ethanporcaro/eric-fulltext-meta huggingface dataset:
Embedding Academic Literacy Skills: Towards a Best Practice Model
Author: McWilliams, Robyn
Date: 2014-00-00
Type: Journal Articles
Subjects: Literacy,Academic Discourse,Best Practices,College Instruction,Intervention,Foreign Countries,Case Studies,Required Courses,Health Sciences,Writing Instruction,Models,Teaching Methods,Educational Cooperation

Learning advisors provide academic literacy development support in a variety of configurations, ranging from one-on-one consultations through to large-scale lectures. Such lectures can be generic, stand-alone modules or embedded within a discipline-specific course. Pragmatic and institutional considerations suggest that a generic model of delivery often has an effective role to play; however, there are strong pedagogical arguments for adopting an embedded approach wherever possible. The practice of embedding literacy interventions within subject papers is time-consuming and often logistically challenging; therefore, in order to help learning advisors, their managers and academic staff in faculties to consider the issues, options and constraints in a systematic manner, this paper proposes a best-practice model drawing from over two decades of literature and the authors' practical experience over the same period in New Zealand and overseas. In order to elucidate the model, the paper critiques an embedded academic literacy skills programme facilitated by an interdisciplinary studies unit at Auckland University of Technology (AUT), New Zealand. The programme is embedded in a core paper entitled &quot;Knowledge, Enquiry and Communication&quot; (KEC) which is a prerequisite for entry into all of the Health Science programmes. As well as describing key features which have contributed to the success of the programme, the authors identify several key factors which need to be taken into account when considering embedded academic literacy initiatives.
Use of Resources, People and Approaches by Accounting Students in a Blending Learning Environment
Author: O'Keefe, Patricia
Date: 2014-00-00
Type: Journal Articles
Subjects: Blended Learning,Accounting,Business Administration Education,Educational Resources,College Freshmen,Foreign Countries,Questionnaires,Student Surveys,Attendance,Learner Engagement,Instructional Materials,Outcomes of Education

This research investigates how students used or &quot;blended&quot; the various learning resources, including people,while studying a compulsory, first year accounting unit. The unit design incorporated a blended learning approach. The study was motivated by perceived low rates of attendance and low levels of communication with lecturers which raised concerns that students were not managing their learning in this flexible, resource- and choice-rich environment. Students were surveyed to identify what resources and study approaches they relied on. The results showed that different students used resources and approaches in a diversity of ways to produce individual and distinctive &quot;blends&quot; even when several core strategies appeared to exist. This research demonstrates (1) that first-year students can choose and utilise resources in a great variety of ways when they control what and how they blend, and (2) the potential importance to students of genuine flexibility in how they interact with their learning environment.
Exploring the Experiences of Linguistically Diverse College of Education Student Writers
Author: Karathanos, Katya A.
Date: 2014-00-00
Type: Journal Articles
Subjects: English Language Learners,College Students,Schools of Education,Academic Discourse,Writing (Composition),Student Surveys,Feedback (Response),Student Attitudes,Qualitative Research,Statistical Analysis,Writing Across the Curriculum

Many linguistically diverse students at the post-secondary level have difficulty with academic language skills that are important to their success in content-area university courses. Although programs have been established to help English language learners (ELLs) transition from high school to college, little attention has been given to how students are supported in their college or university academic classes. In this paper, we present research results based on a survey administered to students enrolled in education-based programs exploring their perspectives on instructional feedback provided by university faculty on their academic writing. We present quantitative and qualitative findings from this survey with related recommendations for how faculty can infuse strategies in their instruction to assist ELL students who struggle with aspects of their academic writing. Findings from this research have important implications for colleges and universities in meeting the diverse needs of a growing post-secondary English language learner student population enrolled in content courses across academic disciplines.
The Development of Innovative Online Problem-Based Learning: A Leadership Course for Leaders in European Public Health
Author: de Jong, Nynke
Date: 2014-00-00
Type: Journal Articles
Subjects: Online Courses,Public Health,Labor Market,Lifelong Learning,Educational Innovation,Problem Based Learning,Teaching Methods,Cooperative Learning,Foreign Countries,Blended Learning,Professional Continuing Education,Course Descriptions,Pilot Projects,Teamwork,Leadership,Synchronous Communication

The shift to a knowledge information society has given rise to a need for lifelong learning programmes. Such programmes are especially relevant for public health professionals, whose dynamic field of practice is subject to changes due to rapidly developing technologies, evolving expectations of the labour market and new health treats. Lifelong learning programmes for public health should address topics like planning, organisation, leadership, teamwork and research methods, and schools of public health should introduce innovative educational approaches that enable professionals to learn from the experiences of others. This paper describes the rationale for the development of a European online problem-based course on leadership for public health professionals in Europe, the first pilot evaluation and its impact on the final shape of the course. Problem-based learning (PBL) is an excellent approach for a course focused on lifelong learning, because it stimulates constructive, collaborative, and self-directed learning from authentic problems that are relevant to professional practice, and thereby facilitates the transfer of knowledge. Blended learning, which combines face-to-face and online learning, provides new opportunities for working professionals, enabling participation in international student teams and attendance of lectures by international experts without the need to travel. This makes blended problem-based learning a highly effective and efficient learning strategy for continuing professional development. The paper presents a structure for an online pilot leadership course underpinned by a review of the literature and developed and implemented by an international collaboration of four European universities. The curriculum consisted of eight sessions. Each session was developed and offered by a different university center. Two first sessions were delivered face-to-face and the other sessions were online. The seven-step approach of Maastricht University was suitable for a blended mode of PBL. Twelve public health professionals for NHS took part in the course and final evaluation. They found it difficult to use online communication tools for learning and professional activities. Based on the results of the pilot the leadership course was adapted. The training at the beginning was extended with information on behaviour during online sessions. Online practice sessions were integrated before the course. The problems were reformulated and build around a common theme. Educational institutions who would like to embark on a similar project, should consider complexities related to coordination, development and implementation of such a complex educational practice.
Transferring Educational Theories and Knowledge Using a Co-Teaching Mentor Model: A Discipline-Appropriate Approach
Author: Turkich, Kent
Date: 2014-00-00
Type: Journal Articles
Subjects: Team Teaching,Mentors,College Instruction,College Faculty,Educational Theories,Learner Engagement,School Holding Power,Student Motivation,Case Studies,College Freshmen,Urban Planning,Regional Planning,Information Transfer,Qualitative Research,Statistical Analysis,Student Evaluation of Teacher Performance,Foreign Countries

This paper presents a co-teaching mentor model, which improved the teaching of academics and enhanced student satisfaction and retention. Two research-focused lecturers responsible for first-year units were partnered with a co-teaching mentor to offer guidance on how the content (urban and regional planning) could be delivered more effectively with an emphasis on student engagement and motivation. These two case studies are discussed and the findings demonstrate the effective transfer of teaching awareness and skills through this process. Five key educational theories underpin the substantive changes made to the way that classes were delivered. The applied relevance and transfer of these ideas can be demonstrated in the reflections from the participating staff through a pedagogical analysis of the before and after changes in their teaching practices, and in the improved student evaluation and retention results.
Connecting Online: Can Social Networking and Other Technology Support Doctoral Connectedness?
Author: Rockinson-Szapkiw, Amanda J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Graduate Students,Electronic Learning,Social Networks,Peer Relationship,Teacher Student Relationship,Computer Mediated Communication,Web Sites,Telecommunications,Electronic Mail,Student Surveys,Online Surveys,Statistical Analysis,College Faculty

The purpose of this study was to examine the influence of online doctoral students' interactions via peer initiated and university initiated technology on their sense of connectedness. The participants of this study were 132 doctoral candidates enrolled in an online Doctor of Education program located in the United States. Findings from this study suggest a non-significant relationship between student interaction via the university sponsored Facebook page and sense of connectedness between peers and faculty; however, candidates who used social networking technologies to interact with peers outside of the classroom reported a higher sense of connectedness than those who did not. Candidates who used web-based communication technologies such as Skype, Facebook, and Twitter demonstrated a stronger sense of connectedness with their peers than those who chose to interact with peers via the phone or e-mail; however, the frequency of these interactions did not influence the candidates' feeling of connectedness.
A Case Study of Anxiety in the Spanish Classroom in Australia
Author: Mejía, Glenda
Date: 2014-00-00
Type: Journal Articles
Subjects: Case Studies,Anxiety,Spanish,Second Language Instruction,Foreign Countries,Oral Language,Teacher Role,Coping,Semi Structured Interviews,Journal Writing,Language Teachers,College Students,College Faculty,Student Attitudes,Stress Variables,Statistical Analysis

This study investigates the links between anxiety during oral activities in the Spanish language classroom and the teacher's role, as well as the strategies students use to cope with their anxiety. Most of the studies on language anxiety have focused on beginner groups; however, such anxiety is not limited to just that group. As this study has found, second-year students learning Spanish also experience a certain level of anxiety, many times caused by different factors from those that might have caused them anxiety in their first year of learning. This study uses different methodologies to investigate those factors, including a journal and a semi-structured interview. Based on the results, this study shows some strategies that students use to overcome anxiety, and ways for teachers to effectively support students in their learning process.
Evidence-Based Practice and School Libraries: Interconnections of Evidence, Advocacy, and Actions
Author: Todd, Ross J.
Date: 2015-00-00
Type: Journal Articles
Subjects: School Libraries,Evidence,Best Practices,Advocacy,Library Role,Academic Achievement,Theory Practice Relationship,Help Seeking,Library Services,Holistic Approach

This author states that a professional focus on evidence based practice (EBP) for school libraries emerged from the International Association of School Librarianship conference when he presented the concept. He challenged the school library profession to actively engage in professional and reflective practices that chart, measure, document, and make visible the impact of school libraries on learning outcomes. He argued that EBP for school libraries hinges on two concepts: (1) the conscientious, explicit and judicious use of current best evidence in making decisions about [school librarians'] performance. It is about using research evidence, coupled with professional expertise and reasoning, to implement learning interventions that are effective; and (2) [the school librarian's] daily efforts put some focus on effectiveness evaluation that gathers meaningful and systematic evidence on dimensions of teaching and learning that matter to the school and its support community (Todd 2001).
New Territory for School Library Research: Let the Data Speak
Author: Subramaniam, Mega
Date: 2015-00-00
Type: Journal Articles
Subjects: Library Research,School Libraries,Evidence,Best Practices,STEM Education,Librarian Teacher Cooperation,Science Teachers,Science Course Improvement Projects,Library Services,Educational Practices,Data Collection,Library Role,Elementary Secondary Education

A seminal dialogue on evidence based practice (EBP) at the International Association of School Librarianship in 2001 encouraged a worldwide paradigm shift in school librarianship from rhetorical and advocacy defenses to evidential documentation. Ross Todd described EBP as evidence for practice, evidence in practice, and evidence of practice (Todd 2006, 2008) &quot;to collectively represent a holistic and integrated framework for professional practice that is robust, reflective and regenerative&quot; (Todd 2006, 36). Since then school librarians have demonstrated their impact on reading and writing. However, evidence of their impact on science, technology, engineering, and mathematics (STEM) achievement is rarely discussed or shared. School librarians spend less time with STEM content because: (1) They typically have undergraduate degrees in social sciences and language arts, which results in discomfort with STEM content; (2) They do not believe they have expertise in STEM; and (3) STEM teachers discount school librarians' expertise to serve as their instructional partners (Subramaniam and Edwards 2014). This article pursues a line of thinking that school librarians can collaborate with STEM teachers and be instructional partners in mathematical and scientific content areas. With their knowledge and expertise in media and technology, school librarians can encourage students to envision application of STEM practices in their daily lives and inspire them to become scientists and engineers (Subramaniam et al. 2012). It takes a community of researchers, school librarians, educators, and professional organizations to cultivate and sustain EBP in STEM subjects.
Action Research: A Personal Epiphany and Journey with Evidence-Based Practice
Author: Ballard, Susan D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Action Research,Evidence,Best Practices,Reflection,School Libraries,Library Role,Library Development,Library Research,Library Services,Improvement Programs,Educational Change,Change Strategies,Elementary Secondary Education

The author reveals in this article that her action research journey in the land of evidence-based practice was not her own idea. She writes that she was lured by the profession's finest scholars who advocated for reflective dispositions for practitioners to improve their practice and demonstrate the school librarian's critical role in teaching and learning. The author describes here how her journey into action research and evidence-based practice set the course, mapped the journey, and focused her practice through a lens of reflection.
School Libraries and Innovation
Author: McGrath, Kevin G.
Date: 2015-00-00
Type: Journal Articles
Subjects: School Libraries,Innovation,Library Role,Library Services,Library Development,Instructional Innovation,Best Practices,Educational Change,Change Strategies,Educational Improvement,Improvement Programs,High Schools,Regional Schools

School library programs have measured success by improved test scores. But how do next-generation school libraries demonstrate success as they strive to be centers of innovation and creativity? These libraries offer solutions for school leaders who struggle to restructure existing systems built around traditional silos of learning (subjects and departments) and prescribed curricula that aim to cover content. The Common Core State Standards call for a shift from content to process, from memorization to problem-solving. School libraries can lead schools to embrace innovation, think outside the box, engage in interdisciplinary and community collaboration, embrace sudden learning opportunities, and address real-world problems. Innovative organizations &quot;are ones that continually identify and adopt programs and practices, including the requisite organizational structures and cultures that help them better serve students&quot; (Moreno, Luria, and Mojkowski 2013). This article chronicles an evidence based library redesign project of a public high school of 700 students. The Library Improvement Committee was formed, consisting of teachers, administrators, parents, students, and community members. The committee started with a common belief that the school library can and should improve student achievement and that new functions of the library would determine the design of the learning space. As part of the planning process, the committee imagined where the school library would be in five years and asked, &quot;What do you see people doing in the school library?&quot;
Information Literacy + Literacy = Evidence-Based Practice in the Classroom and the School Library
Author: Messenger, Caroline Gordon
Date: 2015-00-00
Type: Journal Articles
Subjects: Information Literacy,Literacy,Evidence,Classroom Environment,School Libraries,Reading Strategies,Intervention,Reading Improvement,Inquiry,Best Practices,Student Evaluation,Library Services,Library Instruction,Elementary Secondary Education,Educational Practices,Educational Strategies,Educational Change

More than twenty years ago reading researchers sought to capture the behaviors good readers demonstrated to make meaning from their reading. By shifting the focus away from what was wrong, researchers were able to study and discuss what worked. A comprehensive list of reading strategies emerged from this research. This was an important discovery. Defining literacy shifted from the ability to read words on a page to the ability to draw conclusions about meaning. The research showed that reading strategies can be taught through practice and reinforcement in the classroom. When Caroline Messenger discovered how reading strategies improve comprehension (Olshavsky 1976; Robb 2000; Harvey and Goudvis 2007) she realized these strategies could help her create interventions that help her students become better readers.
What&apos;s a School Librarian&apos;s Favorite Preposition? Evidence in, of, and for Practice
Author: Richey, Jennifer
Date: 2015-00-00
Type: Journal Articles
Subjects: School Libraries,Evidence,Librarians,Multiple Choice Tests,Online Surveys,Program Implementation,Librarian Attitudes,Library Research,Educational Practices,Educational Change,Change Strategies,Library Development,Elementary Secondary Education

School librarians, professional library literature, and scholarly library literature tout the benefits of schools staffed with certified school librarians. However, recent reductions in library funding and elimination of school library positions suggest stakeholders do not connect the school library program to positive student learning outcomes. In an era of teacher accountability school librarians are expected to prove their value by demonstrating how they contribute to student learning. Evidence based practice (EBP) offers school librarians a cyclical and systematic process (Oakleaf 2011) for collecting meaningful data that documents student learning. In 2013, Jennifer Richey and Maria Cahill designed a study to answer the following questions: (1) To what extent do school librarians apply components of EBP?; (2) To what extent, and with whom, do school librarians share EBP data?; and (3) To what extent has formal LIS education supported school librarians' applications of EBP? A web-based survey in which 111 randomly selected certified public school librarians in Texas voluntarily and anonymously responded to 26 yes/no, multiple-choice, multiple-selection, and open-ended questions focused on EBP implementation (Richey and Cahill 2014) was conducted. Significant findings reveal that EBP is imperative for school librarians to implement because it: (1) Offers a practical avenue to improve school library programming and services; (2) Adds tools to facilitate structured growth of the program; (3) Generates evidence that the school library program and school librarian contribute to student learning; and (4) Positions the school librarian and the school library program as essential to the academic development of students.
Prove It! Putting Together the Evidence-Based Practice Puzzle
Author: Little, Hannah Byrd
Date: 2015-00-00
Type: Journal Articles
Subjects: Evidence,Educational Practices,School Libraries,Library Role,Student Research,Student Projects,Data Collection,Surveys,Interviews,Tests,Experiments,Case Studies,Periodicals,Internship Programs,Inferences,Library Services,Library Instruction,High School Students,Research Skills,Critical Thinking,Information Skills

Why is it important to prove that school libraries add value to the school program? The National Center for Education Statistics reports that 20 percent of U.S. public schools lack a full or part-time certified librarian (NCES 2013). In California the ratio of certified school librarians to students is 1:7,374 (California Department of Education 2014). Can the school library profession prove that school libraries are indispensable for a 21st-century education even though information is only a few clicks away? How can researchers and practitioners provide strong evidence to support their claims? What are the critical questions? Where is the evidence? Test scores are not the only measure of student achievement. School librarians need to look for evidence in teaching and learning practices in their schools so that students can not only get into college but have success once they enroll. This article describes one school library program, The Capstone Project, that requires senior students to conduct primary research and present their projects to the student body. Seniors must use peer-reviewed research for their background reading. Students collect evidence using surveys, interviews, tests, experiments, case studies, journals, and internships. Students must prove that their proposed theories are viable. The educators at this school want to make certain no senior leaves high school without knowing how to conduct college-level research. While the Capstone project began as a way to prepare students for college and careers, it is also a vehicle for evidence-based practice. School librarians can create instructional programs that shift the emphasis from testing for right or wrong answers to assessing critical thinking and advanced information skills.