ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Admission Grades and Student Performance: The Malaysian Medical School Experience
Author: Abidin, Basir
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Prior Learning,Medical Schools,Admission Criteria,Competition,Cohort Analysis,Correlation,Grade Point Average,Low Achievement,High Achievement,Medical Students,Exit Examinations,Statistical Analysis,Prerequisites,Predictive Validity,High School Graduates

Prior academic achievement is often considered the best predictor and therefore the preadmission criteria for highly competitive medical schools. Most studies that advocate this viewpoint analyzed cohorts based on results of a central examination taken by students who come from various pre-university setups and backgrounds. Far less is known about students who come from a common setup, sit for common assessments, and the effect on their achievement in medical schools. This study sets out to investigate the correlation and association of preadmission grades and various summative results during preclinical year medical program. The association of the whole group is investigated. The association of subgroups (low, intermediate, and high achievers) to preclinical achievement was also investigated to get insight about the consistency. As a group, the pre-university performance (especially in natural sciences) has moderate to high correlations to various results in preclinical phase. As subgroups: low achievers are less consistent and predictable; high achievers are best correlated to various results of preclinical phase; while intermediate achievers are in between. The cumulative grade point and performance in natural sciences in a common pre-university program can serve not only as a predictor of performance, but also as an indicator for consistency of performance in preclinical phase of medical programs. This information may be of use to medical school admission and selection committees.
Student Perceptions of Peer Credibility Based on Email Addresses
Author: Livermore, Jeffrey A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Attitudes,Two Year College Students,Student Surveys,Electronic Mail,Peer Relationship,Credibility,Identification,Influences

The purpose of this study was to evaluate students' perceptions of their peer's credibility based on email addresses. The survey was conducted at a community college in Michigan where all students were registered and actively taking at least one course. The survey results show that a student's selection of an email address does influence other students' perception of their credibility. An email address that consists of a nickname reduces the student's perception of peer credibility.
Extended Candidature and Non-Completion of a Ph.D. at Makerere University, Uganda
Author: Wamala, Robert
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attrition,Doctoral Programs,Cohort Analysis,Time to Degree,Doctoral Dissertations,Theses,Withdrawal (Education),Data Analysis,Graduation Rate,Maximum Likelihood Statistics,Regression (Statistics),Enrollment Rate,Academic Persistence

Although student persistence in graduate programs is widely regarded as an important topic in the literature of higher education, many such works focus on the completion of studies. This paper examines the dynamics of attrition resulting in either delayed or non-completion of doctoral studies. Administrative data of 294 Ph.D. students at Makerere University in the 2000 to 2005 enrollment cohorts were analyzed. The total elapsed time from first enrollment to submission of a final dissertation or thesis copy was taken as a measure of completion time. A multinomial logistic was applied for assessing the likelihood of completion and extended candidature, rather than withdrawal, five years after initial enrollment in doctoral studies. In the results, the estimates rates of extended candidature (48.6%) and withdrawal (36.4%) indicate a low timely completion rate of doctoral students at Makerere. The observed associations, modeled by a range of candidate, candidature, and institutional variables, including discipline area, suggest the need for establishing measures to promote progress in doctoral studies at early stages of commencement as well as throughout the course of candidature.
An Investigation of Online Homework: Required or Not Required?
Author: Wooten, Tommy
Date: 2013-00-00
Type: Journal Articles
Subjects: Investigations,Homework,Accounting,Intermode Differences,Electronic Learning,Conventional Instruction,Assignments,Grade Point Average,Individual Differences,Student Attitudes,Low Achievement,High Achievement,Student Surveys,Regression (Statistics),Predictor Variables,Cohort Analysis

In our research we investigate the use of online homework in principles of accounting classes where some classes required online homework while other classes did not. Users of online homework, compared to nonusers, had a higher grade point average and earned a higher grade in class. On average, both required and not-required users rated the online homework experience positively. Additionally, low-performing students appear to get more benefit than high-performing students from using online homework. Because of individual differences, no one study tool will be best for all students or in all situations. However, we conclude that use of online homework is an effective way to motivate students and may be particularly beneficial for less motivated or poorer performing students.
The Philosophical Foundation of the Lecture Method of Instruction and the Case Method of Instruction: Implications for Examinations
Author: Ardalan, Kavous
Date: 2013-00-00
Type: Journal Articles
Subjects: Lecture Method,Case Method (Teaching Technique),Foundations of Education,World Views,Comparative Analysis,Testing,Grading

Any adequate comparison between the lecture method of instruction and the case method of instruction necessarily requires a comparison of their underlying philosophical foundation and methodology. This is based on the premise that foundational philosophies or world views underlie educational philosophies, and each educational philosophy favors a certain instructional methodology, which in turn implies a certain way or method of instruction. More specifically, this paper discusses how each philosophical foundation implies a certain type of examination.
Improving College and Career Readiness through Challenge-Based Learning
Author: Shuptrine, Carl
Date: 2013-00-00
Type: Journal Articles
Subjects: High School Students,Career Readiness,College Readiness,Vocational Education,School Community Relationship,Partnerships in Education,Problem Solving,Critical Thinking,Active Learning,Student Projects,Video Technology,Educational Technology

High school students in an Advanced Video class addressed the challenge of increasing community awareness. Students followed a challenge-based learning model developing guiding questions and activities to determine solutions for implementation. Literature supported the use of project-based learning that fostered partnerships outside of the classroom to develop 21st century skills. Students utilized multiple technologies to collaborate, plan, and produce advertising in a variety of mediums. During Phase 2, each team created videos documenting their entire process. Videos were presented to a group of random students and faculty members for critical review. Data were collected through pre and post surveys, observations, and student interviews. Data showed students found the process difficult but beneficial to developing 21st century skills.
Aboriginal Post-Interns' Views of Their Rural Teaching-Practicum
Author: Gerard, Jessi
Date: 2013-00-00
Type: Journal Articles
Subjects: Practicums,Indigenous Populations,Internship Programs,Student Teaching,Learning Experience,Canada Natives,Barriers,Change Strategies,Graduate Surveys,Rural Schools,Educational Experience,Teacher Education Programs,Student Teacher Attitudes,Preservice Teacher Education,Participant Satisfaction,Foreign Countries

In this article, two indigenous post-interns, who completed their 16-week extended-teaching practicum sessions in rural schools in one Western Canadian province, assess their school-based internship experiences. They summarize their perspectives in three areas: 1) the elements they perceived as positive during the internship, 2) the challenging aspects they encountered during the four-month period, and 3) advice or suggestions for enhancing future practicum programs that they offer to practicum stakeholders. These views of the two-post-interns are compared to the findings from earlier research that similarly examined previous post-interns' evaluations of their rural extended-practicum experiences in that region. Similarities and differences between the two sets of findings are discussed and implications are drawn for enhancing rural-based teaching practicums for neophyte teachers.
Technology in the Classroom versus Sustainability
Author: Knott, Cynthia L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Technology Integration,Technology Uses in Education,Sustainability,Teacher Attitudes,College Faculty,Surveys,Correlation,Intellectual Disciplines,Business Administration Education,Allied Health Occupations,Art Education,Science Education,Library Education,Computers,Handheld Devices,Telecommunications,Influences,Questionnaires

The use of technology in universities and colleges is an issue of interest and speculation. One issue related to technology use in the classroom is sustainability of resources that support the technology. This paper explores faculty perceptions about technology use and sustainability in an east coast university. This university has initiated a new program that has been charged with the objective of creating and maintaining a sustainability program. The program is still being developed, but a few of the key goals are to look at recycling campus-wide, printing costs in the computer labs and library, and exploring what the faculty perceptions are about using technology in the classroom. This paper focuses on the last goal; and in order to explore this objective, a survey was administered to the Schools of Business, Health Professions, Arts &amp; Sciences and the Library. The research question addressed in this paper is the relationship between the use of technology in the classroom and the course discipline of the faculty teaching the class. The faculty participants in the survey included four of its academic schools - Business, Health Professions, Arts &amp; Sciences, and the Library. Consequently, there are four different faculty affiliations based on their school. The research questions related to school assignments presented in this paper: (1) Are there significant differences in the use of technology based on the school in which the faculty member is associated? (2) Do technology-driven programs in the schools of business and library science tend to perceive the use of technology in the classroom differently than other schools? (3) Are differences in the school of affiliation reflected in faculty views of importance of technology to the learning process? (4) Are differences in the school of affiliation reflected in faculty perceptions in the use of technology devices, including the desktop computers, iPad/Tablets, Laptops, Smartphones, or E-Readers? (5) Do faculty affiliations with schools impact their view of the importance moving toward the use of electronic documents? (6) Do faculty affiliations impact whether technology devices are viewed as distractions? and (7) Are sustainability enthusiasts also technology enthusiasts?
Higher Education: How Freshmen and First-Year Journalism and Mass Communication Students at HBCUs and PWUs Used the Internet in Their Decision
Author: Crawford, Jerry, II
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Journalism,Journalism Education,Mass Media,College Freshmen,College Seniors,Black Colleges,College Choice,Information Sources,Mass Media Use,User Needs (Information),User Satisfaction (Information),Profiles,Internet,College Applicants,Web Sites,Usability,Student Financial Aid,Scholarship,Student Surveys,Access to Information

This study set out to explore how the Internet was used by Journalism and Mass Communications Program students at Historically Black Colleges and Universities and Predominately White Universities in their college choice and if these institutions were able to provide the information the respondents were looking for in their search. The study found students that attend Historically Black Colleges and Universities still report the availability of financial aid and other funding as a major reason they make their college choice. The study also found Journalism and Mass Communications units as a whole may not be providing this information to students that are using the Internet to research their future college opportunities.
The Cost of More Accessible Higher Education: What Is the Monetary Value of the Various Academic Degrees? A Case Study
Author: Davidovitch, Nitza
Date: 2013-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Academic Degrees,Case Studies,Income,Bachelors Degrees,College Graduates,Employment Level,Salaries,Longitudinal Studies,Intellectual Disciplines,Gender Differences,Foreign Countries,Labor Market,Databases,Student Records

One of the main reasons for acquiring a Bachelor's Degree is the perception of higher education as a means of improving graduates' financial status. In light of the increased accessibility of higher education, a growing number of students hope to use their studies as a financial springboard. In the current study we sought to examine this perception and to check whether and to what degree baccalaureate degrees indeed improve graduates' financial situation. In cooperation with Israel's Central Bureau of Statistics we gathered data on 6,091 graduates who completed their studies at the Ariel University Center during 2000-2008. Data analysis included exploring graduates' rate of employment and monthly salary from the day they began their academic studies until eight years later. We divided and distinguished between graduates by discipline and gender. The findings show that graduates earn almost three times the national average salary (and five times the median salary) and indicate employment rates of nearly 100%. Analysis of findings by discipline indicates that the most profitable fields are computer sciences and mathematics, engineering, and architecture. Salaries in the natural and social sciences and in the humanities are significantly lower both compared to the former fields and to the national average salary, at least for this eight year span. Analysis of the data by sex showed that the rate of employment among men is 12% higher than among women and that there is a disparity in employment within each discipline as well. Research conclusions show that academic degrees per se are not a guarantee of financial or occupational security. Employees with degrees in the social sciences and the humanities may find that their pay is no higher than those with no degree. One of the implications of this issue, already evident at this stage is that students are attempting to attain higher degrees in the hope of improving their financial status. The equation of a higher education with a higher income seems to involve other components as well, such as graduates' field of study, seniority on the job, and field of occupation.
Barriers to Online Postsecondary Education Crumble: Enrollment in Traditional Face-to-Face Courses Declines as Enrollment in Online Courses Increases
Author: Gray, Dahli
Date: 2013-00-00
Type: Journal Articles
Subjects: Barriers,Postsecondary Education,Online Courses,Enrollment Trends,Conventional Instruction,Educational Technology,Technology Uses in Education,College Students,Large Group Instruction,Virtual Universities

Contrary to expectations, total postsecondary enrollment in the United States (US) declined in Fall 2011. In fact, it continues to decline while online enrollment continues to increase. Students can more easily cross geographic boundaries as online access causes barriers to postsecondary education to crumble, and more than 50% of the demand for online learning is currently met by non-US providers. Therefore, a major opportunity exists for US educational institutions to grow enrollment by effectively meeting demand for online postsecondary learners globally.
Clothing and the Affects on a Teacher's Image: How Students View Them
Author: Mosca, Joseph B.
Date: 2013-00-00
Type: Journal Articles
Subjects: Clothing,Student Attitudes,Teacher Student Relationship,Teacher Characteristics,Teacher Competencies,Socialization,Trust (Psychology),Self Esteem,Hypothesis Testing,College Students,College Faculty,Student Surveys

Clothing is an essential element of our daily lives that is basically an expression of who we are. People shop to buy clothing for a variety of reasons, such as enjoyment and socialization. It is fundamental that participating in social activities and life satisfaction are related to well-being. Our well-being is influenced by education, income, health, and how we see ourselves. Clothing is a means by which we see ourselves (Mee Joung and Miller, 2007). The purpose of this study is to try and determine what affect clothing has on students' comfort zone and whether instructors' clothing creates images of friendly, trustworthy, and approachable; it is not to measure the impact of instructors' attire on students' perceptions of teaching competence.
Exploration of Healthy Eating Education and Consumption of Various Foods of College Students in a Small Liberal Arts College
Author: Miller, Patricia Bederman
Date: 2013-00-00
Type: Journal Articles
Subjects: Small Colleges,Obesity,Eating Habits,Food,Liberal Arts,College Freshmen,Health Behavior

Overweight and obesity are major risk factors for a number of chronic diseases, including diabetes, cardiovascular diseases and cancer (World Health Organization, 2011; National Institutes of Health, 1998). Children with high BMI often become obese adults (Serdula, Ivery, Coates, Freedman, Williamson, &amp; Byers, 1993). According to the World Health Organization (2011), obesity is preventable. While it is well known that obesity can be prevented, it often is not. This article examines how healthy eating education has an impact on food choices of college students in a liberal arts college in Northeastern Pennsylvania. The researchers will discuss the implications for educators, administrators, and researchers. Findings, conclusions, and recommendations will be presented.
Using Action Learning and Critical Thinking Tools to Make Changes in Higher Education
Author: Smith, Janice Witt
Date: 2013-00-00
Type: Journal Articles
Subjects: Experiential Learning,Critical Thinking,Higher Education,Undergraduate Students,Undergraduate Study,Human Resources,College Faculty,Teacher Participation,Teacher Attitudes,Feedback (Response),Student Interests,Student Attitudes,Learner Engagement,Change Strategies,College Curriculum,Curriculum Development,Academic Advising,Faculty Advisers,Thinking Skills,Action Research,Case Studies,Intervention

As the reported institution increased admission requirements, added master's and doctoral programs, and revised its strategic thrust, greater emphasis was placed on assessing student learning outcomes and whether the &quot;treatment&quot; of education has had a measurable impact. Consistent with Smith and Clark (2010), we implemented an action learning approach and integrated critical thinking concepts in instructional delivery for an undergraduate human resource management (HR) capstone course and examined the process used to changing the general education curriculum and advising model through those same lenses. Keys to success in both arenas depend on faculty engagement and interest, willingness to be in a continuous improvement mode and their high level of involvement and trust in the goals and process. Additionally faculty's comfort with receiving and incorporating feedback from students in real-time, particularly if developmental feedback, without reacting punitively, is critical in maintaining student interest and involvement in the course laden with action-learning and critical-thinking activities. Student engagement, interest and willingness to be in a continuous improvement mode increase with faculty receptivity to feedback and accessibility for interaction outside of the classroom.
Publish or Perish: Evaluating and Promoting Scholarly Output
Author: Min, Low Hui
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Publish or Perish Issue,Qualitative Research,Statistical Analysis,Faculty Publishing

Scholarly output, particularly in the form of journal publication is a key indicator in various levels of university performance. It contributes to university ranking, faculty ranking and academicians' scholarship credentials. Therefore, scholarly output has become a standard measure used to determine intake, promotion and tenure renewal of academicians at the faculty and university levels. In this paper, the Dean's office of an education faculty in a Malaysia university collected and analyzed the faculty members' journal publication outputs in 2011 as a way to determine the directions to move forward. From an integrated quantitative and qualitative investigation, research supervision and group publication were identified as the major catalysts for research publications. The findings informed the importance of project development and training in these two areas.
Strategically Smart or Proficiency-Driven? An Investigation of Reading Strategy Use of EFL College Students in Relation to Language Proficiency
Author: Lai, Shu-Fen
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Tests,Language Proficiency,Foreign Countries,Reading Strategies,Reading Processes,College Students,Reading Difficulties,Vocabulary Skills,Reading Instruction,Questionnaires,Likert Scales,Student Attitudes

Reading strategy use has long been considered an important factor in the evaluation of effective second language (L2) reading. It is generally believed that proficient and less-proficient readers differ in their reading process and strategy use. The purpose of this study was to examine the reading strategy use of high- and low-proficiency level college students in Taiwan and the reading problems that might arise in their reading process. A General English Proficiency Test (GEPT) and a modified reading strategy questionnaire, based on Carrell (1989), were administered to 45 Taiwanese college students. The results show that language proficiency has a significant effect on strategy choice and use, and high achievers and low achievers are different in the quality and quantity of their reading strategy use. More proficient learners in the study were found to utilize more top-down and context-related strategies, while less-proficient learners tended to focus on bottom-up and lexical-related strategies. Also, limited vocabulary knowledge is the most important reader factor of Taiwanese college students' reading problems. The study concludes with a discussion of implications for L2 reading instruction and learning in the classroom setting.