ethanporcaro/eric-fulltext-meta huggingface dataset:
Mentorship in Higher Education: Compassionate Approaches Supporting Culturally Responsive Pedagogy
Author: Lucey, Thomas A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mentors,Culturally Relevant Education,Altruism,Higher Education,Teacher Educators,Teacher Educator Education,Graduate Study,Self Concept

The development of culturally responsive teachers who value their students for their own stories and backgrounds represents a critical pursuit. Unfortunately, new teachers report feeling unprepared for racial and ethnic diversity in the classroom and find that coursework addressing these issues provides little help in classroom practice (Castro, 2010; Public Agenda and National Comprehensive Center for Teacher Quality, 2008). In this article the authors examine and describe the process of self-reflection and mentorship associated with teaching a graduate course on diversity and culturally responsive pedagogy. During this mentorship, for 16 weeks, the two authors engaged in reflective dialogue through email about teaching the course. The analysis of these emails found evidence of enhancement of professional selves as teacher educators (both the mentor and the mentee) through self-reflection and the mentorship process. Thus, the authors discuss how self-reflection and mentoring through reflective dialogue can support the teaching of a course on diversity and culturally responsive teaching.
Are You Ready? Elementary Pre-Service Teachers&apos; Perceptions about Discussing Race in Social Studies
Author: Demoiny, Sara B.
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preservice Teachers,Student Attitudes,Social Studies,Race,Controversial Issues (Course Content),Teacher Competencies,Barriers,Interviews,Qualitative Research,Critical Theory,White Students,Racial Bias,Background,Teaching Methods,Models

In this article, the author argues that questions about race should be raised in elementary social studies teacher education in order to better prepare teachers to enter their classrooms. In this study she explores how elementary pre-service teachers situate race within the social studies curriculum and how prepared they feel about discussing race with their students in the context of a social studies lesson.
School Librarians Fully Online: Preparing the Twenty-First Century Professional
Author: Santos Green, Lucy
Date: 2017-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Educational Technology,Technology Uses in Education,Mixed Methods Research,National Surveys,Library Education,Online Courses,Graduate Study,Technological Literacy,Pedagogical Content Knowledge,Electronic Libraries,Questionnaires

Online learning, already an essential component of the higher-education and professional landscape, has now developed a more ubiquitous presence in K-12 learning due to educational trends such as flipped education and use of tools such as Google Classroom. Despite the increasingly important role of online learning in K-12 education, little evidence indicates that graduates of school library preparation programs enter the profession with the knowledge, skills, and dispositions required to design and deliver online learning experiences for K-12 students, experiences that take advantage of available resources and platforms. A mixed-method national survey of programs in the United States was conducted to examine the ways that school library preparation programs prepare candidates to design digital learning spaces that include fully online courses for K-12 students. Results indicate that preparation of future school librarians for the design and delivery of online instruction to K-12 students is not yet seen as an integral component of these graduate programs.
Communicating with the Online Student: The Impact of E-Mail Tone on Student Performance and Teacher Evaluations
Author: Dickinson, Amber
Date: 2017-07-00
Type: Journal Articles
Subjects: Online Courses,Computer Mediated Communication,Pragmatics,Teacher Student Relationship,Academic Achievement,Teaching Methods,Course Evaluation,Teacher Evaluation,College Faculty,College Students,Teacher Attitudes,Grades (Scholastic),Electronic Mail

Students are more commonly completing coursework online and as such many professors teach online courses. Due to the popularity of online courses and the need for professors to teach in a format varying from the traditional classroom setting, it is important to evaluate whether or not certain teaching approaches, such as establishing rapport, should be altered to accommodate the needs of the online student. While previous research has given some consideration to the importance of verbal immediacy in the online classroom, this research seeks to fill a gap in the online teacher immediacy literature by looking more specifically at instructor tone. Through a two-semester evaluation of online courses, it is evident consideration must be given to teachers establishing a rapport with online students. After evaluating e-mail communication with students and examining student success rates and teaching evaluation data, there is a connection between e-mail tone and student performance in an online class.
A Community-Engaged Faculty Typology: A Self-Referent Approach to Understanding Faculty Perspectives
Author: Morrison, Emily
Date: 2017-00-00
Type: Journal Articles
Subjects: Q Methodology,Focus Groups,College Faculty,School Community Relationship,Scholarship,Factor Analysis,Teacher Characteristics,Service Learning,Advocacy,Teacher Role,Citizenship Education

While there are various theories about faculty involvement in community-engaged scholarship (CES), there is little understanding of how faculty approach and make meaning of CES for themselves (Morrison &amp; Wagner, 2016). The purpose of this study was (a) to determine if a typology can represent the variety of ways in which faculty approach and make meaning of CES, and if so, then (b) to provide a rich description of the perspective of each &quot;type.&quot; Data analysis using Q Methodology and focus groups of faculty who self-identified as being engaged in the community revealed a Community-Engaged Faculty Typology, with five distinct types. Each type is described in detail, followed by a discussion of the emergent typology, its limitations, and its implications for research, theory, and practice. Specifically, the findings from this study suggest that all five approaches to CES should be considered when training, developing programs, supporting, and reviewing the contributions of community-engaged faculty.
Transactional, Cooperative, and Communal: Relating the Structure of Engineering Engagement Programs with the Nature of Partnerships
Author: Thompson, Julia D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Engineering Education,Service Learning,Partnerships in Education,Interviews,School Community Programs,College Students,College Faculty,College Administration,Interaction,Qualitative Research,Case Studies,Cooperation

This paper examines how the structural features of engineering engagement programs (EEPs) are related to the nature of their service-learning partnerships. &quot;Structure&quot; refers to formal and informal models, processes, and operations adopted or used to describe engagement programs, while &quot;nature&quot; signifies the quality of interactions or interpersonal dynamics within partnerships. We developed the Transactional, Cooperative, and Communal (TCC) framework to code interviews (N=30) with community partners, administrators, faculty members, and students at three well-developed and geographically-diverse EEPs. A thematic analysis approach was then employed to relate the three TCC partnership natures to six emergent structural themes: (a) program purposes, (b) partnership structures, (c) modes of interactions, (d) organizational partners, (e) individual partners and advisors, and (f) projects. The paper concludes by discussing specific implications of the TCC framework for educators and program administrators, the importance of recognizing both individual and organizational influences on partnerships, and the salience of engineering education as a context for service-learning and community engagement (SLCE) programs.
When Does Service-Learning Work? Contact Theory and Service-Learning Courses in Higher Education
Author: Conner, Jerusha
Date: 2017-00-00
Type: Journal Articles
Subjects: Service Learning,Higher Education,Program Effectiveness,Attitude Change,Positive Attitudes,Student Attitudes,Pretests Posttests,Familiarity,Theories,Social Problems,Consciousness Raising,College Faculty,College Students,Racial Attitudes,Social Attitudes,Scores,Racial Differences,Ethnic Groups,Gender Differences,Statistical Analysis,Regression (Statistics)

Service-learning experiences have the potential to improve participants' attitudes and values toward those whom they serve, but if the experience is poorly designed or poorly implemented, it runs the risk of reinforcing stereotypes and deficit perspectives of the intended beneficiaries of service. This study examines the extent to which Contact Theory predicts the efficacy of service-learning courses in promoting positive attitude change among participants. Contact Theory stipulates the conditions under which attitude change toward an &quot;out-group&quot; becomes possible. Comparing pre-test and post-test scores for 220 students enrolled in service-learning courses in two different institutions, we find that courses that reflect more tenets of Contact Theory are more effective than those less aligned with Contact Theory in reducing students' overall colorblindness and improving their awareness of blatant racial issues.
Service-Learning and Graduation: Evidence from Event History Analysis
Author: Yue, Hongtao
Date: 2017-00-00
Type: Journal Articles
Subjects: Service Learning,Graduation Rate,Correlation,Longitudinal Studies,Undergraduate Students,Student Participation,College Freshmen,College Transfer Students,Student Records,Statistical Analysis

This research employed Event History Analysis to understand how service-learning participation is related to students' graduation within six years. The longitudinal dataset includes 31,074 new undergraduate students who enrolled in a large western U.S. public university from Fall 2002 to Fall 2009. The study revealed that service-learning participation had a significant positive relationship with graduation for both first-time freshmen and new undergraduate transfers. Furthermore, participation in upper division service-learning courses had larger correlations with graduation than participating in lower division service-learning courses, and service-learning participation had larger correlations with graduation for new undergraduate transfers than for first-time freshmen.
Shared Perceptions of Online Adjunct Faculty in the United States Who Have a High Sense of Community
Author: Ferencz, Tiffany L. S.
Date: 2017-07-00
Type: Journal Articles
Subjects: Adjunct Faculty,Sense of Community,Phenomenology,Teacher Attitudes,Measures (Individuals),Videoconferencing,Questionnaires,Focus Groups,Interviews,Work Environment,Leadership Role,Computer Mediated Communication,Teacher Collaboration,Computer Software,Online Courses

The purpose of this transcendental phenomenological study was to understand the experiences of online adjunct faculty who have a high sense of community within their respective university. Sense of community was generally defined as feelings of connectedness within the university community. The central question that guided this study was: What are the experiences of online adjunct faculty who have a high sense of community within their respective universities? The research began with the Sense of Community Index, version 2 (Chavis, Lee, &amp; Acosta, 2008), an online questionnaire, used to identify potential participants among online adjunct faculty who work for accredited universities in the United States and have a high sense of community. I also included focus groups and interviews conducted via Adobe Connect video conferencing that describe online adjunct faculty member's perceptions of sense of community in the workplace. Using Moustakas's (1994) approach, the data analysis focused on identifying shared themes experienced by online adjunct faculty who have a high sense of community. An analysis of the data revealed that online adjuncts with a high sense of community initiate collaborative dialogue with other faculty members in order to ensure they are able to clearly support their students, but they often see that leadership's role is to initiate the connections online.
Rx for Reading Detroit: Place-Based Social Justice Pedagogy
Author: Harrison, Mary-Catherine
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Justice,Place Based Education,Service Learning,Activism,Reading Programs,Literacy Education,Case Studies,Social Problems,School Community Programs,Higher Education,Neighborhoods,Reading Materials,Urban Areas,Minority Groups

While social justice models of service-learning improve on volunteerism that ignores structural inequality, they often neglect the critical role of local environments in which the service occurs. I argue that a place-based model of service-learning enables a diverse student body to move beyond compassionate service to social justice activism. In 2014, I founded Rx for Reading Detroit, a service-learning program at University of Detroit Mercy that works to promote children's literacy in Detroit. Augmenting critical service-learning models with a place-based approach offers students a theoretical frame with which to interrogate the complex intersections of geography and justice. Examining Rx for Reading Detroit as a case study in place-based social justice pedagogy, I argue that this paradigm is particularly useful for service-learning in Detroit and other urban contexts because it calls attention to, rather than effaces, the power dynamics inherent with service, including students' diverse relationships to the environments in which they serve.
Closing the Gap: Can Service-Learning Enhance Retention, Graduation, and GPAs of Students of Color?
Author: Mungo, Monita Hollis
Date: 2017-00-00
Type: Journal Articles
Subjects: Racial Differences,Minority Group Students,Graduation Rate,Grade Point Average,Service Learning,Teaching Methods,College Students,Academic Persistence,Program Effectiveness,Achievement Gap,Statistical Analysis

The education system is responsible for the choices and chances provided to the students it serves. Although racial disparities continue to impede some students' chance of success in education, service-learning in the classroom context may be the transformative strategy needed to make institutions of higher education the &quot;great equalizers&quot; they ostensibly aspire to be. Using data from an urban, public, Research I institution located in the Midwest region of the United States, this study assessed the use of service-learning in two general education courses as a strategy to increase retention and graduation rates at the institution. Service-learning was found to have a significant effect on student retention, grade point average, and graduation. Students who took either course performed better than their counterparts without service-learning experiences.
First-Year Student Motivations for Service-Learning: An Application of the Volunteer Functions Inventory
Author: Pearl, Andrew J.
Date: 2017-00-00
Type: Journal Articles
Subjects: College Freshmen,Service Learning,Volunteers,Statistical Analysis,Individual Characteristics,Gender Differences,Racial Differences,Motivation,Student Surveys,Multivariate Analysis

This study extends a line of research focused on motivational factors that contribute to first-year students' reasons for engaging in service-learning. Among first-year students, altruistically-motivated students (Christensen, Stritch, Kellough, &amp; Brewer, 2015) and minority students (Pearl &amp; Christensen, 2016) were not only more knowledgeable of service-learning upon entering college but they were also more interested in enrolling in service-learning. The present study employs the Volunteer Functions Inventory (VFI) (Clary et al., 1998) to explore the extent to which student traits are correlated with various motivations to enroll in service-learning courses. We examine student responses to the VFI survey instrument using multiple analysis of variance (MANOVA). Our findings establish a foundation that better accounts for students' &quot;inputs&quot; in order to better understand various service-learning outcomes. We discuss the implications of our findings as they relate to higher education administrators and instructors in order to close the gap between service-learning interest and enrollment, and to provide students with service-learning experiences that satisfy their motivations and help them achieve their goals.
Re-Envisioning Management Education and Training for Information Professionals
Author: Singh, Rajesh
Date: 2017-00-00
Type: Journal Articles
Subjects: Job Skills,Library Science,Information Science,Foreign Countries,Library Administration,Administrator Education,Online Courses,Graduate Study,Professional Development

The evolving demand for workforce skills has often been a topic of discussion at various professional library and information science (LIS) conferences and in the academic literature. Although LIS schools tend to highlight the goal of preparing future members of the LIS profession to be effective leaders, a management and leadership curriculum gap still exists worldwide. Most LIS schools are still falling short when it comes to offering advanced management courses on a regular basis as identified in international studies. Consequently, this lack of adequate management education and training in LIS schools tends to contribute to the development of &quot;accidental managers.&quot; A review of the online program and course descriptions of the 58 American Library Association (ALA) accredited graduate schools demonstrates the current landscape of LIS education in relation to the demand for leadership and management skills and the increasing significance of these competencies for information professionals. This research also shows how regular interaction and engagement with the LIS professional community resulted in the development of an online advanced certificate program in management for information professionals. Although this study primarily reviewed LIS schools in the U.S. and Canada, it has wider implications given the need for advanced management courses expressed in the literature worldwide. It is vitally important for LIS schools to bridge the existing gaps in LIS education in order to meet professional demands for leadership and management skills, and this paper demonstrates one way in which LIS schools can accomplish this.
The Significance of Language Study in Library and Information Science: A Comparison of Two Programs in the United States and Honduras
Author: Ford, Charlotte
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Library Science,Information Science,Curriculum,Cross Cultural Studies,Second Language Learning,Student Surveys,Student Motivation,Language Skills,Job Skills,Graduate Study,Foreign Countries,Spanish,French,Mandarin Chinese,English (Second Language),Masters Programs,Student Attitudes,Course Selection (Students)

This comparative case study evaluated the role of foreign language study within the Library and Information Science (LIS) curriculum of two programs in the United States and Honduras. The purpose of this research was to understand the significance and usefulness of language courses from the perspective of the students enrolled. Students who had completed language courses in LIS programs in both countries were surveyed with regard to their motivation for language study, application of language skills in the workplace, most and least valuable aspects of the courses, and overall usefulness of courses. The results suggest that students in graduate LIS programs are interested in learning foreign languages when the courses are targeted to the students' specific interests and professional needs. The findings provide a curricular enhancement model that could be adopted at other universities, with key considerations focused on customizing language courses to the LIS context, required and elective course offerings, course delivery formats and student motivation.
Debunking the Librarian &quot;Gene&quot;: Designing Online Information Literacy Instruction for Incoming Library Science Students
Author: Lamb, Annette
Date: 2017-00-00
Type: Journal Articles
Subjects: Librarians,Information Literacy,Library Science,Needs Assessment,Pretests Posttests,Technological Literacy,Competence,Job Skills,Individualized Instruction,Guides,Graduate Students,College Faculty,Instructional Design,Curriculum Design,Course Evaluation,Formative Evaluation,Surveys,Attitude Measures

Information workers are not born information fluent. Like other students, incoming library science students enter graduate programs with a broad range of information and technology skills. The aim of this study was to determine if systematically designed online tutorials would be effective in preparing university students with information literacy skills. A needs assessment was conducted to identify what information and technology skills faculty expected of entering library students. A series of 46 online tutorials were used to address the required competencies. Pre-tests were designed to determine whether a particular student needed to complete a given tutorial. Post-tests and proficiency projects were used to determine whether students reached mastery. The results of the study indicated that this type of individualized instruction was effective in preparing library science students with information literacy skills. While the study focused on the library science program, the results may have applications for other types of information literacy instruction. There is a need to expand this individualized, self-paced tutorial approach to other information literacy courses in other disciplines.
A Celebration of Diversity: LIS Research in the Nordic Countries as Shown by PhD Dissertations 2005-2014
Author: Tveit, Åse Kristine
Date: 2017-00-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Information Science,Library Science,Hypothesis Testing,Educational Research,Foreign Countries,Publications,Journal Articles,Information Literacy,Information Retrieval,Social Influences,Cultural Influences,Sociology,Scholarship,Gender Differences,Behavior,Power Structure

A study of PhD dissertations in library and information science (LIS) was carried out to investigate which research topics have been of interest in Nordic LIS institutions. Seventy-nine doctoral dissertations from 2005 to 2014, published by 13 different research institutions, were retrieved from the institutions' archives and from library catalogues. Compared to other metastudies on research topics in LIS, this study on Nordic PhD dissertations revealed a noteworthy difference, namely the high number of dissertations on topics related to cultural policy and literature. The findings are discussed from the perspective of sociology of literature, according to questions of power. The main purpose of the study is to show the relevance of sociology of literature in the diverse and rich research field of library and information science.