ethanporcaro/eric-fulltext-meta huggingface dataset:
Exponential Problems in Business Courses: The Translation of Time Units
Author: Touchstone, Kathleen
Date: 2014-00-00
Type: Journal Articles
Subjects: Business Administration Education,Teaching Methods,Equations (Mathematics),Problem Solving,Mathematics,Time

This paper reviews a few applications of the exponential function used primarily in business courses. It shows that translating time units in which queuing problems are measured can be used to overcome some apparent differences between queuing (arrival) problems and survival (decay) problems. There is a cautionary note concerning the limitations of altering time units after the fact, particularly for survival-type problems, as well in the initial assignment of time units in the research process.
Teacher Training for Ph.D. Students: Recommendations for Content and Delivery
Author: Bergner, Jason
Date: 2015-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Business Administration Education,Teacher Education,Teaching Skills,Educational Needs,Teacher Student Relationship,Online Courses,Foreign Students,Models,Program Implementation

The rising cost of education coupled with greater options for education, such as online and community colleges, has resulted in greater emphasis on teaching quality. However, students in Ph.D. business programs receive little formal training in teaching, as the vast majority of their time is focused on learning the craft of research. We expand on this issue of the need for teacher training for business doctoral students and offer three recommendations as specific areas for training: developing rapport with students, teaching in an online environment, and training specifically for international Ph.D. students. Further, we offer a suggestion for a possible cost- and time-effective way to deliver the training, using training offered by one university as a model.
Keeping the PROMISE: Factors Affecting Timing to Merit Scholarship Loss
Author: Gross, Jacob P. K.
Date: 2016-01-00
Type: Journal Articles
Subjects: Merit Scholarships,State Aid,State Programs,Predictor Variables,Student Characteristics,Institutional Characteristics,Enrollment,Student Costs,Student Financial Aid,Academic Achievement,Time,College Students

Despite increased attention paid to the advent and development of state merit scholarship policies (such as Georgia's Helping Outstanding Pupils Educationally) and some evidence that suggests differences in scholarship retention by socioeconomic status or other student characteristics, little empirical work has explored factors affecting scholarship retention. Moreover, no work has explored what affects the timing of scholarship loss. This study employs event history modeling to ascertain not only what factors impact students' retention of the West Virginia PROMISE Scholarship but also when these factors are most influential.
From Ford to Friedman: Teaching Microeconomics to Business Students
Author: Neymotin, Florence
Date: 2014-00-00
Type: Journal Articles
Subjects: Microeconomics,Business Administration Education,Teaching Methods,Liberal Arts,Behavioral Objectives,Curriculum Implementation,Student Experience,Skill Development,Cognitive Style,Case Studies,Instructional Effectiveness

Teaching microeconomics to MBA students offers a unique set of challenges and opportunities to instructors. That is, the process of teaching business students may differ considerably, but in predictable ways, when compared to the classroom experience commonly found in liberal arts programs. While it is certain that all students are consumers, most MBA students possess, or are in the midst of obtaining, a mindset characteristic of firms and producers. As a result, some topics can be reframed within this producer-focused mindset in order to be particularly effective. For instance, elasticity discussions can be reframed by stressing the goal of revenue generation for producers, and elasticity's role in supporting this task. Additional differences experienced when teaching MBA students include a larger variation in the skills, background and motivation of students. This note delves into some issues to be tackled by an instructor with experience teaching economics in a liberal arts setting who is then tasked with teaching MBA students, and presents some suggested solutions and teaching applications to help aid in this endeavor.
Reading Fluency and Students with Reading Disabilities: How Fast Is Fast Enough to Promote Reading Comprehension?
Author: O'Connor, Rollanda E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Fluency,Reading Difficulties,Reading Rate,Reading Comprehension,Grade 2,Grade 4,Elementary School Students,Regression (Statistics),Learning Disabilities,Reading Tests,Oral Reading

The goal of improving reading rate and fluency is to positively impact reading comprehension; however, it is unclear how fast students with learning disabilities (LD) need to read to reap this benefit. The purpose of this research was to identify the point of diminishing return for students who were dysfluent readers. Participants included 337 students with reading difficulties in second and fourth grade (61% eligible for special education; 80% with a diagnosis of LD in the area of reading) and 150 typical readers from the same general education classes. LOESS (LOcal regrESSion) plots (logistic regression) were used to determine where linear relations between reading rate and comprehension broke down for these students: the rate at which getting faster no longer contributed clearly to reading comprehension improvement. Although typical readers in this sample showed patterns of oral reading rate and comprehension similar to students in other studies, patterns for students with reading difficulties differed. For dysfluent readers, improving reading rate improved comprehension only in the bands between 35 and 75 words correct per minute in second grade and between 40 and 90 words correct in fourth grade. Reading at faster rates revealed no clear advantage for reading comprehension.
Enhancing Learners&apos; Problem Solving Performance in Mathematics: A Cognitive Load Perspective
Author: Dhlamini, Joseph J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Problem Solving,Mathematics Instruction,Control Groups,Experimental Groups,Grade 10,High School Students,Comparative Analysis,Pilot Projects,Teaching Methods,Pretests Posttests,Mathematics Tests,Mathematics Achievement,Cognitive Ability,Learning Theories,Scores,Foreign Countries,Semi Structured Interviews,Student Attitudes,Statistical Analysis

This paper reports on a pilot study that investigated the effect of implementing a context-based problem solving instruction (CBPSI) to enhance the problem solving performance of high school mathematics learners. Primarily, the pilot study aimed: (1) to evaluate the efficiency of data collection instruments; and, (2) to test the efficacy of CBPSI in relation to learners' problem solving performance. In this paper CBPSI refers to a teaching approach in which everyday problem solving knowledge and practices are uncovered when learners are exposed to tasks that give meaning to their everyday experiences. Given that the design of a pilot study lacked the inclusion of a control group, it is reasonable to conclude that the current design embraced elements of a pre-experimental research approach in which a one-group pre-test post-test design was followed. Participants consisted of a convenient sample of 57 Grade 10 learners who performed poorly in mathematics problem solving. The results of the study informed various conceptual and methodological revisions to strengthen the design of the main study, however, this paper reports only the effect of CBPSI on participants' problem solving performance. The post-intervention achievement test suggested that CBPSI was effective in substantially accelerating learners' problem solving performance (p&lt;0.05). Using a cognitive load theory, it is possible to explain aspects of growth in learners' problem solving performance in relation to the conceptual notion of human cognitive architecture.
Sex Differences in Doctoral Student Publication Rates
Author: Lubienski, Sarah Theule
Date: 2018-00-00
Type: Journal Articles
Subjects: Gender Differences,Graduate Students,Doctoral Programs,Writing for Publication,Incidence,STEM Education,Gender Bias,Scholarship,Bibliometrics,Career Development,Publications,Regression (Statistics),Graduate Surveys

Women in the sciences who earn PhDs are less likely than their male counterparts to pursue tenure-track positions at research universities. Moreover, among those who become STEM researchers, men have been found to publish more than women. These patterns raise questions about when sex differences in publication begin. Using data from a survey of doctoral students at one large institution, this study finds that men submitted and published more scholarly works than women across many fields, with differences largest in natural/biological sciences and engineering. Potential contributing factors are considered, including sex differences in faculty support, assistantships, family responsibilities, and career goals.
Wikis: Developing Pre-Service Teachers&apos; Leadership Skills and Knowledge of Content Standards
Author: Reid-Griffin, Angelia
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Standards,Electronic Publishing,Beginning Teachers,Secondary School Students,Teacher Leadership,Leadership Training,Pedagogical Content Knowledge,Mathematics Teachers,Science Teachers,Teacher Collaboration,Educational Practices,Faculty Development,Teacher Education

In this initial phase of our multi-year research study we set out to explore the development of leadership skills in our pre-service secondary teachers after using an online wiki, Wikispaces. This paper presents our methods for preparing a group of 13 mathematics and 3 science secondary pre-service teachers to demonstrate the essential knowledge, skills and dispositions of beginning teacher leaders. Our findings indicate the pre-service teachers' overall satisfaction with demonstrating leadership through collaborative practices. They were successful in these new roles as teacher/collaborator within the context of communication about content standards. Though the candidates participated in other collaborative tasks, this effort was noted for bringing together technology, content standards and leadership qualities that are critical for beginning teachers. Implications for addressing the preservice teachers' development of leadership skills, as they become professional teachers will be shared.
Increasing College Opportunity: School Counselors and FAFSA Completion
Author: Owen, Laura
Date: 2016-01-00
Type: Journal Articles
Subjects: School Counselors,Student Financial Aid,Urban Schools,School Districts,High School Students,College Applicants,Educational Finance,Higher Education,Statistical Analysis,College Attendance,Educational Opportunities

Closing postsecondary opportunity gaps has become a national, state and local educational priority. To help eliminate these gaps, the U.S. Department of Education initiated a project that provided real-time, student-level Free Application for Federal Student Aid (FAFSA) completion status to large, urban school districts. Leveraging this information, school counselors identified and supported students and families as they navigated the financial aid process. In this article, we discuss this initiative and document statistically significant increases in FAFSA completion and college attendance in one participating school.
Task Modification and Knowledge Utilization by Korean Prospective Mathematics Teachers
Author: Lee, Kyeong-Hwa
Date: 2016-11-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Pedagogical Content Knowledge,Knowledge Base for Teaching,Foreign Countries,Learning Processes,Instructional Materials,Role,Teaching Methods,Secondary School Teachers

It has been asserted that mathematical tasks play a critical role in the teaching and learning of mathematics. Modification of tasks included in intended curriculum materials, such as textbooks, can be an effective activity for prospective teachers to understand the role of mathematical tasks in the teaching and learning of mathematics; designing of new tasks requires more knowledge and experience. This study aims to identify the patterns that Korean prospective mathematics teachers seem to follow when they modify the mathematical tasks in textbooks. Knowledge utilized by prospective teachers while they modify textbook tasks is identified and characterized in order to understand the possible factors that have an impact on Korean prospective mathematics teachers' modification of tasks.
Experiences Faced by Diabetic Teenagers of Diepkloof Soweto: A Systematic Review
Author: Malatji, Mahlodi
Date: 2016-06-00
Type: Journal Articles
Subjects: Diabetes,Adolescents,Foreign Countries,Barriers,Self Management,Drug Therapy,Databases,Guides,Literature Reviews,Semi Structured Interviews,Experience,Compliance (Psychology),Body Weight,Qualitative Research

Background: Diabetes is a metabolic disorder which presents itself with symptoms such as blurry vision, thirst and weight loss. It is a disease that is more common in childhood whereby the body cannot produce enough insulin. Objectives: To explore the challenges experienced by diabetic teenagers. Results: Checking of sugar levels and injecting of insulin was indicated as one of the major difficulties the teenagers face. Findings demonstrated that they feel abnormal and not part of their peers when they have to check their insulin and inject frequently. Methods: Various literatures from electronic database and manuals were used. The literature review was followed by in-depth semi structured interviews to document the experiences of the diabetic teenagers. Conclusion: Findings demonstrated challenges encountered by diabetic teenagers which affected their adherence to treatment. Some of the challenges were injecting insulin into their body system and further checking the level of sugar in the blood stream. Some teenagers also reported the dislike to gaining weight as they omit insulin intake in order to conform to a certain body shape. Empower the teenagers in regard to embracing their condition so that they can adhere successfully to the treatment without any relapse in order to avoid readmissions at the hospital.
A Study of Students&apos; Achievement in Algebra: Considering the Effect of Gender and Types of Schools
Author: Saleh, Salmiza
Date: 2016-00-00
Type: Journal Articles
Subjects: Algebra,Mathematics Instruction,Mathematics Achievement,Gender Differences,Institutional Characteristics,Religious Education,Private Schools,Boarding Schools,Public Schools,Statistical Analysis,Foreign Countries,Achievement Tests,Mathematics Tests,Hypothesis Testing,Islam,Secondary School Students

Algebra is a branch of mathematics that deals with symbols and also the rules for manipulating those symbols, which are used to represent numbers and quantities in mathematical formulae and equations. It is needed and used in our everyday lives. The purpose of this study was to examine students' performance in algebra related to gender and types of schools. The research sample consisted of 317 students (135 boys and 182 girls) from three types of schools in Malaysia ie; national schools, Islamic-religious schools and boarding schools. Data were collected through an instrument known as the Algebra Achievement Test (AAT), and were then analyzed quantitatively using a two-way ANOVA test. Research findings showed that there were statistically significant main effects for gender and types of schools towards students' achievement in algebra. However, no interactional effects were found between gender and types of schools that could influence the results obtained. It is concluded that gender and types of schools do effect students' achievement in algebra.
Technology Use as a Support Tool by Secondary Students with Autism
Author: Hedges, Susan H.
Date: 2018-01-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Technology Uses in Education,Educational Technology,High School Students,Barriers,Access to Computers,Family Environment,Questionnaires,Student Surveys,Statistical Analysis,Computer Use,Internet,Ownership,Social Media,Interpersonal Communication,Student Attitudes

The purpose of this study was to examine how secondary students with autism spectrum disorder use technology in supportive ways. In this self-report survey study, 472 adolescents with autism spectrum disorder enrolled in high school described the forms of technology they use and purposes for which they use it. Students reported the benefits as well as barriers to technology use at school. They reported using technology in school and home settings in a variety of supportive ways such as increasing their independence, reducing their anxiety, and increasing their social opportunities. Findings suggest that practitioners may benefit from learning how to integrate technology as an instructional and support tool for their students with autism spectrum disorder. Recommendations for future research are provided.
The Challenges of Spanish Language Teaching in Multilingual India: A Case Study of Delhi
Author: Rai, Dhiraj Kumar
Date: 2017-12-00
Type: Journal Articles
Subjects: Case Studies,Spanish,Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Methods,Native Language,English,Language Variation,Language Usage,Multilingualism,Corporate Education,Institutes (Training Programs),Secondary Education,Higher Education,Barriers,Language Teachers,Teacher Attitudes

The multilingual surrounding of Spanish Language Teaching (SLT) in India has presented a unique linguistic principle. This principle relies upon the application of English language instructions (as FL1) to combine several methods for teaching-learning Spanish language (as FL2). However, the effectiveness and appropriateness of this linguistic principle, whereby English language instructions are used for SLT, remain undiagnosed. In fact, the technique of SLT in India needs to take into account the local linguistic or dialectical make-up of the actual or potential learners. As such, the process of Spanish Language acquisition in India as inspired by an exposure to local languages/dialects needs to be creatively explored. Furthermore, the recently increasing entries of specific Spanish words/terms in the Indian &quot;popular language usage&quot;, and their implications for SLT in India require to be sufficiently investigated. This article aims at filling in the above-mentioned lacunae by conducting a case study of the status of Spanish Language Teaching in Delhi. It draws the conclusion that the maximum flexibility in the process of eclectically mixing various pedagogical methods of SLT could go a long way in motivating and benefitting both the teachers as well as the students, thereby enhancing the overall efficiency of SLT in multilingual India.
Career Decision-Making and College and Career Access among Recent African Immigrant Students
Author: Wambu, Grace
Date: 2017-07-00
Type: Journal Articles
Subjects: Immigrants,Career Choice,Access to Education,Career Development,Student Needs,High School Students,School Counseling,College Readiness,Career Readiness,Foreign Countries,Counseling Techniques,Acculturation,African Culture,Cultural Influences,Family Influence,Racial Discrimination,Sex Role

The number of African immigrant youth in American classrooms is on the rise. School counselors are uniquely positioned to help these students to be college and career ready. Using the Social Cognitive Career Theory framework, this article aims to address the unique career development needs, college and career access challenges faced by African immigrant students with an emphasis on high school students, and recommends strategic interventions for school counselors helping this population navigate career choice and determination. Implications for school counseling practice and research are also addressed.
The Causes of Late Coming among High School Students in Soshanguve, Pretoria, South Africa
Author: Maile, Simeon
Date: 2017-12-00
Type: Journal Articles
Subjects: High School Students,Slums,Time Management,Intervention,Academic Achievement,Qualitative Research,Behavior Change,Foreign Countries,Attendance,Student Records,Interviews,Student Attitudes,Sleep,Family Relationship,Housework,Transportation,School Buses,Case Studies

Late coming to school has become a major problem in many schools, particularly township schools with serious consequences. Current research has demonstrated that many schools in South Africa are performing badly due to inefficient use of the teaching and learning time. In this article, we argue that while major administrative interventions are undertaken to improve the quality of learning and teaching, it seems that very little attention is paid to late-coming. Late-coming has become a cancer that saps away big interventions and strays the performance of selected township schools in a different direction. The purpose of this research is to investigate the causes of late-coming among high school students in selected secondary schools of Shoshanguve. A qualitative approach was used to draw data from high school students in selected secondary schools of Shoshanguve. The findings reveal that late-coming is common among learners in selected secondary schools of Shoshanguve. It happens every day for varying reasons. We recommended practical solutions ranging from administrative improvement to learner behavioural change.
Effects of Flipped Instruction on the Performance and Attitude of High School Students in Mathematics
Author: Casem, Remalyn Q.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Homework,Video Technology,Pretests Posttests,Experimental Groups,Control Groups,Comparative Analysis,Scores,Program Effectiveness,Mathematics Instruction,High School Students,Student Attitudes,Mathematics Anxiety,Mathematics,Attitude Measures,Foreign Countries

This study aimed to determine the effects of flipped instruction on the performance and attitude of high school students in Mathematics. The study made use of the true experimental design, specifically the pretest-posttest control group design. There were two instruments used to gather data, the pretest-posttest which was subjected to validity and reliability tests and the Modified Fennema-Sherman Attitudes Scale. It was found out that the experimental and control groups were comparable in the pretest and posttest. Comparison on their gain scores revealed significant difference with performance of the experimental group higher than the control group. There was no significant difference on the level of attitude of the participants in the experimental group before and after the study in terms of confidence in learning mathematics, attitude toward success in mathematics, mathematics anxiety and perception of teacher's attitudes. A very weak positive relationship existed between performance and attitudes toward mathematics.