ethanporcaro/eric-fulltext-meta huggingface dataset:
Seeking a Solution for Summer Reading Loss
Author: Dedeoglu, Hakan
Date: 2023-00-00
Type: Journal Articles
Subjects: Summer Programs,Reading Achievement,Achievement Gains,Elementary School Students,Grade 1,Disadvantaged Youth,Prevention,Rural Schools,Program Effectiveness,Foreign Countries,Reading Programs

The study was carried out to determine whether Turkish primary school 1st graders experienced reading loss during the summer holidays and whether giving book support to disadvantaged students during the summer holidays was effective in preventing this loss. The research was conducted with 26 students at a rural primary school. The pretest-posttest quasi-experimental design was used, and while the experimental group including 12 students carried out reading activities during the summer holiday as part of the 'Telafide Ben De Varim' (I Am in for the Remedial) program, the control group consisting of 14 students did not participate in any summer reading. In the study, the &quot;Error Analysis Inventory&quot; prepared by Akyol (2020) based on Harris and Sipay (1990), Ekwall and Shanker (1988) and May (1986) was used as the data collection tool. With the Error Analysis Inventory consisting of Comprehension Scale, Setting Scale, and Articulation Scale, three types of reading levels are measured: anxiety level, instructional level and independent level. The results of the pre-test administered before the start of the summer vacation using this inventory revealed that the students in both groups generally showed poor reading performance and their average reading level was at the &quot;anxiety&quot; level. The post-test administered after the opening of the schools showed that the level of the control group did not change, while the experimental group increased to the &quot;instructional&quot; level. As a result of book reading activities, the reading level scores of the experimental group increased significantly compared to before the intervention, while there was a significant decrease in the control group. Based on these findings, the importance of providing book support to students living in disadvantaged areas to prevent summer reading loss and increasing book reading during the summer is strongly recommended. [This study was presented as an oral presentation at the IPTES congress (Antalya-Turkey) in 2022.]
What Role Can Affect and Emotion Play in Academic and Research Information Literacy Practices?
Author: Hewitt, Alex
Date: 2023-06-00
Type: Journal Articles
Subjects: Information Literacy,Affective Behavior,Psychological Patterns,Information Needs,Library Science,Research,Scholarship,Information Seeking,Models

While significant progress has been made in broadening information literacy's (IL's) scope, its conception of the user and their relationship to information remains painfully limited. This is particularly evident when the affective or emotional factors of information seeking behaviour are considered. Thus far, IL's models and discourses have failed to acknowledge emotion's fundamentally disruptive nature and have either ignored, repressed, or misrepresented users' emotions. This has resulted in a deeply limited and inaccurate conception of the user's information needs, and this has a particularly harmful impact on marginalised users and users engaging with affectively fraught information. This article seeks to address this oversight, initially by outlining the origins of IL's repression of emotion and then examining the consequences of this repression in the standardised IL models; specifically in Carol C. Kuhlthau's Information Search Process and the ACRL's &quot;Framework for Information Literacy for Higher Education.&quot; Subsequently, this essay will examine several critical models of librarianship and IL--including Holocaust librarianship and Indigenous conceptions of relationality--in order to illuminate models of IL that adopt a relational perspective that enables an engagement with the affective elements of the user's information needs. Finally, this essay will suggest that these relational perspectives facilitate the adoption of an ethics of care that helps address the insufficiencies inherent to our current conceptions of IL.
&apos;They Burn so Bright Whilst You Can Only Wonder Why&apos;: Stories at the Intersection of Social Class, Capital and Critical Information Literacy -- A Collaborative Autoethnography
Author: Flynn, Darren
Date: 2023-06-00
Type: Journal Articles
Subjects: Library Science,Criticism,Information Literacy,Social Class,Social Capital,Working Class,Student Experience,Higher Education,Middle Class Culture,Library Personnel,Cultural Capital,Work Environment

In this article we connect critical librarianship and its practices of information literacy (IL) with working-class experiences of higher education (HE). Although the research literature and professional body of knowledge of critical information literacy (CIL), is one of the most theoretically-developed areas of wider critical librarianship (Critlib) movement, working-class knowledge and experiences remain underrepresented. One reason for this is that the values, behaviour and assumptions of library and HE workers are shaped by a HE system which inculcates middle-class values and cultural capitals within students, and stigmatises working-class students as lacking or in deficit. Hegemonic, or noncritical, IL proselytises middle-class values and assumptions about academic practices and skills development including the notion of an ideal student with behaviour and markers of identity which reflect those most privileged by wider society. In contrast CIL, framed as &quot;the&quot; socially-just practice of IL is theoretically well-placed to support working-class library workers in destabilising this alongside middle-class accomplices. Employing Yosso's (2005) concept of community and cultural wealth (CCW), we analyse how library workers can recognise working-class cultural wealth within the context of CIL and wider working practices. As such narrative accounts are lacking in the literature, we utilise collaborative autoethnography (CAE) (Chang et al., 2013) to consider and interpret our own experiences of libraries when we were university students ourselves, and more recently as HE workers of working-class heritage.
Academicians and Teacher Candidates&apos; Metaphorical Approaches to Creativity
Author: Tasyürek, Zeynep
Date: 2023-00-00
Type: Journal Articles
Subjects: College Faculty,Preservice Teachers,Figurative Language,Teacher Education Programs,State Universities,Creativity,Teacher Attitudes,Student Attitudes,Environment,Positive Attitudes,Intellectual Disciplines,Phenomenology,Foreign Countries

The aim of this study is to reveal the perceptions of creativity of academicians working in different departments of an faculty of education and teacher candidates studying in different departments through an exploration of metaphors. A phenomenological design, as one of the qualitative research designs, was used in this study. The study group consisted of academicians working in the faculty of education of a state university and teacher candidates studying at the same university. Data were collected with a semi-structured interview form prepared by the researcher and analyzed by content analysis. As a result, it was observed that the metaphors developed by the teacher candidates and the academicians varied. It was concluded that teacher candidates mostly identified the concept of creativity with nature and based their metaphors on concepts that generated positive emotions and thoughts. On the other hand, academicians produced metaphors according to their fields of study.
Active Learning Methodologies in a High Stakes Graduate Nursing Program
Author: McLain, Nina
Date: 2023-00-00
Type: Journal Articles
Subjects: Active Learning,Graduate Students,Nursing Education,Learner Engagement,Preferences,Conventional Instruction,Problem Based Learning,Workbooks,Game Based Learning,Cognitive Processes,Student Attitudes

Active learning with student engagement has been demonstrated to improve knowledge retention and improve learning in graduate education. Nurse anesthesia education has traditionally been taught using lecture with slide presentations without considering student centered learning. Much attention has been given to active learning strategies to promote student engagement and content retention, yet little information exists regarding student preferences for in higher level graduate nursing courses. This mixed-methods study aimed to examine student learning preferences for seven different instructional methodologies; traditional lecture, a problem-based learning exercise, reading with workbook assignments, development of cognitive aids, game-based learning, practice questions, and a case study, as well as to which were best to learn by. Students prefer game-based learning, practice questions, and assigned reading with workbooks over lecture and other active learning exercises and reported game-based learning and workbooks from assigned readings as easiest to methods by which to learn.
A Validity and Reliability Analysis of the Pre-Service Teachers&apos; Attitudes towards Virtual Classroom Environment Scale
Author: Çetin, Filiz
Date: 2023-00-00
Type: Journal Articles
Subjects: Test Construction,Preservice Teachers,Student Attitudes,Educational Technology,Virtual Classrooms,Test Validity,Test Reliability,College Students,Foreign Countries,Psychometrics

This study aims to develop a measurement tool to be used to determine the attitudes of pre-service teachers towards virtual classroom environments. For this purpose, the literature on the subject was examined, and student opinions were taken. As a result of these processes, a 50-item piloting form of the scale was prepared. The prepared scale items were presented to the expert opinion in terms of content validity, and after the feedback obtained from the experts, some items were rearranged with minor corrections and transformed into a 50-item scale. The scale was administered to 282 students, 234 female and 48 male, studying in different teaching programs and different grade levels at Gazi University Gazi Faculty of Education in the spring term of the 2021-2022 academic year. Validity and reliability analyses of the scale were made based on the data set obtained as a result of the application. Exploratory Factor Analysis (EFA) was performed for construct validity, and as a result of the Exploratory Factor Analysis (EFA), a scale consisting of 46 items and 2 sub-dimensions was obtained. The total variance explanation rate of the two factors in the structure of the scale was 62.79%. The reliability analysis results obtained for the scale revealed that the Cronbach's alpha reliability coefficient for the overall scale was 0.98, and the reliability coefficients for the sub-factors were 0.98 and 0.96, respectively.
Addressing the Gap of Informal Science Field Experiences in Science Methods Courses
Author: McDaniel, Christina L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Education,Methods Courses,Science Instruction,Informal Education,Scientific Methodology,Self Efficacy,Field Experience Programs,Field Trips,Teaching Skills,Positive Attitudes,Inquiry,Classroom Techniques,Cooperative Learning,Teacher Education Programs

Preservice teachers in science education courses do not generally experience informal, authentic science education practices in their fieldwork. This study used the Scholarship of Teaching and Learning to frame a study that integrated informal science teaching experiences with a university teacher education science methods course. The results showed improvement in participant preservice teachers' ability to teach science content, their self-confidence in teaching science, and their ability to connect what they learned in their methods course in a real-life setting.
Virtually the Same? Understanding Virtual and F2F Farmer Audiences
Author: Witzling, Laura
Date: 2023-00-00
Type: Journal Articles
Subjects: Agricultural Education,Extension Education,Educational Technology,Electronic Learning,In Person Learning,COVID-19,Pandemics,Agricultural Occupations,Program Effectiveness,Conservation (Environment),Water Quality,Interpersonal Communication,Preferences,Individual Characteristics

Agricultural and extension educators frequently employ a variety of methods to provide farmers with information about conservation practices. The introduction of virtual programming brought on in response to the COVID-19 pandemic set the stage for analysis of farmer outreach preferences with respect to face-to-face (F2F) versus virtual outreach. Using survey data of individuals who participated in field days in Iowa, we segmented participants based on their F2F or virtual attendance. We compared the groups based on key variables such as water quality concerns, communication behaviors, outreach preferences, and demographics. Our work suggests that a broad and dynamic communication strategy, including both in-person and virtual events, offers greater opportunities for dissemination of ideas and increases access to content.
Development of Teacher Support Scale for Secondary School Students (TSSSSS): A Validity and Reliability Study
Author: Kalkan, Fatma
Date: 2023-06-00
Type: Journal Articles
Subjects: Likert Scales,Test Construction,Construct Validity,Content Validity,Test Reliability,Factor Structure,Factor Analysis,Teacher Student Relationship,Secondary School Students,Foreign Countries,Teacher Role,Goodness of Fit

In this study, a valid and reliable scale (TSSSSS) was aimed to develop to measure secondary school students' perceptions of teacher support. The research was carried out on a total of 773 students studying in 6 different secondary schools in Ankara's Yenimahalle district in the Spring Term of the 2021-2022 Academic Year. The students who participated in the research voluntarily were divided into four study groups. The first study group consisted of 7th and 8 th grade students for the pre-application of the scale. The second study group and the third study group consisted of 5th, 6th, 7th, and 8 th grade students to determine the structure of the scale and verify the structure of the scale. The fourth study group consisted of students studying in the 7th and 8th grades of the school where the pre-application was made for the reliability study of the scale. The application form of the scale, which was created based on the literature review, was submitted to expert opinion for content and face validity and rearranged in line with the recommendations of the experts. As a result of the pre-application, some statements in the scale were changed based on the students' opinions. A structure with 36 items and four factors was gained with EFA, which explained 66.56% of the total variance. The factors of the scale were categorized under the names of emotional support (10 items), instructional support (5 items), guidance and orientation support (12 items), and problem-solving support (9 items). The structure of the scale was confirmed by CFA. Reliability coefficients obtained by Cronbach Alpha, composite reliability, and the test-retest method were examined for the reliability of the measurements related to the dimensions of the TSSSSS, and it was found that the reliability was quite high. The analyses carried out to determine the distinctiveness of the items on the scale revealed that all of the items were distinctive. In addition, as a result of examining the Pearson product-moment correlation coefficients calculated for the sub-dimensions of the TSSSSS after the item analysis, it was determined that the compatibility and the correlation between the dimensions of the scale were high. Based on these findings, it can be said that TSSSSS is a valid and reliable scale that can be used to measure secondary school students' perceptions of teacher support.
A Portrait of MWrite as a Research Program: A Review of Research on Writing-to-Learn in STEM through the MWrite Program
Author: Finkenstaedt-Quinn, Solaire A.
Date: 2023-00-00
Type: Journal Articles
Subjects: STEM Education,Content Area Writing,Instructional Design,Concept Formation,Writing Assignments,Peer Evaluation,Revision (Written Composition),College Instruction

The writing-to-learn (WTL) literature is varied in how assignments are structured and implemented in the classroom, making it difficult for instructors to identify how to incorporate writing effectively. Drawing on the WTL literature, the MWrite program was established to work with STEM faculty to design, implement, and assess evidence-based WTL assignments. Herein we present a review of the WTL research generated through the MWrite program, situating our findings in a four-dimensional framework of engagement to identify how the MWrite WTL assignment design and implementation has supported students' learning. Our analysis indicates that the multi-faceted design of MWrite WTL assignments supports students' development of conceptual knowledge and disciplinary thinking. The assignments' rhetorical features (i.e., context, audience, and genre) guide how students write about content, and peer review and revision stages encourage a collaborative, knowledge building process between students and their peers.
Latent Trajectories of Subjective Well-Being: An Application of Latent Growth Curve and Latent Class Growth Modeling
Author: Sözer Boz, Esra
Date: 2023-06-00
Type: Journal Articles
Subjects: Statistical Analysis,Models,Well Being,College Students,Longitudinal Studies,Change

This study proposed a three-stage measurement model utilizing the Latent Growth Curve Modeling and Latent Class Growth Analysis. The measurement model was illustrated using repeated data collected through a four-week prospective study tracking the subjective well-being of volunteer college students (n=154). Firstly, several unconditional growth models were estimated to define the model, providing a better representation of individual growth trajectories. Secondly, several conditional growth models were formulated to test the usefulness of covariate variables hypothesized to explain observed variance in growth factors. Finally, latent class growth models were estimated to further explore different latent trajectory classes. Results showed that students' subjective well-being changed over time, and the rate of this change and its covariates were not constant for the entire sample. This study clearly illustrates how a longitudinal measurement approach can enhance the scope of findings and the depth of inferences when repeated measurements are available.
Student Engagement and Academic Performance during the COVID-19 Pandemic: Does a Blended Learning Approach Matter?
Author: Zheng, Chen
Date: 2023-00-00
Type: Journal Articles
Subjects: Learner Engagement,Academic Achievement,COVID-19,Pandemics,Blended Learning,Learning Management Systems,Instructional Effectiveness,Synchronous Communication,Undergraduate Students,Business Administration Education,Predictor Variables

This paper examines whether and to what extent student engagement with the learning management system (LMS) Blackboard affects students' academic performance during the COVID-19 pandemic. We find strong evidence that higher student engagement with Blackboard is associated with better academic performance. We also find that the association between student engagement and student academic performance varies with different blended learning formats. Specifically, the positive effects are more pronounced when synchronous online lectures and face-to-face tutorials are implemented. Given that COVID-19 is a constantly moving situation, this study highlights that a blended learning approach needs to engage students actively to facilitate social interaction with teachers and peers during periods of social restrictions.
Development Study of the Inventory of Orientations in Curriculum Theories (IOCT) (From Qualitative Cluster Analysis to Quantitative Confirmatory Factor Analysis)
Author: Türe, Ersin
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Educational Attitudes,Curriculum,Educational Theories,Attitude Measures,Factor Analysis,Test Items,Test Validity,Test Reliability,Likert Scales

In this research, teachers' orientations in curriculum theories were identified via an assessment tool which was grounded by Marsh and Willis (2003) where curriculum theorists were classified. &quot;The Inventory of Orientations in Curriculum Theories&quot; was developed to identify the teachers' orientations in curriculum theories in this research. The item pool for the inventory was obtained through a qualitative clustering analysis applied on the studies in the related literature. Later, Exploratory Factor Analysis and Confirmatory Factor Analysis were applied separately on each scale of the inventory. As the result of this process, &quot;the Inventory of Orientations in Curriculum Theories&quot; was developed which consisted of &quot;the Scale of Orientations in Prescriptive Curriculum Theories&quot;, &quot;the Scale of Orientations in Descriptive Curriculum Theories&quot; and &quot;the Scale of Orientations in Critical-Exploratory Curriculum Theories&quot;. In this context, a new culture-specific measurement tool has been developed that aims to determine the interaction between scientists, specialists and teachers in the field, in other words, theorists and practitioners. The IOCT inventory consists of three scales: OSPCT, OSDCT and OSCECT. OSPCT consists of 27 items, OSDCT consists of 18 items and OSCECT consists of 19 items. The highest score that can be obtained from OSPCT is 135 and the lowest 27; The highest score that can be obtained from OSDCT is 90 and the lowest is 18; the highest score that can be obtained from OSCECT is 95 and the lowest is 19. Thus, it can be determined to what extent a teacher has a prescriptive, descriptive or critical-explanatory curriculum theory orientation.
The Use of Mentored Inquiry Communities to Foster the Scholarship of Teaching and Learning (SoTL): Outcomes of the American Occupational Therapy Association SoTL Program (2007-2017)
Author: Pitonyak, Jennifer S.
Date: 2023-00-00
Type: Journal Articles
Subjects: Mentors,Communities of Practice,Scholarship,Instruction,Learning,Occupational Therapy,Allied Health Occupations Education,College Faculty,Allied Health Personnel,Interpersonal Communication,Program Effectiveness,Barriers

Scholarship of teaching and learning (SoTL) is recognized in Boyer's model, along with discovery, integration, and application, as one of four essential scholarships and is the systematic study of teaching and learning. As such, in 2007, the American Occupational Therapy Foundation (AOTF), and later the American Occupational Therapy Association (AOTA), supported the development of a SoTL mentorship program in an effort to foster SoTL within the discipline of occupational therapy. This mixed-methods study describes AOTA SoTL Program outcomes across ten years, 2007-2017, gathered via survey of past program mentee (n = 50) and mentor (n = 12) participants. Results suggest that mentored inquiry communities are a useful approach to fostering SoTL collaborations. In the future, the AOTA SoTL Program and similar disciplinary-specific SoTL programs should consider additional strategies for supporting mentee participants to completion with their projects.