ERIC (Education Resources Information Center), is an information system sponsored by the Institute of Education Sciences of the U.S. Department of Education that collects, creates, and distributes the U.S. national bibliographic database and full text materials whenever possible covering the literature of education.

Computer Sciences Corporation
ERIC Project
c/o Computer Sciences Corporation
655 15th St. NW, Suite 500
Washington, DC   20005
Toll-free 800-538-3742
Email: pdagutis@csc.com

The following ERIC segments are available to online users. Contact your local administrator to add or remove segments.

ERIC=ERIC 1966 - Present

ERIC3=ERIC 1992 - Present

ERIB=ERIC 1982 - Present

Ovid online administrators may arrange for the addition or deletion of any ERIC segment by contacting Ovid Technical Support at support@ovid.com.

The limit of databases that you can select for a multifile search session is based upon database segments rather than actual databases. The Ovid multifile segment limit is set at 120 to avoid impacting your search sessions. This database includes 3 segments.

Quotation marks can be used to retrieve records that contain literal strings, when the string includes special characters, such as a forward slash (/).

Quotation marks can also be used to retrieve records that contain numbers that may otherwise be confused for earlier searches. In the example, a search for 3.vo would limit the string from your third search in your search history to the volume field. By including the number in quotation marks, the search will retrieve documents with a 3 in the volume number.

Since 1975, at least one Education Level is assigned to every document and journal article (unless a level is entirely inappropriate). The limit to Education Levels restricts your search to levels such as "Preschool Education" or "Adult Basic Education."

If you choose this limit, Ovid presents you with a list of ERIC Education Levels from which to select. Select all the levels that are appropriate.

A limit to ERIC Full Text will restrict retrieval to those citations for which there is an ERIC full text link. To limit to Ovid full text and other types of external full text use the limit to Full Text.

A limit to Journal Article will restrict retrieval to Journal Articles.

A limit to Ovid Full Text Available restricts retrieval to those citations for which an Ovid full text link is available.

A limit by Peer Reviewed restricts retrieval to articles that have been peer reviewed.

A limit by Publication Type restricts retrieval by any of the publication types indexed by ERIC, including such classifications as "Information Analyses", "Viewpoints", and "Tests, Evaluation Instruments." In the ERIC database, more than one publication type is usually assigned to a document.

If you choose this option you will be presented with an alphabetical list of publication types, and a definition for each, from which to select.

You can restrict retrieval to any of the years which this database covers. If you choose this option you will be prompted to enter the desired year: the format is 4 digits, "2004."

• Thesaurus
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• Scope Note
• Explode

To change a search session to a segment of this database from another database or another segment, use the following syntax:

<Sample 1>
Accession Number
 EJ724591
Authors
  Rao, Nitya. Robinson-Pant, Anna.
Title
  Adult Education and Indigenous People: Addressing Gender in Policy and 
  Practice 
Page Count
  15
Source
  International Journal of Educational Development. v26 n2 p209-223 Mar 2006 
Peer Reviewed
  Yes
URL:
  http://dx.doi.org/10.1016/j.ijedudev.2005.07.026
Date of Publication
  2006
ERIC Subject Headings
  Foreign Countries 
  Indigenous Populations 
  Adult Education 
  Gender Bias 
  Educational Policy 
  Educational Practices 
  Case Studies   
Identifiers
  Asia
Abstract
  Adult education programmes developed for or by indigenous communities 
  rarely seem to have addressed gender inequalities. Yet, compared to 
  mainstream adult educational interventions promoting instrumental 
  approaches to "functional literacy", such programmes often appear highly 
  politicised, starting from a standpoint of promoting indigenous peoples'
  rights. We look at the reasons for the absence of gender analysis from 
  policy and research on indigenous adult education and highlight key issues
  within indigenous adult education, when viewed from a gendered perspective,
  particularly language, assessment, learning structures and programme 
  objectives. Drawing on case studies of indigenous adult education programmes
  in South and South-East Asia, we emphasise the need for participatory, 
  non-hierarchical processes in adult education that can provide legitimate 
  space for multiple voices within indigenous groups, without enhancing the 
  sense of marginalisation. The principles underlying indigenous adult 
  education programmes can help planners to challenge and respond to gender
  inequalities. (Author) 
Access Rights
  No
Level of Availability
  3  
Publication Type
  Journal Articles. Reports - Evaluative. 
ISSN
  0738-0593
Language
  English
Number of References
  0
Education Level
  Adult Education
Entry Month
  200601 

<Sample 2>
Accession Number
  EJ723733 
Authors
  Kiridis, Argiris. Drossos, Vangelis. Tsakiridou, Eleni.
Title
  Teachers Facing ICT: The Case of Greece
Publisher
  Association for the Advancement of Computing in Education, P.O. Box 1545,
  Chesapeake, VA 23327-1545. Tel: 757-366-5606. 
Page Count
  22
Source
  Journal of Technology and Teacher Education. v14 n1 p75-96 Jan 2006 
Peer Reviewed
  Yes
URL:
  http://www.aace.org
Date of Publication
  2006
ERIC Subject Headings
  Foreign Countries 
  Teacher Attitudes 
  Information Technology 
  Computer Uses in Education 
  Educational Technology 
  Telecommunications 
  Elementary School Teachers 
  Computer Attitudes 
  Teaching Methods 
  Technology Integration
Identifiers
  Greece
Abstract
  The introduction of Information and Communication Technology (ICT) in Greek
  primary education appears to be carried out in the midst of a general 
  uncertainty, mainly on the part of the teachers, who will have to cope with 
  a new teaching tool and a new teaching philosophy that very few of them have
  learned to apply. The aim of this study was to elucidate the perceptions and 
  the attitudes of Greek teachers towards the use of ICT, and to explore the 
  potential of the integration of the new technologies in public primary 
  education. The sample consisted of 951 male and female primary school
  teachers from all over the country. The results reveal that although the
  majority of the respondents believes that ICT is a useful tool for teaching 
  and learning, and generally agrees with its exploitation in schools, it 
  appears that they are not yet fully convinced about the advisability of the 
  immediate introduction of new technologies in primary education. (Author)
Access Rights
  No 
Level of Availability
  3
Publication Type
  Journal Articles. Reports - Descriptive. 
ISSN
  1059-7069
Language
  English
Number of References
  0
Education Level
  Primary Education
Entry Month
  200601