ethanporcaro/eric-fulltext-meta huggingface dataset:
White Teachers&apos; Reactions to the Racial Treatment of Middle-School Black Boys
Author: Battle, Stefan
Date: 2017-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Whites,Teacher Attitudes,Teacher Student Relationship,Middle School Students,African American Students,Racial Attitudes,Racial Bias,Vignettes,Qualitative Research,Grounded Theory,Questionnaires,Interviews,Urban Education,Males,Negative Attitudes,Multicultural Education,Outcomes of Education,Ethnic Stereotypes,Racial Relations,Advantaged,Disadvantaged,Data Analysis

This qualitative exploratory study, informed by grounded theory, used questionnaires and unstructured interviews based on fictionalized vignettes to examine urban, public, middle-school White teachers' attitudes about middle-school Black boys, questioning whether and how such attitudes might influence classroom interactions. Twenty-four participants responded to three vignettes that were fictionalized from the author's professional experiences and described White-teachers' interactions with middle-school Black boys. In these vignettes, the teachers used race either to chastise or give unfair privileges and inequitable opportunities to the Black students. The findings revealed that participants exhibited negative attitudes toward the teachers in the vignettes, indicating that the multicultural training courses participants had received may have sensitized them to classroom-based racial inequities.
Crossing the Threshold in Introductory Women&apos;s and Gender Studies Courses: An Assessment of Student Learning
Author: Hassel, Holly
Date: 2017-00-00
Type: Journal Articles
Subjects: Introductory Courses,Academic Achievement,Scholarship,Instruction,Learning,Feminism,Gender Issues,Womens Studies,Outcomes of Education,Power Structure,Advantaged,College Faculty,College Students,Student Surveys,Essays,Qualitative Research,Barriers,Misconceptions

This article reports on a scholarship of teaching and learning (SoTL) project in the introductory women's and gender studies course, occasioned by a curricular redesign to focus the course on four threshold concepts within the field: the social construction of gender, privilege and oppression, intersectionality, and feminist praxis. The authors identify the metaphors students used to describe their learning, focus on the roles of metacognitive development and affective learning, and discuss the most difficult course concept for students: intersectionality.
ComPAIR: A New Online Tool Using Adaptive Comparative Judgement to Support Learning with Peer Feedback
Author: Potter, Tiffany
Date: 2017-00-00
Type: Journal Articles
Subjects: Feedback (Response),Comparative Analysis,Cooperative Learning,English Instruction,Physics,Mathematics Instruction,Foreign Countries,Teaching Methods,College Students,Peer Evaluation,Electronic Learning,Online Courses,Scaffolding (Teaching Technique),College Faculty,Pilot Projects,Student Attitudes

Peer feedback is a useful strategy in teaching and learning, but its effectiveness particularly in introductory courses can be limited by the relative newness of students to both the body of knowledge upon which they are being asked to provide feedback and the skill set involved in providing good feedback. This paper applies a novel approach to facilitating novice feedback: making use of students' inherent ability to compare. The ComPAIR application discussed in this article scaffolds peer feedback through comparisons, asking students to choose the &quot;better&quot; of two answers in a series of pairings offered in an engaging online context. In contrast to other peer-feedback approaches that seek to train novices to be able to provide expert feedback (such as calibrated peer review) or to crowdsource grading, ComPAIR focuses upon the benefits to be gained from the critical process of comparison and ranking. The tool design is based on the longstanding psychological principle of comparative judgement, by which novices who may not yet have the compass to assess others' work confidently can still rank content as &quot;better&quot; with accuracy. Data from 168 students in pilot studies in English, Physics and Math courses at the University of British Columbia are reviewed. Though the use of ComPAIR required little classroom time, students perceived this approach to increase their facility with course content, their ability assess their own work, and their capacity to provide feedback on the work of others in a collaborative learning environment.
Flipped Learning, Flipped Satisfaction, Getting the Balance Right
Author: Swinburne, Rosemary Fisher
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,College Students,Educational Technology,Technology Uses in Education,Blended Learning,Homework,Video Technology,Student Satisfaction,Foreign Countries,Integrated Learning Systems,Workshops,Student Surveys,Learner Engagement,Interviews,Mixed Methods Research,Case Studies

This paper explores students' perceptions of their learning outcomes, engagement, and satisfaction with a technology-facilitated flipped approach in a third-year core subject at an Australian university during 2014. In this pilot study, findings reveal that students preferred the flipped approach to the traditional face-to-face delivery and reported increased engagement, satisfaction, and learning outcomes as a result of both the flipped classroom approach and the use of digital technologies in the delivery of the unit. However, students did report frustration and less satisfaction generally with the flipped model in the initial stages of the semester. The implications are that students may require extra support in the initial stages of delivery of a flipped class to assist them to understand and take up the challenge of the approach, thereby maximising student engagement and satisfaction earlier in the semester.
Identifying Keys to Success in Innovative Teaching: Student Engagement and Instructional Practices as Predictors of Student Learning in a Course Using a Team-Based Learning Approach
Author: Alvarez-Bell, Rosa M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Learner Engagement,Educational Practices,Predictor Variables,Academic Achievement,Teamwork,Teaching Methods,Factor Analysis,Chemistry,Factor Structure,Learning Processes,Multiple Regression Analysis,Outcomes of Education,Online Surveys,Undergraduate Students,Student Attitudes,College Seniors,College Freshmen,National Surveys,Student Surveys,Statistical Analysis

When implementing innovative teaching techniques, instructors often seek to gauge the success of their methods. Proposing one approach to assessing classroom innovation, this study examines the ability of students' ratings of engagement and instructional practices to predict their learning in a cooperative (team-based) framework. After identifying the factor structures underlying measures of student engagement and instructional practices, these factors were used as predictors of self-reported student learning in a general chemistry course delivered using a team-based learning approach. Exploratory factor analyses showed a four factor structure of engagement: teamwork involvement, investment in the learning process, feelings about team-based learning, level of academic challenge; and a three-factor structure of instructional practices: instructional guidance, fostering self-directed learning skills, and cognitive level. Multiple linear regression revealed that feelings about team-based learning and perceptions of instructional guidance had significant effects on learning, beyond other predictors, while controlling gender, GPA, class level, number of credit hours, whether students began college at their current institution, expected highest level of education, racial or ethnic identification, and parental level of education. These results yield insight into student perceptions about team-based learning, and how to measure learning in a team-based learning framework, with implications for how to evaluate innovative instructional methods.
A Proposed Methodology for the Conceptualization, Operationalization, and Empirical Validation of the Concept of Information Need
Author: Afzal, Waseem
Date: 2017-09-00
Type: Journal Articles
Subjects: Information Needs,Methods,Validity,Qualitative Research,Statistical Analysis,Focus Groups,Content Validity,Reliability

Introduction: The purpose of this paper is to propose a methodology to conceptualize, operationalize, and empirically validate the concept of information need. Method: The proposed methodology makes use of both qualitative and quantitative perspectives, and includes a broad array of approaches such as literature reviews, expert opinions, focus groups, and content validation. It also involves sophisticated assessment of construct validity including substantive and structural aspects. Analysis: Research on conceptualization and assessment of information need presents a rich tradition. To further enhance the scope of this, a methodology is proposed; a variant of the methodology proposed in this paper has been used in other disciplines with promising results. Results: Ways in which this methodology can be applied to the concept of information need are demonstrated. Some challenges associated with this methodology are noted, such as significant investments of time and labour. Conclusions: It is hoped that using this methodology in future studies will be an important step towards developing an empirically testable construct of information need. This approach will also be a useful addition to the methodological repertoire available to information researchers.
From Students to Scientists
Author: Ho-Shing, Olivia
Date: 2017-00-00
Type: Journal Articles
Subjects: Scientists,Public Schools,Hypothesis Testing,Middle School Students,High School Students,Scientific Research,Science Experiments,Science Education,Science Fairs,Inquiry,Writing for Publication,Periodicals,Electronic Publishing,Electronic Journals

In his book &quot;Letters to a Young Scientist,&quot; renowned biologist Edward O. Wilson recounted his own coming-of-age story as a scientist, and distilled the motivating qualities of science down to curiosity and creativity. Individuals become scientists when they are curious about a phenomenon in the world around them and ask about the real nature of that phenomenon: What are its origins, its causes, or its consequences? Scientists then employ some creativity to answer their questions through a systematic testing of hypotheses (the scientific method), and form some conclusion based on their findings. Wilson described the broad field of science as a &quot;culture of illuminations dedicated to the most effective way ever conceived of acquiring factual knowledge.&quot; His description points to another critical aspect in becoming a scientist: not only acquiring some knowledge but contributing that knowledge to a shared culture and community. Scientists engage with others in their field through collaborations, presentations, and publication, thereby strengthening their own findings and assessing information within a broader context of knowledge. While public school students should receive more resources and guidance to do science in schools, motivated students have typically had very limited avenues to experience being a scientist--that is, by sharing their research with the larger scientific community. &quot;The Journal of Emerging Investigators&quot; (&quot;JEI&quot;) was established to address this challenge. A nonprofit online science publication exclusively for middle and high school students, &quot;JEI&quot; (www. emerginginvestigators.org) gives students an opportunity to submit original research, receive feedback on their work from expert scientists, and have their work published.
Information Sharing and Knowledge Sharing as Communicative Activities
Author: Savolainen, Reijo
Date: 2017-09-00
Type: Journal Articles
Subjects: Information Dissemination,Sharing Behavior,Knowledge Management,Interpersonal Communication,Communication (Thought Transfer),Information Theory

Introduction: This paper elaborates the picture of information sharing and knowledge sharing as forms of communicative activity. Method: A conceptual analysis was made to find out how researchers have approached information sharing and knowledge sharing from the perspectives of transmission and ritual. The findings are based on the analysis of one hundred and two key studies characterising the above viewpoints. Results: Information sharing and knowledge sharing represent similar communicative activities when looked at from the viewpoints of transmission and ritual communities. The former view emphasises one-way communication from sender to recipients, and the sharing activity appears as transfer, diffusion or provision of information or knowledge. From the ritual point of view, the sharing activity has been conceptualised in terms of exchange depicting two-way communication between interacting participants. The activities of knowledge sharing have mainly been examined in work-related contexts, while information sharing has also been investigated in non-work contexts. Conclusions: As communicative activities, information sharing and knowledge sharing have more similarities than differences. However, the terminological questions become more complicated if the focus is shifted to what exactly is being shared while sharing information or knowledge, due to multiple interpretations of the concepts of information and knowledge.
Real Teaching in an Era of Fake News
Author: Colglazier, Will
Date: 2017-00-00
Type: Journal Articles
Subjects: Current Events,History Instruction,Secondary School Curriculum,Teaching Methods,Information Skills,Information Literacy

Against the backdrop of our country's current political climate, the author sometimes wonder if he is doing his job as a high school history teacher to the best of his ability. He doesn't see his role as simply covering what's in the textbook or helping students analyze current events. Rather, he believes it's his professional responsibility--his civic duty-- to teach students the democratic ideals necessary for an enlightened citizenry. By helping them learn to make a valid claim, marshal evidence in support of it, and critique others' views, he is imparting to students some of the real-world knowledge and skills they will need to succeed not only in college and in career but also in an increasingly uncertain world.
E-Books in Academic Libraries: Results of a Survey Carried out in Sweden and Lithuania
Author: Maceviciute, Elena
Date: 2017-09-00
Type: Journal Articles
Subjects: Electronic Publishing,Books,Online Surveys,Cross Cultural Studies,Ownership,Consortia,Academic Libraries,Foreign Countries,Statistical Analysis,Librarians,Economic Factors,Questionnaires,Barriers,Users (Information),Technological Literacy

Introduction: This paper reports on a study of e-books issues in academic libraries in two European countries representative of small language markets--Sweden and Lithuania. Method: Questionnaire surveys, using the same instrument, were carried out in Swedish and Lithuanian academic libraries. Analysis: Quantitative analysis was performed using the descriptive statistics capability of SurveyMonkey. Results: The survey's results reveal some interesting similarities and differences in the two countries. Business models for e-book acquisition in both countries show similarities--the most popular additional model is purchase for perpetual ownership. One significant difference is that some of the Lithuanian academic librarians appear to have less direct knowledge of e-book acquisition, relying upon the Lithuanian Research Library Consortium to effect licence agreements with publishers and aggregators. Another significant difference is that academic libraries in Lithuania have a higher degree of access to e-books in the national language than is the case in Sweden. Conclusion: The findings show that the factors driving adoption of e-books, is composed of somewhat different elements in the two countries. Swedish librarians regard the need to keep up with technology and access and availability as the two main forces driving adoption of e-books in academic libraries. Lithuanian librarians see economics as the main factor, together with technology and demand from students.
Where&apos;s Spot? Finding STEM Opportunities for Young Children in Moments of Dramatic Tension
Author: McClure, Elisabeth
Date: 2017-00-00
Type: Journal Articles
Subjects: STEM Education,Educational Opportunities,Integrated Activities,Integrated Curriculum,Drama,Story Telling,Grade 1

The potential for integrated science, technology, engineering, and math (STEM) learning really is all around us. The moments of intense drama children experience when they test out a new design are the engines that drive STEM practices; it's what keeps scientists, programmers, engineers, and mathematicians up at night, wanting to try &quot;just one more&quot; possible solution to a problem. STEM is full to the brim with drama. The converse is also true: dramatic storytelling is full to the brim with STEM. While we rarely recognize it, STEM processes are at the heart of the narratives we love. Once educators begin to recognize the drama and narrative of STEM, doors can open to new possibilities.
How Do Personality Traits Shape Information-Sharing Behaviour in Social Media? Exploring the Mediating Effect of Generalized Trust
Author: Deng, Shengli
Date: 2017-09-00
Type: Journal Articles
Subjects: Personality Traits,Social Media,Social Networks,Structural Equation Models,Questionnaires,Foreign Countries,Sharing Behavior,Computer Oriented Programs,Use Studies,Users (Information),Trust (Psychology),Personality Measures,Youth,Information Transfer

Introduction: Personality and trust have been found to be important precursors of information-sharing behaviour, but little is known about how these factors interact with each other in shaping information-sharing behaviour. By integrating both trust and user personality into a unified research framework, this study examines how trust mediates the effect of personality traits (specifically, agreeableness and conscientiousness) in triggering information-sharing behaviour in an online social networking environment. Method: Integrating the Big Five theory of personality and the theory of generalised trust, a research framework is proposed for the determinants of information-sharing behaviour on social media. Data about personality, trust, and information sharing were collected from Chinese youths through an online survey. Analysis: Structural equation modelling was applied to data from 311 valid questionnaires to verify the research framework. Results: Both personality traits and generalised trust have a significant impact on information-sharing behaviour on social media, and generalised trust plays a mediating role between personality traits and information-sharing behaviour. Conclusion: This research advances the understanding of why information is shared within social media contexts with regards to trust and personality traits. It also clarifies the connections between personality traits, information-sharing behaviour on social media, and generalised trust.
The Challenge That&apos;s Bigger than Fake News: Civic Reasoning in a Social Media Environment
Author: McGrew, Sarah
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Environment,Media Literacy,Barriers,Civics,Thinking Skills,Information Literacy,Social Media,Information Skills,Primary Sources,Evidence,Current Events,Middle School Students,High School Students,College Students

Since the November 2016 presidential election, coverage of &quot;fake news&quot; has been everywhere. It's hard to turn on the TV without hearing the term. Google and Facebook have pitched plans for fighting the menace. State legislators have even introduced bills to mandate K-12 instruction on the topic. Fake news is certainly a problem. Sadly, however, it's not our biggest. Fact-checking organizations like Snopes and PolitiFact can help us detect canards invented by enterprising Macedonian teenagers, but the Internet is filled with content that defies labels like &quot;fake&quot; or &quot;real.&quot; Determining who's behind information and whether it's worthy of our trust is more complex than a true/false dichotomy. Today's students are more likely to learn about the world through social media than through traditional sources like print newspapers. It's critical that students know how to evaluate the content that flashes on their screens. Unfortunately, research conducted by the Stanford History Education Group demonstrates they don't. In this article, the authors describe three of their assessments. Their findings are troubling. Yet they believe that gauging students' ability to evaluate online content is the first step in figuring out how best to support them.
From Paper-Based towards Post-Digital Scholarly Publishing: An Analysis of An Ideological Dilemma and Its Consequences
Author: Saarti, Jarmo
Date: 2017-09-00
Type: Journal Articles
Subjects: Scholarship,Writing for Publication,Electronic Publishing,Open Source Technology,Web 2.0 Technologies,Copyrights,Information Dissemination,Scientific Research,Internet,Access to Information,Publishing Industry,Barriers,Ideology,Scientific and Technical Information,Intellectual Property,Models

Introduction: Even though the current publishing model is based on digital dissemination, it still utilizes some of the basic principles of printed culture. Recently a policy emphasis towards open access has been set for publicly funded research. This paper reports on a study of the practices, business models and values linked with scholarly publishing. Method: Conceptual analysis was conducted, drawing on literature on scholarly publishing policies, practices, values and economies, with an emphasis on the structures and conflicts between license-based and open publishing models. Results: Scholarly interests of sharing collide with commercial interests of generating profits. In the digital era, the scientific community might have a third economically viable alternative. This third way is based on what the authors call post-digital scholarly publishing. Conclusion: Science should aim at as complete openness as possible. Scholarly activities advance best when the whole scientific community has access to both publications and research data. What seems to stand in the way of scientific sharing is the global publishing industry in its present form. In the future, post-digital scholarly publishing might provide a means for finding an economically viable way between sharing economy and commercial interests.