ethanporcaro/eric-fulltext-meta huggingface dataset:
The Clery Act: Student Awareness and Perceptions of Effectiveness at a Public University and a Private College in East Tennessee
Author: Jee, Jeffrey Mark
Date: 2017-00-00
Type: Journal Articles
Subjects: Public Colleges,Private Colleges,School Safety,Federal Legislation,Student Attitudes,Crime,Fire Protection,College Choice,Emergency Programs,Access to Information,Disclosure,School Security,College Students,Student Surveys,Statistical Analysis

The U.S. Congress has recognized that safety is essential on our college and university campuses. Incidents such as the Virginia Tech massacre and the death of Jeanne Clery have emphasized the need for legislation that assists students in selecting a safe college and improves their safety by reducing the incidence of crimes and fires. The Clery Act is a federal law that requires colleges and universities to provide annual information on the number and type of crimes on campus as well as the number and cause of fires occurring in the residence halls. The purpose of this study was to determine the perceived effectiveness of the Clery Act by students at two higher educational institutions in East Tennessee. This study determined that students are not aware of the Clery Act as it relates to the crime and fire statistics to a significant extent. However, students are aware of the Clery Act as it relates to the issuance of safety notices, emergency notifications, or timely warnings by their institution. Students do not tend to use the Clery Act crime and fire statistics in their decisions as to what college to attend, indicating the limited effectiveness of the Clery Act. Lack of use of the Clery Act crime and fire statistics may be related to a lack of awareness of their existence. Students perceive to a significant extent that the reporting of the Clery Act crime and fire statistics as well as the use of safety notices, emergency notifications, or timely warnings, improved their safety and security while on campus. The Clery Act mandated use of safety notices, emergency notifications, or timely warnings issued by the institution results in students changing their behavior to protect themselves and their property. Students perceive that the reporting of crime and fire statistics as well as the use of safety notices, emergency notifications, or timely warnings, has reduced crime and fires on campus. [Note: The citation on the PDF (v12 n2 Fall 2016) is incorrect. The article was published in v13 n2 Fall 2017.]
Global Perspective and the Implications for School Leadership
Author: Zhang, Gaoming
Date: 2017-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Feedback (Response),Learning Experience,Principals,Administrator Education,Course Content,Teaching Methods,Global Approach,Student Evaluation,Masters Programs,Business Administration Education,Program Descriptions,Interdisciplinary Approach,School Administration

Understanding and implementing a global perspective of business and education is a requisite skill for 21st Century educational leaders. Among principal preparation programs within the United States, there has been limited evidence of embedding the thread of global literacy or aligning curriculum with global-local skills. The purpose of this paper is to address this challenge by sharing an innovative approach that was designed and delivered in the MBA in Education Leadership program at the University of Indianapolis. This interdisciplinary initiative highlighted a thread of global perspective and aligned the thread with course content. In addition to a discussion of how instructors used various teaching methods (including lecture, discussion, hands-on activities) to promote understanding of global literacy and the assessment of student learning, this paper describes candidates' feedback regarding their positive learning experiences.
Impact of an Institutional Merger on Four Internal Stakeholder Groups of a College of Business?
Author: Williams, Henry
Date: 2017-00-00
Type: Journal Articles
Subjects: Organizational Change,State Universities,Business Schools,Stakeholders,Administrator Surveys,Teacher Surveys,Student Surveys,College Students,College Faculty,Expectation,Program Implementation,Teacher Attitudes,Student Attitudes,Administrator Attitudes,Hypothesis Testing

This paper compares the pre- and post-impact of a merger of two regional campuses in a statewide university system on its students, faculty, administrative, and professional support staff. Specifically, it looks at stakeholder impacts of the merger of the two Colleges of Business on these regional campuses into one entity. The second year of a two-year study has been completed and the paper compares the results of the pre- and post-merger impact survey. The two surveys are a survey of attitudes and issues regarding the merger. Surveys were designed specifically for the four stakeholder groups with questions uniquely relevant to that stakeholder group. The results in this paper illustrate the evolution of the stakeholder groups toward the merger and the pre- and post-merger responses are evaluated.
Comparison of the Views of School Administrators and Teachers Regarding Mathematics Lessons and Exams
Author: Özreçberoglu, Nurdan
Date: 2017-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Administrator Attitudes,Teacher Attitudes,Mathematics Instruction,Mathematics Tests,Qualitative Research,Interviews,Secondary School Mathematics,Secondary School Teachers,School Administration,High Schools,Foreign Countries,Grade 9,Teacher Surveys,Phenomenology,Content Analysis

Exams are a part of an important system which shows teachers and students the level of how much the topics have been covered. However, the level of suitability of using the same assessment tool for every subject is quite important when preparing these exams. Therefore, the importance of mathematics examinations has been addressed in this study. In this context, the difficulties encountered by teachers while preparing mathematics examinations and the issues regarding this were intended to be identified. A qualitative research method has been used in the research. The data has been collected by the interviews conducted with the school administrators and by the interview forms filled in by teachers. In consequence, it has been revealed that the schools and teachers have not been inspected for years and the basic deficiencies due to the primary education lead to problems in the mathematics exams performed associated with the secondary education with the arrangement of the regulation on passing exams every year.
Teachers&apos; Lived Experiences about Teaching-Learning Process in Multi-Grade Classes
Author: Mortazavizadeh, Seyyed Heshmatollah
Date: 2017-00-00
Type: Journal Articles
Subjects: Mixed Age Grouping,Cross Age Teaching,Teaching Experience,Qualitative Research,Phenomenology,Interviews,Teacher Attitudes,Foreign Countries,Teaching Methods,Grouping (Instructional Purposes),Learning Activities,Peer Teaching,Educational Resources,Gender Differences,Semi Structured Interviews,Individualized Instruction,Questioning Techniques,Group Discussion,Brainstorming,Instructional Materials

This study seeks to recognize teachers' lived experiences about teaching-learning process in multi-grade classes. The approach of the study is qualitative under the rubric of phenomenological studies. The statistical population consisted of the teachers of multi-grade classes in a non-prosperous province and a prosperous one. 14 teachers were selected using criterion sampling technique for an interview. The interviews were recorded and transcribed with the interviewees' permission; and they were analyzed using Creswell data analysis. In order to evaluate the validity of the questions, the viewpoints of experts in the field of educational sciences as well as some teachers experienced in multi-grade classes were taken into account. The reliability was approved through examination by the participants and asking from counterparts. The results showed that teachers of multi-grade classes in both provinces had similar views on using teaching methods, determining learning activities and grouping methods. However, they did not have the same views on determining the type of learning materials and resources. The results show that in multi-grade classes various teaching methods such as peer teaching and integrated teaching, leading resources and materials such as the local community, nature, and discarded materials and objects, different grouping methods such as adjacent grouping, row grouping, and sex grouping, and finally various learning activities including self learning and peer learning are utilized. Multi-grade teachers in the two provinces have similar viewpoints regarding teaching methods, learning activities, and grouping methods, but are of different viewpoints on kinds of learning materials and resources.
Why Academics Choose to Publish in a Mega-Journal
Author: Shopovski, Jovan
Date: 2017-00-00
Type: Journal Articles
Subjects: Faculty Publishing,Periodicals,Scholarship,Decision Making,Open Source Technology,Teacher Surveys,Writing for Publication,Authors,Teacher Attitudes,Peer Evaluation,Discovery Processes,Referral,Foreign Countries

With their broad scope, high publishing volume, a peer review process based on the scientific soundness of the content, and an open access model, mega journals have become an important part of scholarly publishing. The main aim of this paper is to determine the most important factor that influenced researchers' decisions to submit their academic work to these type of journal. To this end, an online survey has been disseminated from November 2016 to August 2017, targeting the corresponding authors of the European Scientific Journal, ESJ. Data from 413 corresponding authors was collected. The focus was mainly on how they discover the journal and what led them to submit a paper to the journal. However, questions concerning their satisfaction with the peer review procedure were also part of the survey. The results have shown that a recommendation of a colleague is not only the main channel through which authors found out about the journal, but is also the major reason they decided to submit their paper to a mega-journal. Furthermore, the quality of the editorial board of the journal, the strong portfolio of papers and the open access concept are also significant factors in encouraging submission to a mega-journal. A majority of the respondents are satisfied with the communication and peer review procedure of the mega-journal, which might encourage new submissions in the future.
Modeling MOOC Student Behavior with Two-Layer Hidden Markov Models
Author: Geigle, Chase
Date: 2017-00-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Student Behavior,Markov Processes,Models,Probability,Humanities Instruction,Computer Science Education

Massive open online courses (MOOCs) provide educators with an abundance of data describing how students interact with the platform, but this data is highly underutilized today. This is in part due to the lack of sophisticated tools to provide interpretable and actionable summaries of huge amounts of MOOC activity present in log data. To address this problem, we propose a student behavior representation method alongside a method for automatically discovering those student behavior patterns by leveraging the click log data that can be obtained from the MOOC platform itself. Specifically, we propose the use of a two-layer hidden Markov model (2L-HMM) to extract our desired behavior representation, and show that patterns extracted by such a 2L-HMM are interpretable and meaningful. We demonstrate that the proposed 2L-HMM can also be used to extract latent features from student behavioral data that correlate with educational outcomes.
Attack on Academic Dishonesty: What &quot;Lies&quot; Ahead?
Author: Marshall, Leisa L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Ethics,Cheating,Higher Education,College Students,Student Characteristics,Motivation,College Environment,Prevention,Discipline,Identification

The purpose of this study is to apply corporate fraud fighting methods to develop a framework for fighting academic dishonesty in higher education. The evidence in the literature overwhelmingly supports the existence of academic dishonesty in higher education, with increases in admitted cheating over the past several decades and as many as 80 percent admitting to cheating (Auger 2013) and less than five percent of the students indicating that they got caught cheating (Diekhoff et al. 1996). Drawing from specific findings in the literature and positioned from the four fraud fighting methods (prevention, detection, investigation, and follow-up), an academic integrity framework is proposed.
Assessing the Effectiveness of Learning Opportunities: Improving Course Availability through Demand Balancing
Author: Rizvi, Syed A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Time to Degree,Courses,Course Selection (Students),Supply and Demand,Marketing,Incentives,Models,Access to Education,Enrollment,Cost Effectiveness,Tuition,College Students

Four-year graduation rates have become a key performance measure for the institutions of higher education. However, with less than 30% of the first-time freshmen being able to graduate in four years from a four-year program suggests an investigation of the factors that affect a timely progress of students through their course of study. Many would argue that the poor college preparation of our high school students is to blame for low graduation rates at the institutions of higher education, a situation, which is really not in the control of these institutions. We propose that course availability can play a significant role in the timely progress of students through their course of study. This element is well under institutional control. Course availability can be affected by the pockets of varying demands of courses/classes, which exist naturally at most institutions due to scheduling constraints and the preferences of different segments of student body. Improving course availability would accelerate students' progress in their course of study, and therefore, would help improving graduation rates. In this research, we examine the course availability to students from an institutional effectiveness perspective. We propose to improve course availability through demand balancing in which the demand is strategically shifted from the high-demand segments to low-demand segments through financial incentives. Our model is based on cost minimization and, therefore, we do not propose imposing a tuition premium on high demand segments. Instead, we propose targeted outreach (marketing) with financial incentives to strategically shift demand from high demand to low demand segments. We also identify key segments of student body for highly target outreach (marketing) for maximizing the effectiveness of the proposed model. A bibliography is included.
Sexual Assaults on College Campuses
Author: Kerner, Laura Lynn
Date: 2017-00-00
Type: Journal Articles
Subjects: Rape,Sexual Abuse,Crime,Victims,Females,Psychological Patterns,Laws,Risk,Disclosure,School Security,School Safety,Colleges,Federal Legislation,Drinking,Dormitories,Sororities,Time,Posttraumatic Stress Disorder,Mental Disorders,Substance Abuse,Prevention,Required Courses,College Students

Recent sexual assault scandals have brought public attention to the fact that there is a need for colleges to aggressively address the issues surrounding sexual assaults on their campuses. Studies indicate that one in four women are being sexually assaulted each year, but few women report this. Women suffer major psychological issues when assaulted. Federal laws and college prevention programs seem to have little effect on the occurrence of sexual assaults. Features common to most sexual assaults can be identified. This paper provides information from pertinent statistical studies, the laws addressing sexual assaults, the commonalities within occurrences, and the lack of transparency in reporting crime data. Prevention programs exist but show limited success, and this paper proposes a comprehensive prevention program for college campuses.
Closing the Loop: Automated Data-Driven Cognitive Model Discoveries Lead to Improved Instruction and Learning Gains
Author: Liu, Ran
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Data Collection,Data Analysis,Program Evaluation,Cognitive Processes,Problem Solving,Models,Intelligent Tutoring Systems,Geometry,Teaching Methods,Factor Analysis,Grade 10,Instructional Design,Mathematics Instruction,High School Students,Randomized Controlled Trials,Pretests Posttests,Statistical Analysis,Scores

As the use of educational technology becomes more ubiquitous, an enormous amount of learning process data is being produced. Educational data mining seeks to analyze and model these data, with the ultimate goal of improving learning outcomes. The most firmly grounded and rigorous evaluation of an educational data mining discovery is whether it yields better student learning when applied. Such an evaluation has been referred to as &quot;closing the loop,&quot; as it completes the cycle of system design, deployment, data analysis, and discovery leading back to design. Here, we present an instance of closing the loop on an automated cognitive modeling improvement discovered by Learning Factors Analysis (Cen, Koedinger, &amp; Junker, 2006). We discuss our findings from a process in which we interpret the automated improvements yielded by the best-fitting cognitive model, validate the interpretation on novel data, use it to make changes to classroom-deployed educational technology, and show that the changes lead to significant learning gains relative to a control condition.
RiPLE: Recommendation in Peer-Learning Environments Based on Knowledge Gaps and Interests
Author: Khosravi, Hassan
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,College Students,Educational Technology,Technology Uses in Education,Student Interests,Individualized Instruction,Multiple Choice Tests,Questioning Techniques,Peer Influence,Matrices,Web Sites,Test Construction,Programming,Foreign Countries,Prediction

Various forms of Peer-Learning Environments are increasingly being used in post-secondary education, often to help build repositories of student generated learning objects. However, large classes can result in an extensive repository, which can make it more challenging for students to search for suitable objects that both reflect their interests and address their knowledge gaps. Recommender Systems for Technology Enhanced Learning (RecSysTEL) offer a potential solution to this problem by providing sophisticated filtering techniques to help students to find the resources that they need in a timely manner. Here, a new RecSysTEL for Recommendation in Peer-Learning Environments (RiPLE) is presented. The approach uses a collaborative filtering algorithm based upon matrix factorization to create personalized recommendations for individual students that address their interests and their current knowledge gaps. The approach is validated using both synthetic and real data sets. The results are promising, indicating RiPLE is able to provide sensible personalized recommendations for both regular and cold-start users under reasonable assumptions about parameters and user behavior.
Organization of Contents in Intended Junior Secondary Science Curriculum of Bangladesh: An Explorative Study
Author: Bain, Kalyani
Date: 2017-06-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Science,Science Curriculum,Science Instruction,Course Content,Documentation,Content Analysis,Qualitative Research,Textbook Content,Sequential Learning,Interdisciplinary Approach,Curriculum Development

This study explored the organization of contents in the junior secondary science curriculum of Bangladesh. The research questions of this study focus on how science content is sequenced and integrated in the intended curriculum. Document analysis within a qualitative approach has been followed to conduct this study. Both junior secondary science curriculum and textbooks have been analyzed to address the research questions. This study finds that the current science curriculum at the junior secondary level is not well-organized in terms of sequencing and integration. No principle of sequencing content is followed in most cases. It is noted that in the case of intergrades vertical sequencing, &quot;spiral sequencing&quot; is partially followed in a few cases. This study also finds that the current science curriculum does not integrate the content adequately. Intradisciplinary integration, i.e. integrating different subdisciplines of science, has been tried but the level of integration is not adequate rather it is very low. This study recommends that curriculum developers make efforts to make the content better organized in both curriculum and textbooks by following the principles of sequencing and integration.
Promoting Reflexive Thinking and Adaptive Expertise through Video Capturing to Challenge Postgraduate Primary Student Teachers to Think, Know, Feel, and Act Like a Teacher
Author: Sexton, Steven S.
Date: 2017-06-00
Type: Journal Articles
Subjects: Expertise,Video Technology,Professional Identity,Preservice Teachers,Preservice Teacher Education,Elementary School Curriculum,Communities of Practice,Protocol Materials,Protocol Analysis,Teaching Methods,Student Teaching,Professional Development,Capacity Building,Foreign Countries

This article reports on a study of how a 1-year, course-taught, master's level initial teacher education (ITE) program challenged primary student teachers (n = 4) in developing their sense of self-as-teacher. This study examined how the program's incorporation of video capturing technology impacted on these student teachers' development of reflexivity and adaptive expertise. Student teachers self-selected a community of practice to include two experienced teachers acting as facilitators. Using a secure video capturing system, student teachers collected samples of teaching practice. Then, through student teacher led discussions, they and their community of practice examined how they were developing as teachers. Results indicate how video capturing provided the experiences necessary for these student teachers to reflect on teaching practice and learn how to think, know, feel, and act like a teacher. Implications of this research highlight the benefits of student teachers actually seeing their own teaching practice, and then, using these examples of teaching as evidence of how they were becoming reflexive and adaptive teachers.