ethanporcaro/eric-fulltext-meta huggingface dataset:
An Alternative Model of Continuing Professional Development for Teachers: Giving Teachers Time
Author: Haydn, Terry
Date: 2008-02-00
Type: Journal Articles
Subjects: Professional Continuing Education,Models,Communities of Practice,Faculty Development,Teacher Collaboration,Elementary School Science,Elementary School Teachers,Secondary School Science,Secondary School Teachers,History Instruction,Instructional Innovation,Teaching Methods,Inservice Teacher Education,Reflection,Participant Satisfaction,Training Methods,Foreign Countries

The paper reports on the outcomes of a Department of Culture, Museums and Sport (DCMS) funded project which provided resources for three groups of teachers in different subjects and age phases to have some time where they were freed from their teaching responsibilities, and also given time to meet together with other teachers to share ideas. The idea underpinning the project was to explore a model of continuing professional development for teachers which was different in approach to recent Department for Education and Skills (DfES) &quot;strategy&quot; and training based approaches. The three groups of teachers (primary science, secondary history and secondary science) met together with curriculum tutors from the local School of Education to explore ideas about how to develop innovative approaches in aspects of their subject teaching. In addition to funding four days of supply cover for the teachers involved to meet, the teachers were also given at least two days of supply cover during the course of the project to develop their ideas. Towards the end of both academic years, the groups met again to share their ideas. The paper describes the outcomes of the project and the teachers' perceptions of the process issues and problems involved in pedagogical innovation. The paper also considers some of the broader issues arising from the project, in terms of how to make the most effective use of teachers' time, in an era when there are many competing demands on this finite resource.
Empowering School of Accounting Websites through Quality Assurance: Development and Implementation of a User-Perceived Instrument
Author: Djajadikerta, Hadrian G.
Date: 2008-02-00
Type: Journal Articles
Subjects: Quality Assurance,Web Sites,Accounting,User Satisfaction (Information),Benchmarking,Computer Software Evaluation,Usability,Institutional Advancement,Test Construction,Program Validation,Classification,Program Development,Program Implementation,Measurement Techniques,Foreign Countries,Higher Education

Today's institutions of higher education are facing an increased number of significant challenges taking place in the political, economic, social and technological environment. Accordingly, the issues of performance, accountability, and marketing strategies have become ever more important. It has been suggested that universities that are more market or customer orientated can perform better. In dealing with customers, most universities have utilised Web technologies for both informational and promotional purposes. The question is whether they have designed their Web sites well enough in order to gain the benefits from Web utilisation. Previous studies on quality of Web sites are not lacking, but most of them have focussed mainly on business Web sites. Empirical research that focuses on the Web site quality of institutions of higher education has been scarce. This study focuses on the websites of Schools of Accounting, and selects the websites of Schools of Accounting in New Zealand's Accounting as the research objects. The main objectives of this study are to develop and validate an instrument for measuring School of Accounting website quality from the perspectives of the users, and to implement the proposed instrument to measure and rank the quality of websites of Schools of Accounting in New Zealand. The results from this initial application substantiated the validity and reliability of the instrument.
Why Some Students Study Abroad and Others Stay
Author: Deviney, David
Date: 2014-09-00
Type: Journal Articles
Subjects: Study Abroad,Multicultural Education,Business Administration Education,Decision Making,Student Attitudes,College Students,Intellectual Development,Educational Opportunities,Outcomes of Education,Measures (Individuals),Student Behavior,Personality Traits,Surveys

In a partial response to the increased emphasis by business schools to integrate multicultural studies into their curriculums, faculty-led study abroad programs have grown in both frequency and duration. The research has shown that study abroad programs do show measurable gains in a student's intellectual development. However, while the number of students participating in study abroad programs is increasing, the majority of the student population will not take advantage of these opportunities. The purpose of this research is to determine some of the factors that influence, both positively and negatively, a student's participation decision. Students at two universities participated in the research.
College Readiness
Author: Chapa, Marisa
Date: 2014-09-00
Type: Journal Articles
Subjects: College Readiness,High School Students,College Preparation,State Legislation,Dual Enrollment,Academic Standards,Low Income,Graduation Rate,Reading Tests,Mathematics Tests,Scores,Grade 8,Effect Size,Standardized Tests,Statistical Analysis,Hispanic American Students

During the 79th Texas Legislature, the bill &quot;Advancement of College Readiness in Curriculum&quot; was passed (THECB). As a response to this, high schools and colleges have combined forming an early college high school. The result of this union was a program that condensed the time it took to complete both the high school diploma and up to two years of college during the high school years, yet retaining its rigor. Early college high school replaces remediation with acceleration. In South Texas a lack of college readiness for low-income high school students has resulted in being unprepared for college and subsequently low college graduation rates. As a response to the THECB and the need for a higher graduation rate in college, the state of Texas implemented TSI readiness standards. This research study asked whether attending an early college high school prepared high school students to be college-ready. The purpose of this ex post facto study was to test whether Early College High School (ECHS) students were more prepared for college than the traditional high school students as measured by the Reading and Math End of Course (EOC) exams while controlling for grade 8 STAAR scores. No significant difference was found between the traditional and early college high school on Math. However, there was a significant difference between the traditional and early college high school on Reading and the type of school accounted for 44% of the variance in Reading. This is considered a large effect size.
Trying to Meet the Demands of English in a Global Market: A Critical Discussion of the National Bilingual Programme in Colombia
Author: Wells, John
Date: 2008-02-00
Type: Journal Articles
Subjects: Foreign Countries,Bilingual Education Programs,English (Second Language),Second Language Learning,Second Language Instruction,Program Descriptions,Elementary Secondary Education,Creoles,American Indian Students,Program Implementation,Educational Objectives,Cultural Context,Educational Policy,Educational Practices

This paper provides a critical analysis of the National Bilingual Programme in Colombia. It considers how and why it aims to extend the teaching of &quot;a&quot; foreign language in Primary and Secondary school in 1994, to the teaching of English to an internationally recognized standard in all sectors of education by 2019, while at the same time attempting to promote the bilingual education of the Creole and Amerindian speaking sections of the population. It suggests that although some of the aims of the programme are being met, the contexts in which it is being implemented are too diverse and the aims too broad for the programme to be implemented successfully in its current state.
Reflection on Personal ELL Experience and ELT Practice
Author: Ma, Zhicheng
Date: 2008-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Role,Teacher Expectations of Students,Teaching Methods,Reflective Teaching,Student Centered Curriculum,Cooperative Learning,Foreign Countries,Teacher Attitudes

Multitudes of language teaching practice shows that great attention drawn to language learning can help language teachers better their teaching and give appropriate learning support to language learners. A critical analysis of the author's English language learning experience is given in the paper, encompassing the approaches used, the role of the teachers, expectations on the learners at different times and the effectiveness of the learning. In addition, how the language teacher can benefit from this experience for his own TESOL (Teaching English to speakers of other languages) practice is addressed.
Comparing Teachers' Paradigms with the Teaching and Learning Paradigm of Their State's Teacher Evaluation System
Author: Goodwin, Deborah
Date: 2014-09-00
Type: Journal Articles
Subjects: Teacher Evaluation,Educational Policy,Educational Change,Educational Legislation,Federal Legislation,Constructivism (Learning),Teacher Attitudes,Qualitative Research,Content Analysis,Teaching Methods,Evaluation Methods,Teaching (Occupation),Learning Processes,Learning Theories,Surveys

The field of education has been marked by change initiatives, especially since 2002 and the implementation of No Child Left Behind. Teacher evaluation is a major area of concern in many of these initiatives and the implementation of the Race to the Top in 2009 has place even greater emphasis on Teacher Evaluation. Thirty-seven states made significant changes to teacher evaluation policies between 2009 and 2013. Many state and local education agencies have adopted performance-based teacher evaluation instruments that claim to be based on the constructivist theory of teaching and learning. The obvious question in regard to the adoption and implementation of a constructivist-based evaluation is whether or not the teachers being evaluated share that constructivist paradigm. A person's paradigm often dictates his/her behavior and may obstruct a person's ability to &quot;see&quot; a situation that conflicts with their paradigm. If teachers being evaluated with a constructivist based system do not share the constructivist view of teaching and learning, perhaps education agencies need to address the possible chasm between the constructivist paradigm and the actual teaching and learning paradigm of the teachers. The purpose of this study was to compare the teaching and learning paradigm of a set of teachers with the constructivist paradigm that provides the foundation for the teacher evaluation instrument with which they will be evaluated in the 2014-2015 school year. The qualitative study was conducted utilizing the Content Analysis process to extract the answer to the research question from the open-ended responses of the teachers to questions concerning the characteristics of the constructivist paradigm of teaching and learning. The teacher responses revealed that the teachers, on average, do not possess a constructivist paradigm of teaching and learning. Therefore, the question remains as to an education agency's response to the apparent gap between the paradigm of the teachers and the theory behind the evaluation instrument.
Committee Effectiveness in Higher Education: The Strengths and Weaknesses of Group Decision Making
Author: Bates, Stephen B.
Date: 2014-09-00
Type: Journal Articles
Subjects: Higher Education,Decision Making,Group Activities,Group Dynamics,Models,Program Effectiveness,Committees,Leadership

Focusing on five models of committee effectiveness for purposes of this assessment will lend insight into the strengths and weaknesses of utilizing a structured action plan as a guide to achieving and maintaining optimum committee effectiveness in higher education. In the compilation of the strengths and weaknesses of committee decision making, the group structure and purpose must be defined before a determination can be assessed on an applicable course of action that should be employed to achieve the objective. The appropriate use of strategy, structure and definition are required to build a successful team of individuals in collective thought and there must be clearly delineated membership accountability for the group to achieve functionality. The models representing initiatives that can be utilized by group structures consisting of two or more individuals are defined and analyzed. The models being utilized in this analysis are; the Korn/Ferry T7 model, the Rubin, Plovnick and Fry GRPI model, the Katenbach and SmithTeam Basics model, the LaFasto and Larson Five Dynamics of Teamwork and Collaboration model, and the Lencioni-Understanding Team Dysfunction model.
Multi-Disciplinary Peer-Mark Moderation of Group Work
Author: Willmot, Peter
Date: 2012-05-00
Type: Journal Articles
Subjects: Foreign Countries,Self Evaluation (Groups),Peer Evaluation,Group Activities,Interdisciplinary Approach,Evaluation Methods,Student Projects,Active Learning,Computer Assisted Testing,Teamwork,User Satisfaction (Information),Grading,Feedback (Response),College Students,Student Attitudes,Focus Groups,Surveys,Interviews,Statistical Analysis,Qualitative Research,Gender Differences

Self and peer assessment offers benefits for enhancing student learning. Peer moderation provides a convenient solution for awarding individual marks in group assignments. This paper provides a significant review of peer-mark moderation, and describes an award winning, web-based tool that was developed in the UK and is now spreading across the world as an open-source web application. It is available for use in any discipline. Qualitative research, at the home institution over several years, reinforces the evaluation of quantitative data extracted from the system and from an extensive user survey to confirm, update and strengthen the previous literature. The research also describes new insights into the thoughts of students, who appear to recognise the transparency that automated moderation offers. The statistics suggest few incidences of team-collusion when entering data, but indicate that peer-marking behaviour is influenced by group size, selection method and year of study. Students comment positively on the recognition of their levels of achievement within a team.
A Comparison of Two Methods of Teaching Research to Master of Social Work Students
Author: Walsh, Christine Ann
Date: 2012-05-00
Type: Journal Articles
Subjects: Comparative Analysis,Teaching Methods,Social Work,Research Skills,Statistical Analysis,Masters Programs,Graduate Students,Self Efficacy,Questionnaires,Mentors,Instructional Effectiveness,Models,Foreign Countries,Student Attitudes,Pretests Posttests

While various curriculum strategies have been presented for teaching research, little is known about the effectiveness of different teaching approaches. This study compared two models for teaching research to MSW students: a mentorship model (TM1) and a more structured, didactic model (TM2). Students (n = 23) self-completed the Research Self Efficacy questionnaire on the first and last day of class. Repeated measures ANOVA showed that both groups improved over time; however, TM2 students improved significantly more than TM1 students. This study provides preliminary insights and suggestions for further research on different models for enhancing research skills and confidence of social work students.
Reducing Retroactive Interference through the Use of Different Encoding Techniques: An Exploration of Pre-Test/Post-Test Analyses
Author: Cumming, John M.
Date: 2012-05-00
Type: Journal Articles
Subjects: Memory,Word Lists,Interference (Learning),Cognitive Processes,Cues,Cognitive Style,Pretests Posttests,Statistical Analysis,Retention (Psychology),College Students,Reading Aloud to Others,Verbal Learning,Visual Learning,Educational Experiments,Hypothesis Testing,Regression (Statistics)

Retroactive interference (RI) in list learning occurs when the learning of a second list of words interferes with the recall of the first learned list. Having the lists be thematically different can reduce retroactive interference within list learning; however, this study demonstrates how RI can be reduced when the lists contain similar words. Words can be organized by way of encoding (verbally and visually). Interference occurs when two lists are encoded the same way; therefore, encoding two lists in different ways reduces RI. Ninety-three participants were randomly assigned to 1 of 6 conditions. Participants who encoded one list visually and one list verbally retained more words on final recall from list one, than participants who encoded both list the same way. Two control conditions were used to assess highest recall. The results demonstrated that RI can be reduced when two lists are encoded in different ways. A second experiment using modified methods was also conducted with similar results.
Motivational Techniques: Positively Impacting Students from Middle School through College
Author: Walter, Joseph E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Motivation Techniques,Achievement Need,Secondary School Students,College Students,Developmental Studies Programs,Student Behavior,School Role,Student Evaluation,Parent Role,Change Strategies,Transitional Programs,Articulation (Education)

In the United States, our children face a number of factors that influence their behavior. Children's peers, parents and even the media, especially television, heavily influence students. Because of these influences, it can be difficult to motivate students in the classroom to strive for and achieve success. The purpose of this article is to discuss the influential factors that affect children from middle school through college, and discuss ways to help motivate students to achieve success.
Verbal Word Choice of Effective Reading Teachers
Author: Moran, Kelly A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Teachers,Teacher Effectiveness,Reading Tests,Grade Repetition,Teaching Methods,Teaching Styles,Reading Achievement,Questioning Techniques,Reading Aloud to Others,Self Efficacy,Student Empowerment,Error Correction,Language Usage

Humans are fragile beings easily influenced by the verbal behaviors of others. Spoken words can have a multitude of effects on an individual, and the phrases and statements teachers use in their classrooms on a daily basis have the potential to be either detrimental or inspirational. As increasing numbers of students arrive at schools from broken families, possessing poor nutritional habits and debilitating health concerns, and experiencing greater exposure to violence in the media and within their communities, educators need to be keenly aware of the impact their verbal behaviors have on children. Teachers need to be mindful of the words they choose to speak when attempting to elevate each child's selfworth. In addition to the external factors affecting children that erect hurdles for teachers to overcome, continuously changing educational policy creates additional obstacles for teachers attempting to increase student achievement. New state and federal mandates force teachers to make changes to instructional practice and assessment with the start of each new school year. Recent legislation in Ohio requiring students to be retained who fall below a specific score on the Grade Three Reading Ohio Achievement Assessment has caused students to become increasingly more sensitive to verbal teacher feedback and in some cases resulted in a loss of overall self-esteem due to fears of failure. Words are impactful; therefore, educators hoping to increase academic achievement in literacy skills development as a means to prevent possible student retention need to study the verbal behaviors of effective reading teachers. This paper will argue that teachers' intentional preplanning of verbal word choice can increase students' reading achievement. Additionally the paper will synthesize the relevance, content, and impact of current literature on the topic of verbal practices of effective reading teachers and provide recommendations for practical implications for successful reading instruction in the regular elementary classroom setting.
What Influences Implementation Intentions in an Academic Learning Context--The Roles of Goal Intentions, Procrastination, and Experience
Author: Sommer, Lutz
Date: 2012-05-00
Type: Journal Articles
Subjects: Foreign Countries,Goal Orientation,Behavior Theories,Time Management,Intention,Student Experience,Learning Processes,Structural Equation Models,Literature Reviews,Learning Theories,Hypothesis Testing,Correlation,Norms,Student Behavior

Studies show that many students struggle with properly organizing their academic activities; what makes things even worse is that up to 90% of students are at least part-time procrastinators. In order to clarify how these students could be supported, the article at hand deals with the influences and possible benefits of implementation intentions in an academic learning context and substantiates the literature discussion with data collected among students. Aiming at studying the antecedents of academic performance from a cognitive perspective, the research complements an extended form of the Theory of Planned Behaviour by integrating procrastination and experience. Unlike many other studies, this paper does not focus on reasons for nor different forms of procrastination, but rather develops a comprehensive framework for understanding academic learning. A structural equation modelling approach is applied for this purpose using an empirical data base. For the outcome of this research different hypotheses are investigated especially in reference to implementation intentions. In the majority of cases the theories presented during the literature review can be substantiated with the empirical data used for the study. Key findings are the significant influences of goal intentions, as well as experience, and their positive effect on implementation intentions. Furthermore, the negative influence of procrastination is underlined by the results of the paper and identified as a major problem for college students. Other findings of the paper are the effects of subjective norms and PBC (Perceived Behaviour Control) on the formation of goal intentions. Nevertheless, the study brings up several further questions and identifies areas where research should be deepened, that is behaviour itself.
Simulation of Forming Process as an Educational Tool Using Physical Modeling
Author: Abdullah, A. B.
Date: 2008-02-00
Type: Journal Articles
Subjects: Metal Working,Simulation,Models,Manufacturing,Instructional Materials,Computer Assisted Design,Technology Education

Metal forming process simulation requires a very high cost including the cost for dies, machine and material and tight process control since the process involve very huge pressure. A physical modeling technique is developed and initiates a new era of educational tool of simulating the process effectively. Several publications and findings have shown a potential of the techniques else where. The objective of the paper is to simulate the closed-die forging. In this work, billet material from plasticine is used and dies are fabricated from perspex. The result indicates that billet volume and geometry of the billet is significant in forming process to measure the filling-ability and forming load required in the process.