ethanporcaro/eric-fulltext-meta huggingface dataset:
The Complementary Relationship between the Internet and Traditional Mass Media: The Case of Online News and Information
Author: Nguyen, An
Date: 2006-04-00
Type: Journal Articles
Subjects: Internet,Mass Media,Correlation,Mass Media Use,Media Adaptation,Mass Media Effects,Regression (Statistics),Foreign Countries,Data Analysis,National Surveys,Hypothesis Testing,Information Sources,Technological Advancement,Influence of Technology,News Media,Communications,Mass Media Role,Media Literacy,Electronic Publishing,Information Utilization

Background: The question whether old media are driven out of existence by new media has been a long concern in academic and industrial research but has received no definitive answer. Aim: This paper goes beyond most previous studies of Internet impact on traditional media, which have placed their relationship within a competition-based framework, to specifically investigate the complementary effect of online news and information usage on traditional sources. Method: Secondary data analysis of a national survey of 4270 Australians conducted in late 2003, employing hypothesis testing for the mean, partial correlations, and a linear regression analysis. Results: Online news and information usage at different usage levels is positively associated with the use of traditional news and information sources, especially those that are more information-intensive. Those who relied on the Internet the most for news and information still used traditional sources substantially. Conclusion: The findings suggest that even if a displacement effect takes place, there will be no replacement (absolute displacement): traditional media will still exist to complement the Internet in serving human beings' news and information needs.
How Aware Are Teachers of Students' Misconceptions in Astronomy? A Qualitative Analysis in Belgium
Author: Cox, M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Misconceptions,Scientific Concepts,Astronomy,Qualitative Research,Science Instruction,Focus Groups,Secondary School Teachers,Science Teachers,Semi Structured Interviews,Foreign Countries,Pedagogical Content Knowledge,Films,Group Discussion,Surveys,Secondary School Students,Knowledge Level

Where previous studies have shown the existence of misconceptions in astronomy, this research focuses on the level of awareness that teachers have of these misconceptions and the possible strategies they use to change the students' mental models. Through focus group interviews with secondary school teachers and semi-structured interviews with teacher managers, this latent knowledge is made more explicit. The main findings suggest that the level of awareness about misconceptions varies considerably among the teachers. In general, the same pattern is found for the teacher managers. Some mental models, for example, the distance model are known by all the teachers whereas others are not known at all. Even though teachers acknowledge the importance of students' preconceptions in general, they have difficulties using their students' prior knowledge in an effective way in their teaching practice. According to the teachers, this is mainly due to a lack of time and difficulties experienced with differentiation. Suggestions are made to raise awareness on the one hand via teacher managers and teacher training programs for preservice, as well as inservice, teachers and to avoid further misconceptions on the other hand via a proper use of images in textbooks.
Devising a Structural Equation Model of Relationships between Preservice Teachers' Time and Study Environment Management, Effort Regulation, Self-Efficacy, Control of Learning Beliefs, and Metacognitive Self-Regulation
Author: Sen, Senol
Date: 2016-00-00
Type: Journal Articles
Subjects: Structural Equation Models,Preservice Teachers,Self Efficacy,Self Control,Beliefs,Metacognition,Study Skills,Study Habits,Time Management,Learning Strategies,Questionnaires,Correlation,Path Analysis,Individual Differences,Individual Characteristics,Teacher Attitudes,Learning Motivation,Self Management,Student Motivation,Predictor Variables,Biology,Chemistry,Physics,Science Teachers,Motivation,Causal Models,Hypothesis Testing,Goodness of Fit,Science Departments,Likert Scales,Foreign Countries

The objective of this study is to analyze the relationship between preservice teachers' time and study environment management, effort regulation, self-efficacy beliefs, control of learning beliefs and metacognitive self-regulation. This study also investigates the direct and indirect effects of metacognitive self-regulation on time and study environment management. Data from 506 preservice teachers was obtained using the Motivated Strategies for Learning Questionnaire (MSLQ). The results of the study showed that a positive and significant correlation existed between the variables of control of learning beliefs and metacognitive self-regulation; self-efficacy beliefs and metacognitive self-regulation; metacognitive self-regulation and time and study environment management; time and study environment management and effort regulation; metacognitive self-regulation and effort regulation. In addition to the direct effect of metacognitive self-regulation on time and study environment management, there was also an indirect effect through effort regulation.
The Use of Genre Analysis in the Design of Electronic Meeting Systems
Author: Antunes, Pedro
Date: 2006-04-00
Type: Journal Articles
Subjects: Meetings,Communities of Practice,Computer Mediated Communication,Literary Genres,Design,Information Systems,Facilitators (Individuals),Organizational Communication,Case Studies,Models,Reports,Program Implementation,Hypothesis Testing,Engineering,Universities

Introduction: Genre analysis is an approach to study communication patterns and thus it can be applied to the specific context of meetings. This research investigates the use of genre analysis in the design of electronic meeting systems. Background: The primary goal of genre analysis is to understand how virtual communities use digital communication to collaborate. This knowledge is fundamental for informing the design of information systems, particularly in areas where communication and informality are paramount. However, the research literature does not report any experiments where genre analysis has been used to inform the design of electronic meeting systems. Problems: The paper tackles the following common problems found in current electronic meeting systems: (1) reduced organizational integration, neglecting many contextual cues and explaining factors necessary to make meeting outcomes usable within the organization; (2) lack of support to specific communities of users, stressing the dependency on a facilitator to configure and manage the technology; and (3) lack of support to meeting occurrences that span long time periods. Conclusions: The paper describes how genre analysis was used to develop electronic meeting systems for several organizations and meeting genres. It covers the complete design process, from genre elicitation to validation. The obtained results demonstrate that the genre approach produces electronic meeting systems focused on organizational integration, pre-configured to communities of users, supporting long-term usage and added organizational value.
Use of Information Sources by Cancer Patients: Results of a Systematic Review of the Research Literature
Author: Ankem, Kalyani
Date: 2006-04-00
Type: Journal Articles
Subjects: Cancer,Patients,Information Utilization,Information Sources,Individual Characteristics,Preferences,Literature Reviews

Objectives: Existing findings on cancer patients' use of information sources were synthesized to (1) rank the most and least used information sources and the most helpful information sources and to (2) find the impact of patient demographics and situations on use of information sources. Methods: To synthesize results found across studies, a systematic review was conducted. Medline and CINAHL were searched to retrieve literature on cancer patients' information source use. The retrieved articles were carefully selected according to predetermined criteria, and several articles were eliminated in a systematic approach. Analysis: The twelve articles that met the criteria were systematically analysed by extracting data from articles and summarizing data for the purpose of synthesis to determine the meaning of findings on most used information sources, least used information sources, most helpful information sources, effect of patient characteristics on preference for an information source, and effect of patient situations on preference for an information source. Results: In descending order of use, health care professionals, medical pamphlets, and family and friends were most used information sources. Internet and support groups were least used. In descending order of helpfulness, books, health care professionals and medical pamphlets were found to be most helpful information sources. Younger patients used health care professionals and certain forms of written information sources more than older patients. Conclusions: The systematic review shows that many areas of cancer patients' information source use have been either neglected or barely analysed. An in-depth understanding of cancer patients' use of information sources and the characteristics in information sources they consider to be helpful is important for developing successful interventions to better inform patients.
Applying Concepts of Critical Pedagogy to Qatar's Educational Reform
Author: Romanowski, Michael H.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Theory,Educational Change,Educational Practices,Neoliberalism,Educational Assessment,Academic Standards,Discourse Analysis,Social Environment,Cultural Context,Politics of Education,Theory Practice Relationship,Teacher Role,Parent Role,Student Role,Social Influences,Transformational Leadership

Qatar is in the midst of a systemic education reform, Education For a New Era, steered by RAND's (a nonprofit research organization) analysis and report of Qatar's Educational system. Driven by a neoliberal agenda, the reform includes international curricula, curriculum standards, teacher licensure, and professional standards for school leaders and teachers produced by international educational consulting firms. These organizations offer policies and practices often limited to an instrumental discourse where technical rules control knowledge with the purpose of controlling the environment. Furthermore, the assessments on reform are limited to post hoc explanations of failure and success centering on test scores and other accountability measures eluding some of the more critical questions and issues important for reformers to consider. In this discussion, we draw upon several concepts from critical pedagogy to raise questions regarding Qatar's neoliberal educational reform and when appropriate, call upon our own experiences teaching and researching in Qatar. This dialogue is neither intended to provide solutions to problems of the Qatari Educational reform nor to point out successes or failures. Rather, it deliberately uses critical pedagogy concepts to raise questions that may have not been considered in order to provide reformers with insight and new knowledge that could prove useful for effective educational reform.
An Investigation of Indicators of Success in Graduates of a Progressive, Urban, Public High School
Author: Kunkel, Christine D.
Date: 2016-00-00
Type: Journal Articles
Subjects: High School Graduates,Urban Schools,Progressive Education,Educational Indicators,Success,Academic Achievement,Public Schools,Alumni,Surveys,Standardized Tests,Scores,Outcomes of Education,Performance Based Assessment,Leadership Training,Multiple Intelligences,Theory Practice Relationship,Active Learning,Experiential Learning,Field Trips,Service Learning,Apprenticeships,Academic Persistence

Using standardized test scores to measure success in schools is a controversial topic in education today. Many feel that test scores are not a valid indicator of success, or are being overused to the detriment of the curriculum. But if not test scores, then what is the alternative? This study examines potential alternatives, or more authentic indicators of student success through a survey of alumni from one progressive, urban, public school, and also how this school might have contributed to this success. Participants in this study identified markers for success both while in school as well as later in adult life. Project presentations, reflective portfolio work, leadership and service experiences, daily classroom and quarterly assessments, graduation and acceptance into college were identified as indicators of success while in high school. Later in life, participants noted that graduating from college, getting a job, purchasing a home, being able to pay the bills, community engagement, and being happy and satisfied with life were also indicators of success. These findings suggest that while standardized test scores offer a snapshot of information about K-12 students, educational leaders need to look far beyond these scores to gauge true success. This study suggests ways to look at how students and schools are actually performing in deep and authentic ways, and presents curriculum that has been reported to foster success in students' lives.
Teaching Information Seeking: Relating Information Literacy Education to Theories of Information Behaviour
Author: Limberg, Louise
Date: 2006-10-00
Type: Journal Articles
Subjects: Information Seeking,Information Literacy,Teachers,Librarians,Interviews,Teaching Experience,Information Theory,Research and Development,Theory Practice Relationship,Evaluation Criteria,Comparative Analysis,Instruction

Introduction: The article argues for a closer association between information seeking research and the practices of teaching information seeking. Findings are presented from a research project on information seeking, didactics and learning (IDOL) investigating librarians' and teachers' experiences of teaching information seeking. Method: Thirteen teachers and five librarians, teaching 12-19 year-old students in three schools, participated. Forty-five interviews were conducted over a period of three years. Analysis: The IDOL project adopted a phenomenographic approach with the purpose of describing patterns of variation in experiences. The findings were also analysed by way of relating them to four competing approaches to the mediation of information literacy. Results: A gap was identified between experiences of teaching content that focused on sources and order, and experiences of assessment criteria applied to students' work that focused on the importance of correct facts and the analysis of information. These findings indicate a highly restricted range of teaching contents when compared with the four theoretical approaches to the mediation of information literacy. Conclusion: Teaching information seeking might be enhanced by a wider repertoire of contents reflecting more varied theoretical understandings developed in information seeking research, particularly as regards the importance of content and context related to user perspectives.
Early Reading Experiences: An Artifact of Cultural Capital
Author: Brown, Gilbert
Date: 2016-00-00
Type: Journal Articles
Subjects: First Generation College Students,Early Reading,Academic Aspiration,Cultural Capital,Socialization,Prior Learning,Role Models,Reading Attitudes,Family Influence,Parent Aspiration,College Choice,Decision Making,Reading Aloud to Others,Reading Skills,Academic Achievement,Reading Motivation

From the time of birth, children begin learning about themselves and the world around them. Parental aspirations for their children's P-16 educational attainment does not exist in a social vacuum within the United States. In aggregate terms, parents' P-16 aspirations reflect the families' social class standing in their respective communities. Referred to as cultural capital, the process of consciously socializing children to develop social assets including learning to read, seems to be a critical piece of more elite societies. This study sought to uncover first year, first generation students' perceptions and memories of early reading experiences to further the understanding of the challenges first generation students face in attending college. Findings revealed our students did not often have strong role models for reading, although the majority believed reading well was a necessity for college and future success. The impact of cultural capital theory revealed families still have great influence on first generation student success in college and should be of critical concern to higher education for how to best support this new generation of learners. Additionally, we may need to transmit to our students the tools to develop more cultural capital by being positive role models.
It's Not My Party: A Critical Analysis of Women and Minority Opposition towards STEM
Author: Martin, David C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Females,STEM Education,Equal Education,Gender Bias,Minority Groups,Social Bias,Student Experience,Disproportionate Representation,Social Capital,Cultural Capital,World Views,Ideology,Power Structure,Language Usage

The civil rights era promised an invitation for equity and equality in education was on its way. The invitation was lost in the mail or it is a party that the &quot;marginalized&quot; do not want to attend. In 2004, the National Science Board (NSB) identified a critical shortage of workers in Science, Technology, Engineering, and Mathematics (STEM) fields that will be needed by the year 2020. It was stated that the percentage of women choosing math and science courses dropped by four percent from 1993 to 1999. Absent is the mention of the development of social and cultural capital of gendered, minority, or traditionally marginalized students. Further, there has not been an appreciable increase of women and minority participation in STEM. Why has the invitation's acceptance rate been so low? The purpose of this paper is to offer a critical analysis of how the general disregard for students' lived experiences contributes to the silencing of expression of women and under-represented groups. In this paper, I examine progressive and scientific discourses from the vantage point of critical social theory, theories of ideology/worldviews, and an extended Input-Environment-Output model. I then present a case for why a focus on social and cultural capital would enhance participation in STEM. The hope and possibilities for the future is a return to civil rights era concerns that enhances student educational expression and engagement in a meaningful way. (A bibliography is included.)
Information Use and Secondary School Students: A Model for Understanding Plagiarism
Author: Williamson, Kirsty
Date: 2006-10-00
Type: Journal Articles
Subjects: Plagiarism,Secondary School Students,Models,Grade 10,High School Students,Learner Engagement,Participant Observation,Data Collection,Foreign Countries,Pilot Projects,Ethnography,Constructivism (Learning),Data Analysis,Grounded Theory,Holistic Approach,Users (Information),Computer Software,Influence of Technology,Technology Uses in Education,Internet,Interviews,Teaching Methods,Information Seeking

Introduction: The paper describes an interim model for understanding the influences on information use in relation to plagiarism, with a focus on secondary school students. Available literature mostly focuses on the tertiary level and on quantifying the extent of plagiarism, with limited availability of theory or empirical research focussing on information use, learning and plagiarism. Theoretical context: Possible theoretical bases for the model are considered, and the reasons for choosing Williamson's (2005) modified ecological model, as the basis, are outlined. Empirical Research: The data from a pilot study, using ethnographic techniques in a constructivist framework, contributed to the development of the interim model. The study was undertaken with Year 11 students in an Australian country high school. The data analysis from this study was influenced by constructivist grounded theory. Themes and categories were developed from this analysis. Model Development: The themes and categories, together with the gaps in understanding as revealed by the pilot research experience, were used to modify Williamson's ecological model to provide a diagrammatic representation suited to the topic of information use and plagiarism. The themes, encompassing a number of categories which might provide understanding about influences on information use in relation to plagiarism, are people, practices, attitudes and technology. Conclusion: Developing the model gave the researchers new insights at a crucial stage when they were about to embark on a major study, building on their pilot project. Although the target group for the research is secondary school students, the model is applicable to any group of information users.
The Embeddedness of White Fragility within White Pre-Service Principals' Reflections on White Privilege
Author: Hines, Mack T., III
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Principals,Whites,Disadvantaged,Relevance (Education),Educational Administration,Administrator Education,Individualism,Prompting,Qualitative Research,Beliefs,Familiarity,Racial Relations

This study analyzes the prevalence of white fragility within the six white, pre-service principals' online responses to readings about white privilege. Six white, pre-service principals were asked to provide commentary to class readings on the relevance of white privilege to their preparation for future positions as principals. The findings showed that all six preservice principals provided fragile responses, meaning that they minimized the significance of white privilege. The minimization is explained in accordance to individualism, meritocracy, and innocence.
Uncertainty in Action: Observing Information Seeking within the Creative Processes of Scholarly Research
Author: Anderson, Theresa Dirndorfer
Date: 2006-10-00
Type: Journal Articles
Subjects: Information Seeking,Scholarship,Research,Evaluative Thinking,Observation,Ethnography,Interviews,Discovery Processes

Introduction: This paper discusses the role uncertainty plays in judgments of the meaning and significance of ideas and texts encountered by scholars in the context of their ongoing research activities. Method: Two experienced scholars were observed as part of a two-year ethnographic study of their ongoing research practices. Layered transcriptions of document-by-document discussions, conversations and interviews with informants were analysed for evidence of uncertainty in informants' processes of discovery, evaluation, use and generation of information. Analysis: Three themes are discussed illustrating the dynamic interplay between positive and negative forms of uncertainty: partial relevance, boundaries of understanding and uncertainty tolerance. Results: The uncertainty experienced by informants takes many forms deeply embedded in the interwoven layers of information seeking and use. Positive forms of uncertainty were often, but not exclusively, associated with the informants' explorations within the wider research tasks in which they were engaged. Conclusion: The intricacy of the relationship between what we might consider desirable as opposed to undesirable uncertainty is not easily unravelled. From the searcher's perspective, the interplay between positive and negative forms may be one way of explaining their ability to tolerate challenging encounters within their information and research processes.