ethanporcaro/eric-fulltext-meta huggingface dataset:
Equating TIMSS Mathematics Subtests with Nonlinear Equating Methods Using NEAT Design: Circle-Arc Equating Approaches
Author: Ozdemir, Burhanettin
Date: 2017-00-00
Type: Journal Articles
Subjects: Achievement Tests,Elementary Secondary Education,Foreign Countries,International Assessment,Mathematics Achievement,Mathematics Tests,Equated Scores,Test Bias,Comparative Analysis,Methods,Difficulty Level,Grade 8

The purpose of this study is to equate Trends in International Mathematics and Science Study (TIMSS) mathematics subtest scores obtained from TIMSS 2011 to scores obtained from TIMSS 2007 form with different nonlinear observed score equating methods under Non-Equivalent Anchor Test (NEAT) design where common items are used to link two or more test forms. The ultimate goal is to determine whether different forms of mathematics tests that administered in different years with anchor (common) items caused any inequalities with respect to students. In addition, results obtained from chained and frequency estimation based on equipercentile equating methods were compared to four different methods (Tucker, Levine, Braun-Holland and chained) based on a new nonlinear equating approach called circle-arc equating in order to see which method is the most appropriate for equating these forms. The results of different nonlinear equating methods were compared with respect to Root Mean Squared Error (RMSE) index, mean of bootstrap standard errors (MBSE) and mean of bootstrap bias. Results indicates that TIMSS 2007 mathematics tests were easier than TIMSS 2011 mathematics across the score scale which indicates that results were biased against to students participated to TIMSS 2007. Moreover, equating methods based on nonlinear circle-arc equating outperformed the equipercentile equating methods and presmoothing decreased both standard error and bias associated with each method.
An Enterprise System and a Business Simulation Provide Many Opportunities for Interdisciplinary Teaching
Author: Kreie, Jennifer
Date: 2011-04-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Teaching Methods,Competition,Statistical Analysis,Decision Making,School Business Relationship,Corporations,Business Administration Education,Knowledge Economy,Information Systems,Computer Software,College Students,College Faculty,Course Descriptions,Accounting,Money Management,Simulation,Manufacturing

Enterprise systems provide companies with centralized data management, business process support and integrated data flow between functional areas. Thanks to academic alliances offered by companies such as SAP, Oracle, Microsoft and others, universities can also take advantage of the integrated features of enterprise system to give business students an interdisciplinary learning experience. Businesses have found that having an enterprise system does not automatically lead to a competitive advantage and employees may not take advantage of better access to data for analysis and decision-making. There is a gap in the workplace between users' skills and what they need to know to fully utilize enterprise systems. To truly be &quot;knowledge workers&quot; employees need skills in five areas: (1) technical, (2) statistical and analytical, (3) knowledge of data, (4) knowledge of the business, and (5) communication/partnering. Business school graduates with hands-on experience with enterprise systems have a stronger set of knowledge work skills and are better prepared to use enterprise systems. This paper describes what one business school in the southwest United States has done over a five-year plan to incorporate enterprise systems software into several courses and teach an integrated curricula. The goals of the plan were to give students hands-on experience with enterprise systems, teach a cross-functional perspective of business and help students understand the way to use enterprise systems for decision support. One course in particular is highlighted in this paper because of its extensive use of SAP enterprise system software and ERPsim, a simulation that runs in SAP.
Educational Reform in Turkey
Author: Lindquist, Cynthia
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Preservice Teacher Education,Special Education,Educational Policy,Civil Rights,Equal Education,Higher Education,Curriculum Development,Religion

As a country seeking admission to the European Union, this paper explores educational reforms in Turkey that enhance its possible entry into the European Union and changes still needed for it to be an equal partner. An overview of the school system in Turkey is provided including information on teacher training and preparation, special education policy, and post high school participation. Its educational system still faces significant hurdles and must address human rights issues in order to provide equal access and nondiscriminatory education for all. While strides have been made to improve educational opportunities, inequality is still a reality for many females and those of lower socio-economic status. Higher education opportunities continue to improve with infrastructure problems competing to keep pace with the number of facilities available. Turkey continues to address these educational concerns while progressing toward the goal of improving its status as a European Union candidate.
Student Perceptions of Instructional Tools in Programming Logic: A Comparison of Traditional versus Alice Teaching Environments
Author: Schultz, Leah
Date: 2011-04-00
Type: Journal Articles
Subjects: Student Attitudes,Comparative Analysis,Student Surveys,Visual Aids,Programming,Teaching Methods,Educational Benefits,Introductory Courses,Computer Science Education,Computer Software,Information Systems,Likert Scales,Student Motivation,College Students

This research investigates the implementation of the programming language Alice to teach computer programming logic to computer information systems students. Alice has been implemented in other university settings and has been reported to have many benefits including object-oriented concepts and an engaging and fun learning environment. In this study, students were surveyed on their opinions about the effectiveness of the Alice environment and were compared to responses of students who had been taught in a more traditional environment using flowcharts and pseudocode. Analysis of data revealed there were no statistically significant differences in responses, with both groups reporting high levels of satisfaction with their respective learning experience. Discussion includes ways to potentially improve the implementation of Alice and its benefits in the classroom. [Volume number incorrect on PDF, http://isedj.org/2011-9/index.html.]
Using Strategic Planning to Create the Public Good for Higher Education in Volatile Times
Author: Letizia, Angelo J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Strategic Planning,Higher Education,Public Colleges,Economic Climate,Social Environment,Physical Environment,Community Benefits,Well Being

The purpose of this study is to assess how public higher education institutions are serving the public good at time when economic, social and environmental conditions are increasingly becoming more volatile. While by no means the only issues of concern, Zizek (2009) argues that impending ecological threats, the growing divide between the rich and the poor, the growing instances of social turmoil and political instability and the threats associated with technology are the most serious issues facing the world today. This paper employs a &quot;gap method&quot; to determine how higher education institutions are serving the public good. The gap method utilizes a researcher created conceptual framework to represent the more volatile factors which have the potential to impact any notion of the public (the four listed above). The framework is used to critically evaluate three strategic plans of higher education institutions in a state on the east coast of the United States.
Texting and the Efficacy of Mnemonics: Is Too Much Texting Detrimental?
Author: Ryker, Randy
Date: 2011-06-00
Type: Journal Articles
Subjects: Handheld Devices,Telecommunications,Computer Mediated Communication,Mnemonics,Hypothesis Testing,Undergraduate Students,Questionnaires,Pretests Posttests,Communicative Competence (Languages),Scores,Outcomes of Education

The rapidly growing social phenomenon of texting has attracted researchers from diverse disciplines who seek to study its effects. Texting typically involves the use of abbreviations and other shortcuts to craft cell phone messages. Collectively, these abbreviations and shortcuts are referred to as &quot;text speak.&quot; The authors observe that some mnemonics are very similar in form to various types of text speak. Based on the similarities, it is hypothesized that heavy texters will be more receptive to mnemonics and thus benefit more from them. The results of this study indicate that there is a significant relationship between heavy texting and the efficacy of mnemonics; however, the relationship is negative rather than positive as was hypothesized. Possible explanations, implications, and future research are discussed.
Pre-Service Teachers' Evaluation of Their Mentor Teachers, School Experiences, and Theory-Practice Relationship
Author: Alemdag, Ecenaz
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Teacher Evaluation,Mentors,Educational Experience,Theory Practice Relationship,Case Studies,Classroom Techniques,Cooperating Teachers,Teaching (Occupation),Student Teachers,Interviews,Teacher Education Programs,Faculty Development,Teaching Methods,Information Technology,Qualitative Research,Preservice Teacher Education,Observation,Practicums,Content Analysis

This case study investigated practicum experiences of pre-service teachers by focusing on their evaluation of mentor teachers, school experiences, and theory-practice relationships. Interviews were conducted with six teacher candidates, and observations in the participants' practice schools were made. The results revealed that mentor teachers had both positive and negative qualities with respect to social support, professional support, and role-modeling mentoring functions. Moreover, pre-service teachers reported that they mostly experienced or felt difficulty in classroom management; parallel with this difficulty, their learning gains in classroom management were the highest. These teachers also emphasized that there was no relationship between theory and practice in teacher education and that developmental psychology and communication courses and those presenting teaching-related cases were effective at building readiness for the teaching profession. Based on the findings, several suggestions for future practices were proposed in the study.
Computer Ethics: A Slow Fade from Black and White to Shades of Gray
Author: Kraft, Theresa A.
Date: 2011-09-00
Type: Journal Articles
Subjects: Ethics,Standards,Computer Use,Undergraduate Students,Curriculum,Information Technology,Computer Science Education,Legal Responsibility,Social Influences,Engineering Education,Teaching Methods,Scoring Rubrics,Grading,Student Research,Internet,Student Motivation,Music,Crime,Role Playing,Bullying,Student Evaluation,Student Attitudes

The expanded use of teaching case based analysis based on current events and news stories relating to computer ethics improves student engagement, encourages creativity and fosters an active learning environment. Professional ethics standards, accreditation standards for computer curriculum, ethics theories, resources for ethics on the internet, and possible topics for ethical case analyses are presented. The motivation for teaching Cyber Ethics and a number of success strategies and recommendations for undergraduate Computer Ethics courses are provided.
Selecting a Good Conference Location Based on Participants' Interests
Author: Miah, Muhammed
Date: 2011-09-00
Type: Journal Articles
Subjects: Conferences (Gatherings),Selection Criteria,Geographic Location,Budgets,Participant Characteristics,Interests,Information Systems,Computation,Data Analysis,Semantics,Surveys,Mathematics

Selecting a good conference location within budget constraints to attract paper authors and participants is a very difficult job for the conference organizers. A conference location is also very important along with other issues such as ranking of the conference. Selecting a bad conference location may reduce the number of paper submissions and create bad impressions on the conference to the paper authors and conference participants. The conference location should be selected in such a way that it can attract authors to submit papers as well as others to participate/attend. In this paper we discuss how to select a good conference location within budget constraints that can attract many authors/participants considering participants' interests. We propose several methods to select the best location among the available possible locations within budget constraints based on the authors and participants interests on various features or attributes of the locations. Our problem also has interesting applications in information systems education as well. We perform evaluation of our proposed algorithms both on real and synthetic data.
A Letter to White Women Teachers: An Urgent Plea for Change
Author: Baker, Laura
Date: 2017-00-00
Type: Journal Articles
Subjects: Whites,Women Faculty,Progressive Education,Public Schools,Educational Change,Language Usage,Communication (Thought Transfer),Teacher Student Relationship,School Safety,Relevance (Education)

The new Progressive Education Network mission says that Progressive Education &quot;promotes diversity, equity, and justice.&quot; These goals cannot be met unless there are substantial changes in the way the majority of teachers in the United States, white women teachers, think and operate. This open letter to that audience from a white woman teacher lays out five important changes that must be made if public schools are to meet and teach all students in our schools. Through stories of experience and research, the letter addresses current issues and suggested practices in teacher thinking, language and action related to the safety of targeted populations and choices made in discipline and curriculum.
Towards an Innovative Web-Based Lab Delivery System for a Management Information Systems Course
Author: Breimer, Eric
Date: 2011-09-00
Type: Journal Articles
Subjects: Web Based Instruction,Management Systems,Online Courses,Video Technology,Academic Achievement,Educational Quality,Student Surveys,Student Attitudes,Distance Education,Computer Science Education,Teaching Methods,Feedback (Response),Blended Learning,Business Administration Education,Course Descriptions,Multiple Choice Tests,Statistical Analysis,Undergraduate Students,Information Systems,Instructional Innovation

While online systems are an essential component of distance learning, they can also play a critical role in improving the delivery of activities in a traditional laboratory setting. The quality and effectiveness of online course delivery is often compared to equivalent face-to-face alternatives. In our approach, we have harnessed what we feel to be the best of both delivery methods. We have developed a web-based system with some novel characteristics for use in a face-to-face laboratory-based Management Information Systems course. To assess its impact, we surveyed 110 students where approximately half completed the lab using our web-based system while the other half completed a paper-based equivalent. The promising results have encouraged us to develop further experiments to measure student performance as well as the impact of video versus text in presenting activity instructions.
The Effect of a CALL Program on Jordanian Sixth-Grade Students' Achievement
Author: Bataineh, Ruba Fahmi
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 6,Computer Assisted Instruction,Second Language Instruction,English (Second Language),Academic Achievement,Pretests Posttests,Achievement Tests,Student Surveys,Teacher Surveys,Observation,Check Lists,Statistical Significance,Experimental Groups,Control Groups,Computer Attitudes,Computer Uses in Education

This study examines the potential effect of a computerized instructional program on Jordanian sixth-grade students' achievement in English. Four instruments were utilized: a pre-post achievement test, a student opinionnaire, a teacher opinionnaire, and an observation checklist. The findings reveal a statistically significant difference in student achievement in favor of the experimental group that teachers and students have positive attitudes towards computer use, and that teachers are committed to computer use in language teaching, more so for those with a computer background. A number of implications and recommendations for future research are put forth.
Promising Practices for Education Technology
Author: Zielezinski, Molly B.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Learner Engagement,African American Students,Hispanic American Students,Elementary Secondary Education,Low Income Students,Dropout Rate,Graduation Rate

Despite all of the celebratory rhetoric around our nation's declining dropout rates, during a given year, nearly 20 percent of students expected to graduate do not. Furthermore, according to Johns Hopkins University and Civic Enterprises, &quot;unacceptably low levels of minority, low-income, English Language Learners, and special education students are graduating from high school.&quot; This is true for 27 percent of African American students, 24 percent of Hispanic students, 37 percent of students who have limited English proficiency, and 25 percent of low income students. Given these numbers, bridging the digital divide between more and less-advantaged students seems especially urgent. In the last few years, U.S. schools have begun seeing an unprecedented level of new hardware and software in their classrooms. Access alone however can't fill the digital divide--especially when K-12 schools in low-income neighborhoods are only using technology for remediation purposes. This article provides five tips that provide a good starting point for anyone who wants to implement new digital tools or evaluate those tools already being used.
What Constitutes an Educational Tool to Omani/Arab Learners?
Author: Kohnke, Lucas
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Statistical Analysis,Questionnaires,Semi Structured Interviews,Social Media,Electronic Mail,Telecommunications,Teaching Methods,Educational Technology,Technology Integration,Learning Processes,English (Second Language),Second Language Learning,Second Language Instruction,Masters Degrees,Teacher Education,Language Teachers,Student Attitudes

This research explores what constitutes an educational tool for students in the Sultanate of Oman, using a quantitative questionnaire with face-to-face semi-structured interviews. Students and teachers at Nizwa College of Technology and Salalah College of Technology participated in the study. Educational tools are widely used as part of instruction today, but they are still a relatively new aspect of education in this region. Accordingly, the findings of the study are relevant to educators in the Omani educational system, as well to educators of Arab learners in general. This study examines four specific educational tools, namely email, Facebook, instant messaging, and cell phones. The findings indicate that students and teachers agree on what is considered an educational tool but also lack information and knowledge of how to integrate them into their learning and teaching. This paper provides insight into the mindset of Omani/Arab learners and those educators responsible for integrating educational technology in the region.
Motivational Attitudes of ELT Students towards Using Computers for Writing and Communication
Author: Karakas, Ali
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Motivation,Computer Uses in Education,Educational Technology,Writing (Composition),English (Second Language),College Students,Questionnaires,Statistical Analysis,Computer Mediated Communication,Learning Strategies,Student Empowerment,Computer Use,Gender Differences,Ownership,Foreign Countries,Multivariate Analysis

This article will provide an overview of whether students have positive motivational attitudes towards the use of computers for writing and communication. Firstly, it summarizes the basic theories of motivation and then explains the relationship between language and motivation, and the use of computers and motivation. Then, it aims to explore the aspects of computer use that students find motivating and investigates the differences among these aspects for students having different backgrounds in terms of computer skills. 45 first grade ELT students of Mehmet Akif Ersoy University participated in the study. The data was collected through a questionnaire adapted from Warschauer (1996). The obtained data were analyzed by descriptive statistics, t-tests, Manova and Anova on SPSS. The findings indicated that participants mainly made use of computers for communication, learning, achievement and empowerment. Plus, their personal aspects, except for computer knowledge, related to computers, did not significantly affect the participants' motivational attitudes towards the use of computers. There were not even significant differences between male and female participants in terms of being motivated to use computers and computer facilities for communication and writing. Finally, having or not having a computer at home was not a decisive factor influencing motivational attitudes of participants.
Using Videos of Students in the Classroom to Enhance Learner Autonomy
Author: Wachob, Phyllis
Date: 2011-00-00
Type: Journal Articles
Subjects: Teaching Methods,Video Technology,Educational Technology,Technology Uses in Education,English (Second Language),Second Language Instruction,Language Teachers,Student Motivation,Personal Autonomy,Check Lists,Learning Activities,Reflection,Evaluation,Listening Skills,Speech Skills,Writing Skills,English for Academic Purposes,Business English

Although the technology of digital videos is available, many classroom EFL teachers are unsure of what they can do with videos. This paper will present some reasons why teachers should consider using videos of student performance based on ideas of motivation and learner autonomy. Three activities are presented with checklists and protocols that can be implemented in classrooms. These activities are based on using technology, but integrate skills such as: reflection, evaluation, critique, listening, speaking and writing. These critical skills, along with higher levels of motivation, are prerequisites to learner autonomy. Some considerations about how to prepare students before, during and after videotaping as well as some hints on how to videotape are also included. Technology is not a substitute for teaching, nor does it stand alone as a technique, but when integrated into other classroom practices can help promote learner autonomy.