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Descriptors:
Music; Music Teachers; Reading Material Selection; Music Education; Textbook Selection; Classroom Techniques; Selection Tools; Selection Criteria; Interviews; Teacher Attitudes

Abstract:
Choosing books for the music classroom can seem like a daunting task. Which ones are useful--and not so useful? What works for one teacher or situation may not work for all, but guidelines and recommendations can prove helpful, particularly to the beginning music educator or one undertaking a new subject. This article discusses the views of music teachers who were interviewed and polled on what they use, what they'd like to use, and their criteria for selecting the general music texts, methods, and other books in their classrooms. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Medical Students; Medical Schools; Clinical Teaching (Health Professions); Structured Interviews; Statistical Analysis; Regression (Statistics); Predictor Variables; College Entrance Examinations; Academic Achievement; Academic Persistence; Grade Point Average; Selection Tools; Admission Criteria; Competitive Selection; Selection Criteria; Prediction; Predictive Validity

Abstract:
The choice of tools with which to select medical students is complex and controversial. This study aimed to identify the extent to which scores on each of three admission tools (Admission GPA, UMAT and structured interview) predicted the outcomes of the first major clinical year (Y4) of a 6 year medical programme. Data from three student cohorts (n = 324) were analysed using regression analyses. The Admission GPA was the best predictor of academic achievement in years 2 and 3 with regression coefficients (B) of 1.31 and 0.9 respectively (each P less than 0.001). Furthermore, Admission GPA predicted whether or not a student was likely to earn "Distinction" rather than "Pass" in year 4. In comparison, UMAT and interview showed low predictive ability for any outcomes. Interview scores correlated negatively with those on the other tools. None of the tools predicted failure to complete year 4 on time, but only 3% of students fell into this category. Prior academic achievement remains the best measure of subsequent student achievement within a medical programme. Interview scores have little predictive value. Future directions include longer term studies of what UMAT predicts, and of novel ways to combine selection tools to achieve the optimum student cohort. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Technology; Information Technology; Computer System Design; Decision Support Systems; Programming; Decision Making; Electronic Learning; Models; Computer Assisted Instruction; Computer Software; Computer Software Evaluation; Evaluation Criteria; Evaluation Methods; Computer Software Selection; Selection Criteria; Selection Tools

Abstract:
Developments in computer and information technologies continue to give opportunities for designing advanced E-learning systems while entailing objective and technical evaluation methodologies. Design and development of E-learning systems require time-consuming and labor-intensive processes; therefore any decision about these systems and their analysis needs systematic and structured guidance to lead to better decisions. Multi-Criteria Decision Analysis (MCDA) techniques are applicable in instructional technology-related research areas as well as in other academic disciplines. In this study, a conceptual domain model and a decision activity framework is proposed for E-learning systems. Instructional, technological, and administrative decision domains are included in this model. Finally, an illustrative example is given to show that AHP is an effective MCDA method for E-learning-related decisions. (Contains 4 figures and 9 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Childrens Literature; Awards; Citations (References); Library Services; Guides; Illustrations; Books; Reading Material Selection; Selection Tools; Evaluation Criteria; Indexes

Abstract:
Updated to include the 2012 award and honor books, this new edition of the annual guide to the Newbery and Caldecott awards gathers together the books deemed most distinguished in American children's literature and illustration since the inception of the renowned prizes. Librarians and teachers everywhere rely on this guidebook for quick reference and collection development and also as a resource for curriculum links and readers' advisory. With an easy-to-use streamlined look and format, the 2012 guide also includes: (1) A new essay by Deborah Stevenson, Director of the Center for Children's Books, on how the awards are consistently a big moment for children's books to be noticed and celebrated outside the library world; (2) Explanations of criteria used to select the winners; and (3) Updated bibliographic citations and indexes for the award winners. This perennial guide for locating information about the best in children's books is valuable for every collection. [For "The Newbery and Caldecott Awards: A Guide to the Medal and Honor Books. 2011 Edition," see ED533465.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Factor Analysis; Foreign Countries; Educational Technology; Predictor Variables; Measurement Objectives; Measurement Techniques; Item Analysis; Questionnaires; Engineering Education; Basic Skills; Skill Analysis; Replication (Evaluation); Selection Tools; Research Tools; Test Items

Abstract:
This study was carried out to review the GS (generic skills) instruments used for engineering students. A total of 455 respondents were involved in this study. The variables presented in this study were the information management skills, communication skill, team working skill, problem-solving skill, lifelong learning skill, technology utilization skill, critical and creative thinking skill, leadership and personal qualities. Data were analyzed descriptively for reliability (Cronbach Alpha values) and factor analysis using SPSS (Statistical Package for Social Science) 17 software. The results showed that the Cronbach Alpha was reported high and very high which was higher than 0.70. Result of factor analysis showed 10 factors solution. Each item showed a satisfactory loading of more than 0.5. Thus, the questionnaire developed was suitable to be used to study the GS acquired by engineering students in the context of education in Malaysia. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Material Selection; Selection Criteria; Selection Tools; Educational Practices; Predictor Variables; Reading Programs; Student Development; Textbook Evaluation; Textbook Selection; College Programs

Abstract:
College and university adoption and use of books as common reads has increased over the last several years. The growing popularity has also brought to light significant variations in how colleges and universities select and use common read texts. In some higher educational institutions, one tome is selected for all freshmen to read and discuss primarily during the initial orientation program; such programs are often referred to as "freshman read" or "first-year read." Other institutions adopt a "common read," "campus read," or "one book" program, which involves selecting a book for the entire campus to read and discuss throughout the academic year. Regardless of how common reads are selected, implemented, or what they are called, there are a variety of goals that are consistent among common read practices. This article focuses on a discussion of several variables to consider that increase the chances of a successful common read program. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Selection Tools; School Libraries; Librarians; Library Materials; Reading Material Selection; Budgets; Library Administration

Abstract:
Selecting materials for school libraries has always been a challenging task, but it has become much more complicated in the 21st Century. A school librarian at a junior high in the late 1990s could allot a certain portion of her budget for reference books, the general circulating collection, a few audiovisual materials, and newspapers and magazines. The budget of the '90s had the funds needed to support these areas. However, this is not the scenario that school librarians experience today. Selecting materials for the school library is a complex process, and one that school librarians need to plan and develop. School librarians must strive to understand the balance of the collection and the informational needs of the students. Although this can be difficult, having a collection development plan with a selection policy helps school librarians acquire the best materials in the most appropriate format. In this article, the author discusses some of the basic tenets needed for selecting materials for school libraries in the 21st Century. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Expertise; Electronic Learning; Design Requirements; Distance Education; Educational Technology; Internet; Instructional Design; Lifelong Learning; Case Studies; Evaluation Criteria; Evaluation Methods; Computer Software Evaluation; Computer Software; Questionnaires; Statistical Analysis; Computer Software Selection; Web Based Instruction; Selection Tools; Vendors

Abstract:
According to the Internet World Stats (2010), the growth rate of internet usage in the world is 444.8 % from 2000 to 2010. Since the number of internet users is rapidly increasing with each passed year, e-learning is often identified with web-based learning. The institutions, which deliver e-learning service via the use of computer and internet, are responsible to choose the most suitable e-learning service provider for effective distance education. The purpose of this research is to identify the e-learning design requirements and to select the most suitable e-learning service provider. In this research, fuzzy logic-based Quality Function Deployment (QFD) was employed. A questionnaire was conducted in order to collect the data from a group of experts who were selected on the basis of their knowledge and expertise in related industry. By using the Converting Fuzzy data into Crisp Scores (CFCS) technique, the collected data was defuzzified. Then, the critical success factors of e-learning service providers were identified. As a result, fuzzy logic-based QFD was utilized for the selection of the e-learning service providers. (Contains 2 figures and 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Electronic Learning; Educational Research; Online Courses; Web Based Instruction; Guidelines; Program Evaluation; Evaluation Criteria; Data Analysis; Evaluation Methods; Educational Theories; Computer Software Selection; Selection Tools; Computer Software Evaluation; Courseware; Instructional Material Evaluation; Evaluation Research; Research Methodology; Teacher Role; Learning Processes; Outcomes of Education

Abstract:
How can the average educator who teaches online, without experience in evaluating emerging technologies, build on what is successful and modify what is not? Written for educators who feel ill-prepared when required to evaluate e-learning initiatives, "Evaluating e-Learning" offers step-by-step guidance for conducting an evaluation plan of elearning technologies. It builds on and adapts familiar research methodology to offer a robust and accessible approach to effectively evaluate a range of innovative initiatives, including those covered in other books in the connecting with e-learning series. This useful guide offers a multi-level approach that allows both beginners and experienced professionals to follow the level of text that suits their current needs. Practical applications discussed include: (1) how to develop broad evaluation questions; (2) how to use an evaluation framework; (3) how to determine the sources of data to be used; (4) how to develop an evaluation matrix; and (5) how to collect, analyze and interpret the data. Readers will find this jargon-free guide is a must-have resource that provides the proper tools for evaluating their own e-learning practices with ease. Following a preface, the book is divided into two parts: (1) Setting the Scene; and (2) Theory. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Library Services; Selection Tools; Library Materials; Electronic Libraries; Electronic Publishing; Library Development; Library Policy; Community Involvement; Barriers; Case Studies; Academic Libraries; Online Vendors; Database Management Systems

Abstract:
Collection development librarians have long struggled to meet user demands for new titles. Too often, required resources are not purchased, whereas some purchased resources do not circulate. E-books selected through patron-driven plans are a solution but present new challenges for both selectors and catalogers. Radical changes to traditional technical services workflows are required, and selectors must modify the selection process to give more choice to the user. Rutgers University librarians have adopted an innovative new technical services workflow and collection-development model to manage a successful, patron-driven acquisitions project for e-books in the fields of math and computer science. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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