ethanporcaro/eric-fulltext-meta huggingface dataset:
McREL Leadership Responsibilities through the Lens of Data: The Critical Nine
Author: James-Ward, Cheryl
Date: 2015-00-00
Type: Journal Articles
Subjects: Leadership Responsibility,Data,Accountability,Educational Legislation,Federal Legislation,Educational Improvement,Educational Change,Educational Research,Meta Analysis,Skill Analysis,Educational Needs,Leadership Qualities,Leadership Effectiveness,Effect Size,Academic Achievement,Principals,Organizational Culture,Organizational Communication,Information Management,Information Utilization,Elementary Secondary Education

At the onset of the 21st century, the United States ushered in a new era of school accountability and reform with the No Child Left Behind Act [NCLB] (United States Department of Education, 2010). Until and unless it is repealed or replaced, this law continues in effect today, with many states now applying to renew their NCLB waivers (Klein, 2015). Moreover, the responsibility for meeting the expectations of accountability and the need for ongoing improvement continue to rest squarely on the shoulders of school principals, many of whom may broadly understand data-driven decision making, but may lack the knowledge and strategic information to maximize the use of data findings in improving student achievement. The Mid-Continent Research for Education and Learning organization (McREL) has identified 21 leadership responsibilities that describe the knowledge and skills school leaders need to positively impact student achievement. This analysis centers around the McREL leadership responsibilities with an effect size of 0.25 or higher that require a focus on data. The use of hard and soft data to focus improvement is then analyzed and expanded upon through the McREL leadership framework lens.
Youth Empowerment in Higher Education for Sustainable Development of Developing Communities in Cross River State, Nigeria
Author: Ekpiken, William E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Sustainable Development,Community Development,Correlation,Questionnaires,College Students,Statistical Analysis

This paper was an attempt to examine youth empowerment in higher education for sustainable development of developing communities in Cross River State in Nigeria. In Cross River State developing communities, youths are in the majority and form a very strong formidable force in the society we live, study, but are not empowered while in school nor after graduation. Hence, they rarely contribute to sustainable development of their communities. To address this problem, three research questions and three hypotheses were formulated to guide the study. The design of the study was ex-post facto. The sample of the study was one hundred and forty six (146) youths drawn out of a population of five hundred (500) youths in the study area. The instrument used for data collection and analysis was a self-developed research questionnaire comprising 30 items. The data was analyzed using Pearson product moment correlation analysis. The result of the analysis showed that when youths in higher educational institutions are empowered, they will contribute to sustainable development of their communities. Based on the conclusion, the paper recommended that government, parents and stakeholders should address the issue of youth empowerment in educational institutions to enable them acquire skills for empowerment in the society.
Learning to Be an Information Architect
Author: Wusteman, Judith
Date: 2013-00-00
Type: Journal Articles
Subjects: Learning Modules,Course Descriptions,Information Science Education,Computer System Design,Web Sites,Information Management,Virtual Classrooms,Usability,Case Studies,User Needs (Information),Pretesting,Data Collection,Metadata,Design Requirements,College Programs,Foreign Countries,Heuristics

This article describes a recently introduced module at University College Dublin School of Information and Library Studies (SILS), entitled &quot;Information Architecture: Designing the Web.&quot; The module provides students with a realistic experience of how information architects apply their skills to produce usable web sites, via a project to produce a documented Virtual Research Environment for information architecture researchers. The article discusses the importance of both information architecture and Virtual Research Environments to LIS education and explains how the module achieves its aims.
LIS Students' Perceptions toward the Assimilation of E-Books in the Library: An Exploratory Analysis
Author: Aharony, Noa
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Attitudes,Electronic Publishing,Library Science,Library Education,Foreign Countries,Questionnaires,Technology Integration,Technology Uses in Education,Library Materials,Age Differences,Hypothesis Testing,Information Science,Undergraduate Students,Graduate Students,Factor Analysis,Barriers,Multivariate Analysis

The present study explores LIS students' perceptions toward the assimilation of e-books in the library. The research was conducted during the summer semester of the 2010 academic year in Israel and 144 students participated in the research. The study used three questionnaires: a personal details questionnaire, students' perceptions towards e-books assimilation in the library, and a cognitive appraisal questionnaire. The main findings suggest that LIS students have positive perceptions regarding the assimilation of e-books in the library. They are aware of the change and possible effect it may have on library collections, budget, and policy. Those students who have higher perceptions towards the assimilation of e-books in the library are more challenged by this phenomenon. Older students feel challenged to experience, learn and assimilate e-books more than younger students. This study highlights LIS students' perceptions towards e-books and is relevant for librarians, information scientists and LIS educators, helping them better understand, assimilate and explore the phenomenon of e-books in libraries.
Testing the Benefits of Blended Education: Using Social Technology to Foster Collaboration and Knowledge Sharing in Face-to-Face LIS Courses
Author: Agosto, Denise E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,Online Courses,Cooperation,Electronic Publishing,Diaries,Web Sites,Library Science,Library Education,Masters Programs,Student Participation,Teaching Methods,Technological Literacy,Student Behavior,Teacher Behavior,Interaction,Content Analysis

Blended education, which mixes elements of face-to-face and online educational delivery, can occur at the activity, course, program, or administrative level. This study examined the use of student blogs to test the benefits of course-level blended educational delivery for LIS students enrolled in a face-to-face course. Data collected from students' blogs were also used to assess whether Zach and Agosto's (2009) framework for maximizing student collaboration and knowledge sharing in online courses can be applied to face-to-face courses. The study found that blogs successfully supported collaboration and community building because they were well-suited to sharing course-related knowledge and because students encountered few technical barriers. These findings support Zach and Agosto's proposed criteria for selecting technologies to foster increased collaboration and knowledge sharing, e.g., low learning curves and easily facilitated student interaction. The results suggest that blended education can bring many of the educational benefits of online learning to face-to-face students.
The Presentation of EIL in Kuwait: Students' Expectations and Needs
Author: Taqi, Hanan A.
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Pronunciation,Second Language Instruction,College Students,Majors (Students),Classroom Communication,Foreign Countries,Questionnaires,Student Attitudes,Preferences,Teaching Methods,Audio Equipment,Group Discussion,Dialects,North American English,Phonetics,Observation,Oral Language,Speech Communication

The teaching of native-like accents has been the aim of many EFL educationists long ago; however, this concept is heading towards a major change. Hence, the idea of this paper is based on Jenkins' (2000 &amp; 2002) theory of English as an International Language (EIL). Jenkins' theory analyses the use of English by non-natives speakers (NNS) where the interlocutor is also a NNS; and hence designs a Lingua Franca Core (LFC), that she proposes as a foundation of EIL courses. This study attempted to apply LFC in an EIL classroom in the College of Basic Education in Kuwait, with English major students who are either taking part in a conversation class or a phonetics class. The researcher first selected parts of LFC applicable in the Kuwaiti context, in terms of consonants, vowels, word/syllable stress and connected speech. This choice was based on six hours interaction with both groups. The students were given a questionnaire investigating students' preferences and reflection of the use of Kuwaiti-English exercise tapes and had a group in-class discussion. After the analysis of the questionnaire feedback, the author found that the majority of students would prefer to be exposed to RP or GA, yet be free to use their own Kuwaiti-English dialect. The author later proposes a method of working with the students' abilities and preferences.
The Role of Mentorship Programs in LIS Education and in Professional Development
Author: Lacy, Meagan
Date: 2013-00-00
Type: Journal Articles
Subjects: Library Education,Library Instruction,Information Services,Mentors,Professional Development,Knowledge Level,Achievement Gains,Data Collection,Focus Groups,Internship Programs,Teaching Methods,Job Search Methods,Expectation,Educational Benefits,Academic Libraries

Although mentoring is widely valued and encouraged within librarianship, it has been conceived mostly as a professional relationship that occurs after one has obtained a position. Thus, mentoring among LIS students is not customary--largely because internships and field experiences are not universally required. To address this problem, the investigators wanted to distinguish the kind of education a mentorship program provides. This study identifies the kinds of knowledge academic librarians and LIS students gained after participation in a semester-long mentorship program. Data were collected through two focus group interviews, which were transcribed, analyzed, and compared for inter-coder agreement. The mentees gained knowledge related to the work life of academic librarians, job seeking, and workplace expectations. The mentors valued the experience because it promoted currency in the field, self-awareness, and reflection on practice. This research supports the need to emphasize internships and mentoring within the LIS curriculum.
Educating for School Library Leadership: Developing the Instructional Partnership Role
Author: Moreillon, Judi
Date: 2013-00-00
Type: Journal Articles
Subjects: School Libraries,Partnerships in Education,Librarian Teacher Cooperation,Leadership Role,Content Analysis,Instructional Leadership,Course Descriptions,Assignments,Educational Resources,Competency Based Education,Minimum Competencies,Communication Skills,Interpersonal Competence,Attitude Change,Information Science Education,Program Effectiveness,Participant Satisfaction,Achievement Gains

The American Association of School Librarians and researchers in the field have identified the instructional partner role as critical to the future of school librarianship. Educators of school librarians must help prepare preservice candidates to serve effectively in this role. This research report describes a content analysis study conducted in three sections of LS5443: Librarians as Instructional Partners, an online graduate course. The purpose of the study was to investigate course features, assignments, tools, and resources that made the greatest change in candidates' understandings of the competencies needed to enact instructional partnerships. The findings suggest dispositions, communication skills, and collaborative practices, including the use of technology tools required to collaborate with three or more classmates, influenced study participants' previously held understandings of instructional partnerships.
Profiles in Retention Part 1: Design Characteristics of a Graduate Synchronous Online Program
Author: Aversa, Elizabeth
Date: 2013-00-00
Type: Journal Articles
Subjects: Profiles,Academic Persistence,Synchronous Communication,Online Courses,Design Requirements,Graduate Study,Case Studies,Masters Programs,Information Science Education,Program Descriptions,Distance Education,Student Records,Educational Needs,Program Implementation,Program Administration,Student Personnel Services,Student Recruitment,Admission Criteria,Delivery Systems,School Orientation,Barriers,Time Management,Time to Degree,Program Design,Learning Activities

This paper is a case study of a Master of Library and Information Studies degree program online option that has been unusually successful in retaining and graduating students. Design characteristics of this program that has maintained a retention rate of over 90 percent over five years are described and mapped to the literature on distance education published after its implementation. The paper reports that characteristics identified in the practical and theoretical literatures are the same as, or closely related to, the characteristics of the program described. Student transcripts were used to track retention and time-to-completion. Topics for continuing study are identified and described. This is the first of two papers on retention in distance learning programs. The present paper (Part 1) addresses program design and implementation; Part 2 focuses on student responses to the online program option as they relate to student learning styles and outcomes.
Gendered Narratives of Innovation through Competition: Lessons from Science and Technology Studies
Author: Calvert, Scout
Date: 2013-00-00
Type: Journal Articles
Subjects: Library Science,Library Education,Information Science Education,Competition,Innovation,Gender Issues,Sex Fairness,Self Determination,Sex Role,Feminism,Technological Advancement,Faculty

Library and information science is a technologically intensive profession with a high percentage of women, unlike computer science and other male-dominated fields. On the occasion of the 2011 ALISE conference, this essay analyzes the theme &quot;Competitiveness and Innovation&quot; through a review of social psychology and science and technology studies literature. Both theme concepts have ramifications for LIS education. Librarianship and teaching are both professions that resist commodification because they rely on embodied labor and personal interaction. Competition, as a management or learning style, may not promote meaningful innovation in LIS education, and instead risks creating a climate that is hostile to its chief demographic. The feminization of LIS can be seen as a strength insofar as it promotes the relative parity in numbers of men and women full-time faculty. LIS education should build on this strength in its innovation practices, enabling friendly encounters between technologies, and men and women alike.
Fair Use Rights in the Digital World: A Phenomenological Study of Instructional Technology Specialists
Author: Alakur, Turgay
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Copyrights,Educational Technology,Specialists,Phenomenology,Sampling,Semi Structured Interviews,Information Seeking,Information Technology,Web Sites,Databases,Knowledge Level,Technology Integration,Higher Education,Qualitative Research

The aim of this study is to reveal an insight into the awareness and experiences of IT specialists about fair use in Turkey. A phenomenological design was employed and the criterion sampling method was used in this study. A total of nine specialists volunteered to participate. The data were collected through semi-structured interviews. Information seeking behaviors of the participants in this study displayed the transformation in knowledge acquisition activities. Although ICT specialists have the ability to develop, operate and maintain ICT systems and tools, they are not required to develop e-content. The findings indicated that they actively use web repositories for the needs of digital content and a group of IT tools (e.g. LMS and CMS) for learning and learning management. On the other hand, the findings revealed that, even if they are qualified staff in educational technology and implementing effective policies regarding the technology integration into classroom, the majority of those interviewed had low level of awareness about fair use principles. These results provide potentially important implications for educational institutions developing efficient in-service programs to raise the awareness among faculty members and undergraduate students about copyright and fair use in higher education.
An Investigation of the Pedagogical Impact of Using Case-Based Learning in a Undergraduate Biochemistry Course
Author: Kulak, V.
Date: 2015-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Biochemistry,Science Instruction,Case Method (Teaching Technique),Problem Solving,Outcomes of Education,Teaching Methods,Taxonomy,Student Attitudes,Active Learning,Questionnaires,College Students,Learning Strategies,Grades (Scholastic),Control Groups

The use of case-based learning (CBL) provides students with diverse experiences in the classroom, including problem-solving, knowledge co-construction, communication, and group collaboration. Through these activities, students can explore and develop new knowledge, and acquire relevant skills that have application both in the classroom and beyond. While the majority of studies support the use of CBL as an active learning technique that confers positive pedagogical outcomes, most commonly the investigations compare CBL to a lecture-based method of course delivery. To address this issue, we investigated the pedagogical impact of CBL as compared to a non-CBL &quot;mixture&quot; of other active learning activities in an undergraduate biochemistry course, thereby allowing for a more detailed consideration of the case-specific elements of CBL. It was observed that use of CBL prevented the increase in surface approach to learning that occurred across the semester in the non-CBL group, and improved performance in the course, most notably at the knowledge level of Bloom's taxonomy. As well, there was an improvement in student perception of the appropriateness of the course workload. Overall, these findings support the use of CBL as a preferred active learning technique, and provide valuable insight into the outcomes associated with its use.
Labeling and Rating Systems: Greater Access or Censorship?
Author: Martin, Ann M.
Date: 2015-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Librarian Attitudes,Intellectual Freedom,Access to Information,Metadata,Library Materials,Library Services,Readability,Social Attitudes,Classification,Signs,Opinions,Elementary Secondary Education

This article asks the question: How well versed are school librarians on issues related to labeling and rating systems? As school librarians continue to design and implement resource location schemes to assist patrons, they must recognize the difference between using labels to create interest in books or implementing labeling and rating systems that restrict or discourage wide-range reading. Why? Because when these systems are put under a microscope, First Amendment issues that threaten students' intellectual freedom may be exposed. The article offers suggestions to assist the school librarian when issues such as: viewpoint or prejudicial labeling restrictions block access to library materials; in determining whether to use private and/or commercial rating systems; or the use of readability rating labels.
Students' Perceptions of Information Programs in Canada
Author: Cherry, Joan M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Information Science Education,Masters Programs,Foreign Countries,Student Attitudes,Satisfaction,Educational Quality,Statistical Analysis,Graduate Students,Gender Differences,Full Time Students,Part Time Students,Questionnaires

Using a web-based survey, this study explored students' perceptions of their master's programs in information studies at six Canadian universities. Findings indicate that students rate most aspects of their programs positively, although few respondents give the highest ratings, indicating that there is substantial room for improvement. When asked directly, &quot;How satisfied are you with the education you have received in this program?&quot; the mean rating was 6.6 on a 10-point scale. Among the lowest ratings on quality measures were those for exposure to the latest developments in research and technology and exposure to the most significant developments in the field. We found a decrease in satisfaction as students progress through their programs. Compared to midstream students, a smaller proportion of students in their final term had positive perceptions on almost half of the measures. Findings from the study should be beneficial to information studies educators to inform decisions with respect to curriculum planning and program development.
Manifesting Resilience in the Secondary School: An Investigation of the Relationship Dynamic in Visual Arts Classrooms
Author: Stride, Yvette
Date: 2015-08-14
Type: Journal Articles
Subjects: Resilience (Psychology),Secondary School Students,Visual Arts,Art Education,Caring,Teacher Student Relationship,Emotional Intelligence,Epistemology,Classroom Techniques,Secondary School Teachers,Empathy,Art Teachers,Semi Structured Interviews,Grounded Theory,Teacher Attitudes

Responding to the literature on positive adaptability, we investigated caring relationships as they manifest as protective processes in the Visual Arts classroom. Caring relationships between teachers and their students have been isolated as one of three protective factors which help promote resilience and thus positive adaptability. The Visual Arts is one of many constructs that exists as a means of understanding the process of positive adaptability, which includes emotional intelligence, intrapersonal intelligence and resilience. The study examined protective processes surrounding teacher/student relationships in the Visual Arts classroom, through a balance of both intuitive and rational inquiry. Tensions between opposites can be seen throughout the conceptual layers of the research, from the epistemology of integral consciousness and methodology of narrative inquiry through to the subject of resilience. Integral thinking was utilised as a sustained navigational tool throughout the study and such thinking was also found to be a core skill in generating caring relationships in Visual Art classrooms.