ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development and Implementation of a Model for Teaching Astronomy to Deaf Students
Author: Bolat, Mualla
Date: 2016-07-00
Type: Journal Articles
Subjects: Astronomy,Teaching Methods,Deafness,Science Instruction,Sampling,Experimental Groups,Interviews,Student Attitudes,Thinking Skills,Sign Language,Foreign Countries

The purpose of this study is to develop and assess a model aimed at teaching astronomy to deaf students. Thus, a 7 day-long project of indoor and outdoor activities was developed. Since the purpose of our study was to teach astronomy to deaf students, our sample was determined by using purposeful sampling technique. The sample of this study includes 30 deaf students studying in the city of Samsun in the Black Sea region of Turkey. A teaching model for deaf students, which was considered to be a deficiency in literature, was developed in the study. The pre-implementation preparation stage of the model consists of 7 steps. In addition, the activities in the model were included in the study so that other researchers can use these activities. This study was designed as a single group (no control) post-test experimental research design. The data of the study were collected from the interviews with students during the experimental studies and post-tests which were conducted 20 days after the studies ended. At the end of the study, it was seen that a great majority of the students learned more than 10 words and were able to order the astronomy related celestial bodies based on their sizes. In addition, it was concluded that they began to develop scientific ideas about the seasons, a subject they had no knowledge about before the study, and they were able to explain the effects of Earth's axial tilt on daily life correctly. In line with these results, it was suggested that in order to teach a subject to deaf students, first of all sign language about that subject should be developed and conceptual learning and teaching sign language should be simultaneous.
Innovation Management Perceptions of Principals
Author: Bakir, Asli Agiroglu
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Administrator Attitudes,Educational Innovation,Program Administration,Competence,Statistical Analysis,Scores,Likert Scales

This study is aimed to determine the perceptions of principals about innovation management and to investigate whether there is a significant difference in this perception according to various parameters. In the study, descriptive research model is used and universe is consisted from principals who participated in &quot;Acquiring Formation Course Management II&quot;, organized by Malatya Provincial Directorate of National Education. Sample is formed from 233 volunteer principals, who answered the data collection tool properly and completely. As the data collection tool, &quot;Innovation Management Scale for Schools&quot; developed by Bülbül (2012a) is used. In order to determine principal's perceptions about their competency level of innovation management, descriptive statistical calculations on the dataset are conducted. The lowest and the highest scores, standard deviation scores and arithmetic means are calculated. In addition, to determine principals' perceptions of their competence level of innovation management and its relationship with personal variables, t-test and one-way variance analysis (ANOVA) are performed through the data obtained. If ANOVA test results with significant differences, the multiple comparison tests are used to determine from which group or groups the difference is originated. In case of equal distribution of the group variances, Scheffe test is used for the multiple comparisons of average scores. According to results, principals' perceptions of innovation management as a whole correspond to &quot;strongly agree&quot; and for dimensions, &quot;totally agree&quot; level for &quot;Organizational Culture and Structure&quot; and &quot;Project Management&quot; dimensions and&quot; strongly agree&quot; for &quot;Input Management&quot; and &quot;Innovation Strategy&quot; dimensions.
Comparing Effects of Different Applications on Pre-Service Teachers: A Meta-Analysis
Author: Elaldi, Senel
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Academic Persistence,School Holding Power,Meta Analysis,Effect Size,Scores,Transformative Learning,Problem Based Learning,Teaching Methods,Cooperative Learning,Intellectual Disciplines,Data Analysis,Statistical Analysis,Literature Reviews

This study attempts to reveal whether different applications have effects on retention and attitude of pre-service teachers studying in various branches in Turkey through meta-analysis. Studies carried out between 2005 and 2015 in national and international area, 324 (218 articles, 106 theses) were chosen. However, 23 studies (9 retention and 14 attitude) that met inclusion criteria were analyzed by using the MetaWin program. The effect sizes of different applications on retention and attitude were calculated. In terms of retention scores, while Learning Together Technique had the highest effect size (d = 2,0606-a huge level-), the Jigsaw Technique had the lowest one (d = 0,5461-a medium level-). In terms of attitude scores, while Transformative Learning Theory had the highest effect size (d = 1,4760-a huge level-), Problem Based Learning had the lowest one (d = 0,0212- negligible) among the applications included in the study according to the classification of Thalheimer and Cook.
Analysis of High School German Textbooks through Rasch Measurement Model
Author: Batdi, Veli
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,High Schools,Teacher Attitudes,Questionnaires,Grade 9,Grade 10,Grade 11,Grade 12,Coding,Textbook Evaluation,Textbook Content,Difficulty Level,Likert Scales

The purpose of the present study is to analyze German teacher trainers' views on high school German textbooks through the Rasch measurement model. A survey research design was employed and study group consisted of a total of 21 teacher trainers, three from each region and selected randomly from provinces which are located in seven regions and categorized as developed, moderately developed, and least developed. The study Data were collected through a questionnaire developed by the researchers in the light of experts' views. When content validity indices (CVIs) and content validity ratios (CVRs) of the questionnaire items were calculated, the result (CVI&gt;CVR/0.82&gt;0.56) indicated the questionnaire to be reliable. Three facets of the study according to the Rasch measurement model were Judges (21 German teacher trainers), items related to high school German textbooks (11 items) and German textbooks (A1.1, A1.2, A2.1, A2.2) for 9th, 10th, 11th, and 12th grades. According to the Rasch analysis results, while the textbook coded A1.1 has the highest quality, the textbook coded A2.2has the poorest quality. In terms of items, the most difficult item was 10 while the easiest item was 1, and for judges, J7 had the most severe while J9 had the most lenient behavior. In the light of the results, more rigorous and detailed studies are suggested to improve the quality of textbooks.
The Score Reliability of Draw-a-Person Intellectual Ability Test (DAP: IQ) for Rural Malawi Students
Author: Khasu, Denis S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scores,Reliability,Freehand Drawing,Cognitive Ability,Intelligence Tests,Cognitive Tests,Projective Measures,Personality Measures,Children,Intelligence Quotient,Rural Schools,Statistical Analysis,Interrater Reliability,Elementary School Students,Grade 1,Grade 2,Screening Tests,Psychometrics

In this brief article, the reliability of scores for the Draw-A-Person Intellectual Ability Test for Children, Adolescents, and Adults (DAP: IQ; Reynolds &amp; Hickman, 2004) was examined through several analyses with a sample of 147 children from rural Malawi, Africa using a Chichewa translation of instructions. Cronbach alpha coefficients for the 23 test items were calculated for the total sample, the six age groups represented in the sample, and gender. The interscorer reliability of test scores was also calculated. The obtained alpha coefficients for the 23 items for total sample (.81), the six age groups represented (0.68-0.92), and gender (male 0.79, female 0.83) were comparable to those listed in the examiner's manual. The coefficient for interscorer reliability was 0.85.
English Language Learning Strategies Reported by Advanced Language Learners
Author: Lee, Juyeon
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Learning Strategies,Advanced Students,Student Attitudes,Translation,Second Language Instruction,Asians,Graduate Students,Language Proficiency,Foreign Countries,Essays,Learning Experience,Qualitative Research,Metacognition,Oral Reading,Linguistic Input,Teaching Methods

The purpose of the present study is to investigate effective English language learning strategies (LLSs) employed by successful language learners. The participants in this study were 20 student interpreters enrolled in the graduate school of interpretation and translation in Korea. Data on LLSs were collected through unstructured essay writing, a method employed to encourage participants to freely reflect on their language learning experiences and report what strategies and study methods helped them develop a high level of English proficiency. Qualitative data analysis produced several findings related to the use of learning strategies. Specifically, metacognitive strategies, such as disciplined approach to language learning and monitoring of progress, and cognitive strategies, such as reading-aloud and text analysis, were frequently mentioned as effective strategies. In addition, a number of participants emphasized the importance of conscious attention to language input during language learning activities. Testimonies of advanced English language learners in an English as a Foreign Language (EFL) context suggest that learner autonomy manifested in self-regulated learning activities may be crucial for successful foreign language learning. These and other findings are discussed with respect to their pedagogical implications for strategy-based instruction in English education.
Development of Communities of Practice in School Library Education
Author: Burns, Elizabeth A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Communities of Practice,Library Education,School Libraries,Online Courses,Information Science Education,Distance Education,Social Environment,Student Behavior,Alignment (Education),Learner Engagement,Imagination,Group Dynamics,Aptitude Treatment Interaction,College Students

To properly prepare pre-service school librarians, school library educators in online courses must provide opportunities for collaborative engagement. This collaborative education should also recognize the pedagogical benefit of the organic formation of communities of practice that develop within areas outside of curriculum content. This examination of Communities of Practice seeks to understand the influence a change in the learning context of today's digital courses has on these communities of practice for School Librarians. Findings address how different course structures promote a sense of belonging, organized along Wenger's (1998) three modes of belonging: Engagement, Alignment, and Imagination. How these modes of belonging facilitate the development of a community of practice among students in an online, introductory school library course is also explored. The role of LIS educators in developing collaborative practices in their students is discussed, especially for students studying in an online environment.
Camp Read-a-Rama® and Fully-Engaged Literacy Learning: Implications for LIS Education
Author: Copeland, Clayton A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Literacy,Information Science Education,Skill Development,Summer Programs,Reading Programs,Elementary School Students,Childrens Literature,Pretests Posttests,Interviews,Childhood Attitudes,Program Effectiveness,Reading Attitudes,Reading Improvement,Best Practices,Parent Attitudes,Surveys,Semi Structured Interviews,Qualitative Research,Statistical Analysis

Literacy and literacy skill development remain critical concerns in the U.S. &quot;Two of every three students in the U.S. do not have the necessary reading proficiencies to successfully complete grade-level work&quot; (Allington, 2011). Camp Read-a-Rama, a summer day camp in South Carolina for 4- to 11-year-olds, creates innovative programming using children's literature as the springboard for all camp activities. Activities connect with and reinforce concepts in children's literature, thereby helping children learn to &quot;live books&quot; and understand connections between their reading and their lives. For six summers (2009-2014), Camp Read-a-Rama has provided fully-engaged, week-long themed literacy immersion experiences that seek to turn &quot;summer slide&quot; into &quot;summer stride.&quot; The purposes of this longitudinal, mixed methods study were: (1) to ascertain the impact of Camp Read-a-Rama's interventions on helping children develop positive attitudes toward reading; and (2) to determine best practices for literacy skill programming with children in libraries and the communities libraries serve. Findings offer compelling evidence that strategies employed through Camp Read-a-Rama programming positively impacted children's attitudes toward reading and their interactions with books, a critical step in literacy skill development and improvement. Analysis of parent/guardian evaluations revealed the following emerging themes as perceived impacts of Camp Read-a-Rama programming upon campers: increased love and enthusiasm for reading, improved reading and listening skills, and a belief that camp activities create a deeper understanding of books and vice versa. Findings suggest that integrating literacy skill instruction and programming into LIS curricula could better prepare librarians and LIS professionals to have a greater impact on literacy skill development among the children they serve.
On the Evolution of Library and Information Science Doctoral Dissertation Topics in North America (1960-2013)
Author: Shu, Fei
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Dissertations,Information Science Education,Educational Change,Educational Development,Interdisciplinary Approach,Units of Study,Educational Research,Educational Practices,Bibliometrics,Academic Advising,Educational Trends,Library Education,Library Science

Since the 1960s, many scholars have questioned the relationship between library science and information science. This paper investigates LIS doctoral dissertations in terms of their topics and interdisciplinarity in the period 1960-2013. Results show that LIS is an interdisciplinary field in which library science and information science are intimately related. The study shows that Information Science has surpassed Library Science to become the dominant research topic in LIS. It also shows that the academic background of doctoral advisors affects the interdisciplinarity of their student's doctoral dissertations.
Rural Public Libraries as Community Change Agents: Opportunities for Health Promotion
Author: Flaherty, Mary Grace
Date: 2016-00-00
Type: Journal Articles
Subjects: Public Libraries,Rural Areas,Community Change,Change Agents,Health Promotion,Community Health Services,Educational Opportunities,Computer Assisted Testing,Access to Health Care,Library Role,Measurement Equipment,Health Activities

Rural residents are at a disadvantage with regard to health status and access to health promotion activities. In many rural communities, public libraries offer support through health information provision; there are also opportunities for engagement in broader community health efforts. In a collaborative effort between an academic researcher and a rural public library director in North Carolina, pedometers and an individualized online health self-assessment program were made available to library users. The activities were adopted enthusiastically. Feedback included encouragement for more such opportunities; some claimed the activities improved awareness and supported healthy behavior change. With minimal investment, rural public libraries can support healthy lifestyle activities. They also afford a unique environment where library staff can collaborate with researchers to introduce, assess and evaluate community health initiatives. As we train future practitioners, we should embrace the opportunities that rural public libraries can provide for collaborative initiatives to invoke positive community change.
Gazing the Diversity Stance in North America: Bringing Practitioner Inquiry into the LIS Classroom
Author: Irvin, Vanessa
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Library Science,Information Science,Teaching Methods,Research Methodology,Instruction,Inquiry,Professional Identity,Library Education,Library Associations,Library Services,Librarians,Users (Information),Library Instruction,Cultural Differences

This article is an exploration of ways in which LIS educators can consider culture, heritage, and identity as a framework for becoming participatory agents of their teaching practices in the LIS classroom. To support this framework, this discussion introduces the research methodology, practitioner inquiry, as a meaningful approach to studying pedagogical practice and identity in the LIS classroom as a means to LIS educators becoming more self-reflective and aware of the impacts of their own identity construction in their teaching. In this article I am affirming the case for a diversity stance within the North American LIS curriculum. I am also posing additional questions and challenges about LIS identity construction and professional practice as we teach and learn in the classroom.
Who Is Teaching Data: Meeting the Demand for Data Professionals
Author: Kim, Jeonghyun
Date: 2016-00-00
Type: Journal Articles
Subjects: Information Science,Library Science,Academic Libraries,Research Skills,Library Education,Information Technology,Librarians,Data,Teaching Methods,Higher Education,Foreign Countries

As data has become critical to our everyday lives, a growing concern with the skills gap required to exploit the data surfeit has arisen; library and information science practitioners and educators have recognized this concern. This paper is intended to identify current trends in library and information science education in response to the rising demand for data professionals. To provide a detailed map of the content of the current curriculum, academic programs and courses that support a data-driven workforce offered by library schools in North America were reviewed. The results of this analysis indicates that various topics are being offered to address skills gaps for data professionals, but there are still insufficient opportunities for students to develop the depth and breadth of knowledge and skills needed to be highly capable data professionals. It is suggested that cross-disciplinary and/or cross-institutional collaboration may be an efficient way to enhance and develop educational and training opportunities for data professionals.
Educating School Library Leaders for Radical Change through Community Service
Author: Kimmel, Sue C.
Date: 2016-00-00
Type: Journal Articles
Subjects: School Libraries,Community Services,Library Science,Information Science,Leadership,Librarians,Semi Structured Interviews,Library Education,Service Learning,Leadership Role,Partnerships in Education,Case Studies,Preservice Teachers,Interviews

Dresang's Radical Change (1999) has far-reaching implications for pre-service preparation programs for future library and information science leaders. The challenge is to create experiences that will assist with developing these leadership qualities. In this qualitative case study, the authors share findings related to leadership development from a community service project required of members of NextGen, a cohort of eleven classroom teachers from the western, rural regions of Virginia earning a Masters degree in education with endorsement to become school librarians. Their graduate coursework was funded through an IMLS grant RE-01-13-008-13 and participants were expected to give back to their communities through a service project of their own design. Using Kouzes and Posner's (2002) Five Practices of Leadership, a series of three semi-structured interviews were conducted to determine how community service projects developed leadership. The researchers found that the projects supported each of Kouzes and Posner's five practices along with a sixth practice unique to this study: Aspire to Sustain.
Skills and Knowledge Needed to Serve as Mobile Technology Consultants for Information Organizations
Author: Potnis, Devendra
Date: 2016-00-00
Type: Journal Articles
Subjects: Handheld Devices,Laptop Computers,Telecommunications,Consultants,Information Technology,Libraries,Librarians,Library Services,Academic Libraries,Programming,Library Schools,Library Education,Library Science,Graduate Study,Graduate Students

Libraries often lack the in-house information technology (IT) expertise required to (1) implement mobile applications and related technologies (MAT); (2) attain maximum return on investment including patron satisfaction for using MAT; and (3) reduce reliance on expensive IT consultants. Based on secondary analysis of the experiences and advice offered by librarians and IT professionals engaged in implementing MAT in libraries, we identify four core and six &quot;supplementary&quot; competencies needed to help libraries better serve their patrons using MAT. LIS graduate programs could equip students with the skills and knowledge needed to build 10 competencies so that they could serve as mobile technology consultants (MTCs) for libraries. Core competencies are mobile application development, human-computer interaction, computer networking, and planning and management of mobile technologies; and the supplementary competencies are: project management, change management, negotiation, data management, policy management, and grant writing.
Good CoP: What Makes a Community of Practice Successful?
Author: Baker, Anthony
Date: 2016-00-00
Type: Journal Articles
Subjects: Communities of Practice,Program Effectiveness,Foreign Countries,College Science,Introductory Courses,Science Education,College Faculty,Definitions,College Freshmen,Success,Likert Scales,Outcomes of Education,Grants,Surveys

We have established a community of practice focussed on student learning in first-year science. It is recognised that transition, whether from school to university or other possible transitions, is an issue that is a concern for the entire sector, and this is acknowledged both at Faculty and University level. One of the factors to which we attribute the success of this Community of Practice (CoP) is that we are working within the context of a well-established set of transition pedagogies which have been strongly promoted and supported within the University of Technology, Sydney (UTS). There is also an internal grants scheme that provides small amounts of funding for initiatives aimed at improving transition and engagement as part of the widening participation strategy. Another factor for the success of this group is the leadership and active engagement of a senior staff member. This CoP has not evolved organically as a grass-roots group, nor has it been commissioned from &quot;on high.&quot; The Faculty of Science has also recently appointed an academic developer to support course renewal and the mapping of graduate attributes, and this role includes the support of initiatives such as setting up CoPs.