ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Motives for Taking Online Courses in Educational Administration
Author: Kowalski, Theodore J.
Date: 2014-09-00
Type: Journal Articles
Subjects: Student Motivation,Online Courses,Correlation,Educational Administration,Masters Programs,Teaching Experience,Research Universities,Student Attitudes,Graduate Students,Preferences,Conventional Instruction,Private Colleges,Educational Quality

This study was conducted with students enrolled in a master's degree program in educational administration at a private research university that offered all required courses in both online and in-class formats. The purposes were to determine (a) the extent to which online courses were selected, (b) the level of importance students placed on four common motives for taking online courses, and (c) levels of association between the importance of values and two demographic variables (employment level and years of teaching experience). The extent to which students took online courses varied considerably. Convenience and flexibility were the most important motives and instructional preference was the least important motive. Although associations between each motive and the two demographic variables were small, the correlation coefficients for convenience and teaching experience and for flexibility and teaching experience were slightly higher than the others.
A Multisite Study of High School Mathematics Curricula and the Impact of Taking a Developmental Mathematics Course in College
Author: Harwell, Michael
Date: 2014-03-00
Type: Journal Articles
Subjects: High School Students,Secondary School Mathematics,Remedial Mathematics,Developmental Programs,College Mathematics,College Students,Mathematics Curriculum,Educational Attainment,Course Selection (Students),Scores,College Entrance Examinations,Correlation,Quasiexperimental Design,Student Records,Calculus,Statistical Analysis,Gender Differences,Racial Differences,Ethnic Groups,Majors (Students),Difficulty Level,Algebra

The relationship between high school mathematics curricula and the likelihood of students who enroll in a developmental (non-credit bearing) course in college taking additional mathematics courses was studied. The results showed that high school mathematics curriculum, years of high school mathematics completed, and ACT mathematics scores were related to developmental mathematics course-taking, but curriculum was not related to the subsequent mathematics course-taking of students who began college with developmental mathematics. The results have important implications for educational researchers and policymakers at the college and high school levels.
Which Field Experiences Best Prepare Future School Leaders? An Analysis of Kentucky&apos;s Principal Preparation Program
Author: Dodson, Richard L.
Date: 2014-06-00
Type: Journal Articles
Subjects: Administrator Education,Principals,Field Experience Programs,Program Effectiveness,Surveys,Administrator Attitudes

This paper examines the effectiveness of field experiences in preparing school principals for the exigencies of the job. Current school principals throughout Kentucky were surveyed regarding their perceptions of the utility and comparative effectiveness of field experiences in the principal preparation program (PPP) each attended. Surveys were emailed to school principals across Kentucky; the response rate was 30% (263 of 900 principals). Most respondents completed field experiences as part of their PPPs, and they considered many of these field experiences to have been valuable learning tools. Of those who did not complete field experiences, nearly all agreed that they would have been better prepared for school leadership had they performed field experiences. Current principals identified the most valuable field experiences to be those involving practical, hands-on, typical principal responsibilities (key words were leading, identifying, interviewing, and working). Least useful were observation-type experiences. This research finds clear support for augmenting use of two particular types of field experiences: (1) Budget and Finance and (2) Site-Based Decision Making. This research also shows the clear practical value of making field experiences an integral part of PPPs. In light of recent criticism that PPPs fail to adequately &quot;ready&quot; school principals, this research offers clear prescriptions for PPP improvement and highlights areas in which Kentucky's PPPs succeed.
Why Did the Black-White Dropout Gap Widen in the 2000s?
Author: Suh, Suhyun
Date: 2014-06-00
Type: Journal Articles
Subjects: Dropout Rate,Dropout Research,African American Students,White Students,Cohort Analysis,Longitudinal Studies,National Surveys,Achievement Gap,Performance Factors,Racial Differences,Suspension,Peer Influence,One Parent Family,Teacher Student Relationship,Regression (Statistics),Predictor Variables,Secondary School Students,College Students

This research investigates causes of the widening Black-White gap in dropout rates during the 2000s using two cohorts of National Longitudinal Surveys of Youth, NLSY79 and NLSY97. The authors found four factors which contributed to the widening of the Black-White gap: school suspension policies, peer impact, fatherless households, and the student-teacher relationship. Logistic regression and decomposition analysis suggests that the gap would have been narrowed by 2.62% if all conditions had remained the same. This implies that factors that have been considered to impact the Black-White gap in the past do not fully explain the current racial gap. Ongoing and potential societal changes demand a new research model to understand the racial gap.
Cross-Sectional Evaluation of English Language Teachers&apos; Technological Pedagogical Content Knowledge
Author: Yuksel, Ismail
Date: 2014-12-00
Type: Journal Articles
Subjects: Case Studies,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Scores,Teaching Experience,Pedagogical Content Knowledge,Gender Differences,Work Environment,Surveys,Foreign Countries,Statistical Analysis,Technology Integration,Technological Literacy,Educational Technology

The current study aims to identify the language teachers' technological pedagogical content knowledge and to examine their competency levels in terms of gender, length of service, and workplace. This cross-sectional evaluation study was conducted with 124 language teachers in Eskisehir, Turkey. Participants were administered Technological Pedagogical Content Knowledge (TPACK) survey. The Cronbach's Alpha coefficient for the scale was 0.90. The data of the study were analyzed via descriptive statistics, t-test and one-way analysis of variance test. Findings indicated that the participating language teachers had average competency levels in TPACK. Results also suggested that teachers' TPACK scores were not significantly different in terms of gender or work place. However, teachers who had five years or less of teaching experience had higher scores in TPACK than the other groups.
Analysis of the Mathematical Proof Skills of Students of Science Teaching
Author: Gökkt, Burçin
Date: 2014-12-00
Type: Journal Articles
Subjects: Mathematical Logic,Science Instruction,Mathematics Skills,Qualitative Research,Case Studies,Mathematical Concepts,College Students,Performance Based Assessment,Mathematical Applications,Skill Analysis

Mathematics and proof are two closely related concepts. Mathematics not only shows what is right or wrong, but it also teaches that it is not enough to know the latest formulas and results should be explained with causality. In this context, students learn the underlying meaning behind what mathematicians do by way of proofs. Accordingly, this study aims to analyse the mathematical proof skills of students studying science teaching. The study group is composed of 50 first-year college students studying science teaching in the academic year 2011-2012. The study employs case study method as a form of qualitative research and six open-ended questions are used for data gathering purposes. The obtained data show that students successfully employ mathematical proof methods (induction, deduction etc.), but the majority of the students accepted the technique of giving a numerical value as a method of proof.
The Relationship between Library Use and Academic Achievement of English and Spanish-Speaking Hispanic American Students
Author: Park, Hae Seong
Date: 2014-06-00
Type: Journal Articles
Subjects: Academic Achievement,Hispanic American Students,Spanish Speaking,Library Services,Use Studies,Users (Information),School Libraries,Longitudinal Studies,Regression (Statistics),Correlation,Predictor Variables,Effect Size,Mathematics Achievement,Reading Achievement,Socioeconomic Status,Gender Differences,Learner Engagement,Secondary School Students,Standardized Tests

The purpose of this study is to examine the relationship between school library use and academic achievement of Hispanic students. This study utilizes data from the base-year and the first follow-up of the Education Longitudinal Study: 2002/06. A series of hierarchical regression analysis is incorporated to examine the nature of associations among the variables in this research. The results indicate that Hispanic students' school library usage for class has a positive relationship with academic achievement, while their library usage for entertainment has a negative relationship with academic achievement. However, effect size of the students' library usage on academic achievement is greater for Spanish speaking Hispanic students than for English speaking Hispanic students. Implications for researchers and practice are discussed.
A Half-Flipped Classroom or an Alternative Approach?: Primary Sources and Blended Learning
Author: Westermann, Edward B.
Date: 2014-12-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,Video Technology,History Instruction,European History,Primary Sources,Teaching Methods,Web Based Instruction,Conventional Instruction,Cooperative Learning,Active Learning,Student Evaluation of Teacher Performance,College Students

This paper examines an alternate approach to the &quot;flipped&quot; classroom paradigm for an upper level history class using a blended on-line and in-class format. The concept of the flipped classroom has received increasing emphasis based on its potential to create a student-centered learning environment that incorporates practical instruction along with collaborative techniques. The use of flipping has largely been tied to the incorporation of video technology either in the form of a student practicum or an instructor lecture via on-line delivery combined with a classroom meeting involving collaboration and/or application exercises in the face-to-face session. With respect to flipping the history classroom, this paper offers the results from an upper division history course in which historical primary sources were introduced in the on-line portion of a hybrid class. The use of the primary sources also included a bi-modal collaborative mechanism, since students collaborated by sharing their thoughts prior to class and the start of the class incorporated a student-centered collaborative exercise based on the primary sources. This collaborative discussion on the primary sources served as the gateway into the broader topic discussion. This paper describes this process and uses student feedback to evaluate the effectiveness of this methodological approach.
Not so Fast My Friend: The Rush to R and the Need for Rigorous Evaluation of Data Analysis and Software in Education
Author: Harwell, Michael
Date: 2014-09-00
Type: Journal Articles
Subjects: Computer Software,Educational Research,Statistical Analysis,Computer Software Evaluation

Commercial data analysis software has been a fixture of quantitative analyses in education for more than three decades. Despite its apparent widespread use there is no formal evidence cataloging what software is used in educational research and educational statistics classes, by whom and for what purpose, and whether some programs should be recommended over others. This paper argues that the rise of the R data analysis software has intensified the need for rigorous evaluations of these programs to identify their strengths and weaknesses in ways that provide educators with guidance in choosing programs. Examples of research activities to produce a literature to guide these choices are described.
Concept Maps: An Alternative Methodology to Assess Young Children
Author: Atiles, Julia T.
Date: 2014-03-00
Type: Journal Articles
Subjects: Concept Mapping,Evaluation Methods,Cost Effectiveness,Efficiency,Developmentally Appropriate Practices,Ethical Instruction,Profiles,Race,Preschool Children,Bullying,Scores,Concept Formation

The authors investigated the utility and efficacy of using concepts maps as a research tool to assess young children. Pre- and post- concept maps have been used as an assessment and evaluation tool with teachers and with older students, typically children who can read and write; this article summarizes an investigation into the utility of using this methodology with children in pre-kindergarten and kindergarten. This exploratory study indicated that this methodology is cost-effective, efficient, and developmentally appropriate for use with young children.
Girl-Child Education Outcomes: A Case Study from Ghana
Author: Arku, Frank S.
Date: 2014-09-00
Type: Journal Articles
Subjects: Females,Outcomes of Education,Program Descriptions,Self Esteem,Correlation,Foreign Countries,Gender Differences,Tests,Scores,Economic Factors,Delivery Systems,Educational Attainment,Access to Education,Socioeconomic Background,Gender Bias,Junior High School Students,Phenomenology,Field Trips,Hygiene,Childrens Rights,Team Sports,Clubs,Teacher Attitudes,Student Attitudes,Educational Facilities,Student Responsibility,Interviews,Focus Groups

The importance of girl-child education is largely documented and initiatives to promote girl-child education are widespread. However, studies on service delivery methods, processes and the impacts are limited in the literature. This study assessed the Plan Ghana's girl-child educational project. According to the findings, the project has helped to improve the girls' confidence level and performance in examination. They associated more with their colleagues from affluent homes, and the financial burdens on their parents were also lessened. However, more girls need to be supported and boys with the same socio-economic backgrounds of the girls also need to be assisted by such educational projects/programs.
Lower Response Rates on Alumni Surveys Might Not Mean Lower Response Representativeness
Author: Lambert, Amber D.
Date: 2014-03-00
Type: Journal Articles
Subjects: Alumni,Graduate Surveys,Response Rates (Questionnaires),National Surveys,Differences,Statistical Analysis,Individual Characteristics,Satisfaction,College Seniors

The purpose of this research is to explore some possible issues with response representativeness in alumni surveys. While alumni surveys can provide important information, they often have lower response rates due to bad contact information and other reasons. In this study we investigate potential differences between responses on the National Survey of Student Engagement (NSSE) from the cohorts of graduating seniors from 2000, 2005, 2006, 2007, 2008, and 2009 and those same cohorts of alumni responding to the Strategic National Arts Alumni Project (SNAAP) in 2010 at six diverse institutions. A series of chi-squared analyses were done for each of the six cohort years. Findings indicate that the demographic characteristics and institutional satisfaction of alumni respondents closely mirror those of the graduating seniors. The results from this study suggest that even though response rates on alumni surveys might be lower, the results may be just as representative as studies with much higher response rates.
Information Anxiety from the Undergraduate Student Perspective: A Pilot Study of Second-Semester Freshmen
Author: Blundell, Shelley
Date: 2014-00-00
Type: Journal Articles
Subjects: Anxiety,Student Attitudes,College Freshmen,Public Colleges,English Instruction,Student Surveys,Statistical Analysis,Gender Differences,Racial Differences,Ethnic Groups,Information Literacy,Information Skills,Libraries,Information Technology,Library Skills

In early spring 2013, a pilot study was conducted at a major public university in Ohio to explore elements of information anxiety (defined herein as a combination of library anxiety and information technology anxiety) among second-semester freshmen enrolled in all iterations of both a traditional and a remedial first-year English course. The Information Anxiety Scale (an adaptation of Sharon Bostick's 1992 &quot;Library Anxiety Scale&quot;) was the pilot study's primary measure. Study researchers wanted to examine which information anxiety elements registered the most statistical significance for respondents. Analysis of results revealed statistically significant findings between elements in the scale and previous research and library experience, sex, and race/ethnicity. This pilot study experience will aid the study's researchers in revising their version of the Information Anxiety Scale for a larger study on information anxiety, toward understanding specific information anxiety triggers for undergraduate students and informing future information literacy instruction practices.
What Do We Mean by Library Leadership? Leadership in LIS Education
Author: Phillips, Abigail L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Information Science Education,Leadership,Literature Reviews,Educational Research,Meta Analysis,Concept Teaching,Ambiguity (Context),Definitions,Leadership Qualities,Leadership Styles,Instructional Leadership,Organizational Change,Library Administration,Librarians,Transformational Leadership,Skill Analysis,Administrator Education,Public Libraries,Research Libraries,Generational Differences,Mentors,Educational Opportunities,Course Content,College Programs

Leadership is an often-misunderstood word, especially in the context of libraries. With multiple definitions for the word &quot;leadership&quot; and vast numbers of leadership styles, it can be difficult to identity what exactly is meant when discussing library leadership. This literature review brings together 10 years of scholarly research on leadership in the library as it relates to LIS education. Through a close evaluation of this literature, a more holistic understanding of &quot;leadership&quot; as a concept in LIS education can be better understood. Several topics are highlighted and discussed including the ambiguity in definitions of &quot;leadership&quot;, the qualities of library leaders, leadership in LIS curriculum, library leadership and organization change, and library leadership and new librarians. For this review, the definition of LIS curriculum includes professional association leadership programs. Closing this literature review are recommendations for incorporating leadership education and mentorship opportunities into MLIS programs.
Investigating a Peer-to-Peer Community Service Learning Model for LIS Education
Author: O'Brien, Heather L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Investigations,Service Learning,Models,Information Science Education,Community Services,Experiential Learning,Peer Teaching,Tutoring,Undergraduate Students,Teaching Assistants,Library Instruction,Professional Development,Professional Identity,Transcripts (Written Records),Research Skills,Student Research,Statistical Analysis,Qualitative Research,Web 2.0 Technologies,Electronic Publishing,Student Journals,Content Analysis,Interpersonal Competence,Metacognition,Interaction Process Analysis,Foreign Countries

This research explores the professionalization of Library and Information Science (LIS) students who participated in a peer-tutoring service, &quot;Research Rescue.&quot; Research Rescue was a collaboration of the Chapman Learning Commons and the School of Library, Archival and Information Studies (SLAIS) at the University of British Columbia. The purpose of the service was to provide an experiential learning opportunity for LIS students, benefit undergraduate students in need of assistance with term papers, and increase undergraduates' awareness and use of the campus libraries through targeted referrals. Research Rescue interactions were documented as &quot;shift notes&quot; in a wiki, which was moderated by a learning services librarian and SLAIS faculty. The wiki acted as a shared learning resource and a means of observing and exploring LIS students' learning and professional development as an outcome of participating in the service. In this paper, we report on our qualitative analysis of the shift notes, which provide evidence that peer tutors took steps towards the formation of their professional identities. We explore the learning and socialization that occurred as part of tutors' involvement in Research Rescue, while also advocating that peer tutoring is a viable model for LIS education.
MOOCs as LIS Professional Development Platforms: Evaluating and Refining SJSU&apos;s First Not-for-Credit MOOC
Author: Stephens, Michael
Date: 2014-00-00
Type: Journal Articles
Subjects: Professional Development,Lifelong Learning,Open Education,Online Courses,Information Science Education,Online Surveys,Large Group Instruction,Pretesting,Educational Environment,Delivery Systems,Course Organization,Noncredit Courses,Curriculum Development,Curriculum Design,Qualitative Research,Student Surveys,Likert Scales,Student Educational Objectives,Success,Achievement Gains,Models,Program Improvement,Teaching Methods,Educational Opportunities,Participant Satisfaction,Student Attitudes

Beyond for-credit offerings, some library and information science (LIS) schools are exploring MOOCs as a means to promote lifelong learning and professional development. Using web surveys and descriptive content analysis methods, this paper empirically addresses if, in LIS programs, MOOCs can fill a role and serve new populations of learners within large-scale learning environments. To do so, the authors use a MOOC they designed, built, and instructed as a test bed. Findings reveal that students did use the MOOC for professional development, that they expanded their knowledge and applied concept models learned in the course, and benefited from diverse viewpoints provided by the global community of learners. In addition to other findings, the research reveals that the authors' MOOC model was successful and there is significant opportunity for LIS programs to serve the profession through large-scale professional development learning environments like MOOCs.
Assessment in Fieldwork Courses: What Are We Rating?
Author: Brannon, Sian
Date: 2014-00-00
Type: Journal Articles
Subjects: Field Experience Programs,Student Evaluation,Evaluation Needs,Information Science Education,Content Analysis,Student Records,Evaluation Criteria,Minimum Competency Testing,Minimum Competencies,Models,Practicums,Practicum Supervision,Cluster Grouping,Foundations of Education,Information Sources,Knowledge Management,Technological Literacy,Reference Services,Library Services,Research,Lifelong Learning,Continuing Education,Library Administration,Individual Characteristics,Work Ethic,Knowledge Level,Academic Ability,Emotional Development,Professional Identity,Job Performance

Fieldwork exists as a component of many library schools' curricula. Site supervisors, students, and the schools themselves all play a role. A final part of most fieldwork experiences involves the use of an evaluation form filled out by a site supervisor about the student. In this study, forty seven evaluation forms were collected and analyzed through inductive content analysis in order to discern the attributes that are used to rate students. Attributes were compared to the &quot;ALA Core Competences of Librarianship&quot; and grouped into related subject-categories. Findings show that form content varied widely and few forms captured all tenets of the &quot;Core Competences.&quot; Recommendations include a new all-encompassing evaluation form that can be tailored to many different fieldwork experiences, and suggestions for future study on fieldwork.