ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluating School Library Collections at the Site and District Level as a Tool for Advocacy
Author: Takeda, Jenny
Date: 2019-00-00
Type: Journal Articles
Subjects: School Libraries,Library Materials,Budgets,Advocacy,National Standards,Elementary Schools,Principals,Library Services,Access to Information,Elementary Secondary Education

What are ways to draw attention to the need for an annual library budget? How can school library leaders advocate for equitable library budgets across a school district? These are questions the library services team of three district librarians researched before taking the first steps toward making transformational change in the Beaverton School District school libraries during the 2017-2018 school year. Using collection and circulation data to inform principals about their libraries is an integral step to advocate for increased library budgets and/or changes in library procedures.
Future Ready Library Spaces: A Team Approach to Designing
Author: Foote, Carolyn
Date: 2019-00-00
Type: Journal Articles
Subjects: School Libraries,Library Facilities,Educational Facilities Design,School Districts,Teamwork,Advisory Committees

What better way to drive home your vision of future ready libraries than to redesign your library spaces? But across a district, too often, school librarians are tackling this task on their own. Creating a district-wide plan for modernizing school libraries helps a district approach the problem strategically. The Eanes (TX) Independent School District, a small suburban district near Austin, spent a year purposefully analyzing its libraries in preparation for building better spaces for the future. They want their school library spaces to be future ready--flexible, mobile, creative, technology friendly, and instructionally active. The lessons learned in undertaking this project can be applied across an entire district or used by a team in one library to assess and improve their space.
Co-Planning and Co-Implementing Assessment and Evaluation for Inquiry Learning
Author: Moreillon, Judi
Date: 2019-00-00
Type: Journal Articles
Subjects: School Libraries,Inquiry,Active Learning,Librarian Teacher Cooperation,Student Evaluation,Formative Evaluation,Summative Evaluation,Team Teaching

Assessment and evaluation are not optional for school librarians who want to be valued as full-fledged instructional partners. School librarians must document evidence of practice. Classroom teachers plan, implement, and assess student learning outcomes and then evaluate the effectiveness of their instruction. If school librarians are to be considered and serve as equal partners with classroom teachers and specialist colleagues, then comprehensive collaboration will include co-planning, co-implementation, co-assessment, and co-evaluation. Sharing the responsibility for assessment is a way for school librarians to be valued members on their schools' academic teams. Developing assessment expertise through coteaching is a pathway to leadership for school librarians.
New District, New School Year, New Standards: Starting at the Beginning
Author: Lucas, Jennisen
Date: 2019-00-00
Type: Journal Articles
Subjects: School Libraries,National Standards,Formative Evaluation,Library Administration

Assessment and evaluation are sometimes difficult things to discuss, and we often think of them as once-and-done end results. However, assessing where you are in the learning process should be an ongoing activity, and formative assessments can provide valuable information about what the next (or first) steps should be to approach a learning target. The same is true for assessing the school library. The author shares what she has done to assess her libraries, using the new &quot;National School Library Standards for Learners, School Librarians, and School Libraries.&quot;
Education for Social Transformation (EST) in the Caribbean: A Postcolonial Perspective
Author: Brissett, Nigel O. M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Change,Foreign Policy,Social Justice,Sustainability,Social Differences,Environmental Education,Global Approach,Educational Principles,Power Structure,Correlation,Conservation (Environment),Guidelines,Educational Change,Foreign Countries,Latin Americans

This paper critically examines the possibilities of education for social transformation (EST) in the context of the Caribbean Community (CARICOM). This is a region with a history of colonialism and embodies some of the central dilemmas of globalization, such as inequality and environmental precarity. Thus, conceptually, EST holds great promise for social justice and environmental sustainability. The paper argues, however, that EST can be relevant to the region only if it takes account of the enduring deep-seated legacy of asymmetries of power, exploitation and inequality in the broader society and within the education system resulting from colonialism and now exacerbated by globalization's processes. Using postcolonial theory as the analytical frame, the paper highlights these challenges to EST in the context of the Caribbean and also identifies educational principles for EST to be a catalyst for social transformation in the region.
A Critical Exploratory Analysis of Black Girls&apos; Achievement in 8th Grade U.S. History
Author: Young, Jemimah Lea
Date: 2018-12-00
Type: Journal Articles
Subjects: Grade 8,African American Students,United States History,Females,Academic Achievement,Social Studies,National Competency Tests,Homogeneous Grouping,Democracy,Middle School Students,Achievement Gap,Racial Differences,Pedagogical Content Knowledge

The purpose of this study was to utilize an ethnically homogeneous design to examine Black female student U.S. History content-specific knowledge. The study aims to elucidate the importance of singlegroup analyses as an alternative to between-group comparative designs. The present study utilized a critical, quantitative, descriptive research design to examine the achievement of Black girls in U.S. History from a strength-based and growth-focused perspective. The study contributes to the literature on Black girls' achievement by applying a quantitative approach to intersectional research. This study utilized two subsamples of Black 8th grade girls from the 2006 and 2010 National Assessment of Educational Progress (N = 4,490). Mean differences in Black girls' specialized U.S. History content knowledge were assessed using both descriptive statistics and an analysis of variance (ANOVA). The results indicate statistically significant growth overall, and on the democracy and world role domains. Data also indicate that scores on the democracy and culture domains were statistically significantly higher than scores on the technology and world role domains. This study provides implications for middle grades U.S. History achievement and the specific needs of Black girls.
The Effect of Guided Inquiry Learning and Cognitive Style on Science Learning Achievement
Author: Margunayasa, I. Gede
Date: 2019-01-00
Type: Journal Articles
Subjects: Cognitive Style,Science Achievement,Experimental Groups,Control Groups,Inquiry,Teaching Methods,Grade 5,Elementary School Students,Student Attitudes,Science Tests,Correlation,Foreign Countries

This research was aimed to analyze the effect of interaction between guided inquiry learning and cognitive style on students' science learning achievement. This study was a quasi-experiment with a 2×2 factorial design. The study was done with the fifth grade students in Singaraja City. The sample was selected using multi stage random sampling and 4 elementary schools were selected for the experimental group (n=132) and another 4 for the control group (n = 107). The experimental group used guided inquiry learning and the control group used conventional teaching model. The study used science learning achievement test and MFFT [Matching Familiar Figures Test] cognitive style test as the instruments for collecting the data. The result of hypothesis testing showed that: (1) there is a significant difference in science learning achievement between those who learned with guided inquiry learning model and those who learned with conventional teaching; and (2) there is a significant effect of interaction between guided inquiry learning model and cognitive style on students' science learning achievement. Guided inquiry learning is more optimal in increasing students' learning achievement if it is implemented to students with reflective cognitive style than to those with impulsive cognitive style.
The Effect of Critical Discourse-Based Instruction on Iranian English Major Students&apos; Reading Comprehension
Author: Javadi, Javad
Date: 2019-01-00
Type: Journal Articles
Subjects: Discourse Analysis,Reading Comprehension,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Undergraduate Students,Teaching Methods,Majors (Students),Translation,Literature,Pretests Posttests,Correlation,Control Groups,Experimental Groups,Scores,Inferences,Student Attitudes,Student Motivation

This contribution was an attempt to study the impact of critical discourse-based instruction on Iranian English major language learners' in-depth reading. To this target, Fairclough's three-dimensional model of critical discourse analysis [CDA], with an emphasis on the 10-question model was used. To this end, all undergraduate foreign language students (n=146) including Teaching English as a Foreign Language, English Translation and English Literature at the University of Mazandaran, participated in the study as a sample of Iranian EFL classrooms. The procedure was designed according to the usual pre-test/post-test experimental studies. The experimental groups were taught to explore the masked and covered meanings of the texts in order to explore and discover interrelation of discourse structures and ideological structures of the texts, meanwhile the control groups were studying the same materials conventionally. A post reading ability test was conducted at the end of the course study. The post-test was designed according to the course materials they studied during the instruction. The given scores were analyzed by descriptive and inferential statistics and showed that CDA-based instruction significantly affects EFL learners' reading comprehension. And responses to the motivation-related questionnaire depicted that experimental EFL students became very motivated after being familiar with CDA skills.
The Content of Educational Programs in Technical Universities: Quality of Applying the Modern Professional Standards
Author: Khairutdinov, Ramil R.
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Technical Institutes,Technical Education,Professional Education,Educational Quality,Academic Standards,Undergraduate Students,Bachelors Degrees,Job Skills,Knowledge Level,Compliance (Psychology)

The purpose of this study is to determine the methods of designing the normative content of education in Russian technical universities according to the Russian professional standards and the EU Qualification Framework. The content of the professional training of bachelors comprises four educational programs at four technical universities in the Republic of Tatarstan. Over 250 students took part in the survey aimed at assessing their professional skills and knowledge in compliance with professional standards by means of specific tasks designed for this purpose. This allowed us to determine the design of the program and to assess the educational staff awareness of the importance of professional standardization. According to the expert evaluation, the normative content of professional training in the university allows providing higher-level education in case of closer cooperation.
The Integration of Intercultural Education into Teaching English: What Vietnamese Teachers Do and Say
Author: Chau, Thi Hoang Hoa
Date: 2019-01-00
Type: Journal Articles
Subjects: Multicultural Education,Teaching Methods,Teacher Attitudes,Educational Change,Communicative Competence (Languages),Vietnamese People,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Graduate Study,Teacher Education,Language Teachers,Cultural Awareness

To enable the Vietnamese youth to join the international workforce during ASEAN integration, teaching English in general education has undertaken a reform to aim for intercultural communicative competence instead of communicative competence. Since building learners' intercultural communicative competence requires their personal engagement in social interaction, teachers should follow a proper approach to activate students' participation in intercultural communication. This research studied to what extent upper secondary school teachers perceived and practiced intercultural integration prior the educational reform. Data collected from 101 participating teachers through questionnaires and open-ended questions proved that (1) teachers had good understanding of intercultural integration, but (2) they rarely conducted intercultural activities in practices, and (3) teachers' graduate education, not international experience or coursebook teaching, had a positive impact on their intercultural teaching practices. The findings suggested that educational management should be consistent with the progressive reform through the synchronization of all curricular factors towards intercultural education, and teachers should be oriented with intercultural teaching pedagogy to conduct suitable activities to develop students' intercultural communicative competence.
The Effectiveness of Poetry Appreciation Textbook for Character Education Implementation at Higher Education
Author: Puspita, Oktaviani Windra
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Poetry,Textbooks,Values Education,Citizenship Education,College Students,Teaching Methods,Literature Appreciation

The study aims to find out the effectiveness of poetry appreciation textbook for the implementation of character education values at the Higher Education institution. It was set in four universities, two of which are located in Central Java, including University of Sebelas Maret Surakarta and University of Muhammadiyah Purworejo meanwhile, the other two are in Special Region of Yogyakarta, including University of Ahmad Dahlan, and University of Sarjanawiyata Taman Siswa. It utilized an experimental method with Independent Sample T-Test based on the mean difference of pre-test and post-test results from the control and experimental group. The finding confirms that the experimental group obtained the average score that equals 15.68, meanwhile the control group obtained 10.86. The T-Test shows tcalc = 5.087 (p = 0.000&lt;0.05), that rejects the Null Hypothesis. It concludes that there is a significant difference between the experimental and control group in the use poetry appreciation textbook for character education implementation at the Higher Education institution. The study expects further exploration concerning character education implementation through literature works in a wider range for the sake of research and development. The uniqueness of the textbook in combining the values of personal development and literature is recommended as the dominant feature to introduce a complex gradual learning system for the innovation of teaching and learning method.
The Impact of Musical Mnemonic on Vocabulary Recalling of Iranian Young Learners
Author: Bahrami, Zahra Nikkhah
Date: 2019-01-00
Type: Journal Articles
Subjects: Vocabulary Development,Mnemonics,Second Language Learning,Second Language Instruction,Foreign Countries,Recall (Psychology),Experimental Groups,Control Groups,Content Validity,Music,Language Rhythm,Language Processing,Teaching Methods,Grammar,English (Second Language),Pretests Posttests,Adolescents,Young Adults

Vocabulary as an undeniable part of language learning is a main component in communication which requires to be taught in innovative ways. The purpose of this study was to examine the effect of musical mnemonic on vocabulary recalling, and long-term retention of words by young learners. The design of study was experimental. Sixty teenagers from Shokoh Language Institute in small town of Khorramdare, Iran participated in the study. To conduct the study, participants were divided into experimental and control groups. A list of 14 words were harmonized to melody of mentioned song and recorded in a professional studio. Validity of the words were examined by Lawsh CVR (Content Validity Ratio) and CVI (Content Validity Index). The results from Independent T-Tests indicated that experimental group outscored control group. Regarding research questions, it was found that musical mnemonic improves vocabulary recalling of experimental group in comparison to control group. In addition, results related to research questions showed that musical mnemonic help learners better understand words in new contexts. The findings imply that musical mnemonic can improve memory, and comprehension by practicing, and using melodic and rhythmic information.
Understanding, Planning, and Implementation of HOTS by Senior High School Biology Teachers in Banjarmasin-Indonesia
Author: Ramdiah, Siti
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Thinking Skills,Biology,Science Teachers,Secondary School Teachers,High Schools,Secondary School Science,Lesson Plans,Teaching Methods,Skill Development,Scientific Concepts

Higher-order Thinking Skills (HOTS) is significant for students and has to be trained and managed well by teachers. This study aims to describe the preparation of biology teachers in learning, to analyze the understanding of biology teachers about HOTS, and to examine the efforts of biology teachers in developing HOTS for high school students in Banjarmasin, Indonesia. The subject of this survey was forty-one senior high school biology teachers in the city of Banjarmasin who were involved in routine activities of MGMP (biology subject teacher working group). The research instrument is in the form of a modified questionnaire from previous researchers and has been validated by experts. The data were analyzed using descriptive statistic (percentage). The results showed that the senior high school biology teachers in Banjarmasin have prepared the lesson well, but this was not done consistently (continuously). Some teachers have not maximally prepared the lessons according to the recommended educational standards. The teacher's understanding of HOTS is broad enough, and they assume that HOTS really needs to be trained to students. However, it has not been described in their teaching activities because the HOTS aspect tends to be neglected (not well conducted).
Are We Trending to More or Less Between-Group Achievement Inequality over the School Year and Summer? Comparing across ECLS-K Cohorts
Author: Quinn, David M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Achievement,Equal Education,Children,Longitudinal Studies,Surveys,Scores,Achievement Gap,Comparative Analysis,Kindergarten,Grade 1,Race,Ethnicity,Socioeconomic Status

Scholars have argued that schools are &quot;equalizers&quot; because inequalities in test scores by race/ethnicity and socioeconomic status (SES) grow faster over summer vacation than over the school year. In this study, we use nationally representative data from the Early Childhood Longitudinal Study--Kindergarten Classes of 1998-1999 and 2010-2011 to examine the extent to which such patterns have changed over time. Results suggest that more between-group equalizing by race/ethnicity and SES occurred over kindergarten in the recent cohort. However, this was often followed by more inequality widening over summer and more widening or less narrowing over first grade in the latter cohort. The net result was that in recent years, inequality tended to widen more (Black-White) or narrow less (SES and Hispanic-White) over the first 2 years of schooling.
Exploring Teachers&apos; Emotions via Nonverbal Behavior during Video-Based Teacher Professional Development
Author: Chang, Chiung-Fang
Date: 2018-00-00
Type: Journal Articles
Subjects: Emotional Response,Psychological Patterns,Video Technology,Nonverbal Communication,Teacher Behavior,Faculty Development,Workshops,Foreign Countries,Secondary School Teachers,Grade 9,Science Teachers,Mathematics Teachers,Self Evaluation (Individuals),Teacher Effectiveness,Teacher Attitudes

Increasing research on teacher professional development (TPD) has found teachers' self-reflection to be key for improving teaching effectiveness. Although video methodology, as often used in TPD, provides crucial insight concerning situated learning, teachers are often reticent to participate in TPD protocols due to discomfort over being videotaped. This longitudinal study explored emotion-related behaviors by assessing the nonverbal expressions exhibited by teachers during a 1-year video-based TPD program highlighting salient contributors to productive classroom dialogue. Six teachers were observed regarding bodily motion, facial expression, and eye contact, with results obtained across four workshops coded according to five types of emotions. The emotions of shame, defensiveness, and distraction appeared more often than did laughter and surprise, with the negative emotions found to decrease over time. This study highlights the importance of longitudinally evaluating teachers' emotional expressions during video-based TPD activities and continued efforts to encourage teacher participation in these pedagogical training opportunities.
A Brief History of the Geography of Education Policy: Ongoing Conversations and Generative Tensions
Author: Yoon, Ee-Seul
Date: 2018-00-00
Type: Journal Articles
Subjects: Geography Instruction,Educational Policy,School Choice,Geographic Information Systems,Participatory Research,Scholarship,Human Geography

In this article, we map the expansion of geographic approaches in education policy scholarship in the last two decades. Our main objective is to trace key contributions, illuminating moments and turns from multiple epistemological perspectives within the scholarship of education policy and from the field of (human) geography. In doing so, we discuss how different types of methodological frameworks have developed, contributing to new and innovative geospatial methodologies in recent years. Following that, we note the extent to which the reassertion of critical perspectives into geospatial analyses has affected and could affect education policy and scholarship.
Traditional Dances as a Means of Teaching Social Skills to Elementary School Students
Author: Masadis, Grigorios
Date: 2019-01-00
Type: Journal Articles
Subjects: Elementary School Students,Teaching Methods,Interdisciplinary Approach,Dance,Folk Culture,Teamwork,Interpersonal Competence,Gender Differences,Grade 5,Grade 4,Grade 6,Intervention,Skill Development,Program Effectiveness,Age Differences,Foreign Countries

The aim of this study was to investigate: a. the effect of an interdisciplinary program of Greek traditional dance by the means of the teamwork method of teaching social skills to students. b. whether this effect was similar for boys and girls. The sample of the study constituted of 206 elementary school pupils (4th, 5th, and 6th class). The intervention program lasted for two months. There were a total of sixteen lessons (2 per week) which concerned the acquisition of social skills through Greek traditional dance (the experimental group). The method in use was either the group divided work or teamwork. The Greek version (Masadis et al., 2016) of Matson Evaluation of Social Skills with Youngsters (MESSY-II) (Matson et al., 2012) was applied to collect the research data. This in order to be analysed required the following statistical analysis: a. Descriptive statistics b. t-test for independent sample c. Reliability analysis (Cronbach's a) and d. Repeated Measures ANOVA. The findings and the evaluation of the study suggest that the teamwork method is the most appropriate to adopt in social skills learning for the last 3 grades of primary school and traditional dancing the best choice to make.