ethanporcaro/eric-fulltext-meta huggingface dataset:
Violence in Physical Education in a Disadvantaged Congolese Environment: Perceptions of Students and Teachers
Author: Lembe, Gorgon
Date: 2020-07-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,Physical Education,Violence,Disadvantaged Environment,Foreign Countries,High School Students,Team Sports,Risk Management,Public Schools,Adolescents,Teacher Student Relationship,Sanctions,Verbal Communication,Gender Differences

This study identifies and analyzes the different expressions of violence during physical education courses among a school population, and the pedagogical strategies of teachers to reduce violence in Brazzaville, Congo. Based on a survey of students of high schools from disadvantaged environment and teachers, a cross-sectional and analytical survey was carried out from January to April 2019. The activity &quot;volleyball&quot; was taught to the students during the survey. Two questionnaires were used as data collection tools in the research. The instruments were developed by the researcher. Arithmetic mean, standard deviation, normality test, student's test and analysis of variance were used for data analysis. The students explain the reasons for violence during physical education courses in three major trends: symbolic violence (devaluing appreciation and unjustified repetitive sanctions by teachers), physical violence (particularly unbalanced timetables), and incivility acts and verbal abuses. To palliate this violence, teachers use several socio-didactic strategies. The results of the study show the need to promote remediate strategies for reducing violence in physical education.
Japaneseness in Immigrant Education: Toward Culturally Responsive Teaching in Japan
Author: Takahasi, Fumiko
Date: 2020-03-00
Type: Journal Articles
Subjects: Immigrants,Culturally Relevant Education,Foreign Countries,Asian Culture,Teacher Role,Whites,Racial Differences,Cultural Differences,Power Structure,Multicultural Education,Cultural Maintenance,Teacher Education

This article considers the academic and practical implications of culturally responsive teaching and whiteness studies for the studies and practice of immigrant education in Japan. By reviewing what has been found and discussed about the teachers' roles and their privileges in the studies of immigrant education in Japan, I argue that Japaneseness has been unnamed and made invisible, as well as culturally neutralized by the majority in the educational system. As the population becomes more diverse, I suggest that it is required to study how the image of &quot;Japanese&quot; and &quot;Japanese culture&quot; have been imagined and constructed in education, to deconstruct them and to put them into practice in teacher training.
Developing a Specialization for LAM Convergence Using a Competency-Based Approach in an LIS Graduate Curriculum
Author: Choi, Youngok
Date: 2020-00-00
Type: Journal Articles
Subjects: Specialization,Competency Based Education,Library Education,Graduate Study,Cultural Background,School Business Relationship,Curriculum Development,Educational Objectives,Curriculum Design,Student Evaluation

This article describes the development of a curriculum specialization, Cultural Heritage Information Management (CHIM), at a library and information science (LIS) graduate program. It was designed to address market needs, created by the convergence of practice in libraries, archives, and museums (LAMs) of emerging practices in managing unique collections for greater access in today's digital information environment. A competency-based approach was adopted to ensure that students achieve relevant competencies expected in the work environment of the LAM sector. The course of study serves as a guide for career preparation in the CHIM area, by listing core courses, highly recommended courses, and electives. The article discusses processes involved in the development and implementation of competencies into the curriculum reorganization, and benefits observed from the process, offering an example of adopting the competency-based model to organize a specialization.
Developing Specialized Graduate Curricula for Health Information Professionals: Integrated Findings of a Scoping Review and an Employer Survey
Author: Ma, Jinxuan
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Study,Curriculum Development,Specialization,Information Scientists,Employer Attitudes,Expectation,Education Work Relationship,Minimum Competencies,Medical Libraries,Library Education,Program Improvement,Professional Occupations,Educational Research,Employment Qualifications,Career Planning

With the aim of informing specialized graduate curriculum development, this two-phase study seeks to identify and bridge gaps in expectation and preparation between and among employers of health information professionals (HIPs), aspiring HIPs, and library and information science (LIS) graduate curricula. Building upon a scoping review of emerging HIP professional roles, an online survey further explored what professional competencies and qualifications employers in various health information organizations expected or desired of entry-level HIPs. The integrated findings of these two phases revealed that the training that HIPs receive in LIS graduate programs may not accurately reflect employers' priorities and expectations: While research and professional associations identified the same general skill sets as important, employers also valued competencies such as instructional experience, web skills, &quot;soft&quot; and interpersonal skills, and particular subsets of discipline-specific knowledge as well as a foundation in the complex professional contexts that characterize health-sciences workplaces. These results indicate ways in which LIS programs might develop, adapt, and expand specialized graduate curricula and dynamic professionalization opportunities for students in order to better align learning outcomes with professional core competencies and employer expectations, and to better prepare students for both the technical and interpersonal demands of the job field.
How Far Apart Are L and M? The Institutional and Publishing Disconnects between LIS and Museum Studies
Author: Hider, Philip
Date: 2020-00-00
Type: Journal Articles
Subjects: Libraries,Museums,Library Education,College Programs,Periodicals,Conferences (Gatherings),Books,Intellectual Disciplines,Differences,Foreign Countries,Institutional Characteristics

This article explores two considerations in the push toward joint &quot;LAM&quot; (Library, Archive, and Museum) programs of education and research: the organizational proximity of departments and schools of library and information studies (LIS) and museum studies (MS); and the degree to which individual scholars of LIS and MS share publishing outlets, as an indicator of current levels of scholarly interaction. An environmental scan of LIS and MS programs in the United States, Canada, the United Kingdom, Australia, and New Zealand was conducted to investigate the extent to which the two sets of programs were based in different universities and disciplinary units. A bibliometric survey was also carried out to gauge the extent to which LIS and MS scholars based in Australia publish in common journals, conference proceedings, and books. Findings show that the extent to which LIS and MS programs are offered by the same universities and colleges varies widely across countries, even within the English-speaking world. Further, the results suggest that while museum and curatorial studies tend to be located with arts and humanities disciplines, LIS programs are more likely to be located, particularly in North America, with the social sciences and ICT, although the disciplinary location of LIS programs is relatively diffuse. The bibliometric analysis confirmed the authors' hypothesis that Australian LIS and MS academics publish in different outlets, with academics from the two groups presenting at only one conference in common and publishing in no common journal in the period studied.
Outcomes and Problems of the Librarian&apos;s Licensure Examination in the Philippines: An Analysis Using Steps for Coding and Theorization (SCAT)
Author: Miyahara, Shizuko
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Librarians,Licensing Examinations (Professions),Employment Qualifications,Program Effectiveness,Legislation,Problems

This study aims to clarify the outcomes and problems of the Librarian's Licensure Examination and professional licensure system as a vocational qualification, which have been conducted in the Philippines since 1992. The author conducted expert interviews with related individuals and analyzed the content using Steps for Coding and Theorization (SCAT). The results show that the Licensure Examination for Librarians and librarian's licensure system have a great impact on society's recognition of the librarian position as a profession. However, this has also created a shortage of licensed librarians in the workplace. Concerned organizations should cooperate in managing the examination and licensure system.
Multimedia Approaches to Learning the Foundations of Library and Information Science
Author: Guzik, Elysia
Date: 2020-00-00
Type: Journal Articles
Subjects: Library Science,Information Science,Multimedia Instruction,Graduate Study,Video Technology,Audio Equipment,Educational Technology,Technology Uses in Education,Online Courses,History,Foreign Countries

This paper presents a case study of two types of multimedia resources that were integrated as supplementary learning materials into the design and delivery of two different graduate courses on the historical foundations of library and information science (LIS): video and audio lectures from an online course on the history of information (integrated into a doctoral seminar), and a curated playlist of a weekly public radio broadcast on the history of ideas (integrated into a master's course). It also considers some of the limitations of compiling LIS-related audiovisual materials from disparate online sources, with references to examples. By analyzing and critiquing these three applications of multimedia resources in LIS graduate courses, this paper attempts to answer the following research question: Beyond traditional pedagogical strategies such as lectures and text-based readings and assignments, how might students, practitioners, and the general public gain a sweeping understanding of our field? The paper aims to help LIS educators to diversify their pedagogical strategies and reach people outside their classrooms. By incorporating these kinds of multimedia resources into course designs, educators may help to empower students to actively and creatively apply what they learn in class to the analysis of historical events, biographies, and social movements, develop technical skills that will benefit their professional development, and produce deliverables that can be shared on public platforms to reach a wider audience beyond LIS classrooms.
Maintaining National Standards While Engaging Culturally Relevant Education: A Comparative Analysis of Citizenship Education in the United States and Japan
Author: Saito, Jinichiro
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship Education,Culturally Relevant Education,Cultural Differences,National Standards,Professional Autonomy,Student Diversity,Multicultural Education,Curriculum Development,Educational History,Immigrants

This article explores the relationship between the freedom granted to teachers to shape curricula and the function of national standards. In recent years, many countries have begun to introduce standards-based reforms in education, such as standardized curriculums and high-stakes tests. As cultural diversity within schools increases, the tension resulting from catering to this diversity while maintaining standards is also rising. This article offers a comparative analysis of the educational theories and practices in the U.S. and Japan. In the U.S., debate and conflict between supporters of national standards and those of multicultural education have surfaced. In Japan, the government determines broad standards for all schools in order to ensure a fixed standard of education throughout the country. Thus, although the U.S. has a higher degree of cultural diversity than Japan, similar controversial issues will also face the Japanese educational system as school populations change rapidly due to the enrolment of children with diverse foreign heritages. Therefore, this article advocates the need for balance between the scope of regulation by the national government and the development of a citizenship education curriculum that uses teachers' own initiative in the modern age, and has practical implications for educational policymakers.
Development of the English Teaching Evaluation Model Focusing on Task-Based Learning to Develop English Writing Ability and Creative Thinking in Language for Sixth Grade Students in Thailand
Author: Srimunta, Phetaree
Date: 2020-07-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Writing Instruction,Foreign Countries,Task Analysis,Creative Thinking,Writing Tests,Language Tests,Models,Teaching Methods,Goal Orientation,Instructional Design,Learning Activities,Evaluation Criteria,Scores,Grade 6,Teacher Attitudes,Lesson Plans,Language Teachers,Scoring Rubrics,Instructional Effectiveness

This research aimed to study current situations, problems and needs for the development of an English teaching evaluation model focusing on task-based learning to develop English writing ability and creative thinking in the language; to create the development of the English teaching evaluation model, implement and evaluate the model designed. The research tools consisted of a structured interview form, an English writing ability test, creative thinking in language tests, an English teaching evaluation model focusing on task-based learning to develop English writing ability and creative thinking in language format, and a satisfaction questionnaire towards the model designed. Descriptive statistics were employed in the study including percentage, mean, standard deviation and F-test (One-way MANOVA). The results revealed that the model consists of 7 elements: Principle, objectives of the learning and evaluation, learning English area and learning indicators, selecting method of instruction based on the evaluation, setting performance goals based on the task/work, formulating the evaluation criteria and evaluation report. This is in addition to the 6 steps of evaluation: assessment preparation, designing learning activity, teaching and evaluation, teaching operation, conclude the assessment and feedback from related parties. On the other hand, results of the implementation revealed that the students who use this model obtained the average score, significantly at 0.05 level on English, writing ability and creative thinking in language which was higher than those who did not use the model. Based on the evaluation results, the effectiveness of the model was found to be at a high level overall and for each aspect.
Novice Middle School Teachers&apos; Preparedness for Teaching, and the Helpfulness of Supports: A Survey of One State
Author: Chaney, Bradford
Date: 2020-07-20
Type: Journal Articles
Subjects: Middle School Teachers,Beginning Teachers,Beginning Teacher Induction,Career Readiness,Teacher Attitudes,Program Effectiveness,Mentors,Lesson Plans,Data Use,Professional Development,Teacher Collaboration,Classroom Techniques,Parent Teacher Cooperation,Teacher Student Relationship,Public Schools,Teaching Experience

Novice teachers' readiness for teaching may affect the quality of the classroom environment and teachers' likelihood of remaining in teaching. Using a survey of novice teachers in one state, we examine teachers' preparedness for teaching, the supports offered, and the perceived helpfulness of those supports. Even novice teachers often had some type of prior experience: particularly substitute teaching (64%) and as a teacher aide or assistant (44%). Still, they often did not feel well prepared. Sixty percent of teachers felt well prepared in their subject area, but only 34% in using appropriate pedagogical strategies, 28% in managing their classrooms, and 17% in reaching all students. Teachers typically received multiple types of supports and received them multiple times over the first year, with a mean of 163 instances of supports. Teachers most often viewed supports as helpful if the supports were in the areas that teachers felt least prepared and provided at least monthly. The supports most related to teachers' perceptions of helpfulness were mentoring, planning lessons, using student assessment data to make decisions about instruction, using appropriate pedagogical strategies, professional development for new teachers, teacher networks, and regular collaboration with other teachers.
Power Up: Games and Gaming in Library and Information Science Curricula in the United States
Author: Elkins, Aaron, J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Game Based Learning,Library Education,Curriculum Evaluation,College Faculty,Individual Differences,Teaching Experience,Games,Graduate Study

Gaming provides a number of social and educational benefits, and while games are present to an extent in American libraries, content related to supporting games and gaming in libraries is largely lacking in library programs in the United States. The researchers used a survey to determine factors that affected LIS educators' inclinations to include or exclude content related to gaming in their curricula. LIS educators who included gaming-related content tended to have had more experience with gaming, higher preferences for multiple genres of games, more teaching experience, and a position title indicating tenure. LIS educators who excluded gaming-related content tended to have less experience with gaming, lower preferences for multiple genres of games, less teaching experience, and a position title indicating untenured status. LIS educators who currently excluded gaming from their curricula but had an interest in including it indicated that professional development materials and experiences, such as conference workshops, course modules, or best practices guidebooks might encourage them to do so.
Getting Consensus about Competencies: What&apos;s Needed for Effective Library Programs
Author: Norlander, Rebecca Joy
Date: 2020-00-00
Type: Journal Articles
Subjects: Competency Based Education,Library Education,Job Skills,Library Services,Public Libraries,Librarians,Employment Qualifications,Skill Analysis,Surveys,Validity,Library Associations

This paper presents a study of the specific disciplinary competencies required of library programming professionals and the training pathways where they develop those skills. Most existing competency frameworks focus on general library service or audience, rather than the specializations required for public programming. Reflecting the emerging importance of programming to libraries' service model, this US research study demonstrates that excellence in programming requires a unique set of competencies not found in other areas of library practice. The evidence shows that most public-programming competencies are learned outside of MLIS training but could be introduced as an MLIS concentration or learned as professional development.
Disability- and Accessibility-Related Library Graduate-School Education from the Student Perspective
Author: Pionke, J. J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Accessibility (for Disabled),Graduate Students,Library Education,Educational Needs,Curriculum Development,Assistive Technology,Career Readiness,Relevance (Education),Users (Information),Educational Quality,Empathy,Diversity,Inclusion,Disabilities

This study explored library graduate student perceptions of their readiness for and comfort levels in doing activities related to accessibility and disability. The study also aimed to determine the training needs of library graduate students. A survey with both quantitative and qualitative questions was developed, snowball sampling was used, and the survey was administered in the fall of 2018. Analysis of both data types indicates that library graduate students generally feel unprepared to work with patrons with disabilities or address activities related to accessibility. Based on the results, there are several recommendations for improvement within library graduate education, including incorporating accessibility and disability more robustly into the current curriculum, creating training/education programs that teach practical skills, including how to troubleshoot assistive technologies, and recruiting and retaining students and faculty who have disabilities.
Motivating Factors of Informal Trade in Intermediate Cities of Ecuador: Application of the Factorial Model
Author: Fernandez, Gabith Quispe
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Motivation,Retailing,Small Businesses,Economics,Unemployment,Individual Characteristics,Self Employment,Income,Gender Differences,Delivery Systems,Urban Areas,Urban Environment

This research aims to identify the motivating factors that influence the development of informal trade by merchants in the Republic of Ecuador. For this, the inductive method, at causal-statistical level, is applied; making use of a questionnaire as an information collection tool, with a sample of 310 informal merchants from a population of 3,600 located in the city of Riobamba. Factor analysis and linear regression are used. Results show that informal activity is related to unemployment, independence and necessity; being that informal trade depends on age, marital status, ethnicity, area, economic income, location, need, and lack of knowledge about public spaces and taxation regulations.
Obstacles to Blind Students&apos; Learning Maths in Jordan from Students&apos; and Teachers&apos; Perspectives
Author: Aljundi, Khalid
Date: 2020-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Blindness,Barriers,Foreign Countries,Teacher Attitudes,Student Attitudes,Middle School Mathematics,Learning Problems,Parent Influence,Student Needs

The present study aims at investigating the obstacles to learning maths by blind students from the perspectives of students and teachers. The sample of the study consisted of 30 students who are blind or with visually impaired. To learn about the obstacles they faced in learning maths, a questionnaire was employed, which was verified in terms of validity and consistency. In addition, 2 maths teachers at blind schools in the Jordanian capital Amman were interviewed. The results showed that the obstacles were so high by 89, 3%, downwards for the following aspects: administrative 94%, cultural 89% and curricular 85%. The researchers recommend providing supporting programmes and curricula which meet the needs of blind students in Jordan.
Using Stories to Engage Students in a Health Education School Program about Genetic Testing
Author: Papadeli, Eleftheria
Date: 2020-00-00
Type: Journal Articles
Subjects: Story Telling,Learner Engagement,Health Education,Science and Society,Program Effectiveness,Junior High School Students,Genetics,Biotechnology,Grade 9,Public Schools,Foreign Countries,Ethics,Positive Attitudes

The health education program entitled &quot;Show me your genes and I will tell you who you are&quot; was implemented in a Junior High School in Greece in order to help the participating students get acquainted with basic genetics concepts as well as the procedures and implications of genetic testing. This article presents the stories that were used in one of the sessions of the program and the conclusions that were drawn from their use.