ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Perceptions of Instructor Interaction, Feedback, and Course Effectiveness in a Large Class Environment
Author: Elson, Raymond J.
Date: 2018-05-00
Type: Journal Articles
Subjects: Student Attitudes,Large Group Instruction,Classroom Environment,Instructional Effectiveness,Feedback (Response),Teacher Student Relationship,College Faculty,College Students,Statistical Analysis,Student Surveys

Given the pressures on colleges and universities to use large classes as a means to leverage resources while maintaining or even improving student and graduation rates, the present study seeks to identify several key factors that influence student perceptions of course effectiveness in large classes. Students from large sections of a Principles of Managerial Accounting class were surveyed at the end of the semester and across three successive semesters. Survey results were factor analyzed, leading to the development of scales relating to student perceptions of the timeliness of feedback provided on course assignments, instructor-student interactions, and course effectiveness. Timeliness of feedback on course assignments was significantly correlated with perceptions of course effectiveness, as was the perceptions of instructor-student interactions within the classroom. Interestingly, instructor-student interactions outside of the classroom were not significantly correlated with perceptions of course effectiveness, suggesting that efforts to create meaningful interactions between students and instructors should be focused within the classroom.
Media Literacy Policy in Flanders Belgium: From Parliamentary Discussions to Public Policy
Author: Van Audenhove, Leo
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Media Literacy,Public Policy,Case Studies,Policy Formation,Politics,Empowerment,Broadcast Industry,Government (Administrative Body),Mass Media Role,Organizations (Groups)

Media literacy has gained in importance in policy discussions on media, digital media and the Internet in many countries. How do these policies develop and what can be learned? This case study explores the factors contributing to the successful formulation and implementation of media literacy in Flanders-Belgium. By examining the trajectory of policy debates and policy formulation, this research highlights the development of the concept of mediawijsheid (media literacy), the organization, the Knowledge Center for Media Literacy, and the role of the public service broadcaster in relation to media literacy policy. This case study shows that media literacy has been supported through three coalition governments in Flanders Belgium as different political parties rallied around media literacy as a common denominator for the challenges posed by the changing digital media environment. In particular, the empowerment view on media literacy seems to charm the left, middle, and right of the political spectrum, a finding that may inspire other actors in other countries as they attempt to move media literacy onto the national political agenda.
Poverty, Literacy, and Social Transformation: An Interdisciplinary Exploration of the Digital Divide
Author: Bach, Amy J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Poverty,Social Change,Interdisciplinary Approach,Technological Literacy,Literacy,Social Isolation,Role,Social Mobility,Educational History,Educational Research

Harnessing scholarship focused on literacy and poverty, in this article we aim to complicate the common understanding of the digital divide. First, we argue that the dominant literature on the digital divide misses broader connections between technological exclusion and broader forms of economic and social exclusion. Accordingly, and following recent qualitative research on the digital divide, we believe future scholarship must examine the complicated relationships between poverty, inequality, and the digital divide and we look to poverty scholarship to understand the complicated and shifting nature of poverty. Finally, we make the case that scholars and practitioners focused on digital literacy programs should pay attention to historical and critical scholarship on education and its role in mediating poverty and fostering social mobility, as it serves digital divide and broadband adoption scholars to understand the ways education processes can either reproduce or set the stage to alter entrenched social realities.
Student Engagement Activities to Enhance Professional Advancement in Accounting and Business Careers
Author: Bullen, Maria L.
Date: 2018-05-00
Type: Journal Articles
Subjects: Learner Engagement,Accounting,Career Readiness,Business Administration Education,College Faculty,College Students

The Strada-Gallup Survey of College Students (2017, p. 6) reveals &quot;. . .only about a third of current college students express confidence that they will graduate with the skills and knowledge they need to be successful in the job market (34%) and in the workplace (36%).&quot; This paper suggests how faculty of accounting and other business disciplines can enhance teaching and better prepare students for their professional business careers by encouraging students to become involved in co-curricular activities. Participation and leadership in business clubs related to their intended profession, including attendance at club, school and/or professional organization workshops, provides useful career and job search information. In addition, there are opportunities for networking with diverse groups of professionals and peers likely to be future colleagues. Faculty can contribute to student involvement by inviting practitioners to speak to classes and providing opportunities for relevant research related to the academic and practice needs of the profession. Encouraging and rewarding students for participating in practitioner-oriented activities helps expose students to practitioners who can shed light on the realities of their future careers. This has the added benefit of allowing firms to recruit and support students, while students learn about individual firms and their cultures. Networking is extremely helpful to students in securing internships and full-time jobs. This paper describes specific ways to develop these synergies, and offers suggestions on how educators can encourage involvement for their students' long run success in the job market and their careers.
Teaching Social Justice: Intergenerational Service Learning in a Digital Media Course
Author: Finucane, Margaret O.
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Justice,Educational Technology,Technology Uses in Education,Power Structure,Service Learning,Consciousness Raising,Case Studies,College Freshmen,School Community Programs,Story Telling,Assignments,Best Practices,Nursing Homes,Older Adults,African Americans,Youth Programs

Digital media play an increasingly dominant role in reinforcing and challenging power inequality in social and institutional relationships. This paper describes how a service-learning component engaged students in community-based interactions that not only deepened their understanding of course content but also increased their commitment to diversity, community issues, and personal development. A close look at three case studies shows that integrating service learning into a first year seminar on digital media and social justice had positive outcomes for students when intentionally paired with community partners offering course-related projects.
Attention and Written Expression in School-Age, High-Functioning Children with Autism Spectrum Disorders
Author: Zajic, Matthew C.
Date: 2018-04-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Writing Difficulties,Attention Control,Attention Deficit Hyperactivity Disorder,Comorbidity,Writing Achievement,Severity (of Disability),Writing Processes,Diagnostic Tests,Children,Intelligence Tests,Symptoms (Individual Disorders),Achievement Tests

High-functioning children with autism spectrum disorders often find writing challenging. These writing difficulties may be specific to autism spectrum disorder or to a more general clinical effect of attention disturbance, as these children are often comorbid for attention-deficit/hyperactivity disorder (ADHD) symptomatology (and children with attention-deficit/hyperactivity disorder often also find writing challenging). To examine this issue, this study investigated the role of attention disturbance on writing in 155 school-age children across four diagnostic groups: high-functioning autism spectrum disorder (HFASD) with lower ADHD symptoms (HFASD-L), HFASD with higher ADHD symptoms (HFASD-H), ADHD symptoms but no autism spectrum disorder symptoms, and typical development. Both HFASD subgroups and the ADHD group displayed lower word production writing scores than the typical development group, but the clinical groups did not differ. The HFASD-H and ADHD groups had significantly lower theme development and text organization writing scores than the typical development group, but the HFASD-L and typical development groups were not significantly different. The findings support prior research reporting writing problems in children with autism spectrum disorder but also suggest that children with HFASD-H may be at greater risk for writing difficulties than children with HFASD-L. Better understanding the role of attention in writing development could advance methods for assessment and intervention for children with high-functioning autism spectrum disorder at risk for writing difficulties.
The Impact of Child and Family Stressors on the Self-Rated Health of Mothers of Children with Autism Spectrum Disorder: Associations with Depressed Mood over a 12-Year Period
Author: Benson, Paul R.
Date: 2018-05-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Mothers,Children,Stress Variables,Family Environment,Health,Depression (Psychology),Longitudinal Studies,Adolescents,Self Concept,Mental Health,Physical Health,Child Rearing,Measures (Individuals),Symptoms (Individual Disorders),Rating Scales

Employing a cohort sequential design and multilevel modeling, the effects of child and family stressors and maternal depressed mood on the self-rated health of 110 mothers of children with autism spectrum disorder were assessed over a 12-year period when children in the study were 7-19 years old. Findings indicate a significant decline in self-rated health over time. In addition, child and family stressors, as well as maternal depressed mood, exerted significant between-persons effects on self-rated health such that mothers who reported more stressors and depressed mood across the study period were less likely to rate themselves in better health across that period. In addition, a significant within-person relationship between maternal depressed mood and self-rated health was found, indicating that at times when mothers reported higher levels of depressed mood than usual (their personal average across the study), they were significantly less likely to report better self-rated health. Finally, maternal depressed mood partially mediated the between-persons effects of child and family stressors on self-rated health such that increased stressors led to increased maternal depressed mood which, in turn, led to poorer maternal self-rated health. Findings suggest that chronic stressors erode maternal health over time and that depression may be an important mechanism linking stressors to decreased maternal health.
The Influence of Uniform in Establishing Unity, Hierarchy, and Conformity at Thai Universities
Author: Bunyawanich, Sasanun
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Undergraduate Students,Dress Codes,School Uniforms,Student Experience,Individual Development,Qualitative Research,Interviews,Student Attitudes,Phenomenology,School Policy,Policy Analysis

In most countries, wearing uniform in the university level is a rare practice. Interestingly, Thailand is one of a very few countries requiring the undergraduate students to wear the student uniform to attend class on daily basis. The university uniform has been seen to represent the ideas of politeness, honor, unity, and uniqueness of Thai culture. Hence, the practice of wearing the uniform is anchored on Thainess, the core of which is founded on kingship, religion, and nation creating a sense of shared identity among the Thai people. This research investigated (1) students' experiences of wearing the uniform concerning power relation among Thai university students inside and outside their universities, and (2) students' experiences regarding their personal development and how the university dress code affects them. This is the qualitative study of which theoretical frameworks are grounded on concepts of habitus and cultural representation by Pierre Bourdieu and Stuart Hall. As the study focuses on students' experiences, the phenomenological approach was applied. A total of eight interviews were carried out with students in Kasetsart University (Kamphaeng Saen Campus) and Nakorn Pathom Rajabhat University by purposive sampling. Data analysis was conducted with thematic content analysis. The research findings reveal experiences of the strict dress code indicating that the uniform engages with symbolic communication and hierarchical empowerment. Wearing the uniform keeps up the illusion of uniformity while exerting suppression of individuality. Further the strict dress code creates problematic gender issues but does not promote students' life goals.
Unemployment Anxiety of Student Taking Sports Education in University
Author: Mohammed, Shalal Abdulla
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Unemployment,Anxiety,Physical Education,Likert Scales,Statistical Analysis,Hypothesis Testing,Employment Potential,Correlation,Questionnaires

Anxiety is one of the critical medical conditions that affect individuals due to various reasons. Some of these reasons may be related to inheritance while others are acquired during major life events. In this investigation, the level of unemployment anxiety was evaluated for students at Firat University, Elazig, Turkey. The study population comprised of 1161 students. The sampling of investigation consisted of 30% of the population (333) students randomly selected from both genders. Spielberger State -Trait Anxiety Inventory (STAI) has been utilized for evaluating both state and unemployment anxiety levels. Furthermore, for analysing the results, SPSS 22.0 was applied. The null hypothesis in this research was considered as (p &lt; 0.05) where any lower significance was considered as evidence proofing the existence of a relationship. The results revealed that there were significant relationships between the state anxiety and gender (for both male and female), age ranges (16-18) and (19-21), first and second educational years, job priorities (having a status and being a human useful for society), work experience, and for the hope of finding a job. On the other hand, significant relationships were found between the trait anxiety and both male and female students, age ranges (19-21), (22-25) and (26-28), study level, job priorities (earning money and being a human useful for society), work experience and the hope of finding a job.
Awareness of Altmetrics among LIS Scholars and Faculty
Author: Sutton, Sarah
Date: 2018-00-00
Type: Journal Articles
Subjects: Library Education,Information Science Education,College Faculty,Teacher Surveys,Foreign Countries,Bibliometrics,Familiarity,Researchers,Tenure,Part Time Faculty,Teaching Experience

Altmetrics track the attention paid to scholarship via mentions in social media, the press, and other non-traditional venues. For library and information science (LIS) faculty, altmetrics are also a new and important area for research and teaching. We conducted a survey of LIS faculty teaching in US and Canadian graduate LIS programs accredited by the American Library Association in which we asked about their familiarity with and awareness of measures of research impact, including altmetrics. Our results indicate that while most LIS faculty in our sample had some awareness of altmetrics, they reported greater familiarity with traditional measures of research impact such as citation counts and usage statistics. We also confirmed that, among our sample, there was a relationship between years of teaching experience and awareness of altmetrics, as well as among familiarity with altmetrics, familiarity with citation counts, and familiarity with usage statistics. Among the robust, global body of research related to the use of new measures of research impact among scientists and scholars, there are few studies that use survey methods and focus on faculty scholars within a specific discipline. The results of this study contribute new knowledge to the existing body of research on altmetrics and may contribute to the development of LIS graduate curricula devoted to measures of research impact and their application in practice.
Visualizing Identities in LIS Literature
Author: Hackney, S. E.
Date: 2018-03-00
Type: Journal Articles
Subjects: Scholarship,Professional Identity,Visualization,Library Science,Information Science,Academic Discourse,Publications,Periodicals,Content Analysis,Databases,Data Collection,Coding,Critical Theory,Praxis,Documentation,Information Retrieval,Journal Articles,Intellectual Disciplines,Literature Reviews,Grounded Theory,Qualitative Research,Statistical Analysis

This paper is based on statistical and qualitative analysis of library and information science (LIS) literature. Our study asks the question of whether, and if so, how, and how often, the discourse generated by scholarly literature in LIS engages discussion about identity in LIS, what topics are covered, and whether the articles engage praxis, or the application of theory to practice. Through searches in LISTA database that cross-referenced identity terms (e.g., Gender, LGBT) with terms describing prominent areas in the LIS field, we collected quantitative data and analyzed the co-occurrence of keywords and created network visualizations. We used a qualitative coding scheme to rate abstracts in terms of their relevance and actionability. Both modes of analysis show that generalized conversations about identity are most common, and praxis is rarely achieved. Using critical approaches to LIS, we explore the ramifications of silences within LIS literature upon the pedagogical and professional discourse.
Uses of Mathematics Textbooks for Grade (4-8) as per Basic Concepts and Questions Levels in TIMSS Test: A Study Conducted in Kingdom of Saudi Arabia Schools
Author: Al Tamimi, Abdul Rehman
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Textbooks,Content Analysis,Instructional Effectiveness,Mathematics Curriculum,Mathematical Concepts,Statistics,Probability,Foreign Countries,Algebra,Geometry,Achievement Tests,Elementary Secondary Education,International Assessment,Mathematics Achievement,Mathematics Tests,Science Achievement,Science Tests,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Numbers

This study tried to explore the degree of representation of math textbooks for grades (4-8) in the Kingdom of Saudi Arabia concerning the key concepts, shape, and levels of questions used in the TIMSS test. The study population of this study includes both students and teachers from fourth grade to eighth grade. The goal of this study was associated with six key concepts including numbers and their operations, algebra, geometry, measurement, statistics and probability, and a pro-rata. The researcher analyzed the questions and exercises used in the math textbooks to identify their effectiveness and efficiency. In addition, the researcher also calculated the percentages, the levels, and the shape for each key concept. The results of the study were organized in frequency tables. In the light of those results, the researcher recommended the need to rewrite the mathematics curriculum and textbooks for grades (4-8) to focus on the level of questions and exercises used to be best fit for the students comprehending level. Furthermore, the researcher also recommended to developed questions in the form of multiple-choice focusing on the content of the main concepts (statistics and probabilities, and a pro-rata) because of its importance in the life of the student. In addition, the resented figured out the need of conducting similar studies on the analysis of the results for Saudi students in an international math test, which was conducted in 2011 and 2015.
A Case Methodology of Action Research to Promote Rural Economic Development: Implications for LIS Education
Author: Mehra, Bharat
Date: 2018-00-00
Type: Journal Articles
Subjects: Rural Development,Economic Development,Action Research,Library Education,Information Science Education,Social Responsibility,Public Libraries,Small Businesses,School Community Relationship,College Faculty,School Business Relationship,Universities

This article explores a case methodology of action research in Tennessee and investigates how library and information science (LIS) educators can extend their social responsibility to the state's small businesses and rural public libraries. Insights are drawn from a planning grant that was recently awarded by the Institute of Museum and Library Services to the School of Information Sciences at the University of Tennessee. The case project involved a process of conceptual model development to toolkit blueprint design in implementing action research in order to address a practical concern, develop a tangible resource, and promote positive changes in praxis built on local partnerships and collaborations. It served as a pilot test-bed to propose strategies for similar rural settings in the future. Findings fill gaps in the &quot;how-to&quot; of operationalizing action research to inform LIS educators of how they might extend the impact of their traditional information-related teaching-research-service toward economic development and economic growth.
Scaling Up Innovative Teaching Approaches in Mathematics: Supporting Teachers to Take Up a New Role as Professional Development Course Leaders for Inquiry-Based Learning
Author: Maaß, Katja
Date: 2018-07-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Faculty Development,Active Learning,Inquiry,Foreign Countries,Leaders,Mathematics Teachers,Semi Structured Interviews,Grounded Theory,Leadership Role,Program Implementation

This paper reports on a professional development activity (PD) for course leaders, which was designed within the European project Primas (2010-13, www.primas-project.eu). Primas aimed at the implementation of inquiry-based learning (IBL) in day-to-day teaching on a large scale. The focus is on the education of mathematics course leaders in Germany, who were all teachers. In order to support them in taking up their role and run courses on (IBL), a course leader seminar following design research was developed. The course aimed at course leaders' learning on two levels: (1) as mathematics teachers about IBL and (2) as course leaders about running PD on IBL. A small scale retrospective interview study gives insights into the needs the participants face when learning about IBL as teachers and when learning as future course leaders. It also illuminates in which way participants took up their role as a course leader. These insights suggest how to optimize the course following design research.