ethanporcaro/eric-fulltext-meta huggingface dataset:
Instructors&apos; and Administrators&apos; Perspectives on Culturally Responsive Teaching in Rwandan Higher Education
Author: Rulinda, Ephrard
Date: 2022-05-00
Type: Journal Articles
Subjects: Teacher Attitudes,Administrator Attitudes,College Faculty,College Administration,Higher Education,Teaching Methods,Culturally Relevant Education,Foreign Countries,Case Studies,Guidelines,Best Practices,Universities,Classroom Environment,Instructional Leadership,Educational Policy,Faculty Development,Conflict,Prevention,Minority Group Students,Student Attitudes,Student Needs,College Students,Educational Change

In Rwanda, the number of culturally minority students in higher education institutions has continued to increase in recent years, yet the role of instructors and school administrators in utilizing culturally responsive teaching (CRT) methods for those students remain unclear. The purpose of this qualitative case study was to describe instructors' and school administrators' views of their roles in utilizing CRT methods. The conceptual framework for this study included CRT best teaching practices and approaches; institutional, personal, and instructional dimensions of CRT; and components of the preparation for and practice of CRT. The study was conducted at a university with three campuses located in Rwanda's Southern, Eastern, and Kigali provinces. Participants included five instructors and seven administrators selected through purposive sampling. Face-to-face interviews and documents were used as data sources. Data analysis was performed using coding, categorization, and themes. The findings revealed that instructors viewed administrative assistance; classroom climate; the determination of curriculum strengths and weaknesses; and changes in school leadership, policy, and administrative practices as key factors in conducting CRT methods. Administrators viewed training and professional development; changes in school leadership, policy, and administrative practices; conflict prevention; a healthy learning and living environment; and changes in instructional programs and strategies as best practices. A recommendation as a result of this is to study minority students' views of instructors' and administrators' roles in conducting CRT. This study may potentially cause positive social change by increasing instructors' and administrators' knowledge of strategies to better meet minority students' needs.
Investigating the American Dream among College Students
Author: Scott, Kristin
Date: 2022-05-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Democratic Values,Values,Decision Making,Money Management,Conservation (Environment),Ownership,Life Style

The American Dream is thoroughly woven into the American life and has broad individual and cultural implications. At its heart, the American Dream represents opportunity and prosperity but has recently developed into a hyper-consumption ideology. Because of the current state of economic and environmental conditions, new ideas of what the American Dream should be are emerging. The current study investigates how the American Dream is perceived among college students and whether the traditional values of the Dream are still relevant among this generation. Results showed that, overall, college students are split as to whether the American Dream is outdated (47% vs. 47%). The results also suggest differing levels of buy-in to the American Dream among college students. Specifically, there are three different groups which vary in their amount of buy-in to the Dream: Disillusioned who make up 47% of the total respondents, Reformers who are 16% of the total respondents, and Status Quo who make up 31% of the total respondents. Those who are Disillusioned believe the traditional Dream is outdated and new values need to be added. In direct comparison, those who advocate a Status Quo American Dream, support the traditional Dream and do not think new values need to be added. In the middle, are Reformers, who advocate new values be added to the American Dream but do not think that the traditional Dream is outdated. These different clusters vary on the factors used in life decisions, their individual values, environmental concern, and frugality. The American Dream will probably continue to evolve as new generations change their beliefs as to what constitutes important life goals. If it remains a flexible construct, the American Dream may never be outdated but may need continual updates as to what exactly the American Dream represents.
Perceived Risk and Risk Assessment in Self-Supported Study Abroad: Evidence from China
Author: Zhan, Zhan
Date: 2022-05-00
Type: Journal Articles
Subjects: Risk,Risk Assessment,Study Abroad,Safety,Educational Finance,Behavior Patterns,Personal Autonomy,Educational Attainment,Mental Health,Physical Health,Economic Factors,Money Management,Student Attitudes,Gender Differences,Family Environment,Age Differences,Decision Making,Higher Education,College Students,Foreign Countries,High School Students

Different from the objective risk of self-financed study-abroad behavior, the perceived risk thereof is the basis for individuals to assess the educational consumption risk from their own points of view. The perceived risk in self-financed study-abroad behavior falls into seven aspects, i.e., economic risk, functional risk, completion risk, cultural risk, psychological risk, health risk and safety risk. Individuals' perception of these types of risk is influenced by variables such as gender, education, personal experiences, family environment, etc. For students at school, completion risk, health risk and safety risk are the main factors that affect their risk assessment of studying abroad. The main consequences and hidden dangers of risk perception and assessment of studying abroad are: (1) the economic risk is not paid enough attention; (2) the risk assessment is biased; and (3) studying abroad at a younger age faces grave hidden danger. These problems are caused by the difference between perceived risk and objective risk; the dislocation between perceived risk and risk assessment; and the lack of comprehensiveness throughout the process of risk assessment.
The Influence of Grit on Career Decision Self-Efficacy within the Context of an Undergraduate Career Success Course
Author: Sutzko, Christopher C.
Date: 2022-05-00
Type: Journal Articles
Subjects: Academic Persistence,Resilience (Psychology),Decision Making,Career Choice,Self Efficacy,Undergraduate Students,Business Administration Education,Program Effectiveness,Correlation,Success,Skill Development

Recent interest in the development of non-cognitive skill development within the educational environment can play an important role in helping students succeed while in school and beyond. The purpose of this quantitative, quasi-experimental design study is to explore what influence a career focused Introduction to Business course embedded with grit lessons that is administered to full-time undergraduate college students has on measures of grit and career decision self-efficacy. Data gathering instruments included the 12 item Grit Scale (Duckworth et al., 2007) and the Career Decision Self-Efficacy Scale (Betz &amp; Taylor, 2012). Dependent variables are grit and career decision self-efficacy (CDSE) scores. The independent variable will be the modified Introduction to Business Course with embedded grit lessons. The control group received the standard Introduction to Business curriculum. The treatment and control condition will be administered simultaneously over a seven-week period, meeting twice per week for 50 a minute class period. Grit and CDSE were measured using pretest-posttest design to promote the isolation of the dependent variables measured on posttest as an indication of the treatment. Grit and CDSE showed no statistically significant relationships between the two constructs. The treatment group did show small positive effect in posttest grit scores versus the control group. No statistical significance was identified for CDSE scores between the control and treatment groups. The results of this study may provide evidence, grounded in research, that can provide additional support in the development of grit in the classroom environment and further understanding of the relationship between CDSE and grit.
Classroom Management Strategies as a Cornerstone of Elementary Teachers&apos; Self-Efficacy
Author: Conner, Niamh
Date: 2022-05-00
Type: Journal Articles
Subjects: Elementary School Teachers,Classroom Techniques,Self Efficacy,Teacher Attitudes,Measures (Individuals),School Districts,Faculty Development,Behavior Problems,Student Behavior,Correlation,Constructivism (Learning),Academic Achievement,Teaching Guides,Student Improvement,Urban Schools,Disadvantaged,Institutional Characteristics,Teacher Student Relationship

In this study the local school district has historically had a lack of professional development (PD) in classroom management, challenging student behaviors in many classrooms are on the rise which is resulting in decreased teacher self-efficacy. The main purpose of this quantitative, correlational study, which was influence by a constructivist theoretical framework, was to examine the relationship between teachers' self-efficacy in the classroom while addressing challenging student behaviors and the quantity of PD that the teachers have had in classroom management. The convenience sample contained 99 teachers from 8 elementary schools; this total was based upon a response rate of 45%. The instrument, the Teacher Sense of Efficacy Scale (TSES), was administered via SurveyMonkey®. Although the Pearson product-moment correlation showed that PD in classroom management and teachers' self-efficacy were not significantly related, the descriptive TSES results indicated that teachers needed specific guidance in addressing challenging students, as evidenced by the lowest score on the TSES for the question asking teachers how well they are able to educate the most difficult students. Instead of planning another series of broad PD sessions for teachers, a behavior management manual was designed to simultaneously help teachers manage challenging student behaviors and increase their self-efficacy in the classroom when addressing challenging student behaviors. The goal is to provide teachers with a manual that they can reference to find resources to address challenging student behaviors and allow them to focus on academic achievement. This behavior management manual for teachers has implications for positive social change in that it can educate teachers on how to manage challenging student behaviors and potentially improve academic performance.
Understanding the Impact of COVID-19 on College Student Academic and Social Lives
Author: Hamlin, Alan R.
Date: 2022-05-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,College Students,Social Life,School Closing,Courses,Interpersonal Communication,Student Satisfaction,Distance Education,Interaction,Student Experience,Educational Quality,Educational Technology,Technology Uses in Education

The coronavirus has caused major disruptions in the lives of people around the world in 2020. The academic world is no exception. The spread and severity of the virus has resulted in major academic changes in university class availability and content delivery; the use of technology for administrative, faculty and student meetings; how clubs and organizations conduct their affairs; student housing and dining; attendance at athletic, theater and other events; and many other areas. These changes have resulted in a great deal of stress and uncertainty among this demographic group. A 56 question survey was created to measure the perceptions of college students about the impact of COVID-19 on various aspects of their lives, including academic, financial, social, emotional and physical impacts. It was also designed to assess the impact of the pandemic on their attitudes about the future of their studies, careers and personal lives. 823 students completed the anonymous survey during Summer and Fall Semesters of 2020. This paper addresses the impact of the virus on the academic and social lives of college students, including coursework, study habits, communication with other students and faculty members, campus life, social interactions and how the virus has affected their perceptions about their future plans after graduation. It also provides some guidelines on how college teachers and administrators should consider these changes when making decisions that affect them.
Faculty Salaries in Higher Education among Business and Other Fields of Study
Author: Staples, Julie
Date: 2022-05-00
Type: Journal Articles
Subjects: College Faculty,Teacher Salaries,Salary Wage Differentials,Classification,Accounting,Marketing,Economics Education,Finance Occupations,Management Development,Business Administration Education,Decision Making,Public Policy,Costs,Intellectual Disciplines,Academic Rank (Professional),Teacher Characteristics,Professional Associations

Discussion and comparison of faculty salaries in academia is an ongoing research interest for all stakeholders in higher education. The intention of this research is to understand the differences in faculty salaries within five business classifications and across other academic subject areas. Various authors have examined different aspects of faculty salaries using different sources of data. Using data from the College and University Professional Association for Human Resources (CUPA-HR), this study employs a series of one-way analysis of variance (ANOVA) quantitative tests to examine differences in faculty salaries across various academic disciplines and ranks. Significant differences were located among several of the five business-related classifications identified for this study (accounting, economics, finance, management, and marketing). Additionally, faculty salaries in the business field were found to be significantly higher than all other fields in all ranks of faculty classified as full-time. The results of this research will enhance the understanding of compensation for higher education faculty, leading to enhanced decision making for public policy and cost structures.
Crisis Leadership: The Experiences of Six Texas Superintendents during the COVID-19 Pandemic
Author: Gonzalez, Ismael
Date: 2022-05-00
Type: Journal Articles
Subjects: Crisis Management,Instructional Leadership,COVID-19,Pandemics,Administrator Attitudes,Case Studies,Phenomenology,School Districts,Superintendents,Kindergarten,Elementary Secondary Education,Decision Making,Accountability,Leadership Styles

The study sought to qualitatively capture and examine the leadership experiences of six superintendents who led their school districts during the COVID-19 pandemic through the lens of the Boin et al., (2017) Five Critical Tasks of Strategic Crisis Leadership framework centered on sensemaking, decision-making and coordinating, meaning making, accounting, and learning. This phenomenological case study design explored the lived experiences (Clandinin &amp; Connally, 1996) of these Texas superintendents and may contributes to the emerging scholarly literature on leading in times of crisis.
Should Calculus Be a Pre-Requisite for Business Statistics? A Longitudinal Study
Author: Nietfeld, Carla
Date: 2022-05-00
Type: Journal Articles
Subjects: Business Education,Statistics,Undergraduate Study,Prerequisites,Calculus,Academic Achievement,Mathematics Achievement,Educational Change,Curriculum Development,Mathematics Instruction,Required Courses

Business Statistics is a required course for undergraduate business majors and presents significant challenges for students with weak quantitative and critical thinking skills. This paper shows that changing the pre-requisite for the Business Statistics course from Business Calculus to Probability and Statistics makes a significant positive impact, despite the increase in course content, on student performance for business students at a comprehensive regional university in the southeast. It is recommended business schools that experience difficulties with students successfully completing business statistics to carefully consider curriculum changes, particularly the chosen pre-requisite courses.
Student-Loan and Depression: Implications for Higher Education Educators
Author: Sigdyal, Pratigya
Date: 2022-05-00
Type: Journal Articles
Subjects: Student Loan Programs,Debt (Financial),Depression (Psychology),Undergraduate Students,Money Management,Mental Health,Correlation,Resilience (Psychology),Social Support Groups,Symptoms (Individual Disorders),Coping

Research indicates that student loans have negative implications on students' mental health, including depression. However, research on the mechanism by which the student loan leads to depression has lagged. Drawing from the hopelessness theory of depression, this paper investigates the mediating role of negative financial management behaviors as a pathway from student loans to depression. Additionally, the paper discusses implications and interventions that educators can design in their classrooms. The data was collected using IRB-approved questionnaires from 318 undergraduate students at a large public university in the Southwest United States. Preachers and Hayes Process macros were used to test the moderated mediation. Results reveal that negative financial management behaviors mediate the path from student loans to depression. The paper provides tips for educators on how to incorporate discussions on financial management behaviors and mental health in their classrooms. After performing an extensive search, this study seems to be the first to examine the relationship between student loans, negative financial management behavior, and depression among currently enrolled undergraduate students.
Using Course Level Data Analytics to Evaluate Student Learning Outcomes &amp; Engagement
Author: Wright, Susan L.
Date: 2022-05-00
Type: Journal Articles
Subjects: Student Evaluation,Outcomes of Education,Data Collection,Academic Achievement,Accounting,Student Attitudes

This paper describes a process for evaluating student learning at the course-level. Course-level data is used to inform continuous improvement of program-level assessment. The sample consists of direct and indirect measures related to 101 students enrolled in a principles of financial accounting course. Direct measures indicate that most students meet or exceed learning expectations. Students scored higher on questions related to lower levels of Bloom's taxonomy (1956). Indirect measures indicate students perceive stronger than actual performance. Students not meeting the threshold of performance, cite student engagement as the reason. As engagement is paramount to success in COVID-19 learning environments, results are relevant for informing assessment interventions.
Insights on the Development of a Service-Learning Course: The People of Appalachia and What Nurse Practitioner Students and Faculty Learned along the Journey
Author: Aplin-Snider, Christina
Date: 2022-00-00
Type: Journal Articles
Subjects: Curriculum Development,Service Learning,Allied Health Occupations,Nursing,Allied Health Occupations Education,Student Attitudes,Teacher Attitudes

Background: Service-learning has long been identified as a mechanism to augment traditional classroom pedagogies. With the recent increase of preceptor shortages and decreased access to clinical hours for nurse practitioner students, service-learning activities are an innovative way for NP students to gain knowledge and exposure to clinical situations including interdisciplinary learning. Purpose: The development of a service-learning course and the journey the NP students and faculty experienced is explored in this article including the course outcomes and the student and faculty perspectives as well as the student preparation for the event. Methods: This was a descriptive study with the student and faculty experiences described as such. Results: Students and faculty were able to experience life changing interactions with patients who had significant health disparities. In the 28 hours they were at the event, their lives were forever changed and their journey is chronicled here.
Introducing Service-Learning During the Pandemic: Lessons Learned
Author: Dorsett, James R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Service Learning,COVID-19,Pandemics,Graduate Students,Business Administration Education,Student Evaluation,Evaluation Methods

This case study describes the elements and methodology in developing and pilot testing a new service-learning pedagogy at the California Institute of Advanced Management (CiAM) that took place during the pandemic. A description of its purpose and rationale ties the pedagogy to the institute's vision, and mission and its alignment with the philosophies of Peter Drucker taught at the institute. Supported by current literature, the theoretical underpinnings of service-learning and its application are examined and presented in light of the challenges created by the pandemic, impacting administrators, faculty, community providers, and students alike. To overcome or adapt to these challenges, concepts of change leadership and their applications are analyzed, and an in-depth examination is made of critical reflection's vital role in the teaching and learning processes. Service-learning outcomes and assessments are explored in detail at each level of the organization, including the institute, the faculty, and the student, as well as the community partner. This case study also includes a description of two semester-long service-learning pilots conducted at CiAM during the pandemic, the resulting outcomes, and the proposed next steps.
Reflections on Service-Learning in Tax during a Pandemic Period
Author: Lail, Scott
Date: 2022-00-00
Type: Journal Articles
Subjects: Service Learning,Taxes,COVID-19,Pandemics,Business Administration Education,Student Attitudes,College Students

Completing service-learning in a tax-related environment is often an experience that provides opportunities for individuals to gain practical work experience and work through anxiety and stress in any time-period. Add the unknowns of going through the COVID pandemic and the impacts it has on the experience, and this can take the stress and anxiety experiences to even higher levels. However, the service-learning aspect is still one that provides students with the practical work experience that will prepare them for entering the professional workforce, yet still having the ability to reach out to academic leadership for assistance. The purpose of this qualitative research study was to collect and analyze data related to the service-learning experience of participants during a pandemic period. Nine individuals agreed to participate in the study and in the data collection during their service-learning experience. These individuals made weekly journal recordings and periodic reflections on their experience. In addition, interviews were conducted (through both weekly group check-in meetings and individual follow-up meetings with the instructor) in order to gain additional insights from the students' experiences. The collected data was analyzed for both similarities and differences in student experiences. Results of the analysis were interpreted and summarized for documentation purposes. Finally, recommendations for future research and future tax-related service-learning experiences were provided.