ethanporcaro/eric-fulltext-meta huggingface dataset:
Searching for Electronic Journal Articles to Support Academic Tasks. A Case Study of the Use of the Finnish National Electronic Library (FinELib)
Author: Vakkari, Pertti
Date: 2006-10-00
Type: Journal Articles
Subjects: Electronic Publishing,Journal Articles,Foreign Countries,Intellectual Disciplines,Search Strategies,Online Surveys,Electronic Libraries,Databases,Status,College Faculty,Information Retrieval,Questionnaires,Graduate Students,Multivariate Analysis,Case Studies

Introduction: We analyse how academic status and discipline influence the major search methods used by university academic staff for obtaining electronic articles for teaching, research and keeping up to date in their field. Method: The data consist of a nationwide Web-survey of the end-users of FinELib, The Finnish National Electronic Library. The number of respondents is 900. Analysis. Cross tabulations and multivariate analyses were used for answering research questions. Results: Keyword searching in journal and reference databases were clearly the most important access methods in all disciplines compared to browsing, chaining or obtaining material from colleagues. Academic status and discipline influenced the patterning of search methods used. Keyword searching in databases was more common in natural sciences, engineering and medicine than in other disciplines. Semi-directed searching comprised of browsing, chaining and colleagues as sources of access. It was significantly more common in humanities than in other disciplines. Conclusion: Patterns of searching for journal articles are changing because of the provision of digital information resources. In particular, the role of colleagues is diminishing.
Responses and Influences: A Model of Online Information Use for Learning
Author: Hughes, Hilary
Date: 2006-10-00
Type: Journal Articles
Subjects: Influences,Models,Information Utilization,Technology Uses in Education,Information Literacy,Information Seeking,Electronic Libraries,Electronic Learning,Search Strategies,Online Searching,Cultural Relevance,Higher Education

Introduction: Explores the complexity of online information use for learning in the culturally-diverse, information and communication technologies-intensive, higher education context. It presents a Model of responses and influences in online information use for learning, which aims to increase awareness of the complexity of online information use and support information literacy development. Background: Despite increasing integration of information literacy into university curricula there are evident limitations in students' use of information associated with an information literacy imbalance between well-developed information technology skills and uncritical approaches, compounded by differences in cultural and linguistic experience. Influences: This model draw insight from models of information behaviour and information seeking, information literacy, cross-cultural adaptation, and reflective online use. The model: Incorporates behavioural, cognitive and affective responses with cultural and linguistic influences in an action research framework that represents online information use as holistic, dynamic and continuous, envisaged as the experience of engaging with online information for learning. Conclusion: The model represents the synergy between information use and learning. It supports the development of inclusive reflective approaches to information literacy that address identified learning challenges related to information literacy imbalance and cultural and linguistic diversity.
Building a Model of Support for Preschool Children with Speech and Language Disorders
Author: Robertson, Natalie
Date: 2016-00-00
Type: Journal Articles
Subjects: Speech Language Pathology,Speech Impairments,Language Impairments,Models,Preschool Children,Questionnaires,Social Problems,Emotional Problems,Teacher Role,Counselor Role,Counselor Teacher Cooperation,Intervention,Early Childhood Education,Partnerships in Education,Child Behavior,Foreign Countries,Qualitative Research,Statistical Analysis

Speech and language disorders impede young children's abilities to communicate and are often associated with a number of behavioural problems arising in the preschool classroom. This paper reports a small-scale study that investigated 23 Australian educators' and 7 Speech Pathologists' experiences in working with three to five year old children with speech and language disorders. The participants responded to a questionnaire relating to the types of SaLD; social and emotional challenges experienced by children; their role in providing support and issues confronting both professions. The findings highlighted that educators play a valuable role in supporting children's speech and language disorders through the social context of the preschool classroom. Furthermore inter-professional practice between Speech Pathologists and educators was viewed as highly valuable. Drawing upon these findings, a model of support is presented to improve interventions for holistic development.
Users' Information Behaviour--A Gender Perspective
Author: Steinerová, Jela
Date: 2007-04-00
Type: Journal Articles
Subjects: Users (Information),Questionnaires,Surveys,Research Libraries,Data Analysis,Gender Differences,Statistical Analysis,Information Seeking,Electronic Libraries,Information Literacy,Electronic Publishing,Information Processing,Use Studies,Library Science,Information Science,Information Management,Research Methodology,Qualitative Research,Likert Scales,Foreign Countries,Universities,College Students,Student Surveys,Researchers,College Faculty,Statistical Distributions,Computer Software,Questioning Techniques,Librarians,Females,Males,Comparative Analysis,Models,User Satisfaction (Information)

Introduction: The paper is based on the study of library users in Slovakia as part of a larger research project on the use of information. Method: A large-scale questionnaire survey was conducted in 2002 in sixteen academic and research libraries with 793 subjects, especially students and educators. Analysis: The data were analysed with the use of statistical package SPSS. Gender differences are analysed with regard to ways of information seeking, use of electronic resources and publishing. Results: Results indicate that men prefer individual information seeking and women apply collaborative information use. By sorting user types it was found out that women tended to manifest a pragmatic way of information use (the S type). Men confirmed analytic information processing (the A type). Women declared less experience in the use of electronic resources and publishing. Differences in orientation, collaboration and feelings have been noted. Conclusion: Gender as a variable can be productive for better understanding of cognitive and social background of human information processing. Findings can inform design of services and systems and information literacy policies.
The Dispositions of Elementary School Children of Individualistic and Collectivist Cultures Who Are Intrinsically Motivated to Seek Information
Author: Crow, Sherry R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary School Students,Motivation,Information Seeking,Personality,Foreign Countries,Comparative Analysis,Models,Correlation,Library Associations,Library Administration,Creativity,Resilience (Psychology),Self Motivation,Self Determination,Library Science,Qualitative Research,Scores,Grade 5,Questionnaires,Student Surveys,Interviews,Observation,Semi Structured Interviews,Questioning Techniques,Play,Critical Incidents Method

This paper is based on two studies conducted in Colorado Springs, Colorado, in 2008 and in Kampala, Uganda, in 2014. The basic research question addressed in both studies was: &quot;What are the experiences in the lives of upper elementary-aged children that foster an intrinsic motivation to seek information?&quot; The secondary question was: &quot;How do the experiences of students from a collectivist culture (Kampala, Uganda) who are intrinsically motivated to seek information compare and contrast with the experiences of similarly aged students from an individualistic culture (Colorado Springs, Colorado, U.S.A.)?&quot; The focus of this paper is to explore the dispositions of both sets of informants using a theoretical framework consisting of the educative dispositions of an Effective Learner--independence, creativity, self-motivation, and resilience (Bertram and Pascal 2002)--as correlated with the dispositions listed in the American Association of School Librarians' &quot;Standards for the 21st-Century Learner&quot; (2007). The findings were that both sets of informants exhibited an affinity for play and a tendency toward creativity, and that the Ugandan students were more inclined toward competence-building activities than their Colorado Springs counterparts, who generally exhibited noncompetitive dispositions. Furthermore, resilience was a disposition revealed by students in the Ugandan study.
Backpacking with a Prayer: Tradition and Modernity
Author: Davidovitch, Nitza
Date: 2016-09-00
Type: Journal Articles
Subjects: Outdoor Education,Recreational Activities,Foreign Countries,Jews,Judaism,Religion,Religious Factors,Beliefs,Communication (Thought Transfer),Folk Culture,Leisure Time,Spiritual Development,Questionnaires,Surveys,Ceremonies

This study focuses on the phenomenon of Israeli backpacking as a function of traditional, observant, and secular population segments. We explored whether and to what degree backpacking features are related to the affinity of backpackers with the Jewish tradition and faith. Our study was based on a sample of 120 Israeli backpackers who had returned to Israel in the past five years. An analysis of the survey indicates a clear association between the length of the backpacking trip and the affinity of backpackers with the Jewish tradition and faith. We also found that backpackers on lengthy trips tended to engage in events or rituals related to religion to a greater degree compared to backpackers on shorter trips. An interesting finding was that backpackers on lengthy trips felt closer to Jewish tradition and observed religious precepts more than backpackers on shorter trips. These findings imply that the longer Israeli backpackers remain abroad, the stronger their affinity with Jewish tradition. One question that arises is whether the distance from Israel fosters a sense of nostalgia for Jewish culture, or whether backpackers on longer trips undergo a more spiritual experience during their time abroad.
Relation between Democratic Leadership and Organizational Cynicism
Author: Terzi, Ali Riza
Date: 2016-00-00
Type: Journal Articles
Subjects: Democratic Values,Leadership Styles,Organizational Climate,Organizational Culture,Principals,Teacher Attitudes,Secondary School Teachers,Teacher Surveys,Work Attitudes,Gender Differences,Tenure,Predictor Variables,Likert Scales,Regression (Statistics),Foreign Countries,Factor Analysis,Statistical Analysis

This study intends to analyze the relation between school principals' leadership styles and teachers' perception of organizational cynicism. The study group consists of 268 participants teaching at high schools in the Balikesir district of Turkey during 2014-2015 academic year. In the study, which used relational survey model, data was collected through Democratic Leadership Scale and Organizational Cynicism Scale and analyzed by mean scores, independent t-test, one-way analysis of variance (ANOVA), and simple linear regression. The results revealed that democratic leadership is a significant predictor of organizational cynicism, and it is negatively connected with organizational cynicism. In addition, it was found that there were significant differences between seniority and gender groups as regards democratic leadership, between seniority groups as regards all dimensions of organizational cynicism, and between gender as regards affective cynicism. All the results of the study showed that the democratic leadership style displayed by school principals influences the organizational cynicism perceived by teachers.
The Acquaintance Level of Turkish Prospective Teachers with Qualified Works of Children's Literature
Author: Çer, Erkan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Preservice Teachers,Childrens Literature,Questionnaires,Textbook Standards,Educational Quality,Undergraduate Students,Textbook Evaluation,Developmentally Appropriate Practices,Student Surveys,Pedagogical Content Knowledge,Nonparametric Statistics,Statistical Analysis

The aim of this cross-sectional study is investigate to what extent acquainted prospective Turkish teachers are with qualified works of children's literature. A convenience sample of 146 university students studying at the Turkish teaching department at a university in the Central Black Sea Region completed a questionnaire to determine the qualified works of children's literature about which the students knew. Firstly, books which were assessed as quality by students for primary and secondary school pupils were classified using frequencies and percentages. In the second stage of the analysis, appropriate books suiting the definition of quality books for children were selected according to Çer's (2016a, 2016b) suggestions, and the foreknowledge levels of each student for quality books were determined. The Mann-Whitney U test and the Kruskal-Wallis H test were performed to examine gender and grade level differences in foreknowledge levels. Results of this study showed that the level of foreknowledge of Turkish prospective teachers about quality books for children for primary and secondary school students was quite low. Additionally, being female and grade level is associated with qualified works of children's literature which the students knew. Such that, female prospective teachers significantly more acquainted with quality books for secondary school than males and the junior and senior students were significantly more acquainted with books for primary school than the freshmen and sophomore students. Senior students were also significantly more acquainted with books for secondary school than the freshmen, sophomore and junior students.
Organizational Socialization and Its Relation with Organizational Performance in High Schools
Author: Balci, Ali
Date: 2016-09-00
Type: Journal Articles
Subjects: Socialization,Organizational Effectiveness,Secondary School Teachers,Predictor Variables,Correlation,Gender Differences,Institutional Characteristics,Tenure,Educational Attainment,Likert Scales,Factor Analysis,Teacher Surveys,Foreign Countries,Statistical Analysis

This study is designed to explore organizational socialization and organizational performance levels of secondary school teachers and the relation between the two variables mentioned. The study is designed as correlational research. The target population of the research consists of 5744 teachers who work in public and private Anatolian high schools in the center of Ankara, the capital city of Turkey. Using the stratified sampling technique, 650 participant teachers have been included in the sample. This study has revealed that the participants are relatively more socialized in the organizational socialization language factor, which is followed by socialization levels in the following factors: performance proficiency, people, history, organizational goals and values, and politics. The socialization levels of teachers indicate significant differences in the history and language factors according to gender. In all the factors, the participant private school teachers are found to be more socialized than the public school teachers. Their organizational performance levels significantly vary according to gender and type of school. The performance of teachers in private schools is relatively higher than that of those in public schools. There is a significant, moderate positive relation between organizational socialization and organizational performance.
From Activity to Learning: Using Cultural Historical Activity Theory to Model School Library Programmes and Practices
Author: Meyers, Eric M.
Date: 2007-04-00
Type: Journal Articles
Subjects: School Libraries,Library Services,Best Practices,Intervention,High Schools,Mixed Methods Research,Qualitative Research,Case Studies,Librarians,Teachers,Librarian Teacher Cooperation,Library Science,Information Science,Information Technology,Information Literacy,Research Methodology,Data Collection,Interviews,Cultural Activities,Literacy Education,Library Skills,Library Instruction,Users (Information),Educational Change,Teacher Attitudes,Librarian Attitudes

Introduction: changes in educational policy and practice demand that we examine school library programmes from a new perspective. As a model that takes a developmental view of minds in context, Cultural Historical Activity Theory is particularly well suited to the study of school libraries and the learning that occurs therein. This paper focuses on the activity theoretic concepts of &quot;contradictions&quot; and &quot;expansive learning&quot; as they relate to the development of best practices. Method: Developmental Work Research was applied as a guiding methodology in an intervention study of six high school libraries in Washington State, USA. Library activity is illustrated from multiple perspectives using a triangulated, qualitative approach. Analysis: contradictions and tensions in the general school library activity system are identified, and an intervention was designed to facilitate the development of expansive instruments. A case example illustrates a second level of analysis and specific points of intervention. Results: analysis reveals that the tensions and contradictions provide opportunities for expansive learning on the part of the teacher-Librarians. The research team can use practitioners' zones of proximal development to guide the alignment of library programme goals and practices. Conclusions: some limitations and future promise of the framework and its application are discussed. The proposed activity theory toolkit suggest a new way of exploring the practices of teacher-librarians, incorporating research evidence, professional expertise and reflective decision making.
Using Real-Time Data and Corrective Teacher-Feedback as a Mechanism to Improve Children's Reading Skills: An Exploratory Study in the Millennium Village Site of Bonsaaso, Ghana
Author: Iyengar, Radhika
Date: 2016-09-00
Type: Journal Articles
Subjects: Feedback (Response),Reading Skills,Foreign Countries,Children,Grade 3,Grade 4,Experimental Groups,Control Groups,Data,Outcomes of Education,English (Second Language),Second Language Learning,Second Language Instruction,Lesson Plans,Comparative Analysis,Classroom Techniques,Teaching Methods,Elementary Schools,Scores,Data Collection,Sample Size,Instructional Materials,Literacy,Literacy Education,Classroom Observation Techniques,Synchronous Communication,Teacher Effectiveness,Data Analysis

Educational outcomes across multiple countries show large gaps between children's grade level curricular expectations and the actual learning levels of children. This paper discusses findings from an early grades literacy study and attempts to explore factors that potentially improve the English language learning results of Grades 3 and 4 learners in Bonsaaso, Ghana. The study was conducted in five schools, and the teachers were randomly selected into treatment and control groups. This is a quasi-randomized study. The objective of the study is to understand the components and processes that improve learning. The treatment included teacher training, constant feedback using real-time data and supervision, discussions of student-learning outcomes, materials development, corrective feedback to students and lesson plans. Overall, the percentage of the learners able to read as a result of this instructional treatment almost doubled compared to the control group; 34% of the students in the treatment group were classified as able to read at the end of the study compared to 18% in the control group. However, majority of the students were unable to read simple sentences. The classroom observations describe some of the classroom management and teaching techniques that could enhance learner performance.
Use of Dramatization to Teach Cardiac Cycle Physiology to Medical Students
Author: Dowlati, Ehsan
Date: 2016-09-00
Type: Journal Articles
Subjects: Physiology,Medical Students,Teaching Methods,Heart Disorders,Dramatics,Lecture Method,Pretests Posttests,Knowledge Level,Retention (Psychology),Prior Learning,Experimental Groups,Control Groups,Active Learning,Simulation,Followup Studies,Achievement Gains,Instructional Effectiveness,Intermode Differences,Statistical Analysis

Part of the educator's mission is to develop new methodologies that promote active learning. This study examines the use of dramatization of the cardiac cycle in medical school. Two groups (n = 42, 21 each) of first-year medical students participated. Group A was initially taught through dramatization alone, while Group B was taught through lecture followed by dramatization. Students completed a 13-item assessment (pretest and posttest) designed to measure knowledge of the cardiac system immediately before and after participating in the dramatization activity. Six months later students completed a third posttest assessment (follow-up) to assess their retention of cardiac cycle content. Students also rated their prior knowledge of general physiology and their confidence level in learning the material presented. Students in groups A and B scored at the same approximate level on the initial pretest (57% and 61% respectively, p = 0.53). Scores for both groups increased significantly on the immediate posttest compared to pretest (p&lt;0.0001). Both groups scored equally well on the immediate posttest (88% and 89% respectively, p = 0.48), even though Group A had been taught the content based on dramatization alone. Both groups subsequently scored equally well on the six-month follow-up assessment (p&lt;0.0001). Levels of self-reported confidence in knowledge also increased in both groups (p&lt;0.05). This interactive teaching method increases student confidence in their knowledge and promotes learning in the short term equally well when compared to more traditional teaching methods. Implications for further research on dramatization as a teaching method are explored.