ethanporcaro/eric-fulltext-meta huggingface dataset:
A Non-Profit University and a For-Profit Consulting Company Partner to a Offer a New Master's Degree
Author: Whitney, Gary
Date: 2008-00-00
Type: Journal Articles
Subjects: Masters Degrees,Partnerships in Education,Consultants,Business Administration Education,Group Dynamics,Cooperative Programs,Institutional Cooperation,Curriculum Development,Program Development,Program Descriptions,Teacher Participation,Legal Responsibility,Program Administration,School Business Relationship

The University of San Diego, School of Business Administration (non-profit university) and the Ken Blanchard Companies (for profit management consulting company) teamed to create the Master of Science in Executive Leadership at USD. Fusing a traditional non-profit university faculty and staff with a for-profit consulting company created a plethora of financial, cultural, and marketing issues. These issues were solved through a creative and collaborative process. Ultimately the new master's degree thrived both financially, and developed into a popular program for upwardly mobile business executives.
The Opinions of the Kindergarten Teachers in Relation to the Introduction of Computers to Nursery Schools: Preliminary Approach
Author: Sivropoulou, Irene
Date: 2009-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Kindergarten,Teacher Attitudes,Computer Uses in Education,Educational Technology,Technology Integration,Teaching Methods,Computer Attitudes,Questionnaires,Factor Analysis,Statistical Analysis,Access to Computers,Age Differences,Gender Differences,Training,Teaching Experience,Foreign Countries

Computers were introduced in Greek kindergartens of our country with the new curricula for kindergarten, &quot;Inter-disciplinary Integrated Framework of Study Programs,&quot; (&quot;Official Journal of the Hellenic Republic,&quot; 376 t.B/18-10-2001, article 6), in order to contribute to the spherical growth of children and to extend their learning. In other words it is intended that the computer will increase the interests and the motives for learning, to encourage active learning, to strengthen the dynamics of visualisation, the importance of feedback, the possibility of monitoring and the possibility of connecting the school activities with extra curricula activities in order to strengthen the social and cultural dimension of kindergarten. Nevertheless technology cannot in itself, bring the sought after change in preschool education. Kindergarten teachers are the key for the successful use of computers in kindergarten. However, while kindergarten teachers in certain countries approve of the introduction and use of computers and believe that education with computers is developmentally suitable for small children, in other countries the attitude of kindergarten teachers towards computers is rather negative. This negative attitude of kindergarten teachers relates to their knowledge of computers and how often they use them or is it related to cultural factors and the prevailing educational philosophies? These questions led us to attempt to investigate the opinions of kindergarten teachers in Thessaloniki in regard to the introduction of new technologies in kindergarten. The research is made up of three interactive parts. It begins with the theoretical discussion about the introduction of computers in kindergarten, an investigation of the opinions of 122 kindergarten teachers using a questionnaire made up of 33 questions follows and it ends with the interpretative analysis.
Ace Your Accounting Classes: 12 Hints to Maximize Your Potential
Author: Albrecht, W. David
Date: 2008-00-00
Type: Journal Articles
Subjects: Accounting,Student Experience,Learning Processes,Learning Strategies,Success,Teacher Student Relationship,Learner Engagement,Student Participation,Cooperative Learning,Active Learning,Achievement Need,Motivation Techniques,Change Strategies

Many students experience difficulties when they try to get good grades in their accounting classes, and they are searching for answers. There is no single answer. Getting a good grade in an accounting class results from a process. If you know and understand the process--and can apply it--then your chances are much improved for getting a good grade. I recommend a process that includes twelve steps: (1) know what the professor expects, (2) be your own teacher, (3) work hard from the first day, (4) attend every class, (5) take good notes, (6) participate in class, (7) read the textbook several times, (8) look for patterns, (9) do the homework, (10) study with a friend, (11) study long and hard for each exam, and (12) live healthfully.
Integrated Assessment: A Learning Adventure and Growth Opportunity for Adult Learners
Author: Van Zyl, H.
Date: 2008-00-00
Type: Journal Articles
Subjects: Adult Learning,Adult Students,Administrator Education,Bachelors Degrees,Leadership,Research Projects,Integrated Activities,Student Surveys,Participant Satisfaction,Performance Based Assessment,Formative Evaluation,Summative Evaluation,Student Attitudes,Competence,Skill Development,Teaching Methods,Instructional Effectiveness,Foreign Countries

The Bachelor in Management and Leadership (BML) is a programme specifically designed for working adult learners in the field of management leadership. As part of their assessment, students have to complete a small research project, called the Major Piece of Work (MPW). The aim of this paper is to discuss the Major Piece of Work as a real example of integrated assessment in order to highlight the value of integrated assessment for adult learners. The first part of the paper comprises an explanation of the Major Piece of Work as an integrated assessment instrument, whilst the second part will focus on the results of a survey regarding the value of the Major Piece of Work highlighted by BML students.
Internships That Make a Difference: Two Campuses Continuous Internship Improvement Experience
Author: McCarthy, Richard
Date: 2008-00-00
Type: Journal Articles
Subjects: Internship Programs,Program Improvement,Total Quality Management,Program Effectiveness,Effective Schools Research,Student Experience,Learning Experience,Models,Educational Experience,Enrichment Activities,Integrated Activities,Information Systems,Information Science Education,Cooperative Learning,Athletics,Interdisciplinary Approach,Formative Evaluation,College Students

Internships have been used by many academic programs to augment the student's educational experience. We discuss two internship programs that have been continuously refined in recent years to provide the students with a structured learning experience. We present a model for enriching student experiences by integrating internship experiences with academic experiences.
Digital Assignments: The Importance of Pedagogical Context
Author: Christoffersen, S.
Date: 2008-00-00
Type: Journal Articles
Subjects: Assignments,Context Effect,Electronic Learning,Instructional Effectiveness,Teaching Methods,Educational Environment,Instructional Material Evaluation,Student Surveys,Intermode Differences,Time Factors (Learning),Learner Engagement,Conventional Instruction,Study Habits,Student Attitudes,Motivation,Achievement Gains,Achievement Need,College Students

We assess students' appreciation and use of various tools designed to extend effective learning beyond the classroom. For a given tool, results vary depending upon the overall pedagogical approach of the course.
Some Aspects of Science Education in European Context
Author: Naumescu, Adrienne Kozan
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Science Teachers,Teacher Competencies,Problem Solving,Teaching Methods,Chemistry,Educational Change,Teacher Education

Some up-to-date problems in science education in European context are treated in this paper. The characteristics of science education across Europe are presented. Science teachers' general competencies are underlined. An example of problem-solving as teaching method in chemistry is studied in knowledge based society. Transforming teacher practice across the Europe is a long-term project and will require significant investment in continuous professional development. Better science teaching is grounded, first of all, in improving the quality of teacher preparation and in making continuing professional education available for science teacher.
Designing an Interactive Program to Simulate Economic Growth Models for College Education
Author: Shaaf, Mohamad
Date: 2008-00-00
Type: Journal Articles
Subjects: Economic Change,Models,Computer Simulation,Computer Software,Macroeconomics,Social Theories,Computer System Design,Program Descriptions,Teaching Methods,Computer Graphics,Statistical Data,College Programs

Using Excel, an interactive program is designed to simulate the Solow and endogenous growth models to facilitate the understanding of these models for students of growth theory and macroeconomics.
Learning to See the Infinite: Measuring Visual Literacy Skills in a 1st-Year Seminar Course
Author: Palmer, Michael S.
Date: 2015-02-00
Type: Journal Articles
Subjects: First Year Seminars,Visual Literacy,Skill Analysis,Learning Activities,Intervention,Pretests Posttests,Painting (Visual Arts),Art Appreciation,Persuasive Discourse,Student Reaction,Critical Viewing,Evidence,Observation,Models,Teaching Methods,Measures (Individuals),College Students

Visual literacy was a stated learning objective for the fall 2009 iteration of a first-year seminar course. To help students develop visual literacy skills, they received formal instruction throughout the semester and completed a series of carefully designed learning activities. The effects of these interventions were measured using a one-group pretest-posttest study design where students were asked to look at two different--but stylistically similar--paintings and write a response to the following two questions: what do you see and what do you think it means? Students' responses were analyzed based on the visual evidence they recorded and the strength of their arguments using Toulmin's argument model. After instructional interventions, paired t-tests indicate that students made significantly more basic (t(15) = 4.291, p &lt; 0.001) and advanced observations (t(15) = 2.440, p = 0.014), offered more supporting visual evidence for their best-supported claims, and made stronger connections between their claims and the visual evidence.
Collaborative Learning Supported by Rubrics Improves Critical Thinking
Author: Saiz, Carlos
Date: 2015-02-00
Type: Journal Articles
Subjects: Cooperative Learning,Scoring Rubrics,Critical Thinking,Thinking Skills,Teaching Methods,Pretests Posttests,Effect Size,Instructional Design,College Freshmen,Foreign Countries,Student Evaluation,Psychology,Quasiexperimental Design,Statistical Analysis,Intervention

In previous works we developed and assessed a teaching program, ARDESOS v.1, with which we aimed to improve the fundamental skills of critical thinking. The results obtained were positive, but modest. After analyzing the limitations of the program we introduced certain modifications and assessed the new version. The changes involved designing the activities programmed by means of rubrics and making the students perform them with less direct orientation from the instructor. In sum specificity and initiative proved to be the key variables in the improved program, ARDESOS v.2. Based on the data collected we have seen a significant improvement of the new version over the old one in the following aspects: a) version 2 improved all the fundamental dimensions, mainly in the pre-and post-test measurements, to a significant extent (Student's t test); b) the effect size (Cohen's d) was significantly higher, and finally c) these improvements in the program elicited better performance. Accordingly, an improvement in critical thinking can be achieved via an instruction design that addresses the factors that really induce change. Currently, with these results we have been successful in adding a new improvement to the instruction, which we have re-evaluated.
Adding Confidence to Knowledge
Author: Goodson, Ludwika Aniela
Date: 2015-02-00
Type: Journal Articles
Subjects: Student Surveys,Knowledge Level,Self Esteem,Student Evaluation,Formative Evaluation,Teaching Methods,Test Construction,Task Analysis,Instructional Design,Rating Scales,Self Efficacy,Teacher Student Relationship,Achievement Gains,Scores,Grades (Scholastic),Undergraduate Students,Statistical Analysis,Active Learning,Feedback (Response),Time on Task,Taxonomy,Pretests Posttests

A &quot;knowledge survey&quot; and a formative evaluation process led to major changes in an instructor's course and teaching methods over a 5-year period. Design of the survey incorporated several innovations, including: a) using &quot;confidence survey&quot; rather than &quot;knowledge survey&quot; as the title; b) completing an instructional task analysis with an instructional designer's perspective of the Gagné framework rather than Bloom's taxonomy; and c) using a rating scale based on established measurement practices for self-efficacy surveys. Results included increased instructor-student interactions; gains in confidence scores from before to after study of course units; high value of the survey for students; changes in grades and confidence scores across teaching methods; and advancement of Chickering and Gamson's principles of good practice in undergraduate education.
Periodic Review Sessions Contribute to Student Learning across the Disciplines in Pharmacology
Author: Barry, Orla P.
Date: 2015-02-00
Type: Journal Articles
Subjects: Pharmacology,Review (Reexamination),Educational Strategies,Learning Strategies,Pretests Posttests,Feedback (Response),Student Participation,Instructional Effectiveness,Student Attitudes,Educational Assessment,Undergraduate Students,Undergraduate Study,Questionnaires,Interdisciplinary Approach

Background: The teaching of the discipline of pharmacology is in constant flux. In order to meet the challenges of teaching pharmacology effectively we investigated a new teaching and learning strategy. Aim: Our aim was to investigate whether structured periodic review sessions (RS) could improve teaching and learning for students in a multidisciplinary undergraduate pharmacology module. Methods: Following each lecture students were asked to identify topics of difficulty in pharmacology using the one minute paper classroom assessment technique (CAT). Three review sessions were then introduced based on the problematic issues identified by students. They completed a pre- and post-review session multiple choice question (MCQ) examination to gauge improvements in their learning. Feedback was obtained from students at the end of the module regarding the acceptability, advantages and limitations of the CATs and the review sessions. Results: There was active participation by students in all thirteen CATs (71.15% ± 1.2%), three review sessions (78.3% ± 1.6%) and the end of module (EOM) questionnaire (81%). A significant increase in student learning across all disciplines was observed in all three review sessions (**, p&lt;0.01; ***, p&lt;0.001 and **, p&lt;0.01 for review sessions 1-3 respectively). The majority of students (99%) expressed the opinion that the review sessions enhanced their learning of pharmacology. A limitation expressed by some students was the necessity to complete multiple CATs to support each of the three review sessions. Conclusion: Strategically structured student directed review sessions which are carefully designed and executed are an interesting and effective educational tool for improving and complementing student learning across the disciplines in pharmacology.
Attitudes Regarding Action Learning: Undergraduate vs. Graduate Business Students
Author: Rosenstein, Alvin
Date: 2008-00-00
Type: Journal Articles
Subjects: Business Administration Education,Student Reaction,Graduate Students,Undergraduate Students,Teaching Methods,Learning Processes,Marketing,Student Attitudes,Skill Development,Job Skills,Experiential Learning,Questionnaires,Course Evaluation,Qualitative Research

Previous research in our Action Learning Program demonstrated that although undergraduates preferred the Action Learning mode to the traditional lecture and discussion mode of instruction, they missed the familiar structure of the more traditional pedagogy. Consequently increased structure was implemented in both an undergraduate and graduate marketing course utilizing the Action Learning mode. Students' reactions to the modified courses were assessed. Although both undergraduate and graduate approval of these courses was high, the reasons for the approval were quite different. The undergraduates placed significant emphasis on the pedagogical issues while graduate students focused on skills they obtained in the course and the fact that the course related to their career/job. These results have had significant impact on the redesign of both courses.
Student Motivation, Intercultural Competence and Transnational Higher Education: Uzbekistan, a Case Study
Author: Sia, EngKee
Date: 2015-02-00
Type: Journal Articles
Subjects: Student Motivation,Cultural Awareness,Higher Education,Case Studies,College Faculty,Foreign Countries,Foreign Workers,Cultural Influences,International Cooperation,Academic Standards,Knowledge Level,Teaching Skills,Reflection,Faculty Development,Teacher Competencies

This paper investigates some of the cross-cultural challenges faced by faculty members teaching transnational higher education in a foreign country. It employs the intercultural competence process model and attempts to provide some best practices that are already implemented in an international branch campus (IBC) in Uzbekistan. Hopefully, this sharing of practices will develop intercultural competence and better prepare transnational faculty members to be more efficient and effective in motivating students in transnational education programmes. Furthermore, apart from increased motivation for students, this important professional development initiative for faculty teaching staff may lead to improvement in learning outcomes over time.
The Relationship between Cumulative Credits and Student Learning Outcomes: A Cross-Sectional Assessment of Information Literacy and Communication Skills
Author: Thonney, Teresa
Date: 2015-02-00
Type: Journal Articles
Subjects: Community Colleges,College Credits,Outcomes of Education,Information Literacy,Communication Skills,Case Studies,Academic Standards,Critical Thinking,Essays,Writing Assignments,Prompting,Scoring Rubrics,Demography,Grade Point Average,Formative Evaluation,Summative Evaluation,Writing Skills,Interrater Reliability,Multiple Regression Analysis

This article relates the efforts of faculty at one community college to define standards for achievement of two SLOs (critical thinking and effective communication) and to gather and analyze evidence of how well students meet those standards. Faculty from 13 disciplines assessed writing samples from 265 students. We found that, in general, students with more credits outperformed those with fewer credits. However, many students at every level demonstrated poor information literacy skills, indicating an area for curriculum improvement.
Is There a Double Dividend from Classroom Experimental Games?
Author: Tsigaris, Panagiotis
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,College Students,Questionnaires,Microeconomics,Economics Education,Educational Games,Program Effectiveness,Instructional Effectiveness,Active Learning,Student Attitudes,Teacher Evaluation,Student Evaluation,Tests

This paper provides evidence indicating that experimental games can trigger a double dividend. The dividend, measured in terms of enhanced performance, accrues to both the students and to the instructor. The evidence for the instructor's dividend is obtained from evaluation questionnaires administered in an introductory microeconomics course at Thompson Rivers University (TRU) during the Fall 2006 where seven experimental classroom games were conducted to illustrate economic concepts. The evidence for the students' dividend is obtained from examining marginal and absolute performance in two quizzes administered in the same course. We also find evidence that supports Fels earlier conjecture that the intensity of the games played is an important element for the enhancement of a student's performance.
Development of Teaching Expertise Viewed through the Dreyfus Model of Skill Acquisition
Author: Lyon, Lucinda J.
Date: 2015-02-00
Type: Journal Articles
Subjects: Models,Skill Analysis,Skill Development,Expertise,Dental Health,Qualitative Research,Interviews,Teaching Skills,College Faculty,Teaching Methods,Teaching Experience,Basic Skills,Personality Traits,Reflection,Teacher Characteristics,Knowledge Base for Teaching,Teacher Competencies,Teacher Behavior,Teacher Improvement,Grounded Theory

This study was designed to explore development of skill acquisition in dental education, utilizing the Dreyfus and Dreyfus continuum. By identifying what skill progression may be recognized in the expert dental educator and what experiences appear to influence this growth, the knowledge gained may inform more efficient, effective faculty support, development and life-long learning. Employing a qualitative approach, individual interviews were conducted with experienced educators and analyzed. Open coding of responses revealed that skill acquisition necessary to good teaching, as expressed by these experienced educators, reflects common themes and a learning curve similar to that noted by Dreyfus and Dreyfus and other investigators. In addition, to supporting knowledge and technique development, dental faculty described working to share with students a wide range of non-cognitive competencies such as professionalism, communication, and an ethic of care and service. Findings increase understanding of teaching skill acquisition in dental education and may help provide support for health care faculty who desire to become excellent educators.
A Preliminary Bloom's Taxonomy Assessment of End-of-Chapter Problems in Business School Textbooks
Author: Marshall, Jennings B.
Date: 2008-00-00
Type: Journal Articles
Subjects: Business Administration Education,Taxonomy,Textbooks,Content Analysis,Definitions,Thinking Skills,Skill Development,Higher Education,Problem Based Learning

This article examines textbook problems used in a sampling of some of the most common core courses found in schools of business to ascertain what level of learning, as defined by Bloom's Taxonomy, is required to provide a correct answer. A set of working definitions based on Bloom's Taxonomy (Bloom &amp; Krathwohl, 1956) was developed for the six different levels of the taxonomy. Because the course credit model relies so heavily on textbooks, the end of chapter problems for a leading text book in eight traditional business disciplines were evaluated. The initial findings indicate that the vast majority of end of chapter problems examined only required students to function at Level 1 (Knowledge) or Level 2 (Comprehension). While preliminary in nature, these data suggest the need for the use of other methods to challenge the student to think on higher cognitive levels.