ethanporcaro/eric-fulltext-meta huggingface dataset:
Digital Literacy and Its Relevance to Comparative Education Researchers: Outcomes of SciVal Analytics
Author: Chigisheva, Oksana
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Literacy,Technological Literacy,Information Literacy,Knowledge Management,Knowledge Level,Comparative Education,Educational Research

Digitisation is a multidimensional phenomenon having direct and indirect impact on all aspects of human activity. The sphere of science and research, especially comparative education research, is being inevitably affected. The dizzying pace of socio-economic changes complicated by COVID19 pandemic made it obvious that we are dealing with the digitisation of shock, rather than phased, character. The article states the lack of serious scientific reflection on the currently witnessed &quot;shock digitisation&quot; of science, complicated with growing digital illiteracy of researchers. The latter is demonstrated through rigorous literature review and SciVal Scopus analytics. The article is concluded with the idea that the field of comparative education research requires future profound rethinking of assumptions and agenda priorities in several aspects. They include general qualification requirements for modern comparative education researcher and comparative research procedures, functional and digital literacy of comparativists, changes in their research career potentials and prospects.
Middle School Students&apos; Motivation in Solving Modelling Activities with Technology
Author: Daher, Wajeeh
Date: 2021-00-00
Type: Journal Articles
Subjects: Middle School Students,Student Motivation,Mathematical Models,Mathematics Activities,Technology Uses in Education,Learner Engagement,Grade 9,High School Students,Educational Technology,Computer Software

Researchers pointed at modelling activities as affecting positively students' learning including motivation to learn, but little research has studied students' motivation to learn mathematics during their engagement in modelling activities with technology. Three groups of 4-5 students carried out the Roc modelling activity utilizing the internet and GeoGebra. The data was collected using video recording and students' solution texts. Inductive and deductive content analysis were used to analyze the data. The research results indicated that the groups experienced motivational patterns that included both sympathy and mastery styles, where these styles were accompanied with confirming styles in general, but sometimes with rebellious styles too. In addition, carrying out the modelling activity using the internet and GeoGebra, the group members were engaged primarily with processes-based motivational styles, but doing so, they kept in mind their goal to build a mathematical model of the Roc bird.
Moving beyond Equal Access: Detracking a High School&apos;s Mathematics Program
Author: Tabron, Lolita A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Equal Education,Mathematics Instruction,High School Students,Minority Group Students,Access to Education,College Preparation,Track System (Education),Student Diversity,Advanced Placement,Racial Bias,Educational History,School Segregation,Educational Policy,Educational Practices,Empathy,Administrator Attitudes,Mathematics Teachers,Teacher Attitudes,Principals

Students of color in the United States have historically been denied access to a college-preparatory mathematics education largely due to tracking policies and practices. To address this historical injustice, a partnership was developed between a highly diverse high school and higher education to initiate a collaborative process to detrack the mathematics program at the school. We report the results from empathy interviews conducted with the &quot;Franklin High&quot; administrative team and mathematics teachers. The four primary themes that emerged from the interviews concerned the school's student diversity, the focus on preparing students to enter the IB course sequence, how detracking must go beyond simply providing equal access, and the importance of the Franklin High staff having an equity-oriented growth mindset. These findings accentuate how successful detracking efforts require stakeholders to have an historical understanding of the racist policies and practices that have led to segregated schools and tracked classrooms.
Teachers&apos; and Learners&apos; Perceptions of Stoichiometry Using POGIL: A Case Study in South Africa
Author: Mamombe, Charles
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Stoichiometry,Chemistry,Inquiry,Active Learning,Case Studies,Foreign Countries,High School Students,Grade 11,Physical Sciences,Learning Motivation,Teaching Methods,Instructional Effectiveness,Cooperative Learning,Student Improvement,Grades (Scholastic),Science Teachers,Misconceptions,Student Participation,Science Achievement,Student Centered Learning,Educational Benefits

This study explored the perceptions of teachers and learners regarding the use of Process Oriented Guided Learning Inquiry Learning (POGIL) to teach stoichiometry. A qualitative case study was carried out at two conveniently and purposively sampled township schools in Pretoria, South Africa. For this purpose, two Grade 11 physical sciences classes were identified where 48 learners and their respective teachers, who had previously been trained to teach using POGIL, gave consent to participate in the study. Data were collected using lesson observations, focus group interviews for learners and interviews for teachers. All data were transcribed and analysed with the aid of ATLAS.ti software for qualitative data analysis. The findings from the observations indicate that the learners were excited, motivated, and actively engaged in their work. They assisted one another by attempting to answer questions supported with justification. The findings from the focus group interviews indicate that the learners were excited to learn using POGIL and wished to use the method in other subjects, including mathematics. The learners had noticed improvements in their grades and understanding of abstract topics. The findings from the teacher interviews indicated that they appreciated POGIL because they found it useful in reducing misconceptions, increasing learner participation, increasing understanding and achievement, and that their learners were more engaged. The results indicate that POGIL increased learners' interest, participation and active learning, while seemingly also improving the learners' understanding of and achievement in abstract topics like stoichiometry. POGIL may be useful in increasing active learning and participation of learners which may lead to increased understanding and achievement.
Adaptation of the Turkish Language Version of the Inventory of New College Student Adjustment: The Roles of Resilience and Social Self-Efficacy in College Adjustment
Author: Can, Nesime
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Translation,Student Adjustment,College Freshmen,Resilience (Psychology),Self Efficacy,School Orientation,Student Organizations,Student Surveys,Interpersonal Competence

Transition from high school to college can be a struggle for many students. To support the first-year college students during the transition, various factors can be taken into consideration. In this study, we focused on the role of resilience, social self-efficacy, college orientation, and student organization involvement in college adjustment among the first-year Turkish college students. Using snowball sampling, we distributed our online survey package across Turkey and recruited a total of 346 participants. To measure the concept of college adjustment, we developed and validated Turkish language version of the Inventory of New College Student Adjustment (INCA-T) due to the limitations of existing instruments. The confirmatory factor analysis results indicated that the 10-item INCA-T revealed a good fit with Turkish sample. Then, using INCA-T, we evaluated the relationship among college adjustment, resilience, social self-efficacy, attendance of a student orientation program, and involvement in student organizations. Multiple regression analysis results showed that resilience and social self-efficacy were significant predictors of college adjustment among the first-year students. Also, individuals participating in student orientation and student organizations reported significantly greater adjustment to college. Considering the findings of the present study, we discussed implications for faculty advisors and college counselors, then provided recommendations for future researchers.
Analysis of the Relationships between Academic Motivation, Engagement, Burnout and Academic Achievement with Structural Equation Modelling
Author: Atik, Servet
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Motivation,Student Participation,Burnout,Academic Achievement,Correlation,Preservice Teacher Education,Predictor Variables,Grade Point Average

The aim of this study was to examine the relationships between teacher candidates' academic motivations, engagements, burnouts and academic achievements with structural equation modelling. The participants of the research consisted of teacher candidates studying in the faculty of education at a state university in Eastern Turkey (n=861). The model, which was set within the research, was confirmed. 5 out of 6 hypotheses were accepted, while 1 of them was rejected. In the consequence of the research, it was determined that academic motivation predicted burnout directly and negatively; academic motivation predicted student engagement directly and positively; burnout predicted student engagement directly and negatively; burnout predicted academic achievement directly and negatively; student engagement predicted academic achievement directly and positively, on a significant level statistically. Moreover, burnout had a mediation role in the relationship between academic motivation and student engagement; student engagement had a mediation role in the relationship between burnout and academic achievement; both student engagement and burnout had a mediation role in the relationship between academic motivation and academic achievement. Academic motivation explained nearly 31% of the variance in burnout; academic motivation and burnout together explained nearly 44% of the variance in student engagement; and the confirmed model explained nearly 13% of the variance in academic achievement. Further implications of these findings for practical use and further research are discussed.
Assessing Skill Building in Metadata Instruction: Quality Evaluation of Dublin Core Metadata Records Created by Graduate Students
Author: Zavalina, Oksana L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Skill Development,Metadata,Instructional Effectiveness,Graduate Students,Instructional Design,Online Courses,Content Analysis,Assignments

The quality of metadata has a direct effect on the ability to find, identify, select, obtain, and explore information; therefore, training to create high-quality metadata is an important, yet challenging, task for LIS educators. To provide such training effectively, instructors need to develop a vision for where best to focus their efforts, informed by understanding of the common metadata quality problems in student-created records and the way in which observed patterns correlate with the content and methods of instruction. Our exploratory case study addresses this need through empirical data. The article provides an overview of the metadata-creation skill building in instructional design of an online graduate metadata course at a US university and includes results of a comparative content analysis of student-created Dublin Core metadata records in three semesters based on the criteria of accuracy, completeness, and consistency. Findings reveal that accuracy and completeness issues are prevalent and that metadata quality problems revolve mainly around representation of relations and subjects and the application of controlled vocabularies. Results also indicate student confusion regarding the purpose of several metadata elements. The article discusses the findings in relation to content and methods of instruction, considers how the observed quality issues in student-created metadata might be addressed in improving skill building through curriculum development, and proposes directions for further research.
Attitudes and Perceptions toward Design Thinking in Graduate-Level Library Education
Author: Clarke, Rachel Ivy
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Study,Library Education,Competence,Administrator Attitudes,Misconceptions,Barriers,Integrated Curriculum,Design

This study aims to understand educators'--specifically those in positions of authority in graduate-level library education programs--perceptions of and attitudes toward design thinking and methods in graduate-level library curricula by investigating the following research questions: What is the current landscape for the integration of design into the LIS curriculum, from the program director's perspective? What do these directors think about the competencies required for future librarians, and where does design fit into those competencies? What are the possibilities for a future degree focused on reconceptualizing the field from a design perspective rather than the traditional library science? Thirteen MLIS program directors and people in equivalent positions at ALA-accredited programs in the United States and Canada were interviewed to investigate these queries. The conversations suggest there is a growing openness to design education that may contribute to the diversification of the curriculum so that graduates' competencies more closely reflect recommendations in the literature and address the needs of employers. They also reveal dichotomies in how LIS program directors define and integrate design education into LIS curricula, such as barriers of bureaucratic concerns versus interest in experimenting with design courses available elsewhere in their universities, or even the potential for a dual library science/library design degree option. The article concludes with recommendations for next steps in advancing design in library education so as to prepare graduates for the growing number of user experience, public programming, or even more traditional teaching librarian positions where a design thinking approach leads to effective practice.
Elfreda Chatman, Theorist and Teacher: Reflections on Her Lessons on Theory Development in Information Science
Author: Miksa, Shawne D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Library Science,Information Science,Information Science Education,College Faculty,Theories,Theory Practice Relationship,Course Descriptions,Course Content,Vocabulary,Models

Dr. Elfreda Chatman was a professor of library and information science at the University of North Carolina and Florida State University in the 1990s and early 2000s until her passing in 2002. Her research incorporated the disciplines of education, sociology, and LIS, covering topics at the nexus of these fields, from which she worked to develop a unified theoretical framework for scientific inquiry. Chatman's work and teachings are as useful today as they were 20 years ago. Her approach to teaching theory development is explored by examining her course syllabi, her extensive course reading list, and students' lecture notes. Chatman improved library and information science by encouraging scholars to combine theory with practice in their study of the interaction between people and information.
Scholarship of Teaching and Learning: Evolution of Research on Library and Information Science Education
Author: Jamali, Hamid R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Information Science Education,Educational Trends,Educational Research,Library Research,Journal Articles,Curriculum,Teaching Methods,Cataloging,Classification,Metadata,Archives,Recordkeeping,Academic Libraries,School Libraries,Geographic Regions,Trend Analysis,Political Attitudes,Literacy,Crisis Management,Privacy,Humanities,Electronic Publishing

Scholarship of teaching and learning plays an important role in informing educational practices in every discipline. The aim of this study was to identify the trends of research on library and information science (LIS) education. A total of 1,986 articles on LIS education published from 1999 to 2018 were retrieved from bibliographic databases using topical and thesaurus-based queries. They were analyzed for their topics, methods, educational level and aspect, country, and outlet. The results showed that curriculum (what we teach) received more research attention than pedagogy (how we teach). Teaching organization of information (including cataloguing, classification, and metadata) was the most researched topic. Educational aspects of some sectors such as archives and record keeping and academic libraries have received more attention, while some other sectors such as school libraries have not been covered as widely. Survey was the most popular research method used in research articles. There were 134 articles covering LIS education in the United States, representing the greatest coverage by geographic region. While some topics such as serials librarianship and law were discussed in early 2000, in recent years topics such as political literacy, crisis management, privacy, digital humanities, and GLAM convergence have emerged in the literature.
Where Do We Stand? Diversity, Equity, Inclusion, and Social Justice in North American Library and Information Science Education
Author: Poole, Alex H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Information Science Education,Library Science,Student Diversity,Equal Education,Inclusion,Access to Education,Educational History,Educational Change,Social Justice,Cultural Awareness,Barriers,Mentors,Minority Group Students,Student Characteristics,Demography,College Faculty,Diversity (Faculty),Teacher Characteristics,Recruitment,Persistence,Higher Education

The field of LIS continues to face a vexing paradox. Its longstanding ideal of and concomitant commitment to serving diverse communities and users equally has failed to translate into diversity, equity, and inclusion (DEI) in the profession or in LIS education. This article analyzes efforts to promote diversity, equity, and inclusion in North American LIS programs between 1971 and 2018. First, it addresses change and continuity in diversity-centered LIS scholarship over time. Second, it unpacks key terms such as diversity, equity, and inclusion. Third, it underlines the importance of and mandate for diversity, adducing demographic change and social justice, and suggests cultural competence as a key vehicle for DEI work. Fourth, it examines recruitment and retention efforts and their results, strategies to weave DEI and social justice topics into the curriculum, and barriers to such efforts. Finally, areas for further research are suggested.
AI and Ethics: Ethical and Educational Perspectives for LIS
Author: Huang, Carolin
Date: 2021-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Ethics,Educational Technology,Higher Education,Information Science Education,Learning Analytics,Social Responsibility,Privacy,Equal Education,Social Values,Librarians

The growth of artificial intelligence (AI) technologies has affected higher education in a dramatic way, shifting the norms of teaching and learning. With these shifts come major ethical questions relating to surveillance, exacerbated social inequality, and threats to job security. This article overviews some of the discourses that are developing on the integration of AI into the higher education setting, with focus on LIS and librarianship, considers the role of LIS and librarianship in intervening in the trajectory of AI in learning and teaching, and weighs in on the place of professional LIS ethics in relation to confronting AI-led technological transformations.
Multimodal Review Sessions for Undergraduate Muscle Anatomy
Author: Welleford, Andrew S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Anatomy,Physiology,Learning Modalities,Units of Study,Undergraduate Students,Science Instruction,College Science,Allied Health Occupations Education,Instructional Effectiveness,Teaching Methods,Kinesthetic Methods,Audience Response Systems,Manipulative Materials

Engagement of multiple learning modalities has been shown to promote learning. This study aimed to develop resources for anatomical sciences educators interested in adding additional teaching modalities into their repertoire. Three review sessions were created for the muscle anatomy unit of an undergraduate anatomy and physiology course, each designed to engage a different learning modality. The first session was a kinesthetic experience in which students were cued through a sequence of body positions similar to yoga poses with instruction of muscle anatomy relevant to each position. The second session was a tactile experience in which students were instructed how to shape clay into models of muscles and place them on a corresponding plastic skeleton. The third session was an audience-response question and answer (Q&amp;A) session in which students responded to questions and received feedback about their performance. Each of the three review sessions was successfully implemented in a large undergraduate course with 445 total students. The authors encourage other anatomy educators to adapt these sessions for use in their own teaching.
An Evolving Makerspace for Teacher Education
Author: Dousay, Tonia A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Education,Educational Change,Shared Resources and Services,Program Development,College Students,Educational Facilities Design

If you could design a makerspace, what would it look like and whom would it serve? How does location fit into your planning? What about expertise? How will you sustain your facility? Last, but certainly not least, how will you staff the makerspace and how does programming or mission impact staffing? At the University of Wyoming, conversations about the maker movement became a reality when we opened a makerspace for teacher education in the College of Education. From initial design to the funding of the space and our teacher education mission, this design case chronicles the processes, considerations, and decisions we faced that may help others who find themselves in a similar situation.