ethanporcaro/eric-fulltext-meta huggingface dataset:
Implications of Counter-Attitudinal Information Exposure in Further Information- Seeking and Attitude Change
Author: Lee, Sangwon
Date: 2017-09-00
Type: Journal Articles
Subjects: Information Seeking,Attitude Change,Political Attitudes,Politics,Statistical Analysis,Adults,Reliability

Introduction: Given that people rely heavily on their party affiliation to make their political decisions, an interesting dilemma occurs when people are exposed to counter-attitudinal information from the party they identify with. This paper examines how exposure to counter-attitudinal messages from the party an individual identifies with influence further online information seeking and attitude change. Introduction: Given that people rely heavily on their party affiliation to make their political decisions, an interesting dilemma occurs when people are exposed to counter-attitudinal information from the party they identify with. This paper examines how exposure to counter-attitudinal messages from the party an individual identifies with influence further online information seeking and attitude change. Analysis: Quantitative analysis was carried out on the data using SPSS. Results. In terms of information seeking, neither attitude-party message consistency, nor partisanship strength, led to confirmation bias-seeking. In terms of attitude change, there was significant difference in attitude change between strong and weak partisans when they were exposed to the pro-attitudinal message. Conclusions. Despite popular belief, even those with strong party identification do not blindly seek out information that confirms their own belief. The type of information exposure, rather than an individual's strength of party affiliation, influences the further information seeking patterns of individuals. In addition, attitude change patterns showed some complexities depending on various conditions. This paper calls for more nuanced understanding of political information seeking behaviour and attitude change.
Seeking and Avoiding Information in a Risky World
Author: Choo, Chun Wei
Date: 2017-09-00
Type: Journal Articles
Subjects: Information Seeking,Risk,Health,Influences,Emotional Response,Behavior Standards,Social Behavior,Trust (Psychology),Individual Characteristics

Introduction: In an era where collective action is necessary to confront societal level risks such as climate change and food safety, we need to better understand how people are motivated to seek risk information that would lead them to make choices and behavioural changes to mitigate those hazards. Method: We selectively review the research in human information behaviour, health information seeking, and risk information seeking in order to identify a set of variables that can influence people's intention to seek or avoid risk information. Analysis: We analyse and conceptualise the identified variables, and postulate relationships that would link those variables to offer explanations of why and how people seek or avoid information about societal hazards. We formalise those relationships into nine propositions that could guide research into risk information seeking/avoiding. Results: The following factors are postulated to influence risk information seeking/avoiding: perceived hazard characteristics; information sufficiency; affective responses towards hazard; anticipatory affective responses towards seeking; social norms; and social trust. Conclusions: The theoretical framework of variables and propositions developed in the paper can provide a fuller understanding of why and how people seek risk information, a necessary step towards fostering well-informed public understanding and engagement with the threats and hazards challenging society
The Online Life of Individuals Experiencing Socioeconomic Disadvantage: How Do They Experience Information?
Author: Smeaton, Kathleen
Date: 2017-09-00
Type: Journal Articles
Subjects: Foreign Countries,Access to Information,Online Searching,Economically Disadvantaged,Mothers,Case Studies,Pilot Projects,Access to Computers,Phenomenology,Semi Structured Interviews,Experience,Use Studies,Users (Information),Social Stratification

Introduction: This paper explores the online information experiences of individuals experiencing socioeconomic disadvantage in Australia. As access to online information becomes increasingly critical those without access are in danger of being left behind. This exploratory pilot study examines the way that digital exclusion may be experienced. Method: Phenomenology was used to examine the holistic lived experience of participants. Data were gathered through phenomenological interviews and examined to find themes that captured the essence of the participants' lived experience. Analysis and results: Four essential themes were identified and analysed in regards to digital exclusion. The online space was experienced as endless, uncontrolled, inadequate and essential. Conclusion: This pilot study highlights the complexity of digital exclusion, with results demonstrating that links between socioeconomic disadvantage and digital exclusion cannot be assumed. An understanding of the complex nature of digital exclusion is needed if information professionals and public libraries wish to connect with, and assist individuals experiencing socio-economic disadvantage.
Trends in Health Information-Seeking Behaviour in the U.S. Foreign-Born Population Based on the Health Information National Trends Survey, 2005-2014
Author: Yoon, JungWon
Date: 2017-09-00
Type: Journal Articles
Subjects: Information Seeking,Trend Analysis,National Surveys,Health,Immigrants,Statistical Analysis,Internet,Comparative Analysis,Information Sources,Access to Information,Acculturation

Introduction: This study investigated trends in the health information-seeking behaviour of the U.S. foreign-born population over a ten-year period and examined whether health information disparities between this population and native-born citizens have decreased. Method: Data were collected from six iterations of the Health Information National Trends Survey (HINTS): HINTS 2 (2005), HINTS 3 (2007), HINTS 4 Cycle 1 (2011), Cycle 2 (2012), Cycle 3 (2013), and Cycle 4 (2014). Analysis: The percentage distribution of all variables across the foreign-born and native-born populations was examined using Chi/squared analysis. Results: Increasing rates of health information-seeking in foreign-born populations as well as Internet use for health information-seeking were observed over the ten-year period. However, compared with the U.S.-born population, the foreign-born population was consistently less likely to seek health information or to use the Internet as its first source for health information and had more difficulty understanding found information. Conclusion. Since the foreign-born population exhibits persistent disparities in accessing and using health information, efforts should be focused on enhancing the accessibility of online health information to this population and improving health information literacy to facilitate use of this information.
Rapport-Building Activity
Author: Huzieff, Nicholas
Date: 2017-00-00
Type: Journal Articles
Subjects: English Language Learners,English (Second Language),Second Language Instruction,Cognitive Style,Teacher Student Relationship,Manipulative Materials,Learning Activities,Interaction,Teaching Methods,Learner Engagement

This article defines rapport in a teaching context as knowing your students, their different learning styles, and using that relationship with them to teach on a personal level. The author describes an activity using playdough. While giving learners opportunities to interact with others it naturally appeals to a variety of learning styles, including visual, kinesthetic, linguistic, logical, and social. Activating students' different learning styles motivates them to be more engaged in the task at hand and serves as a means for them to naturally build rapport with one another and with the teacher. The activity is meant for English language learners with at least a pre-intermediate level of proficiency in English. The time required to carry out the activity is between 40 minutes and an hour, and includes a list of supplies needed, as well as a recipe for hand made play dough.
Identifying and Building Grit in Language Learners
Author: Keegan, Kelly
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Personality Traits,Language Aptitude,Expectation,Language Teachers,Persistence,Self Concept

In 2007, a group of researchers proposed the term &quot;grit&quot; to describe a trait in people who have the diligence and endurance to keep working for a goal in spite of various setbacks, such as extended lengths of time to reach the goal, changing interests, or other problems encountered along the way (Duckworth et al. 2007). According to these researchers, accomplished and successful people throughout history have had this grit trait that has set them apart from other people. Currently, many educators feel that the research on grit points to an innovative way to produce higher-achieving students. If the claims about grit are valid, then developing students' grit is as important as developing their cognitive strategies and skills. Furthermore, examining grit in language learning provides valuable insights into why some second- or foreign-language learners are more successful than others. The purpose of this article is to investigate grit: what it is; how it has been measured; how it connects with research in the second- and foreign-language field; and how it can be applied and promoted in language-learning classrooms.
Service Learning and Community Engagement for English Classes
Author: McLeod, Aïda Koçi
Date: 2017-00-00
Type: Journal Articles
Subjects: Service Learning,Teaching Methods,Teacher Role,Community Needs,Educational Benefits,Two Year College Students,Migrant Workers,Novels,Program Descriptions,English Instruction,English Teachers

Service learning--sometimes known as community engagement--is a well-documented pedagogical approach with a long history, a strong theoretical basis, a specific ethos, and many passionate advocates. Yet it is conspicuously underused as a teaching method in the worldwide field of English language teaching. In this article, I argue that English teachers could gain significant benefits from using service learning more extensively, whatever their operational context may be: online, face-to-face, secondary school, college, language school, rural school, evening class, and so on.
Speed Pairs, a Spoken Exercise
Author: Kishi, Adrienne
Date: 2017-00-00
Type: Journal Articles
Subjects: Conversational Language Courses,Language Proficiency,Language Fluency,Second Language Learning,Second Language Instruction,Teaching Methods,Instructional Materials,Class Activities,Educational Benefits,Educational Practices,Junior High Schools,Foreign Countries

While written exercises may serve students adequately on tests, the structures they emphasize can remain elusive or difficult for students to master in conversation. Students tend to interpret their difficulty in applying what they have learned as a lack of language ability, and they can quickly lose confidence when speaking. Producing a target structure on paper is different from using it naturally in conversation. The problem, therefore, is not that students are unable to apply what they have learned. The problem is that they are expected to apply what they learned in one context to another context--in some cases, without sufficient oral fluency practice. This article introduces a technique called &quot;Speed Pairs&quot; that can increase student proficiency in confidence in applying target-language structures in conversational contexts. By reinforcing target-language structures in a spoken context, Speed Pairs can help students use them accurately and fluently during conversation.
Good Instruction-Giving in the Second-Language Classroom
Author: Sowell, Jimalee
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Classroom Techniques,Instructional Innovation,Instructional Effectiveness,Teaching Methods,Guidelines,Delivery Systems,Workshops,Educational Practices,Educational Strategies,Foreign Countries,Check Lists

Imagine you are attending a seminar. The facilitator gives instructions, and you have a vague notion of what you are supposed to do, but you do not want to ask the facilitator to clarify because you are sure you are the only one who has not understood. After the facilitator tells you to start working, you turn to the person next to you and ask, &quot;What are we supposed to do?&quot; That person says, &quot;I'm not sure. I thought you would know.&quot; Soon you realize that almost everyone in the room is confused, while the facilitator is standing behind the lectern wondering why no one has started engaging in the activity she just explained. Effective delivery of instruction is an essential part of teaching practice, however it is a learned skill that is often overlooked in teacher training. This article investigates the importance and rationale for giving clear instructions in the second-language classroom and provides techniques for giving effective instructions.
My Classroom: India
Author: Hart, Blaire Creamer
Date: 2017-00-00
Type: Journal Articles
Subjects: Large Group Instruction,Teaching Methods,Teaching Skills,Educational Strategies,English (Second Language),College Second Language Programs,Communication Strategies,Foreign Countries

Dr. Santosh Kumar Mahapatra did not grow up speaking English, and studying English in secondary school was not easy for him. In fact, he almost failed the subject in Grades 10 and 12. Later, after he earned a master's degree in English Literature but still felt he could not speak the language well, he improved his English-speaking skills while earning a second master's degree. Now, he not only holds a PhD in English Language Teaching, but he has also designed courses--including one called English Conversation Skills. This article discusses some effective strategies Dr. Mahapatra uses to overcome the challenge of teaching large classes.
Intensive Reading Interventions for Inadequate Responders in Grades K-3: A Synthesis
Author: Austin, Christy R.
Date: 2017-11-00
Type: Journal Articles
Subjects: Reading Improvement,Intervention,Synthesis,Early Childhood Education,Outcome Measures,Research Design,Control Groups,Experimental Groups,Reading Difficulties,Response to Intervention,Literature Reviews,Meta Analysis,Reading Tests,Elementary School Students,Emergent Literacy,Reading Fluency,Achievement Tests

A subset of students fail to respond adequately to reading interventions. This synthesis systematically reviews studies in which students in grades K-3 responded inadequately to a Tier 2 reading intervention and were provided with a Tier 3 intervention. Descriptions of the Tier 3 reading interventions and effects are provided. To meet inclusion criteria, studies were required to (a) provide documented, multi-tiered reading interventions with at least one reading outcome measured; (b) include students in grades K-3 who previously responded inadequately to a Tier 2 intervention; (c) use experimental, quasi-experimental, or multiple-group designs; and (d) be peer reviewed and conducted in English. Twelve studies met inclusion criteria. Results demonstrate that students who responded inadequately to Tier 2 interventions can make significant growth from Tier 3 interventions compared with a control group of peers who were also inadequate responders, but often fail to catch up to their more responsive peers.
A Practitioner Implementation of a Tier 2 First-Grade Mathematics Intervention
Author: Strand Cary, Mari G.
Date: 2017-11-00
Type: Journal Articles
Subjects: Grade 1,Mathematics Instruction,Evidence Based Practice,Curriculum Development,Pretests Posttests,Quasiexperimental Design,Control Groups,Comparative Analysis,Feedback (Response),At Risk Students,Teaching Methods,Elementary School Students,Mathematics Tests,Program Implementation,Program Effectiveness,School Districts,Pilot Projects,Statistical Analysis,Maximum Likelihood Statistics

We report on a practitioner implementation of Fusion, a first-grade mathematics intervention. Studies such as this evaluation of a loose implementation under realistic conditions are important to curriculum developers' understanding of how evidence-based programs and tools work under a variety of implementation scenarios. In this quasi-experimental study, first-grade students (n = 253) in 10 schools were assigned to treatment (n = 154) or control (n = 99). Rather than randomly assigning students, schools assigned those students most at risk to treatment and, typically, those less at risk to control. School staff administered pre- and postassessments and led Fusion sessions approximately 30 min per day, 3 days per week. The intervention resulted in a significant positive effect on a researcher-developed first-grade math measure. The implementation of Fusion and feedback from school staff provided insights to guide the curriculum development process.
A New Learning Approach: Flipped Classroom and Its Impacts
Author: Yildirim, Gürkan
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Blended Learning,Homework,Video Technology,Undergraduate Students,Teaching Methods,Semi Structured Interviews,Program Effectiveness,Student Attitudes,Preservice Teachers,Foreign Countries,Statistical Analysis,Conventional Instruction

The aim of this study is to present opinions of undergraduate students towards Flipped Classroom (FC) practices and to determine their different aspects then traditional learning approaches. The case study approach is preferred to conduct the study. In this context, 34 volunteered students were included in the study group by purposive sampling method. The quasi-structured interview form developed by the researcher is used to collect the data. Furthermore, content analysis was used to analyze the data. According to the data obtained from the participants, FC practices are seen to be appreciated and they have many outstanding aspects compared to traditional learning approaches. In particular, FC practices have different effects in different stages of the courses. In this regard, FC improves readiness level of the students prior to the class, supports active participation during face-to-face courses, increases the retention of knowledge and shortens the learning process. However, there are also some limitations such as need for additional hardware, reduced influence of the instructor and troubles that may be caused by possible technical problems. Using these practices in learning environments and widespread adoption of FC practices are expected to contribute positively to the learning activities.
Analyzing the Implementation of an ERP System by Self-Assessment in Higher Education
Author: Máté, Domicián
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Program Implementation,Self Evaluation (Individuals),Undergraduate Students,Predictive Validity,Performance Factors,Pretests Posttests,Accuracy,Gender Differences,College Students,Hypothesis Testing,Regression (Statistics),Educational Change,Systems Development,Foreign Countries

Over the last few decades, not only organizations but also Higher Education Institutions should be more responsive to the demands of the changed global business environment and improve their effectiveness. Our motivation to write this paper is to assess the implementation of an Enterprise Resource Planning (ERP) system in higher education and their associated benefits, with a focus on students' performance when applying an SAP solution. This paper analyses the accuracy of undergraduate students, focusing primarily on the concept of self-assessment as they predict and evaluate their own performance relative to their externally assessed achievement. In the pre- and post-examination predictions the higher achieving students seem to predict and evaluate their examination results more accurately than their lower-achieving fellows. Although a gender gap cannot be found in self-estimation, we found substantial differences by comparing the selected language. Foreign students seem to overestimate their own examination performance to a greater degree than Hungarians do. Consequently, our results might allow decision makers to identify why self-assessment is important when implementing pilot ERP projects. The result of this study also provide evidence for groups of clients and other stakeholders in order to reduce failure in both higher education and business environment.
Concept Mapping as a Tool to Develop and Measure Students&apos; Understanding in Science
Author: Tan, Sema
Date: 2017-00-00
Type: Journal Articles
Subjects: Concept Mapping,Science Instruction,Scientific Concepts,Statistical Analysis,Correlation,Comparative Analysis,Elementary School Students,Grading,Scores,Concept Formation,Teaching Methods,Problem Solving,Gifted,Intelligence Tests,Evaluation Criteria

Concept maps measured a student's understanding of the complexity of concepts, and interrelationships. Novak and Gowin (1984) claimed that the continuous use of concept maps increased the complexity and interconnectedness of students' understanding of relationships between concepts in a particular science domain. This study has two purposes; the first one was to test this claim and examine how the repeated use of concept maps affected the complexity and interconnectedness of concepts independent of science subjects in elementary school, the second one was to compare the sensitivity of the Ruiz-Primo et al. (1997), and the Novak and Gowin (1984) grading systems for concept maps. The sample group consisted of 23 students including 14 male and 9 female students. We employed paired sample t-tests to answer the research questions, and found that the scores obtained for the fifth science unit was significantly different from the first one. Also, Novak and Gowin's (1984) scoring system was better than Ruiz-Primo et al. (1997) to evaluate complexity in students' thinking except for one of the units. We conclude that concept maps have the potential to measure change in complexity and interconnectivity of concept maps. Furthermore, repeated use of concept maps has the potential to increase the complexity and interconnectedness of student concept maps, and therefore improve their understanding of science independent of science content.
Towards Professionalism in Music: Self-Assessed Learning Strategies of Conservatory Music Students
Author: Virkkula, Esa
Date: 2017-00-00
Type: Journal Articles
Subjects: Music Education,Foreign Countries,Learning Strategies,Memory,Cognitive Processes,Metacognition,Affective Behavior,Social Behavior,Critical Thinking,Cooperation,Self Management,Vocational Education,Workshops,Case Studies,Qualitative Research,Statistical Analysis,Documentation,Student Attitudes,Program Effectiveness,Intervention

One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. Strategies can be practiced and learnt. Direct and indirect learning strategies formed the model of defining music students' self-assessed learning habits in this research. The strategies dealt with here are memory, cognitive, compensation, metacognitive, affective and social strategies. Critical thinking strategies as well as deep and surface learning strategies were also observed. In this paper, a theoretical background and methodological solutions will first be presented. A significant finding comes from cross-professional collaboration of students, teachers, and professionals during the research period: it enhanced the use of strategies. Another finding, the profitable use of the workshop method, can be adopted by other fields of learning and make processes flexible and fruitful.