ethanporcaro/eric-fulltext-meta huggingface dataset:
Change Happened: Innovative Teaching in a New Virtual-Only Environment
Author: Welliver, Michele C.
Date: 2022-05-00
Type: Journal Articles
Subjects: Educational Innovation,Teaching Methods,Online Courses,Instructional Design,Public Speaking,Educational Environment,Learner Engagement,Student Motivation,Electronic Learning,Educational Technology,Higher Education

The purpose of this article is to illustrate an innovative teaching and learning method developed to address the limitations of 'normal' classroom instruction during the unprecedented health crisis of 2020. The course redesign for the digital classroom discussed in this paper details one instructor's journey of adjusting to a new way of teaching, like most other teachers across the globe, with only a moment's notice. With the help of an on-campus teaching and learning center, discussions with colleagues, and previous knowledge of online learning, the instructor delivered an online learning experience for students that proved more efficient and effective than the previous traditional offline course formats. Specifically, the instructor was able to capitalize on the successes of two redesigned projects for the digital classroom and ultimately develop a redesigned curriculum for a Public Speaking course that replaced the pre-COVID-19 course curriculum. The rewritten projects for the Public Speaking course detailed in this article not only met the course's learning goals but allowed students to thrive in a virtual-only environment carefully created to invite engagement and participation at the onset of the COVID-19 pandemic. Despite being pandemic-driven, this revised class format and accompanying lessons learned for the digital classroom have been adopted across all the instructor's classes. The course updates are a superior method of engaging students and motivating them to prepare more, as evidenced by student feedback and assessments.
Learning during the Pandemic: Observations and Suggestions
Author: Corcoran, Charles
Date: 2022-05-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Electronic Learning,In Person Learning,Preferences,Student Experience,College Students,Student Attitudes,Blended Learning,Synchronous Communication

On-line learning during the past three semesters, Spring, 2020 through Spring, 2021, has changed the educational delivery paradigm in higher education, perhaps forever. Hitherto, the literature regarding the efficacy of on-line vis-à-vis in-class learning has been affected by the self-selection bias of on-line learners. No longer. The past three semesters have compelled everyone into the on-line learning space. Regardless of the efficacy of on-line learning, students overwhelmingly prefer an in-class experience. However, on-line learning has provided an option, without which education on all levels would have ceased altogether. This research demonstrates that offering students' options, in-class and on-line simultaneously, has merit. But results are complicated. While &quot;remote-learning fatigue&quot; is evident, with passage of time more students seemed to have acquiesced to the normalcy of on-line learning, however less appealing. The recently emerged Delta variant serves notice that the Pandemic is not over.
Dewey, Freire, &amp; Kolb -- Financial Education&apos;s Purpose: Financial Literacy for One&apos;s Lived World
Author: Timura, Timothy
Date: 2022-05-00
Type: Journal Articles
Subjects: Money Management,Experiential Learning,Behavior,Access to Education,Knowledge Level

Traditional approaches to financial education -- with curricula and strategies designed by a developer oftentimes disengaged from the lived-worlds of all the students - increasingly populate the literature. For example, characteristics of participant, venue, timing, and content are chronicled that when analysed, result in on-going disappointing behaviour. In light of the shortcomings of traditional curricula and strategies, strategically combining the seminal theories of John Dewey, Paulo Freire, and David Kolb, the purpose of this paper is to conceptually outline a lived-world, experiential approach to contemporary financial education, financial literacy, and their behavioural objectives. Because experiential learning has been successful in myriad other education settings, its application in financial education in pursuit of financial capability (i.e., education, literacy, and access) is proposed. Through the employment of educator roles, the paper seeks to refocus on the purpose of education specifically, to teach the student to learn and think.
Culturally Responsive Curriculum Implementation of Middle School Principals in Southern Texas
Author: Narine, Caroline Wendy
Date: 2022-05-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Curriculum Implementation,Middle Schools,Principals,Leadership Styles,Administrator Attitudes,Experience

Although culturally responsive curricula are designed to educate students to be both socially and culturally successful, the curriculum implementation leadership practices middle school principals have used to support such curricula have been unclear. This study explored how middle school principals in southern Texas were supporting their teachers by implementing a culturally responsive curriculum in their schools. This exploratory qualitative study employed the applied critical leadership conceptual framework to examine the culturally responsive curriculum implementation leadership practices of middle school principals in southern Texas. The criteria for the selection of participants were 2 to 5 years' experience as a principal in a middle school managing a school in grades 6, 7 and/or 8 with a population between 300 and 1,200 students and a self-reported minority presence. Data were collected through interviews with 10 purposively selected middle school principals recruited from LinkedIn. Data analysis included the identification of emergent codes, categories, and themes. Findings revealed that these principals build collaboration within their schools to promote cultural appreciation and belongingness to meet the diverse needs of their students who were experiencing challenges. Results indicated that Principals reported being proactive and adopting restorative approaches in addressing race and social injustice issues. They reported implementing culturally responsive curriculum leadership practices in nonstandard ways based on situational responses. These results are valuable for educational policymakers to plan how to standardize culturally responsive practices for diverse environments in the more positive social integration of immigrants into the wider society.
The Purpose of Parents: School Personnel Perceptions of the Role of Parents in Secondary Schools
Author: Jones, Christopher
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Role,Parent School Relationship,Attitudes,Parent Participation,School Policy,Partnerships in Education,Administrator Attitudes,Principals,Assistant Principals,Professional Development,Barriers,Resources,Time,Expectation

The argument for the importance of a parent's engagement with their child's learning over parental involvement with their child's school has been shown to be valuable in research literature. This study, conducted in England prior to the global COVID-19 pandemic, therefore aimed to understand how school leaders and their staff understand parental engagement, parental involvement, and the role they believe parents should play in the education of their children. Whilst not expecting schools to know and utilize the language used in research literature, the findings suggest a lack of delineation between practices attributed to parental engagement and involvement by Goodall and Montgomery (2014). It also appears that in some schools, a focus remains on encouraging parents to support school policy, rather than empowering parents to support the shaping of school policy and supporting them to engage with their child's education at home. An argument can therefore be made for increasing the availability of research literature in schools and the importance of educating school staff about the value of parents and the role they can play inside and outside formal education.
How Is Parental Educational Involvement Related to School Satisfaction for Parents of Young Autistic Children?
Author: Schuck, Rachel K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Parent Participation,Parent Attitudes,Satisfaction,Autism Spectrum Disorders,Young Children,Parent Teacher Cooperation

Many parents of young autistic children report wanting to be more involved in their child's education. Parental involvement is positively correlated with school satisfaction, yet how various involvement activities are differentially related to satisfaction has not been extensively investigated. This study aimed to learn more about satisfaction with and involvement in education using quantitative and qualitative survey data. Parents (N = 45) of young children with autism generally agreed that they were satisfied with their child's education. However, qualitative data highlighted that school-based involvement options were sometimes limited and that involvement could be difficult for busy families. The amount of time parents spent implementing strategies learned from school into everyday life was significantly related to school satisfaction. This finding points to the importance of involvement for generalization of skills across contexts and will hopefully encourage more parent--teacher communication on this topic.
Formative Assessment Tasks as Indicators of Student Engagement for Predicting At-Risk Students in Programming Courses
Author: Veerasamy, Ashok Kumar
Date: 2022-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Educational Indicators,Learner Engagement,At Risk Students,Prediction,Programming,Computer Science Education,Academic Achievement

Previous studies have proposed many indicators to assess the effect of student engagement in learning and academic achievement but have not yet been clearly articulated. In addition, while student engagement tracking systems have been designed, they rely on the log data but not on performance data. This paper presents results of a non-machine learning model developed using ongoing formative assessment scores as indicators of student engagement. Visualisation of the classification tree results is employed as student engagement indicators for instructors to observe and intervene with students. The results of this study showed that ongoing assessment is related to student engagement and subsequent final programming exam performance and possible to identify students at-risk of failing the final exam. Finally, our study identified students impacted by the COVID-19 pandemic. These were students who attended the final programming exam in the semester 2019-2020 and who scored well in formative assessments. Based on these results we present a simple student engagement indicator and its potential application as a student progress monitor for early identification of students at risk.
Five Suggested Soft Skills Learning Objectives for Enhancing Undergraduate Accounting Curriculum
Author: Bennett, Cassandra
Date: 2022-05-00
Type: Journal Articles
Subjects: Soft Skills,Educational Objectives,College Curriculum,Business Administration Education,Accountability,Undergraduate Study,Undergraduate Students,Communication Skills,Critical Thinking,Reliability,Responsibility,Integrated Curriculum,Writing Skills,Adjustment (to Environment),Attendance,Listening Skills,Collegiality

Accountants interact with a multitude of stakeholders on a daily basis, from co-workers and supervisors to clients and members of governing organizations. Developing skills to navigate these interactions is crucial to their success. As Colleges and universities must develop ways to teach and assess these skills alongside the technical competencies of the industry. This paper identifies five key components of softs skills to be addressed in undergraduate curriculum: communication, critical thinking, reliability and responsibility, engaged listening, and respect. Five suggested learning objectives were derived from these components. The learning objectives related to these skills can be integrated into the existing course curriculum rather than as a separate course. Objectives could be completed in an efficient manner without adding significant time or effort of developing new classes.
Resiliency during COVID-19 Disruption: Flipped vs. Traditional Classrooms
Author: Swart, William
Date: 2022-05-00
Type: Journal Articles
Subjects: Pandemics,COVID-19,Flipped Classroom,Self Contained Classrooms,Crisis Management,Resilience (Psychology),In Person Learning,Electronic Learning,Educational Change,Learner Engagement,Student Satisfaction,College Students,Distance Education

We explore the resiliency (i.e., the ability of a system to return to its original state or move to a new desirable state after being disrupted) of traditional lecture-based classes and flipped classes in the face of disruption caused by COVID-19. One flipped class and one traditional lecture-based class, both taught in the Department of Marketing and Supply Chain Management, were selected. For the flipped class, data from the semester prior to and during the pandemic were analyzed, indicating that the flipped class was able to move from face-to-face to online learning with no significant difference in student satisfaction and engagement. Data collected for the traditional lecture-based class indicated significant less student engagement during the transition period from face to face to online learning, but, by the end of the pandemic semester, students had achieved a comparable level of satisfaction and engagement with their online learning environment to students in the flipped class. We conclude that both instructional modalities are resilient, albeit the traditional class had less student engagement when moved online. We suggest that a post COVID-19 policy encouraging faculty to have experience teaching online may be effective in ameliorating future disruptions.
Business Student Preferences toward Traditional, Hybrid, and Online Deliveries: Pre and Post COVID-19
Author: Shurden, Susan
Date: 2022-05-00
Type: Journal Articles
Subjects: Business Administration Education,Undergraduate Students,Student Attitudes,Teaching Methods,COVID-19,Pandemics,Preferences,Online Courses,Blended Learning,In Person Learning

This exploratory research paper addresses undergraduate business student course instruction method preferences both pre and post COVID-19. A survey was given to a convenience sample of undergraduate business students across four areas of business: Accounting, Financial Services, Marketing/Management, and Health Care at a small university in the southeastern United States in spring 2019 (N=246) and again in spring 2021 (N=103). The purpose of the survey was to identify undergraduate business student preferences for both pre-COVID (spring 2019) and post-COVID (spring 2021) regarding Online, Hybrid, and Traditional (face-to-face) classes. The findings of this study show student preferences for the three types of delivery, as well as the change in preferences between spring 2019 and spring 2021. Future recommendations for study include an expanded study across disciplines and emphases. A qualitative investigation into the reasons for student survey responses is also suggested.
Logics and the Orbit of Parent Engagement
Author: Cyr, Daron
Date: 2022-00-00
Type: Journal Articles
Subjects: Parent Participation,Parent School Relationship,Teacher Attitudes,Cognitive Mapping,Parent Attitudes,Parent Teacher Cooperation,Parent Role,Educational Research,Beliefs,Expertise,Decision Making

Despite the recognized importance of parent engagement, schools often fail to meaningfully engage parents. One approach to help remedy this issue would be to surface educators' beliefs and cognitive maps which inform parent engagement practices. These influential values and belief systems within an institutional field, known as logics, offer a means to analyze and unpack how history and normative parent engagement practices continue to shape how schools invite or exclude parents today. This literature review reveals three logics regarding parent engagement from current and historical literature. The logics of educators know best, parents know best, and parents as partners continue to enable and constrain values and practices of parent engagement. These logics shed light on the dominant ideologies of the relationship between parents and schools and therefore provide an opportunity to challenge the potentially narrow ways educators have conceived of the role of parents.
Incorporating Business-Focused &quot;Cards against Humanity&quot;-Style Card Games into the Marketing Classroom
Author: McCarthy, Shannon
Date: 2022-05-00
Type: Journal Articles
Subjects: Game Based Learning,Marketing,Business Administration Education,Humor,Learner Engagement,College Students

Games in the classroom is not a new concept. Simulations, board games, and online games are popular methods of incorporating game-based learning or gamification into the classroom. However, newer and more humor-based games popular with student populations, such as Cards Against Humanity, a popular card-based party game, have produced some business-level imitators that can create fun and engaging opportunities in the modern marketing classroom. This paper discusses the use of Silicon Valley Startups, Business Walrus, Wash A Pig, and Charty Party as teaching tools and provides examples of how to use them to help foster creativity, engagement, and active learning through humor and fun.
Using Comic Art to Illustrate, Define and Debate Various and Nefarious Business Phenomenon: A Classroom Instructional Project
Author: Dunphy, Steve
Date: 2022-05-00
Type: Journal Articles
Subjects: Cartoons,Teaching Methods,Decision Making,Art Activities,Business Administration,Business Administration Education,Satire,Ethics

This manuscript suggests that comic art or cartoons can be used for illustrating, depicting, skewering, or even satirizing ethical, unethical, and other practices associated with business decision-making. As a classroom instructional project, the approach presents arguments for why cartooning is a useful tool for business, education, and the arts. Cartooning can improve decision making by fostering creativity and generating more relevant and meaningful solutions to the problem. It is posited that artful cartooning will be of value to management decision makers when used as a tool to explain funny, difficult and/or heretofore inexplicable and puzzling phenomenon encountered both within the confines of the business world and beyond.
One Male Student Teacher&apos;s Perception and Experiences of Student Teaching in an Infant Group Care Setting
Author: Jung, Jessun
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Males,Student Teacher Attitudes,Infants,Student Experience,Mentors,Females,Student Teaching,Teacher Education Programs,Infant Care,Caring,Gender Bias,Child Care

This qualitative case study explores in-depth how one male student teacher reflected on his care practice with infants and how he described his experiences of working with female mentor teachers. The authors used the teacher's daily journal entries, four individual interviews, and weekly team planning meetings as data sources. The data was collected over 15-week period. Findings revealed that the teacher's caring sense gradually evolved through care practice and that he brought in his authenticity as a teacher, not just as a male teacher, while confronting with and critically reflecting upon himself as a teacher. Also, the weekly team planning meetings helped him build relationship with the female mentor teachers. He positively reflected upon his experiences of collaborative teaching. Implication of the findings is discussed in terms of male students in early childhood teacher education programs.
Fostering Family-School-Community Partnership with Parents of Students with Developmental Disabilities: Participatory Action Research with the 3D Sunshine Model
Author: Chatenoud, Céline
Date: 2022-00-00
Type: Journal Articles
Subjects: Family School Relationship,School Community Relationship,Partnerships in Education,Students with Disabilities,Developmental Disabilities,Barriers,Program Effectiveness,Special Schools,Adolescents,Foreign Countries,Models,Parent Role,Interaction,Program Implementation,Program Development

Education studies have repeatedly emphasized the crucial contribution of family-school-community partnership to children's academic and educational success, as well as to improving organizations and systems. Such partnership becomes even more complex when the child presents needs in several areas of development. In this context, it is essential that researchers work collaboratively with actors in the field, first to identify barriers to family-school-community partnership, and then to support the implementation of levers to overcome those barriers. In this research, we built upon an existing model, the Sunshine Model, and tested our enhanced model &quot;in vivo&quot; in three specialized schools in greater Montreal serving adolescents with developmental disabilities. Operationalization of the adapted model through participatory action research shows great promise for supporting professionals, not only in specialized but also in inclusive school settings, in grasping the multilevel dimensions--types and diversity of activities, partnership principles, interactional contextual factors-- that facilitate or impede family-school-community partnership.
Marketing Positivity: Will an Intervention Enhance Marketing Students&apos; Subjective Happiness Scores?
Author: Rist, Sarah
Date: 2022-07-00
Type: Journal Articles
Subjects: Marketing,Business Administration Education,Intervention,Psychological Patterns,Undergraduate Students

The field of positive psychology has blossomed in research, training, and instruction to provide grounded ways to pursue happiness. Universities are now offering courses on happiness, centers are offering training certificates, and consultants are working with organizations to enhance workers' positivity and wellbeing because research affirms that positivity impacts personal and professional well-being and affects organizational culture and industry growth. This research provides a summary review of the positivity literature and discusses a short, positivity intervention study designed to increase subjective happiness in a marketing research course significantly greater than in a sibling course with no intervention. Students across the experimental and control groups reported similar levels of happiness at the end of the semester, despite the experimental group having completed the positivity intervention. The experimental group did not reflect any increase in their subjective happiness scores from the beginning to the end of the semester. Thus, we find that one positivity intervention is not sufficient to raise students' subjective happiness. Research limitations as well as future research foci are discussed.