ethanporcaro/eric-fulltext-meta huggingface dataset:
Homeless: Graduate Students&apos; and Principals&apos; Reactions to the &quot;McKinney-Vento Act&quot;
Author: Waggoner, Charles R.
Date: 2018-05-00
Type: Journal Articles
Subjects: Federal Legislation,Homeless People,Access to Education,Educational Legislation,Enrollment,Kindergarten,Elementary Secondary Education,Graduate Students,Administrators,Administrator Education,Qualitative Research,Interviews,Principals,Attitude Measures

School administrators face many decisions that require a degree of legal knowledge. The &quot;McKinney-Vento Act&quot; requires schools to enroll students that are experiencing homelessness immediately, even if the student is unable to provide any documentation that is typically required by states and school districts before students can be properly enrolled. The law includes even students that can produce no records of immunization or any other medical records. The immediate enrollment includes all students from kindergarten to twelfth grade. Immediate enrollment means that the students must begin attending classes and participating in school activities, if not that very day, then certainly the next. Based on the responses of a sampling of twenty New Mexico administrators and twenty currently enrolled graduate students that are aspiring administrators, it is apparent that the &quot;McKinney-Vento Act&quot; is not well understood.
MBA Program in Paris: A Cross-Cultural Joint Venture
Author: Delaunay, Christian J.
Date: 2016-05-00
Type: Journal Articles
Subjects: Foreign Countries,Business Administration Education,Masters Programs,Program Development,International Programs,Business Schools,Proprietary Schools,Program Administration,Conflict,International Cooperation,Case Method (Teaching Technique)

A Paris based MBA program has been set up as a for profit joint venture between a French entrepreneur and a U.S. University to be the first American style global MBA program delivered in English by primarily US faculty in Paris. Three directors headed the Paris Program in the first three years of operations while the U.S. University was led by three different Deans. The last Paris director resigned and the partners are threatening legal action. Both financial and cross-cultural management issues have generated internal conflict and student concerns. Pierre Martin is the latest University envoy. The case depicts the evolution of the Paris program from its inception to the beginning of the fourth year of operation. The case is presented from the perspective of a faculty member who is sent to Paris to direct the program after three years of severe strains in the management of the Paris joint venture. It examines the potential management/leadership conflicts and issues in a cross border joint venture in a service industry. As the new director arrives in Paris in July, he realizes no student has been accepted for the October starting MBA program. He finds internal memos on a computer hard disk, which reveals serious issues with the joint venture.
Applying the Pareto Principle to the Analysis of Students&apos; Errors in Grammar, Mechanics and Style
Author: O'Neill, Kathryn S.
Date: 2018-05-00
Type: Journal Articles
Subjects: Error Correction,Grammar,Business Communication,Business English,Revision (Written Composition),Writing Assignments,College Students,College Faculty,Business Administration Education,Writing Skills,Writing Improvement,Teaching Methods

University educators everywhere are trying to assist students in improving their ability to write clear and correct business English. Business communication texts, in general, use several decades of research that have established a three-stage process: prewriting, writing, and rewriting (Collins &amp; Parkhurst, 1996). Identifying and correcting errors in grammar, mechanics and style is part of rewriting, especially proofreading. As a basis for critiquing student work, previous research identifies which errors bother business people the most (Beason, 2001; Gray &amp; Heuser, 2003; Hairston, 1981), and focuses and simplifies work on grammar and mechanics. Few students make frequent errors in all the categories. A statistical tool often used in quality analysis, the Pareto Principle, also known as the 80-20 rule, could prove useful in motivating students to improve their work. For students' errors in grammar and mechanics, this project proposed to analyze errors made by individuals to identify &quot;the critical few&quot; errors. Correcting these errors could improve writing up to 80 percent. The project involved a two-stage process to investigate the utility of the Pareto Principle as a device for setting priorities in the area of grammar, mechanics and style. Results identified the top three errors for attention across all student groups analyzed and for the aggregated groups. Across the classes, Pareto Charts demonstrated a consistent focus on three to six errors, so that, in the classroom, the instructor can concentrate on the &quot;vital few&quot; to improve writing quality. Using the results of this analysis, then, focuses instruction, practice, and grading on the areas that will produce the most improvement: (1) Writing concisely, including eliminating &quot;there is&quot; and &quot;it is&quot;; (2) Comma usage; and (3) Passive voice. Reducing the field of errors for students allows both the instructor and the student to focus, making the grammar/mechanics improvement challenge more manageable.
Tablets and Trees: Equipping Forestry Students with Mobile Tools for Learning in and out of Classroom
Author: Paskevicius, Michael
Date: 2018-00-00
Type: Journal Articles
Subjects: Forestry,Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,Interviews,Observation,Student Surveys,Teaching Methods,Teacher Surveys,Program Effectiveness,College Students,College Faculty,Online Surveys,Technological Literacy,Shared Resources and Services,Interaction,Peer Influence,Foreign Countries,Mixed Methods Research

This paper presents the case of how a department of applied science went about implementing a tablet initiative in a two-year diploma program. Tablets were a required tool for entry into the program with a goal of reducing textbook purchase costs for students, mirroring industry standard practices in mobile device usage, and enabling collaborative and active learning in the classroom. Based on surveys, interviews, and classroom observations we found that the integration of tablets, when explicitly positioned as a teaching and learning tool supported new forms of peer-to-peer collaboration, encouraged the use of open educational resources, and shifted traditional classroom dynamics reformulating the division of labour between faculty and students. Using activity theory as a lens for the analysis, we examine how the introduction of this tool changes the system of activity and impacts the division of labour, community, and rules both within and beyond the classroom.
Learning with Multiple Representations: Infographics as Cognitive Tools for Authentic Learning in Science Literacy
Author: Gebre, Engida
Date: 2018-00-00
Type: Journal Articles
Subjects: Visual Aids,Secondary School Students,Scientific Literacy,Secondary School Science,Case Studies,News Reporting,Instructional Materials,Science Instruction,Student Projects

This paper presents a descriptive case study where infographics--visual representation of data and ideas--have been used as cognitive tools to facilitate learning with multiple representations in the context of secondary school students' science news reporting. Despite the complementary nature of the two research foci, studies on cognitive tools and multiple representations have evolved independently. This is because research on cognitive tools has narrowly focused on technological artifacts and their &quot;impact&quot; on learning outcomes with less attention to learner agency and activity structures. This has created challenges of sustainably applying cognitive tools in classroom teaching and learning. Using data from a design-based research project where secondary school students created authentic infographic-based science news reports, this study demonstrates how infographics can serve as process-oriented cognitive tools for learning and instruction of science literacy in classroom contexts. Results have implications for the study and design of learning environments involving representations.
A Study on Current Conditions and Soccer Teaching Model for Elementary School Students in Demonstration Schools
Author: Koonlaboot, Maitree
Date: 2018-00-00
Type: Journal Articles
Subjects: Team Sports,Elementary School Students,Foreign Countries,Elementary School Teachers,Physical Education,Physical Education Teachers,Qualitative Research,Interviews,Teaching Models

The purpose of this study was to study current conditions and soccer teaching model for elementary school students in the demonstration schools. This study used a qualitative method. Data collection was conducted by interview. Twelve informants involved with soccer instruction were selected by using purposive sampling technique from the demonstration schools. The informants consisted of four instructors, four student guardians, and four elementary school students. The interview result has been described its contents based on interview topics and it clarified descriptive information in three aspects as the followings: 1) As for the current conditions of soccer teaching model for elementary school students in the demonstration schools, the informants had different opinions either it was appropriate or inappropriate, 2) Soccer teaching model for elementary school students in the demonstration schools comprises of four prime aspects: instructor, lesson management, facility, and learners, 3) There are recommendations for further implementations of soccer teaching model for elementary school students in the demonstration schools to apply in the future. The findings from this study are useful for soccer instructors at the elementary school level or for instructors in educational institutes at various levels, including those who are interested in using as a guideline to improve their soccer teaching model in case it is appropriate to their students.
The Capabilities Approach: &quot;A Future Alternative to Neoliberal Higher Education in the MENA Region&quot;
Author: ElKhayat, Ranya S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Futures (of Society),Higher Education,Neoliberalism,Geographic Regions,Foreign Countries,Commercialization,Educational Change,Critical Thinking,Thinking Skills,Student Diversity,Liberal Arts,Global Approach,Knowledge Economy

This conceptual paper is a future study aiming to shed light on the current state of higher education in the MENA region. The neoliberal agenda for higher education in the region presents a form of education that is commodified, corporatized and focused on STEM rather than on humanities. The paper further speculates on the state of higher education in the near future under the same ideology. As an alternative, the study proposes the implementation of Martha Nussbaum's Capabilities Approach. This approach is capable of re-balancing the tipped scale in the commodification of higher education and will serve in developing well-rounded individuals. The Capabilities Approach can reform higher education through critical thinking, liberal education, and attention to diversity.
Academic Staff Retention in Private Higher Education Institute--Case Study of Private Colleges in Kuala Lumpur
Author: Manogharan, Melissa Wane
Date: 2018-00-00
Type: Journal Articles
Subjects: Faculty Mobility,College Faculty,Case Studies,Teacher Persistence,Small Colleges,Educational Quality,Accreditation (Institutions),Foreign Countries,Interviews,Administrator Attitudes,Qualitative Research,Labor Turnover,Private Colleges,Faculty Workload,Role Conflict,Teacher Salaries

This case study attempts to identify the reasons for high turnover of academic staff in private higher institutions especially in small colleges. Three small colleges that shared almost the same type of background were being selected to participate in this study. The academic coordinator from these three institutions was interviewed. This case study has been adapted into qualitative method in order to discover any new elements that are able to explain the lower retention rate among academic staff in private college. The findings indicate that there are several factors that spearhead to failure in retaining academic staff in private higher institution including task and work load, conflict of role, underpaid, and other intrinsic factors. In addition, this study has drawn some suggestions to small colleges to retain academic staff and to Malaysian Quality Accreditation to monitor and regulate turnover rate of academic staff in small colleges.
A Collaborative Approach to OER Policy and Guidelines Development in the Commonwealth: The Case of Botswana, Cameroon, and Sri Lanka
Author: Abeywardena, Ishan Sudeera
Date: 2018-04-00
Type: Journal Articles
Subjects: Guidelines,Educational Policy,Policy Formation,State Policy,Open Education,Educational Resources,Performance Factors,Higher Education,Educational Technology,Access to Education,Foreign Countries

Access to relevant learning resources is an important aspect in ensuring inclusive and equitable quality education and lifelong learning opportunities for all as outlined in the sustainable development goal 4 (SDG4). The Commonwealth of Learning (COL) has identified the development of open educational resources (OER) as a potential answer to these challenges. A total of 29 provincial/regional OER policies and guidelines were developed in Sri Lanka, Botswana, and Cameroon closely involving 608 provincial/regional policymakers from the general education system. The innovation of this project lies in the collaborative approach adopted for OER policy/guideline development where a maximum number of policymakers at the provincial/regional level have been included in the policy development process. Key applications of the approach are mass-sensitization of policymakers, identification of champions in each province or region to drive the OER agenda forward, and the development of policies/guidelines tailored to the specific needs of a particular jurisdiction. The paper will also highlight the success factors, challenges, and the follow-up activities of the project.
A Review to Weigh the Pros and Cons of Online, Remote, and Distance Science Laboratory Experiences
Author: Faulconer, Emily K.
Date: 2018-04-00
Type: Journal Articles
Subjects: Distance Education,Science Laboratories,Science Experiments,Laboratory Experiments,Computer Simulation,Literature Reviews,Vocabulary,Comparative Analysis,Outcomes of Education,Predictor Variables,Skill Development,Access to Education,Teacher Student Relationship,Laboratory Safety,Curriculum Design,Intermode Differences,Online Courses,Electronic Learning,Conventional Instruction

The effectiveness of traditional face-to-face labs versus non-traditional online, remote, or distance labs is difficult to assess due to the lack of continuity in the literature between terminology, standard evaluation metrics, and the use of a wide variety non-traditional laboratory experience for online courses. This narrative review presents a representative view of the existing literature in order to identify the strengths and weaknesses of non-traditional laboratories and to highlight the areas of opportunity for research. Non-traditional labs are increasingly utilized in higher education. The research indicates that these non-traditional approaches to a science laboratory experience are as effective at achieving the learning outcomes as traditional labs. While this is an important parameter, this review outlines further important considerations such as operating and maintenance cost, growth potential, and safety. This comparison identifies several weaknesses in the existing literature. While it is clear that traditional labs aid in the development of practical and procedural skills, there is a lack of research exploring if non-traditional laboratory experiments hinder student success in subsequent traditional labs. Additionally, remote lab kits blur the lines between modality by bringing experiences that are more tactile to students outside of the traditional laboratory environment. Though novel work on non-traditional labs continues to be published, investigations are still needed regarding cost differences, acquisition of procedural skills, preparation for advanced work, and instructor contact time between traditional and non-traditional laboratories.
Blended Training on Scientific Software: A Study on How Scientific Data Are Generated
Author: Skordaki, Efrosyni-Maria
Date: 2018-04-00
Type: Journal Articles
Subjects: Computer Software,Blended Learning,Educational Technology,Technology Uses in Education,Grounded Theory,Qualitative Research,Comparative Analysis,Training,Comprehension,Distance Education,Interviews,Foreign Countries,Higher Education,Industry,Adults,Teaching Methods

This paper presents the results of a research study on scientific software training in blended learning environments. The investigation focused on training approaches followed by scientific software users whose goal is the reliable application of such software. A key issue in current literature is the requirement for a theory-substantiated training framework that will support knowledge sharing among scientific software users. This study followed a &quot;grounded theory&quot; research design in a qualitative methodology. Snowball sampling as well as purposive sampling methods were employed. Input from respondents with diverse education and experience was collected and analyzed with constant comparative analysis. The &quot;scientific software training cycle&quot; that results from this research encapsulates specific aptitudes and strategies that affect the users' in-depth understanding and professional growth regarding scientific software applications. The findings of this study indicate the importance of three key themes in designing training methods for successful application of scientific software: (a) &quot;responsibility in comprehension&quot;; (b) &quot;discipline&quot;; and (c) &quot;ability to adapt.&quot;
OER Awareness and Use: The Affinity between Higher Education and K-12
Author: Blomgren, Constance
Date: 2018-04-00
Type: Journal Articles
Subjects: Higher Education,Elementary Secondary Education,Open Source Technology,Educational Resources,Educational Practices,Individualized Instruction,Creative Teaching,Context Effect,Student Developed Materials,Recycling,Barriers,Foreign Countries

Educators within Higher Education (HE) and K-12 share in the need for high quality educational resources to assist in the pursuit of teaching and learning. Although there are numerous differences between the two levels of education, there are commonalties in the perceptions of the purpose, practical uses, and challenges that abide in the use of Open Educational Resources (OER). Observations made while producing podcasts and videos for OER awareness, use, and championing, form an exposition of the merits of OER for HE and K-12. Benefits include cost-savings in acquiring resources for teaching and learning as well as usergenerated content, instructor creativity, and contextualized and responsively timely learning opportunities. Additionally, the teaching culture of K-12 has historically supported the sharing of learning activities and learning resources. At all levels of education, OER awareness requires a deeper understanding of the changes to teaching and learning borne by open educational practices.
Mental Health in Higher Education: A Comparative Stress Risk Assessment at an Open Distance Learning University in South Africa
Author: Poalses, Jacolize
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Mental Health,Stress Variables,Risk Assessment,Distance Education,Educational Technology,Technology Uses in Education,Mixed Methods Research,College Faculty,Surveys,Teacher Attitudes,Work Environment,Administrator Attitudes,Responsibility,Likert Scales,Statistical Analysis

Universities depend on committed efforts of all staff members to function effectively. However, where occupational demands outweigh occupational resources, challenging work becomes stressful, followed by an exhausted, disengaged workforce. It is unlikely that disengaged university staff will provide adequate care and service to geographically distant and psychologically isolated learners. As students rely heavily on the support of both administrative staff, as well as academic staff, to manage their learning experience, the work stress experienced by both groups deserves research attention. This study employed a comparative mixed method design, including administrative and academic staff from an Open Distance Learning university in South Africa using the Job Demands-Resources measurement instrument. Findings established from 294 university staff members elucidated staff members' experience of work stress within a mega-distance learning university in the developing world. Mindfulness about the stressors that influence university personnel can inform strategic interventions required to alleviate distress for each employment category.
Connecting OER with Mandatory Textbooks in an EFL Classroom: A Language Theory-Based Material Adoption
Author: Zhang, Xiaodong
Date: 2018-04-00
Type: Journal Articles
Subjects: Linguistic Theory,English (Second Language),Second Language Learning,Second Language Instruction,Textbooks,Metalinguistics,Grammar,Vocabulary Development,Student Attitudes,Content Analysis,Discourse Analysis,Blended Learning,Instructional Materials,Educational Resources,Shared Resources and Services,Qualitative Research,College Students,Foreign Countries,Semi Structured Interviews

Systemic functional linguistics (SFL) theory focuses on developing language learners' meta-linguistic understanding of the interrelation among linguistic form (grammar/vocabulary), meaning, and context. Guided by SFL when using a mandatory textbook and open educational resources, this study investigates how exposure to this blended teaching and learning context may impact English-as-a-foreign-language (EFL) learners' adjustment to materials used in their learning, as well as their learning practices. By drawing on the written documents of four students written, and on interviews conducted with these students over an academic semester in an EFL writing course, this qualitative study, through content analysis and discourse analysis, shows that the SFL theory-based material adoption did a good job of supporting EFL students in their internalization of language knowledge from both open educational resources and traditional textbooks, while also enabling students to use materials flexibly instead of passively following along with the content in the mandatory textbook. The flexibility of the students participating in the study was particularly reflected by their ability to construct principled knowledge informed by SFL and to independently apply such knowledge to effectively navigate literacy practices (e.g., critical construction and deconstruction of discourses).