ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Introducing Coaching from an Experienced Business Professional on Performance in a Computer Simulation Classroom Exercise
Author: Dickinson, J. Barry
Date: 2012-07-00
Type: Journal Articles
Subjects: Business Administration Education,Coaching (Performance),Professional Personnel,Performance,Mentors,Group Activities,Decision Making,College Seniors,Relevance (Education),Computer Uses in Education,Computer Simulation,Statistical Analysis,Instructional Effectiveness,College Instruction,Student Improvement

This study examines the impact that experienced mentoring has on business decisions in a higher education business school. Students, arranged in teams, were given the opportunity to operate virtual companies in a well-known, business simulation program called Capsim. They were required to make decisions concerning marketing, production, finance, human resources, total quality management, and ethics during the term. One section of students was left to make decisions on their own, only provided with training on ways in which to operate the simulation software. A second section of students were not only provided with training on the simulation software but also hands-on coaching by a seasoned, business professional concerning decisions made in the simulation. Team performance was measured in both sections throughout the term. The quantitative results indicate that the intervention of coaching by the professional significantly improved performance on the treatment group. The findings indicate that the introduction of real-world experience into the classroom improves the ability of students to make decisions.
Designing Online Management Education Courses Using the Community of Inquiry Framework
Author: Weyant, Lee E.
Date: 2013-09-00
Type: Journal Articles
Subjects: Online Courses,Curriculum Design,Business Administration Education,Models,Undergraduate Study,Inquiry,Community

Online learning has grown as a program delivery option for many colleges and programs of business. The Community of Inquiry (CoI) framework consisting of three interrelated elements--social presence, cognitive presence, and teaching presences--provides a model to guide business faculty in their online course design. The course design of an online undergraduate management course is analyzed using the CoI framework for evidence of social, cognitive, and teaching presence.
The Digital Future of Education--The Cloud or the Matrix?
Author: Saltinski, Ronald
Date: 2013-04-00
Type: Journal Articles
Subjects: Technological Advancement,Technology Uses in Education,Influence of Technology,Information Systems,Information Storage,Information Networks,Information Processing,Educational Change,Educational Practices,Educational Trends,Educational Innovation

Across the next 10 to 15 years, education, especially instructional pedagogies, and curriculum design, will be deeply impacted, as will all global society, by emerging technology. The most intense component of this emerging technology will be the cloud. An evolving and self-sustaining digital entity, the cloud provides a ubiquitous access to resources and relationships via the Internet that will change the nature of education and the role of educators. Technology will become more and more decentralized--the global network of information will be in the cloud profoundly affecting the way people learn, think, work, collaborate, and maintain a sense of wellbeing. That is the bright side. The cloud will hold information about everyone, their day-to-day activities, their thoughts, attitudes, and given the power for surveillance and analysis, even their future conduct can be foretold. That is the dark side--The Matrix.
Louisiana Teachers' Familiarity, Usefulness and Recommendation of Content Literacy Strategies
Author: Howe, Mary E.
Date: 2012-07-00
Type: Journal Articles
Subjects: Familiarity,Reading Strategies,Curriculum Enrichment,Literacy,Content Area Reading,Teacher Surveys,Curriculum Implementation,Statistical Analysis,Teaching Experience,Incidence,Relevance (Education),Qualitative Research,Integrated Curriculum,Teaching Models,Student Needs,Behavioral Objectives,Fidelity,Multivariate Analysis

Research-based content reading strategies were infused in Louisiana's curriculum to improve students' comprehension. This change does not guarantee that teachers know what they are, use them, or recommend their use to colleagues. This study surveyed 381 teachers regarding their implementation, familiarity, usefulness and recommendation of the content literacy strategies. Quantitative results indicated significant relationships among the variables of teaching experience, graduate hours, frequency of use, usefulness and familiarity with the strategies. An increase in graduate hours in reading/literacy resulted in an increase of teachers' recommendation and usefulness. Middle and high school levels differentiated on recommendation and usefulness of strategies. Qualitative results suggested that teachers modified strategies based on the integration with another instructional/literacy strategy, purpose of the lesson, and students' literacy needs.
Engaging Later-Life Learners through Portfolio Writing
Author: Clarke, Egerton
Date: 2012-07-00
Type: Journal Articles
Subjects: Nontraditional Students,Teaching Methods,Portfolios (Background Materials),Writing Assignments,Sociology,Undergraduate Students,Content Analysis,Student Experience,Socialization,Family Influence,Peer Influence,Social Influences,Gender Issues

The ever increasing enrollment of later-life students in institutions of higher learning warrants innovative teaching strategies to promote successful learning outcomes. This article discusses the academic challenges that instructors face and argues in support of an important assessment method, that is, portfolio writing. This novel strategy was adopted as a shift from the traditional essay writing in an undergraduate course in sociology. Scores from students who wrote the portfolio were compared with scores from students who wrote the traditional essay. Analysis revealed increased understanding among portfolio writers. They were better able to conceptualize, acquire and apply knowledge through a wealth of visual aids and real-world experiences. The authors suggest that this assessment method can be successfully adopted across some other disciplines, cultures and countries.
The Effects of Implementing a Reading Workshop in Middle School Language Arts Classrooms
Author: Thomas, Angela Falter
Date: 2012-10-00
Type: Journal Articles
Subjects: Language Arts,Rural Schools,Middle School Teachers,Teaching Methods,Reading Instruction,Workshops,Grade 7,Grade 8,Middle School Students,Program Effectiveness,Reading Motivation,Observation,Semi Structured Interviews,Coding,Reading Comprehension,Case Studies,Qualitative Research

Two language arts teachers in a small, rural middle school set a goal of improving their reading instruction and ultimately their students' learning. The two teachers implemented Reading Workshop as their new methodology for teaching reading to all six of their 7th and 8th grade classes. Interviews and classroom observations, over the course of eight months, showed that implementing Reading Workshop has some positive effects. According to the data, the change in teaching led to improvements with the students including increased motivation, comprehension and learning experiences.
Prior-to-Exam: What Activities Enhance Performance?
Author: Rhoads, C. J.
Date: 2013-04-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Information Science Education,Concept Teaching,Test Format,Intermode Differences,Achievement Gains,Business Administration Education,Exercise Physiology,Metacognition,Predictor Variables,Test Coaching,Multivariate Analysis,Statistical Analysis,Nonparametric Statistics

Can instructors impact their student performance by recommending an activity just prior to taking an exam? In this study, college students were randomly assigned to one of three treatment groups (study, exercise, or meditation) or a control group. Each group was given two different types of tests; a traditional concept exam, and a non-traditional hands-on exam designed to test mastery of computer applications. A multiple analysis of covariance (MANCOVA) was conducted. Although the same pattern is seen in both the IT Concepts exam and the Hands-On Computer Application exam, significance was only reached in the latter. The study group performed about the same as the control group. The exercise group performed much worse. The meditation group did better than any other group in the study. The authors conclude that prior-to-exam activity may be a strong influence in exam performance, especially when the exam is testing a combination of kinesthetic and cognitive information such as that needed for hands-on computer application exams. Further research is needed to determine the parameters for the scope of activities that influence performance.
Bridging the Scholar-Practitioner Gap: The San Antonio Export Leaders Program
Author: Jackson, Sara C.
Date: 2013-09-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Small Businesses,Leadership Training,Business Skills,International Trade,Experiential Learning,Program Improvement,Marketing,Capacity Building,Foreign Countries

Bridging the gap between theory and practice enables trade service providers to effectively reach the small business community interested in entering foreign markets. This paper describes how the award-winning San Antonio Export Leaders program is a model for applying theoretical concepts to the practice of international business.
Predictors of Student Success in Online Courses: Quantitative versus Qualitative Subject Matter
Author: Guidry, Krisandra
Date: 2013-04-00
Type: Journal Articles
Subjects: Predictor Variables,Academic Achievement,Success,Online Courses,Statistical Analysis,Qualitative Research,Business Schools,Mathematics Education,College Entrance Examinations,Scores,Grade Point Average,Reading Comprehension,Hypothesis Testing,Correlation,Gender Differences,Age Differences,Full Time Students,Part Time Students,Courses

This study seeks to examine whether the predictors of success for students in an online quantitative course are different than those for an online qualitative course. Data were collected from students taking online courses offered by an AACSB accredited College of Business at a medium sized state university (total student population 7,000) in southern Louisiana. A quantitative course is defined as numerically based and involves mathematical calculations; while a qualitative course is conceptual in nature and does not include mathematical calculations. Examination of the significant variables present different predictors of student success, dependent upon the class surveyed. Students with higher ACT math scores and higher semester GPAs were more likely to be successful in a quantitative course. Whereas, students with a higher level of reading comprehension (as measured by a student's ACT reading score) are more likely to earn an A, B, or C in a qualitative class.
Graphing Calculators in Teaching Statistical p-Values to Elementary Statistics Students
Author: Benson, Eric
Date: 2013-09-00
Type: Journal Articles
Subjects: Teaching Methods,Graphing Calculators,Statistics,Mathematics Instruction,Spreadsheets,Computation,Statistical Distributions,Hypothesis Testing,Probability,College Mathematics

The statistical output of interest to most elementary statistics students is the p-value, outputted in computer programs like SPSS, Minitab and SAS. Statistical decisions are sometimes made using these values without understanding the meaning or how these values are calculated. Most elementary statistics textbooks calculates p-values for z-tests while omitting t-tests, [chi-square] tests, and F-tests because of the complexity of these distributions. All elementary statistics texts surveyed for this paper use Excel and Minitab output to report p-values for t-tests, [chi-square] tests, and F-tests. This paper shows an alternative for calculating p-values using the embedded statistical distributions in the graphing calculator regardless of the complexity of the statistical distributions.
Public Speaking Anxiety: Comparing Face-to-Face and Web-Based Speeches
Author: Campbell, Scott
Date: 2013-04-00
Type: Journal Articles
Subjects: College Students,Public Speaking,Anxiety,Comparative Analysis,Oral Language,Conventional Instruction,Web Based Instruction,Computer Mediated Communication,Educational Technology,Student Surveys,Communication Skills,Delivery Systems,Metabolism,Statistical Analysis,Gender Differences,Speech Communication

This study is to determine whether or not students have a different level of anxiety between giving a speech to a group of people in a traditional face-to-face classroom setting to a speech given to an audience (visible on a projected screen) into a camera using distance or web-based technology. The study included approximately 70 students. Participants were placed in groups (Group A and Group B). All students gave the same speech two times. Group A began by giving their speech to an audience face-to-face. Their second speech was delivered to a remote audience through web-based technology. The members of Group B delivered the speech twice, but in reverse order of Group A. Two instruments were used to measure the anxiety levels for the speeches. During the speeches each student was equipped with a monitor that provides data on the student's heart rate for the duration of the speech. The results of both speeches for each student were compared to determine if there was a different anxiety level between the two speeches. The other instrument used to determine their anxiety level was a survey. The survey asked the students to compare their anxiety levels between the two speeches. The survey results for each student were compared to the heart rate data to see if there were differences between the heart rate data and perceived anxiety level for each speech as indicated on the survey. The research includes a benefits analysis for student and instructor based on the results.
Effectiveness of Problem-Based Learning in Introductory Business Courses
Author: Hartman, Katherine B.
Date: 2013-09-00
Type: Journal Articles
Subjects: Problem Based Learning,Introductory Courses,Business Administration Education,Instructional Effectiveness,Skill Development,Pretests Posttests,Student Attitudes,Attitude Change,Cognitive Style,Self Efficacy,Coping,Online Surveys

Problem-based learning (PBL) is an instructional approach that provides learners with opportunities to identify solutions to ill-structured, real-world problems. Previous research provides evidence to support claims about the positive effects of PBL on cognitive skill development and knowledge retention. This study contributes to existing literature by exploring the influence of PBL on affective skill development: tolerance for ambiguity, problem-focused coping, and emotion-focused coping. Using a pre-test/post-test research design with students enrolled in introductory business courses, the results suggest PBL has a positive impact on students' perceptions of their ability to use emotion-focused coping, no influence on problem-focused coping, and a negative influence on tolerance for ambiguity. The results also suggest the effects of PBL on students' perceptions of skill development are moderated by team cohesion. This study highlights select benefits and limitations of PBL, and provides a cautionary note to instructors about the important role of team cohesion in the educational experience.
The Impact of Student Teaching on Discipline Referrals in an Urban Texas School District
Author: Uriegas, Brian
Date: 2013-09-00
Type: Journal Articles
Subjects: Student Teaching,Discipline Problems,Referral,Regression (Statistics),Case Records,Secondary School Teachers,Teacher Effectiveness,Instructional Effectiveness,Field Experience Programs,Teaching Experience,Age Differences,Racial Differences,Gender Differences,Classroom Techniques,Urban Schools

Teachers are entering the classroom with varying levels of training as various certification routes and programs responsible for training prospective teachers in the areas of curriculum, assessment, theory, pedagogy, and classroom management differ in their requirements or lack thereof. This study attempted to determine if there is a relationship between student teaching and the number of discipline referrals written by teachers. Additionally, teachers' level of education and years of teaching experience, age, race, and gender were also factored in to determine if a correlation existed between these factors and the number of discipline referrals written by teachers. The population for this study was the middle and high school teachers in one rural south central Texas school district. Data were collected from the school district's personnel database as well as from the campus level administrators. Hierarchical regressions were used to test null hypotheses and recommendations were suggested.
An Investigation of the Effectiveness of Work Related Learning: A Case of the Industrial Attachment Program Offered by the Faculty of Commerce, University of Zimbabwe
Author: Matamande, Wilson
Date: 2013-09-00
Type: Journal Articles
Subjects: Foreign Countries,Business Administration Education,Questionnaires,Program Evaluation,Student Attitudes,Work Experience,Undergraduate Students,Job Training,Program Descriptions

Industrial attachment is a very important component in the learning system particularly for tertiary and higher education as it relates to those who are pursuing careers in commerce. This paper seeks to evaluate the effectiveness of the industrial attachment programme undertaken by the University of Zimbabwe, faculty of commerce. A questionnaire was used to obtain information to enable successful extraction of information from the intended sample. It was distributed to fourth year students to assess the effectiveness of the programme by obtaining perception of their attachment programme. The responses show that students were impressed by being attached as this enhanced their industrial/commercial exposure. Generally students liked the idea of being exposed to the practical world. Continuous evaluation and an assessment of courses covered prior to them being attached were highlighted as important in ensuring that the industrial attachment is really successful. Work related learning at the University of Zimbabwe in various faculties varies depending on the emphasis on the programme. Issues raised in this paper will be beneficial to the other faculties at the university.
Agonizing Poe
Author: Kiskis, Michael J.
Date: 2006-00-00
Type: Journal Articles
Subjects: United States Literature,Literature Appreciation,English Instruction,Student Reaction,Didacticism,College English,Teaching Experience,Literary Styles,Prose

This article discusses the author's experience of teaching Edgar Allan Poe as part of the American literature survey at Elmira College in Elmira, New York. While his specialty is Mark Twain, his students would be much happier if they could skip the colonial and national period, and move directly to studying Poe. In this article, the author considers why he reacts strongly and with a good deal of unsteadiness to Poe, and why he agonizes when he faces students and their expectations of Poe. Students are attracted to Poe's dark side, but it is a darkness that more likely visits a Halloween haunted house than the blackness that shades many a human soul. His students embrace the horror that can be created in the brain; they have yet to find the terror of the heart. It seems to have become the teacher's role to lead students into a more profound darkness so that they begin to fathom what makes Poe truly frightening and, therefore, powerful. Readers and teachers analyze and extrapolate and explain, but do not so easily usher students into a spiritual darkness. In all, maybe that is a good thing because, in the end, the uncertainties in life are the greater teacher of all things Poe. Without experience looking into that dark well, some students will be satisfied with surface fright.
Improving the Pedagogy of Capital Structure Theory: An Excel Application
Author: Baltazar, Ramon
Date: 2012-10-00
Type: Journal Articles
Subjects: Business Administration Education,Business Skills,Financial Services,Case Method (Teaching Technique),Educational Theories,Courseware,Teaching Methods,Instructional Improvement,Spreadsheets

This paper uses Excel to enhance the pedagogy of capital structure theory for corporate finance instructors and students. We provide a lesson plan that utilizes Excel spreadsheets and graphs to develop understanding of the theory. The theory is introduced in three scenarios that utilize Modigliani &amp; Miller's Propositions and &quot;trade-off&quot; theory.
Term Paper Quality of Online vs. Traditional Students
Author: Hayward, Stephen
Date: 2012-10-00
Type: Journal Articles
Subjects: Online Courses,Conventional Instruction,Grading,Scoring Formulas,Graduate Students,Student Projects,Student Writing Models,Macroeconomics,Intermode Differences,Comparative Analysis,Achievement Gains,Economics Education

This paper uses a blind grading process to test if the performance of online students were different from traditional students using a term paper from an economics graduate course. Consistent with the literature, no significant difference was found between the scores of online students and those of traditional students. Also consistent with the literature, the only significant factors that influence student scores are variables that proxy for effort.
Making a Difference for the Bullied: Teachers' Responsibilities for Responding to Bullying
Author: McCarra, Janet F.
Date: 2013-04-00
Type: Journal Articles
Subjects: Bullying,Prevention,Teacher Responsibility,Intervention,Peer Relationship,Conflict Resolution,Classroom Environment,Student Role,Role Models,Bibliotherapy

Bullying continues to be a challenging issue for classroom teachers. The authors provide seven recommendations to prevent bullying and for intervention if bullying occurs: (a) know the forms of bullying and recognize the effects forms of bullying and recognize the effects, (b) promote a positive classroom environment, (c) teach a variety of conflict resolution strategies, (d) use bibliotherapy, (e) respond to incidents of bullying, (f) help students develop new roles, and (g) provide positive role modeling.
Enhancing the Understanding of Government and Nonprofit Accounting with THE PUZZLE GAME: A Pilot Study
Author: Elson, Raymond J.
Date: 2012-10-00
Type: Journal Articles
Subjects: Accounting,Puzzles,Educational Games,Pilot Projects,Government (Administrative Body),Nonprofit Organizations,Instructional Materials,Instructional Effectiveness,Vocabulary,College Students,College Instruction

Nontraditional teaching aids such as crossword puzzles have been successfully used in the classroom to enhance student learning. Government and nonprofit accounting is a confusing course for students since it has strange terminologies and contradicts the accounting concepts learned in other courses. As such, it is an ideal course for a non-traditional teaching aid. THE PUZZLE GAME was developed to address this need by helping students understand the key terminologies and concepts in the government and nonprofit accounting course. The paper describes THE PUZZLE GAME and the pilot study that was conducted in a government and nonprofit accounting class. The study participants reported that THE PUZZLE GAME was fun and interesting and helped improve their learning.