ethanporcaro/eric-fulltext-meta huggingface dataset:
Supporting Adolescent Literacy Requires a Focus on Literacy Practices in a Local Context
Author: Wilder, Phillip M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Adolescent Development,Literacy,Library Services,Library Development,Library Materials,Multiple Literacies,Educational Practices,Social Environment,Cultural Context,Local Issues,Intervention,Library Role,Elementary Secondary Education,Learning Experience,Case Studies

As an educator who recognizes the critical role of librarians and the too few conversations among literacy researchers and librarians, in this article the author presents a unifying conception of literacy, a conception to buttress collaborative efforts to support all students. The first section uses the experiences of David (pseudonym), a thirteen-year-old African American friend of the author, to call for viewing literacy as social and cultural practice. David's use of texts as tools and his navigation of language demands ultimately allow him to participate in literate activity in multiple contexts. The final section turns attention to two principles librarians can employ to support adolescent literacy. While the case study focuses on an adolescent, the principles are applicable to younger children and adults and presented with the hope our collective efforts support empowering literacy for all.
On the Horizon: New Standards to Dawn at AASL 2017
Author: Mardis, Marcia A.
Date: 2017-00-00
Type: Journal Articles
Subjects: School Libraries,Library Associations,National Standards,Library Development,Change Strategies,Standard Setting,Elementary Secondary Education

As the sun rises over the horizon each day, we rarely get the opportunity to consider how the new day contributes to the month that forms part of a season that culminates in the year. A year's progress guides and shapes the development of all growing things. Though not necessarily in a tidy twelve-month cycle, while developing the new standards the AASL Standards and Guidelines Editorial Board worked day by day, assembling components gradually. With the new standards just about to dawn, let's take a moment to reflect on the seasons that have yielded the new standards. This article also contains a sidebar entitled &quot;Implementation Task Force: A Broad Timeline&quot; by Mary Keeling.
Teach the Conspiracies
Author: Hobbs, Renee
Date: 2017-00-00
Type: Journal Articles
Subjects: Information Literacy,Media Literacy,Controversial Issues (Course Content),Misconceptions,Accuracy,Teaching Methods,Social Theories,Educational Practices,Educational Strategies,Library Role,Elementary Secondary Education

It's indisputable: disinformation, hoaxes, propaganda, and hyper-partisanship are increasingly global phenomena. Educators, librarians, policymakers, and community leaders are wondering about the implications of the changing information landscape. Anyone can publish and promote anything, and increasing political polarization is being combined with feelings of powerlessness, disillusionment, apathy, and indifference to truth in a way that may compromise the future of our democracy. All over the world, the range of conspiracy theories and their visibility are increasing, say experts, in part because of the rise of digital and social media. Given how contagious conspiracy theories are, it would seem natural for school librarians and other educators to keep these potentially dangerous ideas far away from the minds of impressionable adolescents and young adults. But on the contrary, because of the increased prominence of conspiracy theories in our culture today, it's more important than ever to tackle the topic of conspiracy theories head on as an approach to building media and information-literacy competencies.
Universal Design for Learning and School Libraries: A Logical Partnership
Author: Robinson, David E.
Date: 2017-00-00
Type: Journal Articles
Subjects: School Libraries,Access to Education,Partnerships in Education,Curriculum Development,Curriculum Implementation,Case Studies,Educational Principles,Learning Activities,Neurosciences,Library Services,Library Instruction,Middle School Students,Special Needs Students,Cooperative Learning

This article will explore the basic tenets of Universal Design for Learning (UDL) in relation to collaborative curriculum development and implementation; provide a case study examination of UDL principles in action; and suggest school library curricular activities that provide opportunities for multiple means of representation, action, and expression.
Archaeology and Developmental Psychology: A Brief Survey of Ancient Athenian Toys
Author: Sommer, Maria
Date: 2017-00-00
Type: Journal Articles
Subjects: Toys,Archaeology,Developmental Psychology,Surveys,Foreign Countries,Children,Play,Greek Civilization

The authors note that ancient Athens, in important ways, connected children, toys, and play. But they also find the scholarship of toys sparse and scattered. They discuss obstacles that can skew our modern view of the Greek mind, and they caution that modern eyes should not see play where the Greeks saw ritual and religious devotion. With these challenges in mind, the authors draw from archaeological, linguistic, and literary evidence found in ancient toys, art, and texts to offer an ecology of play that fits both modern and antique societies and guides future investigations of the subject.
A Gag at the Bottom of a Bowl? Perceptions of Playfulness in Archaic and Classical Greece
Author: Banchich, Thomas
Date: 2017-00-00
Type: Journal Articles
Subjects: Indo European Languages,Play,Humor,Foreign Countries,Perception

The author uses the inscriptions and images on several ancient Greek vases to consider how social context, the meanings of play-related words, and particular features of the Greek language contributed to the ability to signal and perceive playfulness. He emphasizes the importance of the lexical range of some Greek words and how expectations linked to specific social settings--especially to the Greek symposium--could promote the perception of play. He maintains that the historical, cultural, and linguistic perspectives of the ancient Greeks warrant the attention of modern students of play.
Play in and around the Ancient Novel
Author: Kidd, Stephen E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Novels,Play,Classical Literature,Humor,Writing (Composition)

The episodic structuring of ancient novels gives rise to the impression that they are not a serious genre in contrast to other genres like tragedy. Episodic plots tend to imply a playfulness not bound to causality but instead a spontaneity that includes the freedom to reinvent themselves. The author argues that novels like Longus's &quot;Daphnis and Chloe,&quot; Lucian's &quot;True History,&quot; and Xenophon's &quot;Ephesian Tales&quot; share an episodic plot structure, even if they are not all similarly playful in tone or content. For that reason, appreciating the aesthetic effect of such episodic structures not only allows us better to understand these novels and their reception but also helps explain the nature of both seriousness and play.
Riddle Hero: Play and Poetry in the Exeter Book Riddles
Author: Higl, Andrew
Date: 2017-00-00
Type: Journal Articles
Subjects: Play,Poetry,Games,Puzzles,Books,Old English,Translation

The author discusses the Exeter Book riddles, some of the earliest poems in English, specifically Old English, as perfect examples of how play and poetry intersect. Their playfulness, he claims, is most apparent in the original manuscript, but notes that few modern readers read Old English. The orthography of the manuscript also helps to make the play of the poems more obscure. Moreover, contemporary readers nearly always encounter the riddles in modern editions and with modern English translations, and editors and translators often provide the riddles with clear divisions and interpretive notes. They sometimes offer their own solutions to the riddles (although the actual manuscript provides no explanation for them). All of which leads to a different and less playful experience for readers of the riddles. The author explores what it means to play the riddles in their original context, making the individual reader the riddle hero (&quot;haeleþ&quot;) whom the text calls on to construct playful worlds of imagination and language. He examines how the Old English riddles demand to be played and how they oscillate playfully between the mundane, the sacred, and the obscene.
Investigating the Medical Study of Overseas Students at Jinan University Medical School
Author: Zhang, Ming-ya
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Medical Students,Medical Education,Tests,Scores,Questionnaires,Comparative Analysis,Student Attitudes,Educational Environment,Independent Study,Student Behavior,Student Interests,Student Surveys,College Students

A great number of overseas students have studied medicine at Jinan University Medical School over the past decade. Statistics from the past ten years show that these students' test scores on diagnosis and medicine I &amp; II are lower than those of their classmates from mainland China. To address the underlying causes of this phenomenon, we implemented a series of questionnaires for overseas and mainland Chinese medical students. The results indicate that there are no significant differences between overseas students and mainland Chinese students with regard to their attitude towards the study of medicine, their approval of the teaching and learning environments or their ability to improve their independent study capabilities at Jinan University Medical School; however, overseas students prefer to study at night and sleep later than their mainland Chinese classmates. One outstanding difference between these groups is that overseas students like to arrange their studies based on their interests, regardless of available time and subject contents, and this might lead them to perform poorly on examinations during their academic term at Jinan University Medical School. Overseas students might not have achieved scores as high as their Chinese classmates is that they do not completely focus on the content taught by teachers in class, which would later be assessed by exams at the end of each academic term. This observation is actually part of our medical educational concepts, especially in Chinese medical schools. Attention should be paid by both overseas students and medical schools to this discrepancy.
Sleep Practices of University Students Living in Residence
Author: Qin, Pei
Date: 2017-00-00
Type: Journal Articles
Subjects: Sleep,College Students,On Campus Students,Health Behavior,Help Seeking,Access to Information,Environmental Influences,Reading,Music,Drinking,Online Surveys,Student Surveys,Foreign Countries,Gender Differences,Age Differences,Place of Residence,Dormitories,Intervention,Coping,Drug Use

Sleep plays an important role in both students' academic and personal life. Despite widespread sleep problems among young adults, few studies focus on higher education students living in campus residence. This study investigated residence-living students' sleep patterns, sleep promoting practices, sources of help seeking, and preferred ways to receive information. Results highlighted that 66.8% of the participants did not think they had enough sleep. However, only 18.9% of the students sought help. The campus residence sleep environment was challenging for many students. Problems such as uncomfortable room temperature and noise were frequently identified. Students used different strategies to promote sleep such as opening the window, reading books, listening to music, and alcohol. Efficient knowledge translation activities to facilitate the understanding of sleep physiology and sleep problem solving are needed at both the student and the organizational planning/administration level. Further studies focusing specifically on sleep environment scans and developing best practice guidelines are recommended.
&quot;Everyone&apos;s a Comedian.&quot; No Really, They Are: Using Humor in the Online and Traditional Classroom
Author: Smith, Victoria D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Humor,Conventional Instruction,Learner Engagement,Online Courses,Recall (Psychology),Teacher Student Relationship,Instructional Effectiveness,Personality,Educational Benefits,Barriers

The effects of the incorporation of instructor humor in both the traditional and online classroom settings was examined. Students react to instructor humor in positive ways that demonstrate both increased engagement with the material and increased information recall following the use of instructor humor in lecture. Challenges of instructor and student relationship and connection within the classroom could be mitigated in part through the use of humor. Despite its challenges, instructors should incorporate humor in the classroom. The ability to project one's personality and connect with students in the classroom is a Key element in the effectiveness of humor as it relates to student engagement. In order to fully benefit from the incorporation of humor, instructors should play to their own strengths and talents in the delivery of humorous material in the classroom, both traditional and virtual.
The Academic Procrastination in Junior High School Students&apos; Mathematics Learning: A Qualitative Study
Author: Asri, Dahlia Novarianing
Date: 2017-00-00
Type: Journal Articles
Subjects: Junior High School Students,Mathematics Instruction,Qualitative Research,Low Achievement,Foreign Countries,Questionnaires,Documentation,Observation,Interviews,Student Behavior,Time Management,Personality Traits

Among the main causes of low learning achievement in mathematics learning is a delayed behavior to do tasks, commonly called academic procrastination. The objectives of this research are to describe and to explain the causal factors and consequences of academic procrastination in learning mathematics for junior high school students. This research was conducted for more than five months. The research took place at six junior high schools in Madiun Regency. The research approach was a qualitative descriptive. The types of data sources were six mathematics teachers and six students, in-class mathematics learning activities, and documents. The data collection techniques were (1) questionnaire, (2) documentation, (3) passive role observation, and (3) in-depth interviews. The data were analyzed using an interactive model, which was implemented in two stages. They are at the time or during the course of data collection and after the data collection. The results of data analysis show that academic procrastination is caused by several factors. They are assumption that the tasks assigned are not important, too burdensome, and difficult to work, insufficient knowledge, too perfectionist, bad management of learning, lack of self-regulation, stress and fatigue, lack of social support, indiscipline teachers, and inconducive school culture. Academic procrastination, most importantly, leads to low learning achievement.
The Relations between Scientific Epistemological Beliefs and Goal Orientations of Pre-Service Teachers
Author: Kaya, Gamze Inan
Date: 2017-10-00
Type: Journal Articles
Subjects: Epistemology,Beliefs,Goal Orientation,Preservice Teachers,Scientific Methodology,Preservice Teacher Education,Teacher Education Programs,Methods Courses,Foreign Countries

The purpose of this study was to investigate the relations between pre-service teachers' scientific epistemological beliefs and goal orientations in 2X2 framework. Scientific epistemological beliefs are domain-specific views of people about nature and acquisition of scientific knowledge, how scientific knowledge is produced, how reliable and valid that knowledge is and how it is shared. Participants were 484 pre-service teachers and 284 (59%) of them were attending to education faculty and 198 (41%) of them were graduates who attended teaching certificate program. Scientific epistemological beliefs predicted both mastery (approach-avoidance) and performance (approach-avoidance) goal orientations. The participants who viewed science from a more traditional perspective were more likely to adopt mastery-approach, mastery-avoidance, performance-approach and performance-avoidance goals, respectively. Moreover, the participants who attended and successfully completed a scientific research methods course formerly had less traditional scientific epistemological beliefs than the participants who had not attended to such a course previously. Theoretical and educational implications of the findings were discussed.
The Othering in Kazuo Ishiguro&apos;s &quot;Never Let Me Go&quot;
Author: Vichiensing, Matava
Date: 2017-08-00
Type: Journal Articles
Subjects: Literary Criticism,Literary Devices,Literary Styles,Literature Appreciation,Didacticism,Social Discrimination,Concept Formation,Social Isolation,Distinctive Features (Language),Acculturation

In this article, I will investigate the concept of &quot;othering&quot; originally as part of a post-colonial theory. This concept is interested in many academic areas, including a literary study. In Kazuo Ishiguro's novel &quot;Never Let Me Go&quot; is about human clones raised for organs. The clones are excluded and discriminated to be &quot;the other&quot; from the normal people. The manifestations of othering in &quot;Never Let Me Go&quot; can be presented in the forms of linguistic features, indoctrination, objectification, and assimilation. Although the othering phenomenon can be found in the reality, it can be appeared in literary texts as well. The findings show that the study of Kazuo Ishiguro's &quot;Never Let Me Go&quot; helps us to understand and aware of how the negative consequences of the othering process affect undesirable treatments in the society as a whole.
Social Criticism on Works of Contemporary Women Story Writers
Author: Mahmoodi, Masoomeh
Date: 2017-08-00
Type: Journal Articles
Subjects: Literary Genres,Literary Styles,Literary Criticism,Females,Authors,Social Class,Didacticism,Story Grammar,Foreign Countries

Goldmann's genetic structuralism approach is one of the literary critique approaches and believes that the literary text are derived from the ideology governing the classes of society, and focuses on study of stories and their structures to know the social structures. A review of the changes made in the themes and subjects of the works of the Iranian story writers that most of them are from the middle class of society, indicates the growth of awareness and understanding of Iranian women about their identity and individuality and the achievement of conditions beyond what they are. Although in popular stories, most Iranian female storytellers are still interested in the reproduction of traditional gender stereotypes, but female storywriters in the field of transcendental literature have entered the changes made in their cognitive realm to the actions of characters of their stories. This reveals that they seek to understand their own self and place in the world around them. Love and loneliness resulted by the confrontation between men and women are a common theme in these works that have been narrated on the various issues arising from the family and social relationships of women.
The Effects of Professional Development on Universal Design for Instruction on Faculty Perception and Practice
Author: Park, Hye Jin
Date: 2017-00-00
Type: Journal Articles
Subjects: Access to Education,Faculty Development,Teacher Attitudes,Distance Education,Assistive Technology,Case Studies,Qualitative Research,Followup Studies,College Students,College Faculty,Disabilities,Surveys,Interviews

The authors conducted professional development (PD) for university personnel, focused on Universal Design for Instruction (UDI), over three days during a summer institute. The UDI-focused PD provided 20 hours of training across six content areas: (a) UDI, (b) accessible distance education and assistive technology, (c) student and faculty rights and responsibilities, (d) disability culture, (e) hidden disabilities, and (f) multiculturalism and disability. During the semester following the PD, a qualitative follow-up study was conducted to investigate faculty's implementation of UDI principles and strategies. Four individual faculty cases were analyzed to investigate the ways in which faculty applied UDI principles and strategies. Then, the cases were compared to detect patterns, and identify themes that explain variation in faculty's UDI implementation (Patton, 2015; Stake, 2000, 2006). Three interrelated themes emerged as potential factors influencing faculty's level of UDI implementation: the extent to which faculty (a) conceptualize UDI as an ongoing endeavor (versus a finite, achievable state); (b) engage in self-reflection; and (c) internalize a social model of disability. Implications for practice are discussed.
Accommodations and Support Services for Students with Autism Spectrum Disorder (ASD): A National Survey of Disability Resource Providers
Author: Brown, Kirsten R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Pervasive Developmental Disorders,Autism,National Surveys,Mentors,Academic Accommodations (Disabilities),Postsecondary Education,Academic Support Services,College Students,Enrollment Trends,Predictor Variables

Students with Autism Spectrum Disorder (ASD) are participating in postsecondary education at an increasing rate. Yet, we know little about what types of accommodations or services disability resource providers employ to support students with ASD. The purpose of this study was to examine how postsecondary institutions are fostering the academic success of students with ASD. Using a randomly selected, nationally representative sample of postsecondary institutions (n =1,245 response rate 38.8%; return rate 41.9%), this study explored enrollment trends of students with ASD and the types of reasonable accommodations and support services offered to those students. This study used predictive modeling to isolate factors that are strong indicators of whether or not and institution provided ASD-specific programs. Findings indicate that although students with ASD are more likely to attend two-year public institutions, there are no differences in accommodations or student support services by institution type. Over 90% of institutions used academically focused accommodations (e.g., extended exam time), but only 44.7% of institutions provided sensory accommodations and 28.3% of institutions offered ASD-specific services. The existence of peer mentoring programs was the strongest predictor of whether or not an institution had ASD-specific services. Implications for practitioners working in postsecondary environments and future research are discussed.
Differences between Students with and without Disabilities in College Counseling
Author: Varkula, Lindsay C.
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Academic Advising,School Counseling,School Counselors,Disabilities,Guidance Centers,Statistical Analysis,Differences,Counseling Services

This study examined differences between college students with and without disabilities who utilized college counseling center services. Although we found no differences between students with (n = 234, 9.2%) and without (n = 2,308, 90.8%) disabilities on number of counseling sessions attended, significant findings included: students with disabilities were more likely to self-terminate and more likely to be referred out than students without disabilities. Results suggest that students with disabilities are a diverse group requiring special consideration in college counseling settings. Recommendations for college counseling practice are discussed.