ethanporcaro/eric-fulltext-meta huggingface dataset:
Role of Starting School Age in the Academic Performance at the Tertiary Level
Author: Baber, Mahwish Ali
Date: 2017-12-00
Type: Journal Articles
Subjects: School Entrance Age,Academic Achievement,Foreign Countries,Postsecondary Education,Questionnaires,Statistical Analysis,Comparative Analysis,Self Concept,Age Grade Placement,Age Differences,Preschool Education,Early Childhood Education,Business Schools,Grade Point Average,Outcomes of Education,Educational Benefits

The purpose of this research was to find out whether starting school earlier than four years of age gave any academic benefit to the students in the long run. This research aimed to find out whether the students who started schooling earlier than four years of age are able to achieve better grades and are better at self-regulation at the tertiary level. For this purpose, a sample of 108 students from a private business school comprising both early and late school starters were made to fill in questionnaires reporting their school starting age, their CGPA and answering questions that showed their level of self-regulation. The findings of this study suggest that there is no difference in the academic performance of the two groups, both in terms of their CGPA and their self-regulation skills.
Iqbal&apos;s Inferences from the Qur&apos;an: Objectives of Education for Developing the Individual Self
Author: Ali, Muhammad Abid
Date: 2017-12-00
Type: Journal Articles
Subjects: Islam,Foreign Countries,Educational Philosophy,Hermeneutics,Qualitative Research,Inferences,Religion,Muslims,Religious Factors

The Islamic Republic of Pakistan won its independence seventy years ago, yet its education system continues to be secular. If one of the main aims of education is to prepare the young generation for achieving national objectives, it is but imperative for Pakistan to design an education system from the Islamic perspective. Since Muhammad Iqbal is considered to be the ideologue of Pakistan and we find quite inclusive guidelines for developing a framework for an Islamic education system in Iqbal's writing, it is imperative to explore his literature dealing with education. Two of his analogies Asrar e Khudi and Ramuz e Bikhudi are such works where we find Iqbal providing us with exhaustive recommendations for the same. The aims and directives for achieving goals of education were extracted from these two anthologies by employing qualitative method analysis and using hermeneutics approach under the supervision of a specialist on Iqbal. The results reveal that Iqbal's concept and methodology of the development of self or individuality conformed to the approach of modern critics of contemporary education, who claim that the prevalent system is at odds with the natural human faculty of creativity.
Islamic and Western Education Systems--Perceptions of Selected Educationists in Malaysia
Author: Ali, Muhammad Abid
Date: 2016-12-00
Type: Journal Articles
Subjects: Foreign Countries,Islamic Culture,Western Civilization,Muslims,Qualitative Research,Teacher Surveys,Teacher Attitudes,Comparative Analysis,Semi Structured Interviews,Educational Objectives,Performance Factors,Barriers,Educational Practices,College Faculty

This research article explores the perceptions of Muslim educationists in Malaysia about the Islamic and the western education systems. Views of two faculty members, who are active proponents of Islamic education, were acquired through interviews and their perceptions on Islamic and western education systems were analyzed and then contrasted against the views of Dr. Syed Naquib al-Attas, who is considered to be one of the architectsof the project of Islamization of knowledge and education. Qualitative exploratory methodology was followed for this research, where the views of the two educationists were analyzed using thematic analysis,and the views of Dr. Naquib al-Attas were derived through document analysis of his writings on education and finally contrasted. It was revealed that there exists a gap in the understanding of the depth of philosophical concepts and issues of education between these educationists and Naquib al-Attas.
A Comparison of Revised Bloom and Marzano&apos;s New Taxonomy of Learning
Author: Irvine, Jeff
Date: 2017-11-00
Type: Journal Articles
Subjects: Comparative Analysis,Taxonomy,Classification,Educational Objectives,Affective Behavior,Psychomotor Skills,Mathematics,Self Concept,Metacognition,Outcomes of Education,Measurement

The seminal &quot;Taxonomy of Educational Objectives: The Classification of Educational Goals--Handbook I, Cognitive Domain&quot; (Bloom, Engelhart, Furst, Hill, &amp; Krathwohl, 1956) represented years of collaboration by the Committee of College and University Examiners, and was the first of three volumes that together would become known as Bloom's taxonomy1 of learning (so named after Benjamin Bloom, the original committee chair). The work instigated a paradigm shift in education, though subsequent volumes addressing affective (Krathwohl, Bloom, &amp; Masia, 1964) and psychomotor (Harrow, 1972) domains of learning &quot;had much less impact&quot; (McLeod, 1992, p. 576) on curriculum and evaluation. McLeod (1992) postulates that the lessened impact was a consequence of the affective domain's focus on internal constructs, which clashed with the behaviorist focus on observable behaviors. Since the publication of Bloom et al.'s taxonomy in 1956, there has been a proliferation of taxonomies of learning (e.g., Fink, 2013). Anderson and Krathwohl (2001) examined and incorporated features of 19 other taxonomies in their Revised Bloom's Taxonomy (RBT), while more recently Clarkson, Bishop, and Seah (2010) developed a five-stage taxonomy of Mathematical Wellbeing (MWB) by considering the original Bloom's taxonomy's (OBT's) cognitive and affective dimensions and adding an emotional taxonomy. This paper compares and contrasts the RBT with Marzano's New Taxonomy (MNT; Marzano &amp; Kendall, 2001, 2007) with regards to the two taxonomies' treatment of domains of knowledge, cognition, affect and self, metacognition, and psychomotor procedures. It also discusses the uses of taxonomies and the application of the RBT and MNT to education.
An Assessment of Campus Climate among Sexual Minority College Students
Author: Paulk, Amber
Date: 2017-11-00
Type: Journal Articles
Subjects: Minority Group Students,College Students,Sexual Identity,Sexual Orientation,Sense of Community,Trust (Psychology),Self Efficacy,College Environment,Campuses,Online Surveys,Likert Scales,Correlation,Sexual Harassment,School Safety,Multivariate Analysis,Statistical Analysis

While several studies have clearly identified a link between sexual minority status and discrimination, harassment, and victimization on college campuses, less in known about sexual minority students and other indicators of campus climate. The goal of the current study was to examine the association between sexual minority status and students' perceptions of their connection to the university, trust in the university to keep them safe, and confidence in sexual assault reporting system at their university. Contrary to the predictions, there was no significant difference between LGBTQ students and non-LGBTQ students in their connection to the university and trust in the university to keep students safe. However, LGBTQ students did report significantly lower confidence in the sexual assault reporting system at the university than non-LGBTQ students. The implications of the findings are discussed along with recommendations for creating an inclusive campus climate for sexual minority students.
Broadcasting Education in the Age of New Media: Building Multimedia Products from the Academy
Author: Baltimore, Michael L.
Date: 2017-11-00
Type: Journal Articles
Subjects: Broadcast Industry,Teaching Methods,Social Media,Technology Integration,Information Technology,Video Technology,Multimedia Instruction,Creativity,Innovation,Television,Universities,Faculty Development,College Faculty

As our society continues to develop new technologies, the use of streaming technologies in higher education has lagged behind. The traditional academic landscape is dependent upon instructors to use commercial media products to deliver adjunct learning materials to the classroom. Faculty are also beginning to explore in the use of social media in classrooms for the first time. Video production may be seen in some communication departments as course requirement, but are not thought of as a means of delivering content for teaching and learning. The purpose of this study is to outline the development and use of a multimedia production facility, and the use of multiple platforms and to demonstrate it as a dynamic environment for creativity and innovation at the university. Additionally, it argues for a shift in thinking for both faculty and administration toward an innovative, creative environment supporting academic media production that can be used in conjunction with the social media movement in education. Universities can use multimedia production facilities for purposes of instruction, recruitment, retention and graduation along with the creation of television style presentations beyond the traditional classroom to build an even larger audience. The development of new technologies, for assisting faculty in the creative process, for improved learning content is discussed.
College Experiences of the Eastern Band of Cherokee Indians
Author: Lasher, Rebecca Williams
Date: 2017-11-00
Type: Journal Articles
Subjects: American Indian Education,American Indian Students,College Students,Student Experience,Comparative Analysis,Tribally Controlled Education,Statistical Analysis,Educational Experience,Alienation,Social Distance,Student Surveys,Student Attitudes,Likert Scales,Sense of Community,Educational Practices

A survey was distributed to all enrolled members of the Eastern Band of Cherokee Indian (EBCI) college students to compare the experiences of those attending Tribal and non-tribal colleges. The results of the survey provided data for a nonexperimental quantitative study that addressed 18 research questions in an effort to determine whether there is a significant difference between the educational experiences of EBCI college students who attend non-tribal institutions and those who attend Tribal colleges. In particular, there was a focus on three domains: student viewpoints on separation and alienation from their tribal community; tribal community connections; and individual perceptions of success. A comparison of the experiences by gender between students attending Tribal versus non-tribal colleges was made. The researcher used the Native American Collective Orientation and Pursuits in Education Scale (NACOPE) survey results as determinants of the college students' experiences. The findings of this study indicated there were no significant differences between the experiences of EBCI students who attended either Tribal or nontribal colleges. In addition, there were no significant differences when gender and type of college were considered. However, there were significant differences in those attending Tribal and nontribal colleges regarding some dimensions. Students in both groups had significantly higher survey scores than the median test value on the NACOPE in three areas. These higher scores were observed in their overall experiences being reported as positive; feelings of community connectedness to their home tribe; and less feelings of separation and alienation on their college campuses.
Content Knowledge Reading Assessment: A Policy Change Impacting Elementary Education Candidates&apos; Preparation
Author: Rutherford, Angela
Date: 2017-11-00
Type: Journal Articles
Subjects: Educational Policy,Educational Change,Reading Tests,Elementary School Curriculum,Preservice Teachers,Preservice Teacher Education,Pedagogical Content Knowledge,Early Reading,Student Teacher Attitudes,Graduation Requirements,Reading Instruction,Career Readiness,Student Surveys

This article examines data from three educator preparation programs in one southern state prior to a new licensure policy requirement for elementary education teachers. Previously, the state required educator preparation programs to offer two 3-hour courses focused on early literacy and a total of fifteen hours in reading and/or language arts methods courses. With a state statute, elementary teachers are required to pass a reading- specific assessment aligned to scientifically-based reading research. The purpose of this study was to examine how preservice candidates perceive their own preparation, as well as to examine these candidates' content knowledge, related to early reading instructional components. This study was conducted prior to the policy change to gather and analyze baseline data. Findings suggest that preservice teachers' perceptions are very different from their knowledge base.
Determining the Effectiveness of Bilingual Programs on Third Grade State Exam Scores
Author: Vela, Adriana
Date: 2017-11-00
Type: Journal Articles
Subjects: Bilingual Education Programs,Quasiexperimental Design,Reading Tests,Mathematics Tests,Statistical Analysis,Grade 3,English Language Learners,Immersion Programs,Statistical Inference,Achievement Gains,Intermode Differences,Scores,Program Evaluation,Program Effectiveness

This ex-post-facto quasi-experimental research design was conducted by selecting a convenient sample of approximately 2,000 3rd grade ELLs who took the regular reading and math English STAAR test during the 2014-15 school year in an urban southern Texas school district. This study was conducted using a quantitative research method of data collected from the school district. The data collected consisted of 3rd grade ELL students' reading and math English STAAR scores. The researcher analyzed and compared the reading and math STAAR scores of 3rd grade ELL students enrolled in a transitional bilingual program, in a dual language two-way bilingual program and a regular program with immersion into all English instruction, utilizing two one way analysis of variance (ANOVAs). Approximately 2,000 3rd grade ELL students enrolled in this urban southern Texas school district. The researcher examined for differences among the scores of ELLs enrolled in the bilingual programs. Conclusions to the findings determined that there were significant differences among the three educational programs for ELL students in third grade on the STAAR test results in the regular English math STAAR test for ELL students in third grade, but did not find significant differences in the test scores in the regular English reading STAAR test results.
Learning Style Preferences and the Online Classroom
Author: Jones, Irma S.
Date: 2017-11-00
Type: Journal Articles
Subjects: Preferences,Cognitive Style,Questionnaires,Undergraduate Students,Legal Education (Professions),Learning Strategies,Online Courses,Student Attitudes,Student Surveys,Hispanic American Students

This study was adapted from a learning styles questionnaire in College Study Strategies (Laskey &amp; Gibson, pp. 52-53, 1997). The authors administered the adapted questionnaire to undergraduate education and legal online students in a Southern predominately Hispanic serving institution. This study allowed the students to identify their preferred method of learning and will allow the online instructors to modify and improve the design of their courses. Results of the learning styles questionnaire will be presented with suggestions and recommendations for teachers of field dependent and independent online learners.
Impacts of Vocational Interest on Undergraduate Students&apos; Attitudes toward Persons with Disabilities
Author: Huskin, Patricia R.
Date: 2017-11-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Attitudes toward Disabilities,Vocational Interests,Social Distance,Interpersonal Relationship,Majors (Students),Attitude Measures,Human Services,Prior Learning,Student Experience,Questionnaires,Statistical Analysis

Research into the concerning persistence of disability bias in the U.S. indicates that increased knowledge about disabilities promotes more positive attitudes toward persons with disability. This study explored higher education, specifically academic major and vocational interest, as one venue through which to better understand the attitudes that young adults hold toward persons with disability. Drawing on a sample population of 766 undergraduate students, it examined respondents' social distance, attitudes held toward entering into social relationships with persons with disability. It first compared the social distance expressed by students majoring in human service-oriented fields of study, where interactions and contact with individuals with disabilities is expected and disability-related training is integrated into their academic curriculum, versus students in non-service-oriented fields of study, where contact with persons with disabilities is considered incidental to the profession. No statistically significant differences in social distance attitudes were found between these groupings. When academic major was analyzed individually, several majors showed meaningful patterns in reported social distance, though none were statistically significant. However, lower social distance attitudes did appear to correlate with respondents who have had regular contact experiences with persons with disability, a finding which raises particular opportunities for higher education institutions. Implications for research, educational training, and program development are discussed.
The Counterproductive Effects of Helicopter Universities
Author: Von Bergen, C. W.
Date: 2017-11-00
Type: Journal Articles
Subjects: Universities,Student Centered Learning,Parenting Styles,Student Responsibility,Attachment Behavior,Perspective Taking

Perhaps universities have gone too far in their attempts to provide the best learning experience for our students? We have heard of helicopter parents who hover over their sons and daughters, removing all obstacles their student might face and solve problems for them. Have colleges and universities adopted this same kind of behavior in their attempt to be &quot;student oriented,&quot; provide better customer service, and reduce student attrition rates? This paper examines the pervasiveness of &quot;helicoptering&quot; and the detrimental effects when parents and universities seek to control students instead of allowing them to learn responsibility.
Strategies Used to Enable CTE Programs to Be High Performing in Kentucky
Author: Stubbs, Steven A.
Date: 2017-11-00
Type: Journal Articles
Subjects: Career Readiness,College Readiness,Accountability,High Schools,Program Implementation,Knowledge Level,Administrator Role,Counselor Role,Teacher Role,Career Education,Technical Education,Qualitative Research,Statistical Analysis,Surveys,Principals,Interviews,Faculty Development

The state of Kentucky mandated College and Career Readiness as a part of the revised education accountability system. The new system is known as Unbridled Learning assessment and accountability. As a result of this mandate high schools in Kentucky are trying to understand the steps necessary to implement a successful College and Career Ready program for their students. The goal of this research was to examine the knowledge of College and Career Readiness held by administrators, counselors and teachers. After the research was examined and compiled a training process for the afore mentioned could be administered to help schools achieve College and Career Readiness in their high school.
Self-Reporting MBA Key Experience Assessment: Evidence from Lincoln University
Author: Tailab, Mohamed
Date: 2017-11-00
Type: Journal Articles
Subjects: Masters Programs,Business Administration Education,Factor Analysis,Work Experience,Graduate Students,Questionnaires,Program Effectiveness,Parent Background,Educational Background,Feedback (Response),Innovation,Student Attitudes,Statistical Analysis,Self Evaluation (Individuals)

This paper empirically provides an innovative way of thinking about the MBA program at Lincoln University (hereafter LU) by giving students an opportunity to rate their work experience based on how they currently see themselves. This manuscript develops the instrument prepared by McMillan &amp; Hearn (2004) by creating a questionnaire including 21 statements covering ten skills. The results indicate that the average work experience of second-year MBA students is greater than that of first-year students, indicating the effectiveness of the MBA program. Furthermore, respondents with educated parents have a higher average of work experience than MBA students with uneducated parents, knowing that this factor (parent's background) does not necessarily improve business skills, but it should be considered as part of the self-reporting for work experience. By using the Exploratory Factor Analysis (EFA), four factors were found to be the most important part of business skills for first-year MBA students while only two factors were considered important for second-year MBA students. Both groups give high rating to certain skills that are not technically taught by instructors, such as interaction with people from other countries and working outside of the country. It is concluded that students obtained these skills from other sources, such as traveling from their countries to the U.S. to work with foreign people. Thus, these findings help conclude that the Self-Reporting Questionnaire (SR-Q) can be utilized as a vehicle for giving feedback on learning abilities. Because of some limitations, these results must be interpreted with caution.
The Effect of an Honors College on Retention among First Year Students
Author: Jarzombek, Molly J.
Date: 2017-11-00
Type: Journal Articles
Subjects: Honors Curriculum,School Holding Power,College Freshmen,Program Effectiveness,Outcome Measures,Institutional Characteristics,First Generation College Students,Student Characteristics,High Achievement,Hispanic American Students

The Honors College at Texas A&amp;M University-Kingsville was established in 2010. At that time, student retention rate at Texas A&amp;M-Kingsville was at 56%, one of the lowest rates in Texas. In an effort to determine if the establishment of the Honors College on campus has made a positive impact on First Time In College (FTIC) student retention rates, data on all FTIC students between 2005 and 2014 was collected, which included: ethnicity (Hispanic/nonHispanic), first generation/non-first generation, ACT/SAT scores, if the student participated in the Honors College or not during their first year, and if the student was retained to the sophomore year at Texas A&amp;M-Kingsville. Results indicate that the Honors College has had a positive impact on retention rates of FTIC students in the Honors College compared to the general student population. Retention rates since 2010 have increased for the entire university, with a retention rate of 69% for all FTIC students in the 2014 cohort. On average, the Honors College improved retention rates for Honors College students 25% compared to the general student population, 27% for first generation students, and 26% for Hispanic students. Likewise, the Honors College improved retention rates for Honors College students 11.5% compared to students on campus who could have joined the Honors College given their SAT/ACT scores. The results of this study show that the Honors College has had a positive impact at a rural, Hispanic Serving Institution and could serve as a model for other universities with similar student demographics to help boost retention rates of high-achieving students.