ethanporcaro/eric-fulltext-meta huggingface dataset:
Why Not Honors? Understanding Students' Decisions Not to Enroll and Persist in Honors Programs
Author: Nichols, Timothy
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,College Students,School Holding Power,Honors Curriculum,Decision Making,Online Surveys,Enrollment,High School Graduates,Grade Point Average,College Entrance Examinations,Graduation Rate,College Programs,Program Effectiveness,Predictor Variables,Behavior Theories,Hypothesis Testing,Questionnaires,Likert Scales,Maximum Likelihood Statistics,Path Analysis,Comparative Analysis,Statistical Analysis,Student Attitudes,Scores,Mathematics Tests,Data Collection,Data Analysis

This study gathered, analyzed, and compared perspectives of students who were honors-eligible but never began the program, students who began in honors and discontinued their enrollment, and those who were persisting in honors. Broadly speaking (and not surprisingly), the responses of students persisting in honors reflected the most positive attitudes toward the program although enrolled students were most likely to indicate that they were intimidated by the Honors Independent Study requirement. The honors-eligible students who never enrolled in the program were significantly less likely to perceive the benefits of honors, to enjoy the intellectual stimulation of honors classes, to value the opinions of friends and family members about honors, to understand the program requirements, and to have been encouraged by their advisor to pursue and persist in honors. Students who began the program but discontinued their honors enrollment were least likely to see how the program would benefit their future career, to be intimidated by the honors requirement of an upper-division contract, or to fear that honors courses would have a negative impact on their GPAs, and they were the most likely to feel that honors is a waste of time. There were no significant differences among the three groups on perceptions of honors classes as more difficult than non-honors classes or in the likelihood of students' friends having a negative impression of honors. Each of these findings suggests an opportunity for improved program communication and development.
Translating Financial Education into Behavior Change for Low-Income Populations
Author: Lyons, Angela C.
Date: 2006-00-00
Type: Journal Articles
Subjects: Money Management,Consumer Education,Counseling Services,Financial Services,Low Income Groups,Program Evaluation,Behavior Change,Prior Learning,Knowledge Level,Statistical Analysis,Regression (Statistics),Program Effectiveness,Social Services,Models,Surveys

The impact that financial education had on the financial behaviors of (a) the agency staff who were trained to deliver the program and (b) the low-income individuals who participated in the program was investigated. Specifically, the researchers examined the relationship between total number of financial education lessons completed, prior financial experience, and improvement in individuals' financial behaviors. The results provide some evidence that financial education may result in improved financial behaviors. However, the findings suggest that prior level of financial experience may matter more than the number of lessons completed. Researchers may want to re-examine the indicators currently being used to show program impact and whether financial knowledge is the appropriate catalyst to foster behavior change.
Closing the Gap between Knowledge and Behavior: Turning Education into Action
Date: 2006-00-00
Type: Journal Articles
Subjects: Money Management,Interdisciplinary Approach,Consumer Economics,Neurosciences,Change,Theories,Brain,Biology,Personality,Conferences (Gatherings),Program Effectiveness,Intervention

In August 2005, the National Endowment for Financial Education® (NEFE®) hosted a groundbreaking event, bringing educators from a variety of disciplines together to explore how to make financial literacy programs more effective. This was the first symposium ever to combine financial educators with leaders from other fields--neuroscience, change theory, behavioral economics, and psychology--with the common goal of finding new ways to help move people toward taking positive actions to create a healthier financial future. The symposium, titled &quot;Closing the Gap Between Knowledge and Behavior: Turning Education into Action,&quot; was organized around four featured presentations that examined topics as diverse as the implications of brain biology on behavior, effective programs that incorporate change theory, observed economic behavior versus traditional economic theory, and the psychology of an individual's money personality. From this fertile cross-pollination of ideas, participants developed a list of exciting next steps: defining research and resource needs, proposing changes and new directions for financial educators, and identifying relationships that need to be leveraged to build more effective financial literacy programs. A white paper report on this symposium follows. [This paper is the result of a symposium sponsored by the National Endowment for Financial Education.]
&quot;If We Just Knew Who Should Do It&quot;, or the Social Organization of the Archiving of Archaeology in Sweden
Author: Huvila, Isto
Date: 2016-06-00
Type: Journal Articles
Subjects: Foreign Countries,Archives,Archaeology,Information Management,Interviews,Professional Personnel,Role,Opinions,Qualitative Research

Introduction: This paper analyses the work practices and perspectives of professionals working with archaeological archives and the social organization of archaeological archiving and information management in Sweden. Method: The paper is based on an interview study of Swedish actors in the field of archaeological archiving (N = 16). Analysis: The interviews were recorded and transcribed, then analysed using close reading. Results: We identified eight major work roles of archiving and managing archaeological information. Analysis of the recorded interviews show that there are multiple technical, legislative, conceptual and structural factors that influence and complicate the building, management and use of archaeological archives. Conclusions: Results show that the central challenge of archiving archaeology is the lack of efforts to influence and control the process by the involved actors. A mutual effort to be more explicit about concerns, needs and wishes of all participating organizations would help them to prioritise their work, take other actors' concerns into account and develop their work practices to support more effectively the preservation of archaeological information.
Passion Trumps Pay: A Study of the Future Skills Requirements of Information Professionals in Galleries, Libraries, Archives and Museums in Australia
Author: Howard, Katherine
Date: 2016-06-00
Type: Journal Articles
Subjects: Foreign Countries,Skill Analysis,Skill Development,Professional Education,Archives,Museums,Educational Needs,Delphi Technique,Focus Groups,Needs Assessment,Degree Requirements,Information Management,Information Scientists,Job Skills,Semi Structured Interviews

Introduction: This paper explores the current and future skills and knowledge requirements of contemporary information professionals in a converged gallery, library, archive and museum sector (also referred to as the GLAM sector) in Australia. This research forms part of a larger study that investigated the education needs of information professionals who will work in a converged environment. Method: A relatively unknown method called the grounded Delphi method was used. Data was collected in rounds as for a Delphi study, with the data analysis incorporating elements of grounded theory. Analysis: Focus groups were audio recorded and recordings transcribed. Coding techniques were then applied allowing for similarities and differences in the data to be identified. Results: While common skills and knowledge across all four sectors were identified, including problem solving, critical thinking, critical analysis, written and oral communication, adaptability and leadership, the two most emphatically endorsed by all participants were a passion for and an understanding of the sector. Conclusions: This paper provides the first empirical evidence of skills and knowledge required of information professionals in galleries, libraries, archives and museums in Australia. This can be used to inform what these professionals should be learning in an information management education programme.
Personal Digital Information Archiving among Students of Social Sciences and Humanities
Author: Krtalic, Maja
Date: 2016-06-00
Type: Journal Articles
Subjects: Student Surveys,College Students,Online Surveys,Questionnaires,Foreign Countries,Statistical Analysis,Archives,Information Storage,Information Management,Correlation,Student Attitudes,Humanities,Social Sciences

Introduction: As both academic citizens and active participants in information society who use information, students produce huge amounts of personal digital data and documents. It is therefore important to raise questions about their awareness, responsibility, tendencies and activities they undertake to preserve their collective digital heritage. Method: A survey was conducted amongst students from four different Croatian universities. 227 online questionnaires were completed. Analysis: Quantitative analysis was used to describe the students' answers and to identify their habits and practices of archiving personal digital information. Results: There is a positive correlation between respondents who are aware of the importance of managing digital data and documents and those who actually put an effort into it. Students often plan their activities when it comes to a preservation process, but mostly for the data and documents they view as important or that they might need in the future. Students' managing practices are primarily based on organizing documents into folders by the criteria of document type and importance, while using specific tools to manage their collections is very rare. Conclusions: Humanities and social sciences students are aware of their private digital legacy, and they endeavour to manage and archive it using basic, common organizing strategies and practices.
Research in, on, or about Honors
Author: Walsh-Dilley, Marygold
Date: 2016-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Educational Research,College Curriculum,Student Research,Research Methodology,Interdisciplinary Approach

In this article, Marygold Walsh-Dilley supports the notion that research in honors is a lot less common than it would appear to a casual observer and that such analyses will help administrators demonstrate the significant benefits of honors education for both honors students and the larger colleges and universities they serve. She also supports a renewed focus on research within the broader honors community. She is struck, though, by what she thinks is misplaced preposition in both George Mariz's essay where he writes &quot;Research in honors has become a priority for the National Collegiate Honors Council&quot; and in the broader discussions at the National Collegiate Honors Council (NCHC). While usually tagged with the phrase &quot;research in honors,&quot; these conversations are usually about research &quot;on&quot; honors. Walsh-Dilley asserts this needs to be clarified--that there is--and should be--a great deal of research in honors that is not on honors. To suggest that what qualifies as research in honors is strictly research about what happens in honors is to ignore some of the most creative, innovative, unique, and honors-like research that honors teachers and their students do. Following a review of Mariz's essay, Walsh-Dilley describes a task force recently created at the University of New Mexico Honors College with the aim of discussing and making recommendations about how to better integrate methodological instruction into the honors curriculum. The task force's discussions focus on questions about (1) what courses can be offered that will prepare students for a senior capstone experience and for lifelong critical, interdisciplinary engagement and (2) what elements are crucial to interdisciplinary, community-engaged research. Finally, Walsh-Dilley considers what makes research within honors unique.
Quantified Academic Selves: The Gamification of Research through Social Networking Services
Author: Hammarfelt, Björn
Date: 2016-06-00
Type: Journal Articles
Subjects: Social Media,Social Networks,Researchers,Games,Professional Identity,Scholarship,Reputation,Goal Orientation,Cheating,Competition,Empowerment,Productivity,Self Evaluation (Individuals),Evaluation Methods,Scores,Publications,Electronic Publishing,Educational Research,Measurement,Ideology,Neoliberalism

Introduction: Our study critically engages with techniques of self-quantification in contemporary academia, by demonstrating how social networking services enact research and scholarly communication as a &quot;game&quot;. Method: The empirical part of the study involves an analysis of two leading platforms: Impactstory and ResearchGate. Observed qualities of these platforms will be analyzed in detail with concrete examples of gaming features in focus. Subsequently, we relate the development of these digital platforms to a broader &quot;quantified self movement&quot;. Special attention will also be paid to how these platforms contribute to a general quantification of the academic (authorial) self. Theory: Theoretically we relate the &quot;gamification&quot; of research to neoliberal ideas about markets and competition. Our analysis then extends to long-standing and fundamental ideas about self-betterment expressed in the philosophy of Peter Sloterdijk. Findings: Our study shows how social networking services, such as ResearchGate and Impactstory, enact researchers as &quot;entrepreneurs of themselves&quot; in a marketplace of ideas, and the quantification of scholarly reputation to a single number plays an important role in this process. Moreover, the technologies that afford these types of quantifiable interactions affect the &quot;unfolding ontology&quot; of algorithmic academic identities. Conclusions: The gamification of quantified academic selves intensifies the competitive nature of scholarship, it commodifies academic outputs and it might lead to goal displacement and cheating. However, self-quantification might also serve as a liberating and empowering activity for the individual researcher as alternative measures of impact and productivity are provided by these platforms.
Twitter Conversation Patterns Related to Research Papers
Author: Nelhans, Gustaf
Date: 2016-06-00
Type: Journal Articles
Subjects: Social Media,Research Reports,Statistical Analysis,Qualitative Research,Bibliometrics,Content Analysis,Electronic Publishing,Intellectual Disciplines,Information Sources

Introduction: This paper deals with what academic texts and datasets are referred to and discussed on Twitter. We used document object identifiers as references to these items. Method: We streamed tweets from the Twitter application programming interface including the strings &quot;dx&quot; and &quot;doi&quot; while simultaneously streaming tweets posted by and to the authors of the tweets captured. By doing so we were able to capture tweets referring to a digital object as well as the replies to these tweets. Analysis: The captured tweets were analysed in different ways, both quantitatively and qualitatively: 1) Bibliometric analyses were made on the digital object identifiers, 2) the thirty of these most mentioned and retweeted were analysed and 3) the conversations with at least ten tweets were analysed using content analysis. Results: Research from the natural sciences was most prominent, as was research published in open access journals. Different types of conversations relating to the digital objects were found, both when looking at them qualitative and their visual structure in terms of nodes and arcs. The conversations involved academics but were not always academic in nature. Conclusions: Digital object identifiers were mainly referred to for self-promotion, as conversation starters or as arguments in discussions.
&quot;Flee from the Worship of Idols&quot;: Becoming Christian in Roman Corinth
Author: Byler, Dorvan
Date: 2016-00-00
Type: Journal Articles
Subjects: Religion,Religious Factors,Christianity,Jews,World History,Religious Cultural Groups,Religious Conflict,Biblical Literature,Foreign Countries

The religious contexts in which early Christian communities grew were important factors in the first-century development of Christianity, affecting what it meant to become a Christian--either as a convert from a background in Judaism or as a convert from a background in Greek, Roman, or Egyptian cults. Surrounding religions and cultural norms strongly influenced the first Christian communities in urban environments throughout the Roman Empire because the first generation of Christian converts came directly from other religious constructs. As the early Christians distinguished themselves from the Diaspora Jewish communities in which they originated and actively pursued Gentile converts, the fusion of believers with differing religious backgrounds caused uncertainty and conflict over acceptable beliefs and practices within Christian communities. The focus of this essay is how these two groups coincided at the same time and in the same place. The author has chosen to further narrow the focus to one particular setting: Roman Corinth in the first century. Analyzing the population in one location during a specific time frame allows clear comparisons among Christians, Jews, and worshipers of Roman, Greek, and Egyptian cults instead of general statements about how most Christians related to most Jews or polytheists throughout the Empire. Corinth is a compelling choice for this type of study because its population contained significant numbers of Greeks, Romans, Jews, and Christians. Its role as a seaport in the center of the Roman Empire ensured a constant interchange of individuals from throughout the Empire. The Apostle Paul, Strabo, Appian, Apuleis, Plutarch, Pausanius, and other ancient writers who reference Corinth provide ample primary source material. These sources, as well as architectural evidence, suggest an interpretation of the Christian, Jewish, Roman, and Greek populations in Corinth and provide a platform for discussing the effects of the local religious environment on the development of early Christianity.
An Agenda for the Future of Research in Honors
Author: Mariz, George
Date: 2016-00-00
Type: Journal Articles
Subjects: Agenda Setting,Honors Curriculum,Research Needs,Research Methodology,Research Design,College Governing Councils,Organizational Theories

Research in honors has become a priority for the National Collegiate Honors Council (NCHC), and the phrase presents the honors community with an interesting ambiguity about the appropriate focus for future studies. Potential topics might include the progress of honors students in comparison to their non-honors cohorts; the criteria for selecting honors faculty; and the relationship between honors and its institutional context. The best methodologies might include statistical studies, qualitative analyses, or both. Future research in honors might reflect past practices or set a new trend in both topics and methodologies. As the NCHC launches its next fifty years, the time is right to take a careful look at where research in honors should be heading and to note that the horizon contains much that is promising.
An Examination of Student Engagement and Retention in an Honors Program
Author: Kampfe, Jessica A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Learner Engagement,School Holding Power,Academic Persistence,Honors Curriculum,Student Development,Instructional Program Divisions,Identification (Psychology),Decision Making,Enrollment Influences,Student Satisfaction,Student Surveys,Differences,Nonparametric Statistics,Statistical Analysis

Honors programs at colleges and universities provide academic and developmental opportunities for high-ability students. Learning communities, defined as a group of students who live together, are connected through membership in a common organization, and take classes together, are often a component of honors programs. Most research on learning communities focuses just on first-year students and the first-year experience. Very little research focuses on learning communities that include upper-division students. The authors were particularly interested in how student engagement in an honors program evolves as students' progress from freshmen to seniors. To continue the research into the differences between upper- and lower-division students in honors programs started by Nichols &amp; Chang (2013), the honors program experience at University of Nebraska at Kearney (UNK), a higher education institution in the Midwest, that includes a learning community in the four-year honors program, was investigated. Part of the purpose of this research study was to examine student engagement from the perspective of lower- and upper-division students. Also critical is understanding the differences between lower- and upper-division students in order to design programming specifically targeted for each group to enhance satisfaction and retention of students in the honors program.
Assessing Growth of Student Reasoning Skills in Honors
Author: Wood-Nartker, Jeanneane
Date: 2016-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Evaluation Methods,Student Evaluation,Skill Development,Higher Education,College Students,Thinking Skills,Service Learning,Writing Assignments,Student Attitudes,Reflection,Consciousness Raising

Assessment and evaluation practices within honors programs have attracted considerable attention within the honors academic community, e.g., the spring/summer 2006 volume of the &quot;Journal of the National Collegiate Honors Council.&quot; Calls for carefully created and constructed assessment activities within honors programs have met with mixed responses by directors who identify the difficulty in assessing decentralized, complex learning environments, noting that standard measures such as tests, surveys, or essays are not always applicable or appropriate in addressing honors assessment needs, especially in areas of social justice, service learning, and community engagement (Corley &amp; Zubizarreta; Lanier). The focus of this paper is to share one effective method for gathering evidence that indicates whether students advanced in their ability to think at a more complex level within a short-term honors service learning course. Grounded in Wolcott and Lynch's Steps to Better Thinking Skills model, this augmented assessment tool identifies growth in critical thinking skills and areas of intellectual risk.
Research on Honors Composition, 2004-2015
Author: Guzy, Annmarie
Date: 2016-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Educational Research,Writing (Composition),Publications,Intellectual Disciplines,Journal Articles,College Governing Councils,Educational Practices,Conferences (Gatherings),College Freshmen,Research Needs,Annotated Bibliographies

This bibliography is intended to offer future honors composition researchers a comprehensive list of honors composition publications and disciplinary presentations to date. Guzy's intent was to provide a starting place for future researchers to begin their literature reviews and to decide which research agenda to pursue. Guzy focused on postsecondary education and did not include works on K-12 gifted and honors students. To facilitate readability, Guzy categorized items by publication type, listed them in chronological order, and provided commentary on each venue rather than annotations on individual entries