ethanporcaro/eric-fulltext-meta huggingface dataset:
Designing Mobile Technology to Enhance Library Space Use: Findings from an Undergraduate Student Competition
Author: Ward, David
Date: 2015-00-00
Type: Journal Articles
Subjects: Telecommunications,Educational Technology,Technology Uses in Education,Undergraduate Students,College Libraries,Student Attitudes,Student Needs,Creativity,Competition,Teamwork,Design,Computer Oriented Programs,School Space,Library Services,Space Utilization

To explore how libraries might integrate student perspectives and needs into their mobile development workflow, one large academic research library developed a fun, collaborative design methodology in order to stimulate student creativity. As part of a national IMLS (Institute for Museums and Library Services) grant, &quot;The Student/Library Collaborative: Toward Transformative Mobile Library Service,&quot; the research team organized a student competition that challenged student teams from across majors to design mobile apps with features that they and their classmates would want to use to increase and enhance their use of library spaces. The research sought to answer the following questions: (1) What location-specific library space needs do undergraduate students have? (2) How can mobile apps increase the use of library facilities and services? and (3) What is the validity of the competition methodology for generating actionable ideas for mobile apps and knowledge of student learning space use?
Recognizing Campus Landscapes as Learning Spaces
Author: Scholl, Kathleen G.
Date: 2015-00-00
Type: Journal Articles
Subjects: School Space,Campuses,Colleges,Educational History,Attention,Holistic Approach,Physical Environment

American higher education institutions face unique twenty-first century changes and challenges in providing good, holistic learning spaces for the diverse and evolving needs of today's college student. Continued enrollment growth, societal and technological changes, financial challenges, and a need for increased universal and open access create ever more diverse, changing and complex US university systems. In 2009, 20.4 million students were enrolled in 2- or 4-year colleges and universities. By 2019, enrollments are expected to rise 9% for students under age 25, and rise 23% for students over the age of 25 (Snyder &amp; Dillow, 2011). Questions of where, when, how, and with whom today's college students learn, confront the traditional notions of how university spaces are designed and used for effectiveness (Hashimshony &amp; Haina, 2006). Therefore, the authors propose that the natural landscape of a university campus is an attentional learning resource for its students. Although university culture places demands on students' cognitive abilities, campus natural open spaces have not been systematically examined for their potential in replenishing cognitive functioning for attentional fatigued students. One way to examine this potential is to consider the entire campus with its buildings, roads and natural open spaces as a well-networked landscape system that supports student learning experiences. In doing so, the authors highlight two concepts that have been addressed in two different domains, bringing them together to help conceptualize future campus planning in relation to student learning. The concepts are: (1) direct and indirect attention and restoration; and (2) a holistic landscape. Herein, they begin by providing a historical perspective of the evolution of campus open space and then outline each concept and propose their integration.
Learning Theory Expertise in the Design of Learning Spaces: Who Needs a Seat at the Table?
Author: Rook, Michael M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Learning Theories,Expertise,School Space,Decision Making,College Faculty,Architecture,State Universities,Educational Facilities Design,Case Studies,Stakeholders,Schools of Education

This study highlights the impact of including stakeholders with expertise in learning theory in a learning space design process. We present the decision-making process during the design of the Krause Innovation Studio on the campus of the Pennsylvania State University to draw a distinction between the architect and faculty member's decision-making process. Often, the architect relied on guiding principles such as flexibility, while the faculty member drew from learning theory such as the sociocultural theory of learning (Vygotsky, 1978). This study demonstrates the value of learning theory expertise and includes suggestions and possible implications for future designs of learning spaces. [Note: First page of PDF is incorrectly numbered &quot;1.&quot; The correct starting page for this article is page 17.]
Matching Instructors and Spaces of Learning: The Impact of Space on Behavioral, Affective and Cognitive Learning
Author: McArthur, John A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Environment,Physical Environment,School Space,Statistical Analysis,Undergraduate Students,Learning,Classroom Design,Student Surveys,Regression (Statistics)

This study examined the extent to which instructional proxemics--the physical space of the learning environment--impacts student behavioral, affective, and cognitive learning. Participants included 234 college students enrolled in 15 sections of public speaking. Each section was assigned to a study learning environment and an instructor, ensuring that each of the five instructors taught one section in each of the three learning environments. A 2 (student gender) x 3 (learning environment) x 5 (instructor) factorial ANOVA produced significant interactions between instructor and learning space on all three learning measures. Post-hoc analyses reveal that the instructional environment influences student learning outcomes and that these influences are moderated by the instructor. These results further the General Model of Instructional Communication (Valencic, Richmond, &amp; McCroskey, 2004) by offering the instructional environment as a measurable facet of this model. In addition, these results suggest the importance of considering instructional proxemics as a facilitator of classroom success.
Uncommons: Transforming Dusty Reading Rooms into Artefactual &quot;Third Space&quot; Library Learning Labs
Author: Schadl, Suzanne Michele
Date: 2015-00-00
Type: Journal Articles
Subjects: Ethnic Studies,Academic Libraries,Learning Laboratories,Case Studies,Advanced Students,School Space,Library Facilities,College Students

This article describes the implementation of two inexpensive social learning library laboratories for advanced students in Latin American and Chicana/o studies. Drawing on philosophical literature from these interdisciplinary areas and ethnic studies, these cases present a &quot;third space&quot; option for library learning called &quot;uncommons.&quot; This term denotes alternative book-laden spaces for student scholars practicing, rather than studying, their disciplinary crafts. As a &quot;third space,&quot; &quot;uncommons&quot; invite advanced students to resist the false dichotomy between technology and tradition and to present their work among peers engaging tangible and audible, as opposed to virtual, creative or academic texts.
Music Achievement and Academic Achievement: Isolating the School as a Unit of Study
Author: Frey-Clark, Marta
Date: 2015-00-00
Type: Journal Articles
Subjects: Music,Academic Achievement,Middle School Students,Musicians,Student Participation,Music Education,Statistical Analysis,Music Activities,Music Reading,Scores

Music participation and academic achievement have long been of interest to educators, researchers and policy makers. The literature is replete with studies linking music participation to higher state assessment scores, grade point averages, and Standardized Achievement Test (SAT) scores. If students from quality music programs academically outperform students from deficient music programs, and if school-level variables impact academic achievement, the question remains: is there a link between a school's overall academic achievement and its overall music achievement? If so, is this relationship consistent for each type of music participation? For the purposes of this study, the author operationalized music achievement as scores earned by middle school ensembles at the Concert &amp; Sight-Reading Contest (C&amp;SR) hosted by the University Interscholastic League (UIL) of Texas. The UIL is a statewide interscholastic organization created to provide educational competition in academics, athletics, and music. Each year, the UIL hosts a C&amp;SR Contest in which secondary bands, choirs, and orchestras compete within prescribed regions. Per the C&amp;SR Constitution and Contest Rules (University Interscholastic League, 2014), competing ensembles perform three prepared musical selections, comprising the concert portion of the contest, and one unfamiliar selection, comprising the sight-reading portion. Two panels of three judges adjudicate each portion. Judges assign ratings on a scale of 1 to 5, with 1 being the highest. Judges' scores are averaged to yield one contest score and one sight-reading score. Findings reveal that academically high-performing schools earned significantly higher Concert &amp; Sight-Reading scores. Readers are cautioned to avoid overgeneralizing the findings of this study, however at the very least, it can be concluded that musical excellence did not detract from the academic performance of students in these 122 schools in East Texas. Local administrators and policy makers may benefit from this knowledge as they allocate limited time and resources for the education of Texas's youth.
Interpersonal Skills and Facebook® Use among College Students
Author: Rhodes, Darson L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Media,College Students,Interpersonal Competence,Student Surveys,Student Characteristics,Correlation,Statistical Analysis,Addictive Behavior,Communication Skills,Scores,Conflict Resolution,Health Education,Skill Development

The use of Facebook® among college students is prevalent, and its relationship with interpersonal skills is unknown. A cross-sectional design study using a convenience sample of undergraduate students enrolled in one of four sections of an upper-level nutrition course at a Northeastern, public university was conducted to investigate this relationship. Participants completed a paper survey containing items that assessed interpersonal skills, Facebook® use, and demographics. Data from 136 participants were analyzed to determine what, if any, relationship exists between Facebook® use and interpersonal skills. A statistically significant relationship was found between three pairs of variables: the Bergen Facebook® Addiction Scale total scores and a communication subscale, r(127) = -0.29, p &lt;0.01; the Bergen Facebook® Addiction Scale total scores and a conflict resolution subscale, r(127) = -0.34, p &lt;0.01; and the Bergen Facebook® Addiction Scale total scores and a total Interpersonal Skills Scale, r(127) = -0.25, p &lt;0.01. Given the inverse relationship of these variables, health educators may need to emphasize interpersonal skills to a greater extent than in the past; however, further research investigating Facebook® use and interpersonal skills should be conducted to better understand this relationship and determine whether or not it is a causal relationship.
How Bad is That?
Author: Brey, Rebecca A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Health Behavior,Student Attitudes,Attitude Change,Decision Making,Violence,Eating Habits,High School Students,Essays,Smoking,Drinking,Substance Abuse,Health Education

This teaching technique asks students to evaluate the &quot;badness&quot; of 5-7 health-related behavioral statements of a specific health topic. Following the presentation of each statement, each students selects one of five choices: &quot;Really Bad&quot;, &quot;No Big Deal&quot;, &quot;It Depends&quot;, &quot;Go for It&quot;, or &quot;Pass&quot;. Processing/ discussion questions led by the teacher help students recognize and identify reasons that may shift the perception of the acceptability of the health-related behavior. Reasons may include 1) who is involved and 2) to what degree each student believes the behavior has an impact on self or others. To assess the technique, students will compose a one-page reflection paper addressing the influences of personal perceptions on health-related decision-making.
Hybrid Health: An Analysis of a Foundations Curriculum Personal Health Course
Author: Signorelli, Johnny
Date: 2015-00-00
Type: Journal Articles
Subjects: Blended Learning,Health Education,Online Courses,Conventional Instruction,Educational Technology,Technology Uses in Education,Statistical Analysis,Teaching Methods,Knowledge Level,Higher Education,Curriculum,Health Promotion,Pretests Posttests,Writing Assignments

Hybrid courses are becoming increasingly common at the university level. With this type of course comes questions about the effectiveness of each method of instruction (face-to-face and online) when used concurrently. The available literature supports a hybrid format for many university subjects; however, research in this area with a personal health course is lacking. The purpose of this study was to determine if there was a significant difference in knowledge gained through each method of instruction experienced by students in a foundations curriculum personal health course. The hybrid design of the course in this study allowed for analysis between face-to-face and online instruction within the same group of students. Results from a two-way ANOVA show no statistically significant difference between knowledge gained through each method of instruction. The findings support the use of a hybrid format in personal health courses and future studies to determine what makes these hybrid health courses most effective.
Advocacy for Quality School Health Education: The Role of Public Health Educators as Professionals and Community Members
Author: Birch, David A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Advocacy,Health Education,Public Health,Teacher Role,Allied Health Personnel,Educational Quality,Competence,Curriculum Development,Standards,Course Content,Learner Engagement,Thinking Skills,Health Behavior,Evaluation Methods,Interdisciplinary Approach,Public Policy,Holistic Approach

Advocacy at the local school or school district level has received emphasis as a strategy for improving school health education. The involvement of health educators in advocacy for school health education has been described as &quot;imperative&quot; at all levels of school-based policy. Allensworth's 2010 Society for Public Health Education (SOPHE) Presidential address indicated that public health educators could be catalysts for advocacy for health programs for children and youth, and encouraged SOPHE members to be advocates for quality school health programs in their local communities. The purpose of this article is to identify school health education advocacy opportunities at the local level for public health educators and provide direction for these efforts. To promote informed advocacy efforts, background information is presented on characteristics of quality school health education. In addition, local advocacy considerations are presented along with examples of advocacy opportunities public health educators may encounter in their professional practice and as involved community members.
Advocacy Practices in Ohio MCHES and CHES Health Educators
Author: Van Wasshenova, Emily
Date: 2015-00-00
Type: Journal Articles
Subjects: Advocacy,Educational Practices,Public Policy,Specialists,Teacher Participation,Teacher Surveys,Barriers,Knowledge Level,Familiarity,Self Efficacy,Program Effectiveness,Financial Support,Statistical Analysis

The purpose of this study was to determine the type and level of public policy involvement and perceptions regarding public policy involvement of Certified Health Educator Specialist (CHES) and Master Certified Health Education Specialist (MCHES) registered in Ohio. A four-page instrument was mailed to a population sample of 385 CHES and MCHES Health Educators registered in Ohio from the National Commission for Health Education Credentialing (NCHEC) database. A three-wave mailing procedure resulted in a 45.7% response rate. Almost half of the health educators indicated they had not participated in activities to influence public policy in the past two years. Voting was the most frequent public policy activity (94.6%). These findings demonstrate an opportunity for professional health organizations to influence members and provide training and resources so that they can become more active public policy advocates. Organizations should tailor advocacy opportunities to the target population.
Pretty Risky Behavior: A Content Analysis of Youth Risk Behaviors in &quot;Pretty Little Liars&quot;
Author: Hall, Cougar
Date: 2015-00-00
Type: Journal Articles
Subjects: Risk,Health Behavior,Programming (Broadcast),Eating Habits,Media Literacy,Coding,Surveys,Content Analysis,Bullying,Drinking,Contraception,Sexuality,Ethics,Antisocial Behavior,Smoking,Physical Activities,Deception,Adolescents,Parent Child Relationship,Food,Delinquency,High School Students,National Surveys,Statistical Analysis

Adolescent consumption of screen media continues to increase. A variety of theoretical constructs hypothesize the impact of media content on health-related attitudes, beliefs, and behaviors. This study uses a coding instrument based on the Centers for Disease Control and Prevention Youth Risk Behavior Survey to analyze health behavior contained in 95 episodes of the popular American teen drama series &quot;Pretty Little Liars.&quot; This content analysis identified several risk behaviors such as being bullied on school property, youth consumption of alcohol, and failure to use condoms or other birth control during sexual activity. Illegal or unethical behaviors related to lying, trespassing, vandalism, and age of consent violations were also identified. The analysis reveals several positive health behaviors frequently included in &quot;Pretty Little Liars&quot; episodes such as fruit and vegetable consumption, physical activity, and avoidance of tobacco products. Health education efforts to increase media literacy skills and assist students in analyzing the influence of media messages on behavior are warranted. Parents concerned about their child's exposure to unhealthy, dangerous or illegal behavioral depictions may benefit from seizing opportunities provided by programs such as &quot;Pretty Little Liars&quot; to engage adolescents in discussions about expectations for health behavior.
Mindfulness Meditation for Adolescent Stress and Well-Being: A Systematic Review of the Literature with Implications for School Health Programs
Author: Erbe, Ryan
Date: 2015-00-00
Type: Journal Articles
Subjects: Adolescents,Metacognition,Well Being,Literature Reviews,Stress Management,Relaxation Training,Attention,Program Effectiveness,Comprehensive School Health Education,Health Behavior,Health Promotion

Stress poses one of the biggest threats to the health and well-being of young people. Adolescents are especially vulnerable to the negative effects of stress due to developmental factors. Recently, Mindfulness Meditation (MM) programs have been implemented into both clinical and school-based settings to reduce stress and promote the health of adolescents. This article reviews the current literature that reports on the effect of MM to reduce adolescent stress and enhance well-being. Results appear promising for MM to positively affect the identified outcomes in both clinical and school settings. Recommendations for schools to implement MM within the framework of a Coordinated School Health Program are included.
Qualitative Assessment of an Electronic Activity-Tracking Device: Strengths, Weaknesses, and Considerations in Behavior Change Interventions for Health Educators
Author: Ball, James W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Qualitative Research,Behavior Change,Intervention,Health Education,Physical Activities,Measurement Equipment,Exercise,Interviews

Motivating people to engage in regular physical activity (PA) is a constant struggle for many health education professionals. The purchase of activity-tracking devices (Fitbit, Nike Fuel Band, etc…) has been a popular trend in recent years, presumably to assist users to increase their PA. However, limited research has examined consumer feedback and overall device impact. The purpose of this study was to examine consumer feedback of electronic activity device use and assess how devices can be effectively implemented in health related interventions. Participants (n = 42) in the current study participated in an 8-week intervention, which included the inclusion of a popular electronic activity-tracking device. One-on-one interviews were conducted after the 8-week intervention. Four themes emerged: (a) the device made participants more conscious of their daily exercise habits; (b) participants enjoyed instant feedback and technology compatibility; (c) the device was limited with components important to consumers; and (d) total fuel points achieved varied with different movements. Immediate feedback can make people more conscious of their PA, however, the device was limited in components that were considered important to the participants. Interventionists should consider using electronic activity-tracking devices as one component of PA interventions too supplement other behavior change techniques.
Teaching Social Justice through Mathematics: A Self-Study of Bridging Theory to Practice
Author: Harrison, Lisa
Date: 2015-04-00
Type: Journal Articles
Subjects: Social Justice,Grade 7,Mathematics Instruction,Urban Schools,Interdisciplinary Approach,Teacher Educators,Teacher Role,Preservice Teachers,Consciousness Raising,Minority Group Students,Qualitative Research,Middle School Students,At Risk Students,Problem Solving,Relevance (Education),Social Problems,Racial Bias,Program Effectiveness

In this self-study I critically reflect upon my experience guest teaching a seventh grade unit that integrated social justice and mathematics in an urban school district. As a teacher educator who was newly introduced to the scholarship of social justice mathematics, I analyze my meaning making process of bridging my conceptual understanding of social justice mathematics to my actual teaching practice to better understand the complexity of addressing issues of social justice and merging them with the content of mathematics. I end this article by discussing the implications for my role as a middle grades teacher educator who wants her majority middle class white preservice teachers to incorporate issues of social justice into their own teaching practices.