both from a demographic and economic perspective, and from a cultural and political prospective. The Spanish public library network, a democratic institution that provides services, initially, of equal access for all users, may become in this context a bonding tool and contribute to the social integration of individuals and groups with plural cultural identities. Method: Assuming international recommendations as a reference point, we have made a comparison of the evolution in the development of multicultural library services in Spanish public libraries during 2007-2010. Results: The study is based on data provided by the respective organisms responsible of coordinating of library services in the Spanish regional administrations. The data analysis followed the guideline framework provided by IFLA's Section for Library Services to Multicultural Populations. Conclusions: The planning of library services with a multicultural approach is still ignored by the majority of the librarian coordinators in the respective regional administrations in Spain. Despite our transformation into a multicultural society and the ever-growing percentage of foreign population during the analysed period, the development of such services shows similar levels of diversity as in 2007. (Contains 8 figures.)
Coursework-Related Information Horizons of First-Generation College Students
Author: Tsai, Tien-I
Date: 2012-12-00
Type: Journal Articles
Subjects: Information Sources,First Generation College Students,Statistical Analysis,Online Surveys,College Students,Higher Education,Models,Interviews,Academic Achievement,Information Seeking,Undergraduate Students

Introduction: This study examines first-generation college students' information behaviour through Sonnenwald's theoretical framework of information horizons, a mental map upon which people place the information sources they use. Method: A web survey with 450 first-generation college students and 12 interviews were used to collect data. Interview participants were also asked to draw their information horizon maps to reflect the information sources they preferred to use. Analysis: Quantitative data were analysed using descriptive and inference statistics such as chi-square tests; qualitative data were analysed using the NVivo qualitative analysis program. Results: Results showed that students used different information and human sources across coursework-related settings, and family members were generally only consulted for coursework-related moral support. Students tended to use information sources prior to human sources. Conclusions: Learning the characteristics of first-generation college students' information horizons, including what they use as well as the reasons why, could help develop appropriate orientation programs and workshops for first-generation college students to support their adjustment and transition into college life. (Contains 4 tables and 2 figures.)
A Method for the Analysis of Information Use in Source-Based Writing
Author: Sormunen, Eero
Date: 2012-12-00
Type: Journal Articles
Subjects: Validity,Secondary School Students,Foreign Countries,Web 2.0 Technologies,Writing Assignments,Case Studies,Reliability,Pilot Projects,Statistical Significance,Information Literacy

Introduction: Past research on source-based writing assignments has hesitated to scrutinize how students actually use information afforded by sources. This paper introduces a method for the analysis of text transformations from sources to texts composed. The method is aimed to serve scholars in building a more detailed understanding of how students work with sources, for example, in paraphrasing, summarising and synthesising information. Method: The proposed method is introduced by presenting its domain, procedure and justifications, and by sketching a coding framework for text transformations. The characteristics of the method are demonstrated by reporting a case study: the use of information in seventeen Wikipedia/wiki articles written in a collaborative assignment by upper secondary school students. Analysis: The domain of the method is represented by characterising its goal and application area. The procedure of the method is represented as an ordered set of operations and its use is demonstrated in the case study. The justifications of the method are addressed by discussing appropriateness, validity, reliability and efficiency issues related to the method. Results: The findings of the case study demonstrate that new research questions can be answered by applying the method. In terms of research economy, the method is reasonably efficient. No major problems related to the validity and reliability of the method were observed. Conclusions: The proposed method is a novel research instrument for the study of information use. It opens up interesting possibilities to analyse text transformations in source-based writing and expand our understanding of the core processes of information use. (Contains 1 figure and 3 tables.)
Task-Based Navigation of a Taxonomy Interface to a Digital Repository
Author: Khoo, Christopher S. G.
Date: 2012-12-00
Type: Journal Articles
Subjects: Taxonomy,Navigation (Information Systems),Vertical Organization,Electronic Libraries,Library Education,Evaluation,Information Retrieval,Foreign Countries

Introduction: This is a study of hierarchical navigation; how users browse a taxonomy-based interface to an organizational repository to locate information resources. The study is part of a project to develop a taxonomy for an library and information science department to organize resources and support user browsing in a digital repository. Method: The data collection was carried out using task-based navigation exercises with twenty-two participants. A cognitive framework of hierarchical navigation is proposed, involving the cognitive process of matching context, topic and/or resource type concepts to taxonomy categories. Analysis: The analysis was mainly qualitative, supplemented with simple statistics and measures of prevision and recall, and error analysis. Results: Though users often use the topic concept in making navigation choices, they sometimes make use of context and resource-type concepts. Users infer a variety of relationships between a task concept and a taxonomy category, including the application area, associated tool, associated process/procedure/technique, associated institution and academic discipline. Conclusions: Users prefer to use common or generic associations in selecting categories to browse, rather than formal disciplinary relations. Some users prefer to search by people groups, contexts and institutions, rather than by subject categories. Users have difficulty distinguishing between various kinds of document and resource types. (Contains 5 tables.)
The Uses of Globalization in the (Shifting) Landscape of Educational Studies
Author: Tarc, Paul
Date: 2012-00-00
Type: Journal Articles
Subjects: Global Approach,Educational Research,Discourse Analysis,Knowledge Economy,Neoliberalism,Ideology,Educational Change,Educational Finance,Educational Assessment,Educational Policy,Foreign Countries

The term &quot;globalization&quot; does more than represent a set of material (and ideological) processes that have impacts on education and schooling. Additionally, &quot;globalization&quot; operates as a conceptual lens or set of interventions, which is significantly impacting academic discourses in Education and in other disciplines. Not only has &quot;Globalization and Education&quot; (G&amp;E) emerged as a new, trans-disciplinary field of Educational Studies, insights from this field and globalization studies more directly have impacted many other fields of Education. This paper summarizes major impacts of globalization on education and maps out a &quot;first-wave&quot; G&amp;E discourse by analyzing a small set of key texts published around the turn of the century. The paper distills key uses of globalization from this &quot;first-wave&quot; G&amp;E and more recent correctives to clarify the potential applications for--and implications of the &quot;lens&quot; of--globalization for educational scholarship. (Contains 9 footnotes.)
Locating Home: Newcomer Youths' School and Community Engagement
Author: Deckers, Chrissy Michelle
Date: 2012-00-00
Type: Journal Articles
Subjects: Relocation,Fear,Foreign Countries,School Community Relationship,Social Mobility,Learner Engagement,Adjustment (to Environment),Achievement Need,Motivation,Attribution Theory,Youth Opportunities,Youth Problems,Intervention,Qualitative Research,Secondary Schools,Focus Groups,Interviews,Questionnaires,Academic Achievement

This study explored how diversity among newcomer youth may explain differences in engagement and school success. Youth identifying fear-based reasons for relocation reported being less involved within their schools than those who identified social mobility. In fear-based relocation, youth often viewed Canada as a temporary place to live and gain transportable skills, leading to less school and community engagement. Clearly, as youth approach and connect with school in different ways, understanding the motivations behind youths' varied levels of engagement could assist school personnel in contextualizing engagement according to youths' goals. Policy implications are discussed. (Contains 6 tables and 1 footnote.)
Learning the Way: Teaching and Learning with and for Youth from Refugee Backgrounds on Prince Edward Island
Author: MacNevin, Joanne
Date: 2012-00-00
Type: Journal Articles
Subjects: Refugees,Foreign Countries,Inclusion,Faculty Development,High School Students,Teacher Education,Trauma,Educational Policy,Educational Practices,Secondary School Students

This article presents one component of a qualitative study that explored teaching and learning with and for youth from refugee backgrounds in Prince Edward Island (PEI) intermediate and high schools. Specifically, this article presents data and discussion regarding some of the challenges and professional development needs of teachers working with refugee youth. Findings from this study confirm that improvements are needed in services available to these students such as teacher training, resources, and school inclusive practices. Teachers also expressed the need for ongoing professional development related to areas such as teaching basic reading and working with students who have experienced trauma. Practical implications for policy and practice are discussed in relation to current research literature.
Diverse Teachers for Diverse Students: Internationally Educated and Canadian-Born Teachers' Preparedness to Teach English Language Learners
Author: Faez, Farahnaz
Date: 2012-00-00
Type: Journal Articles
Subjects: English (Second Language),Foreign Countries,Second Language Learning,Multilingualism,English Language Learners,Empathy,Student Needs,Immigrants,Interviews,Surveys,Teacher Education,Teacher Attitudes,Culturally Relevant Education,Questionnaires,Teacher Role,Teacher Background,Foreign Nationals

This article describes a study that examines Canadian-born and internationally educated teachers' (IETs') self-perceived preparedness to teach English language learners (ELLs). The study employed a survey and interviews to examine teacher candidates': (a) level of empathy with ELLs, (b) sense of preparedness to teach ELLs, and (c) beliefs about their roles and responsibilities in multilingual classrooms. The study also explores the impact of teacher preparation to teach in multilingual classrooms. Findings suggest that IETs have a higher self-perceived empathy towards ELLs due to their shared backgrounds but personal experiences and empathy are insufficient for providing support and targeted instruction for ELLs. All teachers, regardless of their backgrounds, require appropriate preparation to address the needs of ELLs. (Contains 2 tables and 6 footnotes.)
Re-Positioning: Internationally Educated Teachers in Manitoba School Communities
Author: Block, Lee Anne
Date: 2012-00-00
Type: Journal Articles
Subjects: Cultural Differences,Foreign Countries,Educational Change,Teacher Attitudes,Teacher Characteristics,Cultural Pluralism,Foreign Workers,Focus Groups,Interviews,Observation,Immigrants,Educational Discrimination,Teacher Role,Teacher Responsibility,Educational Environment,Change Strategies,Educational Practices

Internationally educated teachers (IETs) can change how cultural differences are perceived in school communities. Rather than mirroring dominant social norms, IETs can be an alternative to stereotypes and extend all students' understanding of difference. This qualitative study examined how teacher agency is expressed by IETs in the context of a bridging program and in schools where IETs are employed as teachers in Manitoba. Their role in the school system is approached through considering agency as an effect. The analysis suggests that IETs act as cultural mediators and have the potential to become agents of change, if they find teaching positions within which they choose to position themselves as critical cultural mediators. (Contains 1 footnote.)
Unveiling Third Space: A Case Study of International Educators in Dubai, United Arab Emirates
Author: Saudelli, Mary Gene
Date: 2012-00-00
Type: Journal Articles
Subjects: English (Second Language),Arabs,Case Studies,International Education,Foreign Countries,Females,Womens Education,College Students,Teacher Education,Cultural Awareness,Global Approach,Social Theories

This article highlights one aspect of a case study of international educators at Dubai Women's College (DWC), United Arab Emirates (UAE). It examines perceptions of international educators in third space teaching female Emirati, higher-education students in the UAE. Drawing on third space theory (Bhabha, 1994), this study explored the nature of their hybridity and their accommodation processes. Findings reveal that these international educators in third space perceive the salient elements of their experiences are: educators' cultural curiosity, seeing beyond the veil, the global meets the local &quot;here,&quot; heading home, and mediating tensions.
Teaching HIV/AIDS through a Child-to-Child Approach: A Teacher's Perspective
Author: Mwebi, Bosire Monari
Date: 2012-00-00
Type: Journal Articles
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Student Attitudes,Teaching Experience,Foreign Countries,Classroom Environment,Teaching Methods,Personal Narratives,Teacher Attitudes,Curriculum,Parent Teacher Cooperation,Advocacy,Teacher Student Relationship,Grade 4,Elementary School Students,Elementary School Teachers

This paper draws from a larger study conducted in Kenya, which was a narrative inquiry into a teacher's experiences of teaching the HIV/AIDS curriculum using a child-to-child approach. The two major research questions of this study were: 1) What are the experiences of a teacher teaching the HIV/AIDS curriculum using a child-to-child curriculum approach? 2) What are the experiences of children learning the HIV/AIDS curriculum using a child-to-child curriculum approach? The findings suggest that a teacher who adopted a child-to-child curriculum approach in teaching HIV/AIDS experienced a transformed classroom learning environment characterized by: sharing authority with children; constructing a democratic classroom; learning to listen to children; affirming children's voices and ownership in learning; creating a partnership with parents; interrupting gendered classroom; and developing children's advocacy in community matters. The study concludes with recommendations for equipping teachers with the necessary skills to teach the subject. These skills are: the ability to create a child-centered classroom, ability to listen to children, ability to engage parents, and talking openly on issues about HIV/AIDS.
Globalization/s: Reproduction and Resistance in the Internationalization of Higher Education
Author: Beck, Kumari
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Commercialization,Foreign Countries,Teacher Improvement,Staff Development,Global Approach,International Education,Correlation

Internationalization of higher education has become a significant feature of the Canadian educational landscape. Considered to be a product of and response to globalization, internationalization is being critiqued for having an economic orientation. This paper will begin with a brief overview of internationalization research in Canada, and the main focus is a conceptual discussion prompted by the relationship between internationalization and globalization. Informed by sociological and cultural studies' accounts of the multiple dimensions of globalization, I argue that an uncritical pursuit of internationalization can result in a reproduction of the economic dimensions of globalization, and yet resistance to commodification can be found in other dimensions of globalization that offer useful theoretical bases for both research and practice in Canadian internationalization.
Why Do Chinese Study for a Master of Education Degree in Canada? What Are Their Experiences?
Author: Li, Xiaobin
Date: 2012-00-00
Type: Journal Articles
Subjects: Asians,Foreign Countries,Reputation,Foreign Students,Graduate Students,Masters Degrees,Educational Experience,Student Attitudes,Interviews,Costs,Educational Attainment,School Choice,Program Improvement

The purpose of this study was to understand why Chinese came to Canada to study for a Master of Education degree in an international student program at an Ontario university and what their experiences were in the program. We collected data from nine Chinese students in the program through one-on-one interviews. Research participants thought Canada had a safer environment than the United States, Canada had a better academic reputation than Australia and Britain, and Canada was less expensive than other developed countries. Most participants believed they fulfilled their purpose of leaving China for more education. Based on the findings, we made recommendations on how to improve the program and on further research in the future.
Education in the Age of the Information Superhighway: An Investigation into Initial Teacher Training in Canada
Author: Illingworth, Martin
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Teacher Education Curriculum,Teacher Education Programs,Best Practices,Educational Practices,Capacity Building,Professional Development,Inservice Teacher Education,Adoption (Ideas),Technology Transfer,Knowledge Base for Teaching,Comparative Education

This article discusses particular aspects of current Canadian teacher training that seem healthy practice to an experienced school-teacher from the United Kingdom. With the UK government increasingly interested, some would say determined, in moving the funding of initial teacher training away from universities and to schools, my visit to Canada, and specifically to Ontario Institute for Studies in Education at The University of Toronto, focuses on those practices that appear supportive of deep learning for beginning teachers in helping them to develop their own sense of the purposes of education and ways in which they might become agents of change.
The Relationship between Curriculum-Based Measures in Oral Reading Fluency and High-Stakes Tests for Seventh Grade Students
Author: Hunley, Sawyer A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Curriculum Based Assessment,High Stakes Tests,Reading Achievement,Achievement Tests,Reading Tests,Reading Fluency,Middle School Students,Grade 7,Correlation,Scores

The purpose of this study was to investigate the relationship between oral reading fluency and performance on a statewide reading achievement test for middle grades students. Participants in this study were 75 seventh grade students. One month before the students were administered the state test, each student read three probes from their current basal reader to determine an oral reading fluency rate. The Ohio Grade 7 Reading Test scores were correlated with oral reading fluency rates to determine the extent of the relationship between the results. Results support the use of oral reading fluency assessment as a valid tool for identifying students at risk of not passing the statewide reading achievement test. (Contains 1 figure and 3 tables.)
Examining Response to a One-to-One Computer Initiative: Student and Teacher Voices
Author: Storz, Mark G.
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Change,Student Behavior,Phenomenology,Grade 8,Academic Achievement,Computer Uses in Education,Middle Schools,Interviews,Student Attitudes,Teacher Attitudes,Educational Technology,Classroom Environment,Interpersonal Communication,Professional Development,Urban Schools,Laptop Computers

The impact of a one-to-one computing initiative at a Midwestern urban middle school was examined through phenomenological research techniques focusing on the voices of eighth grade students and their teachers. Analysis of transcripts from pre and post-implementation interviews of 47 students and eight teachers yielded patterns of responses to illuminate how one-to-one computing changed students' learning experiences and teachers' instructional practices. Key themes that emerged were changes in teacher pedagogy, effect on student learning experiences, impact on classroom behavior and management, potential for improved communications, and suggestions to address professional development needs. The students demonstrated their learning in varied and creative ways through the use of computer-based lessons. However, the altered format presented new demands on teachers as a delivery model. Although some students were distracted by gaming and chatting opportunities, learning benefits were reported for students of varied ability levels. This study builds on the theoretical framework supporting the role and use of technology to foster learning and to prepare students for a global economy. The focus on student and teacher voices provided the opportunity to explore a new perspective and engage middle school students, teachers, and administrators in school change efforts.
Multi-Membership in Communities of Practice: An EFL Teacher's Professional Development
Author: Nishino, Takako
Date: 2012-09-00
Type: Journal Articles
Subjects: Figurative Language,English (Second Language),Communities of Practice,Second Language Learning,Faculty Development,Language Teachers,Discourse Analysis,Secondary School Teachers,Foreign Countries,Culturally Relevant Education,Observation,Classroom Environment,Interviews,Second Language Instruction,Teacher Education

This study investigates the professional development of one EFL teacher, Gen, through narrative analysis and the notion of community of practice (CoP) (Lave &amp; Wenger, 1991; Wenger, 1998). This study addresses two questions: (1) How did a Japanese high school teacher generate context-appropriate pedagogy?; and (2) How did multi-membership in CoPs influence this teacher's learning? Data were collected through classroom observations and interviews. Gen's story reveals that he belongs to multiple CoPs and that in order to generate context-appropriate pedagogy, he learns from other members of his CoPs by talking to them, observing their lessons, and sharing teaching activities. Gen's story also indicates that members of local CoPs who have TESOL backgrounds connect him to the &quot;English-speaking Western TESOL&quot; community (Holliday, 2005). These findings highlight the importance of teachers belonging to multiple CoPs. This study also suggests the need for reconceptualizing teacher education from a knowledge transmission metaphor to a participant metaphor. (Contains 1 table, 1 figure, and 8 notes.)