ethanporcaro/eric-fulltext-meta huggingface dataset:
Research and Evaluation in Medical Education
Author: Ferris, Helena A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Medical Education,Evidence,Evaluation Methods,Models,Program Evaluation,Educational Practices,Evaluation Needs,Evaluation Utilization,Research Needs,Research Utilization,Comparative Analysis,Educational Research

The landscape of medical education is continuously evolving, as are the needs of the learner. The appropriate use of research and evaluation is key when assessing the need for change and instituting one's innovative endeavours. This paper demonstrates how research seeks to generate new knowledge, whereas evaluation uses information acquired from research to make decisions as to how well a particular practice is working and whether or not changes or improvements are required (Polit D &amp; Beck C. 2007). Ideally evaluation and research should be synergistic as both research and evaluation seek evidence for developing practice (Fain J., 2005). However, in reality this is challenging as there can often be a dichotomy between the two. Increasingly, medical educators and researchers are working as part of multidisciplinary teams so that a collective picture can be generated using &quot;evaluative research&quot;. Not only is this a more efficient way of analysing information, but it also encourages the sharing of knowledge across professional borders (Mitchell R et al. 2015). It is evident that research and evaluation are of the utmost importance and will continue to be a cornerstone of both modern day evidence based medicine and medical education.
Model of Values-Based Management Process in Schools: A Mixed Design Study
Author: Dogan, Soner
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Administrator Behavior,School Administration,Teacher Attitudes,Values,Mixed Methods Research,Case Studies,Elementary School Teachers,Likert Scales,Semi Structured Interviews

The aim of this paper is to evaluate the school administrators' values-based management behaviours according to the teachers' perceptions and opinions and, accordingly, to build a model of values-based management process in schools. The study was conducted using explanatory design which is inclusive of both quantitative and qualitative methods. The quantitative phase of the study was designed in the relational-screening model. The quantitative data were collected from 305 teachers working in the province of Sivas through Values-Based Management Scale. The qualitative phase of the study, however, was conducted using case study design. The qualitative data were collected from 10 teachers working in the province of Sivas. The quantitative findings of the study suggest that teachers perceive the administrators' values-based management behaviours as highly positive, while qualitative findings show that they attach great importance to the administrators' values-based management behaviour. In this sense, it can be said that the qualitative findings account for and are supportive of the quantitative findings. The &quot;model of values-based management process in schools&quot; built based on research results are presented in the Conclusion section.
An Investigation into Perceptions of Facebook-Use in Higher Education
Author: Ellefsen, Lasse
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Media,Social Networks,Higher Education,Teacher Student Relationship,Computer Mediated Communication,Qualitative Research,College Faculty,Teacher Attitudes,Student Attitudes,Focus Groups,Undergraduate Students,Foreign Countries

This paper reports the complete process for and findings resulting from an individual-led research project entitled &quot;An Investigation into Perceptions of Facebook-use in Higher Education.&quot; The aim of the research project was primarily to investigate current perceptions of using Facebook as a means for interaction between students and lecturers at university level. Findings are based on data collected from two sample populations (students and lecturers) using qualitative research methodology. Tentative findings suggest that students in particular find using Facebook for this purpose to be most appealing and would embrace such initiative in the future, whereas lecturers seem split in opinion on the matter, which is in line with previous research on social media use in higher education.
The Physics of Music with Interdisciplinary Approach: A Case of Prospective Music Teachers
Author: Turna, Özge
Date: 2016-00-00
Type: Journal Articles
Subjects: Physics,Music Education,Interdisciplinary Approach,Music Teachers,Preservice Teachers,Case Studies,Qualitative Research,Statistical Analysis,Scientific Concepts,Foreign Countries,Music Theory,Musical Instruments,Concept Formation

Physics of music is an area that is covered by interdisciplinary approach. In this study it is aimed to determine prospective music teachers' level of association with physics concepts which are related to music. The research is a case study which combines qualitative and quantitative methods. Eighty-four students who were studying at the Department of Music Education participated to the study. A data collection instrument which included qualitative and quantitative items with an interdisciplinary approach was used in this research. The collected data were grouped and analyzed by finding percentage value for each item. The findings from the data analysis were interpreted and a case assessment was made. In addition it was asked if it was necessary to take such an education. The findings revealed that most participants were unaware of musical concepts relating to physics and had difficulty in associating these concepts or expressing what they know. However, a great majority thought that such an education was necessary in their department.
Appraisal of Information and Communication Technology Courses in Business Education Programme of Universities in South East Nigeria
Author: Ile, Chika Madu
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Technology Education,Business Administration Education,Course Evaluation,Curriculum Development,Academic Degrees,Skill Development,Word Processing,Spreadsheets,Semester System,Educational Needs

The trend of Information and Communication Technology (ICT) usage in the business world necessitates that business education students be fortified with ICT skills as to be relevant and highly valued in the job market. The purpose of the study was to examine the four-year standard academic degree programme in business education department of five universities in South East, Nigeria. It x-rayed the semester courses in the programme which revealed word processing and spreadsheet processing as the only ICT skill course in the programmes. It was recommended among others that business education curriculum of universities be revisited and upgraded to incorporate more ICT skill courses that will provide students with requisite ICT skills for employability and self-reliance.
Theory of Planned Behavior Predicts Graduation Intentions of Canadian and Israeli Postsecondary Students with and without Learning Disabilities/Attention Deficit Hyperactivity Disorder
Author: Fichten, Catherine S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Behavior Theories,Learning Disabilities,Attention Deficit Hyperactivity Disorder,College Students,Predictor Variables,Intention,Graduation,Gender Differences,Age Differences,Student Attitudes,Readiness,Postsecondary Education,Two Year Colleges,Questionnaires,Social Attitudes,Statistical Analysis,Likert Scales

We tested the ability of Ajzen's Theory of Planned Behavior (TPB) model to predict intention to graduate among Canadian and Israeli students with and without a learning disability/attention deficit hyperactivity disorder (LD/ADHD). Results based on 1486 postsecondary students show that the model's predictors (i.e., attitude, subjective norms, perceived behavioral control related to graduation) predicted between 32% and 59% of the variability in intention to graduate. Gender made a minor contribution to the prediction equation and age was unrelated. This suggests that our TPB measure, included in Table 1, is valid for diverse samples and countries. It can be used as a quick, inexpensive way to predict intention to graduate and, as shown by previous investigations, actual graduation rates. Thus, strengthening the three predictors may result in higher graduation rates.
Using Direct Behavior Rating--Single Item Scales to Assess Student Behavior within Multi-Tiered Systems of Support
Author: Miller, Faith G.
Date: 2014-09-00
Type: Journal Articles
Subjects: Functional Behavioral Assessment,Rating Scales,Student Behavior,Response to Intervention,Positive Behavior Supports,Early Intervention,Progress Monitoring,Behavioral Objectives,Case Studies,Guidance,Screening Tests,Data Collection,Decision Making,Evidence Based Practice,Summative Evaluation

An increased emphasis on collecting and using data in schools has occurred, in part, because of the implementation of multi-tiered systems of support (MTSS). Commonly referred to as response to intervention in the academic domain and school-wide positive behavioral interventions and supports in the behavioral domain, these initiatives have a common purpose that promotes a proactive screening approach to the identification and thus early intervention for student difficulties (Bohanon, Goodman, &amp; McIntosh, 2009). A freely accessible measure called Direct Behavior Rating--Single Item Scales (DBR-SIS) has been developed to fill a gap in the landscape of validated behavioral assessment tools used within MTSS. DBR-SIS is a behavioral assessment tool that involves observing a student or group of students for a pre-specified period of time and providing ratings on individual scales reflecting broad target behaviors. The purpose of this article is to outline a framework for school administrators in developing and using DBR-SIS as a behavior assessment methodology within MTSS to identify students in need of intervention and monitor progress in response to intervention. An overview of DBR-SIS is provided, followed by a discussion of assessment objectives, highlighting how DBR-SIS might be used for various aims within MTSS. The authors outline specific procedures for using DBR-SIS within MTSS, illustrate its use within a case-study context, and provide guidance based on their experience using DBR-SIS with school-based teams.
Predictors of Behavior Factors of High School Students against Recycling
Author: Cimen, Osman
Date: 2016-00-00
Type: Journal Articles
Subjects: Predictor Variables,High School Students,Recycling,Student Behavior,Student Surveys,Behavior Rating Scales,Environmental Education,Gender Differences,Cohort Analysis,Group Membership,Predictive Validity,Preferences,Multiple Regression Analysis,Foreign Countries,Likert Scales

This study aims to determine the variables that predict high school students' recycling behaviors. The study was designed as survey model. The study's sample consists of 203 students at a high school in Ankara. A recycling behavior scale developed by the researchers was used as a data collection tool. The scale has 3 dimensions: recycling behavior, recycling interest and recycling preferences. The reliability coefficient of the scale was determined to be 0.90. The data were analyzed using Pearson's correlation and multiple regression with the SPSS 18 package program. A significant correlation was found between high school students' recycling behaviors and variables such as environment anxiety, recycling knowledge and environmental student club membership. Also, as a variable, recycling knowledge was found to be a significant predictor of recycling behavior in general and its behavior and preferences dimensions. Recommendations are offered based on these results.
Flying, Feathery and Beaked Objects: Children's Mental Models about Birds
Author: Ahi, Berat
Date: 2016-00-00
Type: Journal Articles
Subjects: Animals,Cognitive Structures,Models,Visualization,Schemata (Cognition),Hermeneutics,Preschool Children,Preschool Education,Freehand Drawing,Semi Structured Interviews,Concept Formation,Foreign Countries,Phenomenology

Purpose of this research is to state preschool students' mental model about birds by analyzing their drawing. This is a hermeneutical phenomenology research that is based on social constructivist philosophy. Typical case sampling method has used in order to form working group of this research. Working group consisting of 325 children who are in preschool education programs in Kastamonu Central District. Data gathered by draw and explain technique in this research. Firstly, children had asked to draw bird picture, then semi-constructed interview has made with children. By analyzing data gathered for this research, it is seen that significant amount of children drawn bird with outline drawing style (f = 167, % = 51.3). 181 children (f = 181, % = 55.6) drawn basic features of birds, and 83 children (% = 25.5) drawn them as behavior shown. Majority of the children said that they see birds on outdoor environments (f = 279, % = 85.8), and also significant amount of children stated that the fundamental property of bird is their ability to fly (f = 127, % = 39.0). After analyzing these findings, it it seen that children have non-biological based, only physical property based modal and physical mental models about birds and their natural properties. Also, it was determined that children have developed their basic knowledge of birds in outdoor environments. In light of these results, necessity of including animal and habitat education with direct-learning methods in preschool curriculum and its necessity to apply this education in outdoor mediums with direct animal observations and experiences with them are underlined. Keywords: Birds, draw and explain, mental model, child.
Promoting Post-Formal Thinking in a U.S. History Survey Course: A Problem-Based Approach
Author: Wynn, Charles T.
Date: 2016-00-00
Type: Journal Articles
Subjects: Problem Based Learning,History Instruction,Thinking Skills,Teaching Methods,College Students,Comparative Analysis,Lecture Method,Metacognition,Cognitive Ability,Pretests Posttests,Questionnaires,Statistical Analysis

This article presents a problem-based learning (PBL) model for teaching a college U.S. history survey course (U.S. history since 1890) designed to promote postformal thinking skills and identify and explain thinking systems inherent in adult complex problem-solving. We also present the results of a study in which the outcomes of the PBL model were compared to the outcomes of the same course taught with traditional lecture and discussion. The PBL model was more effective in scaffolding learning so that students recognize and practice postformal thinking dynamics and in facilitating self-reported student perceptions of increased course engagement and content relevance. We offer recommendations for implementing PBL in social science survey courses.
Approaches to Learning and Age in Predicting College Students' Academic Achievement
Author: Cetin, Baris
Date: 2016-00-00
Type: Journal Articles
Subjects: College Students,Age,Predictor Variables,Academic Achievement,Grade Point Average,Correlation,Early Childhood Education,Education Majors,Questionnaires,Learning Strategies,Scores,Statistical Analysis

The aim of this study is to determine whether the approaches to learning and age are significantly correlated to grade point average (GPA) in early childhood education students. In addition, another purpose of this study is to determine whether approaches to learning and age predicted students' GPAs in the Early Childhood Education Department. The sampling of the study consists of 166 students in total (158 female and 8 male; 86 junior and 80 senior) who studied at Georgia Southern University in the United States of America College of Education, Teaching and Learning Department's Early Childhood Education program. The research model is a prediction study. The data in this study was collected using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) and a personal information form. The findings were as follow: there was a positive relationship between students' GPAs and the deep approach. There was a negative relationship between GPAs and the surface approach. There was no significant relationship between GPAs and approaches to the total score of learning. While there were no significant relationships between students' ages and deep motivation and surface motivation strategies, an association was found between age and approaches to total scores of learning total . The approaches to total score of learning were not significant predictors of GPA.
Financial Stress and Financial Counseling: Helping College Students
Author: Britt, Sonya L.
Date: 2015-00-00
Type: Journal Articles
Subjects: College Students,Financial Services,Stress Management,Counseling Services,Money Management,Predictor Variables,Stress Variables,Peer Counseling,Regression (Statistics),Counseling Effectiveness,Financial Problems,Student Surveys,Student Behavior

This study had two distinct purposes. First, to determine the predictors of financial stress among college students who sought free peer-based financial counseling from a large Midwestern university (N = 675). Secondly, to determine the effectiveness of the particular financial counseling center from a subsample of those who sought help (N = 97). Results of the regression analysis indicate that students more likely to experience financial stress include freshmen, those with low perceived mastery and net worth, and those with median student loan debt as compared to those with no student loan debt. Results of t-test analyses suggest that financial counseling had positive effects on subjective financial knowledge and financial attitudes and mixed effects on financial behaviors.
Keeping Pace with Information Literacy Instruction for the Real World: When Will MLS Programs Wake Up and Smell the LILACs?
Author: Davies-Hoffman, Kimberly
Date: 2013-00-00
Type: Journal Articles
Subjects: Information Literacy,Library Instruction,Information Science Education,Masters Programs,Curriculum Evaluation,Trend Analysis,Educational Practices,Student Recruitment,Curriculum Design,Student Evaluation,Academic Achievement,Behavioral Objectives,Participant Satisfaction,Program Descriptions

For over thirty years, numerous studies have discussed the contradiction between the growing importance of information literacy instruction to the Library's core mission and lack of pedagogical training for new librarians. This article reviews the more recent contributions on the topic, presents a survey of New York State MLS curricula and describes initiatives of pedagogy training offered in that region outside of MLS programs. The authors focus on the Library Instruction Leadership Academy (LILAC), an innovative, semester-long training program created in Western New York State to offer instruction in the pedagogical foundation and practical experience essential for teaching information literacy skills effectively. They provide details of the program's content, organization, funding, assessment methods, and learning outcomes. While regional initiatives like LILAC prove to be very valuable to their participants, the authors aim to apply pressure on MLS programs to establish curricular requirements better suited to the demands of today's librarianship.
Special Collections, Primary Resources, and Information Literacy Pedagogy
Author: Hubbard, Melissa A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Information Literacy,Special Libraries,Primary Sources,Library Instruction,Librarian Teacher Cooperation,Experiential Learning,Instructional Design,Educational History,Observation,Classroom Techniques,Teaching Methods,Academic Libraries,Instructional Effectiveness,Pretests Posttests

This article reports on collaboration between an information literacy (IL) instructor and a special collections librarian to create a hands-on special collections experience for entry-level IL students within the context of a credit-bearing class. Data collected during this experience found that exposing students to these materials can increase their enthusiasm for and engagement with the library and improve their IL and research skills. This article explains the methods for designing such class sessions and reports the results with students.
Teaching Web Evaluation: A Cognitive Development Approach
Author: Benjes-Small, Candice
Date: 2013-00-00
Type: Journal Articles
Subjects: Web Sites,Internet,Evaluation Methods,Information Literacy,Cognitive Development,Check Lists,Standards,Lesson Plans,Constructivism (Learning),Librarians,Library Role,Academic Libraries,Worksheets,Undergraduate Students,Evaluation Criteria

Web evaluation has been a standard information literacy offering for years and has always been a challenging topic for instruction librarians. Over time, the authors had tried a myriad of strategies to teach freshmen how to assess the credibility of Web sites but felt the efforts were insufficient. By familiarizing themselves with the cognitive development research, they were able to effectively revamp Web evaluation instruction to improve student learning. This article discusses the problems of traditional methods, such as checklists; summarizes the cognitive development research, particularly in regards to its relationship to the ACRL Information Literacy Standards; and details the instructional lesson plan developed by the authors that incorporates cognitive development theories.
Info Lit 2.0 or Déjà Vu?
Author: Ianuzzi, Patricia Anne
Date: 2013-00-00
Type: Journal Articles
Subjects: Information Literacy,Library Associations,National Standards,Educational Change,Criticism,Standard Setting,Review (Reexamination),Educational Practices,Academic Libraries,Integrated Curriculum,Library Instruction,Academic Standards

In 1999, the Association of College and Research Libraries (ACRL) convened a national task force to draft Information Literacy Competency Standards for Higher Education. ACRL has recently launched a revision to those standards. The original standards were influential because they helped advance a national need in higher education at the time: a shift to outcomes based learning. Fourteen years later, information literacy stands alongside oral and written communication, critical thinking and ethical reasoning as learning outcomes broadly acknowledged as needing to be integrated, with disciplinary content, into the curriculum. This author believes that, in contrast to the first process, the current recommendations for revision are focused on the wrong question and include the wrong people to address it. The point is not to further define, redefine and write more, less or different learning outcomes. The challenge now is to move ahead and address the current concerns of education reform: vertical integration with disciplinary knowledge, curriculum mapping, and assessment. There are a host of challenges and libraries and librarians are perfectly poised to help.
Cultural Shifts: Putting Critical Information Literacy into Practice
Author: Hicks, Alison
Date: 2013-00-00
Type: Journal Articles
Subjects: Information Literacy,Educational Practices,Integrated Curriculum,Cultural Relevance,Library Role,Librarian Teacher Cooperation,Second Language Programs,Models,Instructional Design,Higher Education

This paper uses the example of foreign languages to explore the integration of critical information literacy into the curriculum of various disciplines. By closely examining the practices and values inherent in the foreign language information environment, the paper suggests that a critical vision of information literacy provides the most appropriate approach to help meet campus goals of educating students for transcultural competence. As such, the paper provides an example of the process and role of the librarian in integrating critical information literacy into disciplinary fields and proposes that this approach could be effective in global learning initiatives.