ethanporcaro/eric-fulltext-meta huggingface dataset:
School Librarians and Open Educational Resources Aid and Implement Common Core Instructional Content in the Classroom
Author: Welz, Krista
Date: 2017-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Library Services,Library Materials,Open Source Technology,Library Role,Library Instruction,Common Core State Standards,Program Implementation,Educational Policy,Barriers,Program Evaluation,Librarian Teacher Cooperation

Many educators may view use of Open Educational Resources (OERs) as a new trend that has emerged in various school districts, especially those OERs that are (Common Core State Standards) CCSS-aligned. However, OERs certainly aren't new to education. Many educators have been using these types of materials since the late 1990s (Godwin 2016). Interestingly, there has been increased interest in open education within the last few years because of high--and rising--costs of textbooks and the lack of commercially produced CCSS-aligned material. School librarians are experienced evaluators and curators of content, and, therefore, valuable assets in school districts adopting OERs. School librarians also have the skills to conduct professional development for colleagues facing the sometimes daunting task of integrating OERs into their lesson plans.
Differences in Males and Females in When and Why They Become Interested in Information Systems Majors
Author: Snyder, Johnny
Date: 2016-01-00
Type: Journal Articles
Subjects: Gender Differences,Student Interests,Majors (Students),Information Systems,Computer Science Education,STEM Education,Student Surveys,Influences,Student Attitudes,College Students,Likert Scales

Determining when and why students become interested in careers in information systems is a critical step in filling the pipeline of majors to become information systems workers. Although students who have chosen a particular major may find it difficult to indicate or even understand all of the reasons for their choice, it is possible to tease out several criteria that seem to significantly affect such choices. For computing and STEM (Science, Technology, Engineering and Math) majors in particular, a person's comfort level with STEM coursework perhaps as early as in elementary school seems to play a role. Also, their perceptions of how intellectually stimulating STEM courses were for them throughout their school years seems to affect their choice of a major. This paper aims at distinguishing when and why such majors are chosen through a survey instrument geared toward STEM majors and separates the results by gender and major, identifying when and why each group selected the major they did. The potential value of this research is in determining where efforts could be more specifically focused to recruit into STEM majors.
The Development of an Educational Cloud for IS Curriculum through a Student-Run Data Center
Author: Hwang, Drew
Date: 2016-01-00
Type: Journal Articles
Subjects: Information Systems,Computer Science Education,College Curriculum,Experiential Learning,Computer Centers,College Students

The industry-wide emphasis on cloud computing has created a new focus in Information Systems (IS) education. As the demand for graduates with adequate knowledge and skills in cloud computing is on the rise, IS educators are facing a challenge to integrate cloud technology into their curricula. Although public cloud tools and services are available for many students today, education institutes can build a private, educational cloud to facilitate more practical, interactive and hands-on learning. This paper presents a proposal of building a student-run data center through an industry partnership between Cal Poly Pomona and leading cloud technology firms such as Microsoft, Avanade, Chef, and Juniper. The data center will create a private cloud to engage faculty and students in a highly accessible, experimental cloud environment, where through real-world experience faculty can teach and students can learn the design, configuration, deployment, management, and use of cloud solutions. This polytechnic approach in cloud curriculum integration will also allow the IS department to be simulated as a modern enterprise with a goal to virtualize its IT provisioning, where students can gain a broader, more enterprise-centric view of modern computing.
Children with Speech Sound Disorders at School: Challenges for Children, Parents and Teachers
Author: Daniel, Graham R.
Date: 2017-02-00
Type: Journal Articles
Subjects: Speech Impairments,Teacher Role,Parent Role,Speech Language Pathology,Elementary School Students,Family Environment,Semi Structured Interviews,Foreign Countries,Qualitative Research,Interpersonal Communication,Self Esteem,Student Participation,Learning Activities,Academic Achievement,Barriers,Student Needs

Teachers play a major role in supporting children's educational, social, and emotional development although may be unprepared for supporting children with speech sound disorders. Interviews with 34 participants including six focus children, their parents, siblings, friends, teachers and other significant adults in their lives highlighted challenges for these children in school, and challenges for their parents and teachers in meeting these children's developmental and educational needs. These challenges were centred on the need for specific expertise in the school setting, and access to additional classroom and professional services to support these students' engagement in the learning and social environments of school. This research identifies frustrations that impact these families and teachers as they attempt to navigate the bureaucracies to which they are beholden.
Student Agency for Powerful Learning
Author: Wiliams, Philip
Date: 2017-00-00
Type: Journal Articles
Subjects: School Libraries,Library Role,Active Learning,Individual Characteristics,Reading Interests,Reading Habits,Citations (References),Reading Material Selection,Librarian Teacher Cooperation,Achievement Need

School libraries play a powerful role in enabling, informing, and sustaining student agency, and nothing engages and motivates students more deeply than enabling them to become the active agents in the process of learning. Students with agency are powerful learners who are prepared to engage with the world with sustained, courageous curiosity. Both integrity and efficacy come together to build a sense of agency in which students own a strong perception that they are the key agents of their learning. This mode of learning shifts the locus of power from the teacher to the student, thus setting up students as the experts in their own learning. The traditional hierarchies of power in the classroom and school library are dismantled, and student agency can grow in an atmosphere of personal ownership and self-determination
Personalized Learning Environments and Effective School Library Programs
Author: Easley, Michelle
Date: 2017-00-00
Type: Journal Articles
Subjects: School Libraries,Individualized Instruction,Educational Environment,Program Effectiveness,Library Services,Librarian Teacher Cooperation,Library Role,Sustainability

Personalized learning is defined as &quot;tailoring learning for each student's strengths, needs, and interests--including enabling student voice and choice in what, how, when and where they learn-- to provide flexibility and supports to ensure mastery of the highest standards possible&quot;. Personalized learning offers school librarians a way to maximize learner achievement by meeting students where they are and allowing students to engage in experiences that support their learning. The classroom teacher is important in creating an environment that supports personalized learning, but an effective school library program is critical to sustaining this type of environment.
Collection Development. Stocking Library Shelves for Student Success: Motivating Readers through Science-Focused Fun
Author: Fleishhacker, Joy
Date: 2017-00-00
Type: Journal Articles
Subjects: Library Services,Library Materials,Library Development,Science Materials,Science Education,Nonfiction,Biographies,Novels,Fiction,Student Motivation,Reading Material Selection,Student Improvement

By providing a wide selection of high-quality materials that will grab the attention of individual readers, school libraries can play an integral part in initiating and supporting student agency and a student-centered approach to learning. Such materials should not only address and expand upon what kids are learning in the classroom, but also allow them to explore an array of personal interests, tastes, and passions. Every student has his or her own way of acquiring and processing factual content, and books presented in different formats nurture a variety of learning styles and specific preferences. This article highlights books with a focus on science and can be used to supplement classroom materials and traditional narrative nonfiction. Ranging from profusely illustrated graphic novels to captivating fiction series, these titles will appeal to a spectrum of tastes, learning styles, and interests. The titles featured here are a small sampling of the wide range of offerings that can be used to explore and expand upon science curriculums, and a similar spectrum of selections for other subject areas should also be made available. These materials can be identified by consulting professional review sources, library catalogs, and readers' advisory resources such as CLCD (Children's Literature Comprehensive Database) or EBSCO's NoveList.
Engaging Students in the Library through Tabletop Gaming
Author: Alvarez, Vivian
Date: 2017-00-00
Type: Journal Articles
Subjects: Learner Engagement,Public Libraries,Educational Games,Video Games,Teaching Methods,Skill Development,Learning Activities,Critical Thinking,Problem Solving,Student Motivation

Besides being a social experience, tabletop games can serve as intrinsic educational tools that tap into students' needs and interests, inspiring them to find motivation in applying new knowledge to their academic work. Why? Because, as with school, every game has a very specific set of rules by which participants must abide. Experiences with analog games are reflective of players' abilities, and how they apply their knowledge directly influences their chances of winning. The goal is for students to adapt these learned skills and dispositions, and then apply them to their education, extracurricular programs, and social lives. Although many traditional games, such as Monopoly, rely mostly on a luck mechanism, newer games such as Agricola and Dominion, rely more on player agency, have become more prevalent, and are more representative of modern tabletop games being introduced in libraries. Not only have modern tabletop games proven more engaging than many of the older games, but they also have proven to leave fewer feelings of resentment or discouragement if gaming outcomes are not favorable. In fact, students leave the table strategizing better outcomes and looking forward to the next challenge. The purpose of engaging students in analog learning experiences is not to lure students away from digital media but to foster students' awareness of the habits formed by both analog and digital activities.
The Feasibility of Localised Strike Action by Educators in Cases of Learner Misconduct
Author: Rossouw, J. P.
Date: 2012-05-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Strikes,Unions,Teacher Rights,Student Behavior,Delinquency,Justice,Labor Legislation,Labor Problems,Labor Conditions,Teaching Conditions,Safety

Developments in South African labour legislation since the inception of the new democracy indicate serious attempts by the legislators to protect the interests of employees. The Bill of Rights has, concurrently, enshrined a variety of fundamental rights that, in principle, offer protection in the workplace. Despite this established, protective legal framework, South African schools regularly witness incidents where fundamental rights of educators are infringed. Numerous educators are currently convinced that their rights are put second to the rights of learners, even in cases of physical or psychological violence against them. Where ineffective enforcement of legislation by the state occurs, educators' security is undermined. This article explores various ways of compelling the employer to enforce existing legislation effectively against learner delinquency that may impact on the security of a specific group of educators. The basic claim of the article is that industrial action by educators in the form of localised strikes is feasible, provided that all other remedies have been exhausted. It is concluded that justice should be visibly reinstated by the state as employer, in all cases where educators' right to security are violated.
Expressing Youth Voice through Video Games and Coding
Author: Martin, Crystle
Date: 2017-00-00
Type: Journal Articles
Subjects: Video Games,Coding,Youth Programs,Youth Opportunities,School Libraries,Library Services,Student Interests,Student Empowerment,Learning Activities,Learning Motivation

A growing body of research focuses on the impact of video games and coding on learning. The research often elevates learning the technical skills associated with video games and coding or the importance of problem solving and computational thinking, which are, of course, necessary and relevant. However, the literature less often explores how young people use and develop voice through these interests. Being able to express themselves and explore different identities is important for young people's development. Creating library programs that are open and flexible enough for youth to bring in an existing interest to incorporate into the program is one approach librarians can use to foster young people's sense of agency.
Keystone Life Orientation (LO) Teachers: Implications for Educational, Social, and Cultural Contexts
Author: Pillay, Jace
Date: 2012-05-00
Type: Journal Articles
Subjects: Qualitative Research,Classroom Observation Techniques,Questionnaires,Teacher Effectiveness,Teacher Characteristics,Teaching Skills,Social Networks,Skill Analysis,Career Guidance,Teacher Role,Foreign Countries,Semi Structured Interviews,Content Analysis

The aim of this study was to identify and describe skills, characteristics and support networks needed by keystone Life Orientation (LO) teachers in six Gauteng schools. In this study &quot;keystone&quot; refers to LO teachers who make a positive impact in their schools. A qualitative research design was used to collect data through interviews, class observations, and questionnaires. Data were analysed through content analysis. The results indicate that keystone LO teachers must be skilled counselors, career guides and diverse role players. They should also be open, approachable, have integrity, be trustworthy, resolve conflict and make good use of internal and external support within the context of schools. More importantly, it was found that keystone LO teachers are determined by their ability to deal with challenges, such as child abuse, substance abuse, poverty, and HIV/AIDS within their school communities. Based on the findings, the implications for keystone LO teachers in the educational, social and cultural contexts are discussed.
Making a Case for the Teaching of Reading across the Curriculum in Higher Education
Author: Bharuthram, Sharita
Date: 2012-05-00
Type: Journal Articles
Subjects: Reading Instruction,Content Area Reading,Higher Education,College Students,Reading Strategies,Foreign Countries,Reading Comprehension,Literacy,Educational History,Academic Achievement,Reading Skills

Over the past two decades there has been much written in the literature about the importance of reading and the importance of teaching students reading strategies to improve their reading comprehension. Reading is one of the most important academic tasks encountered by students. In higher education, students are exposed to a number of texts and textbooks that require independent reading. At this level they are expected to comprehend what they read so that they can analyse, critique, evaluate and synthesize information from various sources. Many students entering higher education are not adequately prepared to meet these challenges. This article highlights the literacy situation in South Africa with a particular focus on reading both in school and in higher education. In addition, the article highlights the importance of teaching students reading strategies across the curriculum in order to improve their reading comprehension, thereby enhancing their chances of academic success. The implications of this research for policy makers and academics in higher education institutions are outlined and some suggestions are made.
Reading Strategy Instruction and Teacher Change: Implications for Teacher Training
Author: Klapwijk, Nanda M.
Date: 2012-05-00
Type: Journal Articles
Subjects: Reading Strategies,Reading Instruction,Observation,Faculty Development,Teacher Attitudes,Program Implementation,Teacher Education,Mixed Methods Research,Intervention,Elementary School Teachers,Low Income Groups,Check Lists,Interviews,Expectation,Program Effectiveness,Foreign Countries

I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI) was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as part of everyday teaching practice, and that teachers seem to move through distinct phases in their uptake of RSI. The article focuses on teachers' reaction to RSI and highlights a number of issues that are important to the implementation of RSI, not the least of which is that a clear need exists for changes to in-service teacher training and support and pre-service teacher training. In an effort to address these training issues the article contains specific recommendations for pre-service teacher training in particular.
Teaching Practice Generated Stressors and Coping Mechanisms among Student Teachers in Zimbabwe
Author: Mapfumo, John S.
Date: 2012-05-00
Type: Journal Articles
Subjects: Foreign Countries,Stress Management,Coping,Student Teachers,Questionnaires,Stress Variables,Mixed Methods Research,Interviews,Gender Differences,Student Attitudes

We sought to establish stressors and coping mechanisms for student teachers on Teaching Practice from a Christian-related university and a government-owned teachers' college in Zimbabwe. The sample was made up of 77 participants (38 females, 39 males). Thirty-two participants were from the university and 45 were from the teachers' college. A questionnaire and an interview schedule were used to collect data. Frequencies and percentages were used in quantitative data analysis while qualitative data were thematically analysed. The main stressors revealed were problems with difficult learners, low allowances, heavy workload, and shortage of teaching and learning aids and, to some extent, supervision-related matters and the effect of the protracted industrial action by serving teachers that overlapped with the Teaching Practice period in the study. Most coping strategies were in the form of social-support networks, particularly interactions with family and friends. Student teachers suggested a number of actions to be taken to reduce the related stress. Recommendations are made.
Transformation of Teacher Identity through a Mathematical Literacy Re-Skilling Programme
Author: Nel, Benita
Date: 2012-05-00
Type: Journal Articles
Subjects: Mathematical Aptitude,Mathematics Skills,Faculty Development,Curriculum Design,Communities of Practice,Professional Identity,Learning Experience,Experiential Learning,Sense of Community,Semi Structured Interviews,Teacher Attitudes,Educational Practices,Knowledge Base for Teaching,Foreign Countries,Qualitative Research

Wenger's community of practice theory is used to illustrate how, through careful curriculum design, teacher identity can be developed by participation in a re-skilling programme. In the context of learning, a community of practice involves the complex intersection of various components of learning, namely, meaning (learning as experience), practice (learning as doing), identity and community (learning as belonging). The Advanced Certificate in Education in Mathematical Literacy programme was designed to expose participants to knowledge and understanding of the ML curriculum (meaning), development of an integrated approach to teaching and learning, classroom didactics, lesson plans (practice), and group work activities where active participation and dialogue in lectures were encouraged (community). The programme design aimed to promote a change in the teachers' way of being (identity). Through semi-structured interviews with teachers their journey as individuals was revealed. The findings indicate how by focusing on both content and on the teacher's becoming a professional can assist educational specialists in their quest for improved teacher development.
What Inspires South African Student Teachers for Their Future Profession
Author: Wolhuter, Charl
Date: 2012-05-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Questionnaires,Factor Analysis,Student Educational Objectives,Vocational Interests,Student Teacher Attitudes,Predictor Variables,Achievement Need

The need for an inspired professional teacher corps to haul South African school education out of its current low level of quality was the driving force behind this project. Its aim was to determine what counted as sources of inspiration for student teachers and hence for future teachers. Based on a conceptual-theoretical study, a questionnaire that could probe student teachers' sources of inspiration was completed by a sample of student teachers (n = 1,683). A factor analysis of their responses revealed the following as their sources of inspiration, from most to least important: (extended) family, religion, the teacher education institution, teaching practice, friends, and personal life. A comparison with similar research elsewhere revealed that, in this sample of respondents, considerations, such as education being the only accessible profession or being forced to enter the teaching profession because of economic circumstances, did not figure at all.
Creating Genuine Readers with Flexible Scheduling
Author: Lambert, Nancy Jo
Date: 2017-00-00
Type: Journal Articles
Subjects: Librarian Teacher Cooperation,School Libraries,Elementary School Teachers,Librarians,Cooperative Planning,Reading Habits,Grade 2,Scheduling

This article describes how Nancy Jo Lambert, a school librarian, implemented a flexible library schedule at elementary schools in which she worked collaboratively with classroom teachers. After observing students removing bookmarks from the middle of their books in order to turn the books in by the due date or because their fixed library schedule led them to believe that they needed to turn in their library books regardless of whether or not they had finished reading their books, Lambert decided to take the steps to instill the habits and behaviors of genuine readers in her students. Her initial request for moving the school to a flexible library schedule was met with opposition, so she invited the second-grade team of teachers to do an experiment in which they worked together to nurture the students as readers while being instructionally relevant. The author shares how she worked with the teachers in order to successfully transition from a fixed library schedule to a flexible library schedule, and she provides tips for success.