ethanporcaro/eric-fulltext-meta huggingface dataset:
20th-Century Humanism and 21st-Century Technology: A Match Made in Cyberspace
Author: Samuels, Harry
Date: 2013-00-00
Type: Journal Articles
Subjects: Humanistic Education,Humanism,Educational Technology,Internet,Technology Uses in Education,Educational Methods,Learning Activities,Interpersonal Relationship,Computer Mediated Communication,Art Activities,Games,Second Language Instruction,Language Teachers

This article discusses the origins of humanistic education beginning in the 1960s. The philosophy gained popularity among educators in a variety of disciplines and was adopted by teachers of foreign languages. That method was based on the premise that if students feel better about themselves, they will achieve greater results as learners. Additionally, the philosophy said, the more inclined students are to share their feelings, interests, values, hopes, and dreams, the stronger and more self-confident they will be. This innovation in teaching was known as the humanistic approach to education, and exercises developed for the classroom were referred to as humanistic activities. Today, with the increasing popularity of social media, students have new forums where they can share their feelings with others. Traditionally, humanistic activities designed for the classroom have not been dependent on advanced technology, so they serve as realistic possibilities for teachers in nearly every context. But because an increasing number of teachers and students have access to the Internet, the exercises described in this article are also Internet-adaptable, and they include instructions for using web platforms such as chat rooms (also known as message boards or online forums) or more recent innovations such as the web-cam chat and a social network. This article presents four humanistic exercises that have been adapted for this new era in global communication. These exercises are examples of ways that humanistic teaching can add to classroom learning whether using chat rooms, Nings (an online social network with membership limited to individuals who are invited to join and participate), or other social media.
Exploring Children's Picture Storybooks with Adult and Adolescent EFL Learners
Author: Malu, Kathleen F.
Date: 2013-00-00
Type: Journal Articles
Subjects: Childrens Literature,Picture Books,Adult Learning,Adolescents,English (Second Language),Second Language Learning,Teaching Methods,Oral Reading,Illustrations,Visual Stimuli,Internet,Educational Technology,Cultural Awareness,Foreign Countries,Teacher Education,Story Telling,Gardening,Urban Areas,Values

This article presents a theoretical framework to support the use of children's picture storybooks in teaching EFL to adults and adolescents. The author presents ways to use these books, addresses the twin goals of teaching mechanics and culture, and includes a list of books and a wide variety of activities that EFL teachers can use to effectively teach adult and adolescent learners. The author explains that the narrative of a good children's book flows with a steady rhythm that makes it an excellent read-aloud. Whatever the medium, children's book illustrations create a bond between the reader's eyes and ears. Wherever possible, EFL teaching and learning should include viewing and critical analysis of text/print, color, pictures, icons, photographs, graphics, movement, sound, and music. When instructors have little or no access to technology or print resources, picture storybooks can help them introduce and blend the skills of viewing and representing. In settings where the Internet and technology are available, EFL teachers can use picture storybooks to introduce the important roles that color, shape, design, and texture play in comprehension and communication.
Using Raphael's QARs as Differentiated Instruction with Picture Books
Author: Chien, Chin-Wen
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Picture Books,Individualized Instruction,Elementary Schools,Reading Comprehension,Questioning Techniques,Learner Engagement,Reading Ability,Teaching Methods,Story Reading,Scaffolding (Teaching Technique)

This author observes that, in Taiwan, economic, social, and cultural differences within the population are associated with great disparities in English proficiency among students in elementary schools. When teachers differentiate instruction, they consciously and conscientiously make the content, processes, and learning outcomes of instruction accessible to all students, regardless of race, gender, ethnicity, language, or differing abilities. Chien describes  one technique for differentiated instruction that she employs in her classes--the strategy to improve reading comprehension known as &quot;Question Answer Relationships&quot; (QARs) (Taffy E. Raphael, &quot;Improving Question-Answering Performance through Instruction&quot;, 1982)--and describes the four types of QARs:  (1) Right There; (2) Think and Search; (3) Author and You; and (4) On Your Own. She also discusses the demonstrated beneficial effect on learner engagement and reading ability using the picture book, &quot;The Carrot Seed&quot; by Ruth Krauss. Chien concludes that QARs can be a part of any literacy program designed to help students become strategic, independent readers and competent writers.
Learning Information Literacy
Author: Diehm, Rae-Anne
Date: 2014-00-00
Type: Journal Articles
Subjects: Information Literacy,Student Experience,Phenomenology,Foreign Countries,Semi Structured Interviews,Student Attitudes,Learning Experience,Information Skills,Information Utilization,Student Development,Qualitative Research

Introduction: This paper reports on university students' experiences of learning information literacy. Method: Phenomenography was selected as the research approach as it describes the experience from the perspective of the study participants, which in this case is a mixture of undergraduate and postgraduate students studying education at an Australian  university. Semi-structured, one-on-one interviews were conducted with fifteen students. Analysis: The interview transcripts were iteratively reviewed for similarities and  differences in students' experiences of learning information literacy. Categories were constructed from an analysis of the distinct features of the experiences that students reported. The categories were grouped into a hierarchical structure that represents students' increasingly sophisticated experiences of learning information literacy. Results. The study reveals that students experience learning information literacy in six ways: learning to find information; learning a process to use information; learning to use information to create a product; learning to use information to build a personal knowledge base; learning to use information to advance disciplinary knowledge; and learning to use information to grow as a person and to contribute to others. Conclusions: Understanding the complexity of the concept of information literacy, and the collective and diverse range of ways students experience learning information  literacy, enables academics and librarians to draw on the range of experiences reported by students to design academic curricula and information literacy education that targets more powerful ways of learning to find and use information.
Teaching Story without Struggle: Using Graded Readers and Their Audio Packs in the EFL Classroom
Author: Rabbidge, Michael
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Reading Instruction,Novels,Second Language Instruction,Listening Skills,Teaching Methods,Inservice Teacher Education,Video Technology,Learning Modalities,Teaching Skills,Computer Peripherals,Audio Equipment,Faculty Development,Discussion (Teaching Technique)

In East Asian nations such as Korea--where EFL is increasingly central to education policy--more and more workshops, seminars, and conferences focus on helping teachers incorporate extensive reading (ER) programs into their teaching contexts. There is a wide range of materials available for ER, including graded readers--novels and short stories that are calibrated to the different language levels of learners. Consequently, intensive reading, accompanied by comprehension questions and language analysis tasks, continued to dominate in Korean classrooms. In order to offer an alternative to this trend, the authors developed the Bimodal Narrative Approach (BNA). This bimodal (reading and listening) approach adheres to many of the main precepts of ER and expands the method by adding listening activities to the extensive reading of a graded reader novel and accompanying audio pack. This article describes how the BNA was taught to a group of public school teachers participating in an in-service training program, including specific reading and listening activities and their evaluation. Video-based activities and evaluation are also discussed.
Integrating eLearning to Support Medical Education at the New University of Botswana School of Medicine
Author: Kebaetse, Masego B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Medical Education,Technology Integration,Electronic Learning,Foreign Countries,Change Strategies,Program Implementation,Technology Planning,Delivery Systems,Partnerships in Education,Teacher Participation,Student Participation,Sustainability,Barriers,Educational Technology

Since the enrolment of its first cohort of students in 2009, the University of Botswana School of Medicine (UB SoM) has employed elearning as a key element to support and strengthen its model of decentralised medical education. Significant investments have been made in setting up the physical infrastructure, and in acquiring relevant expertise to develop and implement an elearning agenda in a context with practical challenges associated with medical education in decentralised setup. Following the enrolment of its first cohorts of medical students, and residents in Paediatrics and Internal Medicine between 2009 and 2010, the School also launched a Family Medicine training programme in 2011 at two rural sites. With the expectation of contributing to a positive teaching and learning environment for faculty, residents, and medical students in these remote areas, elearning is also seen as important for their retention, and thus for improved access to quality health care in rural Botswana. In this paper, the authors critically reflect on the strategies used to implement elearning at UB SoM over the past 18 months, and highlight challenges experienced while implementing elearning in a new medical school situated within an older university context. Strong relationships with partners were identified as a critical foundation for the long-term sustainability beyond the initial procurement and installation infrastructure. While confirming the obvious technical challenges in a setting like Botswana, the authors emphasise the need not to underestimate associated broader challenges in engaging a diverse range of users, partners and stakeholders; not to lose sight of the pedagogical goals that are meant to drive the choice and use of technology (rather than vice versa); and to ensure that the expected benefits of the technology can and will be shared and sustained by a range of partners in  the long run.
Implementing Blended Learning at a Developing University: Obstacles in the Way
Author: Tshabalala, Mswazi
Date: 2014-00-00
Type: Reports - Research
Subjects: Blended Learning,Program Implementation,Barriers,Focus Groups,Interviews,Foreign Countries,Adoption (Ideas),Educational Innovation,Questionnaires,Teacher Attitudes,Educational Change,Technology Integration,Schools of Education,Case Studies,Qualitative Research

Higher Education Institutions (HEIs) are striving to provide effective learning experiences to address the needs of the digitally-oriented generation of learners. Blended learning has emerged as a solution to address these needs and has been adopted by various HEIs. However, not all academic staff members adopt blended learning when it is introduced by their institutions. Although this teaching and learning approach offers various advantages to academic staff, negative perceptions held by academic staff may affect its adoption. The purpose of this case study was to investigate the perceptions academic staff have about blended learning and to identify challenges facing academic staff that affected the adoption of blended learning in a Faculty of Education at a developing university in South Africa. The study employed the Technology Acceptance Model (TAM) developed by Davis (1993) and the Innovation Diffusion Theory (IDT) by Rogers (1983: 246-250) in a qualitative exploratory research design. The investigation made use of focus group interviews with lecturers and individual interviews with heads of academic departments, as well as the dean of the Faculty. Data gathered pointed to various perceptions and practical problems hindering academic staff from adopting blended learning. Amongst these were perceptions pertaining to e-learning or blended learning policy, faculty support by management, computer skills of students and lecturers, as well as inadequate access for students to computers. This research is unique in that it applies known knowledge in the new context of a small South African university, which is a developing community. Lessons learned from this study will make a contribution to knowledge in the field of higher education, and will help developing universities to benefit from the research.
Motorcycles on the Move
Author: McIntosh, Phyllis
Date: 2013-00-00
Type: Journal Articles
Subjects: Transportation,Recreational Activities,History,Clubs

Motorcycles are the subject of this feature article, which explores such topics as the history of motorcycles, types of motorcycles, special interest motorcycle clubs, motorcycle rallies, the Harley-Davidson company, and Rolling Thunder. A list of websites of interest and a glossary of &quot;motorcycle jargon&quot; are included.
Raising Cultural Awareness in the English Language Classroom
Author: Frank, Jerrold
Date: 2013-00-00
Type: Journal Articles
Subjects: Second Language Instruction,English (Second Language),Cultural Awareness,Language Teachers,Consciousness Raising,Cultural Context,Learning Activities,Teaching Methods,Web Sites,Computer Uses in Education,Role Playing,Observation,Journal Writing

This article discusses how teachers can incorporate cultural knowledge into English language classes, exploring elements of culture, intercultural phenomena, and high-context and low-context cultures. Activities offered by the author to raise cultural awareness include web quests, role plays, cultural observations, and culture journals.
Teaching beyond the Test: A Method for Designing Test-Preparation Classes
Author: Derrick, Deirdre
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Proficiency,Student Evaluation,Evaluation Methods,Test Preparation,Test Wiseness,College Students,Standardized Tests,Test Items,Familiarity,Drills (Practice),Listening Skills,Visual Aids,Thinking Skills,Writing Skills,Sentences

Test-preparation classes that focus on skills will benefit students beyond the test by developing skills they can use at university. This article discusses the purposes of various tests and outlines how to design effective test-prep classes. Several practical activities are included, and an appendix provides information on common standardized tests of English.
Boats, Boats Everywhere
Author: McIntosh, Phyllis
Date: 2013-00-00
Type: Journal Articles
Subjects: Recreational Activities,Aquatic Sports,Water,History,Industry

Boats are the subject of this feature article, which explores such topics as the age of steamboats, commercial boats, recreational boats, boating vocabulary, and the Mississippi River in American literature. &quot;There is nothing--absolutely nothing--half so much worth doing as simply messing about in boats,&quot; one animal character famously tells another in the children's book &quot;The Wind in the Willows.&quot; The millions of recreational boaters in the United States would undoubtedly agree.
Conceptualizing Outcome and Impact Measures for Intelligence Services
Author: Gainor, Rhiannon
Date: 2014-03-00
Type: Journal Articles
Subjects: Outcome Measures,Information Processing,Interviews,Expertise,Definitions,Best Practices,Measurement,Models,Foreign Countries,Qualitative Research

Introduction: The purpose of this qualitative, exploratory study is to clarify ambiguous concepts in intelligence services literature specifically related to measurement of intelligence outcomes and impact. Method: Face to face interviews were held with five subject experts from various intelligence fields and countries regarding their conceptualizations of intelligence measurement. Participants were given the opportunity post-interview to review and edit responses, to ensure accuracy. Analysis: Participant responses were compared and contrasted in defining key terms, descriptions of current practice in outcome measurement, and requirements for future best practice. Results: Participants' definitions of terms and conceptual lenses varied. Participants' descriptions of their own practices in, and reactions to, measuring outcomes and impacts were unique to the participant and paralleled discussions in the literature. Suggestions for best practice were made. Participants agreed that improvements to current measurement practice are both possible and necessary, and called for conceptual developments in intelligence measurement. Conclusions: The authors intend this study to provide a starting point for comparative discussion regarding intelligence measurement, and the need for conceptual developments, in a field that has historically been dominated by prescriptive measurement models and unique accounts of measurement practice.
Open For Business? An Historical, Comparative Study of Public Access to Information about Two Controversial Coastal Developments in North-East Scotland
Author: Baxter, Graeme
Date: 2014-03-00
Type: Journal Articles
Subjects: Foreign Countries,Access to Information,Comparative Analysis,Site Development,Content Analysis,Citizen Participation,Mass Media Role,Information Dissemination,Mass Media Effects,Freedom,Legislation

Introduction: This paper compares public access to information about two controversial coastal developments in North-east Scotland: the construction of a gas terminal by the British Gas Council and Total in the 1970s, and the current development of &quot;the world's greatest golf course&quot; by the tycoon Donald Trump. Method: Data has been collected from a range of sources, including: the records of local and national government, the developers, and environmental interest groups; academic and other literature; the press; and interviews and correspondence with key figures involved in the two developments. Analysis: The content of these sources was analysed in order to identify what information was, and was not, made publicly available during the two projects, and to explore what impact this may have had on citizens' engagement in the planning and decision-making processes. Results: The provision of information, and of opportunities for participation, has been more extensive in the case of the golf course, where freedom of information legislation has also played an important role. Regional newspaper coverage of the Trump course has been less balanced than that of the gas terminal. Conclusions. While the Trump development has been responsible for more voluminous information, questions remain over its comprehensiveness and reliability.
Continuum Thinking and the Contexts of Personal Information Management
Author: Huvila, Isto
Date: 2014-03-00
Type: Journal Articles
Subjects: Foreign Countries,Information Management,Archives,Models,Recordkeeping,Time,Context Effect,Semi Structured Interviews,Student Surveys,Case Studies,Artists,Graduate Students,Librarians,Academic Libraries,Information Utilization

Introduction: Recent personal information management literature has underlined the significance of the contextuality of personal information and its use. The present article discusses the applicability of the records continuum model and its generalisation, continuum thinking, as a theoretical framework for explicating the overlap and evolution of the diverse contexts of personal information and their implications for personal information management practices. Method: This article is based on three empirical case studies on 1) the personal information management practices of sound artists (qualitative semi-structured interviews), 2) graduate students' management of scholarly articles (web survey of Swedish students) and 3) the management of personal archives at Swedish archival institutions (qualitative semi-structured interviews). Analysis: The empirical material was analysed using the constant comparative method (case 1), non-parametric statistical tests including Friedman's test, Kruskal-Wallis analysis, Wilcoxon-Signed Rank test, Mann-Whitney-U test and Chi-square test in SPSS version 20.0 (case 2), and thematic analysis (case 3). Results: The continuum approach and the conceptualisation of diverse contextual aspects of personal information management as axes on a Giddensian spatio-temporal continuum can help to understand the contextual changes and continuities of personal information management and use. Conclusions: The records continuum model provides a useful theoretical basis for explicating personal information management as a process of Giddensian time-space structuration similarly to how Upward argued that the theory is useful in the context of explicating the record-keeping process and, in more general terms, providing a framework for theorising particular types of document-centric management processes.
Collaboration and Subsidized Early Care and Education Programs in Illinois
Author: Spielberger, Julie
Date: 2013-00-00
Type: Journal Articles
Subjects: Semi Structured Interviews,Early Childhood Education,Student Needs,Low Income Groups,Agency Cooperation,Stakeholders,Educational Policy,Coordinators,Educational Practices,Grants,Literature Reviews,Preschool Education

As a result of policy changes following welfare reform in 1996 and the costs associated with providing high-quality early care and education for children of low-income working families, agency collaboration in the state of Illinois has become an increasingly salient feature of subsidized early care and education programs (SECE). The authors examine how the three major subsidized early care and education programs in Illinois collaborate to meet the diverse needs of low-income children and families. Based on an in-depth literature review and semistructured interviews with state and local stakeholders, the authors find that collaboration in the SECE system is frequent, despite different program eligibility criteria, guidelines, performance expectations, perspectives on quality measures, and mechanisms for monitoring. However, the extent to which collaboration occurs is not well understood, which may affect how stakeholders interpret the impact of publicly funded early care and education programs. This may prevent accurate characterization of children's early care and education experiences and hinder assessments of how such experiences impact their development.