ethanporcaro/eric-fulltext-meta huggingface dataset:
How Managers Use the Stockdale Paradox to Balance &quot;the Now and the Next&quot;
Author: Von Bergen, C. W.
Date: 2017-00-00
Type: Journal Articles
Subjects: Leadership,Logical Thinking,Positive Attitudes,Resilience (Psychology),Abstract Reasoning,Organizational Culture,Tragedy,Organizational Change

Recent discussions of leadership paradoxes have suggested that managers who can hold seemingly opposed, yet interrelated perspectives, are more adaptive and effective. One such paradox that has received relatively little attention is the &quot;Stockdale Paradox,&quot; named after Admiral James Stockdale, an American naval officer who was held captive for seven and one-half years during the Vietnam War and survived imprisonment in large part because he held beliefs of optimism about the future, while simultaneously acknowledging the current reality of the desperate situation in which he found himself. This contradictory tension enabled him and his followers to emerge from their situation not just unbroken, but stronger. Such paradoxical thinking has been empirically supported by mental contrasting research demonstrating the effectiveness of visualizing a positive future yet recognizing the reality of the current situation. This apparent dichotomy provides an important lesson for leaders who must remain optimistic, yet face the reality of their present condition, and is symbolic of an overarching, general tension leaders face in addressing &quot;the now and the next.&quot;
Migrating Learning Management Systems: A Case of a Large Public University
Author: Such, Brenda L. R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Research Universities,Integrated Learning Systems,Technology Uses in Education,Qualitative Research,Stakeholders,Decision Making,Grounded Theory,Educational Change,Change Strategies,Computer Software,Planning,Time,Organizational Communication

In the past 20 years, institutions of higher education have made major investments in Learning Management Systems (LMSs). As institutions have integrated the LMS into campus culture, the potential of migrating to not only an upgraded version of the LMS, but also an entirely different LMS, has become a reality. This qualitative research study examines the perspectives of five stakeholders involved with the migration of an LMS at a major research institution in the southeastern United States. Using Lewin's (1947) Change Management Model and Enterprise Resource Planning (ERP) Model as analogies, this research seeks to understand the role and responsibilities of the various stakeholders, their decision-making, and the implications of the decisions on the migration process. Using Glaser and Strauss's (1967) constant comparative method and Charmaz's (2006) work related to grounded theory, four major categories emerged from our data: time as a catalyst for change, power of communication, compatibility of technologies, and faith in the system. The categories contribute to a preliminary model that may assist other institutions as they consider whether to migrate LMSs.
Invited Article: Bridging the Gap--Supporting the Transition from High School to College
Author: Frischmann, Julie A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Transitional Programs,School Holding Power,College Bound Students,Summer Programs,General Education,Achievement Gap,College Freshmen,First Year Seminars,Academic Persistence,Coaching (Performance),State Universities,Mixed Methods Research,Factor Analysis,Multivariate Analysis,Grade Point Average,First Generation College Students,Low Income Students,Females,Cohort Analysis,Standardized Tests

Idaho State University's Bengal Bridge is a summer program designed to help students successfully transition from high school to their first year of college at Idaho State University. All Bridge students at ISU take two general education courses, plus an additional credit of supplemental instruction focused on academic strategies specific to the disciplines represented by those general education courses, as well as a First Year Transition (ACAD) course to facilitate engagement with and acculturation to the university community--a total of nine to 10 credits in just seven weeks. Bridge students are also supported by one-to-one academic coaching, supplemental tutoring, peer mentors, and additional study labs. What began as a summer &quot;jumpstart&quot; for a closely-monitored and tight-knit cohort of students in a specific demographic is now becoming the academic equivalent of &quot;boot camp&quot; for a larger, diverse population more representative of the typical fall semester student demographics in terms of the range of academic performance, financial resources, etc. Because this expanded Bengal Bridge is in an early stage of development and still evolving, we realized that we needed a more comprehensive understanding of the Bridge population if we are to accurately assess Bridge's impact on FY student retention. To begin this process, we began collecting descriptive statistics and completing various surface level analyses. Ideally, the data will allow us to better serve future students, improve allocation of resources, and conclude whether participation in Bengal Bridge, in its present iteration, increases retention to the fall semester and beyond.
&quot;Convivencia,&quot; Abrahamic Religions and Study Abroad in Spain
Author: McCoy, Mitchell A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,Religion,European History,Higher Education,Curriculum Development,Cultural Influences,Christianity,Program Development,Cultural Awareness,Teaching Methods,Learning Activities,Islam,Identification (Psychology)

As a point of departure for understanding the complexities of Spanish national and individual identities, it is incumbent that a student begin by investigating Spanish iterations of the three Abrahamic religions. This presupposition of religion's centrality in the pursuit of better informed understandings of the Spanish nation, people, history and culture has served as cornerstone in the construction of Belmont University's Maymester study abroad program in Spain and as lodestar in its evolution. This article will describe the genesis of the program, analyze curricular changes over time and offer critical reflection about why international study is the quintessential milieu for achieving the sought-after objective: understanding the role of religions and the concept of &quot;convivencia&quot; in the cultivation of Spanish identities.
A Comparative Study on Cooperative Learning in Multimedia and Network Environment Used by English Majors between China Mainland and Taiwan
Author: Xue, Gong
Date: 2018-02-00
Type: Journal Articles
Subjects: Comparative Analysis,Cooperative Learning,Cognitive Style,Feedback (Response),Foreign Countries,English (Second Language),College Students,Majors (Students),Multimedia Instruction,Learning Processes,Social Networks,Teacher Student Relationship,College Faculty,Second Language Learning,Second Language Instruction,Qualitative Research,Interviews,Questionnaires,Student Attitudes,Teacher Attitudes,Statistical Analysis

This paper first based on the theory of cooperative learning research. It analyses the characteristics and advantages of cooperative learning under the multimedia network environment. And then take China Three Gorges University and Taiwan I-Shou University English major students for example, using questionnaires and interviews to investigate the students' cooperative learning in the network environment. Survey results showed that cooperative learning teaching mode has been widely used in English classrooms across the Taiwan Strait. Students think highly of cooperative learning in the multimedia-aided, and it can have a positive effect on learning; but on cooperative learning ability and the specific learning process, students still have some problems. Nowadays, cooperative learning in the network environment has various ways, but there exist certain differences in the learning styles across the Strait. Taiwan students rely more on teachers' help and teachers' feedback, while students in mainland depend mainly on networking and panel discussion. On qualitative analysis of interview is a supplement to the questionnaire and further explore its deeper causes, which provide valuable evidence for the study and learning practice. Finally, according to the comparative analysis, the author puts forward some constructive suggestions.
An Investigation of Refusal Strategies as Used by Bahdini Kurdish and Syriac Aramaic Speakers
Author: Shareef, Dilgash M.
Date: 2018-02-00
Type: Journal Articles
Subjects: Pragmatics,Speech Acts,Native Speakers,Social Status,Language Tests,Undergraduate Students,Semantics,Discourse Analysis,Gender Differences,Semitic Languages,Indo European Languages,Contrastive Linguistics,Foreign Countries,Word Frequency,Questionnaires

For the purpose of achieving a successful communication, issues such as the appropriateness of speech acts and face saving become essential. Therefore, it is very important to achieve a high level of pragmatic competence in speech acts. Bearing this in mind, this study was conducted to investigate the preferred refusal strategies Kurdish and Syriac native speakers use when faced with offers and requests from equal status interlocutors. The current study has used a modified Written Discourse Completion Test (WDCT) consisting of six situations (three of which elicit refusals to offerings and the other three to requests). Forty subjects participated in this study: 20 native speakers of the Kurdish language (10 male and 10 female students) and 20 native speakers of Syriac language (10 male and 10 female students). All participants are currently pre-graduate students attending Zakho University. The participants were asked to provide written data that express their refusals to these situations. The data collected have then been analyzed descriptively according to frequency and number of occurrences of semantic formulas used by Beebe et al (1990). The results showed that a) the Syriac Native Participants (SNP)s frequently preferred indirect and adjunct strategies for refusals rather than direct ones, b) the Kurdish Native Participants (KNP)s often preferred direct and indirect strategies more than adjunct ones, c) the results also revealed that gender has a great influence on the use of refusal strategies in various ways. Finally, this study concludes that both KNPs and SNPs tended to use more strategies when refusing requests than offers whereas gender has shown to play a significant role in the choice and number of the refusal strategies used by both groups of participants.
Civility and Academic Freedom: Who Defines the Former (and How) May Imperil Rights to the Latter
Author: McDonald, Theodore W.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Behavior,Teacher Discipline,Collegiality,Academic Freedom,Prosocial Behavior,Politics of Education,Teacher Administrator Relationship,Censorship,Freedom of Speech,Definitions,Standards,Antisocial Behavior,Teacher Rights

An alarming occurrence in academia involves the discipline of faculty, under the guise of violating civility or collegiality codes, for engaging in what should be protected academic free speech. This often occurs when unprincipled and/or corporate-minded administrators seek to punish or dissuade faculty from challenging or questioning their decisions or policy initiatives, or for speaking up about policy violations or lack of due process. The ambiguity of terms such as civility and collegiality, when selectively defined by administrators, can be used to stifle, dissuade or punish academic free speech. Ways to identify and address these problems are presented.
Exploring the Impact of Structured Learning Assistance (SLA) on College Writing
Author: Giraldo-García, Regina J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing (Composition),Writing Instruction,College English,Predictor Variables,Quasiexperimental Design,Statistical Analysis,College Freshmen,College Entrance Examinations,Undergraduate Students,Regression (Statistics)

This study determined that the addition of Structured Learning Assistance (SLA) attendance increased passage rates (from 66.5% to 82%) of first year students in English 101 courses. The model predicts first year students' performance in college writing, controlling for variables such as American College Test scores, and gender. A quasi-experimental design and a logistic regression model of analysis were used. The results indicate that attendance to SLA has a significant and positive impact on passing English 101. The authors discuss the importance of formal peer-tutoring and support and recommend increasing the number of SLA sessions for first-year college students.
Completing the Task Procedure or Focusing on Form: Contextualizing Grammar Instruction via Task-Based Teaching
Author: Saraç, Hatice Sezgi
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Grammar,Task Analysis,College Students,Writing Instruction,Experimental Groups,Evaluation Criteria,English (Second Language),Second Language Learning,Second Language Instruction,Statistical Analysis,Foreign Countries,Student Evaluation,Control Groups,Efficiency,Mixed Methods Research

In this study, it was aimed to compare two distinct methodologies of grammar instruction: task-based and form-focused teaching. Within the application procedure, which lasted for one academic term, two groups of tertiary level learners (N = 53) were exposed to the same sequence of target structures, extensive writing activities and evaluation criteria. Nevertheless, these two groups differed only in the in-class teaching procedures, which were task-based in one group and formal and explicit in the other one. According to the results, the experimental group who had task-based instruction on contextual grammar outperformed the group of learners who received formal grammar instruction.
School Finance as a Moral Dilemma
Author: Pijanowski, John C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Public Schools,Elementary Secondary Education,Educational Finance,Funding Formulas,Fund Raising,Finance Reform,Educational Equity (Finance),Ethics,Moral Values,Student Participation

Alternative approaches to raising funds for public schools have long been critiqued for their approach to providing an equitable and adequate distribution of educational goods. Inherent in these core concepts of fairness are ethical questions that drive how policy and practice evolve to generate revenue for the education of children. This paper explores the ethical issues within three broad categories that are common in the origination of public school revenue: Taxpayer equity, sin money, and the use of children to generate revenue.
The Hispanic Population and Hispanic Serving Institutions
Author: Vela, Margie
Date: 2017-00-00
Type: Journal Articles
Subjects: Hispanic Americans,Hispanic American Students,Educational Attainment,Federal Legislation,Educational Policy,Undergraduate Students,Institutional Characteristics,High School Graduates,College Bound Students,Population Trends,Enrollment Trends,Change Strategies,Graduation Rate,Academic Persistence,Dropout Rate

Hispanic Serving Institutions are designated by the United States Department of Education with the purpose of increasing the educational attainment of the Hispanic population. Designation is determined by the percent of the population of full-time undergraduate students at the institution of higher learning. While this federal policy has positively impacted the percent of Hispanic high school graduates enrolling in undergraduate programs at 2- and 4-year colleges across the country, the Hispanic population continues to complete the 4-year degree at the lowest rate of any ethnic minority in the U.S. This paper explores the changing demographics of the U.S., the impact of educational attainment on Hispanics, and the Hispanic Serving Institution designation. Amendments to the current policy and institutional action items are proposed for improving graduation rates for Hispanic students.
Strategies for Financing Universal Basic Education for Sustainable National Development in Nigeria
Author: Abdullahi, N. J. K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sustainable Development,Elementary Secondary Education,Principals,Questionnaires,Educational Finance,Funding Formulas,Income,Administrator Surveys,Hypothesis Testing,Equal Education,Access to Education,Change Strategies,Statistical Analysis

This study investigated strategies of financing universal basic education for sustainable national development by school managers in North-Central Zone, Nigeria. Specifically the purpose was to determine the relationship between commercial based income and sustainable national development as well as to examine the relationship between agricultural based income and sustainable national development in North-Central Zone, Nigeria. Two research questions were raised to guide the conduct of this study. Survey research design was adopted in carried out this study. The sample of this study was 375 headmasters and 331 principals of the selected schools in North-Central Zone, Nigeria. The sample was selected using proportional sampling technique. The researcher utilized a self-designed questionnaires titled: Strategies of Financing Universal Basic Education and Sustainable National Development Questionnaire &quot;(SFUSNDQ)&quot; for this study. The instruments were validated and the reliability index of 0.78 was obtained through Cronbach's Alpha statistics. The research questions were answered using mean, standard deviation and weighted mean scores while the hypotheses were tested with t-test statistics at 0.05 level of significance. The findings of this study showed that there is no significant difference between the mean scores of head masters and principals on commercial based income as well, as agricultural based income as strategies for sustainable national development in North-Central Zone, Nigeria. Based on the findings of the study, it was recommended that school managers (head masters and principals) should continue to put efforts to maintain commercial-based income. Furthermore, school mangers should continue to lay more emphasis on agricultural-based income by encouraging students to participate fully in farming, fisheries among others for sustainable national development in Nigeria.
Generic Competencies in the Education of Engineers: The Case of Engineering Program in a Public University in Mexico
Author: Serna, Alejandra García
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Engineering Education,Basic Skills,Educational Change,Educational Methods,Competency Based Education,College Freshmen,Statistical Analysis,Student Surveys,Questionnaires,Likert Scales

We present an analysis regarding generic skills on engineering program offered in a public state university in Mexico (UABC). The university implemented a new educational model changing rigid programs to flexible programs based on competencies. The goal is to determine generic skills related to the four pillars of learning: learning to do, learning to know, learning to be, and learning to live together. This work is non experimental, cross-sectional, and descriptive. The study reflect upon the generic competences that students consider are being promoted during their first years in the university and provides a reference for the methodology to identify development of generic skills in engineering students.
A Systematic Review: Using Habits of Mind to Improve Student&apos;s Thinking in Class
Author: Alhamlan, Suad
Date: 2018-00-00
Type: Journal Articles
Subjects: Thinking Skills,Classroom Techniques,Habit Formation,Theory of Mind,Critical Thinking,Literature Reviews,Meta Analysis,Learning Theories,Student Improvement,Learner Engagement

This review article aims to explore how habits of mind as the concept defined under the recent Framework for Success in Postsecondary Writing contributes to the development of critical thinking in the classroom. The application of a systematic review and a meta-analysis approach allows investigating the selected habits of mind and comparing them to the externally verified critical thinking skills using a multiple regression with a variation methodology. Study results suggest that the available literature does not provide a comprehensive analysis of the problem due to the variations in explanatory values of the variables selected; though, it justifies the instructional leadership approach that should be fulfilled by the educators striving to deploy the Framework in their educational environment. The review suggests using a fieldwork approach as the next step of the mentioned Framework evaluation.
Challenges Facing the Shift from the Conventional to Problem-Based Learning Curriculum
Author: AlBuali, Waleed H.
Date: 2018-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Conventional Instruction,Medical Education,Curriculum Implementation,Guidelines,Barriers,Higher Education,Foreign Countries

Tremendous changes have taken place in medical curricula in the last two decades; these changes have arguably created some imbalances in the quality of medical graduates around the globe, which may be partly due to the number of resources often demanded by the design of the newer curricula. Therefore, resource-poor countries are often unable to adopt these newer models of training in their entirety and are thus compelled to follow the so-called &quot;Subject-Based Curriculum.&quot; The authors have discussed and prepared some guidelines to provide direction for the adaptation and implementation of Problem-Based Learning Curriculum (PBLC) in countries with different cultures and limited resources. This article addresses the issues and concerns raised by medical educationists on the implementation of PBLC especially in developing countries. These pointers include practical solutions for such common problems as staff, cost, infrastructure and training.
Teaching and Learning Numerical Analysis and Optimization: A Didactic Framework and Applications of Inquiry-Based Learning
Author: Lappas, Pantelis Z.
Date: 2018-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Mathematics Instruction,Teaching Methods,College Mathematics,Numeracy,Mathematical Applications,Concept Mapping,Scientific Methodology,Computer Uses in Education,Mathematical Formulas,Demonstrations (Educational),Teaching Models

The main objective of this paper is to propose a didactic framework for teaching Applied Mathematics in higher education. After describing the structure of the framework, several applications of inquiry-based learning in teaching numerical analysis and optimization are provided to illustrate the potential of the proposed framework. The framework is based on the Process of Scientific Inquiry (PoSI), while it consists of three pillars, each characterized by the use of a particular cognitive tool: Algorithm for presenting a list of steps to follow in order to solve a problem, CMAP software for constructing concept maps and MATLAB software for computer programming. In addition to this, a WebQuest Scenario can be used as an &quot;auxiliary&quot; cognitive tool by providing students with the opportunity to combine technology (e.g., MATLAB and CMAP software) with educational concepts (e.g., optimization), and to incorporate inquiry-based learning (i.e., PoSI). Introducing these cognitive tools to the design of the proposed didactic framework provides considerable potential of knowledge consolidation with reference to solving complex numerical problems using efficient algorithms.