ethanporcaro/eric-fulltext-meta huggingface dataset:
Role of College Principals in Promoting Quality of Education in District Kotli AJ&amp;K
Author: Saeed, Nauman
Date: 2018-00-00
Type: Journal Articles
Subjects: College Presidents,Administrator Role,Educational Quality,Educational Improvement,Foreign Countries,Educational Facilities,Teacher Administrator Relationship,Job Satisfaction,Leadership Styles,Faculty Development

The quality education is an indispensable and unavoidable instrument for change as education is a procedure of civilization and advancement. The main reason for the research was to find the role of college principals in promoting the quality of education in public colleges District Kotli AJ&amp;K. It was a descriptive study of nature. All principals and teachers of public colleges of District Kotli AJ&amp;K constituted the population of the study. The study was delimited to four tehsils. Two tehsils were selected for pilot testing and two for the final study. Consecutive sampling technique was used to draw the sample from population and sample was selected using L. R. Gay's table of sampling. The data obtained were analyzed by using SPSS and AMOS software. The study explores that principals can play their vital role in improving the quality of education. Findings of the study show that enough availability of physical resources can be useful for enhancing the quality of education. The study revealed that administration, teacher's job satisfaction also effects on quality of education. If college principals are willing to improve the quality of education, they should maintain positive relationships with their staff members. The study recommends that; all facilities should be provided, enough salary packages, accommodation, and transport facilities should be provided. Principals should cooperate with the staff. Both pre-service and in-service training is provided to the teachers. Managerial and administrative training should be provided to the principals.
Higher Education in Ukraine in the Context of Global and National Challenges of the 21st Century
Author: Sadova, Uliana
Date: 2016-04-00
Type: Journal Articles
Subjects: Higher Education,Sustainable Development,Knowledge Economy,Economic Change,Political Influences,Business Administration,Foreign Countries,Barriers,Educational Development,Reputation,Educational Improvement,Educational Administration,Educational Quality,Human Capital,Educational Change,Educational Finance

Education for sustainable business development is an important institution of the integration process of the knowledge economy. This situation also concerns Ukraine, which is currently experiencing particularly difficult times of its state formation. This article investigates the state of the situation in the field of higher education in Ukraine, geopolitical, economic and other transformations of the 21 century.
Life-Cycle Assessment (LCA) Creates New Possibilities for Entrepreneurs to Influence the Environmental Impact
Author: Holmberg, Mariann
Date: 2017-04-00
Type: Journal Articles
Subjects: Entrepreneurship,Evaluation Methods,Conservation (Environment),Manufacturing

This paper discusses the Life-cycle Assessment (LCA) and its possibilities for entrepreneurs to influence environmental impact. LCA is a technique to assess environmental impacts associated with all the stages of a product's entire life from cradle to grave, i.e., from raw material extraction through materials processing, manufacture, distribution, use, repair and maintenance, and disposal or recycling. LCA can help to analyze and compare the environmental impact of products or services via an inventory of energy and material inputs and emissions at all stages. LCAs focus on environmental impacts and originally do not consider social or economic impacts. The first case study presents the philosophy and thinking model for the LCA technique. Two products, T-shirts, which have been dyed by two different methods: a conventional model and a method based on biotechnology have been compared by Ms. Anne Nielsen and Mr. Per Nielsen at Novozymes A/S. Another case study by Levi Strauss &amp; Co. presents their outstanding progress innovating around water reduction in denim manufacturing, including creation of the Water&lt;Less[superscript TM] process and implementing the apparel industry's first Recycle/Reuse standard. By assessing environmental impact associated with all the stages of a product's life, it makes possible for LCA to create new possibilities for both existing entrepreneurs and for business and engineering students.
Is There a Generic Profile of Trainee Primary School Teachers Who Choose to Specialise in Mathematics?
Author: Hooton, Debbie
Date: 2019-00-00
Type: Journal Articles
Subjects: Profiles,Preservice Teachers,Elementary School Teachers,Mathematics Teachers,Specialization,Cognitive Style,Multiple Intelligences,Foreign Countries,Individual Differences,Gender Differences

This study is an evaluation of learning style profiles and multiple intelligence domains of level seven trainee primary school teachers who chose to specialise in mathematics at the university where the research took place. Whilst this study focusses on mathematics specialists studying at post graduate level the information could be adapted to meet the needs of other subject specialists and undergraduates, dependent on their profiles. The valuable information gathered from 53 respondents training at a university that has been at the forefront of teacher education for 130 years highlights interesting relationships between the two sets of results and analyses by both gender and the specialism route that the students opted to follow. The study offers suggestions for training establishments to consider when educating the primary school mathematics teachers of the future, potentially leading to an impact on learning outcomes and student satisfaction.
Could a Focus on Ethics of Care within Teacher Education Have the Potential to Reduce the Exclusion of Autistic Learners?
Author: Fernandes, Lisa
Date: 2019-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Special Education,Students with Disabilities,Inclusion,Educational Policy,Educational Environment,Teamwork,Student Needs,Caring,Interpersonal Relationship,Foreign Countries,Access to Education,Equal Education,Elementary Secondary Education,Teacher Education,Teacher Competencies

Current figures suggest one in every hundred UK children and adults are autistic. The Special Educational Needs and Disabilities (SEND) Code of Practice (2015) places a statutory duty on local authorities to incorporate learners with SEND, including autism, in mainstream educational settings. This thought piece explores how although policy reforms suggest inclusive education for all, there is evidence of an increasing number of young people on the autism spectrum being excluded from mainstream educational settings. Exclusions from school can have a devastating impact on self-esteem, mental health and future prospects of the learners. In addition to caring for learners, it is important for educational establishments to extend the care to the staff team in order to support their emotional and physical well-being. Care has a fundamental role to play in educational settings. Ethics of Care is a normative ethical theory. Central to this theory is reciprocal, interpersonal relationships. Starting with an overview of ethics of care, I will then examine the exclusion of autistic learners and consider whether a focus on this philosophy within teacher education has the potential to reduce the exclusion of autistic learners.
Enhancing the Quality of Student Teachers&apos; Reflective Teaching Practice through Building a Virtual Learning Community
Author: Pow, Wai Cheong Jacky
Date: 2021-06-00
Type: Journal Articles
Subjects: Microteaching,Communities of Practice,Student Teachers,Teaching Methods,Feedback (Response),Video Technology,Databases,Information Technology,Audio Equipment,Computer Simulation,Peer Evaluation,Student Teacher Attitudes,Reflective Teaching,Preservice Teacher Education,Misconceptions,Foreign Countries

Microteaching and reflection remains an important technique that pre-service student teachers can use to practice their teaching in a safe environment. However, improvements in teaching are not guaranteed without the support and feedback from peers. Previous studies suggest that a learning community supported by information technology promotes improved pedagogical decisions. This study aimed to examine whether virtual learning communities can facilitate student teachers' reflection upon their teaching practice. A video database with both text- and voice-comment functionalities was designed to facilitate the process of giving peer feedback and improve the quality of teaching practice. Student teachers' experiences in using the video database were collected through a questionnaire survey and feedback recorded within the database. Findings indicated that student teachers demonstrated a better understanding of concepts and theories relevant to the teaching of the chosen language skill area. While only some student teachers reflected on their reflective teaching practice more effectively with voice-comment features, most of them did peer evaluation of relevant principles and techniques used in their microteaching. Although feedback on the comment functionalities was divided, student teachers trusted that the microteaching videos with their own reflection and peer feedback were good evidence of their learning outcomes. Future research should examine what types of peer feedback in virtual learning communities may work more effectively in enhancing the quality of reflective teaching practice.
Retention Strategies for Online Students: A Systematic Literature Review
Author: Seery, Katy
Date: 2021-06-00
Type: Journal Articles
Subjects: School Holding Power,Online Courses,College Students,Literature Reviews,Educational Strategies,Academic Achievement,Student Attitudes,Student Motivation,Teacher Student Relationship,Individual Differences,Feedback (Response),Student Personnel Services,Learner Engagement

The purpose of this paper is to examine online retention research in higher education over a 5-year span (January 2015-March 2019) to further advance research in higher education retention. Through an academic database search, 18 articles were collected from EBSCOhost, Google Scholar, and Research Gate using combinations of the keywords&quot; online, retention strategies,&quot; and &quot;higher education.&quot; All articles were analyzed for proposed retention strategies. Retention is a global topic. As such, this study demonstrates the importance of retention and clarifies issues or challenges students encounter, which may cause lower retention rates. The data reviewed suggest the most common retention issues or strategies involved student factors/motivation as well as faculty and student interactions. Common retention strategies most often included enhancing faculty training and/or support and adding student services positions and/or support.
Using Fiction to Promote Students&apos; Critical Thinking
Author: Pardede, Parlindungan
Date: 2019-09-00
Type: Journal Articles
Subjects: Teaching Methods,Fiction,Critical Thinking,Thinking Skills,English (Second Language),Second Language Instruction,Novels,Reading Material Selection,Foreign Countries

The importance of Critical Thinking (CT) to support every individual's success in academic, personal and social life has long been acknowledged. The accelerating advancement of technology makes the need for CT more crucial. However, due to various factors, CT development through the educational process has not been satisfactory. This article reviews current ideas and studies on the nature of CT, the nature of fiction and their role in developing CT. To get ideas about how to implement using fiction to promote CT, the article ends with the practical description of a step by step of using fiction to promote CT through an instructional model.
What Must a Lecturer/Instructor (Teacher) Be Able to Do to Inspire Entrepreneurship and Business Students?
Author: Westerholm, Hely
Date: 2018-04-00
Type: Journal Articles
Subjects: Entrepreneurship,Business Administration Education,Teaching Methods,Self Evaluation (Individuals),Teacher Attitudes,Gender Differences,Teaching Experience,Work Experience,Teacher Characteristics,Foreign Countries,Cognitive Ability,Psychomotor Skills,Affective Behavior,Teacher Workshops,Cross Cultural Studies

This paper discusses what a lecturer/instructor (teacher) must be able to do to inspire entrepreneurship and business students. Entrepreneurship, particularly start-up business, has become a top priority in national government policies due to its ability to drive creativity, innovation, competitiveness, employment and growth. The goal is not to make the students rush to become entrepreneurs or business-oriented professionals but rather provide them with tools that enable realistic self-evaluations and learn to recognize different opportunities around them. The study seeks to define the skill sets that the inspiring entrepreneurship and business teachers consider essential to their work. Teachers expressed their views in small focus groups of their peers, i.e. other teachers. The theoretical framework consists of theories dealing with the general skill sets and expertise of the teachers. The empirical data were collected through a Finnish adaptation of the Canadian DACUM (Developing A CUrriculuM) model which is used to analyze the contents of the requirements of various occupations. A separate questionnaire has been used to support the data collection. This study indicates that most of the entrepreneurship teachers are females whose pedagogical experience seems to be more comprehensive and long lasting than their male colleagues possess. However, they are often short of practical skills. On the contrary, the male colleagues have more experience in practice but with quite narrow pedagogical skills. The female entrepreneurship teachers tend to be inspired, but they often have too little experience in practical working life. According to today's trend, entrepreneurship teachers are anticipated to be not only traditional teachers but also entrepreneurs with their own company.
The Effect of Using Karaoke Activities on Students&apos; English Pronunciation
Author: Karsono
Date: 2019-10-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Activities,Singing,Pronunciation Instruction,Grade 10,High School Students,Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Language Processing,Pretests Posttests,Instructional Effectiveness

Karaoke is basically a form of entertainment involving the use of a karaoke machine which provides audio, visual, and also textual information at the same time. Having these features, karaoke offers some promising and potential uses to the language teaching, because it involves both linguistic processing and language articulation. This research aims at investigating the effect of karaoke activities on students' English pronunciation. Employing the one-group pretest-posttest design, 34 students of the X MIPA 3 class of SMA Negeri 14 Jakarta in academic year 2018/2019 learnt pronunciation through karaoke activities in five sessions. Using Wilcoxon Sign Ranks Test, the hypothesis test revealed that karaoke activities significantly affected the tenth graders' English pronunciation at SMA Negeri 14 Jakarta.
Pushing Back against Deficit Narratives: Mentoring as Scholars of Color
Author: Turner, Caroline S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mentors,Minority Group Students,College Faculty,Minority Group Teachers,Teaching Experience,Personal Narratives,Stereotypes,Interpersonal Relationship

In this article we share our lived experiences with mentoring. As tenured women professors of color, we push back against the assumption that institutions of higher education are neutral sites, that we have to change to belong, and that we do not belong. Each of us underscores the importance and value of our realities and the knowledge we generate to address inequality and to counteract negative stereotyping. We argue that rejecting deficit narratives and privileging the narratives of those we mentor and of those who have mentored us is vital to increasing faculty of color diversity, inclusion and belonging in higher education.
Management Strategies for Active Learning in AACSB Accredited STEM Discipline of CIS: Evidence from Traditional and Novel Didactic Methods in Higher Education
Author: Damaskou, Evangeliz
Date: 2018-04-00
Type: Journal Articles
Subjects: Active Learning,Higher Education,Business Administration Education,Information Systems,Student Attitudes,College Students,Conventional Instruction,Computer Science Education,Teaching Methods

The positive influence of active learning methods for Higher Education is widely studied and is well documented in the research literature. However, there is very little research on active learning impact on Association to Advance Collegiate Schools of Business (AACSB) accredited business programs which include a Science, Technology, Engineering, Mathematics (STEM) discipline such as Computer Information Systems (CIS) with very diverse student population demographics. For this study, the researchers focus on campus-level data particularly how active learning influences student learning in introductory College of Business computer information systems courses focused on information technology for management. In this study, the researchers investigate whether a relationship exists between the method of learning and the student reactions to instruction and courses. The survey instrument of choice for eliciting student feedback is the Individual Development and Educational Assessment (IDEA) and the time period that the surveys have been collected and analyzed is more than a decade about 12 academic years, 35 academic courses for traditional learning, and 37 academic courses for active learning. The results of the statistical analysis indicate that there is a significant positive impact for the student feedback reported with active learning methods compared to significantly lower results reported with traditional learning. The results provide important information to practitioners, researchers and educators on the positive impact of active learning methods on AACSB accredited business programs which include a STEM discipline such as computer information systems with very diverse student population demographics.
Bridging the Chasm -- A Study of the Realities of Edtech Use among Trainee Teachers
Author: Atherton, Pete
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Preservice Teachers,Foreign Countries,Technological Literacy,Student Attitudes,Student Evaluation

This paper evaluates the findings of a small scale research project into how trainee teachers can use technology for educational purposes. The paper is inspired by an apparent disconnect between the availability of educational technology (abbreviated from here to edtech) and the frequency and impact of its use. Furthermore, the paper aims to assess the extent to which trainee teachers are developing the skills and behaviours that are deemed necessary for the digital world. This paper's focus is on the use of edtech with a cohort of trainee teachers. The first cohort is comprised of Secondary PGDE students, the second of PGCE trainee teachers specialising in Further Education and Training. A complementary element to the research reveals the disparities between individual trainees in their confidence towards using edtech and the barriers that are inhibiting the use of edtech. The work adheres to the principles of action research and was supported by two universities in the north of England. Through online questionnaires using Surveyhero.com, and focus groups, this paper raised some notable issues and areas for further study.
Learning Vocabularies Using Short Stories at Primary School: Students&apos; Perception
Author: Nazara, Pitriani
Date: 2019-10-00
Type: Journal Articles
Subjects: Vocabulary Development,Literary Genres,Teaching Methods,Student Attitudes,Middle School Students,Grade 6,Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning

Various studies have shown that using short stories in language teaching is very advantageous because it provides authentic material, cultural enrichment, language advancement, and personal growth. Among the various literary genres, a short story is one of the most appropriate to use in a language classroom. This study was conducted to investigate the perception of primary school students to develop vocabulary. Employed a mixed methods research design, quantitative and qualitative data were collected from 30 sixth graders at Global Sevilla Primary School Jakarta. The quantitative data was collected using a questionnaire, and the qualitative data was gathered through interviews. The data obtained were descriptively analyzed employing SPSS and Excel. The results showed that the students' perception towards the use of short story was positive. For them, short stories were interesting materials to use to develop vocabulary. Based on findings, short stories are recommended to use to develop students' vocabulary.
Revenge of the Nerds Revisited: Do Accounting and Finance Majors Differ from Other Business Majors in Their Learning Styles, and Do They Earn Higher Grades in a General Business Course?
Author: Hostager, Todd J.
Date: 2018-04-00
Type: Journal Articles
Subjects: Business Administration Education,Majors (Students),Accounting,Cognitive Style,Academic Achievement,Grades (Scholastic),Capstone Experiences,Misconceptions,Individual Differences

Decades of research spanning a range of educational domains have confirmed that students differ in their learning styles and that student performance is impacted by the degree of fit between these styles and the teaching and assessment methods deployed in courses (Allinson &amp; Hayes, 1988; Cegielski, Hazen &amp; Rainer, 2011; Drissi &amp; Amirat, 2017; Honn &amp; Ugrin, 2012; Visser, McChlery &amp; Vreken, 2006.) In this study, the researchers investigate whether a capstone business course--designed to accommodate a diverse range of learning styles--can succeed in leveling the playing field, yielding results showing no significant differences in course grades as a function of students' learning styles. The second focus is examining the myth of bookish, nerdy accountants (Brighenti, 2010; Tuttle, 2016). The findings 'bust' the myth that more 'bookish' accounting and finance majors will earn higher course grades in a general business course. The paper concludes by noting some important implications of our study for future research and practice.