ethanporcaro/eric-fulltext-meta huggingface dataset:
Quantitative Research Methods in Chaos and Complexity: From Probability to Post Hoc Regression Analyses
Author: Gilstrap, Donald L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Research,Social Science Research,Behavioral Science Research,Statistical Analysis,Research Methodology,Probability,Regression (Statistics),Monte Carlo Methods,Markov Processes,Mathematical Concepts,Physics,Difficulty Level

In addition to qualitative methods presented in chaos and complexity theories in educational research, this article addresses quantitative methods that may show potential for future research studies. Although much in the social and behavioral sciences literature has focused on computer simulations, this article explores current chaos and complexity methods that have the potential to bridge the divide between qualitative and quantitative, as well as theoretical and applied, human research studies. These methods include multiple linear regression, nonlinear regression, stochastics, Monte Carlo methods, Markov Chains, and Lyapunov exponents. A postulate for post hoc regression analysis is then presented as an example of an emergent, recursive, and iterative quantitative method when dealing with interaction effects and collinearity among variables. This postulate also highlights the power of both qualitative and quantitative chaos and complexity theories in order to observe and describe both the micro and macro levels of systemic emergence.
Reconceptualizing Dominant Discourses in Early Childhood Education: Exploring &quot;Readiness&quot; as an Active-Ethical-Relation
Author: Evans, Katherine
Date: 2015-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Young Children,Behavior Standards,Social Behavior,Learning Readiness,School Readiness,Systems Approach,Ethics,Politics of Education,Foreign Countries

This paper considers the landscape of early childhood education in England to be dominated by discourses of &quot;readiness-for-school&quot; and &quot;readiness-for-learning&quot; that act to heavily stratify the educational spaces inhabited by young children. The &quot;ready-child&quot; is constructed as a normative identity towards which the &quot;unready&quot; child is expected to progress. This is not to imply that &quot;readiness&quot;/&quot;unreadiness&quot; is constructed as a binary relationship, but rather that &quot;readiness&quot; is predominantly understood as a predefined spectrum of knowledge, skills and identities. This paper considers the confinement of children within such predetermined subject positions to be problematic, as inevitably not all children will achieve these normative ideals or progress across this spectrum in a recognizable manner, resulting in their exclusion from positions of &quot;success&quot;. In response to these concerns, this article seeks to disrupt dominant conceptualizations of &quot;readiness&quot; in the context of early childhood education, expanding space for alternative ideas, theories and practices. In a deliberate move away from concepts that relate &quot;readiness&quot; to predefined goals, outcomes and identities, the possibility of thinking with a complex logic in order to generate new ideas, understandings and practices is explored. Approaching complexity from the &quot;outside-in&quot;, this paper draws in particular on the concept of &quot;becoming&quot; (Deleuze &amp; Guattari, 1987), exploring &quot;readiness&quot; as a complex process of emergence, always open to the unpredictable and the new. It is argued that &quot;readiness&quot; is part of an open-ended &quot;becoming&quot;, rather than a pre-defined &quot;state&quot; of being. Drawing on the work of Deleuze (1983), Deleuze and Guattari (1987) and Dewey (1899/2010; 1916), this reconceptualized idea of &quot;readiness&quot; does not hark back to romantic notions that might consider all forms of development equally valid or desirable. This paper argues instead that it matters greatly what and how children &quot;become&quot; and as such, &quot;readiness&quot; for these emergent &quot;becomings&quot; must be considered an ethical and political endeavor.
Early Childhood Educators' Experiences in Their Work Environments: Shaping (Im)possible Ways of Being an Educator?
Author: Cumming, Tamara
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Educational Environment,Work Environment,Sustainability,Job Security,Teaching Experience,Labor Force Development,Postmodernism,Focus Groups,Preschool Teachers,Elementary School Teachers,Politics of Education,Case Studies,Professional Identity,Stress Variables,Resilience (Psychology),Child Care Centers

The purpose of this article is to explore the complex interrelations between educators' work environments and their experiences as an entryway for thinking differently about workforce stability and sustainability. Concepts of macro- and micropolitics (drawn from the work of Deleuze and Guattari) are used to explore one educator's experiences in her work environment through readings of visual, textual and affective data. These readings are then used as prompts for thinking differently about the complexity of educators' experiences in their work environments, and for generating other possibilities for supporting workforce stability and sustainability.
Multiple Possibilities: The Multi-Literate Lives of Three Children
Author: Wood, Jeffrey
Date: 2015-00-00
Type: Journal Articles
Subjects: Ethnography,Multiple Literacies,Semiotics,Semantics,Syntax,Pragmatics,Cues,Self Concept,Qualitative Research,Parents,Researchers,Video Games,Dance,Cartoons,Writing (Composition),Reading Skills,Freehand Drawing,Young Children

This paper presents findings from an eleven-year ethnographic study which describes how three children used different sign systems to become literate, to define who they are and to construct their literate identity. They each engaged with literacies in powerful and life transforming ways. Each child used multiple literacies to learn, understand and create meaning more fully, and use their motivated interest in a preferred literacy to scaffold their learning of another. In analysing this rich literacies use, I have come to understand that literacies are complex in their conception and use and that all sign systems (e.g. art, dance, reading, writing, videogaming, etc.) operate using common semiotic principles. Sign systems as literacies are multimodal, meaning-focused and motivated; they involve specific social and cultural practices which differ depending on site and community. During every literate act the children in this study made extensive use of the semantic, sensory, syntactic and pragmatic cuing systems to make meaning, regardless of the literacies used.
…Working with (a) Rhizoanalysis…and Working (with) a Rhizoanalysis
Author: Sellers, Marg
Date: 2015-00-00
Type: Journal Articles
Subjects: Research Methodology,Systems Approach,Educational Philosophy,Educational Research,Data,Kindergarten,Young Children,Play,Foreign Countries

Rhizoanalysis is introduced here as a way of processing through an assemblage involving research methodology, data generation and analytical possibilities entwined within. In concert, rhizomethodology is presented as a way of working (with) data, complexly; a way of putting the Deleuzo-Guattarian philosophical imaginary of rhizome to work. With/in/alongside this rhizomethodological approach, which I employed in my doctoral thesis, rhizoanalysis (as both process and product) is concurrent, becoming the inquiry of the research, (e)merging through the whole research process. In this everything is always already happening--dynamic, changing, in flux--disrupting any (mis)conception of rhizoanalysis as a specifically definable process with distinct and reproducible outcomes. Rather, there is an ongoing intermingling of data, methodology and analysis enmeshed with theorising the literature and practicing the theory, in which each becomes the/an/other. In this article I (re)turn to parts of the never ending slip-sliding (ad)venture of my doctoral research.
Winter Counts as Transformative Inquiry: The Role of Creative Imagery as an Expression of Adaptive Change
Author: Stanger, Nicholas R. G.
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Transformative Learning,Inquiry,Indigenous Populations,Indigenous Knowledge,Creativity,Imagery,Social Change,Systems Analysis,Social Sciences,Case Studies,Place Based Education,Phenomenology,Feminism,Ecology,Social Systems,Foreign Countries

Pre-service teachers face a complex educational context and Transformative Inquiry is a useful approach for negotiating this terrain. We interpret the movement of students via the adaptive cycle put forth in panarchy theory as they engage in the inquiry process through &quot;winter counts&quot;, a Plains First Nation tradition, as expressions of their understanding. These image-based expressions demonstrate the emotional, mental, spiritual and physical movement students have made within their inquiry. Panarchy theory moves beyond interpreting systems using simplistic equilibrium models and acknowledging the more complex and dynamic set of equilibria that describes transformation in ecological, social, and economic systems and considers the multiple complexities of systems thinking while providing insight into how change occurs as a constantly adaptive cycle process. Used sparingly within social sciences until recently, we argue it as particularly relevant for seeing Transformative Inquiry through Indigenist and interconnected lenses.
Studying Online: Student Motivations and Experiences in ALA-Accredited LIS Programs
Author: Oguz, Fatih
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Library Science,Library Education,Masters Programs,Student Characteristics,Student Motivation,Foreign Countries,Educational Technology,Student Attitudes,Age Differences,Employment Level,Commuting Students,Proximity,Social Isolation,Networks,Interpersonal Relationship,Questionnaires,Online Surveys,Student Experience,Statistical Analysis,Gender Differences,Racial Differences,Ethnic Groups,Rural Urban Differences,Learning Modalities,Factor Analysis,Decision Making,Course Selection (Students)

This paper presents a large scale study of online MLIS students (n = 910), who completed at least one online course and were enrolled in 36 of the 58 ALA-accredited MLIS programs in Canada and the United States. The results indicate that the typical student is female, White, lives in an urban setting, and is in her mid-30s. Online students were found to be quite diverse, with statistically significant differences in their preferences and satisfaction across five demographic variables: &quot;age&quot; (generational cohort),&quot; &quot;employment status,&quot; &quot;urban status,&quot; &quot;commute distance,&quot; and &quot;program modality.&quot; Three motivations emerged: &quot;accommodation,&quot; &quot;predisposition,&quot; and &quot;selectivity&quot;, which influenced the respondents to choose online learning. The prevalent issues online MLIS students experienced were a sense of isolation from peers and instructors, and a lack of professional development and networking opportunities with peers. The findings have implications for enhancing MLIS online education including marketing, course offerings, and student support services.
Financial Information Source, Knowledge, and Practices of College Students from Diverse Backgrounds
Author: Mimura, Yoko
Date: 2015-00-00
Type: Journal Articles
Subjects: Information Sources,Knowledge Level,Student Diversity,Financial Services,First Generation College Students,Money Management,Minority Group Students,Immigrants,Migrant Children,Undergraduate Students,Models,Family Financial Resources,Family Characteristics,Student Surveys,Likert Scales,Correlation,Participant Characteristics,Multivariate Analysis,College Freshmen,Regression (Statistics)

Using cross-sectional data, we examined the financial information sources, financial knowledge, and financial practices of young adults, many of whom are first generation college students, ethnic minorities, and immigrants or children of immigrants. Participants (n = 1,249) were undergraduate students at a large regional comprehensive university. The general linear model results suggested personal financial information obtained from parents was positively associated with levels of financial knowledge and financial practices, and information obtained from other family members and college courses was positively associated with better financial practices. The findings suggest that parents and college personal finance courses may serve as positive inputs for financial socialization among young adults regardless of their demographic backgrounds.
Enhancing Links between Research and Practice to Improve Consumer Financial Education and Well-Being
Author: Hensley, Billy J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Meta Analysis,Money Management,Literacy,Teaching Methods,Intervention,Instructional Effectiveness,Well Being,Researchers

A recent meta-analysis of the effect of financial literacy and financial education on downstream financial behaviors has shown a weak collective impact of the work of financial education. While the findings are not stellar, they do not support a dismantling of financial education programs and funding. This paper examines the findings of the meta-analysis and discusses the implications for the field. In this discussion, a more thoughtful consideration of the ways to provide financial education and the manner about how to influence behavior is highlighted. In addition, this article proposes a systematic examination of why timely educational approaches should coexist with longer-term financial education programming. The field also needs a more rigorous examination of factors that impact intervention effectiveness, including a call for improved research protocol and evaluation and a plea for greater visibility between researchers and practitioners.
Sustainability in the Real Property Law Curriculum: Why and How
Author: Galloway, Kate
Date: 2015-00-00
Type: Journal Articles
Subjects: Sustainability,Legal Education (Professions),College Curriculum,Real Estate,Curriculum Design,Case Studies,Foreign Countries

Traditionally considered the preserve of environmental law, for the lawyer and the legal academic, sustainability does not immediately come to mind in considering the subjects of the core curriculum. Yet in light of the contemporary imperative to deal with serious ecological decline and its social and economic implications, a law degree that fails to engage with issues of sustainability will not equip students to grapple with these issues. Instead, graduates will emerge with a discipline knowledge rooted in the modes of thought of the past. This paper presents a way of understanding sustainability as a broader context for the study of law. Using the example of land law, it mounts an argument for adopting a sustainability education approach to curriculum design in law. Finally, it offers a case study of how land law might be taught within the broader context of sustainability.
Teaching Information Policy in the Digital Age: Issues, Strategies, and Innovation
Author: Jaeger, Paul T.
Date: 2015-00-00
Type: Journal Articles
Subjects: Information Policy,Library Education,Teaching Methods,Courses,Assignments

As technology continues to advance at a rapid rate, it is increasingly important to consider how information policies are formulated and the impact that they have on both the public's access to information and the roles of information professionals. As such, current and future information professionals must be adequately prepared through education to work with information policies and their ramifications. The breadth of information policy, as it acts as a meta-policy for other policy areas, and the depth of specific information policies that arise from communication, economic, and political issues, inform this discussion of the challenges and opportunities involved with teaching information policy to library and information science students, as well as to other audiences. Drawing from both past research efforts and extensive teaching experience, this article introduces a conceptual understanding of information policy; uses examples of how the library and information studies community has responded to information policies in the past to further this understanding; and finally, provides a discussion of different ways in which to teach this complicated, but critical topic.
Students with Autism Spectrum Disorder and the Role of Family in Postsecondary Settings: A Systematic Review of the Literature
Author: Dallas, Bryan K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Literature Reviews,Higher Education,Family Involvement,Family Role,Postsecondary Education,College Students,Success

This article provides a systematic review of the literature pertaining to students with Autism Spectrum Disorder (ASD) and the potential role of family members in higher education settings. The research questions guiding the review included: (a) What is the identified role(s) of family members of postsecondary students with ASD in postsecondary educational settings? and (b) Does family involvement in postsecondary education settings result in positive outcomes for students with ASD? The search terms, &quot;Autism Spectrum Disorder,&quot; &quot;familial involvement,&quot; &quot;postsecondary education,&quot; and &quot;educational success&quot; and appropriate synonyms, yielded six articles that fit the inclusion criteria for this review: empirically-based studies conducted in the United States, either dissertations or peer-reviewed articles, published between the years 2003 and 2014, and included some mention of family support or involvement for college students with ASD. Given the very small sample of articles that met the criteria for this review and the limitations of each article, not enough research on family involvement exists to answer the research questions. It is unclear whether or not family members should be involved in postsecondary educational settings, what their potential roles might be, and if family member involvement would be beneficial for students with ASD.
RDA Implementation and Training Issues across United States Academic Libraries: An In-Depth E-Mail Interview Study
Author: Park, Jung-ran
Date: 2015-00-00
Type: Journal Articles
Subjects: Academic Libraries,Cataloging,Training,Interviews,Electronic Mail,Metadata,Training Methods,Instructional Materials,Library Personnel

This study aims at providing in-depth perspectives on the ways in which cataloging and metadata professionals have coped with RDA training and implementation through an e-mail interview method. Results show that the performance-based, &quot;learn-as-you-go,&quot; peer learning method is found by practitioners to be most effective in acquiring and applying RDA knowledge and skills to real work situations. In terms of local RDA training resources, catalogers in research libraries have access to many special in-house training sessions. In contrast, those working in non-research libraries rely mostly on webinars and other online learning materials. The study shows that different versions of RDA instruction and training materials produced by the Library of Congress and other organizations have contributed to some confusion among practitioners. This indicates that it is critical for practitioners to access up-to-date, standard training materials that include concrete examples, best practices, and practical workbooks. The study also points out that there is currently a gap for practitioners between their day-to-day cataloging practices and RDA principles based on the FRBR framework. As RDA moves us to a Linked Data world, there will be a critical need to bridge this gap. The results also indicate that considerable efforts need to be made to provide more training materials in relatively &quot;blank&quot; areas, such as special, non-book formats, and foreign language materials.
Faculty and Student Attitudes toward Postsecondary Education for Students with Intellectual Disabilities and Autism
Author: Gibbons, Melinda M.
Date: 2015-00-00
Type: Journal Articles
Subjects: College Faculty,College Students,Postsecondary Education,Attitudes toward Disabilities,Mental Retardation,Autism,Attitude Measures,Surveys,Inclusion,Access to Education,Classroom Techniques,Classroom Environment,Teaching Methods

Postsecondary education for students with intellectual disabilities and autism is a new frontier in higher education. As more programs are developed, information is needed regarding the attitudes of college faculty and students about having these students on campus. This study surveyed university faculty (n = 152) and students (n = 499) about their beliefs related to postsecondary education for students with intellectual disabilities and autism. Results highlight a willingness to embrace these programs but concerns about the effects in the classroom. Faculty participants indicated more uncertainty about inclusion of these students than did students. Implications for practice, education, and future research are provided.
Self-Disclosure Decisions of University Students with Learning Disabilities
Author: Cole, Emma V.
Date: 2015-00-00
Type: Journal Articles
Subjects: Self Disclosure (Individuals),Learning Disabilities,Mixed Methods Research,Undergraduate Students,Student Surveys,Likert Scales,Factor Analysis,Statistical Analysis,Coding,Self Determination,Student Attitudes,Academic Accommodations (Disabilities),Comparative Analysis,Semi Structured Interviews,Multivariate Analysis

The number of students with learning disabilities (SLD) at postsecondary institutions has tripled over the past three decades and now constitutes about 11% of undergraduate students (Joyce &amp; Rossen, 2006; U.S. Department of Education, 2013). Research has found that SLD who use accommodations at their postsecondary institution are more successful in university than those who do not (Denhart, 2008; Skinner, 1999). Yet, research suggests that SLD do not request accommodations at expected levels (Wagner, Newman, Cameto, Garza, &amp; Levine, 2005). This study's purpose was to investigate differences in psychological attitudes and factors between SLD who disclose and who do not disclose. In addition, the study examined what factors SLDs consider when deciding if they will self-disclose their disability to university personnel. To achieve these goals, 31 undergraduate students with learning disabilities completed a mixed methods study comprised of quantitative scales (The Self-Determination Scale [SDS], the Attitudes Towards Requesting Accommodations Scale [ATRA], and the Revised Self-Disclosure Scale [RSDS]). Fifteen of these participants then were invited to complete a 30 minute semi-structured interview. Results indicate that the total scores on the ATRA, SDS, and the RSDS were significantly different between the groups of students who chose to disclose and those who did not. In addition, data from student interviews uncovered nine factors that students indicated influenced their decision to disclose and how deeply they disclosed.