ethanporcaro/eric-fulltext-meta huggingface dataset:
Powerful Partnerships: The Worth of Embedding Masters Level Library Science Students in Undergraduate Classes
Author: Becnel, Kim
Date: 2016-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Masters Programs,Library Science,Undergraduate Study,Experiential Learning,Statistical Analysis,Qualitative Research,Reference Services,Computer Mediated Communication,Graduate Students,Information Literacy,Student Surveys,Competence,Control Groups,Experimental Groups

While experiential learning is recognized as an important pedagogical approach in Library and Information Science education, logistical hurdles can make implementing meaningful experiential projects challenging, especially in online courses. This paper will describe a project in which Library Science instructors were able to overcome common obstacles in experiential projects by partnering with instructors of undergraduate courses and leveraging the university's online course management system. In the Embedded Librarianship Project, graduate-level, online Library Science students at Appalachian State University functioned as virtual embedded librarians for several undergraduate Composition classes. This article provides an analysis of quantitative and qualitative data that describes the Library Science students' perception of this project and their learning experience. In the process, the paper will illustrate the pedagogical value of providing Library Science students with intensive and extended experiential learning opportunities such as this one. It will also highlight the benefits received by the undergraduates by virtue of having access to embedded librarians. From this project, Library Science educators might find inspiration to create meaningful collaborative ventures in their own universities and programs.
End of Program Assessments and Their Association with Early Career Success in LIS
Author: Rathbun-Grubb, Susan
Date: 2016-00-00
Type: Journal Articles
Subjects: Success,Career Readiness,Alumni,Graduate Surveys,Information Science Education,Internship Programs,Portfolio Assessment,Theses,Demography,Predictor Variables,Statistical Significance,Independent Study,Exit Examinations,Employment Potential,College Graduates

Analyses of North American LIS program alumni survey data indicate that the completion of any end of program assessment (EPA) or capstone is associated with certain early-career success measures. Using data collected in the Workforce Issues in Library and Information Science 2 project (WILIS 2), we examined the type of EPAs (internships, portfolios, theses, etc.) completed by students and assessed whether there are relationships between their completion and the following outcomes: length of time to secure employment after graduation, acquisition of managerial or leadership roles, job/career satisfaction, and participation in professional and leadership activities. We also assessed the graduates' attitudes about whether these experiences were a beneficial part of their career preparation. These results should be of interest to faculty curriculum developers and program administrators in LIS programs worldwide, since they provide insight into the relative merits of EPAs and are based on aggregate data from 39 programs and over 3,000 graduates.
Learning to Teach Mindfully: Examining the Self in the Context of Multicultural Education
Author: Griggs, Tom
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Educators,Multicultural Education,Perception,Metacognition,Self Evaluation (Individuals),Race,Whites,Social Bias,Racial Bias,Teacher Education,Reflection,Experience,World Views,Teacher Attitudes,Empathy,Consciousness Raising,Instructional Materials,Content Analysis,Computer Mediated Communication,Group Discussion

This article tells the story of a self-study partnership between the authors, Tom and Deb, two teacher educators from different institutions. This partnership began with discussions about shared interests and shared dilemmas in teaching multicultural education content at their respective universities. Over a 2-year period of time, the authors began to look closely at Tom's experiences integrating mindfulness (as defined by Thich Nhat Hanh, 1991) into his instruction, which resulted in self-study research in which Tom asked himself, How has mindfulness affected my teaching graduate multicultural education courses at my institution? In the interconnection of multicultural education and issues of race, Schulte (2004, 2009) argued that teacher educators cannot effectively address preparing new teachers for a diverse classroom without examining their own issues of White privilege, especially when teacher preparation has a presence that is overwhelmingly White (Sleeter, 2001). Such reflective practice requires teacher educators to be aware of their life experiences that have influenced how they perceive and know about the world and to step beyond that context to appreciate and understand the views and world knowledge of others. For Tom and Deb, mindfulness, as described by Nhat Hanh (1991), is about compassion, empathy, and deep listening. It provides an approach to thinking about one's teaching and to addressing one's teaching actions in the field on a moment-by-moment, breath-by-breath basis. The article begins with Tom's discussion of the development of mindfulness in his life, which provides the rich context for this study, and follows with Deb's discussion of her role as the critical friend and other voice in the study. As a self-study of practice, Tom's voice is reflected in first person singular throughout the discussion of the methodology, data, and discussion of the meaning of those data within the context of his teaching practice.
Teaching Electronic Records Management in the Archival Curriculum
Author: Zhang, Jane
Date: 2016-00-00
Type: Journal Articles
Subjects: Archives,Electronic Libraries,Information Management,Information Science Education,Curriculum Research,Course Content,Content Analysis,Preservation,Course Organization,Correlation,College Programs

Electronic records management has been incorporated into the archival curriculum in North America since the 1990s. This study reported in this paper provides a systematic analysis of the content of electronic records management (ERM) courses currently taught in archival education programs. Through the analysis of course combinations and their relationships with ERM topic groups, the study helps identify the scope of the content coverage of ERM courses in relation to other courses in the archival curriculum. The study experiments on a method of analysis to explore the relationship between course content and related course offerings. The findings of the study provide evidence-based information for archival educators to analyze and rationalize their ERM course content coverage. It also provides opportunities for program leaders to review and design their course offerings in the archival curriculum.
Revisiting and Revising the Apprenticeship of Observation
Author: Smagorinsky, Peter
Date: 2014-00-00
Type: Journal Articles
Subjects: Apprenticeships,Observational Learning,Teaching (Occupation),Reflective Teaching,Constructivism (Learning),Teacher Attitudes,Interviews,Secondary School Teachers,Elementary School Teachers,Preservice Teacher Education,Preservice Teachers,Teacher Education Programs,Teacher Characteristics,Aspiration,Teaching Styles,Data Analysis,Data Collection

In this article, the authors present (Lortie's, D. C. (1975) construct of the apprenticeship of observation--what people learn about teaching from having been students in school--as fundamentally conservative. Students, see teachers &quot;front stage and center like an audience viewing a play,&quot; thus learning about teaching in a manner that is &quot;intuitive and imitative&quot;--learned implicitly through osmosis--rather than through &quot;explicit and analytical&quot; instruction in teaching methods that are presumably different from those learned through uncritical observation. In contrast to describing their teachers as exclusively authoritarian, the teachers in this study named a variety of teaching models from both the conservative and progressive pedagogical traditions, reflecting on and critiquing teachers from their past and projecting visions of their own teaching according to largely constructivist principles. The authors used in-depth interviews with volunteer participants from two secondary English Education programs and one elementary education program with the focus on Language Arts instruction and described their approach to studying these teachers' apprenticeships of observation.
Critics and Critical Analysis: Lessons from 19,000 P-12 Students in Candidates' Classrooms
Author: Waggoner, Jacqueline
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Students,Secondary School Students,Teacher Education Programs,Student Teachers,Student Teaching,Practicums,Program Effectiveness,Data Collection,Spreadsheets,Coding,Student Characteristics,Summative Evaluation,Scores

The purpose of this study was to examine the impact on program improvement of systematically gathering P-12 student learning data over a 5-year period. This study was completed over 5 academic years (2008-2009 to 2012-2013) in a teacher preparation program in northwest Oregon. Data were gathered from two student teaching experiences of teacher candidates during the fall and spring semesters of their practicum experience. The candidates were completing either a 10-month master of arts in teaching (MAT) program or a 4-year, undergraduate licensure program. To these ends, the most gratifying finding is that candidates can demonstrate a positive impact on student learning that is generally equivalent for P-12 students of all ethnicities and learning needs.
Nobility, Competence, and Disruption: Challenges to Teacher Education
Author: Fenstermacher, Gary D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Teacher Education,Teacher Educators,Teacher Characteristics,Moral Values,Moral Development,Citizenship Education

This article was comprises the keynote address presented by Gary D. Fenstermacher, at the Conference of the California Council on Teacher Education (CCTE), March 19, 2015, in San Jose, California. The subject covered Nobility, Competence, and Disruption and what they mean in teacher education. Fenstermacher presents his subject in four assertions: (First), &quot;competence&quot; consumes far too much of the rhetoric of education and nobility far too little; (Second), even though &quot;nobility&quot; is nearly absent from the rhetoric of education, it is alive but not altogether well in American schools; (Third), teacher educators exhibit a regard for both competence and nobility but their preparation programs typically stress competence and ignore nobility; (Fourth), and finally, &quot;disruption&quot; in teacher education may be the best hope for the earnest and simultaneous pursuit of competence and nobility. The remainder of the article presents the defense of these assertions.
Pedagogical Reasoning and Action: Affordances of Practice-Based Teacher Professional Development
Author: Pella, Shannon
Date: 2015-00-00
Type: Journal Articles
Subjects: Affordances,Evidence Based Practice,Professional Development,Inquiry,Models,Educational Practices,Teacher Attitudes,Reflective Teaching,Middle School Teachers,Language Arts,Instructional Design,Lesson Plans,Coding,Interviews

A common theme has been consistently woven through the literature on teacher professional development: that practice-based designs and collaboration are two components of effective teacher learning models. In addition to collaboration and practice-based designs, inquiry cycles have been long recognized as catalysts for teacher professional development. This article describes a practice-based and collaborative inquiry professional development model that is an adapted form of lesson study. A typical lesson study involves teachers in cycles of collaborative inquiry though topic selection, lesson design, observations of lessons, analysis of data from observed lessons, and application of new knowledge to inform the next cycle. This study sought to contribute to the literature by following five middle school English language arts teachers through three years and nine lesson study cycles focused on teaching and learning writing. The following research questions were addressed: (1) How, if at all, does a practice-based learning model afford opportunities for pedagogical reasoning and action?; and (2) What, if any, pedagogical shifts did teachers make and sustain beyond the lesson study? This study involved three years and nine cycles of lesson study. Each collaborative cycle included topic selection, lesson design, lesson observation, observation debrief, and the analysis of student learning from the lesson. Data for this study were drawn from a three-year lesson study project that spanned from 2008 to 2011. Follow-up interviews in spring 2013, two years after the lesson study project ended, revealed that all five participating teachers maintained and/or expanded what they learned in the lesson study. Additionally, during the two-year period after the lesson study, each participant presented ideas generated by the lesson study to outside audiences. Findings from this present study suggest that practice-based teacher professional development models hold great promise for making lasting pedagogical shifts and for incorporating pedagogical reasoning and action into the daily practices of teachers.
Early Childhood Intervention in China
Author: Zheng, Yuzhu
Date: 2015-03-00
Type: Journal Articles
Subjects: Foreign Countries,Early Intervention,Early Childhood Education,Disabilities,Educational Policy,Educational Legislation,Educational Practices,Special Education,Educational History

With rapid economic development and increasing awareness of the importance of early childhood intervention (ECI), China is re-examining its social and educational practices for young children with disabilities. This re-examination may have a significant impact on young children with disabilities in China. It may also set an example for other developing nations. This article discusses ECI in China including relevant policies, laws, and practices. Currently, the current policies and laws related to ECI are rarely implemented in China and ECI is facing immense problems. In order to help promote the re-examination of ECI in China, the authors suggest areas of improvement for policies and practices in China in order to better support children, families, and service providers.
Investigating and Stimulating Primary Teachers' Attitudes Towards Science: Summary of a Large-Scale Research Project
Author: Walma van der Molen, Juliette
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Scientific Attitudes,Elementary School Teachers,Inservice Teacher Education,Research Methodology,Attitude Measures,Psychometrics,Active Learning,Inquiry,Program Validation,Teacher Surveys

Attention to the attitudes of primary teachers towards science is of fundamental importance to research on primary science education. The current article describes a large-scale research project that aims to overcome three main shortcomings in attitude research, i.e. lack of a strong theoretical concept of attitude, methodological flaws in attitude research, and ineffective interventions. The research project included: (a) the development of a new theoretical framework for teachers' attitudes towards (teaching) science, (b) a new validated survey instrument (the DAS) to measure the different underlying components of primary teachers' attitudes toward teaching science, and (c) an in-service professional development training course based on the previously developed theoretical framework. The framework of attitude consists of three dimensions: cognitive beliefs, affect, and perceived control, each consisting of several subcomponents. By means of the survey instrument we investigated the effects of the attitude focussed training course. The course aimed to improve attitude by creating awareness about teachers' own attitudes, stimulating their scientific attitudes and curiosity, and training inquiry and thinking skills. The course refrained from providing recipe-like example lessons, materials, or methods. Using a pre-post, experimental-control design we showed that the course significantly improved the affective and perceived control dimension of attitude. Teachers enjoyed teaching science more, showed increased self-efficacy, and felt less dependent on external factors. This project shows that genuine attitude improvements of primary teachers can be accomplished by attitude focussed professional development.
Focusing on Doctoral Students' Experiences of Engagement in Thesis Work
Author: Vekkaila, Jenna
Date: 2013-00-00
Type: Journal Articles
Subjects: Graduate Students,Theses,Academic Persistence,Learner Engagement,Behavioral Sciences,Content Analysis,Qualitative Research,Student Experience,Student Attitudes,Student Research,Scholarship,Foreign Countries,Research Universities,Semi Structured Interviews,Personal Autonomy

Little is known about what inspires students to be involved in their doctoral process and stay persistent when facing challenges. This study explored the nature of students' engagement in the doctoral work. Altogether, 21 behavioural sciences doctoral students from one top-level research community were interviewed. The interview data were qualitatively content analysed. The doctoral students described their engagement in terms of experiences of dedication and efficiency. They rarely reported experiences of absorption. The primary sources of their engagement in their thesis work were increased sense of competence and relatedness. In addition, three qualitatively different forms of engagement in doctoral work including adaptive engagement, agentic engagement and work-life inspired engagement were identified from the doctoral students' descriptions. Further, there was a variation among the students in terms of what forms of engagement they emphasised in different phases of their doctoral studies. This study contributed to the literature on doctoral student engagement by opening the nature of engagement at the interfaces of studying and working by shedding light on the dual role of doctoral students as both students and professional researchers. Moreover, this study broke down the complexity of engagement by identifying qualitatively different experiences and sources of engagement. The results encourage designing such engaging learning environments for doctoral students that promote their experiences of being competent researchers and integrated into their scholarly community.
The Future of Self-Assessment in Classroom Practice: Reframing Self-Assessment as a Core Competency
Author: Brown, Gavin T. L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Self Management,Minimum Competencies,Alternative Assessment,Competency Based Education,Evaluation Methods,Research Tools

Formative assessment policies and self-regulation theories argue that student self-assessment of their own work and processes are useful for raising academic performance and self-regulatory skills. However, research into student self-evaluation raises serious doubts about the quality of self-assessment as an assessment process and identifies conditions which must be met if students' judgments are to be useful, valid, and reliable. This paper recommends that student self-assessment should no longer be treated as an assessment, but instead as an essential competence for self-regulation. As such, we describe a potential curriculum approach that could guide teachers to appropriate use of self-assessment tools.
Measuring Teacher Engagement: Development of the Engaged Teachers Scale (ETS)
Author: Klassen, Robert M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Participation,Test Construction,Test Reliability,Test Validity,Usability,Cognitive Processes,Emotional Response,Interpersonal Relationship,Correlation,Self Efficacy,Teacher Student Relationship,Factor Analysis,Foreign Countries,Teacher Attitudes,Factor Structure,Construct Validity,Statistical Analysis

The goal of this study was to create and validate a brief multidimensional scale of teacher engagement--the Engaged Teachers Scale (ETS)--that reflects the particular characteristics of teachers' work in classrooms and schools. We collected data from three separate samples of teachers (total N = 810), and followed five steps in developing and validating the ETS. The result of our scale development was a 16-item, 4-factor scale of teacher engagement that shows evidence of reliability, validity, and practical usability for further research. The four factors of the ETS consist of: cognitive engagement, emotional engagement, social engagement: students, and social engagement: colleagues. The ETS was found to correlate positively with a frequently used work engagement measure (the UWES) and to be positively related to, but empirically distinct from, a measure of teachers' self-efficacy (the TSES). Our key contribution to the measurement of teacher engagement is the novel inclusion of social engagement with students as a key component of overall engagement at work for teachers. We propose that social engagement should be considered in future iterations of work engagement measures in a range of settings.
Explaining University Students' Strong Commitment to Understand through Individual and Contextual Elements
Author: Postareff, Liisa
Date: 2014-00-00
Type: Journal Articles
Subjects: Learning Strategies,Study Habits,Interviews,Student Characteristics,Academic Persistence,Study Skills,Time Management,Context Effect,Student Interests,Mixed Methods Research,Foreign Countries,Undergraduate Students,Content Analysis,Intention,Emotional Response,Barriers,Transformative Learning

Since the late 1970s numerous studies have explored students' approaches to learning (referred to as the &quot;SAL&quot; tradition). These studies have provided valuable evidence of students' study strategies and intentions at the university. Since extensive research already exists on students' approaches to learning, there is a need to move forward and analyse student learning from new perspectives. In the present in-depth qualitative study, we analyse interviews of 34 students who scored extremely highly on the deep approach scale in a pre-test in our previous quantitative study (Lindblom-Ylänne, Parpala &amp; Postareff, 2013) and thus are likely to have a strong commitment to understand, and a &quot;disposition to understand for oneself&quot; which is a recently introduced, yet unexplored phenomenon (see Entwistle &amp; McCune, 2009; McCune &amp; Entwistle, 2011). We identified several individual and contextual elements which provided explanations for the students' high scores on the deep approach, as well as for the increase, decrease or stability in their deep approach during one course. The results showed that most students showed a strong commitment to understand, but those whose deep approach sharply decreased during the course showed less commitment and their descriptions revealed problems with, for example, study skills, time management and regulation of learning. However, contextual elements such as the students' experiences of the course teaching and their interest in the course content did not clearly provide explanations for the changes in the deep approach. Elements of a &quot;disposition to understand for oneself&quot; clearly emerged among students whose deep approach did not decrease, or decreased only slightly.