ethanporcaro/eric-fulltext-meta huggingface dataset:
A Review of Information Literacy Programmes in Higher Education: The Effects of Face-to-Face, Online and Blended Formats on Student Perception
Author: Morris, Delyth
Date: 2020-06-00
Type: Journal Articles
Subjects: Information Literacy,Library Instruction,Program Effectiveness,College Students,Preferences,Electronic Learning,Blended Learning,Synchronous Communication,Delivery Systems,Evidence Based Practice,Library Research,Educational Research,Foreign Countries

This review will aim to establish if there is strong evidence to suggest a student preference for delivery format within information literacy teaching. This research supports and builds on research previously undertaken by Cardiff University (Weightman et al., 2017). Weightman et al (2017) addressed the effect of face-to-face or online learning specifically on learning outcomes. This review specifically focuses on the effects of these methods, and blended formats, on student preference. This research informs teaching practice specifically within Cardiff University's library service but also teaching practice generally. A comprehensive systematic literature search was undertaken in four databases: Library, Information Science and Technology Abstracts (LISTA), British Education Index, ERIC and Scopus. Seven new papers were identified to update the previous discussions on student preference of information literacy teaching format (Weightman et al., 2017). Critical appraisal was undertaken of these newly identified papers. Weightman et al.'s (2017) systematic review suggested that there was no student preference in relation to delivery format. Of the seven new papers identified in this review, two (DaCosta, 2007; Gorman &amp; Staley, 2018) show a slight preference for format; one for online and one for face-to-face although there are limitations to the studies. Of the five remaining studies (Craig &amp; Friehs, 2013; Kelly, 2017; Lag, 2016; Lapidus et al., 2012; Matlin &amp; Lantzy, 2017) all showed a comparable experience between formats, although limitations of these studies are also acknowledged. The update search and appraisal of the literature concurs with previous conclusions (Weightman et al., 2017) that experiences are comparable and student preference is generally neutral in relation to delivery format. Student learning outcomes and student preference are comparable regardless of format (Weightman et al., 2017).
A Text Comprehension Activity Based on the Standards of Textuality for Turkish Courses
Author: Simsek, Nil Didem
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Turkish,Reading Skills,Reading Habits,Grade 6,Standards,Elementary School Students,Native Language Instruction,Learning Activities,Reading Materials

The purpose of this study is to determine the effect of text comprehension activities based on the standards of textuality on reading skill, reading comprehension, and reading habit. To reach necessary competence in skill areas in a proper process, the child needs to be provided with sufficient activities starting from early ages. It is evident that the students who fail to acquire reading skills are not motivated enough. To overcome this negativity, students should be guided with the right activities. In this respect, many studies suggest that the data contributed by text linguistics should be used especially in the selection of texts and activities related with the texts. In this way, the student will be able to understand the context, purpose, intention, situation, and cause-effect relationships much better. The standards of textuality are as important as strategies, methods, and techniques in the enhancement of reading comprehension skills. The texts that meet these standards are considered to be sufficient texts in terms of improving reading skill. In this study, an activity for 6th grade students has been developed for these purposes. The correspondence of the activity with the standards of textuality was evaluated by two field experts and two Turkish teachers. In the light of their opinions, the activity was given its final form. It is believed that this activity will contribute to the studies in the field and will be helpful for Turkish teachers.
Comparison the Course Books Used in Teaching Turkish and English as a Foreign Language in Terms of Culture Transmission
Author: Iscan, Adem
Date: 2021-00-00
Type: Journal Articles
Subjects: Textbooks,Second Language Learning,Second Language Instruction,Grammar,Vocabulary Development,Cultural Awareness,Turkish,Teaching Methods,Textbook Evaluation,Content Analysis,Comparative Analysis,English (Second Language),Foreign Countries

Foreign language teaching is not only the teaching of the grammar and vocabulary and the acquisition of basic language skills of the target language, but it is also the teaching of the culture of the target language. Because foreign language always brings it with a foreign culture. It is extremely important that individuals learn the cultural characteristics of the country when they are learning its language for a better understanding of language. It is an undeniable fact that language and culture cannot be separated and culture must also be learnt when learning a language. Because of the perfect relation between language and culture, teaching a language also means teaching of the culture. In today's foreign language teaching, it is observed that the transmission of the culture is very important. Foreign language course books reflect the characteristics of the society that speaks the language in question, and that acts as the carrier of the culture. The role and importance of the course books used in teaching Turkish and English as foreign languages were questioned in this study, and the Gazi Turkish Teaching Set for Foreigners for A1-A2, B1-B2 levels and the New Headway Beginner, Elementary, Pre-Intermediate, Intermediate course books were analyzed and evaluated according to certain criteria. As a result of the analyses and evaluations, it was observed that Gazi Turkish Teaching Set course books included more elements of the Turkish culture, and New Headway course books included mostly universal cultural elements. In conclusion, it is possible to claim that there is not a balanced distribution between the local cultural elements and universal cultural elements in the course books prepared by the Turkish and English authors; and for this reason, these course books have missing points in the acquisition process of the cultural awareness by students.
The Amazing Library Race: Developing Students&apos; Media and Information Literacy Skills through Games
Author: Yap, Joseph
Date: 2020-06-00
Type: Journal Articles
Subjects: Media Literacy,Information Literacy,Game Based Learning,Library Instruction,Academic Libraries,Cooperative Learning,Foreign Countries,Learner Engagement,Problem Based Learning,Audience Response Systems,Library Services

In this time of disinformation and misinformation, libraries remain a reliable source of truthful and factual information. As they fervently support the agenda of lifelong learning, libraries recognise that there are various influences that redefine the process of student learning. Admittedly, librarians need to be more creative in motivating post-millennial students to help them fully develop their Media and Information Literacy (MIL) skills. This paper explores how games are adopted and utilised by academic libraries as an interactive approach to entice students to learn essential MIL competencies. It shows how games can be a viable tool not only to deliver information literacy (IL) instruction in a collaborative learning environment but to also effectively engage and attract students to use the library resources and services. While the use of games is not novel, the way it is delivered and re-purposed to meet MIL competencies is vital for today's young generation of learners. This report demonstrates how two academic libraries in the Philippines and Kazakhstan were able to embed MIL skills through a library race challenge. Furthermore, this paper discusses the practical steps undertaken in the preparation of the game as well as the observations made during and after the activity was conducted. From this, other libraries may gain insights and best practices on how to leverage this method to further champion MIL in their own communities.
Training the Trainer to Embed IL into Curricula: Results from an Action Research Project
Author: Flierl, Michael
Date: 2020-06-00
Type: Journal Articles
Subjects: Information Literacy,Integrated Curriculum,Academic Libraries,Faculty Development,College Faculty,College Curriculum,Librarians,Curriculum Design,Public Colleges

Academic libraries have long recognised the benefits of integrating information literacy into disciplinary curricula. One model that addresses the common problems of sustainability and scalability of such efforts is the train the trainer model, where academic librarians serve as faculty developers. Improving faculty development efforts requires understanding the methods and strategies of librarians engaged in this work. Using an action research methodology, this paper investigated the experiences of librarians and disciplinary instructors participating in a course redesign program at a large, public university in the midwestern United States, in order to identify effective strategies for engaging with disciplinary instructors about information literacy. Findings include focusing on pragmatic, contextual ways in which students will need to use information in the future, providing professional development opportunities for librarians to further develop faculty development skills, and prioritising strong collaborations between librarians and other academic units.
An Alternative Way to Improve the Writing Skills of Secondary School Students: The Social Cognitive Model of Sequential Skill Acquisition (SCM Intervention)
Author: Müldür, Merve
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Skills,Skill Development,Sequential Learning,Writing Instruction,Expository Writing,Middle School Students,Self Management,Grade 7,Instructional Effectiveness,Foreign Countries

The aim of this study is to examine the effect of SCM-based self-regulation writing instruction on the expository writing and self-regulation skills of middle school 7th grade students. In the research, explanatory sequential mixed method, in which qualitative and quantitative research designs are used together, was used. In the quantitative dimension of the study, the quasi-experimental pre-test-post-test paired control group design was used, and in the qualitative dimension, the case study was used. The study group consists of 66 middle school students attending the 7th grade. It was used two quantitative data collection tools in the study. T-test and Covariance (ANCOVA) analysis were used for independent samples to compare the means of pre-test post-test scores. On the other hand, the qualitative data of the study were collected with a semi-structured interview form and analyzed through content analysis. As a result of the findings obtained from the post-test results in the study, it was observed that the expository writing and self-regulated writing skills of the experimental group students were significantly higher compared to the control group students. Qualitative data were grouped under four main themes: motivation, text production, use of strategy, and negativities. [Paper presented at the International Symposium of Limitless Education and Research (3rd, Bodrum, Mugla, Turkey, April 24-27, 2019).]
Analyzing School Attachment of Secondary School Students&apos; for Regards to Various Variables
Author: Isik, Metin
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Students,Adolescents,Student School Relationship,Teacher Student Relationship,Friendship,Attachment Behavior,Sense of Community,Predictor Variables,Parent Background,Employment Level,Educational Attainment,Instructional Program Divisions,Foreign Countries

The purpose of this study is to investigate whether school attachment levels of secondary school students change according to gender, class level, family income level, academic achievement, parents' age level, parents' job and parents' education level variables or not. The sample of the study consists of 382 (211 female, 171 male) students studying in 5th, 6th, 7th and 8th grades of two secondary schools in Beylikdüzü district of Istanbul in the 2019-2020 academic year. In this study, the &quot;Personal Information Form&quot; developed by the researcher and the &quot;School Attachment Scale for Children and Adolescents&quot; adapted to Turkish by Savi (2011) were used as data collection tools. T-test for binary variables and ANOVA statistical technique for multiple variables were used. According to the findings of the study, there was no significant difference between the variables of gender, academic achievement, parents' age level, mother's job, family income level and father's education level. However, A significant difference was found between the groups in the variables of the class level of the student, father's job and mother's education level. The findings were discussed and suggestions presented.
An Investigation of High School Students&apos; Continuous Anxiety towards Physical Education and Sports Course
Author: Kul, Murat
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Anxiety,Physical Education,Athletics,Student Characteristics,Gender Differences,Foreign Countries,Cognitive Processes

The main purpose of this study is to evaluate the continuous anxiety of high school students towards physical education and sports course and to examine these data in terms of demographic variables. The study group consists of 322 students. &quot;Physical Education Continuous Anxiety Scale&quot; has been used for data collection. In addition to percentage and frequency distributions, one-way ANOVA, t-test, Scheffe Test and two-way variance analysis tests have been applied in the analysis of the data. According to the results of the study, while a significant difference has been reached between the gender and doing sports status variable and all subdimensions of the Physical Education Continuous Anxiety Scale, a significant difference has been reached in the &quot;Cognitive Processes&quot; and &quot;Anxiety&quot; sub-dimensions with the class variable. In addition, the interaction effect (gender * doing sports status) has not been statistically significant. In the light of the findings, it is thought that the gender variable is a determining factor in determining the continuous anxiety of high school students towards physical education and sports course and this is due to the differences in motoric characteristics between male students and female students and it is also due to the higher participation of male students in physical activities.
Comparing the Solitary and Tablet Assisted Presentations of Direct Instruction Method in Teaching Science Topics to Students with Intellectual Disabilities
Author: Karabulut, H. Aysun
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Students with Disabilities,Science Instruction,Handheld Devices,Telecommunications,Educational Technology,Technology Uses in Education,Conventional Instruction,Direct Instruction,Special Education,Mild Intellectual Disability,Preadolescents,Foreign Countries

The purpose of the study is to determine whether the solitary and tablet assisted presentations of direct instruction method differed in terms of efficiency and effectiveness in teaching science topics to students with intellectual disabilities and to obtain the opinions of participating students and their real-time teachers about two different instructions. The participants were four male students who had been diagnosed with intellectual disability. Adapted alternating treatments model, among single-subject research designs, was used in the study. The research findings indicated that the solitary and tablet assisted presentations of direct instruction method were both effective in teaching respiratory system and digestive system topics to students with mental disabilities, the participants could generalize what they had acquired to different settings and people, and they preserved what they had learnt 10, 20, and 35 days after the instruction was over. The productivity findings of the study implied that the tablet assisted presentation of the direct instruction method was more efficient. Social validity findings uncovered that students and teachers had positive opinions about the study.
Challenges for Rural Native American Students with Disabilities during COVID-19
Author: Running Bear, Candi
Date: 2021-06-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Rural Schools,Students with Disabilities,American Indian Students,Barriers,Access to Education,Reservation American Indians,Special Education,Poverty,Low Income Groups,Access to Health Care,At Risk Students,Chronic Illness,Special Education Teachers,Internet,Access to Computers,Technology Uses in Education,Educational Technology,Teacher Shortage,School Closing,Family Needs,Federal Aid,Federal Legislation,Nonreservation American Indians

The COVID-19 pandemic unexpectedly changed almost all aspects of people's everyday lives. This included new challenges in the education of Native American students with disabilities who live in rural and remote areas of the United States. Native American students with disabilities living on reservations are served by local schools, tribally controlled schools, and Bureau of Indian Education schools under the provisions of the Individuals with Disabilities Education Act. In rural reservation communities during COVID-19, special education services for students with disabilities were significantly disrupted. Contributing factors were high rates of poverty, lack of adequate funding and staffing for health care, populations with higher rates of chronic illness, high percentages of homes with no running water or electricity, shortages of certified special educators, and barriers to alternative forms of education due to lack of access to high-speed internet and technology.
Studies in MTSS Problem Solving: Improving Response to a Pre-Kindergarten Supplemental Vocabulary Intervention
Author: Kong, Na Young
Date: 2021-08-00
Type: Journal Articles
Subjects: Problem Solving,Response to Intervention,Evidence Based Practice,Student Needs,Positive Behavior Supports,Student Behavior,Preschool Education,Preschool Children,Intervention,Program Effectiveness,Literacy Education,Vocabulary Development,Urban Schools,At Risk Students,English Language Learners,Spanish Speaking,Technology Uses in Education,Skill Development

A tenet of the Multi-Tiered System of Supports (MTSS) is that even evidence-based interventions will not be effective with all children. We examined preschool children's response to a supplemental literacy intervention (&quot;Story Friends&quot;) in two classrooms. Children with weak vocabulary skills were identified and received the intervention. The extremes in children's response to &quot;Story Friends&quot; ranged from highly effective to very ineffective. In one classroom, three children who were not responsive to &quot;Story Friends&quot; received additional intervention components. Two of these children acquired new vocabulary words at rates comparable to highly responsive peers receiving &quot;Story Friends&quot; only, and greater than peers in both classrooms not receiving additional support. The third child was dropped due to refusal to attend sessions. Children's lack of learning the control words demonstrated that their progress on the taught words was not due simply to listening to the words read in the stories.
Understanding Provider Attitudes Regarding Father Involvement in Early Intervention
Author: Curtiss, Sarah L.
Date: 2021-08-00
Type: Journal Articles
Subjects: Fathers,Parent Participation,Early Intervention,Cultural Influences,Preschool Teachers,Allied Health Personnel,Attitudes,Parent Role,Family Environment,Family Relationship,Role,Gender Differences,Barriers

The interest in fathers as active parents has increased dramatically over the past 30 years among researchers and the popular press with considerable attention given to direct child-rearing activities; however, mothers continue to be the most likely participants in early intervention (EI) services. Using thematic analysis, we explored providers' perceptions (N = 511) of father involvement in EI regarding (a) the impact of increased father involvement, (b) how father involvement could be increased, and (c) the role of culture in father involvement. Providers believed more involvement was better and identified several ways in which fathers made a difference. Some providers believed it was not in their hands to increase involvement; however, other providers identified systems-level and direct approaches. Providers preponderantly reported culture as a barrier to involvement but there were notable exceptions. We recommend providers receive professional development to support family-centered philosophies and practices that are inclusive of fathers.
Racial Unspeakability: Affect and Embodiment in Swiss International Higher Education Institutions
Author: Hernandez, Gian-Louis
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Student Diversity,Foreign Students,Racial Bias,Ethnicity,Cultural Influences,College Students,Gender Differences,Gender Bias,English,Language Usage,Geographic Regions

Increasing diversity in international student mobility/migration has gained attention in recent years (Bilecen &amp; Van Mol, 2017). Diversity in international higher education institutions has primarily been understood in terms of diversity of national origin, meaning the dynamics of racial and ethnic differences are not adequately addressed in the literature (Estera &amp; Shahjahan, 2018). This study uses data collected during semi-structured interviews with international and domestic students, as well as administrators, to identify narrations of race, ethnicity, and nationality that delimit a modern/colonial imaginary global imaginary (Stein &amp; Andreotti, 2017). It further demonstrates that internal heterogeneity of both sending and receiving countries leads to varied meaning-making schemes for engaging with embodied racial differences and their attendant affective relations (Ahmed, 2013; Wetherell, 2012). The project suggests the term racial unspeakability as a culturally contingent, affective force that governs narrations of race, ethnicity, and nationality.
Kicking the Habit: Rethinking Academic Hypermobility in the Anthropocene
Author: Crumley-Effinger, Max
Date: 2021-00-00
Type: Journal Articles
Subjects: Climate,College Faculty,Conservation (Environment),Higher Education,Sustainability,Air Transportation,Foreign Policy,Work Environment,Travel,International Education,Professional Identity,Social Status,Environmental Education,Sustainable Development,Faculty Mobility,Conferences (Gatherings),Natural Resources,Networks

Examining the hypermobility of many &quot;elite&quot; academic workers, this article situates mobility within the context of higher education and sustainability, decoloniality, and institutionalized expectations for academic travel. The mobility of HEI workers is described in relation to Anthropogenic climate change (ACC), which highlights the need for: (a) critical examination of and responses to the carbon footprint of academic workers; (b) exerting pressure to reduce greenhouse gas (GHG) production associated with expected mobility; and (c) deliberate changes to professional mobility approaches that take into account issues of equity vis-à-vis knowledge production, the effects of ACC, and GHG production from academic air travel. We offer an instrument--in the form of queries--to provide starting points for individual deliberations and collective actions to begin addressing these three issue areas.