ethanporcaro/eric-fulltext-meta huggingface dataset:
MACC Curriculum and CPA Exam Passage Rates: An Exploratory Study
Author: Shough, Evan M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Graduate Students,Graduate Study,Masters Programs,Accounting,Student Certification,Licensing Examinations (Professions),Academic Achievement,Graduation Requirements,Prerequisites,Required Courses,Elective Courses

The growing popularity of Master of Accounting programs can be attributed to multiple factors, but the states' adoption of the 150-credit hour educational prerequisite for Certified Public Accountant licensure was clearly influential in stimulating enrollment growth. Despite the growth and importance of Master of Accounting programs, comparative data of program prerequisites and curriculum is scarce. Equally limited are empirical analyses of the effects of graduate curriculum upon CPA Exam passage rates. To address the paucity of information, we examined the program prerequisites and curriculum of 283 Master of Accounting programs, all of which are based in the United States and accredited by the Association to Advance Collegiate Schools of Business. This exploratory study examines (a) commonalities and differences among Master of Accounting program curriculum, (b) relationships between university resource levels and CPA Exam passage rates, and (c) whether programs with a flexible curriculum, providing greater student customization of elective coursework, report higher CPA Exam passage rates.
Using Curriculum Mapping and Visualization to Maximize Effective Change
Author: Schutte, Kelli
Date: 2018-00-00
Type: Journal Articles
Subjects: Curriculum Development,Concept Mapping,Visualization,Educational Assessment,Educational Change,Alignment (Education),Curriculum Design,Curriculum Implementation,Case Studies

This paper shares the process of developing a fully integrated assessment framework and model for a mapping curriculum. The foundational aspects of this model are the development of layered outcomes that occur at each level of the curriculum and the linking of courses together to ensure building blocks that are progressive within a program. The presented framework not only measures this integrated nature but also allows for assessment that is both summative and formative. A view of the different aspects of curriculum application--from knowledge building, application of knowledge, and transferability of knowledge to new contexts--is a focus of the course and program mapping. The model allows for qualitative and quantitative data to assess outcomes at multiple levels. In addition, the data collection process has been developed to allow for visualization of the data to effectively communicate results to various audiences. This communication allows for departmental feedback, program assessment, and reporting to interested constituencies. A case study is shared to further the understanding of the key concepts.
Investigation of the Physical Education and Sport Teacher Candidates&apos; Attitudes towards Teaching Practice Course
Author: Murathan, Fatih
Date: 2019-00-00
Type: Journal Articles
Subjects: Physical Education,Physical Education Teachers,Preservice Teachers,Athletics,Student Attitudes,Preservice Teacher Education,Foreign Countries,Teaching Methods,Positive Attitudes

It is known that the aims and achievements of the Higher Education Institution in the Teacher Education Guidelines of our country will enable the teacher candidates to develop a positive attitude from the professional point of view with the help of teaching practice course. In this context, Teaching practice course is a transformation of the theoretical knowledge acquired during the undergraduate course into practice. In the light of this information, it is aimed to examine and evaluate the professional attitudes of the last grade teacher candidates who are studying at the School of Physical Education and Sport in relation to the teaching practice course. A total of 128 female and 141 male candidate teachers who were educated in the 4th grade participated in the study as volunteers during the 2017-2018 academic year Spring semester in the Department of Physical Education and Sport Teaching. As a data collection tool &quot;School Experience Lessons Scale of Attitude (ODDTÖ)'' developed by Kilinç and Salman (2007) was used in the research. The Cronbach Alpha reliability co-efficient of scale is 0.94. As a result of the research, there was a statistically significant difference between the attitudes of the teacher candidates regarding the gender status, the university where they studied, and their attitudes towards teaching practice course. As a result, Teaching Practice courses are seen as very useful and important for teacher candidates. It can also be concluded that teaching practice is useful and necessary for professional experience by teacher candidates and this practice is seen as a necessary complementary factor to the profession.
Decolonisation of the Curriculum: A Case Study of the Durban University of Technology in South Africa
Author: Mheta, Gift
Date: 2018-11-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Colleges,Land Settlement,Social Bias,Curriculum Development,Educational Change,Indigenous Knowledge,African Culture,Accountability,Cultural Awareness,Ethics,Multilingualism,Hidden Curriculum

The call for the decolonisation of universities and curricula in South Africa was at the centre of the 2015 Fallist protests. The protests, which left a trail of destruction and many universities closed for periods of time, had as one of their positive outcomes the precipitation of a renewed interest in the decolonisation of university education debate. The debate on decolonisation at the Durban University of Technology (DUT) in South Africa is long overdue, given that the Western model of academic organisation on which it, like most South African universities, is based, remains largely Eurocentric. This paper adds to the debate by discussing what decolonisation might mean to the DUT's students, staff and the greater community. It explores the importance of decolonisation and how this process can be taken forward at DUT. The purpose is not to prescribe how decolonisation is to be done but to open up ways of (re)thinking university curricula and opportunities for further discussion and action.
State of Practice in Accessible Instructional Material Policy in Public Post-Secondary Settings
Author: McGowan, Veronica
Date: 2018-00-00
Type: Journal Articles
Subjects: Access to Information,Instructional Materials,Disabilities,Accessibility (for Disabled),Educational Policy,College Students,Barriers,Compliance (Legal),Equal Education,Academic Accommodations (Disabilities),Internet

For many students, easy access to instructional materials is an expectation of course enrollment. However, for students with disabilities, obtaining instructional materials may involve hurdles such as transcription, captioning, and requesting a braille or large-print version. In order to explore themes related to accessibility and services for students with disabilities, the goal of this study was to examine the similarities and differences between publicly communicated policies related to accessible instructional materials in public post-secondary educational settings. To that end, this study consists of website-provided accessible instructional materials policy of 60 higher educational institutions, representing five American geographic areas and four institutional types in order to discover common themes in the presentation of findings. While high resource institutions presented the largest breadth of findings, duplication of purposes meant that some institutions with lower resource levels presented materials in a more comprehensive grouping manner. In addition, evidence exists that institutions are presenting an incomplete picture of accessibility requirements and despite the prevalence of resources, service regarding accessible instructional materials is uneven across institutional types and locations.
Ready for Action: Developing Classroom Teams to Prepare Students for the Business World
Author: Wesner, Bradley
Date: 2018-00-00
Type: Journal Articles
Subjects: Teamwork,Business Administration Education,Business Communication,Undergraduate Students,Group Activities,Business Schools

The ability to work in teams is one of the most highly valued professional skills. Preparing students to operate effectively in workplace teams, therefore, is naturally a priority for business and management faculty. Managing course-based teams, however, can be a challenging and complicated process for many instructors. This article offers instructors practical solutions to those challenges. After a brief review of relevant literature on workplace and course-based teams, the authors provide the results of a survey of 207 current undergraduate business students conducted in the fall of 2015 in which the authors sought to determine: (1) the factors that influence students' best and worst team experiences, and (2) undergraduate students' overall impressions of teamwork. Based on these results, the authors developed two successful--though very different--strategies for managing the classroom group process, which were implemented in business communication courses in the spring of 2016.
How Do Learner-Directed Scientific Investigations Influence Students&apos; Questioning and Their Nature of Science Conceptions?
Author: Avsar Erumit, Banu
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Instruction,Scientific Concepts,Scientific Principles,Questioning Techniques,Scientific Research,Investigations,Inquiry,Preservice Teachers,Elementary Education,Science Process Skills,Questionnaires

Action research was conducted in two sections of a scientific inquiry class in a Midwestern U.S. university to identify the types of questions that students ask for their investigations, identify emerging patterns regarding students' questioning, and determine students' ability to transfer their nature of science (NOS) understanding to a new scientific phenomenon. Participants included 28 non-science major freshmen and sophomores. Data sources included the Earthworm Activity Field Guide, the post-reflection sheet, The Views of Nature of Science Version B Questionnaire (VNOS-B), and audio recordings of small group discussions when students were creating and selecting questions for the first and the second investigations when they were in the field. Findings showed that students improved their ability to ask more investigable and more specific questions after conducting an investigation. Also, students asked fewer descriptive and more cause-and-effect or pattern-seeking questions after the first investigation. The results showed that students were able to apply their understandings of NOS aspects to a new concept. However, some aspects were addressed more than the others. Results suggest that giving students opportunities to ask their own questions following their own interests improves their ability to generate good investigable questions. The results also suggest that reflecting on NOS aspects during content-related inquiry activities enhances students' NOS understandings.
A Multiple Case Study: What Happens in Peer Tutoring of Calculus Studies?
Author: Boz Yaman, Burcak
Date: 2019-00-00
Type: Journal Articles
Subjects: Peer Teaching,Tutoring,Calculus,Mathematics Instruction,College Freshmen,Engineering Education,Undergraduate Students,Foreign Countries,Foreign Students

This study aims to investigate the properties of peer tutoring of first year engineering students on a Calculus-I course. Five dyads are constructed with different properties, and eight volunteer students. The students met regularly and studied calculus together for two months in technology-rich classrooms. To identify the properties and structure of the peer dyads, a multiple case study was conducted. Data was gathered through transcribed video recordings, and two themes (tutor-tutee relationship and teaching mathematics) were constructed in order to analyze the data. The success of the dyads depends on many variables such as structure of the tutoring, previous mathematical knowledge of the tutor, the way of teaching, questions types, and how feedback is provided. According to analysis, tutors and tutees have three kinds of relationships that are dependent on the skills of the tutors and the personality of the peers. These are interdependent to each other, scaffolding one another, and tutoring. Most students were good at mathematics, but tutors experienced some problems explaining why mathematical statements were true or false. Only two students demonstrated conceptual knowledge, with others emphasizing procedural and computational knowledge.
The Effect of Perceived Managerial Support of Coaches&apos; Organizational Commitment in Professional Football
Author: Gorgulu, Recep
Date: 2019-03-00
Type: Journal Articles
Subjects: Athletic Coaches,Team Sports,Questionnaires,Foreign Countries,Employee Attitudes,Work Attitudes,Organizational Effectiveness,Correlation,Administrators

The present study utilized the concept of commitment to explain the impact of managerial support on elite coaches' behaviour in professional football. Specifically, we aimed to examine the level of organizational commitment and managerial support according to the coaching level as well as the league categories of those elite football coaches. Furthermore, we hypothesized that managerial support would predict organizational commitment in elite football. Our sample comprised 300 football coaches drawn from the professional league categories. They completed the organizational commitment scale developed by Allen and Meyer (1990; 1991) and the perceived managerial support questionnaire developed by Giray and Sahin (2012) followed by the inform consent in addition to the information sheet. Results of the present study revealed a significant difference between the level of elite coaches' organizational commitment and the perceived managerial support especially in terms of their coaching level and the league category. More interestingly, the results from the current study provide the evidence that managerial support predicts elite coaches' organizational support in professional football. The significance of this research rests in the insight provided into the managerial support that how coaches' organizational commitment effects and therefore their behaviour through the commitment to the club. We discuss the results in the context of specific dimensions in organizational behaviour in a coaching environment.
Investigation of an Alternatively Certified New High School Chemistry Teacher&apos;s Assessment Literacy
Author: Izci, Kemal
Date: 2019-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Science Teachers,Chemistry,Student Evaluation,Science Instruction,Evaluation Methods,Case Studies,Teacher Attitudes,Formative Evaluation,Scientific Concepts,Concept Formation,Knowledge Base for Teaching,Teaching Methods,Secondary School Teachers

Assessing student learning to adapt instruction to support learning is an important skill all teachers need to develop. However, it is not an easy task for teachers and even more difficult for new teachers. The current study aims to explore an alternatively certified new chemistry teacher?s understanding and practices of classroom assessment to help educators and researchers to support teachers? assessment literacies. This study used holistic case study design to explore the teacher?s assessment literacy. Pre/reflective interviews, observations, classroom artifacts, including assessment tasks and a survey, were used as data sources. The results suggest that, in theory, the teacher?s understanding of assessment aligned with current view of assessment as she mostly valued formative function of assessment while, in practice, the teacher faced difficulties to practice assessment as she preferred and did not select and use appropriate assessment tasks to accomplish her aims, such as supporting conceptual learning.
Preschool Teachers&apos; Perspectives on Aggressive Behaviors in Children: A Qualitative Study
Author: Türkoglu, Bengü
Date: 2019-02-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Preschool Children,Behavior Problems,Aggression,Peer Relationship,Friendship,Parent Influence,Games,Punishment,Classroom Techniques,Coping

The main aim of this study was to qualitatively analyze preschool teachers' opinions about the aggressive behaviors of children in the classroom. The phenomenology design, one of the qualitative research methods, was used in the study. 46 preschool teachers selected by the maximum diversity sampling method constituted the study group. The data of the study were collected using the semi-structured interview technique, and the data were analyzed using the descriptive analysis technique. According to the results of the study, preschool teachers generally described the aggressive behavior as &quot;damaging friends,&quot; mentioned that the type of aggression they mostly encountered in the classroom was &quot;physical aggression&quot; and stated that the most important factor affecting aggression in the preschool period was &quot;parental attitudes.&quot; Furthermore, preschool teachers indicated that aggressive behaviors generally emerged &quot;during game activities,&quot; that the communication of children exhibiting aggressive behaviors with their peers was usually negatively affected, and that they mostly used the &quot;verbal warning&quot; and &quot;punishment&quot; method to cope with aggressive behaviors in the classroom, however, they also emphasized that they felt inadequate in coping with aggressive behaviors. The activities that will allow children to express themselves and their feelings, to properly communicate with their surroundings and to get rid of their energy can be included in preschool education institutions. Teachers can be provided with applied in-service training seminars on how they can cope with aggressive behaviors and what kinds of effective methods they should use. Furthermore, it is also considered useful to organize information seminars on how parents should approach their children's aggressive behaviors.
Development of STEM Attitude Scale for Secondary School Students: Validity and Reliability Study
Author: Benek, Ibrahim
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Secondary School Students,Student Attitudes,Test Reliability,Test Validity,Grade 5,Grade 6,Grade 7,Grade 8,Middle School Students,Foreign Countries,Scientific Attitudes,Attitude Measures

The aim of this study is to develop a valid and reliable attitude scale that could measure secondary school students' attitudes towards the Science-Technology-Engineering and Mathematics (STEM). This study was conducted in 2017-2018 academic year with 2500 secondary school students studying in the 5th, 6th, 7th and 8th grades from fifteen (15) different secondary schools in ten different (10) provinces of seven (7) different regions of Turkey. The study is designed according to the scanning method which is a descriptive research method. When determining the sample of the research, stratified sampling method was taken into consideration. Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were performed to test the validity of the scale structure. KMO in EFA 0.919, and the Barlett's test X[superscript 2] value was found as 26236,010 (p &lt;0.001). As a result of CFA to determine the model fit of the scale, chi-square fit value of the factor structure consisting of 33 items and 6 sub-factors (X[superscript 2] = 4083.21, Sd = 480, p = 00) was found to be significant and the following was found RMSEA: 0.0548, RMR: 0.0486, SRMR: 0.0486, GFI: 0.902, AGFI: 0.885, IFI: 0.902, NFI: 0.890, NNFI: 0.892 and CFI: 0.902. Since all fit values are within acceptable limits, it is concluded that the six-factor structure of scale is a usable, valid model. Internal consistency and test-retest reliability analyzes were performed to determine the reliability of the scale. As a result, the Cronbach Alpha (a) internal consistency reliability value of the scale was found as 0.887 and the test-retest reliability value was found as 0.804. Based on this, the scale can be said to be highly reliable. It is concluded that the scale consisting of 33 items and six factors is a valid and reliable tool which determines middle school students' attitudes toward STEM.
Is Self Talk of Athletes One of the Determinants of Their Continuous Sportive Confidence Level?
Author: Bayköse, Nazmi
Date: 2019-02-00
Type: Journal Articles
Subjects: Athletes,Self Esteem,Team Sports,Correlation,Inner Speech (Subvocal),Performance,Psychological Patterns

The present study aims to determine whether level of self talk behaviors of athletes is one of the determinants of their continuous confidence levels. Whereas totally 358 athletes (X[subscript age]= 23.77 ± 3.87) were voluntarily participated into this study, 180 of them were female (X[subscript age]= 22.76 ± 3.050) and 236 of them were male (X[subscript age]= 24.56 ± 4.263). Experiences of various branches of team sport and personal sports (soccer, basketball, volleyball, tennis, athletics, biking and etc.) in sport activities were determined as 98.25 ± 24.70. Whereas descriptive statistical methods were employed in analysis and assessment of collected data; t-test and multiple step regression analysis was utilized in independent samples. Aforesaid analyses were conducted through the SPSS package software and significance level was considered as P&lt;0.05. According to the study findings, a significant positive linear correlation was determined between self talk behaviors of athletes and their continuous sportive confidence. Furthermore, it was observed that self talk behavior of athletes was one of the significant determinants of their continuous sportive confidence levels. Finally, it is possible to conclude that continuous sportive confidences, one of the important psychological factors in performances of athletes, were correlated with their self talk behavior of athletes and that it was one of the significant determinants of continuous sportive confidence levels.
The Moderating Role of Authenticity in the Relationship between Valued Living and Life Satisfaction in Undergraduate Students
Author: Çekici, Ferah
Date: 2019-03-00
Type: Journal Articles
Subjects: Undergraduate Students,Life Satisfaction,Student Behavior,Values,Foreign Countries

The purpose of this study was to analyze the moderating role of authentic behavior on valued living and life satisfaction. The study group consisted of a total of 328 university students (249 female, 79 male) between 18-32 years old. The average age of the students in the study group was 20.3 and the standard deviation was 1.65. Participants of the study were selected through convenient sampling methods (Fraenkel et al., 2011). The data of this study was obtained by applying the Valued Living Scale (Wilson &amp;Groom, 2002), The Satisfaction with Life Scale (Diener et al.,1985) and the Authenticity Scale (Wood et al., 2008). Hierarchical regression analysis was applied to test the moderating effect of authentic behavior on the relationship between valued living and life satisfaction. SPSS 20 package program (IBM, 2011) was used in the data analysis step. In this study, two models were created with hierarchical regression analysis and these two models were tested. In the first model, the individual effect of valued living on life satisfaction and in the second model, the moderating role of authentic behavior on this relationship was analyzed. Based on the obtained results, it was determined that valued living has positive and significant relationships with life satisfaction; as well authentic behavior increased the predictive power of the relationship between valued living and life satisfaction and moderated this relationship in a positive significant direction. Obtained results were considered under related information in the literature and recommendations were provided for future studies.