ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessment of Unmanned Aerial Systems Programs in Collegiate Aviation
Author: Kendall, Chadwin T.
Date: 2019-01-00
Type: Journal Articles
Subjects: Aviation Education,Flight Training,College Curriculum,College Programs,Bachelors Degrees

Unmanned Aerial Systems (UAS), or drone applications have experienced tremendous growth over the past several years. Their capabilities and technology have penetrated many aspects of the modern world. They are being used for everything from emergency response and agricultural research, to entrepreneur businesses and package deliveries. Experienced aviators and amateurs alike are being tapped as operators. At present, the Federal Aviation Administration estimates there will be 1.3 million certified UAS pilots by the year 2020 (Moore, 2017). Aircraft Owners and Pilots Association, which has the most significant membership of any association in the aviation industry, has recently added a new line of membership for drone pilots (Moore, 2017). New regulations, 14 CFR Part 107 have also been created, by the FAA, to adopt specific rules for the operation of small Unmanned Aircraft Systems in the National Airspace System (Federal Aviation Administration, 2016). Because of this growth, the authors of this paper, examine collegiate aviation programs and their curriculums to understand better how aviation education is evolving and educating students for this ever-changing and dynamic new industry.
Barriers to Effective Curriculum Implementation
Author: Nevenglosky, Erica A.
Date: 2019-01-00
Type: Journal Articles
Subjects: Barriers,Curriculum Implementation,Phonics,Case Studies,Teacher Attitudes,Faculty Development,Reading Instruction,Teacher Collaboration,Educational Change,Program Descriptions,Private Schools,Fidelity,Educational Resources,Teacher Role,Administrator Attitudes,Elementary School Teachers

An administration of a private school located in the south reported the problem of a lack of curriculum fidelity to a new phonics program, which created a need to identify barriers preventing full curriculum implementation. Using the concerns-based adoption model (CBAM) as the conceptual framework, this qualitative case study identified concerns and barriers teachers report when implementing a new curriculum. Data were collected from 10 participants (8 teachers and 2 administrators) through a questionnaire, interviews, and observations. Participants were interviewed to identify any barriers experienced with curriculum fidelity of a new phonics program. Teachers were observed to determine which components of the curriculum were present in or omitted from their lessons. Participants completed a questionnaire to determine their levels of concern when asked to implement a new curriculum. Results indicated that teachers required additional information before the expected implementations occur and an understanding of demands on their personal time. Common themes showed a desire for professional development (PD), peer-collaboration, and access to curriculum resources, which served as the basis for the project. The resulting project integrated PD to address concerns connected to reoccurring themes. Implications for social change include change at a systematic level by providing administrators with data to support teachers during curriculum changes and substantiation for the benefits of understanding concerns prior to a change for improving curriculum fidelity.
Initiation, Response, Follow-Up and Beyond: Analyzing Dialogue around Difficulty in a Tutorial Setting
Author: Jaeger, Elizabeth L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 4,Tutors,Tutoring,Peer Teaching,Tutorial Programs,Discourse Analysis,Followup Studies,Reading Difficulties,Critical Reading,Measures (Individuals)

With the advent of Common Core-based assessments, and resulting concerns about academic achievement, more and more students may require the level of instructional intensity tutoring affords. The extent of knowledge regarding the discourse that occurs within the tutoring context is, however, limited. As a result, it is difficult to envision and implement a protocol that incorporates responsive tutor/tutee interaction. This article describes an analysis of discourse patterns that occur as a tutor responded to student difficulty. The study is framed using Bakhtin's concept of dialogue--the ways in which interactions are influenced by the joint speaker/listener identity that is characteristic of interlocutors--and the way this played out in a dialogic instructional context. Excerpts from eight previous tutoring studies served as a foundation for the present research. The primary data source for the analysis was start-to-finish audio-recordings of 40 hours of instruction with two fourth grade readers. After preliminary open coding, overarching categories such as questioning, providing information, and demonstrating strategy use--and more detailed codes within these categories--were applied to the transcripts. Major findings demonstrated that: (a) the tutor's moves were varied and balanced and differed somewhat from child to child, (b) some interactional sequences appeared more effective than others depending on the topic and child, and (c) interactions in this setting differed in important ways from those found in the research literature. I argue here that the dialogic characteristics of tutor/tutee interactions served the children involved and should serve as the basis for additional tutoring protocols.
State-Level Autonomy in the Era of Accountability: A Comparative Analysis of Virginia and Nebraska Education Policy through No Child Left Behind
Author: Ruff, Ryan Richard
Date: 2019-01-21
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Accountability,Educational Policy,State Policy,Educational Assessment,Institutional Autonomy,Politics of Education,State Government,State Departments of Education,Boards of Education,School Districts,Elementary Secondary Education

Following the 1983 &quot;A Nation at Risk&quot; report and culminating in No Child Left Behind (NCLB), states designed and implemented accountability policies to evaluate student achievement. External assessments of these policies identified substantial variability in the level of stakes associated with each system. This paper presents a comparative analysis of accountability policy prior to and during implementation of NCLB. Using the Virginia Standards of Learning and the Nebraska School-based Teacher-led Assessment and Reporting System, it explores the role of the historical and political context in shaping assessment policy through the lenses of the processes, conditions, and consequences of the policy process. It concludes that the influence of Nebraskan historical culture embedded the role of local action in the design and interpretation of accountability policy, which when combined with the collaborative efforts of the board of education, legislature, and executive branch, resulted in an atypical assessment model involving actors across the policy process. The Virginia experience was characterized by a strong political identity of centralization, yielding a top-down accountability system that constrained resources and opportunities for transforming policy at local levels. Findings demonstrate how comparable policy intentions for accountability are transformed due to existing state-level conditions and local policy culture.
Developing Competencies for Dental Hygiene Program Assessment
Author: Byers, Lynne Almerico
Date: 2019-01-00
Type: Journal Articles
Subjects: Allied Health Personnel,Dentistry,Competence,Test Construction,Job Skills,Program Evaluation,Questionnaires,Test Validity,Test Reliability,Psychometrics,Dental Schools,Professional Education

The challenge in dental hygiene education is to develop valid indicators with a reliable questionnaire to establish a qualifying list of dental hygiene program competencies that aligned with the Commission on Dental Accreditation (CODA) standards. The first phase of the study was the creation of a questionnaire and performing a Cohen's Kappa statistical analysis to establish the inter-rater reliability of the indicators during the pre-stage development. The second phase was to qualify these indicators using the content validity ratio proposed by Lawshe with Subject Matter Experts (SME's). The SME's were asked to rate the level of representativeness of indicators in each skill set on the questionnaire. Indicators that were deemed essential suggested alignment with the CODA standards and incorporated into the researcher's dental hygiene program assessment manual.
Assessment of Collegiate Flight Training during FAA Industry Training Standards (FITS) Program Using Technically Advanced Aircraft
Author: Kendall, Chadwin T.
Date: 2019-01-00
Type: Journal Articles
Subjects: Flight Training,College Curriculum,Public Agencies,Academic Standards,Time on Task,School Business Relationship,Outcomes of Education,College Students,Academic Achievement,Training Methods

Collegiate flight training curriculum has changed over the past several years. The early era of flight training involved teaching pilots &quot;stick and rudder&quot; skills in conventionally equipped aircraft. With the arrival of the &quot;glass cockpit&quot; or technically advanced aircraft into general aviation, the Federal Aviation Administration (FAA) introduced FAA Industry Training Standards (FITS) curriculum that emphasized risk management, aeronautical decision-making, situational awareness, and single pilot resource management using scenario-based, learner-focused pilot training. Jacksonville University's Aeronautics program, in cooperation with its flight-training provider, participated in the FITS curriculum from fall 2008 through fall 2011. In addition to using FITS, Jacksonville University's flight training provider also moved to a combined Private/Instrument curriculum in technically advanced aircraft. This study examined archival student records of both FITS and non-FITS curriculum, in technically advanced aircraft and conventional aircraft respectively, to assess the role the curriculum had on student total training time and end-of-course check-ride success.
Increasing Self-Efficacy of First Year Seminar Students: A Case Study
Author: Hanson, Trudy L.
Date: 2019-01-00
Type: Journal Articles
Subjects: College Freshmen,First Year Seminars,Self Efficacy,Reading Materials,Leadership Role,Student Participation,Self Concept,Expectation,Self Determination,Competence,Personal Autonomy,Reading Assignments

The authors conducted a case study of a first year Communication discipline specific seminar class to determine how the use of a common reader for the course affected students' self-efficacy. Using focus groups and an end of semester storytelling assignment, the authors collected data that revealed three themes: choice for participation, identity struggles, and college expectations. Whether or not the students read the common reader (&quot;Paper Towns&quot; by John Green) and whether or not they took a leadership role in preparing the public research presentation based on the reader, the focus group discussions allowed students to discuss self-identity issues, as well as their own college expectations. Feeling positive about their major, choice to live in the residence halls, friends, and programs of which they are a part helped the participating students feel they had made a competent choice. In assessing the themes that emerged, student self-efficacy was demonstrated in all three areas of self-determination theory: competence, relatedness, and autonomy.
Factors Determining Attendance in Graduate Programs: Differences in Admitted and Enrolled Students
Author: Pjesky, Rex
Date: 2019-01-00
Type: Journal Articles
Subjects: College Admission,Graduate Students,Enrollment,College Attendance,College Choice,School Location,Student Costs,Educational Quality,Masters Programs,College Applicants

Using a dataset that matched applicants to graduate programs at a regional university who were admitted but chose not to attend to a section of students who did choose to attend, this research investigates the factors involved in students selecting a graduate program. The distance to a university was not a factor in the student's decision, even controlling for the selection of an online program. The cost of attendance and the quality of the program were important factors in the selection of a graduate program. Analysis of the survey data revealed that applicants experienced much indecision during the application process. Potential students are uncertain about which program is best for them, whether they can afford graduate school, and if a graduate degree program can fit into their current lifestyle. The results of this study may inform the graduate admissions and recruiting process to help find suitable matches between students and programs.
Industry-Based Certificates: Student Perceptions of Benefits
Author: Hartman, Katherine B.
Date: 2019-01-00
Type: Journal Articles
Subjects: Educational Certificates,Undergraduate Students,Student Attitudes,Educational Benefits,Industry,Business Administration Education

Higher education has seen a rise in the use of alternative credentials including digital badges, professional certificate preparation programs, and competency assessments. This study explores student perceptions of benefits from earning an industry-based certificate (IBC), which refers to assessment-based credentials administered and validated by third-party organizations. Data were collected using an online survey of undergraduate students. The results suggest that students perceived IBCs as beneficial, yet perceived benefits varied by whether or not the student had already earned an IBC. In addition, students who had, and had not, earned an IBC were both likely to be more interested in taking a course, and more likely to recommend a course that included an IBC as part of the course. Implications for higher education and suggestions for future research are provided.
Relationships between Business Faculty Teaching and Research Ratings
Author: Jalbert, Terrance
Date: 2019-01-00
Type: Journal Articles
Subjects: College Faculty,Business Administration Education,Social Science Research,Student Evaluation of Teacher Performance,Gender Differences,Teacher Effectiveness

This paper examines relationships between teaching ratings and research ratings of business professors. The analysis uses matched data on teaching and research performance for 300 business professors across 104 United States universities. The analysis utilizes teaching data from ratemyprofessor.com (RMP) and research data from Social Science Research Network (SSRN). Findings reveal no evidence of a relationship between teaching ratings and research quality or quantity. However, results show that professor 'Hotness' significantly relates to student teaching evaluation ratings. Evidence shows that female professors receive higher teaching ratings than male professors. Further evidence shows that expertise area explains both teaching and research rankings. The data reveals no teaching performance differences for professors based on their university's research ranking.
Toward a Learning Progression of Complex Systems Understanding
Author: Yoon, Susan A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Item Response Theory,Models,Middle School Students,High School Students,Learning Processes,Systems Approach,Difficulty Level,Secondary School Science,Biology,Grade 8,Grade 9,Grade 10,Grade 12,Science Education

Recent research on what students know about complex systems shows that they typically have challenges in understanding particular system ideas such as nonlinearity, complex causality, and decentralized control. Yet this research has yet to adopt a systematic approach to learning about complex systems in an ordered way in line with the Next Generation Science Standards' call for learning pathways that guide teaching and learning along a developmental continuum. In this paper, we propose that learning progressions research can provide a conceptual framework for identifying a learning pathway to complex systems understanding competence. As a first step in developing a progression, we articulate a sequence of complex systems ideas, from the least to most difficult, by analyzing students' written responses using an item response theory model. Results show that the easiest ideas to comprehend are those that relate to levels or scales within systems and the interconnected nature of systems. The most difficult ideas to grasp are those related to the decentralized organization of the system and the unpredictable or nondeterministic nature of effects. We discuss implications for this research in terms of developing curricular content that can guide learning experiences in grades 8-12 science education.
From Monocontextual to Multicontextual Transfer: Organizational Determinants of the Intention to Transfer Generic Information Literacy Competences to Multiple Contexts
Author: Testers, Laurent
Date: 2019-00-00
Type: Journal Articles
Subjects: Information Literacy,Transfer of Training,College Students,Adult Students,Foreign Countries,Intention,Feedback (Response),Peer Relationship,Supervisor Supervisee Relationship

An important goal of educational designers is to achieve long-term transfer of learning that is the learner's application of newly acquired competencies. Extensive research during more than a century shows that especially in formal educational settings this fundamental aspect of education often occurs poorly or not at all, leading to what is called a Transfer Problem. To address this transfer problem, the present study examines intentions to transfer learning to multiple contexts; this focus on multiple transfer contexts extends previous research focusing on a single transfer context, typically the workplace. The present study aimed to estimate the influence of five organizational variables (peer support, supervisor support, opportunity to use, openness to change, and feedback) on pre-training intention to transfer prospective learning in two different transfer contexts: study and work. Participants were 303 students at an open university starting a digital course in information literacy. The model was tested using structural equation modelling. The results indicated that before starting the course supervisor support and feedback were considered the strongest predictors of intention to transfer new learning in both the study and the work contexts. This research is amongst the first in the training literature to address multicontextuality and examines intentions to transfer generic competences to the two transfer contexts study and work within one single study.
Come and Take It: An Unprecedented University-School Partnership
Author: Maxwell, Gerri M.
Date: 2019-01-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,Public Schools,Universities,School Turnaround,Hispanic American Students,Rural Schools,Elementary Secondary Education,State Legislation,Educational Legislation

This study shares the results of a five-year effort to implement a school turnaround model facilitated through an unprecedented university-public school partnership. The high needs Hispanic majority demographic makeup of the public-school district amplifies the importance of this work.
Study Abroad: Striving for Transformative Impact
Author: Bain, Steve F.
Date: 2019-01-00
Type: Journal Articles
Subjects: Study Abroad,Transformative Learning,Educational Experience,College Students,College Faculty,Student Attitudes,Outcomes of Education,Program Design,Cultural Awareness,Teacher Student Relationship

Students who participate in a study abroad experience report it as a life-changing event or an experience that will have long-term effects on both students and faculty. But what exactly does that mean? Is this simply a natural result of such a trip or is it more involved? By looking at the research and informal evaluations of the participants, it would seem a successful and transformative study abroad experience is more by design than default. This article will review the key components which are apparent for a successful and transformative experience. Additionally, it will also provide faculty who are contemplating such a venture some valuable guidelines and perhaps help those faculty who have led previous study abroad groups to improve and enhance their next venture abroad.
Student Perceptions of the Value of Academic Advising at a Hispanic Serving Institution of Higher Education in South Texas
Author: Vasquez, Sonya
Date: 2019-01-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Academic Advising,Hispanic American Students,School Holding Power,Teacher Student Relationship,Faculty Advisers,Gender Differences

The purpose of this study was to determine the perception of the value of academic advising to second-year students at a Hispanic Serving Institution in south Texas. This study surveyed second-year students during the 2016-2017 year to examine whether academic advising enhanced the retention. The theoretical foundation of this study relied on the Tinto's model of institutional departure Table 1 (Appendix) to explain the role of academic advisors as the advising pattern was designed within this specific model which is widely accepted by the postsecondary academic community. The survey results indicated that students appreciate the dissemination of knowledge from the advisor the most. The survey results indicated that the focus on the student as an individual was the least needed. No significant relationship was found among advisor availability, advisor time with student, advisor focus on student as an individual, advisor dissemination of knowledge, and advisor assistance of educational planning and the criterion variable of perceived value of the advisor among students. No significant difference was found between males and female students and prior college hours on the perceived value of the advisor. However, after a multilinear regression correlation coefficient was analyzed, advisor dissemination of knowledge was significant to the student perception of the advisor. This suggested more frequent advisor-student interactions influenced student success. It was recommended that the HSI provide ongoing professional development and training for academic advisors to build a stronger relationship between advisors and students.
Price Elasticity of Demand for Mississippi State University: 2000-2014
Author: Denson, Chad
Date: 2019-01-00
Type: Journal Articles
Subjects: State Universities,Tuition,Enrollment,College Students,Income,Educational Demand

&quot;The responsiveness of consumers to a change in the price of a product is measured by the price elasticity of demand. If demand is elastic, a decrease in price will increase total revenue. Even though a lower price is received per unit, enough additional units are sold to more than make up for the lessor price. Also, the reverse is true; an increase in price will decrease total revenue.&quot; &quot;If demand is inelastic, a price decrease will reduce total revenue. The relatively small increase in sales will not offset the decline in revenue per unit. The analysis is reversible; if demand is inelastic, a price increase will increase total revenue.&quot; The percentage change in the price is measured as (ending price - beginning price)/beginning price. Mississippi State University (MSU) raised tuition (price) by 126% over 15 years from $3,117 in the year 2000 to $7,040 in 2014, or by $3,923 -- (7,040 - 3,117)/3,117 = 3,923/3,117 = 126%. Increase/decrease in the quantity demanded (student enrollment) is measured as (ending enrollment - beginning enrollment)/beginning enrollment. Total student enrollment was 15,764 in the year 2000 and 20,219 by the year 2014. This was a 28% increase -- (20,219 - 15,764)/15,764 = 4,455/15,764 = 0.28 = 28%. In spite of a 126% price increase, there was a 28% rise in students (quantity demanded) for MSU. The price elasticity of demand for MSU was calculated as 0.32, inelastic. The results imply that MSU should raise tuition again to increase revenue.