3,343 research outputs found
UMSL Bulletin 2023-2024
The 2023-2024 Bulletin and Course Catalog for the University of Missouri St. Louis.https://irl.umsl.edu/bulletin/1088/thumbnail.jp
Reducing Library Anxiety in the Information Seeking Behavior Of First Year College Students
This study explored the use of interactive technology to reduce library anxiety in the information seeking behavior of first year students enrolled in a historically Black college or university. Based on the research focus, the following questions were formulated: What are the determinants for reducing library anxiety in first year college students’ information seeking behavior? Related questions were formatted to test the hypotheses and for data collection:
(1) Can interactive applications included as part of the information retrieval process decrease library anxiety?
(2) Can familiarity, as measured by a pre and post survey, decrease library anxiety? Interactive applications may include virtual and augmented reality, online chat, games and artificial intelligence technology. These are relatively new forms of technology used in education, and research indicates that these technologies promote immersive experiences that can contribute to learning. The research hypothesized that these technologies may also increase familiarity of the library and the related resources, which may reduce library anxiety. This research may provide vital information to higher education administrators and librarians to ensure that all students receive adequate resources to find information needed for their classes and that barriers that prevent progress in student’s education are removed.
Keywords: information seeking behavior, library anxiety, virtual reality, augmented realit
Reshaping Higher Education for a Post-COVID-19 World: Lessons Learned and Moving Forward
No abstract available
Victims and survivors of symbolic violence: an examination of the lived experiences of 'near-miss' pupils within an academically selective education system
Eleven of the 151 Local Education Authorities which contain secondary schools in England are
classified by the DfE as being ‘highly selective’. Pupils who live in such areas take a test (‘the
11+’) in their final year of primary school which determines whether they gain access to an
academically selective school (‘a grammar school’). This thesis focuses on the lived
experiences of three pupils who took but did not pass the 11+, but whose Key Stage 2
attainment (as measured by statutory testing administered to all pupils across England in the
final year of primary school) categorised them as ‘higher attainers’ (‘near-miss pupils’).
This thesis draws upon Bourdieu’s thinking tools to explore the relationship between the
subjective lived experience of an individual pupil and the objective, but often unseen
structures of the education system they were part of. I draw upon the Mosaic approach as a
means of centralising the participant within this research and use a multi-method approach
to create an overall ‘picture’ of their lived experiences. Using an analytical framework centred
around a narrative approach, I construct and analyse thematic narratives based on the stories
which emerged from the participants’ data and then use these to re-present the lived
experiences of the participants.
The synthesis of the re-presentations leads to the findings of this research. These
demonstrate that in addition to falling victim to symbolic violence, the participants’ survival
was also evident, resulting from their knowledge of the ‘game’ and its rules. This therefore
presents a more nuanced perspective on academically selective education than the
dominant/dominated binary within Bourdieu’s conceptualisation of symbolic violence. In
addition, this thesis highlights that qualitative engagement with pupils’ perspectives on
academically selective education has, to date, been largely underused within both education
policy and academic literature. This thesis argues that centralising such perspectives serves
to raise important considerations for the relationship between education and social justice
by demonstrating what can be learned from engaging with the nuances within the lived
experiences of pupils
What issues do school staff describe as important when introducing a whole school attachment-based approach? A Reflexive Thematic Analysis
Research demonstrates that supporting children’s emotional needs promotes better learning outcomes (Geddes, 2018). In the United Kingdom, hundreds of schools are trained in whole school approaches that have a basis in attachment theory. These approaches emphasise the relational needs of pupils and prioritise their sense of safety. They are often referred to by schools and in the limited literature as ‘attachment aware’ approaches. The current study took place in a deprived inner East London borough. It has one of the highest proportions of children with social, emotional, and mental health needs in the country. Reflexive Thematic Analysis (Braun & Clarke, 2019) was used to provide an answer to the following research question: “What issues do school staff describe as important when introducing a whole school attachment-based approach?” Eight semi-structured interviews were conducted in three schools with a range of staff including senior leaders, teachers and support staff. The researcher constructed five overarching themes to organise 13 themes that reflected patterns in participant experience. These five overarching themes were ‘Context Affects Delivery’, ‘Training Must Resonate’, ‘Scope and Remit of School and School Staff Widens’, ‘Permission to Feel’ and ‘Not Running Alone with Them’. In the current climate, emotionally focused “approaches could be referred to as an addon to the real business of education” (Parker & Levinson, 2018: 9). This research argues that emotionally focused approaches such as whole school attachment-based approaches are well placed to meet the needs of the entire school community and promote increased pupil engagement. This study adds to the exponentially growing body of research on whole school attachment-based approaches. The research has implications for local and national practice due to the priority given to trauma-based approaches in recent government guidance
2023-2024 Boise State University Undergraduate Catalog
This catalog is primarily for and directed at students. However, it serves many audiences, such as high school counselors, academic advisors, and the public. In this catalog you will find an overview of Boise State University and information on admission, registration, grades, tuition and fees, financial aid, housing, student services, and other important policies and procedures. However, most of this catalog is devoted to describing the various programs and courses offered at Boise State
Cyberbullying in educational context
Kustenmacher and Seiwert (2004) explain a man’s inclination to resort to technology in his interaction with the environment and society. Thus, the solution to the negative consequences of Cyberbullying in a technologically dominated society is represented by technology as part of the technological paradox (Tugui, 2009), in which man has a dual role, both slave and master, in the interaction with it. In this respect, it is noted that, notably after 2010, there have been many attempts to involve artificial intelligence (AI) to recognize, identify, limit or avoid the manifestation of aggressive behaviours of the CBB type. For an overview of the use of artificial intelligence in solving various problems related to CBB, we extracted works from the Scopus database that respond to the criterion of the existence of the words “cyberbullying” and “artificial intelligence” in the Title, Keywords and Abstract. These articles were the subject of the content analysis of the title and, subsequently, only those that are identified as a solution in the process of recognizing, identifying, limiting or avoiding the manifestation of CBB were kept in the following Table where we have these data synthesized and organized by years
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Proceedings of the 33rd Annual Workshop of the Psychology of Programming Interest Group
This is the Proceedings of the 33rd Annual Workshop of the Psychology of Programming Interest Group (PPIG). This was the first PPIG to be held physically since 2019, following the two online-only PPIGs in 2020 and 2021, both during the Covid pandemic. It was also the first PPIG conference to be designed specifically for hybrid attendance. Reflecting the theme, it was hosted by Music Computing Lab at the Open University in Milton Keynes
Perpetuum mobile: conocimiento, investigación e innovación en la sociedad actual
La Educación se ha erigido como uno de los ejes fundamentales para la vertebración de la Cultura, tanto en Oriente como en Occidente. Disciplinas clásicas como la antropología y, más concretamente, la filosofía, la música, las matemáticas, el ejercicio físico y mental, la nutrición, la geografía, la historia o la tecnología, entre otras materias impregnadas por el Humanismo, se nos presentan como campos de investigación, de formación pedagógica y, en definitiva, de difusión del conocimiento. A este respecto, las aportaciones, aproximaciones, propuestas, análisis e investigaciones que conforman la presente edición crítica comparten la voluntad humanística de experimentar, conocer y compartir las diferentes disciplinas. Les invitamos, así pues, a leer, disfrutar y descubrir en los 13 capítulos que conforman este volumen el provecho de estas reminiscencias humanísticas en la Educación
General Course Catalog [2022/23 academic year]
General Course Catalog, 2022/23 academic yearhttps://repository.stcloudstate.edu/undergencat/1134/thumbnail.jp
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