ethanporcaro/eric-fulltext-meta huggingface dataset:
Played or Player: Education, Technologies and Organisational Politics
Author: Al Lily, Abdulrahman Essa
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Politics of Education,Higher Education,Universities,Interdisciplinary Approach,Grounded Theory,Political Power,Social Systems,Organizational Climate,Power Structure,Action Research

This interdisciplinary work lies at the intersection of education, technology and political sociology. It is intended to contribute to the politicisation of educational technologies, something that so far seems not to have explicitly constituted a major component of the international contemporary theoretical literature. It addresses the research question: How have higher education components acted politically (and/or been politically acted upon) in relation to educational technologies? This question is addressed through a naturalistic investigation of a Saudi university, analysing interviews, observations and documents. Analysis of the raw data in line with the grounded theory approach pointes to four key themes: &quot;Politicising Actors,&quot; &quot;De-Politicising Actors,&quot; &quot;Politicised Actors&quot; and &quot;De-Politicised Actors.&quot; From these themes can be grounded a theory: that educational technologies entail a political game involving either players or played. This can imply that, in Saudi academic circles, political power appears not to have been fairly distributed. The political recommendation therefore is that there is a need, at least temporarily, for prioritisation of a &quot;left-wing politics&quot; of educational technologies that seeks political fairness.
Market Orientation Effects on Business School Performance: Views from inside and outside the Business School
Author: Webster, Robert L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Business Administration Education,National Surveys,Marketing,Organizational Effectiveness,Administrators,Instructional Leadership,Rating Scales,Deans,Professional Associations,Mail Surveys,College Administration,Factor Analysis,Regression (Statistics)

In the world of higher education, organizational strategies may take the form of a research, teaching, student-centered, comprehensive, or international strategy, just to name a few. This manuscript reports the results of a national survey examining the possible impacts of employing a market orientation strategy within schools of business and its possible impact on organizational performance. The schools researched are member business schools of the Association to Advance Collegiate Schools of Business (AACSB-International) and all of the schools studied are located in the United States. The respondents to the survey are academic vice-presidents (outsiders) and deans (insiders) of colleges and universities holding membership in AACSB. The academic vice-presidents were chosen as they are thought to hold the outside management position that can primarily affect the organizational strategy of the academic organizations under their purview. The deans of the business schools were selected as they represent the highest inside level of leadership. We use a reworded Narver and Slater (1990) &quot;market orientation&quot; scale and the Jaworski and Kohli's (1993) &quot;overall performance&quot; scale in the current research. One hundred sixteen academic vice-presidents and 131 business school deans responded to the survey. The manuscript details the data collection and analysis, statistical results, and implications for university leaders of business schools as well as other academic leaders.
Publishing and Academic Writing: Experiences of Authors Who Have Published in &quot;PROFILE&quot; (Publicación y escritura académica: experiencias de autores que han publicado en &quot;PROFILE&quot;)
Author: Cárdenas, Melba L.
Date: 2014-10-00
Type: Journal Articles
Subjects: Writing for Publication,Academic Discourse,Journal Articles,Content Analysis,Scholarship,Authors,Teacher Empowerment,Teacher Attitudes,Writing Attitudes,Faculty Publishing,Publish or Perish Issue,Teacher Surveys,Case Studies,Foreign Countries,Grounded Theory

The increase in the publication of academic journals is closely related to the growing interest of research communities as well as of institutional policies that demand visibility of the work done by their staff through publications in highly-ranked journals. The purpose of this paper is to portray the experiences of some authors who published their articles in the &quot;PROFILE&quot; journal, which is edited in Colombia, South America. Data were gathered using a survey carried out through the use of a questionnaire. The results indicate the reasons the authors submitted their manuscripts, their experiences along the process of publication, and what the publication of their articles in the journal has meant to them. The authors' responses and the reflections derived from them also show that despite the difficulties faced, there were achievements and lessons learned as well as challenges ahead to ensure the sustainability of the journal and teachers' empowerment.
Improving Undergraduate Learning for Employability through International Exposure
Author: Eaton, Tim V.
Date: 2014-00-00
Type: Journal Articles
Subjects: Undergraduate Study,Business Administration Education,Employment Potential,Individual Characteristics,Employees,Employers,Measures (Individuals),Program Evaluation,Web Sites,College Curriculum,Graduation Requirements,Global Approach,Study Abroad,Corporations

The purpose of this study is to identify how undergraduate business programs can incorporate international exposure to increase employability among its graduates. We first examine how international opportunities in corporations have impacted the skills needed by employees to excel in a globalized work environment. From this, we identify desirable employee characteristics. Next, we discuss the research methodology to determine how highly ranked undergraduate business programs are adapting to employer demands. A four-tiered research approach is used to: identify criteria for measurement; select top undergraduate business programs for assessment; research university websites for curriculum requirements; and confirm observations directly with institutions. The findings show how universities have adapted undergraduate learning experiences to incorporate global exposure to help ensure graduates possess the required skills for employability. Finally, we discuss what characteristics many undergraduate business programs may lack in terms of international exposure and offer suggestions on how they could improve. This study should be of interest to university faculty and administrators by providing practical implications to aid undergraduate business programs in adopting initiatives, courses, and opportunities to stress an international focus for students. Introducing global education to a business curriculum could improve graduate job placement and improve a business program's overall ranking to external constituencies.
Does the Classroom Delivery Method Make a Difference?
Author: Bunn, Esther
Date: 2014-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Teaching Methods,Intermode Differences,Delivery Systems,Accounting,Conventional Instruction,Online Courses,Electronic Learning,Majors (Students),Gender Differences,Commuting Students,Performance Factors,Performance Based Assessment,Predictor Variables,Distance Education,Grade Point Average,Grade Prediction,Student Evaluation of Teacher Performance,Instructional Effectiveness,Business Administration Education,College Students

This study seeks to determine if a difference exists in student performance and participation between an online and face-to-face Accounting Intermediate I class taught by the same professor. Even though students self-selected which course section to enroll, no significant difference was found to exist between the delivery method of the two courses based on the student's major field of study, gender, and whether or not they commuted to class. No significant difference is found between the assessments of the two class sections' membership except the students' course performance. Contrary to prior research, the students enrolled in the online sections did not perform as well as the face-to-face students. This study supports prior research which finds that online class support videos or other materials must be kept to ten minutes or less to retain students' attention.
Ideologies Revealed during the Construction of Meaning in an EFL Class (Ideologías reveladas durante la construcción de significado en una clase de inglés como lengua extranjera)
Author: Fajardo Mora, Néstor Ricardo
Date: 2014-10-00
Type: Journal Articles
Subjects: English (Second Language),Ideology,Foreign Countries,Preservice Teachers,Social Studies,Grounded Theory,Semantics,Cognitive Style,Mass Media Effects,Individual Characteristics,Personality Traits,Qualitative Research

This article reports on an interpretive qualitative study conducted at a public university in Bogotá with 26 pre-service social studies teachers. It is focused on unveiling which ideologies are discovered when they construct the meaning of texts through text-based tasks in an English as a foreign language class. The data were collected by using class video recordings and students' artifacts. The data analysis procedure follows an inductive process based on grounded theory. Results indicated three subsidiary categories called Shattering the Establishment, Perspectives from a Counter-Hegemonic Position, and Resisting the Mainstream. Furthermore, there is the core category &quot;Habitus,&quot; which assembles those subsidiary categories in an internalized system of fixed dispositions.
Teacher Collaboration Praxis: Conflicts, Borders, and Ideologies from a Micropolitical Perspective (La práctica colaborativa entre docentes: conflictos, fronteras e ideologías desde una perspectiva micropolítica)
Author: Keranen, Nancy
Date: 2014-10-00
Type: Journal Articles
Subjects: Teacher Collaboration,Praxis,Conflict,Ideology,English (Second Language),Preservice Teacher Education,Teacher Educators,English Teachers,Foreign Countries

This paper looks at a feature of teacher collaboration within Achinstein's (2002) micropolitics of collaboration but from an intrapersonal perspective. Results discussed feature issues of conflict, borders, and ideologies within each participating teacher rather than between teachers. Unresolved or unacknowledged intrapersonal conflict might lead to interpersonal conflict of the type that does not enrich collaborative efforts. Findings from this study reveal that participating teachers did experience intrapersonal conflicts that fit within Achinstein's micropolitical framework. These intrapersonal conflicts were not regarded as aberrant or pathological behavior, but as a natural effect of collaboration and growth.
Back to Basics: Algebraic Foundations of the Statement of Cash Flows
Author: Joyner, Donald T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Algebra,Business Administration Education,Accounting,Money Management,Financial Audits,Equations (Mathematics),Undergraduate Students

The indirect method for preparing the statement of cash flows, as described in many standard textbooks, involves an item-by-item approach, telling you to add to or subtract from the net income, the increases or decreases in the balance sheet items, such as accounts payable or accounts receivable. Many business students, especially at the undergraduate level, find these black-box-rules confusing. In recent years, several articles have appeared in the accounting literature, exploring the link between the algebraic foundations and the enumeration of items in the statement of cash flows. In this paper, an explanation is provided, through an analysis of the basic algebraic equation of the balance sheet, for the black-box-rules of the indirect method in a simple and concise manner.
Students' Anchoring Predisposition: An Illustration from Spring Training Baseball
Author: Mohrweis, Lawrence C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Decision Making,Accounting,Team Sports,Measures (Individuals),College Students

The anchoring tendency results when decision makers anchor on initial values and then make final assessments that are adjusted insufficiently away from the initial values. The professional literature recognizes that auditors often risk falling into the judgment trap of anchoring and adjusting (Ranzilla et al., 2011). Students may also be unaware of the anchoring pitfall. This paper describes a brief case study that illustrates an innovative approach for auditing students to gain a better understanding of this judgmental trap. Using a simple baseball pricing exercise, students determined ticket selling prices for two Major League Baseball spring training games. Data for this study was collected from the public posting of baseball tickets listed for sale on an internet company called StubHub. The results showed that when students had sunk cost break-even information students tried to avoid losses and anchored on this information. Ranzilla et al. (2011) assert that awareness of when and how judgments can be biased is an important mitigating step to educating students regarding the anchoring and adjusting tendency.
Learning to Teach and Professional Identity: Images of Personal and Professional Recognition (Aprender a enseñar e identidad profesional: imágenes de reconocimiento personal y profesional)
Author: Fajardo Castañeda, J. Alberto
Date: 2014-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Professional Identity,Foreign Countries,Teacher Characteristics,Beliefs,Community,Practicums,Teaching Methods,Qualitative Research

This study aims to investigate how pre-service teachers construct their professional identities from the interplay between participation in a teacher community and their systems of knowledge and beliefs. A group of six Colombian pre-service teachers in the final stage of their five-year teacher education programme were the research participants. Interviews, stimulated recall, and on-line blogs as methods of data collection, and content and conversation analyses as the analytical approaches, were used. The findings reveal that while the process of learning to teach is individually constructed and experienced, it is socially negotiated.
Anxiety, Self-Efficacy, and College Exam Grades
Author: Barrows, Jennifer
Date: 2013-00-00
Type: Journal Articles
Subjects: Self Efficacy,Academic Achievement,Test Anxiety,Questionnaires,Pretests Posttests,Scores,Likert Scales,Self Concept Measures,College Students,Performance Factors,Outcome Measures,Multivariate Analysis,Multiple Regression Analysis

A student's level of self-efficacy and test anxiety directly impacts their academic success (Abdi, Bageri, Shoghi, Goodarzi, &amp; Hosseinzadeh, 2012; Hassanzadeh, Ebrahimi, &amp; Mahdinejad, 2012). When a student doubts themself and their own ability to test well, the students' sole focus becomes worrying about poor grades and cannot focus on academics (Bandura, 1993). But, little is understood about how test-anxiety and self-efficacy affect short-term success in the classroom. Specifically, how test anxiety and level of self-efficacy directly preceding an exam will affect the exam score. Pre-and post-questionnaires assessing anxiety and self-efficacy immediately before and after a single college exam was completed by 110 college students and exam grades were obtained from the instructor. Results showed a strong relationship between both test anxiety and exam grades, and self-efficacy and exam grades. Further, multiple linear regression analyses showed that exam grade could be predicted by test anxiety and self-efficacy level, and that self-efficacy moderated the effects of anxiety.
Experiment with Conical Pendulum
Author: Tongaonkar, S. S.
Date: 2011-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Science Experiments,Motion,Scientific Concepts,Concept Formation,Measurement,Equations (Mathematics)

Conical pendulum is similar to simple pendulum with the difference that the bob, instead of moving back and forth, swings around in a horizontal circle. Thus, in a conical pendulum the bob moves at a constant speed in a circle with the string tracing out a cone. This paper describes an experiment with conical pendulum, with determination of g from the dynamics of the pendulum bob. The fact that, with increasing speed of revolution, the horizontal plane of rotation shifts towards the point of suspension is demonstrated with the governing equation ?[superscript 2]h = constant = g. It is also shown that, in this case, the tension on the string approaches the centripetal force on the bob. Possible demonstrations like revolving planet with spin motion and vertical pendulum are discussed.
Building up Autonomy through Reading Strategies (Formación en autonomía a través de estrategias de lectura)
Author: Izquierdo Castillo, Alexander
Date: 2014-10-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Strategies,Reading Improvement,Reading Comprehension,Reading Motivation,Personal Autonomy,Rural Education,Public Schools,Grade 9,Secondary Education,Decision Making,Reading Assignments,Homework,Action Research,Qualitative Research,Questionnaires,Self Evaluation (Individuals)

This article reports on an action research project conducted with six ninth grade students in a rural public school in Colombia. The purpose of the study was to determine how the implementation of three reading strategies (skimming, scanning, and making predictions), when reading topics selected by learners, helps them to improve their reading comprehension and promotes their autonomy in the learning process. The results show that these learners developed some autonomous features such as making decisions for learning and doing assigned homework, increasing reading awareness and motivation. Additionally, the training on reading strategies allowed them to succeed in their reading comprehension. We conclude that these reading strategies are tools that take learners along the path of autonomy.
Surgical Theatre (Operating Room) Measure STEEM (OREEM) Scoring Overestimates Educational Environment: The 1-to-L Bias
Author: Dimoliatis, Ioannis D. K.
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Environment,Scores,Grade Prediction,Academic Standards,Scoring,Scoring Formulas,Likert Scales,Questionnaires,Statistical Bias,Error Correction,Error of Measurement,Test Interpretation,Mathematical Concepts,Computation,Surgery,Measures (Individuals),Medical Students,Robustness (Statistics)

The surgical theatre educational environment measures STEEM, OREEM and mini-STEEM for students (student-STEEM) comprise an up to now disregarded systematic overestimation (OE) due to inaccurate percentage calculation. The aim of the present study was to investigate the magnitude of and suggest a correction for this systematic bias. After an initial theoretical exploration of the problem, published scores were retrieved from the literature and corrected using statistical theorems. Overestimations and differences between pseudo-percentages and real percentages were plotted against real percentages. Reported STEEM overall mean score of 74.4% (pseudopercentage) was corrected to 67.9% (real percentage), eliminating thus the 6.4% OE. Corresponding figures for OREEM and student-STEEM are 73.6%, 67.0%, 6.6% and 69.1%, 61.4%, 7.7% respectively. A total of 45 overestimated scores were retrieved and corrected. OE (range 2.8 to 13.6%, mean 7.3%) showed a complete (r = -1, p &lt; 0.001) negative linear regression of real percentages (RP), namely, OE = 20-0.2*RP. No uncorrected score can achieve less than 20%. The non-0-based 1-to-5 coding overestimates STEEM, OREEM and student-STEEM educational environment scores if expressed as percentages due to the &quot;1-to-5 bias&quot;, or rather 1-to-L bias, whereupon L correlates to the number of points in the Likert scale, the number of options. The worse the educational environment the greater the overestimation, reducing instruments' usefulness exactly then when alarm bells should be ringing. Hence, question coding should always be zero (0) based, as proposed by Likert. The 1-to-L bias applies to any questionnaire at any field of research.
Skills Acquisition in Plantain Flour Processing Enterprises: A Validation of Training Modules for Senior Secondary Schools
Author: Udofia, Nsikak-Abasi
Date: 2013-00-00
Type: Journal Articles
Subjects: Skill Development,Food Processing Occupations,Program Validation,Learning Modules,Training Methods,Secondary School Students,Self Employment,Test Preparation,Questionnaires,Item Analysis,Vocational Education,Scores,Praxis,Educational Needs,Relevance (Education),Foreign Countries

This study was to validate training modules that can help provide requisite skills for Senior Secondary school students in plantain flour processing enterprises for self-employment and to enable them pass their examination. The study covered Rivers State. Purposive sampling technique was used to select a sample size of 205. Two sets of structured Questionnaires, divided into ten sections (A-J) were used for data collection. Data were analysed using mean for research questions and the hypotheses were tested using Analysis of variance (ANOVA) at 0.05 level of significance. The questionnaire was face-validated by five experts, and the reliability was tested using Cronbach's alpha reliability estimate to determine the internal consistency of the questionnaire this yielded a reliability coefficient r of 0.977. The findings revealed that the modules packaged for skills acquisition in plantain flour enterprise were all needed. The ANOVA results reveals no significant difference in the mean rating of the respondents (teachers of home economics, extensions agents and IITA staff) regarding the training modules packaged for student for skills acquisition in plantain flour processing was significant. The researchers recommended that the package should be used in the training of senior secondary student, inter alia.
Online Finance and Economics Courses: A Comparative Study of Course Satisfaction and Outcomes across Learning Models
Author: Wiechowski, Linda
Date: 2014-00-00
Type: Journal Articles
Subjects: Online Courses,Financial Services,Economics Education,Comparative Analysis,Active Learning,Blended Learning,Conventional Instruction,Statistical Significance,Participant Satisfaction,Teaching Methods,Teaching Models,Grade Point Average,Academic Achievement,Achievement Gains,Likert Scales,Course Evaluation,Student Evaluation of Teacher Performance,Predictor Variables,College Students,Scores,Statistical Analysis

Student learning outcomes and course satisfaction scores are two key considerations when assessing the success of any degree program. This empirical study was based upon more than 3,000 end-of-semester course evaluations collected from 171 courses in the 2010-2011 academic year. The study, conducted at a Midwestern business college, considered the model of learning when examining course satisfaction scores of finance and economics courses. The finance and economics courses at the college all use active learning constructs, even in the online and blended course models. Online, blended and face-to-face courses were studied to determine whether there was a statistically significant difference between course satisfaction and any of the models of learning. Surprisingly, online and blended courses had a stronger relationship with high course satisfaction than did face-to-face courses. The average grade point average of each course was also correlated with the three learning models, seeking a relationship between learning outcomes and online, blended and face-to-face courses. There was no significant relationship found among student learning outcomes, as demonstrated by grade point average, and model of learning, indicating that students were able to achieve the same outcomes despite model of learning chosen.