ethanporcaro/eric-fulltext-meta huggingface dataset:
Health Information Search and Retirement Planning
Author: Carr, Nicholas A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Information Sources,Well Being,Longitudinal Studies,Self Determination,Financial Needs,Family Financial Resources,Correlation,Health Behavior,Eating Habits,Retirement,Money Management,Merchandise Information,Food,Physical Activities,Statistical Analysis,Self Concept Measures,Self Esteem,Regression (Statistics)

Prior research has found a relationship between the health habits of individuals and their financial well-being. Little research has been conducted, however, to explore the nature of the health-wealth connection. The purpose of this study was to explore and test the association of physical health behaviors, namely exercise and diet, and health information search behaviors, and financial wellness. Using data from the 2008 wave of National Longitudinal Survey of Youth (NLSY79), retirement planning activities were used as a proxy for financial wellness, and self-determination theory as a framework for the analysis, this study found that individuals who engage in health information search behaviors, such as reading the contents and nutrition details of food labels, are more likely to engage in financial planning activities.
Speech Recognition, Disability, and College Composition
Author: Nelson, Lorna M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Two Year College Students,Community Colleges,Computer Software,Assistive Technology,Writing (Composition),Observation,Interviews,Learning Disabilities,Writing Instruction,Program Effectiveness,Educational Technology,Cerebral Palsy

This study examined the composing processes of five postsecondary students who used or were learning to use speech recognition software (SR) for college-level writing. The study analyzed their composing processes through observation, interviews, and analysis of written products over a series of composing sessions. This investigation was prompted by a perceived lack of published research on SR and the writing processes of college students with learning disabilities (LD) as well as a dearth of research in the area of assistive technology (AT), specifically in college writing courses. While some students dropped out of the study before its completion, results confirmed earlier, limited research that found SR to be an effective writing technology for some college students with chronic spelling difficulties but indicated that college writers with attentional challenges and/or physical difficulties keyboarding may benefit from using SR, too. Findings also suggested that a subset of successful SR users may demonstrate a strong aversion to formal planning but that some planning does occur because SR requires users to formulate sentences silently and then express them clearly and continuously, further indicating that writing processes during dictation may be more internally focused than the general processes of writers while keyboarding. Finally, the study noted that SR is not yet suitable for general use in the college composition classroom; thus, SR will likely remain an AT rather than a new media technology adopted for broader use. Therefore, it is incumbent on disability service providers to identify students who may benefit from SR and offer access and training on their campuses.
Using a Financial Health Model to Provide Context for Financial Literacy Education Research: A Commentary
Author: Huston, Sandra J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Money Management,Financial Services,Educational Research,Meta Analysis,Human Capital,Models,Educational Practices,Context Effect

In the article, &quot;Enhancing links between research and practice to improve consumer financial education and well-being&quot; Billy J. Hensley, Director of Education at National Endowment for Financial Education® (NEFE®), outlines his perspective on the current relation between financial education and financial outcome (downstream financial behavior) by drawing on a recent study by Fernandes, Lynch &amp; Netemeyer (2014). Evidence from this meta-analysis study indicates that financial education has little to no impact on financial outcome and the three main conclusions Hensley highlights from the Fernandes et al. (2014) study relate to education timing and decay, weak linkage between education and behavior, and the need for improvement both in terms of education programs and research design. In this commentary, Sandra Huston questions the implicit assumption that for financial education to be deemed successful it must have an appreciable impact on one's financial outcome (or health). She argues that education is one method used to increase both a person's knowledge and ability or skill to use that knowledge (human capital). Financial education is designed to enhance human capital specific to personal finance (i.e., financial literacy). The hypothesis is that attained human capital allows people to make better and more informed choices. But, the actual behavior and resulting financial outcome depends on many internal (e.g., whether the person chooses to use their expertise, competing intertemporal goals) and external (e.g., market conditions, regulations, product &amp; service access, socio-economic status) factors. Huston concludes that if the collective goal is to help individuals and families maintain or improve their financial health, then a framework should be established to position the context of this work.
Applying Universal Design to Address the Needs of Postsecondary Students on the Autism Spectrum
Author: Burgstahler, Sheryl
Date: 2015-00-00
Type: Journal Articles
Subjects: Access to Education,Postsecondary Education,College Students,Autism,Pervasive Developmental Disorders,Inclusion,Student Needs,Instructional Design,Educational Practices,Academic Accommodations (Disabilities),Behavior Problems,Communication Problems,Classroom Environment,Lighting,Classroom Techniques

Legislation and contemporary social policies that favor inclusion and academic accommodations have contributed to a rise in the enrollment of students with disabilities, including students with autism spectrum disorder (ASD), on postsecondary campuses today. However, the literature is scarce about how instructors can routinely address the needs of students with ASD in their classes. There have been reports of how universal design (UD) strategies support the academic success of students who have various disabilities. By comparing instructional strategies that benefit students with ASD to UD strategies reported in the literature, the authors illustrate how a teaching method that benefits a student with a specific disability such as ASD can inspire the development of a UD strategy designed to benefit all students. Potential benefits of the UD approach for students with ASD are revealed and recommendations are made for future research as well as professional development and support for faculty that can be delivered and/or promoted by disability support personnel.
Disturbingly Weak: The Current State of Financial Management Education in Library and Information Science Curricula
Author: Burger, Robert H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Library Education,Money Management,Library Administration,College Curriculum,Library Schools,Graduate Study,Courses

Financial management skills are necessary for responsible library management. In light of the profession's current emphasis on financial literacy, the authors posed four questions: (1) to what extent are library and information science schools providing courses in financial management for their graduates; (2) what is the quality and quantity of library financial management textbooks available for current librarians and librarians in training; (3) to what extent are there sufficient library continuing education venues available in North America to provide this training; and (4) does any evidence exist to show that librarians with library financial management responsibilities are well-trained enough to manage library finances competently and effectively? This study attempts to answer the first question. The authors examined the curricula of all American Library Association (ALA) English-language accredited library schools in North America to determine the extent to which financial management skills are taught. The results are worrying. Although many accredited Library and Information Science (LIS) programs require a general library management course for program completion, only a small percentage of these courses offered even a brief focus on financial management. The authors conclude by encouraging professional organizations and graduate library schools to enhance their menus of educational programs. The profession must provide the skills and support necessary to ensure the profession's future.
&quot;Oh, the Places You'll Go!&quot;: Newcastle Law School's Partnership Interventions for Well-Being in First Year Law
Author: Lindsay, Katherine
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Legal Education (Professions),Law Students,Well Being,Anxiety,Self Determination,Self Management,Curriculum Design,Reflection,Perception,Metacognition,Attention Control,Ethics

Since &quot;Courting the Blues&quot; was published by Kelk, Luscombe, Medlow and Hickie in 2009, legal educators across Australia have been measuring psychological distress in law students, as well as implementing and evaluating strategies to support students' well-being. This paper reports on initiatives implemented at the Newcastle Law School in 2012 designed to reduce performance anxiety around a compulsory first year mooting assessment, and the implementation of a self-management curriculum underpinned by the fruits of research in self-determination theory in 2013, involving a partnership between legal academics and professional colleagues from the University Counselling Service. In particular, the paper will analyse the use of the My Journey transition resource, input on growth mindset, reflective practice, resilience training, and practical mindfulness as strategies to support well-being of law students.
College Student Narratives about Learning and Using Self-Advocacy Skills
Author: Daly-Cano, Meada
Date: 2015-00-00
Type: Journal Articles
Subjects: Self Advocacy,Disabilities,College Students,Personal Narratives,Qualitative Research,Grounded Theory,Self Determination,Federal Legislation,Educational Legislation,Equal Education,Public Colleges,Research Universities,Semi Structured Interviews,Individualized Education Programs

Self-advocacy is the ability to communicate one's needs and wants and to make decisions about the supports needed to achieve them (Stodden, Conway, &amp; Chang, 2003). Research shows self-advocacy skills are related to academic performance and successful adaptation to college (Adams &amp; Proctor, 2010; Getzel &amp; Thoma, 2008; Hadley, 2006; Murray, Lombardi, &amp; Kosty, 2014; Thoma &amp; Wehmeyer, 2005). Yet, few studies have documented how youth learn to self-advocate and even fewer have delved deeply into how or when students use self-advocacy skills in college. Narratives gleaned from eight students with disabilities in a qualitative grounded theory study begin to fill this gap. Participants reported learning self-advocacy skills from family members and educators early in life. Findings from this study also demonstrate that college students utilized self-advocacy skills in three different ways: proactively, reactively, and retrospectively. Recommendations to enhance the self-advocacy skills of students with disabilities are provided for family members, K-12 personnel, and postsecondary educators.
A Political and Economic Climate of Crisis?: Perceptions of the Academe at ALA-Accredited LIS Schools
Author: Tsou, Andrew
Date: 2015-00-00
Type: Journal Articles
Subjects: Library Schools,Higher Education,College Faculty,Teacher Attitudes,Questionnaires,Expectation,Faculty Workload,Job Satisfaction,Faculty Evaluation,Motivation,Research,Library Education

Academia is an ever-evolving institution. Where once it was viewed as a body primarily charged with educating students, many instances universities now consider research to be their primary raison d'être. This research surveyed library and information science (LIS) faculty members employed at institutions accredited by the American Libraries Association (ALA) in order to discern their views and opinions regarding contemporary academe and the expectations placed upon them. 140 tenured or tenure-track professors responded to an online questionnaire that concerned topics such as perceptions of academia, job duties, and the institutional expectations that were placed upon them. Respondents generally agreed that they were very satisfied with their jobs, even as they raised doubts as to the manner in which they were evaluated. In addition, the responding faculty members indicated that they were generally highly motivated to perform research, despite reports of changing and increasing pressures on higher education, generally, and LIS education, specifically. The results can be used to inform the further refinement of higher education and its rewards. This will provide an opportunity for educating prospective LIS academics about the expectations that will be placed upon them and to build appropriate career support.
College Student for a Day: A Transition Program for High School Students with Disabilities
Author: Novakovic, Alexandra
Date: 2015-00-00
Type: Journal Articles
Subjects: Transitional Programs,Disabilities,College Bound Students,Postsecondary Education,Accessibility (for Disabled),Academic Accommodations (Disabilities),College School Cooperation,High School Freshmen,Access to Education,Planning,College Students,Mentors,Cooperation,Problem Solving,Educational Resources,Films,Books,Special Education,Questionnaires,Student Attitudes,Low Income Groups,College Faculty

High school students with disabilities can benefit from early exposure to campus-based accommodations and supports as they transition to college. College Student for a Day (CSFAD) is an on-campus activity-based program that introduces high school students with disabilities to supports and accommodations on a college campus. This Practice Brief describes the planning, implementation and follow-up activities associated with the CSFAD program as well as outcome observations and implications for future programming.
Groundwork for Success: A College Transition Program for Students with ASD
Author: Shmulsky, Solvegi
Date: 2015-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Transitional Programs,College Students,Small Colleges,Liberal Arts,Special Needs Students,Program Descriptions,School Orientation,Student Adjustment,Academic Advising,College Housing,Student Personnel Services,Outcomes of Education

This article describes the Transition Program implemented at a liberal arts college for newly enrolled students who have the diagnosis of autism spectrum disorder (ASD). The diagnosis of ASD has risen dramatically; consequently, more students are arriving on college campuses with needs related to social pragmatic functioning. The Transition Program is designed to address the needs of this group with the following elements: early contact with students, early acclimation to campus, parent alliances, specialized academic advising and housing assignment, and ongoing support during the first year. The Transition Program is discussed in terms of meeting an emerging need in higher education and in terms of its portability to other institutions.
Critical Media Literacy and Gender: Teaching Middle School Children about Gender Stereotypes and Occupations
Author: Puchner, Laurel
Date: 2015-00-00
Type: Journal Articles
Subjects: Media Literacy,Sex Stereotypes,Curriculum Implementation,Gender Discrimination,Mass Media Effects,Grade 7,Grade 8,Middle School Students,Workshops,Equal Opportunities (Jobs),Student Surveys,Interviews,Pretests Posttests,Statistical Analysis,Qualitative Research,Social Justice,Program Effectiveness,Knowledge Level,Disproportionate Representation,STEM Education,Likert Scales,Critical Thinking,Student Educational Objectives,Occupations,Control Groups,Experimental Groups

This study examined the effectiveness of the implementation of a small-scale critical media literacy curriculum unit focused on gender stereotypes, especially as they pertain to occupations. The research question was whether students exposed to the critical media literacy (CML) curriculum were more likely than students not exposed to believe: that women experience discrimination in the workplace; that the media constructs stereotypical messages about women and men, especially regarding occupations; and that the media influences people's thinking. Participants were students in 5 seventh grade classes, who were exposed to a 4-workshop curriculum, and students in 5 eighth grades classes, who were not. Methods included a 14-question pre-post survey and interviews with 4 students before and after implementation of the CML unit. Quantitative and qualitative findings indicate that the CML unit was generally successful at increasing the seventh graders' understanding of target issues.
Helping Students Understand Media: Examining the Efficacy of Interdisciplinary Media Training at the University Level
Author: Schmidt, Hans C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Media Literacy,College Students,Competency Based Education,Quasiexperimental Design,Integrated Curriculum,Pretests Posttests,Video Technology,Self Evaluation (Individuals),Knowledge Level,Concept Teaching,Educational Practices,Educational Strategies,Teaching Methods,Instructional Effectiveness

Crowded curriculums and restrictive program requirements often mean that comprehensive media literacy education is impractical at the university level, and that media literacy competencies can be addressed only in the form of narrowly focused lessons integrated into existing classes. This study considers the extent to which such limited lessons can lead to the development of broader, well-rounded media literacy competencies. Data gathered from a quasi-experiment involving 118 participants suggests that narrowly focused media lessons can be used to encourage the development of broader media literacy competencies, but that focused instruction remains necessary as well.
Participatory Action Research with College Students with Disabilities: Photovoice for an Inclusive Campus
Author: Agarwal, Neelam
Date: 2015-00-00
Type: Journal Articles
Subjects: Action Research,Participatory Research,College Students,Disabilities,Photography,Barriers,Personal Narratives,Attitudes toward Disabilities,Educational Facilities,Educational Facilities Design,Inclusion,Student Empowerment,Accessibility (for Disabled),Advocacy,Student Attitudes,Attitude Change

College students with disabilities face various barriers to academic and social engagement. The present project was conducted based on principles of participatory action research (PAR) using Photovoice method with six students, gathering images representing such barriers, and developing narratives to describe the problems as well as possible ways to address them. With follow-up actions, the project prompted a number of attitudinal and architectural changes on campus. In addition, the participating students reported empowering effects of the project on themselves, consistent with the premise of PAR, indicating a potential of PAR with Photovoice methodology in both empowering students with disabilities and transforming university campuses to more inclusive environment. Photovoice can be employed by disability service providers to encourage students to be their own advocates to tell their stories about campus accessibility. Students' perspectives can inform public policy to address barriers to be more inclusive to higher education that they experience.
A Theory-Grounded Measure of Adolescents' Response to a Media Literacy Intervention
Author: Greene, Kathryn
Date: 2015-00-00
Type: Journal Articles
Subjects: Media Literacy,Prevention,Learner Engagement,High School Students,Grade 10,Novelty (Stimulus Dimension),Critical Thinking,Reflection,Health Behavior,Health Promotion,Workshops,Advertising,Questionnaires,Curriculum,Student Participation,Factor Analysis

Media literacy interventions offer promising avenues for the prevention of risky health behaviors among children and adolescents, but current literature remains largely equivocal about their efficacy. The primary objective of this study was to develop and test theoretically-grounded measures of audiences' degree of engagement with the content of media literacy programs based on the recognition that engagement (and not participation per se) can better explain and predict individual variations in the effects of these programs. We tested the validity and reliability of a measure of engagement with two different samples of 10th grade high school students who participated in a pilot and actual test of a brief media literacy curriculum. Four message evaluation factors (involvement, perceived novelty, critical thinking, personal reflection) emerged and demonstrate acceptable reliability.
Creating Tomorrow's Technologists: Contrasting Information Technology Curriculum in North American Library and Information Science Graduate Programs against Code4lib Job Listings
Author: Maceli, Monica
Date: 2015-00-00
Type: Journal Articles
Subjects: Information Technology,College Curriculum,Library Education,Graduate Study,Occupational Information,Librarians,Databases,Web Sites,Design,Metadata,Job Skills,Foreign Countries,Qualitative Research

This research study explores technology-related course offerings in ALA-accredited library and information science (LIS) graduate programs in North America. These data are juxtaposed against a text analysis of several thousand LIS-specific technology job listings from the Code4lib jobs website. Starting in 2003, as a popular library technology mailing list, Code4lib has since expanded to an annual conference in the United States and a job-posting website. The study found that database and web design/development topics continued to dominate course offerings with diverse sub-topics covered. Strong growth was noted in the area of user experience but a lack of related jobs for librarians was identified. Analysis of the job listings revealed common technology-centric librarian and non-librarian job titles, as well as frequently correlated requirements for technology skillsets relating to the popular foci of web design/development and metadata. Finally, this study presents a series of suggestions for LIS educators in order that they continue to keep curriculum aligned with current technology employment requirements.
Investigating How MTV's &quot;16 &amp; Pregnant&quot; May Be Used as Media Literacy Education with High-Risk Adolescents
Author: Scull, Tracy Marie
Date: 2015-00-00
Type: Journal Articles
Subjects: Early Parenthood,Sexuality,Pregnancy,Prevention,At Risk Persons,Media Literacy,Television Viewing,Adolescents,Attitude Measures,Educational Methods,Clubs,Youth Programs,Control Groups,Experimental Groups,Comparative Analysis,Questionnaires,Pretests Posttests,Program Effectiveness

Reality television shows featuring teen pregnancy may be used as media literacy education tools to positively affect youth sexual health outcomes. Concerns, however, exist that such programming may glamorize teen pregnancy. The present study examined how viewing and discussing episodes of MTV's &quot;16 and Pregnant&quot;, a reality television series about teen pregnancy, may impact adolescents at high risk for teen pregnancy (N =162; M=13.5 years). Adolescents indicated that they enjoyed viewing and discussing the episodes and saw the program as realistic but did not perceive the lives of the characters as desirable. Many also reported that they talked with someone afterward about what they had seen. Findings provide preliminary evidence that reality television shows focused on the potential outcomes of sexual behavior may be a useful way to engage adolescents in conversations about sexual health.