ethanporcaro/eric-fulltext-meta huggingface dataset:
Expanding LIS Education in the US Department of State&apos;s Diplomacy Lab Program: GIS and LGBTI Advocacy in Africa and Latin America
Author: Mehra, Bharat
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Policy,Foreign Policy,International Studies,International Relations,Information Science Education,Graduate Students,Student Research,Geographic Information Systems,Advocacy,Homosexuality,Best Practices,Educational Opportunities,Barriers,Program Development,Federal Programs

This article focuses on two collaborative projects selected by the Howard H. Baker Jr. Center for Public Policy at the University of Tennessee to partner in the US Department of State's Diplomacy Lab program that engages college students and faculty to study foreign policy challenges. The projects allowed information science graduate students to learn applied research in the process of developing geographic information systems for lesbian, gay, bisexual, transgender, and intersex advocacy. The paper identifies opportunities, challenges, and best practices in content delivery, resource development, and extended relationship-building while drawing upon teaching-research-advocacy intersections in library and information science education.
Teaching Ethics: A Framework for Thought and Action
Author: Budd, John M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Ethical Instruction,Theory Practice Relationship,Models,Educational Theories,Moral Issues,Library Science

Education for ethics is a topic that is appearing frequently in journals and conferences, but there is little or no agreement on a theory of ethics education and action. This paper proposes non-naturalistic moral realism as a theoretical framework that can fit disciplinary and professional ethics. Alternatives to this framework are detailed, but the proposed theoretical stance is deemed both sound and useful. Examples of the application of the framework are included as a means to demonstrate the efficacy of the proposal.
What Doctoral Student Motivation Tells Us about the Future of LIS Education
Author: Hands, Africa S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Motivation,Library Science,Library Education,Student Surveys,Semi Structured Interviews,Educational Trends,Student Attitudes,Mixed Methods Research,Self Determination,Learning Motivation,Measures (Individuals),Foreign Countries,Interviews

This study aimed to identify factors motivating individuals to earn a doctoral degree in library and information science. Data about doctoral student motivation was collected from first-year students through a survey, semi-structured interviews, and personal admission statements. Findings suggest five motivating factors: research-related interests, previous experience in academia, preparation for the future, appeal of the scholarly environment, and encouragement from others. Investigating student motivation informs program administrators, faculty, and prospective doctoral students of the future of graduate-level education. This study also addresses concerns about faculty supply, offering recommendations for improving the pipeline from graduate study to doctoral study to the academy.
Teaching Information Behavior with the Information Horizon Interview
Author: Hartel, Jenna
Date: 2018-00-00
Type: Journal Articles
Subjects: Information Science Education,Teaching Methods,Learning Experience,Assignments,Semi Structured Interviews,Visual Measures,Information Seeking,Learning Strategies,Cognitive Style,Questioning Techniques,Reference Services,Higher Education,Foreign Countries

Students in the Library and Information Science concentration at the Faculty of Information, University of Toronto, are being taught the Information Horizon Interview (IHI). By learning this technique, students are able to conduct original information behavior research upon a topic or population of their choice. This article provides a succinct overview of the IHI. It then reports on an IHI assignment and learning experience with enough detail and resources to enable turnkey adoption by other LIS educators.
So, That Is What You Said?
Author: Predmore, Carolyn
Date: 2017-00-00
Type: Journal Articles
Subjects: Classroom Communication,Classroom Techniques,Discussion (Teaching Technique),Culturally Relevant Education,Educational Theories,Student Diversity,Undergraduate Students,Trust (Psychology),Self Efficacy,Creativity

Classroom learning is a shared experience where ideas and concepts are shaped by the interactions between students and teachers. Different cultural backgrounds of the students compared to the teacher can increase misconceptions or confusion. Although the effective teacher may plan for a range of questions to promote classroom discussion, the more cultural diversity exhibited within a classroom, the greater the likelihood for miscommunication. The intentionally inviting teacher understands different does not mean deficient. This type of effective teacher handles miscommunication, misconceptions, or conceptual confusion by empowering the diverse learner to actively seek or provide greater clarity. By contrast, when a culturally diverse learner's response does not fit the instructor's preconceived expectations, the intentionally disinviting teacher can disable the learner's continued inclusion in class dialogue. As a foundational system for responsive classroom management, Invitational Education theory aligns with culturally responsive teaching practices. A key feature of culturally responsive teaching is presentation of knowledge in a way that builds upon the cultural knowledge, experience, and performance styles of the student. This practice-based analytical paper describes the authors' attempts to apply tenets of Invitational Education theory to optimize responsive communication within the culturally diverse undergraduate classroom.
An Intentionally Inviting Individualized Educational Program Meeting: It Can Happen!
Author: Varvisotis, Stathene
Date: 2017-00-00
Type: Journal Articles
Subjects: Individualized Education Programs,Meetings,Special Needs Students,Parent Teacher Cooperation,Educational Theories,Theory Practice Relationship,Educational Benefits,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Eligibility,Special Education

Anyone who has attended an Individualized Education Program (IEP) meeting for a student with special needs knows that this gathering of individuals has the potential to be extremely contentious and adversarial if not handled effectively. Often parents become overwhelmed by terminology that is foreign to them and may feel as though the only comments they hear about their child's educational experiences are negative. By contrast, teachers and service providers too often approach these meetings as a fait accompli, whereby a plan for services and placement decision has been pre-determined, which is in sharp contrast to the mandated approach requiring the meeting to be a work in progress, developed by a team effort, and valuing the parents as active team members. Invitational Education theory encourages a more dependable stance. This article describes the benefits of applying Invitational Education theory to the Individualized Education Program (IEP) meeting.
Examining Demonstrated Emotional Intelligence and Perceptions of Inviting Schools
Author: Anderson, Chris James
Date: 2017-00-00
Type: Journal Articles
Subjects: Correlation,Emotional Intelligence,Graduate Students,Student Surveys,Student Attitudes,Regression (Statistics),Educational Environment,Metacognition,Instructional Leadership,School Administration,Educational Theories,Leadership Styles,Special Education,Inservice Teacher Education,Statistical Analysis

During a quantitative study with a correlational design, a sample of 42 graduate and post baccalaureate students from a Mid-Atlantic region college accessed a digital survey that combined the &quot;Genos 360 EI Assessment-Concise Rater&quot; with the &quot;Inviting School Survey-Revised.&quot; Subsequent simple linear regression procedures found Emotional Self-Control [beta = 0.486, t(74) = 2.016, p = 0.052] and Emotional Management of Others [beta = 0.494, t(74) = 2.310, p = 0.027] predict a strong relationship in the positive direction between four of the five &quot;Inviting School Survey-Revised&quot; (ISSR) domains of school climate. By contrast, analysis of the Emotional Self-Awareness [beta = - 0.172, t(74) = - 0.816, p = 0.420] results identified a strong relationship in the negative direction between all five ISS-R dimensions of school climate. Results affirmed previous research that indicated the leader's overall emotional intelligence, rather than the leader's self-awareness alone, influences the followers' perception of an inviting work place. Implications suggest educational leaders seeking to improve school climate should develop their typically demonstrated emotional intelligence skills.
The Relevance of Empathy to the Intentionally Inviting Stance
Author: Monahan, Tony
Date: 2017-00-00
Type: Journal Articles
Subjects: Empathy,Educational Theories,Educational Practices,Teacher Student Relationship,Transformative Learning,Caring,Social Attitudes,World Views,Interpersonal Communication

A core component of invitational education is taking an intentionally inviting stance, whereby the teacher achieves and maintains an optimally inviting environment by intentionally practicing care, trust, respect, and optimism with students. These elements are rooted in the affective domain. Affective teaching involves the use of empathy. Humans are born with the capacity to feel the expressed emotions of others. This affective attribute is the basis for demonstrating empathy. However, empathy is a progressive construct. Initial affective mirroring must be augmented with cognitive, social and cultural experiences in order to be transformational. An intentionally inviting stance provides the potential for development of high-levels of empathy to occur.
An Invitation to Internet Safety and Ethics: School and Family Collaboration
Author: Mark, Lauren K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Internet,Safety,Information Security,Ethics,Parent Teacher Cooperation,Professional Development,Workshops,Communities of Practice,Likert Scales,Computer Literacy,Information Literacy

More than ever, schools and families are embracing technology as positive aspects of creativity and collaboration. In a recent study, 78% of parents perceived technology as a constructive learning tool that has the potential to propel children toward highly successful lives and careers (Family Online Safety Institute, 2015). The increase in one-to-one device programs and recent government initiatives calling for upgraded connectivity, access to learning devices, increased support for teachers, and greater digital learning resources are evidence of a growing acceptance of technology in schools. While digital technology use continues to increase, what remains unclear is if students actually know how to use these tools safely, responsibly, and ethically. Similarly, many adults are not up-to-date with changing technological developments, nor are they prepared to have Internet safety and ethics discussions with young technology users. With the growing presence of Internet dangers, such as cyber victimization and sexting, it becomes evident that adults need to be aware of and understand Internet safety, as well as accept joint responsibility to keep youngsters safe. Using a qualitative, conversation analysis, the authors focused on the ways in which parents and teachers were invited to an Internet safety and digital citizenship professional development workshop, which included investigation of the structures of interactions between these two. The results provided insight into how adults view their role in providing safe online and offline learning environments for children, as well as beliefs for increasing their self-awareness of Internet safety and knowledge.
Cultural Care and Inviting Practices: Teacher Perspectives on the Influence of Care and Equity in an Urban Elementary School
Author: Allen, Eva J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Equal Education,Urban Schools,Elementary Schools,Educational Improvement,Educational Environment,Culturally Relevant Education,Qualitative Research,School Surveys,School Culture,Faculty Development,Communities of Practice,Theory Practice Relationship,Participatory Research,Action Research,Social Justice,Teaching Methods,Influences,Cultural Influences,Semi Structured Interviews,Workshops,Intervention

The study investigates the perspectives of five educators on the influence of cultural care and invitational education (IE) through qualitative participatory action research (PAR). Invitational education is a theoretical framework that facilitates a positive learning environment and encourages individuals to reach their unlimited potential. Like IE, cultural care is a theory of practice that uses a social-emotional approach for school improvement. However, cultural care considers race and culture as fundamental to promoting outcomes for all students. In connection to IE, cultural care is a strengths-based approach to encourage and produce positive outcomes and promotes a strong consideration to race and culture. The study examined teacher practices and perceptions to evaluate the influence of invitational practices and cultural care. Data were analyzed through two theoretical frameworks, invitational education and culturally responsive pedagogy. Themes were derived from analyses of data collected through interviews pre- and post-intervention implementation, recorded observation notes, and artifacts. Findings indicated that inviting practices and cultural care positively influenced the climate of the learning environment, affirmed the importance of teachers listening to students with intentionality, and highlighted the need for educators to recognize students' basic and academic needs. These needs acknowledged student presence, behavior, and growth from a strengths-based approach. The participant educators reported a shift towards a positive learning environment. Recommendations for practice include establishing site-based equity teams and implementing professional learning communities to enhance teachers' professional development.
Exploring the Invitational Impact of Participation in an Inclusive Post-Secondary Academy
Author: Coffey, Debra
Date: 2017-00-00
Type: Journal Articles
Subjects: Qualitative Research,Educational Opportunities,Educational Policy,Educational Environment,Student Attitudes,Interviews,Postsecondary Education,Mentors,College Students,Notetaking,Homework,Focus Groups,Educational Objectives,Trust (Psychology)

This qualitative study explored the impact of participation in an inclusive post-secondary Academy's learning opportunities. The Academy intentionally utilized the Invitational Theory and Practice (ITP) framework. During the study, Academy mentors and faculty members highlighted their experiences and described the ways they created an intentionally inviting environment that positively supported the learning opportunities for post-secondary students with diverse intellectual or developmental abilities. Examination of the Academy's people, places, policies, programs, and processes through the five elements: intentionality, care, optimism, respect, and trust (I-CORT), confirmed implementation of the ITP framework impacted the Academy's attainment of overarching goals, including a positive institutional climate and student satisfaction with learning opportunities.
Embracing Global Varieties of English in a Writing Safe Space--Exploring the Use of Comic Books in a College Writing Class with Second Language Learners
Author: Lu, Shaofei
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing Instruction,Second Language Instruction,English Language Learners,Foreign Students,Teaching Methods,Cartoons,Picture Books,College Freshmen,Freshman Composition,Persuasive Discourse,Essays,Writing Assignments,Equal Education

In a world that is fraught with a troubling political climate, Lu believes it is especially important that teachers provide guidance to students not only for their academic endeavors but also for their understanding of the complexities in language and the social implications of language varieties. With such belief in mind, she asks: How can teachers create safe spaces in their ESL writing classrooms to make students feel not only comfortable but also proud to use the Englishes that they use in their everyday interactions outside of school? This paper examines the Comic Book Project that this author designed for a first-year theme-based writing course that she taught at Case Western Reserve University, and explores the potential of the project in creating a safe space for students to use global varieties of English in ESL writing classes.
Hearing the Silences: Engaging in Rhetorical Listening in the ESL/ELL Composition Classroom
Author: Cools, Janice
Date: 2017-00-00
Type: Journal Articles
Subjects: Classroom Communication,Student Participation,Writing Instruction,Honors Curriculum,Freshman Composition,English Language Learners,Anxiety,Student Attitudes,Rhetoric,Listening,Ethnography

Why are students silent in class? &quot;Silence&quot; refers to those who do not participate verbally in discussions or ask questions, those who attend classes and by the end of semester leave without having said a word. Janice Cools has always wanted to understand the culture of silent students in her writing classrooms but had never directly tackled the issue beyond informally asking a few students over the years why they were silent. &quot;Why silence?&quot; was a question that resurfaced when she started teaching Advanced English (3211), a first-year honors writing class in the English Department at the University of Puerto Rico-Mayaguez (UPRM), in the fall of 2014. In much of the scholarship on silence in the ELL/ESL classroom, there seemed to be an over-reliance on Foreign Language Anxiety (FLA) to explain silence. ESL/ELL students often experienced &quot;the feeling of tension and apprehension specifically associated with second language [L2] contexts, including speaking, listening, and learning&quot; (MacIntyre and Gardner 284 qtd. in Liu and Jackson 72). According to this theory, students tended to exhibit FLA in three components: &quot;Comprehension apprehension&quot; (fear due to limited knowledge of the language); &quot;fear of negative evaluation,&quot; (students who are silent because they see language errors &quot;as a threat to their image, and a source for negative evaluations either from the teacher or their peers).&quot; The third component is &quot;test anxiety&quot; (&quot;a situation in which students consider the foreign language process, and especially oral production, as a test situation, rather than an opportunity for communication and skills improvement&quot; (Tsiplakides, Iakovos, and Keramida 39). Some scholarship on ELL and silence offered explanations beyond FLA. Myung Jeong Ha, for instance, suggests that non-native students' classroom silence included &quot;not only language-related issues but also issues of emotion, culture, and identity&quot; (86). In addition to mentioning &quot;low levels of proficiency,&quot; and &quot;fear of making mistakes,&quot; Tsui identified intolerance of silence, uneven allocation of turns, incomprehensible input, and short wait time&quot; as contributing reasons for silence in the ESL/ELL class (Lee and Ng 303). This author's review of ESL/ELL students' silences had her wondering if similar explanations operated in her second language classroom. Adopting an ethnographic methodology presented a means of accessing her students' perspectives on their silences. Using self-reflexive ethnography allowed her to engage in critical self-reflection about her relationship with her students. She employed three methods: observing, interviewing, and the study of artifacts or communication produced by her students.
Toward Understanding the Role of Web 2.0 Technology in Self-Directed Learning and Job Performance
Author: Caruso, Shirley J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Technology Uses in Education,Independent Study,Job Performance,Labor Force Development,Workplace Learning,Preferences,Blended Learning,Best Practices

This paper serves as an exploration and thick description of job performance outcomes based upon the manner in which self-directed learning activities of employees are conducted, mediated by the use of Web 2.0 technologies in organizational settings. It provides a collective view of the role that Web 2.0 technology plays in self-directed workplace learning and job performance outcomes to benefit employees, organizations, and human resource development professionals. To expand further the knowledge base of adult learning and self-directed learning activities, this paper places its focus on the role of Web 2.0 technology in adult learners' engagement in self-directed learning. Part of the discussion focuses on learners' preferences in relation to the emergence of Web 2.0 technology. This discussion of learner preferences explores learning environments that participants engaged in and the motivation behind their engagement. This paper contributes to the field of human resource development by providing a new lens that views the role of Web 2.0 technology in self-directed learning and job performance within an organizational setting, thereby enabling its integration into a blended-learning site. A practical application resulting from this paper is to provide insight to human resource development professionals into best practices and recommendations for the adoption and application of Web 2.0 technology.
An Examination of the Roles of State School Psychology Consultants
Author: Fan, Chung-Hau
Date: 2018-00-00
Type: Journal Articles
Subjects: School Psychology,Consultants,State Officials,Agency Role,Qualitative Research,Case Studies,Occupational Information,Delivery Systems,Agency Cooperation,Program Improvement,Alignment (Education),Systems Approach,Elementary Secondary Education,Semi Structured Interviews

With the increasing visibility of state school psychology consultants (SSPCs) across the nation, there is a pressing need to understand their roles and functions relative to serving their stakeholders. In addition, it is unclear whether current SSPC job responsibilities are aligned with the National Association of School Psychologists' (NASP) practice model, which can help ensure the quality of school psychological service delivery. A qualitative case study design was conducted with interviews to examine the job responsibilities of SSPCs (e.g., provision of consultation, policy guidance, professional development, coordination of professional resources and services). The qualitative analysis revealed three main themes: (a) service provision, (b) collaborative roles and efforts, and (c) systems improvement across the state, which were aligned with different levels of domains in the NASP practice model. The findings can help inform the roles and responsibilities of SSPCs and the development of new SSPC functions. Implications for conceptualization of the SSPC initiative in relation to the NASP practice model for future practice are discussed.