ethanporcaro/eric-fulltext-meta huggingface dataset:
A Study of Pupil Control Ideology: A Person-Oriented Approach to Data Analysis
Author: Adwere-Boamah, Joseph
Date: 2010-10-00
Type: Journal Articles
Subjects: Ideology,Data Analysis,Urban Schools,Questionnaires,Models,Goodness of Fit,Likert Scales,Cluster Grouping,Teacher Attitudes,Beliefs,Attitude Measures,Teacher Student Relationship

Responses of urban school teachers to the Pupil Control Ideology questionnaire were studied using Latent Class Analysis. The results of the analysis suggest that the best fitting model to the data is a two-cluster solution. In particular, the pupil control ideology of the sample delineates into two clusters of teachers, those with humanistic and those custodial control ideology. Cluster one teachers are humanistic in orientation and consisted of a large majority, 76% of the teachers. A relatively small percentage (24%) of the teachers in cluster two are custodial in control ideology. The results of this study corroborate current conceptualizations of pupil control ideology.
Developing Sustainable Learning Communities through Blogging
Author: Custin, Richard
Date: 2010-10-00
Type: Journal Articles
Subjects: Communities of Practice,Sustainability,Electronic Publishing,Diaries,Constructivism (Learning),Questioning Techniques,Teaching Methods,Technology Uses in Education,Undergraduate Students,Computer Mediated Communication

Students have an uncanny ability to outpace faculty ability to master technology. Blogging, texting, flash video and other methods of electronic communication have supplanted more mundane methods of communication. In this paper, it is proposed that instituting a perpetual blog that encompasses a course taught by multiple faculty members will foster a sustainable community of learners with infinite possibilities of collaboration. A common blog effectively links multiple sections of a common course and will remain viable, useful and accessible long after an individual course has ended. Moreover, an effective blog can eliminate artificial barriers between different sections of the same course and provide a foundation for perpetual learning. Finally, the Socratic Method can be utilized as an effective teaching methodology in on-line blogging.
True/False Test: Enhancing Its Power through Writing
Author: Kwan, Felix B.
Date: 2010-10-00
Type: Journal Articles
Subjects: Objective Tests,Formative Evaluation,Test Construction,Student Evaluation,Educational Benefits,Writing (Composition),Learning Processes,Diagnostic Tests,Test Results,Economics,College Students,Responses,Abstract Reasoning

This paper discusses how modifying the true-or-false (T/F) test, by requiring written explanations, reveals major weaknesses and hazards of the simple (unexplained) T/F tests popular among teachers. But, more important, the modification transforms the test into a very efficient formative assessment tool. It opens a window that allows a teacher to track how students think as they analyze questions. Yes, it takes up more time--for the students as well as the teacher. But being able to follow students' thought processes, and identify where things might be going wrong, can be immensely illuminating! For both the students and the teacher. While the examples presented may be specific to economics, the basic ideas and conclusions raised here may apply to other fields of study as well.
Do Teacher Attitudes Impact Literacy Strategy Implementation in Content Area Classrooms?
Author: McCoss-Yergian, Tanya
Date: 2010-10-00
Type: Journal Articles
Subjects: Teacher Attitudes,Literacy,Content Area Reading,Beliefs,Reading Strategies,Interviews,Secondary School Teachers,Reading Instruction,Curriculum Implementation,Attitude Measures,Fidelity,Instructional Effectiveness,Qualitative Research,Statistical Analysis

The purpose of this study was to identify beliefs about content area literacy commonly held by teachers and to evaluate whether or not these collective professional convictions and suppositions affect disciplinary instructors' implementation of content area reading strategies in their classrooms. A mixed methodology was applied to gather both qualitative and quantitative data from a study sample of 39 middle and high school core and elective disciplinary teachers. A validated assessment scale was administered to identify professional beliefs held by study participants about reading instruction in content area classrooms. Individual interviews were also conducted to examine participants' professional practices related to implementation of reading strategy instruction in content area classrooms. The results of the study found that, in large numbers, secondary teachers do harbor attitudes, in five broad categories, toward content area reading instruction that are unfavorable and that implementation of strategies in their classrooms, lesson plans and curricula are negatively impacted by the paradigms held.
Using Clinical Teaching Assistants to Foster Student Engagement in Online Courses
Author: Gatlin, Kerry
Date: 2010-10-00
Type: Journal Articles
Subjects: Online Courses,Learner Engagement,Teaching Assistants,Business Administration Education,Educational Experience,Pilot Projects,Program Effectiveness,Masters Programs,Graduate Students,College Faculty,Teacher Surveys,Student Surveys,Best Practices

The rapid growth in delivery of online courses in business programs has resulted in concern among faculty that the educational experience in online courses will be less rich and that the courses will too closely mirror independent study experiences. The authors undertook a pilot project regarding the use of Clinical Teaching Assistants in large enrollment online courses as a strategy to improve the online course experience and to encourage student engagement. Clinical Teaching Assistants, unlike graduate assistants, hold masters degrees or higher and have substantial business experience. The Clinical Teaching Assistants were teamed with full-time faculty members assigned to the various large section courses. The project was conducted over an academic year and involved over three hundred students enrolled in six different courses. Results were extremely positive. The pilot initiative was deemed a solid success by the faculty members involved, by the clinical teaching assistants, and importantly by the students. In one surprising finding, students indicated that the large online sections provided for more engagement and better feedback than they experienced in smaller traditional face-to-face classes.
Online Teacher Education Programs: Social Connectedness and the Learning Experience
Author: Daves, David P.
Date: 2010-10-00
Type: Journal Articles
Subjects: Teacher Education Programs,Online Courses,Electronic Learning,Teaching Methods,Conventional Instruction,Comparative Analysis,Social Networks,Interpersonal Relationship,Research Universities,Questionnaires,Likert Scales,Learning Experience,Satisfaction,Statistical Significance,Undergraduate Students,Distance Education

The purpose of this study was to test for statistically significant differences between students in an online and traditional (face-to-face) teacher education programs with their perceptions of social connectedness and satisfaction with their learning experiences at a research-intensive institution located in the southern region of the United States. Data were collected from participants using an online questionnaire that measured students' perceptions in both program formats. The results of the study indicated that students in both program formats had similar perceptions of their social connectedness and satisfaction with their learning experiences.
Using Journals to Enhance Learning in Business Classes
Author: Hocking, Deborah E.
Date: 2010-10-00
Type: Journal Articles
Subjects: Journal Writing,Student Journals,Business Administration Education,Holistic Approach,Accounting,Teaching Methods,Student Attitudes,Reflection,Service Learning,Consciousness Raising,Qualitative Research,Focus Groups,Interviews,Questionnaires

This study investigates the process of using journals that incorporated holistic approaches (cognitive, affective, spiritual, multiple intelligences, and inclusive education) to infuse passion, engage students in deeper reflection, and foster higher level personal skills reflected in the American Institute of Certified Public Accountants' (AICPA) Core Competencies. The journal writing process was used in a managerial accounting class that incorporated a service-learning experience. The course is an introductory level cost accounting course required of all business students. The use of journal writing as a teaching tool in this study provides substantial evidence of the student meaning making process as they reflected individually in journals and in collaboration with others. The holistic approaches used in this classroom journal writing experience evoked feelings and imagination using symbols, film, quotations, and open-ended questions. Students developed the ability to listen more deeply to the multiple perspectives of the diverse population within their class and in the community. Students became more self-confident and formed deeper connections with others as they worked together in the classroom and community in a nurturing and open environment. As they reflected deeply in journals about their service-learning experience mission and their own identities, values, and relationships they solved problems more effectively, communicated better, and deepened their understanding of business, accounting, and diversity issues. This growth in learning was perceived by participants and observed by me from their journals, discussions, and group work.
Tailoring Professional Development to Improve Literacy Instruction in Urban Schools
Author: De La Garza, Tammy Oberg
Date: 2011-00-00
Type: Journal Articles
Subjects: Faculty Development,Literacy Education,Teaching Methods,Educational Improvement,Urban Schools,Elementary School Teachers,Barriers,Mexican Americans,Case Studies,Coaching (Performance),Standardized Tests,Reading Tests,Observation

To address the need for improving instructional practice in literacy, this paper examines whole school, teacher uptake of a professional development initiative over a four-year project. The study takes place in an urban, PK-6 school in a predominantly Mexican-American community. Measuring and analyzing teacher enactment of a professional development innovation during coaching sessions was the basis for making informed decisions about tailored professional development direction and support. Using an observation instrument to analyze teachers' appropriation levels can reveal teacher learning transitions that provide opportunities to address barriers of understanding development. This study emphasizes the role that individualized and differentiated professional development plays within a community of learners, impacting both in the direction and uptake of whole-school initiatives.
Transfer of Learning across Courses in an MBA Curriculum: A Managerial Finance Case Study
Author: Stretcher, Robert
Date: 2010-10-00
Type: Journal Articles
Subjects: Masters Programs,Business Administration Education,Finance Occupations,Graduate Students,Communication Skills,Management Development,Outcomes of Education,Transfer of Training,Oral Language,Written Language,Teamwork,Interdisciplinary Approach

Business degree programs typically include a variety of required courses targeting analytical skills, general knowledge, and communication competencies. Integration of these learning outcomes is crucial for students' effective professional activities, yet little is known about cross-disciplinary transfer of specific knowledge, skills, and attitudes (KSAs). This study examined the extent to which graduate students applied oral and written communication skills and strategies learned in a Managerial Communication course to assignments in a Managerial Finance course. Principles of organization were the most frequently applied communication strategies. Additionally, quality levels of the Finance course deliverables seemed relatively unaffected by students' prior Managerial Communication course experience.
Pedometers: A Strategy to Promote Increased Physical Activity among College Students
Author: Hackmann, Debra J.
Date: 2010-10-00
Type: Journal Articles
Subjects: Measurement Equipment,Physical Activity Level,Behavior Change,Life Style,Intervention,Student Motivation,Exercise,Pretests Posttests,Consciousness Raising,Two Year College Students,Student Surveys,Likert Scales

Inactive lifestyle behaviors are predominant in society, especially among the adult population. This study examined the issue of inactivity among college students. A pedometer was used as an intervention strategy, to increase awareness of, and motivate college students to achieve the minimum recommended amount of daily physical activity. A convenience sample of college participants (N = 49) wore a pedometer for a three week period to assess and identify current daily physical activity level, exclusive of structured exercise. Accumulated steps were examined to determine if college students met the minimum recommended amount of daily physical activity. A survey instrument examined perception and rational toward physical activity, personal estimation of activity level, and indicators of sedentary behavior or physical activity. Results show significant differences in steps from baseline to conclusion. Significant differences were detected in participant estimation of activity level and in the activity indicators from pre- to post-test. Pedometers increased awareness of physical activity among college students and would be a useful intervention strategy in the college and university setting.
Sales Course Design Using Experiential Learning Principles and Bloom's Taxonomy
Author: Healy, William J.
Date: 2011-09-00
Type: Journal Articles
Subjects: Sales Occupations,Salesmanship,Instructional Design,Experiential Learning,Taxonomy,Learning Theories,Learning Activities,Skill Development,Job Skills,Student Educational Objectives,Sequential Learning

Practitioner concerns and the changing educational marketplace are pressuring colleges to provide more skills based learning. Among the newer skill based areas of study that is greatly in demand is professional sales. In this paper, two courses in a successful professional sales program are examined through the lenses of experiential learning theory and Bloom's taxonomy of educational objectives. Experiential learning theory posits that cycles of experience and reflection can create greater levels of understanding and skills. Bloom's taxonomy provides a sequence of increasingly comprehensive and complex levels of learning. These two frameworks are conceptually combined to show how experiential learning cycles can incrementally move students to higher levels of learning. The exercises and activities in the professional sales courses support and illustrate this important concept and show how tangible, marketable skills can be developed in a classroom setting.
How Students Learn: Improving Teaching Techniques for Business Discipline Courses
Author: Cluskey, Bob
Date: 2011-09-00
Type: Journal Articles
Subjects: Business Administration Education,Instructional Improvement,Teaching Methods,Cognitive Psychology,Cognitive Processes,Learning Processes,Short Term Memory,Recall (Psychology),Lecture Method,Lifelong Learning

The focus of this paper is to familiarize business discipline faculty with cognitive psychology theories of how students learn together with teaching techniques to assist and improve student learning. Student learning can be defined as the outcome from the retrieval (free recall) of desired information. Student learning occurs in two processes. The first process is the transfer of information from short-term memory (STM) of sensory preceptors into long-term memory (LTM). The second process is the retrieval through free recall of that information. This manuscript identifies both the STM and LTM systems along with retrieval of information from LTM and identifies learning techniques used to enhance these processes. More importantly, this paper outlines various techniques to help instructors overcome the typical student attention span of 10 to 20 minutes, and therefore minimize the negative effect of in-class student attention span on learning.
Web-Based versus Classroom-Based Instruction: An Empirical Comparison of Student Performance
Author: Thrasher, Evelyn H.
Date: 2012-02-00
Type: Journal Articles
Subjects: Web Based Instruction,Conventional Instruction,Comparative Analysis,Intermode Differences,Hypothesis Testing,Undergraduate Students,Information Systems,Spreadsheets,Delivery Systems,Performance Based Assessment,Academic Achievement,Instructional Effectiveness

Higher education expenditures are being increasingly targeted toward distance learning, with a large portion focused specifically on web-based instruction (WBI). WBI and classroom-based instruction (CBI) tend to offer students diverse options for their education. Thus, it is imperative that colleges and universities have ample, accurate information to help determine the extent and nature of WBI offerings that best fit with the strategy and mission of the institution. In an effort to contribute to the body of knowledge on WBI, this study compares student performance between CBI and WBI, specifically with regard to the learning of procedural knowledge. The study hypothesizes that WBI will be more effective than CBI in this context and tests this hypothesis using t-tests to compare the means on ten spreadsheet projects. The results provide only minimal support for the hypothesis; yet, the results also indicate some interesting anomalies that warrant further discussion and research.
Technology Stalled: Exploring the New Digital Divide in One Urban School
Author: Watulak, Sarah Lohnes
Date: 2011-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Access to Computers,Urban Schools,Technology Integration,Teaching Methods,Literacy Education,Questionnaires,Qualitative Research,Observation,Elementary Schools,Middle Schools,African American Students,Comparative Analysis,Structured Interviews

A wide array of information and communication technologies (ICTs) are fundamentally changing the literacy lives of developing readers and writers (Coiro, 2007; Greenleaf &amp; Hinchman, 2009). Our exploratory study examined the current practices and challenges for 21st century literacies--defined broadly as the skills, cultural competencies, and experiences necessary for active participation in the 21st century--and asked the question, How is technology used for literacy learning in the classrooms of one urban K-8 school? Although computer and multimedia technologies were available for use by teachers and students in many spaces throughout the school, technology did not play a significant role in literacy learning. Implications for literacy instruction within the context of 21st century literacies are discussed.
Simulation Software's Effect on College Students Spreadsheet Project Scores
Author: Atkinson, J. Kirk
Date: 2011-09-00
Type: Journal Articles
Subjects: College Students,Spreadsheets,Accounting,Computer Software,Student Projects,Scores,Skill Development,Computer Simulation,Hypothesis Testing,Statistical Analysis,Comparative Analysis,Teaching Methods,Conventional Instruction

The purpose of this study is to explore the potential impact of support materials on student spreadsheet skill acquisition. Specifically, this study examines the use of an online spreadsheet simulation tool versus a printed book across two independent student groups. This study hypothesizes that the online spreadsheet simulation tool will have a greater positive impact on student performance than a printed book. Student performance was measured using scores on 10 individual spreadsheet projects and an overall average of these 10 scores. T-tests were used to determine significance since the project scores are independent and means were compared only across two groups. Significant differences were observed between the groups for two of the ten projects, but further research is needed to identify additional factors that may influence these findings.
Using Storytelling to Increase Interest and Recollection in Finance Concepts
Author: Bryant, Lonnie
Date: 2011-09-00
Type: Journal Articles
Subjects: Teaching Methods,Story Telling,Thinking Skills,Recall (Psychology),Instructional Effectiveness,Student Interests,Money Management,Hypothesis Testing,College Students,Multivariate Analysis,Lecture Method,Tests,Scores,Gender Differences,Business Administration Education,Multiple Regression Analysis

The use of storytelling allows lecturers to engage students in a dynamic and enthusiastic way while encouraging students to develop a higher order of thinking and recollection. Storytelling allows the lecturer to show their interest in the material and in the students. Lectures can utilize the art of storytelling to communicate expertise and transfer information. This paper empirically examines the effectiveness of storytelling as a means of increasing student intrigue and recollection. We find that students recall a statistically significant 6.5% more of the storytelling lecture than those students who were exposed to the text book lecture. These findings suggest that the use of storytelling, incorporating current relevant economic factors, increases student interest in the lecture and student recollection.
Virtual Enterprise: Transforming Entrepreneurship Education
Author: Borgese, Anthony
Date: 2011-09-00
Type: Journal Articles
Subjects: College Students,Entrepreneurship,Business Administration Education,Experiential Learning,Transformative Learning,Electronic Learning,Instructional Effectiveness,Simulation,Virtual Classrooms,Program Descriptions,Educational Benefits

Entrepreneurship education is ripe for utilizing experiential learning methods. Experiential methods are best learned when there is constant immersion into the subject matter. One such transformative learning methodology is Virtual Enterprise (VE). Virtual Enterprise is a multi-faceted, experiential learning methodology disseminated by the City University of New York. (CUNY) CUNY has administered VE methodology on a variety of student cohorts who have found VE methodology very effective and helpful for achieving their entrepreneurship education goals. Virtual Enterprise has its roots at Kingsborough Community College since 1998. CUNY administrators were so impressed with the results at Kingsborough that they created the Institute for Virtual Enterprise in May, 2002. The award winning methodology has been the subject of various research studies concerning its effectiveness on various student cohorts. This article is a brief synopsis of the evolution of VE, its multi-faceted approach to entrepreneurship education, and its effectiveness as a transformative, experiential methodology.