ethanporcaro/eric-fulltext-meta huggingface dataset:
Aligning ACRL&apos;s Framework for Information Literacy with Communication Studies&apos; Learning Outcomes for Library Instruction: An Exploratory Study
Author: Pun, Raymond
Date: 2020-00-00
Type: Journal Articles
Subjects: Information Literacy,Communication (Thought Transfer),Outcomes of Education,Library Instruction,Undergraduate Students,Librarian Teacher Cooperation,College Faculty,Student Evaluation

Integrating the ACRL Framework for Information Literacy in a library instruction class can be challenging. In addition, some disciplines such as communication studies have their own learning outcomes with similar connections to the framework to consider. This study explored how the framework can be positioned with learning outcomes from the National Communication Association (NCA). This study was guided by two research questions: (1) what are the intersections and shared values between ACRL's Framework for Information Literacy and NCA's Learning Outcomes; and (2) how can these outcomes and frames be integrated into a library instruction workshop for undergraduate students in communication studies? To address these questions, the study identified, synthesized, and presented learning outcomes from two disciplines to communication studies faculty and academic instruction librarians in focus groups and interviews. Based on the interviews and focus groups, two themes emerged in this study: concept to practice and communicating information in society. These themes illuminate the connections between the two disciplines in the context of library instruction. By gathering their perceptions, the study explored a synthesized guideline to support future library instruction for communication studies courses at the undergraduate level.
Exploration of PAD Class Teaching Mode for the Engineering Masters in the Colleges and Universities of National Special Needs Talent Cultivation Project
Author: Hong, Cheng
Date: 2020-00-00
Type: Journal Articles
Subjects: Engineering Education,Masters Programs,Talent Development,Foreign Countries,Discussion (Teaching Technique),Critical Thinking,Communication Skills,Cooperation,Creativity,Student Participation,Formative Evaluation,Graduate Students,Lecture Method,Blended Learning,Instructional Effectiveness

The education for the engineering masters in the colleges and universities of National Special Needs Talent Cultivation Project (NSNTCP), is an important component of the graduate education system in China, and is one of the important patterns to cultivate high-level application-oriented talents. However, there are some serious problems in the traditional classroom teaching for the education of engineering masters in the colleges and universities of NSNTCP. In the traditional teaching mode, the interaction between teachers and students is becoming less and less, the students' learning enthusiasm is becoming weaker and weaker, and the students are often passive acceptance. Being faced with the dilemma of classroom teaching for engineering masters in the colleges and universities of NSNTCP, combined with the practical teaching experience of engineering master education in our university, this paper discusses the core ideas of PAD Class teaching mode for engineering masters in the colleges and universities of NSNTCP from three aspects: emphasizing the teachers-students dual centers, strengthening 4C core competencies (namely critical thinking, communication skills, collaboration, and creativity), and paying great attention to process evaluation. Moreover, it also elaborates the crux in the implementation process of PAD Class teaching mode for engineering masters in the colleges and universities of NSNTCP. The results obtained from the teaching practice in the basic course of Advanced Engineering Mathematics is positive and satisfactory. It indicates that PAD Class teaching mode is a kind of new teaching mode which adapts to the growth and development of engineering masters' education in the colleges and universities of NSNTCP, and is an efficient and practical teaching reform that can not only embody the teachers-students dual centers, but also ensure the high-level application-oriented talents training goal of the engineering masters' degree education in the colleges and universities of NSNTCP.
The Communication of Care and School Success: Exploring the Link between Care Theory and Invitational Theory
Author: Schat, Sean
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Theories,Theory Practice Relationship,Caring,Teacher Characteristics,Educational Practices,Teacher Student Relationship,Teacher Attitudes,Student Attitudes,Humanism,Helping Relationship,Empathy

Care is one of the five core elements of invitational theory, and plays a central role in invitational education. In this conceptual paper, the author explores the link between care theory and invitational theory, highlights key elements of the care-theory dialogue, and reviews key research findings about the characteristics of caring teachers. Recognizing that care, itself, is far more complex than a simple checklist of caring behaviors might suggest, the author concludes by considering a number of implications for educational practice.
Statistics as Measurement: 4 Scales/Levels of Measurement
Author: Allanson, Patricia E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Measurement,Statistics,Qualitative Research,Measurement Techniques,Error of Measurement,Statistical Inference

This article discusses the basics of the &quot;4 scales of measurement&quot; and how they are applicable to research or everyday tools of life. To do this you will be able to list and describe the four types of scales of measurement used in quantitative research; provide examples of uses of the four scales of measurement; and determine the appropriate measurement scale for a research problem. The article is designed to present an overview of statistical methods in order to better understand research results. Formulas and mathematical computations will not be presented, as the goal for this article is to merely provide a basic understanding of statistical measurement.
Should Unified Korea Choose Fiscal Decentralization for Education? Testing the Decentralization Theory on Education Finance with Cross-Country Analysis for Korean Unification
Author: Kang, Seulgi
Date: 2020-00-00
Type: Journal Articles
Subjects: Administrative Organization,Educational Finance,Educational Administration,Foreign Countries,Efficiency,Models,Economic Factors,Academic Achievement,Mathematics Tests,Indexes,Political Influences,Economic Development,Achievement Tests,International Assessment,Secondary School Students,Cross Cultural Studies

The unification of South Korea and North Korea is a plausible idea yet it requires a comprehensive preparation in advance. As a method to achieve fiscal efficiency in public services, decentralization theory is consistently applied. However, the current literature and political reality argue that decentralization does not always hold its efficiency. Therefore, this paper focuses on finding an ideal education finance model for post-unification Korea by studying how one country's academic/economic status is related to their education finance model. This paper conducts the OLS linear regression analysis with 40 OECD and its partner countries' information on GDP per capita, Gini Index, PISA mathematics score, and the form of education finance system. The main findings of this research are that the political and fiscal decentralization are different ideas, and fiscal decentralization does not always hold its efficiency as the decentralization theory states. Among the types of decentralization, the optimal education finance model for academic and economic improvement is deconcentration--which is a combination of fiscal centralization and political, or administrative, decentralization to empower regional autonomy.
Advice from Former Department Chairs: Qualitative Perspectives
Author: Firmin, Michael W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Department Heads,College Faculty,Teacher Attitudes,Administrator Role,Administrator Behavior,Leadership Role,Facilitators (Individuals),Teacher Administrator Relationship,Team Training

In the present phenomenological qualitative research study, we conducted interviews with 14 professors whom returned to full-time faculty positions after having served in department chair positions at a Midwest, comprehensive, private university. Interviews explored the professors' experiences as they reflected on their time working as chair, and we asked them for advice they would share with aspiring, future department chairs. Three themes emerged from analyzing the transcripts of our semi-structured interviews: transparency in leadership, advice regarding the difficulty of organizing unpredictable situations, and the chair role of being a temporary facilitator. The present study provides insight to current faculty members who have potential interests in pursuing future department chair roles. Many new department heads receiving little training, development, or mentoring prior to receiving their first chair appointment. Consequently, hearing the perspectives of former chairs can help shorten the new chairs' respective learning curves and may potentially facilitate the new chairs' own successful tenures.
Towards a Radical Transformation: Promoting Gender Equality When Children Start School
Author: Mount-Cors, MaryFaith
Date: 2020-00-00
Type: Journal Articles
Subjects: Equal Education,Gender Bias,Socioeconomic Status,Females,Social Justice,Low Income Groups,Middle Class,Elementary Education,Emergent Literacy,Transformative Learning,Reading Instruction,Primary Education,Foreign Countries,Barriers,Access to Education,Intervention,Textbook Content,Teacher Student Relationship,Sexual Abuse,Educational Policy,Women Administrators,Family Role,Social Attitudes,Social Bias

Two of the current United Nations Sustainable Development Goals (SDGs) aim for quality education and gender equality, which are inextricably linked. Education efforts in low- and middle-income countries (LMICs) have rarely addressed issues of gender equality as children start school, except to expand access for girls. The authors explore how gender equality can be addressed within schools and communities in LMICs at the start of primary school. The authors offer promising strategies to make early grade education efforts more gender transformative and thus more effective.
Pedagogical Strategies for Teaching a Multicultural Education Course: From Safe Space to Brave Space for a Community of Learners
Author: Brazill, Shihua Chen
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Strategies,Multicultural Education,Communities of Practice,Instructional Design,Curriculum Implementation,American Indian Education,Social Justice,Classroom Environment,Discussion (Teaching Technique),Teacher Student Relationship,Peer Relationship,Alignment (Education),Reflection,Educational Quality,College Students

The article focuses on pedagogical strategies for multicultural education courses, with a focus on creating brave space for a community of learners. The study explains how to design and implement effective practices to create the brave space that is vital to a multicultural education course. Brave space is crucial because of the sensitivity of the topics covered, such as identity, intersectionality, cultural humility, social justice, and Indian Education for All.
Single-Parent Teachers&apos; Work-Life Balance and Job Productivity in Edo State Public Senior Secondary Schools
Author: Alonge, H. O.
Date: 2020-00-00
Type: Journal Articles
Subjects: One Parent Family,Secondary School Teachers,Family Work Relationship,Productivity,Foreign Countries,Public Schools,Rural Urban Differences,Gender Differences

Work-life is believed to have either positive or negative effect on employees' job productivity especially among single-parent workers. The study investigated the relationship between single parent-teachers and their level of job productivity in public senior secondary schools in Edo State. To achieve this objective, four research questions were raised while three hypotheses were formulated therefrom. Two hundred and twenty-five single-parent teachers were purposively selected across the State-owned secondary schools in Edo State, Nigeria. Data were obtained through a structured questionnaire which was validated and tested for reliability level. The data collected were analyzed with the aid of descriptive and inferential statistics. Results obtained in the research indicated that single-parent teachers have low level of job productivity while their work-life balance was relatively less stressful. It was however found that there was no significant relationship between work-life balance and job productivity of single parent-teachers. Consequent upon this, it was recommended amongst others that school leadership should show more consideration to the personal and family needs of single-parent teachers especially; they should be innovative by using modern pedagogical tools for teaching and learning. Principals should step up their instructional supervisory roles, also, they should improve on their commitment to the welfare and working conditions of their staff members, especially the single parent teachers for improved job productivity.
Spontaneous Motion in L1- and L2-English Speech: A Corpus-Based Study
Author: Sung, Min-Chang
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Korean,Native Language,Interference (Language),Linguistic Input,Computational Linguistics,Motion,Language Usage,Prediction,Language Classification,Verbs,Language Role,Teaching Methods,College Students,Contrastive Linguistics,Sentence Structure,Foreign Countries

Spontaneous motion is one of the most basic event types, but different languages use varying patterns to express it. For example, English usually encodes path information in prepositional phrases or adverbial particles, while Korean maps path information onto verbs (Talmy, 1985). This study predicts that this typological difference would affect English spontaneous motion expressions produced by Korean learners and analyzes two English-language speech corpora, one, the data from native speakers (600 recordings), and the other, data from L1- Korean learners of English (400 recordings). It finds that the learners significantly underuse satellite-framed patterns, but not verb-framed patterns, compared with the native speakers, suggesting that the L1 plays a role in their L2 production. The satellite-framed patterns, however, account for the greatest portion of spontaneous motion expressions in the L2 corpus, suggesting the dominant effect of input on L2 production. These findings lead to pedagogical implications concerning preventing L1 interference and fostering input-based L2 acquisition.
The Use of Short Fiction in a Writing Class: Pedagogical Suggestions for Secondary Level Teachers in EFL Settings
Author: Seo, Youngjoo
Date: 2020-00-00
Type: Journal Articles
Subjects: Fiction,Writing Instruction,High School Students,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Teaching Methods,Creative Writing,Novels,Material Development,Language Teachers,Essays

Literature has been repeatedly recognized as an effective source of authentic materials in EFL classrooms. Literature exposes learners to coherent and expert writing which can enable them to write better and facilitates students' creative writing skills. The purpose of this study was to investigate the teaching procedures of using short fiction in a Korean high school EFL course in which English writing and reading skills are integrated and to provide pedagogical suggestions for using authentic literature in EFL classrooms. First, this paper introduces a theoretical discussion of the advantages of using short fiction in an English writing instruction, and discusses reasons for selecting the Korean short novel &quot;Dongbackkot&quot; and the English short story &quot;Araby&quot; as resources for writing. After that pedagogical steps with practical classroom activities are described. We hope that the pedagogical suggestions provided here may inspire English teachers to design their teaching materials using appropriate literary texts to improve their students' English essay writing and balanced communication skills.
Toy Library: Possibilities of Actions in the Education of Pedagogues
Author: Moukachar, Merie B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Toys,Libraries,Play,Games,Teacher Education,Library Services,Foreign Countries

The present article displays a research designed to investigate the role of the toy library as a research laboratory focusing on plays and educational processes in Pedagogy courses. It is a theme of relevance, as it is necessary to deepen the conception of the toy library as a scientific space for learning, aiming at the improvement of the education of pedagogues. This qualitative action research was carried out at a Faculty of Education, having as subjects, the students and teachers of the faculty who accepted to participate. A Study Group was initially created with these students, aiming to develop a deeper theoretical knowledge on the theme and experimental activities in the toy library domain through workshops and recreational activities. Along the research, the teachers also participated answering a questionnaire, which investigated possibilities of actions in the toy library, linked to the course subjects. Several theoretical arguments were found, which were also detected in the answers to the questionnaire, supporting the idea of the toy library as an important laboratory in the educator's education, contributing, despite some remaining weaknesses, to a well-qualified education enabling pedagogues to face the challenges of today's world.
Investigation of University Students&apos; Identity Types and Spiritual Well-Being Levels
Author: Cetinkaya, Bunyamin
Date: 2020-10-00
Type: Journal Articles
Subjects: Self Concept,Well Being,Spiritual Development,College Students,Student Attitudes,Gender Differences,Majors (Students),Parent Background,Educational Attainment,Correlation,Scores,Measures (Individuals),Foreign Countries

This study was conducted to investigate university students' identity types and spiritual well-being levels in terms of a range of variables. 298 students from various university departments participated in the study. Identity Scale, Spiritual well-being Scale and Personal Information Form were used in the study. This study was a descriptive study based on survey model. The study data was subjected to normality tests and analyzed according to the results on the tests. Mann Whitney U Test, Kruskal Wallis H Test and Spearman rho correlation coefficient technique were used to analyze the data. As a result of the study, the students' identity types significantly varied by gender and year of study variables. The students' spiritual well-being levels significantly varied by gender, year of study, field of study, and paternal education level. There was a low positive correlation between identity types score and spiritual well-being score.
Islamic Education and Media in Today&apos;s Georgia
Author: Memmedli, Gülnara Goca
Date: 2020-10-00
Type: Journal Articles
Subjects: Islam,Religious Education,Educational Development,Social Change,Educational History,Distance Education,Muslims,Foreign Countries,Mass Media,Educational Administration

The aim of the article is to reveal the existence of the religion of Islam in the Republic of Georgia in the Caucasus geography and that the Islamic education has developed in Georgia today. The development process of Islam and Islamic education was followed during the independence period after the Soviet regime in Georgia in 1991, and the activities of formal and distance education madrasas, schools and Koran courses established in the cities, towns, and villages of Azerbaijan Turks and other Muslim communities in the country were also mentioned. Information on Islamic societies and Islamic media was provided.
La Mission Civilisatrice, Le Bourguibism, and La Sécuritocratie: Deciphering Transitological Educational Codings in Post-Spaces--The Case of Tunisia
Author: Jules, Tavis D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational History,Educational Change,Postcolonialism,Political Influences,Economic Factors,Social Change,Political Power,Foreign Countries,Educational Policy,Policy Formation,Comparative Education,Government Role,Foreign Policy,Islam,National Security,Educational Development

This article builds upon Robert Cowen's (1996) work on educational coding in transitological settings and post-spaces by deciphering the efficacy of political and economic compressions in Tunisia from the French protectorate period to the 2011 post-Jasmine revolution. First, I diachronically decrypt and elucidate the specific experiences and trajectories of Tunisia's transitologies, while paying attention to the emergence of specific synchronically educational moments. It is suggested that educational codes during transitory periods are framed by political compressions and preconceived philosophies of modernity. It is postulated that four educational codings can be derived in Tunisia's post-spaces: (1) the protectorate code defined by la Mission Civilisatrice (the civilizing mission); (2) the post-protectorate code defined by le Bourguibisme (Bourguibism); (3) the post-Bourguibisme code defined by la Sécuritocratie (securitocracy) in the form of the national reconciliation; and (4) the post-Sécuritocratie period defined by the National Constituent Assembly (NCA) -- as economic and political power is compressed into educational forms. I situate educational patterns within the Tunisian context to illustrate how educational codings shape post-spaces across these four transitory periods. [For Robert Cowen's &quot;Last Past the Post: Comparative Education, Modernity and Perhaps Post-modernity,&quot; see EJ533103.]
Refugee Higher Education and Future Reconstruction Efforts: Exploring the Connection through the Innovative Technological Implementation of a University Course in Nakivale Refugee Settlement, Uganda
Author: Gallagher, Matthew
Date: 2020-00-00
Type: Journal Articles
Subjects: Refugees,Teaching Methods,Technological Literacy,Individual Development,Community Development,Foreign Countries,Conflict Resolution,Agricultural Education,Business Administration Education,Program Descriptions,Educational Innovation,Emergency Shelters,Integrated Learning Systems,Online Courses,Grades (Scholastic),Student Attitudes,Outcomes of Education

Higher education (HE) for refugees and displaced persons has often been considered a luxury. However, the humanitarian and educational sectors have recently committed to offering HE to this population. This is a welcome development, as research demonstrates that HE is intrinsically connected to development at the individual, community, and national levels. This study presents the findings of an HE program with thirty refugee students in Uganda which utilized offline technology to improve content knowledge in agribusiness, digital literacy, and other skills. The study's results advance the idea that refugees, upon return to their home country, are better able to contribute to the reconstruction efforts of post-conflict societies when they have participated in HE programs.