ethanporcaro/eric-fulltext-meta huggingface dataset:
Diversified Research Methods Education in LIS: Thinking outside the Box
Author: Luo, Lili
Date: 2017-00-00
Type: Journal Articles
Subjects: Library Science,Information Science,Research Methodology,Higher Education,Student Surveys,Student Attitudes,Online Surveys,Course Selection (Students),Student Satisfaction,College Students

A small number of LIS degree programs have adopted a diversified approach to research methods education, including offering an array of specialized research methods courses in addition to a general introductory course. The current study conducted an in-depth investigation of the diversified research methods curriculum of the LIS program at San Jose State University. The curriculum featured ten different research methods courses, and permitted students to make a selection to fulfill the requirement. Students tended to base their selections on individual interests, and reported a high level of satisfaction with their learning experience. The current study examined different aspects of the diversified curriculum from the student perspective, and reviewed the implications of this curricular model.
The Education of Law Librarians in the United States from the Library School Perspective
Author: Jaeger, Paul T.
Date: 2017-00-00
Type: Journal Articles
Subjects: Library Education,Law Libraries,Librarians,Employment Qualifications,Law Schools,Library Schools,Standards,Interdisciplinary Approach

In the United States, the occupation of law librarianship has existed longer than the American Library Association, and law librarians have their own professional organization that is now more than 100 years old. Throughout this history, however, the related issues of degree requirements and education standards for law librarians have been repeatedly discussed, but never resolved. While some of this inertia may arise from each organization hoping that the other would settle the issue, the largest challenges appear to stem from a lack of communication between law librarians and other parts of the field and a near-complete neglect of the education of law librarians--along with law libraries as an entity--in overall library pedagogical and research discourse. This article explores the roots of the long-running concerns about the educational preparation of and the professional standards for law librarians in the United States and offers ways in which library and information science educators can contribute to addressing these concerns.
Libraries as Learning Labs in a Digital Age: A Youth Services Conference in an LIS Classroom
Author: Mills, J. Elizabeth
Date: 2017-00-00
Type: Journal Articles
Subjects: Masters Programs,Graduate Students,Information Science Education,Library Science,Teaching Methods,Experiential Learning,Library Services,Curriculum Development,Online Courses,Educational Technology,Technology Uses in Education,Blended Learning,Library Education,Course Content,Change Strategies

In the face of a changing landscape of youth services, LIS education can push the field of librarianship forward by adopting research-based frameworks that are directly applicable to the profession. We combined the Connected Learning framework with Radical Change theory and Outcome-Based Planning and Evaluation (OBPE) to establish the structure and content for a brand-new culminating course in the children's and youth services track at the University of Washington Information School. We taught the course in Spring 2015 using a conference-like model based on the late Dr. Eliza T. Dresang's teaching plan. Innovative delivery methods engaged both online and residential students, deliberately seeking to change boundaries, change perspectives, and change formats in how programs for digital-age children and youth are planned, delivered, and evaluated. This paper highlights how applying a radical approach to teaching that focuses on hands-on learning connects practice with pedagogy, and provides takeaways that offer a new model for LIS educational approaches.
Strategic Tooling: Technology for Constructing a Community of Inquiry
Author: Thompson, Penny
Date: 2017-07-00
Type: Journal Articles
Subjects: Communities of Practice,Inquiry,Technology Uses in Education,Educational Technology,Online Courses,Interpersonal Relationship,Cooperation,Blended Learning,Higher Education,Instructional Design,Computer Mediated Communication

The Community of Inquiry (CoI) framework describes online learning as a collaborative process supported by social presence, teaching presence, and cognitive presence, which work together to facilitate critical thinking and learning. The technology used in an online class can facilitate a CoI when its features support, rather than constrain, activities that promote these three elements. Affordance theory provides a starting place for matching technology features to teaching and learning goals. Based on affordances and constraints, we analyzed the use of technology in our online and hybrid courses to evaluate how well our chosen tools supported each CoI element, noting ways in which we might better capitalize on a tool's affordances in future iterations of the course. By sharing our reflections, we provide instructors with an example of how they might apply a research-based framework to their own use of technology in the online environment for more effective course design that better supports student learning.
Does the Use of Multifactorial Training Methods Increase Practitioners' Competence?
Author: Pittman, Corinthus Omari
Date: 2017-07-00
Type: Journal Articles
Subjects: Training Methods,Skill Development,Competence,Allied Health Personnel,Professional Development,Online Courses,Workshops,Evidence Based Practice,Learning Modalities,Web Based Instruction,Kinesthetic Methods,Outcomes of Education,Self Efficacy,Student Centered Learning,Learning Strategies,Cognitive Style,Surveys,Pretests Posttests,Occupational Therapy,Preferences,Instructional Effectiveness,Qualitative Research,Statistical Analysis

Skilled therapy practitioners are required by their governing associations to seek professional development per licensure requirements. These requirements facilitate clinical reasoning and confidence during patient care. There are limited online professional development workshops, especially ones that offer multifactorial training as an educational strategy to increase confidence in applying evidence-based clinical skills. To address this, a six-week online initiative was conducted to train practitioners using multifactorial training methods (visual, auditory, and kinesthetic teaching techniques). The objective was to show that multifactorial online training increases a practitioner's clinical competence, which facilitates application of effective interventions. Outcomes revealed that once practitioners were provided online multifactorial training methods, they became more confident when applying an evidence-based intervention. The online components of the training enhanced the outcomes of practitioner competency and confidence because the format allowed participants to work at their own pace, review audio and video training units, and reference information as many times as suited their learning style. The fact that the training was always accessible through the online platform made learning client-centered and convenient for working practitioners. As practitioners experienced diverse online training strategies, they began to identify preferred learning techniques based on their specific learning style. Overall, this project showed that online multifactorial training methods are an effective strategy to increase practitioner's knowledge, which positively impacts practitioner's confidence and clinical competence.
Calvin Won&apos;t Sit Down! The Daily Behavior Report Card: A Practical Technique to Change Student Behavior and Increase School-Home Communication
Author: Mires, Carolyn B.
Date: 2017-08-00
Type: Journal Articles
Subjects: Student Behavior,Behavior Modification,Family School Relationship,Intervention,Classroom Techniques,Progress Monitoring,Behavior Problems,Goal Orientation,Parent Participation,Data Collection,Teacher Role,Case Studies,Grade 3

Calvin is a student who will not stay in his seat. He calls out constantly. Calvin does not complete his class work, and his homework is rarely returned. Do you have a student like Calvin? Does he fail to turn in homework, or act disrespectfully toward teachers and peers? Easy to implement, the Daily Behavior Report Card is an empirically based behavioral intervention that can help busy teachers better manage their classroom.
Being Mindful May Not Make You a Team Player: Does Meditation Help or Hurt Online Group Work?
Author: Tan, Yunzi
Date: 2017-07-00
Type: Journal Articles
Subjects: Metacognition,Teamwork,Teaching Methods,Online Courses,Cooperative Learning,Student Attitudes,Comparative Analysis,Graduate Students,Information Systems,Health Services,Rating Scales,Measures (Individuals),Statistical Analysis,Relaxation Training,Outcomes of Education,Computer Simulation,Computer Mediated Communication

In higher education, more and more students take part in online courses that require them to engage in virtual work groups. Research has shown that online learners are likely to experience information overload and considerable challenges associated with online learning environments. These challenges are exacerbated when learners have to work as teams online. In this study, we examine whether meditation could aid online student learners as they virtually collaborate with peers. Our findings revealed that online students who meditated report less effective group work behaviors among their peers relative to those who did not meditate. Online meditating learners also report lower levels of mindfulness as compared to those who did not meditate. The implications for research and pedagogy, study limitations, and directions for future research are discussed.
Personalizing Post Titles in the Online Classroom: A Best Practice?
Author: Evans, Shelley
Date: 2017-07-00
Type: Journal Articles
Subjects: Online Courses,Computer Mediated Communication,Learner Engagement,Student Participation,Statistical Analysis,Peer Relationship,Teacher Student Relationship,Teaching Methods,Academic Achievement,Correlation,Undergraduate Students,Text Structure,Personality Traits,College Faculty,College Students,Experimental Groups,Control Groups

The need for student engagement is ever present in the online classroom as engaged students are more likely to feel connected with course material, classmates, instructors, and their university (Drouin &amp; Vartanian, 2010; Wilson &amp; Gore, 2013). According to Tayebinik and Puteh (2013), engaged students often achieve higher final scores in the class. Past studies have revealed personalized instruction can increase student learning and engagement and that student participation can be an indicator of said engagement (Clark &amp; Mayer, 2011; Tinto, 2012). In the online classroom student participation is often revealed through written posts and responses to classmates and teachers within weekly discussion forums (Epp, Green, Rahman, &amp; Weaver, 2010; Nagel, Blignaut, &amp; Cronje, 2009). Small changes in how the instructor personalizes their discussion forum responses may make a difference in student participation, yet little research has been conducted to determine if a difference exists. This study was conducted to determine if there is a difference in the quantity of student posts on an online discussion forum when instructors used personalized versus nonpersonalized subject headings. A paired samples t-test revealed a significant difference between the average number of student posts for each instructor's courses with and without personalized discussion post headings. Results suggest students have a higher quantity of posts when nonpersonalized subject headings are used for instructor-generated discussion posts. Further research is needed to determine potential confounding factors and implications for these results.
Comparing Student Reflectiveness in Online Discussion Forums across Modes of Instruction and Levels of Courses
Author: Chadha, Anita
Date: 2017-07-00
Type: Journal Articles
Subjects: Comparative Analysis,Computer Mediated Communication,Teaching Methods,Reflection,Political Science,Online Courses,Course Content,College Administration,Academic Achievement,Peer Relationship,Undergraduate Students,Communities of Practice,Multivariate Analysis,Student Attitudes,Mixed Methods Research

Fostering reflective deliberation in the online classroom ensures that students reach a high level of achievement in virtual courses. Student peer exchanges were evaluated on a collaborative web site structured around interactive weekly discussions offered across an online, face-to-face, and upper- and lower-division political science courses. Findings indicate that despite differences in mode and level of instruction, the 87 students were academically reflective in their peer discussions across geographic boundaries. This study concludes that a collaboration with a peer interactive design has an important place in online classes, which is a concern for educators and university administrators when developing and delivering pedagogical content.
Dropout Rates, Student Momentum, and Course Walls: A New Tool for Distance Education Designers
Author: Christensen, Steven S.
Date: 2017-07-00
Type: Journal Articles
Subjects: Instructional Design,Distance Education,College Students,Comparative Analysis,Grounded Theory,Graphs,Dropouts,Academic Persistence,Educational Technology,Technology Uses in Education,Hypothesis Testing,Dropout Rate

This paper explores a new tool for instructional designers. By calculating and graphing the Student Momentum Indicator (M) for 196 university-level online courses and by employing the constant comparative method within the grounded theory framework, eight distinct graph shapes emerged as meaningful categories of dropout behavior. Several of the graph shapes identified Course Walls, that is, areas of the course's lesson sequence wherein the student's momentum to finish the course is significantly slowed or halted. We posit that instructional designers can apply the evaluation of Course Walls to course revisions to reduce dropout rates.
Resource- and Approach-Driven Multidimensional Change: Three-Year Effects of School Improvement Grants
Author: Sun, Min
Date: 2017-08-00
Type: Journal Articles
Subjects: Grants,Educational Improvement,School Turnaround,Federal Aid,Intervention,Underachievement,Program Effectiveness,Federal Programs,Models,School Statistics,Outcome Measures,Student Characteristics,Attendance,Parent Attitudes,Teacher Persistence,School Support,Academic Achievement,Achievement Gap,Trend Analysis,Robustness (Statistics),Elementary Secondary Education,Statistical Analysis

Hoping to spur dramatic school turnaround, the federal government channeled resources to the country's lowest-performing schools through School Improvement Grants (SIG). However, prior research on SIG effectiveness is limited and focuses primarily on student achievement. This study uses a difference-in-differences strategy to estimate program impacts on multiple dimensions across the 3-year duration of the SIG award in one urban school district. Following 2 years of modest improvement, we find pronounced, positive effects of SIG interventions on student achievement in Year 3, consistent with prior literature indicating that improvements from comprehensive school turnarounds emerge gradually. We also identify improvements indicating the process through which change occurred, including reduced unexcused absences, increased family preference for SIG schools, improved retention of effective teachers, and greater development of teacher professional capacity.
A Comparative Study of the Effects of the Neurocognitive-Based Model and the Conventional Model on Learner Attention, Working Memory and Mood
Author: Srikoon, Sanit
Date: 2017-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Attention,Short Term Memory,Psychological Patterns,Grade 9,High School Students,Pretests Posttests,Teaching Models,Foreign Countries,Experimental Groups,Control Groups,Multivariate Analysis,Instructional Effectiveness,Intervention

Purpose: The attention, working memory, and mood of learners are the most important abilities in the learning process. This study was concerned with the comparison of contextualized attention, working memory, and mood through a neurocognitive-based model (5P) and a conventional model (5E). It sought to examine the significant change in attention, working memory, and mood of Grade 9 students after the intervention of a neurocognitive-based model (5P) and a conventional model (5E) in an experimental group and a control group, respectively. Methodology: A total of 76 out of 324 Grade 9 students were randomly selected from a high school located in Mahasarakham province, Thailand. A pre-test and post-test control group design was employed. The neurocognitive-based model (5P) was developed utilizing a neurocognitive-based theory and was implemented in the experiment group, while the conventional model (5E) was used in the control group. Three types of psychological tests were utilized as research instruments, namely the attention computerized battery test, the working memory computerized battery test, and the Bond-Ladder visual analogue scale. MANOVA analysis was used to analyse the effect of these instructional models on student attention, working memory, and mood. Findings: The findings revealed that the overall attention, working memory, and mood conditioning mean score of the neurocognitive-based model (5P) interventions were better than in the conventional model. In conclusion, neurocognitive-based contextualization had more effect on the attention, working memory, and mood of Grade 9 students than conventional model (5E) contextualization. Significance: The findings contribute significantly to current knowledge on the effectiveness of the neurocognitive-based model (5P) to enhance student learning outcomes in terms of attention, working memory and mood.
Practical Strategies for Minimizing Challenging Behaviors in the Preschool Classroom
Author: Jiang, Hui S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Behavior Problems,Preschool Children,Classroom Techniques,Behavior Modification,Evidence Based Practice,Standards,Student Adjustment,Music,Motion,Cues,Visual Stimuli,Positive Reinforcement,Self Control

Challenging behaviors can happen to children with a variety of abilities in all kinds of settings, and children's early experiences as members of classroom communities serve as the foundation on which lifelong patterns of social behaviors are constructed. Therefore, helping children with challenging behaviors become fully included is essential for them to grow and thrive in the future. This article examines why challenging behaviors are great obstacles for children's learning and growth in the classrooms and uses four real life examples to demonstrate strategies to prevent and eliminate behavior problems among preschoolers. All strategies are evidence-based and easy to implement by classroom teachers.
Understanding the Effects of Deployment on Military Families: Implications for Early Childhood Practitioners
Author: Barbee, Ellie Ketchem
Date: 2016-00-00
Type: Journal Articles
Subjects: Military Service,Military Personnel,Early Childhood Education,Preschool Teachers,Stress Variables,Life Style,Intervention,Student Needs,Coping,Family School Relationship,Stress Management,Family Needs

Early childhood professionals can provide services and effective support to assist military families with healthy coping and functioning before, during, and after deployment. The purpose of this article is to examine what is known about the effects of stressors associated with the military lifestyle and how they impact returning military members, the non-deployed at-home spouse, and the military child. In addition, research regarding the success of home-based intervention strategies for military families will be given special consideration. The authors will discuss implications and suggestions for early childhood practitioners about how to provide services and effective support to assist with healthy coping and functioning.
Parents' Education, Personality, and Their Children's Disruptive Behaviour
Author: Purwati
Date: 2017-07-00
Type: Journal Articles
Subjects: Parent Background,Educational Attainment,Personality Traits,Student Behavior,Behavior Problems,Correlation,Questionnaires,Personality Measures,Observation,Foreign Countries,Aggression,Young Children,Influences,Preschool Education,Structural Equation Models,Hypothesis Testing,Statistical Analysis,Goodness of Fit,Regression (Statistics)

The aims of this study were (1) to understand the effects of parents' education and personality aspects on child disruptive behavior, (2) to know the correlation between the parents' personality aspects (N-Deference, N-Succorance, N-Dominance and N-Aggression) and the children' disruptive behavior. A quantitative approach to the correlational design was employed. Three variables were studied, namely parents' education and personality as the independent variables and child disruptive behavior as the independent variable. The applied instruments are questionnaires, (2) personality test (EPPS), and (3) observation with time and interval samplings approach. The population is from Magelang, Indonesia, while the participants are 100 children at the age of 5-7 years and their parents. The results show that (1) there are some effects of parents' education and personality on child disruptive behavior, and (2) aggressive aspects of the parents' personality gave great effects on child disruptive behavior, followed by the succorance, deference, and at the lowest level, the dominance aspects.
Can Flipping the Classroom Work? Evidence from Undergraduate Chemistry
Author: Casasola, Timothy
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Chemistry,Classroom Techniques,Multimedia Instruction,Student Interests,Study Skills,Attendance,Achievement Gains,Teaching Methods,Instructional Effectiveness,Student Surveys,Student Satisfaction,Blended Learning

Our study describes student outcomes from an undergraduate chemistry course that implemented a flipped format: a pedagogical model that consists of students watching recorded video lectures outside of the classroom and engaging in problem solving activities during class. We investigated whether (1) interest, study skills, and attendance as measured by self report improved during the term as a result of course format (n = 252) and (2) students in a flipped chemistry course earned higher grades in the subsequent chemistry course compared with students who enrolled in the nonflipped course that same term (n = 295). Although we found no significant differences between students' self-reported interest and study skills at the end of the term, we found that students enrolled in the flipped course reported attending class more often than students in the non-flipped course (ß = 0.32). We also found that after controlling for student-level covariates related to achievement (such as SAT Math scores and grade in previous chemistry course), students enrolled in the flipped chemistry course experienced, on average, a statistically significant increase of half a standard deviation (ß = 0.55) in their grade in the subsequent chemistry course. We discuss implications for study of flipped instruction.