ethanporcaro/eric-fulltext-meta huggingface dataset:
Research, Higher Education and the Quality of Teaching: Inquiry in a Japanese Academic Context
Author: Eid, Fatima H.
Date: 2014-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Quality,Educational Change,Foreign Countries,Content Analysis,Interviews,Questionnaires,Teacher Education Programs,Surveys,Decision Making,Futures (of Society),Educational Research,Deans,Graduate Study,Administrator Attitudes,Teacher Attitudes,College Faculty,Mixed Methods Research

Higher education plays an essential role in society by creating new knowledge, transmitting it to students and fostering innovation. Research-based education has lately received increasing interest both among researchers in higher education and in public discussion. The aim of this paper is to develop a thorough understanding of teacher education reform in Japan and its relation to the research development process. To identify whether Japanese teachers are equipped with the conceptual understanding and methodological skills to conduct research, field visits are carried out to some schools and higher education institutions; some content analysis of materials related to their Teacher Education Programs are conducted; twenty-five people (ten professionals, professors, and policy makers, five teachers, and ten students) are interviewed. Quantitative survey data as well as in-depth qualitative data are collected from survey questionnaires and semi-structured interviews over a period of two months. This research attempts to discuss the research policies, strategies and practices in graduate schools of teacher education and the contributions of research in developing high quality teaching. Findings of this research is expected to make research-informed contributions to contemporary issues, initiatives and reforms in Japanese higher education, and will at least serve to initiate a debate about research-based teacher education and contribute to the decisions that need to be made regarding the future of higher education in Japan.
Effectiveness Indicators as Interpreted by the Subcultures of a Higher Education Institution
Author: Millán, Maribell Reyes
Date: 2014-08-00
Type: Journal Articles
Subjects: Subcultures,Higher Education,Interviews,Observation,Organizational Culture,Correlation,Organizational Effectiveness,Ethnography,Foreign Countries,College Faculty,Teacher Attitudes,Student Attitudes,Administrator Attitudes

In the last decade, the interest in the study of organizational culture and effectiveness has increased; however, few studies have been done in the educational field. The objective of this research is to deepen the knowledge of the relationship between organizational culture and effectiveness in institutions of higher education, and to try to respond the following research question: How are effectiveness indicators interpreted in a higher education institution with differentiated culture? This research used the organization ethnography approach; the sample was made up of 23 informants; and the tools used were interviews, observation, and documentary information. The data analysis was done following the Spradley methodology (1979) and the results of the study seem to indicate that the educational institution studied has a differentiated culture and that the main cultural groups maintain a series of shared values with which they interpret a series of effectiveness indicators in a similar way. Nevertheless, this research also shows that there are some indicators that are not acknowledged by the cultural subgroups, and it is also observed that a series of indicators is interpreted differently by each subculture. Based on these results, it is possible to consider that the acknowledgement of the existence of a differentiated culture in a higher education institution allows its leaders to send the right messages to its members and to leverage from its culture to develop more effective higher education institutions.
What Do You Mean You Never Got Any Feedback?
Author: Jones, Irma S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Hispanic American Students,College Students,Colleges,Higher Education,Feedback (Response),Student Attitudes,Electronic Learning,Online Courses,College Faculty,Assignments,Distance Education,Questionnaires,Student Surveys,Demography,Satisfaction

Students are continuously using their cell phones, iPads and text or video messaging services to obtain instant feedback on virtually every aspect of their lives. This mindset of gaining an immediate response to questions asked translates into the classroom environment as well. Although online learning and virtual classes offer students freedom from traditional classroom constraints, the need for constructive and immediate feedback on assignments continues to be a main focus for online students. Over a period of one year, this study focused on learning the perceptions of students to detailed instructor feedback on online assignments, how they wanted to receive that feedback and how satisfied they were with the feedback provided by the instructor. Learning the kind of feedback students perceive as beneficial will assist the online instructor to provide comprehensive and constructive feedback that promotes the realization of participative goals, engages students and enhances learning. Results of this study and implications for further research will be shared.
Development of the Learning Result of Innovation and Information Technology in Education Using CIPPA, for Third Year Students in the Bachelor of Education Program, Nakhon Phanom University
Author: Hanrin, Chanwit
Date: 2014-02-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Educational Innovation,Outcomes of Education,Educational Planning,Bachelors Degrees,Undergraduate Study,Academic Achievement,Comparative Analysis,Student Attitudes,Satisfaction,Early Childhood Education,Education Courses,Learning Activities,Objective Tests,Instructional Effectiveness,Scores,Statistical Significance,Models

This research proposes (1) to develop the learning management plan for the Innovation and Information Technology in Education of the 3rd year students of the Bachelor of Education Program by using CIPPA effectively according to the criteria 75/75; (2) to study the effectiveness index of the learning management plan for the Innovation and Information Technology in Education of the 3rd year students of the Bachelor of Education Program by using CIPPA; (3) to compare the learning achievement of the 3rd year students before and after learning, and (4) to study the learning satisfaction of the 3rd year students. The samples are 33 third-year students enrolling in the Bachelor's degree in Education Program in Early Childhood Education, Faculty of Liberal Arts and Science, Nakhon Phanom University, in the 2nd semester of academic year 2012. The samples are selected by cluster sampling. The research tools include 9 programs of learning activity by CIPPA for the Innovation and Information Technology in Education; Four-choice objective test on learning achievement (40 questions). The item discrimination range from 0.21-0.84 and the coefficient of reliability is 0.87. The 20-question survey on student learning satisfaction has item discrimination from 0.30-0.67 and the coefficient of reliability is 0.93. The statistics used in the data analysis are percentage, mean, standard deviation and the dependent t-test is used to test the hypothesis. (1) The learning management plan for the Innovation and Information Technology in Education has an effectiveness of 89.70/83.67. (2) The effectiveness index of the learning management plan for the Innovation and Information Technology in Education is 0.7391, which indicates that the test scores of students after learning are higher than before learning by 73.91%. (3) The 3rd year students have the learning achievement scores after learning higher than before learning, which is statistically significant at 0.05 level. (4) The 3rd year students have the highest level (X[bar] = 4.54) of learning satisfaction.
Standardization of Primary Education in Great Britain
Author: Yarovaya, Yelena B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Primary Education,Academic Standards,National Standards,Educational Trends,Educational Quality,Educational Improvement,Educational Change,Efficiency,Outcomes of Education,Student Improvement,Institutional Autonomy,National Curriculum,Professional Development,Teaching Load

The article examines the standardization of primary education as one of the development trends of the British school at the present moment in the context of improving its efficiency and quality. It analyses the positive results of the standard-based reforms (modernization of primary education content, improvement of younger students' outcomes, expansion of school autonomy, professional growth of a primary school teacher) as well as negative ones (increased load for students and teachers, inadequate assessment system).
The Effect of Principal's Leadership Style on School Environment and Outcome
Author: Al-Safran, Eissa
Date: 2014-02-00
Type: Journal Articles
Subjects: Principals,Leadership Styles,Educational Environment,Outcomes of Education,Foreign Countries,Statistical Analysis,Comparative Education,Cultural Influences,Questionnaires

The main objective of this study was to investigate the effect of principal's leadership style on school outcome. This study focused on the indirect relationship between the leadership style and the school environment. An additional objective was to investigate the impact of culture on leadership style as related to school environment and outcome. Data from the TIMSS 1995 on Kuwait and the USA were used in this empirical investigation. Descriptive statistics and an ANOVA were used in the statistical analysis. Several conclusions were found in this study. The data analysis supported the hypothesis that the principal's leadership style was related to school outcomes. This relationship is found to be direct and indirect through the school environment. In the USA schools, the integrative principal leadership style is found to encourage and create a cooperative school environment for better school outcome than schools with authoritative principals. The principal's leadership style was found to be very different between Kuwait and USA school. Kuwait schools' principals are authoritative in their leadership style, while their USA counterparts tend to be integrative. Interestingly, although Kuwait school principals are authoritative in nature, data indicated that a cooperative school environment showed higher school outcomes. This suggests that the USA model is inapplicable in a culture similar to Kuwait. This study also concludes that there are no universal or appropriate leadership styles for all cultures.
Media Stereotypes Analysis in the Classroom at the Student Audience
Author: Fedorov, Alexander
Date: 2015-00-00
Type: Journal Articles
Subjects: Mass Media Effects,Stereotypes,Social Attitudes,Story Telling,Language Usage,Vignettes,Teaching Methods,Higher Education,Media Literacy,Journalism Education

Media Stereotypes Analysis is the identification and analysis of stereotypical images of people, ideas, events, stories, themes and etc. in media texts. Media stereotype reflects the well-established attitudes towards a particular object, it is schematic averaged, familiar, stable representation of genres, social processes/events, ideas, people, dominate in the media texts, designed for a mass audience. The plot and genre structure in media texts has specific stereotypes: fable situations of a media text action (scene, historical period, etc.) characters, their values, ideas, language, facial expressions, gestures, clothing, image pickup, etc.
Salary, Space, and Satisfaction: An Examination of Gender Differences in the Sciences
Author: Darrah, Marjorie
Date: 2014-04-00
Type: Journal Articles
Subjects: Females,Equal Opportunities (Jobs),STEM Education,Colleges,Teacher Recruitment,Career Development,Success,Sciences,Science Teachers,Social Sciences,Behavioral Sciences,Job Satisfaction,Gender Bias,Sex Fairness,Justice,Space Utilization,School Space,Resource Allocation,Hypothesis Testing,Teacher Surveys,Likert Scales,Teacher Salaries,Statistical Analysis,Regression (Statistics),Qualitative Research,Coding,Correlation,Gender Differences

How can universities be more successful in recruiting and promoting the professional success of women in their science-related departments? This study examines selected pieces of the puzzle by examining actual salary and space allocations to 282 faculty members in the science, technology, engineering and mathematics (STEM) and the social and behavioral science (SBS) departments of a research-active university. It also examines the perceived satisfaction of the faculty members related to equity and procedural justice for allocations of salary and space. The analyses of data collected suggest that the university studied is successfully reducing gender-based inequality. Other results suggest that perceived equity is an important influence on satisfaction, that the point at which procedural justice is emphasized may need to be re-examined, and that differing reactions by men and women can be difficult to predict. While the study shows that female and male faculty members tend to receive similar compensation and similar office and research space, and females even indicated a higher satisfaction with their space allocations, it points out that universities must go beyond equalizing the distribution of resources by paying careful attention to perceptions of equity and procedural justice and by striving to improve multiple aspects of their overall climate if they wish to recruit, retain and promote female faculty members.
Teachers' Perspective on Using Technology as an Instructional Tool
Author: Davidson, Leavery Y. Jefferson
Date: 2014-08-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Teacher Attitudes,High Schools,Secondary School Teachers,Case Studies,Language Arts,Interviews,Documentation,Content Analysis,Coding,Thematic Approach,Access to Computers,Barriers,Faculty Development,Low Income Groups,Urban Schools,At Risk Students,Hispanic American Students,African American Students,Educational Legislation,Federal Legislation,Qualitative Research,Lesson Plans

Federal mandates require technology use in the classroom, but not all English language arts (ELA) teachers have implemented technology as an integral part of teaching. The purpose of this qualitative case study was to investigate why ELA teachers in 2 local high schools rarely or never use technology as an instructional tool. The study was supported by theories of constructivism, multiple intelligences, and problem-based learning. The guiding research questions sought to explore teachers' perspectives regarding integrating technology within the ELA curriculum. Qualitative data were collected via face-to-face interviews, field notes from classroom visits, and unobtrusive documents which included lesson plans and check-out logs for equipment from 8 participants. Open coding was used as themes emerged during the data analysis. A qualitative typological analysis was used to analyze individual cases, and a cross-case analysis clustered themes from participants' interview responses. Findings suggested teachers' limited use of technology resulted from inadequate access to equipment, inability to troubleshoot minor technology problems, and the absence of training in learning activities. The project included professional development training sessions focused on technology use as a teaching tool. Recommendations include initiating opportunities for teachers to demonstrate proficiency in embedding technology as a pivotal teaching strategy in all disciplines. By providing effective technology training and embedding technology in instruction, students may be better prepared to compete in the technological society of the 21st century and global workforce.
Impact of Technology Based Instruction on Speech Competency and Presentation Confidence Levels of Hispanic College Students
Author: Mundy, Marie-Anne
Date: 2014-08-00
Type: Journal Articles
Subjects: Hispanic American Students,College Students,Technology Uses in Education,Educational Technology,Self Esteem,Communication Skills,Cost Effectiveness,Speech Skills,Public Speaking,Student Surveys,Tutoring,Laboratories,Video Technology,Audio Equipment,Comparative Analysis,Statistical Analysis,Readiness,Student Attitudes,Instructional Effectiveness,Web Based Instruction

One of the main goals of universities is to graduate students who are capable and competent in competing in the workforce. As presentational communication skills are critical in today's job market, Hispanic university students need to be trained to effectively develop and deliver presentational speeches. Web/technology enhanced training techniques are one way to accomplish this. However, prohibitive costs of technology means that higher education leadership must be convinced that this form of instruction is effective before purchasing equipment. Thus this study investigates the effect of web/technology enhanced training techniques on Hispanic university students' confidence and on their ability to become better communicators when giving presentations. The Hauser Lab, a technology-based speech-tutoring center was utilized. Students first use web-connected computers to view famous, effective and correctly formatted presentations. Then they write their own presentations which they present in a mocked-up classroom outfitted with video cameras and microphones. The final step is for the student to watch the recorded presentation with the Lab staff providing critiques. A survey was given both to students who attended the Lab and students who did not. A one-way analysis of variance was conducted to evaluate the difference between the students on their perceived readiness to give a presentation. Students who attended the Lab scored significantly higher than those who did not attend the Lab. The effect size suggests that 44% of the variance was accounted for by the Lab. This is considered a strong relationship.
Integrating Teacher- and Peer-Assessments of Group Coursework Assignments in Business Education: Some Innovative Methods
Author: Onyia, Okey Peter
Date: 2014-02-00
Type: Journal Articles
Subjects: Teacher Evaluation,Student Evaluation,Peer Evaluation,Group Activities,Business Administration Education,Educational Innovation,Writing Assignments,Evaluation Methods

This paper is a sequel to an earlier one that examines &quot;the efficacy of two innovative peer-assessment templates (&quot;PET&quot; and &quot;PACT&quot;) introduced to enable students provide evidence of their fairness in evaluating peer contributions to group project work&quot; (Onyia, O. P. and Allen, S., 2012). In the present paper, three innovative methods of integrating peer- and teacher-assessments are introduced and discussed, including the &quot;equal weighting integration (EWI)&quot;, the &quot;unequal weighting integration (UWI)&quot;, and the &quot;peer modulation integration (PMI)&quot; methods--all of which can help a college teacher in any area of business or social science education to combine his or her own assigned scores with those from students' peer-assessments (PA) of the group work in order to achieve a fairer final grade for each student in a group coursework assignment (GCA) that involves written reports and/or presentations.
Integrated Prevention of Social Dependencies in Adolescents through the Scenario Method
Author: Maznichenko, Marina A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Adolescents,Vignettes,Interpersonal Relationship,Prevention,Social Development,At Risk Persons,Psychological Patterns,Social Behavior,Parents,Parent Role,School Role,Social Influences

This article provides a rationale for the need to take an integrated approach to prevention of social dependencies in adolescents. Through this approach, the authors fine-tune the determination of the phenomenon of prevention of social dependencies. The authors bring to light the potential of the scenario method in resolving the above objective. The authors describe the theoretical and practical aspects of scenario planning, concretize its objects, and provide a rationale for the method's effectiveness in studying the processes of origination and operation of social dependencies in adolescents and projecting the process of their prevention. The authors propound a scenario-planning algorithm. The authors identify and describe model scenarios for the origination of social dependencies in adolescents: &quot;Dependency as an outcome of interaction with an asocial group/person&quot;, &quot;Dependency as a response to a provocation&quot;, &quot;Dependency as a means of deriving pleasure&quot;, &quot;Dependency as a way to escape one's life problems&quot;, &quot;Dependency as an outcome of the change of a constructive way of interacting with the object of dependency to an unconstructive one&quot;, and &quot;Dependency as a way to express the adolescent's protest&quot;; the authors determine unproductive stratagems for these scenarios. The authors identify the mechanisms underlying the origination of dependency: &quot;the motive-to-goal shift&quot;, emotional-positive conditioning, social contagion, substitution, compensation for negative emotions, and unblocking. The authors classify by the degree of productivity and correlate with behavioral adolescent scenarios model plots and social-pedagogical scenarios for the interaction of pedagogues and parents in resolving objectives in integrated prevention of social dependencies. The authors provide plots and scenarios for the interaction of pedagogues and parents within the &quot;field of cooperation&quot;, &quot;field of building up cooperation potential&quot;, and &quot;field of alienation&quot;. The authors provide recommendations on pedagogues' and parents' use of forestalling and correcting scenarios in respect of model scenarios for the origination of dependencies generated by adolescents. If implemented in the practice of preventive work at educational and social institutions, the material presented in this article may help boost the effectiveness of work on forestalling dependent behavior in adolescents in respect of various objects of reality.
A Revised Pilot Study Examining the Effects of the Timing and Size of Classes on Student Performance in Introductory Accounting Classes
Author: Morris, David E., Sr.
Date: 2014-04-00
Type: Journal Articles
Subjects: Introductory Courses,Accounting,Class Size,Time Factors (Learning),Pilot Projects,Academic Achievement,College Students,Scores,Grades (Scholastic)

The purpose of this pilot study is to examine the effects of the timing of classes and class size on student performance in introductory accounting courses. Factors affecting student success are important to all stakeholders in the academic community. Previous studies have shown mixed results regarding the effects of class size on student success (Laughlin, 1976; Baldwin, 1993; Hill, 1998). Additionally, most of these studies are dated and generally compared very large classes (larger than 100) to smaller classes. In this study, the authors will examine initial results comparing a range of class sizes with an enrollment as large as 60 to as small as 10. These results will be more relevant to smaller schools than previous studies. Very limited research has been reported on the effects of the timing of classes on student performance (Vruwink and Otto, 1987). These results indicated that the timing of classes had no significant effect on students' exam scores. The results of this present study indicate that neither class size nor the timing of classes has a statistically significant effect on students' final grades.