ethanporcaro/eric-fulltext-meta huggingface dataset:
Same Book, Different Experience: A Comparison of Shared Reading in Preschool Classrooms
Author: Kindle, Karen J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Preschool Education,Preschool Teachers,Teaching Methods,Reading Aloud to Others,Faculty Development,Teacher Role,Observation,Student Centered Learning,Language Acquisition,Concept Formation,Reading Comprehension

Shared reading is a common practice in preschool classrooms and is purported to develop oral language, print concepts, and listening comprehension. This study compares the practices of four preschool teachers while reading aloud a common text. Findings suggest that the shared reading experience differs significantly from classroom to classroom in key dimensions. Implications suggest that more effective means of professional development are needed to maximize learning during shared reading events.
Myths about Critical Literacy: What Teachers Need to Unlearn
Author: Lee, Cheu-jey
Date: 2011-00-00
Type: Journal Articles
Subjects: Critical Literacy,Misconceptions,Literacy Education,Critical Thinking,Definitions,Comparative Analysis,Academic Ability,Educational Strategies,Multiple Literacies,Teacher Attitudes,Beliefs

By discussing commonly held myths, this paper attempts to clarify a number of important issues in the area of critical literacy education. These include the distinction between critical thinking and critical literacy, the audience critical literacy is meant for, the philosophical underpinnings of critical literacy, and the relationship between critical literacy on the one hand and reading and writing on the other hand. This paper urges literacy educators to examine their beliefs critically and unlearn ungrounded misconceptions about critical literacy. It is imperative that literacy educators have a better understanding of critical literacy before it can take root in the classrooms.
Teaching Time Value of Money to Dyslexic Students: A Pilot Case Study
Author: Newfeld, Daria
Date: 2012-07-00
Type: Journal Articles
Subjects: Teaching Methods,Dyslexia,Money Management,Case Studies,College Students,Comparative Analysis,Flow Charts,Instructional Effectiveness,Experimental Groups,Control Groups,Tests

This essay advocates for and investigates the usefulness of a modified version of the Jalbret (2002) technique for teaching time value of money (TVM) to dyslexic students. Introductory students often report difficulty solving time value money (TVM) questions due to an inability to correctly identify the variables to be used and the type of problem being solved. This effect is magnified for dyslexic students since the cast majority of TVM questions are word problems and the most oft sighted difficulty associated with dyslexia is reading difficulty. The Jalbert flow chart method is selected because it provided precise definitions and a visual representation of mathematical content both of which are beneficial to dyslexic students. The results of this pilot case study conducted on a matched sample of 10 dyslexic and mainstream students at a large Midwestern University suggests that this modified Jalbert (2002) method is beneficial for dyslexic students.
Integration: An Elusive Concept
Author: George, Beena
Date: 2012-02-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Teaching Methods,Business Administration Education,Graduate Study,Cooperation,Online Surveys,Evaluation Methods

The need for multi-disciplinary integration in business school education has been well-established. However, academics and business practitioners have raised serious concerns regarding the achievement of this program learning goal. This paper examines how graduate business programs address and evaluate the learning goal of multi-disciplinary integration.
Mnemonic Aids during Tests: Worthless Frivolity or Effective Tool in Statistics Education?
Author: Larwin, Karen H.
Date: 2012-07-00
Type: Journal Articles
Subjects: Teaching Methods,Mnemonics,Statistics,Instructional Effectiveness,Hypothesis Testing,Learner Engagement,College Students,College Mathematics,Tests,Evaluation Methods,Gender Differences,Factor Analysis,Scores,Quasiexperimental Design

Researchers have explored many pedagogical approaches in an effort to assist students in finding understanding and comfort in required statistics courses. This study investigates the impact of mnemonic aids used during tests on students' statistics course performance in particular. In addition, the present study explores several hypotheses that have been proposed to explain the potential benefit of using these aids during examinations. These include the student engagement hypothesis, the perception of control hypothesis, the dependency hypothesis, and a placebo effect hypothesis. The results indicate that student-generated testing aids are clearly superior to the other forms of in-test aids examined, however they were not superior to conditions where mnemonic aids are not allowed. Results are discussed in terms of their implications for the four hypotheses regarding the beneficial effects of mnemonic aids used during examinations.
The Accounting Capstone Problem
Author: Elrod, Henry
Date: 2012-02-00
Type: Journal Articles
Subjects: Accounting,Spreadsheets,Computer Assisted Instruction,Problem Solving,Assignments,Financial Audits,Masters Programs,Curriculum

Capstone courses in accounting programs bring students experiences integrating across the curriculum (University of Washington, 2005) and offer unique (Sanyal, 2003) and transformative experiences (Sill, Harward, &amp; Cooper, 2009). Students take many accounting courses without preparing complete sets of financial statements. Accountants not only must calculate amounts for financial statements, but need knowledge and skills to select principles and reporting methods, the judgment to apply them, and the ability to prepare financial statements, including disclosures. The use of technology in the accounting classroom improves learning (Talley, 2009). Albrecht and Sack (200) urged inclusion of technology instruction in the accounting curriculum. Employers need graduates with critical thinking skills, and proficiency with computers (AICPA, 2005). The ability to effectively leverage technology is among the core competencies in the CPA Vision Project (AICPA, 2010). This paper is about the use of Excel in a computer assisted, individually tailored, learning experience intended to provide students integrative experiences that otherwise would be missing from the accounting program, through an Excel randomization process to create a unique problem for each student, using Excel's=Rand () function. The capstone course includes this problem, an assignment intended to provide students with the integrative experiences through the preparation of financial statements.
Exploring U.S. Westward Expansion in the Elementary and Middle School Curriculum through Tall Tales
Author: Almerico, Gina M.
Date: 2012-07-00
Type: Journal Articles
Subjects: Tales,Teaching Methods,Elementary Schools,Middle Schools,United States History,History Instruction,Social Studies,Student Interests,Childrens Literature,Lesson Plans

Teaching social studies in the elementary and middle school curriculum is enhanced by incorporating quality children's and adolescent literature and strategies that bring the human element into play. American tall tales are a genre unique to the history of our nation and provide a glimpse into the way early settlers of the west envisioned heroism and adventure. Often textbooks written to teach social studies concepts are written in an expository style replete with facts and numbers for student to decipher and memorize. By expanding the study of the west to include tall tales teachers can ignite the flame of curiosity and exploration in the minds of their students.
Faculty Social Networking Interactions: Using Social Domain Theory to Assess Student Views
Author: Nemetz, Patricia L.
Date: 2012-07-00
Type: Journal Articles
Subjects: Social Media,Technology Uses in Education,Social Theories,Student Attitudes,Computer Mediated Communication,Telecommunications,Teacher Behavior,Responses,Factor Analysis,Privacy,Vignettes,Age Differences,Blended Learning,Undergraduate Students,Questionnaires,College Faculty,Likert Scales

As educators consider using social networking sites, like Facebook, for educational innovations, they must be aware of possible vulnerabilities associated with the blurring of social and professional boundaries. This research uses social domain theory to examine how students rate the appropriateness of various faculty postings, behaviors, and responses on Facebook when used for educational purposes. Results were consistent with expectations described by social domain theory. Principal Component Analysis found scenarios inter-correlated within three major components, with the extracted components showing face validity for conventional, personal choice, and moral domains. Students generally found faculty Facebook postings related to conventional issues more appropriate than postings related to personal choice and moral issues. The introduction of a privacy setting was also an important consideration for some scenarios. Older students and females were more likely to find some conventional postings and personal choice intrusions by faculty more inappropriate than younger students and males. Furthermore, students who disagreed that faculty should be more accessible on Facebook were more likely to find conventional and personal choice scenarios inappropriate, suggesting they would prefer a firm boundary between faculty use of Facebook and their own social use of Facebook.
Gender Differences in the Effectiveness of Google Forms in Class
Author: Kim, Dong-gook
Date: 2012-02-00
Type: Journal Articles
Subjects: Gender Differences,Audience Response Systems,Technology Uses in Education,Educational Technology,Grades (Scholastic),Scores,Calculus,Mathematics Tests,Statistical Analysis,Statistics,College Students,Business Administration Education

A classroom response system (CRS) involves the use of remote devices allowing all students in a class to respond to questions displayed on a projection screen. A CRS instantly collects, tallies, and shows students' answers to a question on a classroom projection screen--a similar system used in the TV show &quot;Who wants to be a millionaire&quot; to collect audience responses. In this paper, the author proposed a comparable technology--Google Forms--that can be used in a computer lab and then studied gender differences in the relationship between the use of Google Forms and performance changes. Performance was measured by both the letter grades distribution and raw exam scores. The initial results suggested that the use of Google Form did not make any difference in the performances measured by the letter grades distribution. However, when the raw exam scores were compared with a covariate of calculus grades, the results suggest that the use of Google Forms resulted in improved performance. Further, the performance improvement of male students was greater than that of female students. Discussions and areas for future research are also presented.
Using Group Projects to Assess the Learning of Sampling Distributions
Author: Neidigh, Robert O.
Date: 2012-10-00
Type: Journal Articles
Subjects: Group Activities,Student Projects,Sampling,Statistical Distributions,Introductory Courses,Business Administration Education,Statistics,Comparative Analysis,Computation,Student Evaluation

In an introductory business statistics course, student groups used sample data to compare a set of sample means to the theoretical sampling distribution. Each group was given a production measurement with a population mean and standard deviation. The groups were also provided an excel spreadsheet with 40 sample measurements per week for 52 weeks for their production measurement. The sample data was generated using the Random Number Generation Tool in the Data Analysis Add-In in Microsoft Excel. Each group is asked to calculate sample means for each week's sample data and then describe the set of sample means using statistical measurements and/or graphical methods. The groups are then asked to compare the set of sample means to the theoretical sampling distribution for their production measurement. These projects were assigned after sampling distributions were covered in class. Assessment results for these group projects over two years indicate there is considerable confusion about sampling distributions among the students. The assessment results and analysis of the submitted group projects are used to provide suggested changes to the timing and structure of the projects to enhance student learning.
The Coach-Team Approach: An Introductory Accounting Instructional Alternative
Author: Wood, Lynette I.
Date: 2012-07-00
Type: Journal Articles
Subjects: Accounting,Introductory Courses,Coaching (Performance),Team Teaching,Teaching Methods,Teacher Student Relationship,Student Motivation,Undergraduate Students,Urban Universities,Outcomes of Education,Student Attitudes,Student Evaluation of Teacher Performance,Satisfaction,Statistical Analysis,Likert Scales

Many students approach the introductory accounting course with a great deal of apprehension. For the most part, the course is populated by non-accounting majors who often perceive accounting to be extremely difficult and may view the instructor-student relationship as adversarial. As a result, such students may be inclined to express their frustration with the academic demands of the course when given the opportunity to evaluate their instructors. This paper introduces the coach-team approach, an instructional alternative which addresses the challenge of maintaining student satisfaction without compromising rigor when teaching introductory accounting courses. Essentially, the coach-team approach characterizes the learning environment in the context of a &quot;coach and team,&quot; instead of a &quot;teacher and students.&quot; This framing signals to students that the instructor is on their side and motivates them to follow the &quot;coach's&quot; training program.
Using Courthouse Portfolios to Establish Rapport and Motivate College Students
Author: Gentry, Ruben
Date: 2013-09-00
Type: Journal Articles
Subjects: Student Motivation,Teacher Student Relationship,Teacher Educators,Preservice Teachers,Courts,Counties,Portfolios (Background Materials),Teacher Education Programs,In State Students,Program Effectiveness

Motivation enhances student learning (Wang, 2012). One means for an instructor to stimulate students and get them actively involved is to establish good rapport with them (Cottringer &amp; Sloan, 2003). For this study, county courthouse portfolios were developed and used to build relationships and motivate college students. The strategy was applied at an urban institution that attracted a large number of its students from the resident state. The professor, over a three-year period, visited all county courthouses in the state and for each, developed a portfolio containing photos of the courthouse with him pictured therein, other photos, and descriptive and informative data about the facility. Back in the classroom the professor surveyed the students to determine their resident county and shared with them information contained in the portfolios. The students were also requested to provide other information about the county which could be added to the portfolio. A challenge was issued to the students, &quot;If the professor walked a mile in your shoes, would you join him and run a marathon to educate school children?&quot; The ultimate objective was to establish an authentic relationship with students and to motivate them to strive for excellence in the teacher preparation program. The study is supported by a review of the literature on elements essential in motivating college students to achieve and it informs the profession as to how different techniques may be helpful. Initial results showed that the courthouse-portfolio concept produced positive results in establishing rapport and motivating college students.
Improving Students' Critical Thinking, Creativity, and Communication Skills
Author: Geissler, Gary L.
Date: 2012-07-00
Type: Journal Articles
Subjects: Critical Thinking,Creativity,Communication Skills,Student Improvement,Skill Development,Teaching Methods,Course Evaluation,Instructional Effectiveness,Business Administration Education,Educational Strategies,Job Skills,Interpersonal Competence

Business professors continue to face the challenge of truly preparing their students for the workplace. College students often lack skills that are valued by employers, such as critical thinking, creativity, communication, conflict resolution, and teamwork skills. Traditional classroom methods, such as lectures, may fail to produce adequate student participation and skill development. More innovative methods, like client-based, classroom projects, are yielding more favorable results in these areas. To better prepare students for the business world, the authors have successfully adapted the Six Thinking Hats® system in several marketing courses. In essence, the authors have developed and utilize an interactive thinking and discussion game based on this system. Students learn to view ideas, problems, and case situations from many different perspectives. Not only does this technique help to develop the above-mentioned skills, but also it aids in ensuring more balanced discussions, greater empathy, and increased cooperation. An online survey was conducted among students who used this adaptation of the Six Thinking Hats® system in various courses. Key results indicate that respondents found the technique to be easy to use and interesting, as well as helpful in facilitating creative discussions, understanding other perspectives, and providing a specific focus when addressing a topic. After using this technique, most respondents felt that they would likely increase their future class participation.
The Use of Information and Communications Technology in Teaching and E-Learning in the Caribbean
Author: Masino, Monica
Date: 2013-09-00
Type: Journal Articles
Subjects: Electronic Learning,Technology Uses in Education,Educational Technology,Foreign Countries,Internet,Teleconferencing,Distance Education,Access to Education,Teacher Surveys,Teaching Methods,Technology Integration

As educational institutions and other training facilities search for more economical ways to deliver education and training, the Internet has become the main mode of choice for its reach is farther and wider than any major educational marketing initiative. The Internet is also an inexpensive tool that delivers access to education and training to persons previously thought impossible to reach. One could say that the Internet has widened access to education and other trainings to persons that were once excluded due to working hours, family obligations, and other external commitments (Masino, 1998). While the Internet has fulfilled its role of providing access to education and training to those persons once excluded for various reasons, there is a movement away from the previous modes used to deliver education and training at a distance. Teleconference, although, expensive, is used less in delivery of instruction while the move is more towards distance learning utilizing the Internet. The issue of access to education and training through the Internet should cause institutions to re-evaluate previous modes of distance learning delivery and either infuse or supplement those model platforms into current modes of distance learning channeled through the Internet (Masino, 1998). The purpose of this paper is to capture perceptions of the use of Information and Communications Technology (ICT) in teaching and e-learning at The University of the West Indies Open Campus.
Adding a Community University Educational Summit (CUES) to Enhance Service Learning in Management Education
Author: Levitt, Catherine
Date: 2010-06-00
Type: Journal Articles
Subjects: Service Learning,Administrator Education,Extracurricular Activities,Learning Activities,Teaching Methods,School Community Programs,Business Administration Education,Experiential Learning,Reflection,Content Analysis,Participant Satisfaction,College Students

For this study, one hundred and twenty student reflection papers (undergraduate and graduate) from a service learning extracurricular event titled, &quot;Community University Educational Summit&quot; (CUES) was analyzed. Over a two-year period, this event was held on one Saturday during the month of October at California State University San Bernardino's Palm Desert Campus. Reflection papers used for this study determined the value associated with adding extracurricular service learning education to required campus management courses. Results show that this service learning event increased five specific learning objectives for management students; (A) practical application of course concepts, (B) enhanced knowledge of course concepts, (C) commitment to support nonprofit organizations, (D) motivation to participate in volunteerism and, (E) the opportunity to participate in an internship.
Effectiveness of Inquiry Based and Teacher Directed Instruction in an Alabama Elementary School
Author: Taylor, Joanna
Date: 2012-07-00
Type: Journal Articles
Subjects: Elementary School Teachers,Inquiry,Teaching Methods,Grade 5,Science Instruction,Mathematics Instruction,Faculty Development,Statistical Analysis,Elementary School Students,Achievement Tests,Standardized Tests,Gender Differences,Scores,Student Characteristics,Racial Differences,Poverty,Comparative Analysis,Factor Analysis

This research analyzed the teacher-directed instruction against the effectiveness of inquiry-based instruction at a subject school in Alabama for 5th grade science and mathematics. The Alabama school changed the science and mathematics curriculum for a period of 3 years and in the process became an Alabama Math, Science and Technology (AMSTI) school. During the process there was extensive professional development for the teachers and their efforts to apply inquiry-based instruction for the science and mathematics subjects. A statistical analysis was done to determine the impact on student advancement. It was seen that there was a significant improvement for many student subgroups when the method of instruction followed inquiry-based techniques.
Differences in Middle School Science Achievement by School District Size
Author: Mann, Matthew James
Date: 2013-09-00
Type: Journal Articles
Subjects: Middle School Students,Science Achievement,School District Size,Statistical Analysis,Standardized Tests,Grade 8,Comparative Analysis,Scores,Science Instruction,Databases,Web Sites,Student Records,Correlation

This study examined differences in Texas middle school student achievement in science by school district enrollment size. Quantitative research utilized analysis of variance to determine whether significant differences existed between student achievement on the 2010 Texas Assessment of Knowledge and Skills 8th grade science results and four school district enrollment size groups. A significant difference was found between means of small district science scores and medium, large, and mega district science scores.
Utilization of Social Media in Marketing Classes
Author: Allen, Charlotte
Date: 2013-09-00
Type: Journal Articles
Subjects: Teaching Methods,Marketing,Social Media,Technology Uses in Education,Telecommunications,Handheld Devices,College Students,Electronic Publishing,Diaries,Games,Social Networks

The goal of this paper is to highlight how instructors may integrate the different social media into various marketing classes. The paper will address the major social networks, and then follow with discussions of microblogging, media sites, and social gaming. Given that there is a great deal of research highlighting the effectiveness of utilizing social media in academic classes, this paper focuses on providing practical guidance as to how social media could be integrated into the classroom, homework, and project experience.