ethanporcaro/eric-fulltext-meta huggingface dataset:
Education and School Leavers' Unemployment Saga: Implication for Educational Planning in Nigeria
Author: Nwambam, Aja Sunday
Date: 2017-05-10
Type: Journal Articles
Subjects: Foreign Countries,Dropouts,Unemployment,Educational Planning,Prevention,Access to Education,Educational Policy,Educational Attainment,Graduates

This paper reviewed the relationship between the type of education and school leavers' unemployment with the view to highlighting its implications for educational planning in Nigeria. The concept of education, reasons for steady increase in the number of unemployed school leavers and what to do in order to curb educated unemployment were discussed. The reviewed works show that the rapid extension of formal education as a result of the Universal Basic Education and other forms of free education schemes of federal and state governments in Nigeria has itself been a significant factor in the growth of widening youth unemployment in Nigeria. The review however noted that school leavers' unemployment can be reduced by making classroom education relevant to the society in which pupils and students build their careers. Another way of curbing youth unemployment is that government programmes for out-of-school education should be more attuned to the economic realities of the state or country as the case may be. The implication of this to the education planners is that they should be more proactive in identifying the unemployment problems, analyzing their relationships to the education system and the economy so that they can determine policy options.
Observational Learning on Industry Work Practices toward Job Readiness
Author: Rojuli, Subkhan
Date: 2017-05-10
Type: Journal Articles
Subjects: Observational Learning,Career Readiness,Structural Equation Models,High School Students,Vocational High Schools,Accounting,Foreign Countries,Student Surveys,Attention,Retention (Psychology),Behavior,Motivation,Ethics,Competence,Civil Rights,Statistical Analysis

This research aims to find out the influence of observational learning on job readiness based on some indicators and variables. This is a quantitative research in which Structural Equation Modeling (SEM) was used. The research method is survey. The participants of this research are the Grade XII students of Accountancy Department of State Vocational High School, Tangerang regency, Banten in the 2016-2017 academic year. Stratified random sampling was used to select the respondents. The research instrument used to collect data is a form of questionnaire. Data were obtained from the students who have done industry work practice. The hypothesis test result shows that observational learning has significant influence on job readiness. The result of this research shows that the following indicators: attentional processes, retention processes, motor reproduction/behavioral processes, and motivational processes contribute positively to variable measurement of observational learning. While indicators of ethical competency, knowledge competency, capability competency, respect for human right and value, analysis competency contribute positively to measurement result of job readiness.
Publication Productivity of Academics in Jigjiga University, Ethiopia
Author: Feyera, Teka
Date: 2017-05-10
Type: Journal Articles
Subjects: Foreign Countries,Productivity,College Faculty,Faculty Publishing,Influences,Barriers,Teacher Surveys,Intellectual Disciplines,Comparative Analysis,Statistical Analysis

This descriptive cross-sectional survey examined faculty publication productivity at Jigjiga University, Ethiopia. It, specifically, aimed at exploring the factors and barriers that may influence publication productivity among academic staffs while also comparing variations across academic disciplines. The survey employed self-administered questionnaire distributed to 120 faculties randomly selected from nine academic disciplines during February to April 2016. This observation indicated that only 38.3% of the academic faculty members have published a research work since joining Jigjiga University. Publication of journal articles was the predominant type of publication outlet (58.7%) followed by conference proceedings (13%). The analysis result indicated that there was statistically significant (p&lt;0.05) variation in publication productivity in relation to years in academic profession, highest degree earned and academic rank of the respondents. Similarly, faculty members who had track records on research grant winning, theses supervision as well as attending academic conferences and research related trainings were more likely to publish (p&lt;0.05) as against those who did not have such experiences. However, there was no statistically significant difference (p&gt;0.05) in publication productivity in relation to sex, age, teaching load and involvement in administrative activities. In addition, significant variation (p&lt;0.05) existed on publication productivity across academic disciplines. Faculties in the natural and life science fields generally appeared to publish more than those in the social sciences. Respondents cited several factors that can be implicated in the low prevalence of publication productivity at Jigiga University. The most cited barriers in order of higher frequency include lack of recognition such as promotion, absence of institutional research journal, poor access to information sources such as internet connectivity, insufficient research facilities, lack of financial incentives, lack of institutional/department support on publication, high publication charges inquired by journals, and poor research and publication atmosphere which were agreed upon by about 75% of the respondents. Most of these obstacles were organizational in nature, and thus focus to improve research productivity should consider tackling these factors at institutional level. Therefore, results of this survey imply that understanding these inhibitory factors and designing appropriate intervention strategy may help Jigiga University towards improving the research and publication productivity of its academic faculty members.
The Effect of Personality Characteristics on Business Students' Perceptions of Cheating
Author: Elias, Rafik Z.
Date: 2015-00-00
Type: Journal Articles
Subjects: Personality Traits,Business Administration Education,College Faculty,Cheating,Student Attitudes,Work Ethic,Correlation,Work Environment,Student Surveys,Undergraduate Students,Individualism,Collectivism,Protestants,Educational Strategies,Statistical Analysis

Cheating is a common problem among college students. Research shows that business students cheat more often than other students and that this cheating was correlated with future unethical workplace behavior. The current study examines some psychological determinants of business students' cheating perception. A survey was administered to 474 undergraduate business students in two universities. The levels of Individualism/Collectivism and the Protestant Work Ethic were measured for each respondent as well as his/her perception of various questionable cheating actions. The results indicated that high Collectivists and those with a high Protestant Work Ethic were more likely to view cheating actions as more unethical than Individualists and those with a lower work ethic. The results have implications for college instructors in their attempt to reduce the likelihood of cheating.
Fruitful Bias and the Roles of Experience, Action, Dialogue, and Visual Material in Opinion and Argument Writing
Author: Snow, Carrie C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Opinions,Persuasive Discourse,Writing (Composition),Special Education,Common Core State Standards,Writing Instruction,Teaching Methods,Learning Disabilities,Bias,Elementary Schools,Middle Schools,High Schools,Questioning Techniques,Visual Aids,Experience

In this essay, I reflect on over 15 years of experience in the field of special education to explore diverse ways of engaging students in opinion and argument writing. I outline, according to the Common Core standards, the progression of writing in the early years with an emphasis on opinion writing through the later elementary, middle, and high school years, when the focus shifts to argument writing. I suggest that bias is a central feature to both opinion and argument writing that can uphold students' ability to sustain interest in their writing as well as contribute to writing that is dynamic and rich. The essay highlights how three particular teaching stances--action-oriented, Socratic Seminar, and visual--can offer meaningful learning experiences for students who learn in unconventional ways, such as those with Learning Disabilities (LD).
Adult Education Philosophy: The Case of Self-Directed Learning Strategies in Graduate Teaching
Author: Cox, Thomas D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Adult Education,Educational Philosophy,Independent Study,Learning Strategies,Graduate Students,Student Attitudes,Student Evaluation of Teacher Performance,Online Courses,Teacher Behavior,Feedback (Response),Educational Strategies

This paper examines graduate students' perceptions of instruction of a professor who holds an adult education philosophy of self-directed learning (SDL). Students enrolled in three online courses (N=106) in the Fall of 2013 (n=56) and the Spring of 2014 (n=50) were asked to rank 10 of the professor's behaviors in the courses based on their level of comfort with the behavior. Additionally, the students were asked to provide narrative feedback regarding the behaviors. The results of the rankings and the feedback informed the professor as to the pros and cons of course behaviors consistent with a SDL learning (teaching) philosophy. The paper concludes with a discussion of possible resolutions to negative responses as well as suggestions for future research.
Service Learning Projects in Online Courses: Delivery Strategies
Author: Hervani, Aref Agahei
Date: 2015-00-00
Type: Journal Articles
Subjects: Service Learning,Online Courses,Delivery Systems,Experiential Learning,Higher Education,Case Studies,Program Implementation,Educational Benefits,College Students,Volunteers,Business Administration Education,Course Descriptions,Seminars,College Seniors,Blended Learning,Nonprofit Organizations

As more college courses are taught online, maintaining course deliverables and learning to mirror face-to-face offerings is important to faculty, students, and accrediting agencies. Offering experiential and service learning is an increasingly important way to connect students to their local communities. This article presents a case study implementation of a service learning project in a hybrid (taught partially online) senior-level business seminar, which is moving to a fully online format. The format pairs business students with existing community partners that have defined projects and tasks for volunteers. Delivery strategies to engage students in civic and social organizations are presented along with benefits to students and to the community. Strategies for including college students in volunteer projects as an initial service learning experience are included. Areas for future research are also presented.
Teaching and Learning Objectives: The First Step in Assessment Programs
Author: O'Keefe, Robert D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Behavioral Objectives,College Graduates,College Seniors,Graduation Requirements,Skill Analysis,College Outcomes Assessment,Outcome Measures,Job Skills,Minimum Competency Testing,Quality Assurance,Summative Evaluation,Models,Career Readiness

Currently traditional institutions of higher learning are facing more robust competition from alternative educational programs and non- traditional institutions offering certificates and degrees. In addition to this competition the programs offered by the traditional institutions of higher learning are being called into question by graduates; the parents of graduates and the potential employers of these graduates. Parents and graduates are questioning the cost /benefit of a college degree and employers are discounting the relevance of a GPA as an attribute for entry level positions. The authors briefly discuss the introduction of the Collegiate Learning Assessment Test (CLA+). The test is designed to be administered to graduating seniors and the test results will serve as evidence that a graduate possesses the skills considered to be essential by potential employers. The authors point out that the CLA+ is a summative assessment measure. They contend that assessment programs must also include formative assessment measures. The authors propose that assessment programs should be a continuing component of each and every class within each and every degree program offered by the traditional institutions of higher learning. Formative assessment efforts must begin at the level of the individual class and must be linked to statements of both teaching and learning objectives relevant to the course content. From an analysis of syllabi that were used in an introductory Marketing course, the authors have chosen to illustrate unsuitable teaching and learning objectives The authors point out the necessity of informing faculty members about the elements of effective and measurable teaching and learning objectives. The authors then present a series of teaching and learning objectives derived from their experience in revising an important introductory or portal course. Finally, the authors contend that the structure and language of the teaching and learning objectives presented in the article can be generalized to programs and courses in a variety of academic disciplines and offer some suggestions for the conduct of assurance of learning (assessment) efforts.
A Comparison of Student Retention and First Year Programs among Liberal Arts Colleges in the Mountain South
Author: Howard, Jeff S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Comparative Analysis,School Holding Power,College Freshmen,First Year Seminars,Liberal Arts,Colleges,Geographic Regions,Program Evaluation,Summer Programs,Low Income Students,Economically Disadvantaged,School Orientation,Communities of Practice,Early Intervention,Tutoring,Service Learning,Student Research,Mentors,Program Effectiveness,Data Analysis,Qualitative Research

First year students, like all students at a university, comprise a diverse mixture of personal traits, backgrounds, experiences, and assorted learning styles. Each of these unique student characteristics can either enhance or inhibit successful integration to the campus community. The purpose of this study is to evaluate the impact of various first year programs on student retention. The study examined nine first year programs. The presence or absence of these first year programs were compared to the retention rate of first year students at several liberal arts colleges in the southern Appalachian Mountains of the United States.
Institutional Communication Dynamics in Instructional Effectiveness: Development of a Student Self-Report Measure of FVP, LMX, and TMX in a Pedagogical Context
Author: Lucas, Aaron D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Organizational Communication,Systems Approach,Models,Interpersonal Communication,Measurement Techniques,Measures (Individuals),Factor Analysis,Correlation,College Students,Likert Scales,Student Characteristics,Instructional Effectiveness

Fractal vertical polarization (FVP) has joined leader-member exchange (LMX) and team member exchange (TMX) as one of the available models of communication dynamics based on complexity theory, which now all benefit from valid scales for use in organizational settings. The purpose of these models is to assess the quality of interpersonal information flow, which affects such outcomes as motivation and trust. High levels of FVP, or contrarily low levels of LMX or TMX, may obstruct communication flow and consequently interfere with people's ability to function at the peak of their capacities. This paper begins the process of developing self-report measures of these constructs in generalized form for student use in the context of instructional evaluation. The premise is that obstructions in communication flow at the institutional level in education may hamper student learning in the same way that these conditions obstruct motivation in productive enterprises. The result of the factor analysis presented herein is a usable set of scales, construable as student-perceived FVP, student-perceived generalized LMX, and student-perceived generalized TMX. The paper presents correlations with selected variables of interest, and concludes with recommendations for future research in this area.
Cash Flow Statement Spreadsheet Modeling Case Using a Prototype System Development Process
Author: Davis, Jefferson T.
Date: 2015-00-00
Type: Journal Articles
Subjects: Systems Development,Accounting,Spreadsheets,Case Method (Teaching Technique),Graduate Surveys,Grading,Feedback (Response),Scoring Rubrics,Change Strategies,Models

U.S. GAAP and IFRS standards both require a cash flow statement that presents operating, investing and financing net cash flows (FASB, FAS 95; 1987; IASB, IAS 7, 1992). Although students are exposed to the cash flow statement in beginning accounting courses and then study the cash flow statement in more depth in intermediate accounting classes, they still have difficulty preparing the cash flow statement. Spreadsheet modeling is a skill that employers believe is a necessity for students to develop for their accounting careers since spreadsheets are used so extensively in the accounting and business world. This case helps students cement their understanding of the cash flow statement preparation and spreadsheet modeling skills. Using a prototype development process, students build a spreadsheet model that efficiently, consistently, and accurately utilizes proper spreadsheet modeling and validation techniques to process inputs of accrual accounting financial statements and other necessary input data into a proper cash flow statement output. The goal is to have a user friendly, robust cash flow statement spreadsheet model that can be generalized to most companies' financial data. A few accounting professionals who are former students who actually completed the assignment provided feedback for the case. The response was that the case was a valuable learning exercise to help them prepare for the profession and should be continued. One of these former students who is now an audit manager in a large local firm stated, &quot;The project was useful and relevant. It was one of the most real life projects I worked on in school.&quot;
Building an Academic Culture of Praxis
Author: Rice, Larry
Date: 2015-00-00
Type: Journal Articles
Subjects: Praxis,Higher Education,School Culture,Student Centered Learning,Theory Practice Relationship,Organizational Culture,Learning Experience,Interdisciplinary Approach,Critical Thinking

Facilitation of student learning is arguably the most important action of higher education. The paper focuses on student-centered education, praxis, and assessment in the context of a particular university campus. It considers how colleges can bridge theory and practice with the goal of achieving praxis campus-wide. The paper examines the process undertaken by the campus to holistically apply praxis. It discusses the benefits of a student-centered approach that extend beyond the classroom to include administration and staff. The resulting unified organizational culture can have profound positive effects on the student learning experience and the entire college community.
The Relation of Word Reading Fluency Initial Level and Gains with Reading Outcomes
Author: Smith, Jean Louise M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Reading Fluency,Reading Comprehension,Grade 1,Elementary School Students,Reading Achievement,Achievement Gains,Reading Skills,Achievement Tests,Standardized Tests,Correlation,Statistical Analysis,Multiple Regression Analysis

The purpose of this research brief is to present results from a study investigating the relation between word reading fluency (both initial level and fall-winter gain scores), passage reading fluency, and reading comprehension. Word reading fluency data were collected in the fall and winter; outcome measures were administered in the spring of Grade 1 (N = 150 students). We found that both initial level and gains on the word reading fluency measure predicted important reading outcomes in Grade 1 and that the impact of gains was attenuated for students with strong initial skills. These findings are consistent with previous research on fluency-based measures of early reading skill.
Food, Identity, and Environmental Education
Author: Stapleton, Sarah Riggs
Date: 2015-00-00
Type: Journal Articles
Subjects: Food,Self Concept,Environmental Education,Eating Habits,Phenomenology,Autobiographies,Race,Social Class,Health Behavior,Hermeneutics

While food is an exceedingly rich area for environmental education, I caution environmental educators and researchers from moving too quickly into messaging about what people &quot;should&quot; eat, given the many complexities around food and identity. Eating, as an inherently identity-laden practice, is fraught with complicated meanings, dilemmas, and predicaments. Far too often in environmental discourse, we focus on the eating choices of individuals, but fail to acknowledge the extent to which eating is influenced by larger social and cultural contexts. This paper will explore some tensions between eating as an identity practice and eating as a sustainable practice through an exploration of a phenomenological autobiographic account and through literature on food, identity, race, and class.
The Link between Responsive Classroom Training and Student-Teacher Relationship Quality in the Fifth Grade: A Study of Fidelity of Implementation
Author: Baroody, Alison E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Grade 5,Elementary School Teachers,Elementary School Students,Program Implementation,Fidelity,Intervention,Caring,Classroom Techniques,Measures (Individuals),Rating Scales,Cognitive Ability,Cognitive Tests,Regression (Statistics),Maximum Likelihood Statistics,Factor Analysis

The Responsive Classroom (RC) approach is an instructional delivery and social-emotional learning intervention designed to provide teachers with skills needed to create caring, well-managed classroom environments that are conducive to learning. This study examines the extent to which RC training predicts close student-teacher relationships, as well as negative relationships. Sixty-three fifth-grade teachers and 387 students in 20 schools participated in this study. Schools in the study were randomly assigned to the treatment (RC) or a waitlist control. Observers rated teachers' use of RC practices, and teachers reported their use of RC practices and relationship quality with each child. RC training did not directly predict close or conflictual student-teacher relationships; however, an indirect effect was noted. Training in the RC approach increased teachers' use of RC practices, which in turn related to increased closeness. No indirect effect emerged when predicting conflict. Findings suggest that, with sufficient dosage and adherence, RC practices are one way of boosting close student-teacher relationships.