ethanporcaro/eric-fulltext-meta huggingface dataset:
Faculty Sufficiency and AACSB Accreditation Compliance within a Global University: A Mathematical Modeling Approach
Author: Boronico, Jess
Date: 2014-00-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Compliance (Legal),Global Approach,Mathematical Models,Educational Quality,College Faculty,Needs Assessment,Operations Research,Personnel Policy,Personnel Needs,College Administration,Case Studies,Tenure

This manuscript proposes a mathematical model to address faculty sufficiency requirements towards assuring overall high quality management education at a global university. Constraining elements include full-time faculty coverage by discipline, location, and program, across multiple campus locations subject to stated service quality standards of the Association to Advance Collegiate Schools of Business (AACSB). The model offers perspectives as to efficient faculty management policies, including unique approaches to integrating fixed and flexible labor classifications when operating within a multi-campus global delivery system. Empirical results have been implemented by the New York Institute of Technology's (NYIT) School of Management in developing its global faculty deployment strategies in support of NYIT's AACSB accreditation initiative.
Teaching Undergraduate Accounting Majors How to Interpret the Accounting Standards Codification: An Alternative to Research Cases
Author: Toerner, Michael C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Accounting,Undergraduate Students,Standards,Codification,Case Studies,Instructional Effectiveness

Professional accountants regularly search the FASB'S Accounting Standards Codification to find answers to financial accounting questions. Accounting educators know this and frequently use research cases in an attempt to help students begin developing this ability. But many students struggle with these cases because they have not been taught how to interpret the Codification and apply its provisions. As a result, research cases often fail to accomplish one of the main purposes for which they are assigned. The authors believe that teaching undergraduate accounting majors how to interpret the Codification is best achieved through an in-class explanation of the process by which the Codification is converted into formulas and journal entries--an approach that they have named the &quot;classroom approach&quot; and that is described in this paper.
The Effectiveness of Daily Assessments: A Preliminary Study in Principles of Financial Accounting
Author: Bush, H. Francis
Date: 2014-00-00
Type: Journal Articles
Subjects: Accounting,College Students,Age Groups,Generational Differences,Influence of Technology,Cognitive Style,Feedback (Response),Time Management,Student Evaluation,Academic Achievement,Student Attitudes,Satisfaction,Business Administration Education,Instructional Program Divisions

Today colleges and universities are working with students who are younger than the Internet. They were born at the end of the last century, and are referred to as millennials or the Net Generation. Their learning style and time management preferences may respond better to continuous tasks and constant feedback. This paper examines the statistical effects of requiring students to take an assessment as part of their grade in &quot;Principles of Financial Accounting&quot;; specifically, this paper attempts to identify the effects on both student performance and student satisfaction during the semester and at the end of their college career. The increase in students' performances is translated into cost savings for the institution.
The Impact of Writing Assignments in Business Education: Toward a Competitive Advantage in the Workplace
Author: Washington, Melvin C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Writing Assignments,Business Administration Education,Business Communication,Writing Skills,Business Skills,Workplace Literacy,Writing Instruction,Foreign Students,Teacher Attitudes,Writing Improvement,Student Improvement,Capacity Building,Teaching Methods,College Programs,Educational Practices,Literature Reviews

Twenty-first century organizations are increasingly becoming global information networks where the emphasis on written communication is growing exponentially. Effective writing skills are becoming more essential to workplace success and thus a central focus in business programs across the country. This article addresses writing issues in business education and how they relate to effective workplace writing. The article focuses on three essential factors--teaching writing to international students, faculty attitudes, and workplace writing and how each of these aid in producing students with the effective writing skills that add value to their potential employers.
ABC Analysis for Inventory Management: Bridging the Gap between Research and Classroom
Author: Ravinder, Handanhal
Date: 2014-00-00
Type: Journal Articles
Subjects: Facility Inventory,Evaluation Methods,Classification,Administration,Business Administration Education,Textbooks,Evaluation Criteria,Cluster Grouping,Mathematics,College Students

ABC analysis is a well-established categorization technique based on the Pareto Principle for determining which items should get priority in the management of a company's inventory. In discussing this topic, today's operations management and supply chain textbooks focus on dollar volume as the sole criterion for performing the categorization. The authors argue that today's businesses and supply chains operate in a world where the ability to deliver the right products rapidly to very specific markets is key to survival. With suppliers, intermediaries, and customers all over the globe, and product lives decreasing rapidly, this focus on a single criterion is misplaced. The large body of research was summarized based on multiple criteria ABC analysis that has accumulated since the 1980s and recommend that textbooks incorporate their key findings and methods into their discussions of this topic. Suggestions are offered on how this discussion might be structured.
The Effects of Financial Education and Networks on Business Students' Financial Literacy
Author: Chung, Yunhyung
Date: 2014-00-00
Type: Journal Articles
Subjects: College Seniors,Student Surveys,Money Management,Knowledge Level,Consumer Education,Social Networks,Correlation,Regression (Statistics)

This study investigates the joint effects of financial education and educational networks on students' financial literacy. With a sample (N = 105) of senior students in a business college, the study finds that not only financial education, but also strong networks with professors, are positively related to the financial literacy of business students. After controlling for financial education, the results reveal that students' educational network strength is positively associated with their financial literacy. On the contrary, students' personal networks are not significantly related to their financial literacy. This paper contributes to the literature on financial literacy by showing that individuals' financial networks with faculty, as well as financial education, can influence their financial literacy.
Exploring Predictability of Instructor Ratings Using a Quantitative Tool for Evaluating Soft Skills among MBA Students
Author: Brill, Robert T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Evaluation,Masters Programs,Business Administration Education,Leadership,Communication Skills,Scores,Teamwork,Critical Thinking,Thinking Skills,Correlation,Graduate Students,Measures (Individuals),Test Validity,Test Reliability,College Faculty,Predictor Variables

Academic researchers have often touted the growing importance of &quot;soft skills&quot; for modern day business leaders, especially leadership and communication skills. Despite this growing interest and attention, relatively little work has been done to develop and validate tools to assess soft skills. Forty graduate students from nine MBA courses completed the McCann Soft Skills Assessment Tool--a paper-pencil test designed to measure leadership, teamwork, critical thinking, logical reasoning, communication, and holistic thinking. These students were also rated by their instructors on the same six dimensions in an attempt to validate the soft skills instrument. Results showed significant correlations between leadership and communication assessment scores and faculty ratings of students on the same dimensions; however none of the other four soft skill dimensions were empirically validated. Data also indicated moderate test-retest reliability for the assessment tool. While some limitations are acknowledged in the current study, findings suggest that further refinement and empirical validation of the McCann Soft Skills Assessment Tool can better aid practitioners in understanding and developing these important dimensions of business competency.
A Study on the Development of Reading Skills of the Students Having Difficulty in Reading: Enrichment Reading Program
Author: Akyol, Hayati
Date: 2014-03-00
Type: Journal Articles
Subjects: Reading Skills,Skill Development,Reading Difficulties,Reading Programs,Enrichment Activities,Reading Improvement,Grade 5,Word Recognition,Reading Tests,Reading Comprehension,Statistical Analysis,Qualitative Research,Reading Aloud to Others,Instructional Effectiveness,Teaching Methods,Word Lists,Learning Activities,Reading Achievement,Foreign Countries

The aim of this study is to improve the reading skills of the students having difficulty in reading through an enrichment reading program. The current study was conducted by means of one-subject research technique and between-subjects multiple-baseline levels model belonging to this technique. The study was carried out with three participants from fifth grade. In order to collect data for the study, word recognition test, reading texts, Ekwall and Shanker reading inventory and reading comprehension test were employed. In line with the purposes of the study, the collected data were analyzed through qualitative and quantitative tests and the results were explained as qualitative and quantitative. At the end of the study, it was found that some developments occurred on the participants' word recognition skills and aloud reading skills. It was concluded that for the development of the reading skills of the students having reading difficulty, construction of appropriate reading environment and implementation of enrichment reading programs can be effective.
Effects of Framing and Team Assisted Individualised Instructional Strategies on Senior Secondary School Students' Attitudes toward Mathematics
Author: Awofala, Adeneye O. A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Educational Strategies,Secondary School Mathematics,Student Attitudes,Foreign Countries,Cooperative Learning,Gender Differences,Mathematics Achievement,Statistical Analysis,Measures (Individuals),Cognitive Style,Quasiexperimental Design,Likert Scales,Conventional Instruction,Comparative Analysis,Scores,Statistical Significance,Hypothesis Testing,Teaching Methods,Pretests Posttests,Secondary School Students

The study investigated the relative effectiveness of framing and team assisted individualised (TAI) instructional strategies on the attitudes toward mathematics of 350 senior secondary school year two Nigerian students. The moderating effects of gender and style of categorisation were also examined. The study adopted pre-test and post-test control group quasiexperimental design using a 3×2×2 factorial matrix with two experimental groups and one control group. Seven null hypotheses were tested and two research instruments, Attitudes toward Mathematics Inventory (ATMI) and Style of Categorization Test (SCT) were administered on the sample and data gathered were analysed, using analysis of covariance and Scheffe Test. The results indicated significant main effects of treatment and gender in which the participants exposed to the TAI strategy had the highest post-treatment attitudes mean score and male students had stronger attitudes toward mathematics than their female counterparts. There was no significant main effect of style of categorisation on students' attitudes toward mathematics. While there were significant twoways interaction effects of treatment and style of categorization and gender and style of categorisation on students' attitudes toward mathematics, there was no significant interaction effect of treatment and gender on students' attitudes toward mathematics. In addition, the three-way interaction effect of treatment, gender, and style of categorization on students' attitudes toward mathematics was significant. The findings revealed that TAI and framing strategies were more effective in promoting students' attitudes toward mathematics. Thus, these instructional strategies could be used to positively change students' attitudes toward mathematics.
Common Planning Process of Middle School English Language Arts Teachers
Author: Lawrence, Salika A.
Date: 2015-03-00
Type: Journal Articles
Subjects: Educational Planning,Middle School Teachers,Grade 8,Language Arts,High Stakes Tests,Accountability,Educational Practices,Low Achievement,Scores,State Standards,Standardized Tests,Writing Workshops,Academic Standards

In the current context of high stakes testing, school literacy is often defined by standardized literacy assessments--most state tests require students to demonstrate proficiency on specific kinds of writing tasks and reading material. Today, where schools and teachers exist in an environment of increased accountability, stakeholders who periodically review educational practices help ensure that teachers and students are meeting standards. In this context, low test scores on state assessments might signal that school-wide reform and restructuring is imminent. This article shares insights gleaned from examining the process of one middle school as they sought to meet the needs and interests of their middle school students.
Enhancing Students' Creative Writing Skills: An Action Research Project
Author: Nasir, Laraib
Date: 2013-00-00
Type: Journal Articles
Subjects: Creative Writing,Writing Skills,Elementary School Students,Grade 5,Self Expression,Private Schools,Action Research,Pretests Posttests,Intervention,Writing Improvement,Statistical Analysis,Vocabulary Development,Reading Comprehension,Scores,Writing Instruction

This research aimed to improve written expression (composition) skills of 5th grade students of an elite private school. The research was designed under the paradigm of action research. A total sample of 39 students' from the same grade was chosen for the study. The baseline assessment was carried out to explore the pre-intervention writing skill score of the students prior to the intervention cycle one. Later, intervention and writing skill support strategies were carried out for eight weeks. In the end, post-test was carried out to explore the differences occurred in the writing score of the students as a post intervention effect. The findings obtained from the quantitative data showed the improvement in the written expression skills of the students. It was observed that through taking the above mentioned measures, the teachers can help students improve their writing skills.
Analysis of Errors Committed by Physics Students in Secondary Schools in Ilorin Metropolis, Nigeria
Author: Omosewo, Esther Ore
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,High School Seniors,Secondary School Science,Physics,Error Patterns,Gender Differences,Urban Education,Essays,Scores,Computation,Science Tests,Statistical Significance,Statistical Analysis,Hypothesis Testing

The study attempt to find out the types of error committed and influence of gender on the type of error committed by senior secondary school physics students in metropolis. Six (6) schools were purposively chosen for the study. One hundred and fifty five students' scripts were randomly sampled for the study. Joint Mock physics essay questions (JMPEQ) for SS3 physics students, and researchers prepared error identification and classification and index (REICI) were used as the instruments. The reliability coefficient of REICI scores was 0.78. Frequency counts, means percentages and chi-square were used to analyze the data collected. The findings of the study revealed that four types of errors were committed by students this include Operational errors, Defective Algorithms, Random errors and computational error. The total frequency of errors committed by male students was significantly higher than that of their female students. It was recommended that physics teachers should explore pedagogic techniques towards minimizing the occurrence of wrong operations, computational errors, defective algorithms, and random errors.
Developing Writing-Reading Abilities though Semiglobal Methods
Author: Macri, Cecilia
Date: 2013-00-00
Type: Journal Articles
Subjects: Writing Ability,Reading Ability,Elementary School Students,Grade 1,Phonological Awareness,Reading Comprehension,Vocabulary Development,Pretests Posttests,Intervention,Reading Instruction,Writing Instruction,Teaching Methods,Thematic Approach,Educational Strategies,Foreign Countries

Through this research was intended to underline the importance of the semi-global strategies used within thematic projects for developing writing/reading abilities in the first grade pupils. Four different coordinates were chosen to be the main variables of this research: the level of phonological awareness, the degree in which writing-reading elements are identified, the degree on understanding the functions-role of writing-reading, enriching vocabulary and improving the comprehension level. This research is a pedagogical experiment having as main phases the pretest, intervention, posttest stages.
Viewpoints for the Development of Teaching Contents in the Field of Informatics
Author: Viktória, Heizlerné Bakonyi
Date: 2013-00-00
Type: Journal Articles
Subjects: Information Science Education,Educational Attainment,Educational Objectives,Course Content,Specialization,Comparative Education,Course Descriptions,Teaching Methods,Educational Practices,Labor Market,Degree Requirements,Educational Trends,Educational Change,Social Change,Higher Education,Foreign Countries

Informatics education is in a special situation. The greatest and quickest changes in technology and content might be in this field. That is why it is a very important question what and how to teach on different education levels. What are the requirements of the European labour market? What trends can be recognized in the field of public education, vocational trainings and informatics BSCs? How can we give up-to-date and useable knowledge when everything continuously changes? That would be the only aim or instead of actual practical experience we should accentuate the theoretical knowledge, which could establish the further self-education.
Academic Self-Efficacy Beliefs of Undergraduate Mathematics Education Students
Author: Turgut, Melih
Date: 2013-00-00
Type: Journal Articles
Subjects: Self Efficacy,Measures (Individuals),Academic Achievement,Correlation,Gender Differences,Foreign Countries,Mathematics Education,Student Attitudes,Undergraduate Students,Statistical Analysis

The present paper investigated academic self-efficacy beliefs of undergraduate mathematics education students with respect to gender, academic performance and grade level. The participants were a total of 244 undergraduate students (195 females and 49 males) enrolled to department of mathematics education (57 freshmen, 106 sophomores and 81 junior) of a government university located west side of Turkey. 2 (gender) × 3 (academic performance) × 3 (grade level) between-groups of analysis of variance were used to analyze the data gathered by &quot;Academic Self-efficacy Scale&quot; (ASES). The results revealed that students' academic self-efficacy beliefs were moderate level and there was a significant effect of factors academic performance and grade level on ASES scores. Significant interactions between gender and academic performance; gender and grade level and academic performance and grade level were not observed and three-way interaction of gender, academic performance and grade level also failed to reach significance level.
Working on Extremum Problems with the Help of Dynamic Geometry Systems
Author: Gortcheva, Iordanka
Date: 2013-00-00
Type: Journal Articles
Subjects: Geometry,Problem Solving,High School Students,Secondary School Mathematics,Graphs,Mathematical Formulas,Mathematical Models,Geometric Concepts,Teaching Methods

Two problems from high school mathematics on finding minimum or maximum are discussed. The focus is on students' approaches and difficulties in identifying a correct solution and how dynamic geometry systems can help.
Primary School Teachers Learning Experiences in Child- and Adulthood and the Pedagogical Task of Teaching to Learn
Author: Barabási, Tünde
Date: 2013-00-00
Type: Journal Articles
Subjects: Learning Experience,Elementary School Teachers,Learning Processes,Learning Strategies,Teacher Education,Cognitive Structures,Adult Learning,Questionnaires,Teacher Surveys,Task Analysis,Performance Factors,Generational Differences,Prior Learning,Teacher Attitudes,Statistical Analysis,Interviews

One of the most important tasks of the elementary (and not only) education we can find the teaching pupils to learn. The main topic of this paper is the presentation of the effects of teacher's experiences gotten in their own learning process as students or adults on the development of children's learning strategies. As the research was made in the primary school teachers' training system the article presents the problematic along the following axis: what kind of learning methods do they use as children, what do they use as adults, and which one do they want to teach for their pupils - and the specific relationship between these elements. The results of our empirical research shows that the learning techniques and methods used in adulthood are much more oriented to a conscious and meaningful learning as in the school-ages. At the same time we find that the learning techniques and methods used by teachers determine the process of teaching to learn.
Using Computers in Relation to Learning Climate in CLIL Method
Author: Binterová, Helena
Date: 2013-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Elementary School Science,Elementary School Mathematics,Curriculum Implementation,Teaching Methods,Immersion Programs,Language of Instruction,Educational Change,Educational Practices,Educational Policy,Computer Assisted Instruction,Geometry,English (Second Language),Mathematics Activities,Problem Solving,Grade 6,Grade 7,Grade 8,Questionnaires,Control Groups,Experimental Groups,Foreign Countries,Program Effectiveness,Program Evaluation

The main purpose of the work is to present a successful implementation of CLIL method in Mathematics lessons in elementary schools. Nowadays at all types of schools (elementary schools, high schools and universities) all over the world every school subject tends to be taught in a foreign language. In 2003, a document called Action plan for Language learning and linguistic diversity was approved by the European Union. Its purpose was to enable the acquisition of at least two foreign languages for all European citizens. The integration of content and language skills is a part of the plan. Within the school educational programs it is possible to choose CLIL (Content and language integrated learning) method. This method is an upward trend in contemporary education system. Teaching Maths in a foreign language requires some changes in current teaching methods, so the importance of the IT technologies is also mentioned. The work studies the impact of the CLIL method in teaching Mathematics and possible changes of the classroom climate and shows the results of the research focused on this method.