ethanporcaro/eric-fulltext-meta huggingface dataset:
Creative Practice in Higher Education: Decentering Academic Experiences
Author: Luetkemeyer, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Creative Teaching,Teaching Methods,Communities of Practice,Library Education,Faculty Development,Art Activities,College Instruction,College Faculty,Learner Engagement,Cooperative Learning,Student Journals

This article reports on the preliminary results of a pedagogical experiment instituted by a community of practice (CoP) called the Creativity Collaborative, which is composed of scholars from varying disciplines, backgrounds, and scholarship interests: library and information science, technical education, academic librarianship, media literacy, and rhetoric and composition. In a desire to broaden approaches to teaching and research, the CoP came together around the shared interests of visual methodology and arts-based expression and embarked on a journey to infuse creativity in their professional practice. Through the methodology of self-study, including the CoP acting as a critical friends group, the Creativity Collaborative engaged in individual research activities and then brought data from those projects to the group for discussion and reflection. The results thus far indicate that providing students with opportunities for creativity and arts-based expression lead to a welcome and positive disruption of traditional teaching and learning, increased student engagement, meaning making and real-word connections, and collaborative risk taking that decenters traditional pedagogical systems. Together with students, the Creativity Collaborative discovered the freedom to depart from the normative traditions of higher education pedagogical practices.
Peer Coaching Program Development: A Framework of First-Year Latina/o Student Persistence Pursuing STEM Pathways at a Hispanic Serving Institution
Author: Cruz, Carmen
Date: 2021-10-00
Type: Journal Articles
Subjects: Peer Relationship,Coaching (Performance),Program Development,College Freshmen,Hispanic American Students,Academic Persistence,STEM Education,Minority Serving Institutions,School Holding Power,Sense of Community,Social Support Groups

This study developed and examined the implementation of an intrusive peer-to-peer coaching program model at a private 4-year master's degree granting Hispanic Serving Institution (HSI) located in South Texas. The coaching program provided support and promoted increased persistence among Latina/o students entering first-year science, technology, engineering, and mathematics (STEM). Findings positively indicated that first-year Latina/o STEM students can achieve academic success in college when they are matched and supported by culturally similar upperclassmen peer coaches.
College Acceleration for All? Mapping Racial Gaps in Advanced Placement and Dual Enrollment Participation
Author: Xu, Di
Date: 2021-10-00
Type: Journal Articles
Subjects: Advanced Placement Programs,Dual Enrollment,College Credits,High School Students,Accreditation (Institutions),Program Effectiveness,College Attendance,Racial Differences,Ethnicity,Equal Education,Disproportionate Representation,Enrollment Trends,Racial Bias,School Districts,Socioeconomic Status,Low Income Students,Minority Group Students,At Risk Students,Educational Attainment,Racial Composition,High Schools,Institutional Characteristics,State Policy,Geographic Location,National Surveys

This article documents the patterns of White-Black and White-Hispanic enrollment gaps in Advanced Placement (AP) and Dual Enrollment (DE) programs across thousands of school districts in the United States by merging several data sources. We show that the vast majority of districts have racial enrollment gaps in both programs, with wider gaps in AP than DE. Results from fractional regression models indicate that geographic variations in these gaps can be explained by both local and state factors. We also find that district-level resources and state policies that provide greater access to AP and DE are also associated with wider racial enrollment gaps, implying that greater resources may engender racial disparity without adequate efforts to provide equitable access and support for minority students.
Assessment and Verification: A Higher Education Perspective
Author: Munna, Afzal Sayed
Date: 2021-08-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Outcomes Assessment,Total Quality Management,Educational Quality,Feedback (Response)

The term Assessment and Verification is an integral part of the student achievement and considered as a fundamental function of higher education. Assessment and verification confirm and assures the academic integrity and standard which has a vital impact on student behaviour, colleagues' involvements, the university reputation and finally the student's future lives. The research aimed to explore various academic and industry-based literatures to analyse the importance of assessment and verification and to identify areas to ensure reliability in assessment by testing skills and knowledge. The research used experimental research methods (primarily reflection) using literary forms to analyse the theory with the reinforcement of the practice from the university experiences. It also has collected data using semi-structured interview from mutually agreed department colleagues from five different higher educational institutes consists of three universities and two alternative providers based in London, United Kingdom. The result showed that assessment in higher educational institutes have not kept pace with the changes and no longer justify the outcomes we expect from a university education in relation to wide-ranging knowledge, skills, and employability. The research findings enable the educators to help create and implement an inclusive teaching and learning environment to improve the learner's expectation and academic performance.
Effect of Guided-Discovery Technique on Colleges of Education Social Studies Students&apos; Learning Outcome
Author: Ayodele, Abdulsalam Alliyu
Date: 2021-08-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Preservice Teachers,Preservice Teacher Education,Social Studies,Academic Achievement,College Admission,Undergraduate Students,Gender Differences,Problem Solving,Teacher Guidance,Discovery Learning,Foreign Countries

This study examined the effect of Guided-Discovery (GD) technique on Colleges of Education Social Studies students' learning outcome in Nigeria. The study employed 2x2x2 randomized research design. A total of 100 students participated in the study, consisted of 50 GD and 50 Lecture Technique. Social Studies Performance Tests (SSPT) was used to collect data. It was designed using National Commission for Colleges of Education curriculum and validated by four Social Studies experts. The reliability value of 0.82 was obtained for the instrument using Cronbach Alpha. ANOVA and t-test were used for data analyses. This study found that GD technique of teaching Social Studies was next in producing higher significant effect in students' learning outcome than LT. Gender has no significant interactive effect on students' learning outcome in Social Studies. The mode of entry had no significant interactive effect in the learning outcome of Colleges of Education Social Studies Students. The study concluded that GD was found to be more effective in enhancing Social Studies Students' learning outcome in Colleges of Education. It was recommended that GD technique should be used in teaching Social Studies in Colleges of Education.
Investigating Entrepreneurship Levels of Pre-Service Music Teachers
Author: Demirbatir, Rasim Erol
Date: 2021-08-00
Type: Journal Articles
Subjects: Entrepreneurship,Preservice Teachers,College Freshmen,College Seniors,Student Characteristics,Young Adults,Music Education,Goal Orientation,Locus of Control,Self Efficacy,Self Control,Foreign Countries

The aim of this study was to examine the entrepreneurship levels of Pre-Service Music Teachers (Bursa Uludag University Faculty of Education Music Teaching Undergraduate Program students) in terms of gender, grade level and career goals. For this purpose, data were collected from all 1st and 4th year students studying at Bursa Uludag University Faculty of Education, Department of Music Education. The Individual Entrepreneurship Perception Scale (IEPS) and a Personal Information Form were used to collect the data. Mann Whitney U test was used to analyze the data. In line with the findings obtained, it was found that there was no significant difference in terms of IEPS total and subscale scores by gender. However, there were significant differences in favor of 4th year students in terms of locus of control, self-confidence and self-discipline sub-scores, as well as the total IEPS scores by grade level. It was concluded that those aiming for a non-teaching profession got significantly higher locus of control scores than those aiming to become a teacher. Regarding these results, suggestions have been developed to increase the entrepreneurship level of pre-service music teachers.
Participatory Design, Co-Production, and Curriculum Renewal
Author: Cossham, Amanda
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum Development,Undergraduate Study,Library Education,Information Science Education,Curriculum Evaluation,Course Descriptions,Foreign Countries,Participatory Research

This article presents an illustrative and instrumental case study of participatory design and co-production as used in curriculum renewal for a bachelor's degree in library and information studies (LIS). It outlines the process of constant review and reflection to improve the next round of development. The authors use the lenses of participatory design and co-production to shed light on the development of a completely new curriculum (syllabus) for a degree and three undergraduate qualifications. Drawing on their experience, organizational documentation, and the literature, they analyze the success of the development as collaborative engagement and co-production for improving practitioner-academic engagement, and for improving the quality and relevance of LIS qualifications to the professions. The advantages and disadvantages of using participatory design and co-production are discussed from the perspective of curriculum and course development, industry/profession involvement, and faculty needs, in the light of the higher education context in New Zealand. Despite the challenges of using these approaches, the process has been very positive for all the participants. Strong relationships have been developed with industry, and the program has benefitted from diverse perspectives.
Shaping LIS Education for Blended Professionals in a Pluralist Information Environment: Global Reflections
Author: Raju, Jaya
Date: 2021-00-00
Type: Journal Articles
Subjects: Information Science Education,Technological Literacy,Curriculum Design,Curriculum Development,Blended Learning,Interdisciplinary Approach,Competence,Foreign Countries,Library Development,Library Science,Information Technology,Knowledge Level,Skill Development,Instructional Design

Technological innovations have led to an increase in demand for information technology (IT) skills in contemporary library and information agencies. This in turn has created an increased need for pedagogical skills on the part of library and information science (LIS) professionals for them to empower users with knowledge and skills to navigate a complex digital information terrain. Hence LIS professionals with both technology and pedagogical skills have become increasingly critical in a digitized information environment. In the context of this confluence of knowledge and skills requirements for the LIS professional, this article draws early findings from a global phenomenological probe into curriculum design and development directed at the blended or hybrid LIS professional located in a pluralist information environment and requiring cross-disciplinary competencies spanning LIS, IT, teaching and learning, and perhaps even other cognate areas. It explores, in this context, challenges, ideas, and thinking in LIS education from preliminary empirical findings from parts of Africa, Asia, and South America (representing the Global South) and from parts of Europe and North America (representing the Global North), with a view to stimulating debate and discourse on the repositioning of the LIS discipline toward staking an intellectual claim on the broadening of its disciplinary space resulting from a natural evolution of the LIS discipline in response to a technology-driven information environment. Shank and Bell's concepts of &quot;disruptive innovations&quot; and the blending of traditional librarian skills with information technology and pedagogical skills, together with Corrall's &quot;content, conduit, and context&quot; approach to educating for a pluralist digital information environment, are used to frame this reflection.
Social Justice Design and Implementation: Innovative Pedagogies to Transform LIS Education
Author: Mehra, Bharat
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Justice,Information Science Education,Instructional Design,Instructional Innovation,Graduate Study,Program Implementation,Diversity,Inclusion,Assignments,Outcomes of Education,Student Evaluation,Culturally Relevant Education

The article discusses an instructor's critical pedagogies and reflective practices in three graduate library and information science (LIS)-related courses on topics of social justice and inclusion advocacy, diversity leadership in information organizations, and community-engaged scholarship that were taught at the University of Alabama since spring 2019. Until recently, mainstream American LIS education has resisted adopting social justice vocabularies and implementation in its teaching, learning, and research owing to a professional cultural inertia of discarding outdated concepts (e.g., academic or library neutrality and passivity, solely Anglo-/Eurocentric research roots, privileged position assigned to post-positivistic paradigms, etc.). The article contextualizes three applications of innovative pedagogies in the LIS classroom that centralized social justice, diversity and inclusion, and community engagement by providing a glimpse of student learning outcomes, assignment requirements, tangible deliverables, student evaluations, and course opportunities and challenges. The courses explore a new theory- practice-impact discourse that is deliberate, systematic, rigorous, impact-driven, and action-oriented. Students' &quot;community-immersive&quot; course projects integrated social justice contexts of learning, scholarship, engagement, and action. Responding to urgencies of moving beyond diversity lip-service and tokenism in LIS education, they disrupt traditional pedagogies and embrace critical information-applied activism in the white-privileged LIS academy. This is relevant, especially as we learn to aggressively confront racism in our ranks, re-establish cultural credibility situated in the recent epistemic waves protesting racially motivated police hostilities (e.g., Black Lives Matter movement), and confront political lethargy in redressing past wrongs.
Student Perceptions and Use of Mobile Devices for LIS Coursework: Implications for Educators
Author: Stephens, Michael
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Handheld Devices,Electronic Learning,Library Education,Information Science Education,Technology Uses in Education,Graduate Students,Use Studies

This study offers insights regarding the use of mobile devices by students to help educators in Library and Information Science (LIS) and across disciplines better understand their current and potential use. Using a web survey and descriptive content analysis methods, this article reports student perceptions of the role mobile devices play in LIS coursework, identifying areas where the technology is effective, providing recommendations regarding creative enhancements to course delivery, and offering insights for instructors into mobile-friendly course design and pedagogy. The data in this study indicate that current LIS students take their courses &quot;on the go,&quot; moving easily between a formal learning setting to an informal one, and provide instructors with considerations for the multiple ways in which students may access course content and engage with others in their classes using mobile devices.
Using Investigative Video Games to Teach Clinical Intuition and Metacognition in Reference Transactions
Author: Burgess, John
Date: 2021-00-00
Type: Journal Articles
Subjects: Video Games,Game Based Learning,Intuition,Metacognition,Library Services,Online Courses,Library Education,Information Science Education,Thinking Skills

As online education for the MLIS becomes widespread, one challenge for reference and user services instructors is that traditional exercises used to promote clinical intuition and metacognition in reference work may be more difficult in online classrooms. This article uses concept analysis to better understand clinical judgment for reference, suggesting that learners' clinical intuition may be developed through a combination of emphasizing types of reasoning skills in reference work and the use of experiential learning theory. Investigative video games are presented as a case for providing practice with reasoning skills and rules testing in contexts adjacent to reference work. The authors provide examples of how types of reasoning are used in these video games and how, when practiced, these can offer a complementary approach to instruction for reference work.
Principal Investigator&apos; Perceptions of Effective Academic Leadership in Chinese Research Institutions and Universities
Author: Yue, Xiaoyao
Date: 2021-00-00
Type: Journal Articles
Subjects: Leadership Effectiveness,Universities,Competition,Research Universities,Educational Quality,Reputation,Instructional Leadership,College Administration,Expertise,Interpersonal Competence,Leadership Role,Definitions,Foreign Countries,Western Civilization,Asian Culture,Innovation,College Faculty,Researchers,Cultural Context,Teamwork,Content Analysis,Morale

Academic leadership is considered a key factor in university and research institute development. In a competitive environment, the role of academic leadership has become increasingly important. At present, China is committed to building world-class universities and advanced research institutes, while academic leadership is one of the key factors. Thus, what is the ideal academic leadership in China's institutional environment? What professional qualities should principal investigators have? This study investigates these issues with in-depth interviews of six principal investigators. The finding shows that the definition of academic leadership by principal investigators refers to academic expertise, assigning the team member, setting a direction, academic social skills, managing team member relationships, boosting team morale, and teamwork skills. Furthermore, academic expertise is often supposed to be more important than other abilities. In terms of competence, the definitions of leadership by Chinese principal investigators and the literature on Western academic leadership are similar.
The Architecture of an Information System for Public Relations via Mobile Application Using In-Depth User Experience for Proactive Perception of Information
Author: Jularlark, Sengdavnah
Date: 2021-00-00
Type: Journal Articles
Subjects: Information Systems,Public Relations,Telecommunications,Handheld Devices,Users (Information),Feedback (Response),Higher Education,Computer Software,Information Sources,Stakeholders

The objectives of this research were as follows: 1) To study, analyze, synthesize documents and researches related to the architecture of an information system for public relations via mobile application using in-depth user experience for proactive perception of information, 2) Design the architecture of an information system for public relations via mobile application using in-depth user experience for proactive perception of information, 3) Develop the architecture of an information system for public relations via mobile application using in-depth user experience for proactive perception of information, and 4) Study the results of evaluating the suitability of the architecture of an information system for public relations via mobile application using in-depth user experience for proactive perception of information. The samples used in the research were 20 experts in information system development from various institutions in higher education. The assessment results found the following: 1) The developed system architecture has four components: stakeholders, user experience process, output and feedback, 2) The results of the evaluation of the suitability of the developed system architecture found that (2.1) the assessment results of the suitability of the developed system architecture (aspect of integrated components) was appropriated at a high level (Mean=4.43, S.D.=0.67) (2.2) the assessment results of the suitability of the developed system architecture (issue by separated components) were appropriated at a high level (Mean=4.37, S.D.=0.80), and 3) The assessment results of the suitability in implementing the developed system architecture were appropriated at a high level (Mean=4.17, S.D.=0.74), respectively.
Self-Reflection of Digital Literacy of Primary and Secondary School Teachers: Case Study of Slovakia
Author: Záhorec, Ján
Date: 2021-00-00
Type: Journal Articles
Subjects: Technological Literacy,Technology Integration,Elementary School Teachers,Secondary School Teachers,Professional Development,Inservice Teacher Education,Knowledge Level,Self Evaluation (Individuals),Teacher Competencies,Intellectual Disciplines,Foreign Countries

Development of new digital means requires teachers to dispose such level of didactic technological competences to be prepared properly to implement them into their teaching practice and to be not afraid to use them within their lessons. These facts evoke a need continuously to innovate curricula of the relevant part of teacher trainee study programs, to acquaint future teachers with the newest kinds and versions of available didactic tools and with advantages of their use to support both teaching and learning processes. A question how to design an optimal model of teacher training in the area of teacher trainees' didactic technological competences evoked a need to assess strengths and weaknesses of in-service teachers as to their professional digital literacy The paper presents a case study the aim of which was to assess level of the digital literacy of primary and secondary school teachers in Slovakia based on their self-reflection. Research sample of the case study consisted of 173 teachers, participants of teacher continuous education, representing three of eight regions of Slovakia. The teachers were asked to assess level of their digital literacy in relation to 17 of selected software applications used in teaching practice, i.e. to assess how skilled they are to use these means in their own teaching practice. Analysis of the teacher self-reflection was done in dependence on their majors (subjects they are qualified to teach) and teaching staff category they belong to. Results of statistical analysis of the collected data pointed out some important facts that should be reflected in innovations of the relevant area of curricula of teacher study programs at universities, or also in programs of further education of in-service teachers. However, data collection to the presented research was carried out before the corona pandemics. Nowadays, when under the corona pandemics conditions education is moving into the virtual reality and dominantly using on-line forms we see that even more important than to train teachers to use digital technologies in general is to train them to work with different application systems used in on-line education processes.