ethanporcaro/eric-fulltext-meta huggingface dataset:
Initial Development of the Perception of Information Literacy Scale (PILS)
Author: Doyle, Matthew
Date: 2019-00-00
Type: Journal Articles
Subjects: Information Literacy,Test Construction,Attitude Measures,Academic Libraries,Graduate Students,Test Reliability,Test Validity,Student Attitudes

The ACRL &quot;Framework for Information Literacy for Higher Education&quot; has provided academic librarians a guiding document to facilitate the development of information literacy skills in students. Despite widespread adoption of the &quot;Framework&quot; in academic libraries, a lack of valid and reliable &quot;Framework&quot;-based scales for assessing students' knowledge practices and dispositions hinders further understanding of student information literacy. The current article describes the development and testing of the Perception of Information Literacy Scale (PILS). The participants in this study were 443 graduate students. The resulting scale is made up of 36 items that measure seven distinct constructs of information literacy. The subscales of the PILS had good estimates of internal consistency and showed evidence of convergent and discriminant validity. PILS allows academic librarians to measure how students perceive their own information literacy knowledge practices and dispositions and could be useful for outreach, instructional design, and assessment activities.
Reddit as an Analogy for Scholarly Publishing and the Constructed, Contextual Nature of Authority
Author: White, Anna M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Information Literacy,Fundamental Concepts,Information Sources,Expertise,Evaluative Thinking,Peer Evaluation,Transfer of Training,Web Sites,Library Services

This paper provides an overview of how the social news site Reddit can be used as an example of the ACRL &quot;Framework for Information Literacy for Higher Education&quot; threshold concept &quot;Authority is Constructed and Contextual.&quot; It posits that the construction and context of authority in the sense of Wilson's concept of &quot;cognitive authority&quot; is in the inherent structure of Reddit and that students can benefit from an example that easily links their personal and academic lives--a connection not always made when discussing authority in peer-reviewed publications or databases
Integrated Learning and Project-Based Learning for Project of Electrical Measurement and Instrumentations in Electrical Engineering Course
Author: Chaijum, Natawee
Date: 2020-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Engineering Education,Internet,Foreign Countries,Skill Development,Instructional Effectiveness,Instrumentation,Measurement Equipment,Technological Advancement,Electronics,Interdisciplinary Approach,Undergraduate Students,Student Attitudes,21st Century Skills

Using integrated learning and project-based learning can make correlation of knowledge and skills in order to make students apply the knowledge to become a new knowledge for creating project to be prepared for Thailand 4.0 with the topic electrical measuring instrumentation project with the Internet of thing. The research process divided into 3 parts: 1) topics analysis and objectives analysis for integrated learning 2) project-based learning for projects assignment and 3) Integrated learning and project-based learning. The sample were 18 4th year students in Electrical engineering manufacturing department, Bansomdejchaopraya Rajabhat University. The assessment stages were followed by 1) project proposal 2) project planning and design 3) project implementation 4) project evaluation and 5) project presentation and report. The result found that: students can create their electrical measuring instrumentation group's project from this learning method and the students' evaluation and feedback were agree with this learning model. In conclusion, leaning by using integrated learning and project-based learning can improve thinking skills, teamwork skills, use of technology and other skills related to their project topic such as microcontroller and computer programming also promoting students-centered and gives the opportunity to make discussion between students and lecturer to suggest and solve students problems.
Teachers&apos; Perspectives on Project-Based Learning in Mathematics and Science
Author: Viro, Elina
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Active Learning,Student Projects,21st Century Skills,Preservice Teachers,Mathematics Education,Science Education,Foreign Countries,Curriculum Implementation,Elementary School Teachers,Secondary School Teachers,Educational Objectives,Teaching Methods,Interdisciplinary Approach,Skill Development,Barriers,Core Curriculum

In order to thrive in today's uncertain environment, there is a need to master 21st century skills as well as knowledge of key subjects. Project-based learning (PBL) has been recommended as an important instructional strategy to prepare students for their future work and life. As teachers play an important role in classroom instructional practice, understanding their perspectives on PBL is essential in order to provide them with support for its successful implementation. We investigated how Finnish pre- and in-service class teachers and mathematics and science teachers (N = 257) view PBL in terms of (1) its objectives, (2) its characteristics, (3) the suitable application and situation regarding its implementation, and (4) support for and barriers to its implementation. We collected data from two questionnaire surveys, project plans, and reports and then analysed them quantitatively. We found that a majority of the teachers considered the development of students' knowledge and understanding of mathematics and science, and 21st century skills as important objectives of PBL in mathematics and science education. The development of teamwork skills and the connection between theory and practice were regarded as key PBL characteristics. Moreover, PBL was perceived as suitable for both revising and learning new content. Nevertheless, the relative inadequacy of resources and support for PBL implementation was reported. Of particular necessity were ready-made project instructions, ideas, tips, and examples; advice from experienced teachers; training and guidance on basic PBL issues; and more time allocation. We discuss implications for teachers' professional development towards PBL.
Evaluation of the Reading Habits of Indian Students (Reading Aloud and Reading Silently) from Low, Middle and High Class Schools
Author: Gehlot, Lalit
Date: 2020-02-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Habits,Oral Reading,Silent Reading,Social Class,Socioeconomic Status,Socioeconomic Influences,Vocabulary Development,Parent Background,Educational Attainment,Parent Influence,Teacher Influence,Teaching Methods,Elementary Secondary Education

Language acquisition and memory models are created more quickly in the brain in early childhood. If reading habit is cultivated in children early, it will enhance their language skills and perception. This study aims to evaluate the conventional practices of reading habits in Indian children from lower, middle, and upper socio-economic backgrounds and to suggest some new methods based on the results of a survey using semi-structured questionnaires. Generally, reading habits comprise: 'reading aloud' and 'silent reading'. Surprisingly, parents do not know the minuscule details of these two categories of reading habits like the power of reading to build confidence in children or to improve their comprehension of books and many matters in life. This study reviews recent research work in this direction and recommends that there should be strong consciousness to develop children's reading habits, and help them to know first and foremost the vocabulary of all subjects before dealing with the contents of the subjects. It also recommends 'Intensive' and 'Extensive' studies for children to develop reading habit and linguistic competency for comprehending English as Lingua Franca.
A General View on Utilization of Computational Technologies in Computer Assisted Language Learning (CALL)
Author: Badem, Nihat Yigitcan
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Second Language Instruction,Second Language Learning,English (Second Language),Technology Integration,Educational History,Classification,Educational Technology,Computer Software,Speech Communication,Pronunciation,Electronic Journals,Computer Mediated Communication,Handheld Devices,Barriers

Since the 1960s-1970s, the implementation of Computer-Assisted Language Learning concept has contributed to the progress made on Foreign Language Learning (FLL) in numerous ways. It has enabled the teachers and language learners to enrich the language learning process with improved interactivity with certain learning materials and gave rise to several opportunities for the development of applications in further implementation of the concept. At the present time, it is possible to witness a wide range of software and hardware developed for CALL that are able to present innovative and creative means for CALL which are, to some extent, proven successful in engaging foreign language learners with greater effectiveness. This research has been prepared in efforts of gaining a proper insight on utilization of the technological means and opportunities in CALL, and with aims to comprise an idea regarding the effects of the mentioned technologies which are and were used on CALL. In other words, this research presents an overview regarding history and typology of CALL and also types of programs in CALL.
A Model Proposal for Higher Education Financing, Management, Distribution and Audit in Turkey by Evaluating the Practices in OECD Countries
Author: Ates, Haydar
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Finance,College Administration,Resource Allocation,Developed Nations,Institutional Autonomy,Money Management,Financial Audits

In this study; it is aimed to examine and evaluate the Higher Education Financing, Management Distribution and Audit in Turkey in comparison with OECD countries and to develop suggestions applicable for Turkey, based on the effective use of allocated financial resources for Higher Education Management, Financing, Distribution and Audit. Despite the increase in the number of higher education institutions in Turkey, it is evaluated that management, distribution and audit systems of allocable resources are not on advanced OECD countries' level. Therefore, in the study; in order to use the allocated resources effectively and efficiently, to train the manpower required for country and global competition; some of the systems applied in developed countries (England, Netherland, S. Korea, Poland, and Chile) within the scope of management, distribution and audit, which are among the sub-dimensions of higher education financing, are examined by using comparative education method. This research is &quot;descriptive&quot; and reaching the result is tried by evaluating the information obtained through &quot;literature review&quot; and &quot;content analysis&quot;. In the analysis of the data obtained in the research; firstly, the data were grouped according to the &quot;themes&quot; that were formed about the questions to be answered in &quot;sub-problems&quot;. In the management of finance, with the introduction of paid higher education services, it is suggested to give full financial autonomy to the administrations of higher education institutions and to establish an autonomous structure that can realize this, to distribute resources to higher education institutions in &quot;blocks&quot; and to establish an autonomous higher education financial audit system.
Framing Democratic Proceduralism in Education Reform: No Child Left behind and Common Core State Standards
Author: Vegel, Anton
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Common Core State Standards,Elementary Secondary Education,Educational Change,Democracy,Educational Policy

This study aims to frame democratic proceduralism in education reform by deconstructing elements of democracy and civil society along aspects of legitimacy, representation, the discourse of liberty and naturalization, voting, and transactional discourse. This deconstruction is accomplished by providing a literary review of these factors and organizing aspects that are particularly relevant to education reform. Democracy in education reform is then explored through the relevance of market influence and the uptake of two recent education reforms, No Child Left Behind (NCLB) and Common Core State Standards (CCSS). Using the theoretical background constructed to frame legitimate democratic proceduralism, the uptake of this reform is then explored and critiqued. Overall this study explores the issue of democratic proceduralism in education reform, generates a necessary and robust theoretical background to frame legitimate democratic proceduralism, and finally evaluates how these procedures are utilized in the uptake of education reform.
Supporting the Legitimacy of Quality Criteria for Multimodal Production in School
Author: Hoffmeyer, Mikkeline Blatt
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Evaluation Criteria,Teacher Attitudes,Secondary School Teachers,Computer Uses in Education,Multimedia Materials,Indo European Languages,Native Language Instruction,History Instruction,Student Projects,Secondary School Students

The aim of this article is to examine the significance of teachers' conceptions of quality when assessing digital multimodal student productions. The authors have undertaken a design-based research study to examine how to support teachers' use of explicit quality criteria for multimodal production in 5th to 8th grade Danish and History classes (year 11-15). Through the development of a tool to support teachers' drawing up and use of assessment criteria for digital multimodal products, teachers' conceptions of quality of multimodal products were examined based on interviews and classroom observations. The authors propose four reasons for teachers not regarding qualities of digital multimodal genres as legitimate in school. Firstly, the relevance of product quality is not acknowledged. Second, opposing and confusing communication purposes for multimodal products in school leave no room for clear quality criteria and assessment of the products. Third, the learning potential of other modes than language is not accepted. And finally, the new digital multimodal genres are understood and assessed in the light of traditional school genres.
Preparation Techniques for Multiple-Choice Possibility Measurement Tools (MCPMT) in Education
Author: Ismail, Yilmaz
Date: 2020-01-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Measurement Techniques,Student Evaluation,Test Items,Student Centered Learning,Probability

This study draws on the understanding that when the correlation between variables is not known yet the non-linear expectation in the correlation between the variables is present, non-linear measurement tools can be used. In education, possibility measurement tools can be used for non-linear measurement. Multiple-choice possibility measurement tools (MCPMT) can be prepared similarly to conventional multiple-choice measurement tools (CMCMT) utilized in quantitative measurements. In comparison with CMCMT, both more qualified measurements and more qualified evaluations can be carried out via possibility measurement tools; therefore, the preparation techniques of MCPMT, which is one possibility measurement tool, which can be used in information-centered and learner-centered measurements, are set forth in this study. MCPMT can resolve the problem of CMCMT in terms of the measurement of different variables with multiple options in one item. Additionally, the correlation between the variables can be determined by evaluating data obtained via MCPMT by means of two different new methods.
How to Run Together: On Study Abroad and the ASD Experience
Author: Masterson-Algar, Araceli
Date: 2020-01-00
Type: Journal Articles
Subjects: Study Abroad,Autism,Pervasive Developmental Disorders,College Students,Students with Disabilities,Cultural Awareness,Foreign Countries,Student Needs,Student Behavior,Asperger Syndrome

The growing offering of study abroad programs across university campuses seemingly disregards the large numbers of students with disabilities accessing higher education. Given that study abroad experiences are becoming expected and, in many institutions, mandatory requirements towards graduation, it is imperative that accommodations, as well as course design, for disabilities, be addressed. Furthermore, the promotion of study abroad programs as a means to develop some sort of &quot;cultural literacy&quot; demands attention to the cultural processes surrounding perceptions of and responses to disability, which are, above all, culturally specific. Through two case studies in Cuenca, Ecuador, we address some of the challenges and opportunities associated with the participation of two high functioning ASD students in the study abroad experience.
Conceptual and Procedural Knowledge: A Framework for Analyzing Point-of-Need Information Literacy Instruction
Author: VanScoy, Amy
Date: 2019-00-00
Type: Journal Articles
Subjects: Information Literacy,Library Instruction,Reference Services,Individual Instruction

The information literacy instruction (ILI) that occurs during a spontaneous information interaction, such as at the reference desk, is not clearly defined and not extensively researched. It differs, however, from classroom ILI, with its lesson plans, carefully considered learning outcomes, and planned learning activities. This paper uses the framework of conceptual and procedural knowledge, drawn from education research, to analyze point-of-need ILI. Digital reference transcripts were analyzed using this framework, and examples of ILI from the transcripts were categorized to make sense of how conceptual and procedural knowledge manifest in point-of-need ILI. This conceptual/procedural focus acknowledges the unique context of this type of instruction and provides a simple framework for reference service providers to improve and self-assess their point-of-need ILI.
Coloniality-Decoloniality and Critical Global Citizenship: Identity, Belonging, and Education Abroad
Author: Hartman, Eric
Date: 2020-01-00
Type: Journal Articles
Subjects: Postcolonialism,Study Abroad,Minority Group Students,White Students,Self Concept,Reflection,Foreign Countries,Cultural Awareness,Service Learning,College Students,Resistance (Psychology),Cultural Capital,Disproportionate Representation,Global Approach,Citizenship,Critical Theory

This article draws on existing literature, a large, multi-institutional dataset, and several case studies to explore two empirical questions: Do students of color (SOC) differ from white students in statistically significant ways in respect to the global learning goal of cultural humility? And what interactive effects do students and faculty from diverse backgrounds, diversity and inclusion advocacy, and diverse community contexts have on one another? We draw on existing literature and quantitative data to demonstrate that SOC tend to bring strengths to global learning experiences. We share several case studies to demonstrate how those strengths may lead to specific alliances regarding justice work in host communities, complicating any conception of students as visitors unattached to local justice struggles. Throughout the article, we draw on current literature and practice to present several questions at the intersections of education abroad, diversity, equity, inclusion, community-based global learning, and critical global citizenship.
Deepening Convictions: Religious Identity and Off-Campus Study
Author: Anderson, Kyle David
Date: 2020-01-00
Type: Journal Articles
Subjects: Beliefs,Study Abroad,Experiential Learning,Foreign Countries,Islam,Travel,Metacognition,Migration,Campuses,Undergraduate Students,Program Length,Religion Studies,Religious Factors,Social Distance,Political Attitudes,Attitude Change,Student Development

Religion is a central element in global education, fundamentally affecting how students interact with diverse peoples and cultures and what they learn and experience in foreign environments. Nevertheless, the topic has received little attention for quite some time. This study investigates how students' religious backgrounds, identities, and beliefs influence and are influenced by off-campus programs. Data collected from a number of X College students attending one of four short-term courses in January 2019 reveal the variety and depth of change in religious identities, demonstrating the need for greater awareness of this facet of student diversity and development.
Understanding Inclusion in Community College Education Abroad: An Investigation of Policies and Practices
Author: Whatley, Melissa
Date: 2020-01-00
Type: Journal Articles
Subjects: Community Colleges,Two Year College Students,Study Abroad,Inclusion,Educational Policy,Student Diversity,Access to Education,Barriers,Equal Education,At Risk Students,Socioeconomic Influences,Racial Differences,Ethnicity,Low Income Students,Admission Criteria,Family Influence,Grades (Scholastic),Student Attitudes,Academic Support Services,Student Needs,School Policy,Student Financial Aid

This study explores the extent to which community college study abroad is exclusive, meaning that opportunities are restricted to certain students, or inclusive, meaning that education abroad is available to all that express interest. We administered a survey collecting both quantitative and qualitative data to leaders in community college education abroad to gain insight into inclusion in education abroad programming at their institutions. This survey was designed with an eye towards understanding how access is realized and the ways in which diversity in education abroad is supported (or not). Our results indicate that community college study abroad is neither entirely inclusive nor entirely exclusive. We conclude with a call to action for community college leaders to build a new inclusive narrative surrounding education abroad.
Rewriting the Narrative: An Anti-Deficit Perspective on Study Abroad Participation
Author: Perkins, Christel
Date: 2020-01-00
Type: Journal Articles
Subjects: Study Abroad,Student Participation,Minority Group Students,Student Motivation,Social Capital,Decision Making,Undergraduate Students,Influences,Alumni,Urban Universities,Social Networks,Goal Orientation,Disproportionate Representation,Educational Benefits,Cultural Capital

Higher education literature has often documented the barriers to participation in study abroad for students of color. However, the majority of study abroad research to date employs a deficit frame, focusing on why students of color do not participate, rather than on what enables students of color to rise above barriers. Using an anti-deficit orientation, this study analyzed the survey responses of a sample of students of color who studied abroad, in order to highlight the self-reported motivational and influential factors present in their decision-making process. Building on previous applications of the integrated college choice model (Salisbury et al., 2011), and informed by Yosso's (2005) community cultural wealth model, this article presents a new conceptual framework for understanding how students of color use forms of capital to enable them to study abroad. Implications and practical suggestions for future research and study abroad administration are described in light of the study's findings.