ethanporcaro/eric-fulltext-meta huggingface dataset:
Assurance of Learning in Short-Term, Study Abroad Programs
Author: Tucker, Mary L.
Date: 2011-12-00
Type: Journal Articles
Subjects: Study Abroad,Program Effectiveness,Program Evaluation,Achievement Gains,Academic Achievement,Meta Analysis,Literature Reviews,Educational Research,Program Development,Research Design,Student Development,Information Utilization,Action Research,Program Improvement,Business Administration Education,Higher Education

Business students are increasingly seeking international experience in short-term, study abroad programs to enhance their intercultural knowledge, intercultural communication skills, and global perspectives to be more competitive in the global arena. Intuitively, universities initiating these programs and the students sojourning abroad believe in the importance of international learning experiences as a way to gain intercultural understanding, improve language and intercultural communication skills, enhance discipline-specific learning, and develop greater tolerance for ambiguity. Yet, despite the assertions that study abroad programs lead to unique and beneficial outcomes for students, assessment of learning in study abroad programs lags in consistent research on student growth and effectiveness of the programs in meeting stated learning objectives. This paper provides a background of selected empirical research that has been conducted on study abroad program assessment, outlines a plan for assessment, and lists some research scales that have been used for study abroad programs assessment. Thus, this manuscript provides a foundation on which to advance the short-term, study abroad program assessment research beyond its infancy. A bibliography is included.
Inverse Translation in China: A Necessary Choice or a Necessary Evil
Author: Shi, Jiasheng
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Translation,Chinese,English

Inverse translation has long been seen in the negative light in modern translation studies, and has thus been relegated to a sort of second class endeavour. Based on a brief comparative study of English translations of Wenxin Diaolong, a Chinese literary classic, this paper argues that inverse translation is as legitimate and feasible as direct translation in China, and that the assessment of quality of translation should be based more on the translator's translation competence and translation strategy than on his or her language affiliation.
Embedding Seeds for Better Learning: Sneaking up on Education in a Youth Gardening Program
Author: Rahm, Jrène
Date: 2005-00-00
Type: Journal Articles
Subjects: Gardening,Youth Programs,Experiential Learning,Interviews,Scientists,Science Instruction,Community Programs,Observation,Case Studies,Skill Development,Entrepreneurship,Urban Areas,Scientific Concepts,Ownership,Student Participation

This article offers a description of an innovative youth program that embeds learning in a practical setting: a gardening program in which youth plant, harvest, and market their own produce. As an outgrowth of the gardening project, participants also interviewed scientists about their jobs in a way that underscored the practical use of science learning. These interviews are one example of the way in which community collaborations came to help define the gardening program. This article will also underline three components of the program that made it a valuable educational context for youth participants: (1) openness to youths' questions; (2) possibility for ownership; and (3) support of multiple forms of participation. The authors conclude with a summary of components of best practices as well as challenges the program faces. This article is essentially a synthesis of the observational and interview data Jrène Rahm collected in two individual qualitative case studies of the program in 1996 and 2001 (Rahm, 1998; Rahm &amp; Downey, 2002) together with data drawn from informal conversations with youth and from our involvement in the program, with Jrène Rahm as researcher and Kenneth Grimes as program director.
Knowledge Management: A System Dynamics Perspective
Author: Saurabh, Kumar
Date: 2005-00-00
Type: Journal Articles
Subjects: Knowledge Management,Systems Analysis,Systems Approach,Competition,Knowledge Economy,Models,Definitions,Educational Principles,Information Processing,Organizational Development,Organizational Theories,Educational Practices,Educational Technology

In the present day market scenario of intense competition, organizations need to know what they know and be able to leverage on its knowledge base to gain competitive advantage. In this knowledge era, organisations can create and sustain competitive advantage through initiation of appropriate knowledge management processes. The organisations that can leverage technology to exploit the data will realize the benefits by creating a competitive advantage for themselves. The competitive advantage could be in the form of identifying trends, unusual patterns, and hidden relationships. The recent emphasis on knowledge management arises out of the need for organizations to manage resources more effectively in a hyper-competitive, global economy.
Power and Sample Size Calculations for Testing Linear Combinations of Group Means under Variance Heterogeneity with Applications to Meta and Moderation Analyses
Author: Shieh, Gwowen
Date: 2015-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Sample Size,Computation,Meta Analysis

The general formulation of a linear combination of population means permits a wide range of research questions to be tested within the context of ANOVA. However, it has been stressed in many research areas that the homogeneous variances assumption is frequently violated. To accommodate the heterogeneity of variance structure, the Welch-Satterthwaite procedure is commonly used as an alternative to the t test for detecting the substantive significance of a linear combination of mean effects. This article presents two approaches to power and sample size calculations for the Welch-- Satterthwaite test. The usefulness and diversity of the suggested techniques are illustrated with two of the potential applications in meta and moderation analyses. The numerical assessments showed that the proposed approaches outperform the existing methods on the accuracy of power calculations and sample size determinations for meta and moderation studies. Computer algorithms are also developed to implement the recommended procedures in actual research designs.
Creating Engaged Citizens: Using Young Adult Novels and Thematic Units to Encourage Democratic Action
Author: Cipollone, Mary
Date: 2006-00-00
Type: Journal Articles
Subjects: After School Programs,Young Adults,Adolescent Literature,Novels,Youth Clubs,Middle School Students,Urban Youth,African American Students,Books,Discussion Groups,Citizenship Education,Civics,Activism,Reading Interests,Democracy,Civil Rights,Desegregation Litigation,United States History

People who read become absorbed in a process of discovery about the world around them; books open doors to otherwise inaccessible places and introduce readers to profound new ideas. Approximately 15 seventh-, eighth-, and ninth-grade members of the StreetSquash Book Club in Harlem meet on Friday afternoons to read, write, and discuss topics inspired by their reading. The StreetSquash Book Club, which is described in this article, encourages young people to become active, engaged citizens by means of thematic units that use young adult novels as entry points for discussion, games, community interaction, and civil activism. The multifaceted and engaging approach of the StreetSquash Book Club not only instills a love of reading and writing in students but also pushes them to comprehend and employ the awesome powers they possess as citizens of a democracy. This article will explore two of the book club's thematic units: the civil rights movement and the presidential election of 2004. The club focused on the civil rights movement for five weeks during the spring of 2004, coinciding with the fiftieth anniversary of &quot;Brown vs. the Board of Education&quot;. The club investigated the presidential election for six weeks during the campaign season of Fall 2004.
Assessing the Impacts of Experiential Learning on Teacher Classroom Practice
Author: Marlow, Michael P.
Date: 2011-12-00
Type: Journal Articles
Subjects: Science Teachers,Faculty Development,Experiential Learning,Informal Education,Case Studies,Phenomenology,Personal Narratives,Observation,Professional Identity,Qualitative Research,Semi Structured Interviews,Science Education

This paper focuses on the professional development of formal science educators through extraordinary experiences that occur within the realm of informal science learning. For many years the University of Colorado Denver (UCD) has offered programs that take teachers on &quot;science learning journeys&quot; to Africa, South America, through the Pacific, and many U.S. destinations through its Experiential Science Education Research Collaborative (XSci). On these adventures, teachers gain direct, first person experiences of unique and often challenging environments and multidisciplinary science within those settings. Similar professional development opportunities for teachers are widespread as summer programs through organizations nationwide. However, there is currently a lack of in-depth qualitative research investigating the actual benefits and interpretive nature of such programs as personal and professional &quot;extraordinary&quot; science learning experiences for the individuals who participate in them. The research agenda for the XSci Collaborative examines the experiences of educators engaged in informal extraordinary professional development experiences in order to understand the personal processes that make them extraordinary and valuable. Specifically, the primary research approach is to examine the &quot;interpretation&quot; of these experiences by teachers as case studies under the conceptual framework of a phenomenology. This approach utilizes several data sources, including teacher-created digital stories and video documentaries as personal narratives of their extraordinary experience; journals completed throughout the experiences, pre and post experience interviews, classroom observations and student interviews.
Assessing Mental Health Needs of Rural Schools in South Texas: Counselors' Perspectives
Author: Bain, Steve F.
Date: 2011-12-00
Type: Journal Articles
Subjects: Mental Health,Health Needs,Public Health,Rural Schools,School Counselors,Counselor Attitudes,Surveys,Access to Health Care,School Districts,Barriers,Student Needs,Institutional Characteristics,School Counseling,Knowledge Level,Burnout,Parents,Cultural Influences,Comparative Analysis,Elementary Schools,Middle Schools,High Schools,Age Differences,Counselor Role,Ethnic Groups,Hispanic Americans,Whites,Family Needs

Texas continues to fall short of the necessary mental health resources for those communities and populations in rural counties. The purpose of this article was to review the mental health resource needs of rural schools in South Texas. The study focused primarily on the perspectives of the school counselors in the identified districts. Funded by a grant from the South Texas Expansion Program for Hispanic Graduate Students (STEP-HG) Project received by Texas A&amp;M University-Kingsville, the authors conducted a survey of school counselors in the South Texas and Coastal Bend area designed to assess the availability of mental health resources in these rural districts. This article provides an analysis of those findings and a discussion of key issues surrounding the need for mental health resources. The findings will be used to determine a potential strategy for bolstering these resources in underserved rural communities.
Graduate Student Preference for Instructor Feedback in MBA Distance Education
Author: Shepherd, Morgan
Date: 2011-12-00
Type: Journal Articles
Subjects: Graduate Students,Preferences,Masters Programs,Business Administration Education,Distance Education,Feedback (Response),Student Attitudes,Database Management Systems,Courseware,Multimedia Materials,Delivery Systems,Qualitative Research,Information Systems,Hypothesis Testing,Student Surveys

Distance education is an accepted delivery option for education at all levels today. In this environment, education is delivered via one of many course management platforms (CMP), which support a variety of technologies. This provides a great opportunity to apply and test the various facets of Media Richness Theory. This paper describes the result of an experiment where instructor feedback to graduate students was done via Word documents (written) and .mp3 files (verbal). While research shows students have a preference for getting feedback via podcasts and other verbal means, the students in this study overwhelmingly favored the written feedback. However, the main results come from the qualitative answers given by the respondents. Reasons for this and implications for CMPs are discussed.
Leveraging Resources to Promote Positive School-CBO Relationships
Author: Wimer, Christopher
Date: 2004-00-00
Type: Journal Articles
Subjects: After School Programs,School Community Programs,School Community Relationship,Community Programs,Community Organizations,Program Evaluation,Shared Resources and Services,Expertise,Professional Development

Many afterschool programs operated by neighborhood or community-based organizations (CBOs) take place in students' school buildings. Navigating relationships between afterschool programs and their host public schools can be challenging for both parties. At times, tension in such relationships can throw unnecessary roadblocks on the path to achieving successful and enriching youth programming. Connecting, coordinating, and leveraging the resources of both schools and CBOs, however, can enable both institutions to develop and implement effective afterschool programs (Blank &amp; Langford, 2000). Ferguson and Dickens (1999) delineate four primary forms of resources or assets necessary for any community development organization to accomplish its goals and achieve its outcomes: (1) Physical resources: concrete assets such as buildings, tools, or materials; (2) Financial resources: money and funding streams; (3) Social resources: the norms, shared understandings, and trust inherent in strong relationships among various actors; and (4) Intellectual resources: the skills, knowledge, and competence of main stakeholders such as teachers and program staff. This review article uses the Ferguson and Dickens resource framework to examine how CBOs and schools have leveraged their resources to achieve their common goal: the increased learning and positive development of youth in their care. The review draws on rich evaluation data harvested from the Harvard Family Research Project's (HFRP's) Out-of-School Time Program Evaluation Database to provide examples of afterschool programs that have successfully navigated the challenges of sharing resources with schools.
Secondary Content Area Reading: Challenging Sell for Professors in Teacher Education Programs
Author: Almerico, Gina M.
Date: 2011-12-00
Type: Journal Articles
Subjects: Teacher Education Programs,Content Area Reading,College Faculty,Secondary School Teachers,Resistance (Psychology),Student Attitudes,Reading Strategies,Vocabulary Development,Reading Comprehension,Semantics,Learning Activities,Teaching Methods,Questioning Techniques,Active Learning,Inquiry

Candidates in teacher education programs who are training to become secondary education content area teachers are required in most programs to enroll in a class dealing with teaching reading in the content areas. A number of these candidates reluctantly attend these courses and question the appropriateness of the content they are required to endure. This paper addresses the resistance professors who teach these courses experience and the strategies which, when implemented can turn these reluctant learners into true believers of the value of teaching reading strategies in their content area classes.
Managing the Demands of Accreditation: The Impact on Global Business Schools
Author: Kourik, Janet L.
Date: 2011-12-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Global Approach,Business Administration Education,Comparative Analysis,Comparative Education,Eligibility,Models,Institutional Evaluation,Educational Quality,Program Effectiveness,Competition,Higher Education,Organizational Theories,Organizational Effectiveness,Regional Characteristics,Educational Practices

Over the past several years the academic community has become abundantly aware of the requirements of university-wide and specialized accreditation. This paper describes the background to accreditation models initiated in several regions of the world, such as the specialized business accreditations of the European Quality Improvement System (EQUIS) and the Association of Collegiate Business Schools and Programs (ACBSP) in the US, giving the motivation as to why and how they were established. Comparisons will be drawn among these models, and describe the impact of specialized business accreditation at Webster University. Through this paper, the ongoing concern with higher education assessments and accreditation will be placed in a global context, something that is essential for academic institutions to remain competitive.
Cross-Cultural Knowledge Management of University Professors in India
Author: Rajasekhar, Mamilla
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Knowledge Management,College Faculty,Competition,Universities,Commercialization,Relevance (Education),Cross Cultural Studies,Global Approach,Educational Practices,Teacher Attitudes,Educational Technology,Teacher Surveys,Educational Change,Change Strategies

To be consistent with WTO promulgations at Cancun 2003 meet, India as one of the founding members has made open to foreign and private universities to enter into India to do trade in higher education services from January, 2005 onwards. To withstand this imminent competition, the author in this survey based research article tries to suggest traditional Indian universities to transform themselves into business like organizations and adopt cross-cultural knowledge management concept as one of the techniques to increase their competitive advantage.
Spontaneous Recovery of Human Spatial Memory in a Virtual Water Maze
Author: Luna, David
Date: 2015-00-00
Type: Journal Articles
Subjects: Spatial Ability,Memory,Simulated Environment,Cognitive Mapping,Cognitive Processes,Undergraduate Students,Cues,Water,Aquatic Sports,Drills (Practice),Statistical Analysis,Training,Feedback (Response),Probability,Geographic Location,Navigation

The occurrence of spontaneous recovery in human spatial memory was assessed using a virtual environment. In Experiment 1, spatial memory was established by training participants to locate a hidden platform in a virtual water maze using a set of four distal landmarks. In Experiment 2, after learning about the location of a hidden platform, the platform was placed in a new position within the virtual water maze in order to extinguish the original learning. An immediate test showed that participants searched for the platform at its most recent location. In contrast, on a delayed test (24 h), participants tended to seek the platform at the original location. These findings are consistent with the spontaneous recovery effect on spatial memory and are discussed in relation to the cognitive map theory and associative approach of spatial memory.
Validation of a Self-Report Instrument to Assess Social and Emotional Development
Author: Seal, Craig R.
Date: 2011-12-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Measurement Techniques,Measures (Individuals),Test Validity,Factor Analysis,College Students,Adult Development,Young Adults,Discriminant Analysis,Test Reliability,Emotional Intelligence,Student Surveys

The current study, using a factor level analysis approach, provides evidence of the validity of the Social Emotional Development Instrument (SED-I) for students in higher education. Although there are a multitude of models and measures that borrow from the premise of emotional intelligence (EI), very few current instruments focus exclusively on a developmental path of social emotional competence development for young adults. In addition, prior validity studies with these measures fail to include a full spectrum of potential convergent and discriminant analyses assessed at the factor level. This validation study suggests that the SED-I is a reliable, robust and comprehensive measurement for assessing college students' social emotional competency changes. Limitations and suggestions for future research are also discussed.
Virtual Tutoring and Student Support Systems
Author: Geary, Jennifer Lee
Date: 2005-00-00
Type: Journal Articles
Subjects: Academic Support Services,Tutoring,Intelligent Tutoring Systems,Technology Uses in Education,Educational Technology,Distance Education,Student Personnel Services,Foreign Countries,Access to Education,At Risk Students,Computer Mediated Communication,Supervisors,Mentors,Teachers,Teaching Methods

Virtual tutoring and student support systems may be pivotal in developing opportunities of equality and of outcome for students who study at a distance. Cookson (2002) mentions that it is important to assist students to have access to study programs. Cookson (2002) elaborates upon this and states, &quot;If access is to be equitable, once they are admitted, socio-economically and educationally disadvantaged students require different forms of learning assistance&quot; (p. 16). Disadvantaged students may include women, people with disabilities, those who live in rural and isolated areas, offenders and professionals who are experiencing stress and/or trauma. Many students need to be supported not only to have access to distance education and training programs but also to be successful in their studies. In this paper, factors pertaining to virtual tutoring and student support systems will be appraised and secondary themes, such as the limitations and strengths of technologies and the contexts in which they occur, are also covered. Some questions to be considered by professionals in the development of these virtual systems are raised. Perhaps as inquiry and practice associated with virtual systems becomes more informed, professionals will be in positions to ask better questions than they may have done in the past. Finally the interdisciplinary and pioneering work of the Alberta Supernet Research Alliance associated with the development of broadband connectivity for Albertans is mentioned. The experiences and findings of the Alliance may have implications for the third world within and external to developing nations who seek to overcome challenges that are associated with the &quot;digital divide&quot;.
Implementing Online Learning: The Essence of Good Practice
Author: McInnerney, J. M.
Date: 2005-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Best Practices,Delivery Systems,Organizational Communication,Interpersonal Communication,Guidelines,Change Strategies,Academic Persistence,Student Experience,Institutional Characteristics,Instructional Materials,Educational Practices,Educational Strategies,Teaching Methods

Despite thousands of courses being transferred wholly or partly to an online mode of delivery over the last decade, many institutions continue to get it badly wrong. This paper draws on the literature to highlight some important aspects of online learning implementation from the perspective of those involved. One common thread throughout is the major importance of good communication between all of the parties involved academics, developers, administrators, and students. This paper distils the essence of good practice to present 27 guidelines for those involved in the transfer to online learning, in the hope that some of the more prominent pitfalls and disasters can be avoided.