ethanporcaro/eric-fulltext-meta huggingface dataset:
Ethics and Data Manipulation
Author: Louch, Michelle E.
Date: 2020-04-00
Type: Journal Articles
Subjects: Ethics,Data,Deception,Data Analysis,Credibility,Information Dissemination,Decision Making,Business,Data Use,Business Administration Education,Case Method (Teaching Technique)

According to the cliché, it is not what one says so much as how one says it. In the business world, those words ring particularly true. How one presents information can influence all forms of business decisions, from level of investment to expansion to downsizing and everything in between. This brings up significant questions relating to the manipulation of data and data integrity in general -- particularly since the presentation of data is, in effect, the creation of knowledge. It is therefore vital to be able to look at data, its analysis, and its presentation, using an ethical framework. This article presents the students with two scenarios, one focusing on how data is presented and the other focusing on the credibility of the data. In both cases, the &quot;clear&quot; answer is to present the information honestly, but the looming question is &quot;how?&quot; Due to extenuating factors in both cases, students are forced to think about how a seemingly simple decision can have a significant impact on not only a business and its employees, but also the clients, customers, suppliers, and other stakeholders.
Using Folklore, Fables, and Storytelling as a Pedagogical Tool in Assessment Exams
Author: Humpherys, Sean L.
Date: 2020-10-00
Type: Journal Articles
Subjects: Folk Culture,Story Telling,Literary Genres,Evaluation Methods,Student Attitudes,Student Evaluation,Figurative Language,Undergraduate Students,Integrated Learning Systems

Fable-based learning, folklore-based learning, and narrative pedagogy are terms used to represent the use of storytelling for learning complex topics. These learning tools build on narrative theory via our understanding of the role of metaphor and metaphorical reasoning in the learning process. Narrative theory postulates that humans are natural storytellers and interpret the world through narrative. Academic examples of narrative-based learning abound in mathematics, science, business, psychology, and computer information systems. Outcomes of this teaching tool may include overcoming resistance to learning, increased learning, enjoyment, openness to new beliefs and perspectives, and increased learner engagement. We observe that the application of narrative-based learning is currently limited to teaching and lecturing. We propose extending narrative-based learning to the assessment phase of pedagogy. The assessment phase is a knowledge-verification process where learning is measured through exams or assignments. We explore how storytelling can be used in the design of assessment exams and give two examples of multiple-choice exams that uses narrative-based learning principles in a Management of Information Systems course and a Production and Operations Management course. Students were accepting of the exam format and found the exam enjoyable. A subset of students preferred this type of exam to traditional exams. Some students report test anxiety decreased. We propose that storytelling in assessment exams have the potential to reduce test anxiety, increase enjoyment, increase cognitive fluidity, and increase perceived realism or relevance of the learning objectives. We invite other researchers to explore this domain.
Software Business Models
Author: Kussmaul, Clif
Date: 2020-04-00
Type: Journal Articles
Subjects: Class Activities,Computer Software,Computer Science Education,Inquiry,Active Learning,Open Source Technology,Case Method (Teaching Technique),Business Administration,Models

This case describes a classroom activity that explores a fictional software product company to help students learn about ways that businesses make money from software, including Free &amp; Open Source Software (FOSS). The activity shows how a company might evolve through different business models, but does not imply that some models are always better than others. Each section of the activity develops specific concepts, so an instructor could choose desired sections. The activity is designed for Process Oriented Guided Inquiry Learning (POGIL), an evidence-based approach to teaching and learning in which student work together in teams to understand key concepts and develop skills such as teamwork, communication, and critical thinking. This case includes relevant background on software business models, FOSS, and POGIL; teaching notes for the case; and the student version in an appendix.
Styles by Ashley: A System Design and Development Case
Author: Schwieger, Dana
Date: 2020-04-00
Type: Journal Articles
Subjects: Computer System Design,Management Information Systems,Cosmetology,Small Businesses,Computer Science Education

Ashley Baker was fed up and ready to strike out on her own and cut her own path. New salon policies aimed to eat away at her profits were forcing her to start her own business. As Ashley and her husband refurbished a downtown storefront to house her shop, she starts planning for the operational side of her new venture. Ashley is in search of an affordable salon customer management system. She solicits the help of one of her clients in exchange for hair services. The case provides a realistic scenario that can be used in a systems analysis and design, database development or graduate level management information systems course. The case focuses upon the development of a hair salon customer management system to sell products and services. Multiple assignment options are provided allowing instructors to select an assignment based upon course material coverage. Suggested assignments include the development of process modeling diagrams such as data flow and swim lane diagrams, a request for proposal for an existing system and a response to the request for proposal, and database design and development artifacts.
Effects of a Computerized STOP &amp; LIST Intervention to Foster Text Production Skills in Students Who Struggle with Composition Writing
Author: Nobel, Kerstin
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing Instruction,Computer Assisted Instruction,Writing Skills,Writing (Composition),Learning Disabilities,Writing Strategies,Individualized Instruction,Feedback (Response),Elementary School Students,Grade 4,Writing Difficulties,Intervention,Outcomes of Treatment,Prewriting,Children,Foreign Countries,Program Effectiveness

Most students who struggle with writing have particular trouble with planning a text. They do not find themselves sufficiently able to generate content and organize the ideas they wish to address into a coherent order. STOP &amp; LIST is a well-proven strategy that has the potential to help students mold an internal representation of the text in their minds before composing it. However, teaching such a technique in diverse classroom environments is challenging. We thus developed a computerized version of a STOP &amp; LIST intervention geared toward providing each student with sufficient practice opportunities and individualized feedback to acquire ample text-planning skills. In our randomized experiment, we involved 30 fourth graders with severe difficulties in expressive writing. We provided 15 students with seven 90-minute training sessions using our software, and the other 15 continued to participate in regular classroom activities. Our results speak to the high effectiveness of the intervention. The children obviously benefitted greatly from the treatment. Our program produced an effect size of about one and three quarters standard deviations. We end the paper with a critical discussion of the results and some practical implications of the findings.
Persuasive Discourse in Adolescents with Learning Disabilities: Written versus Spoken Sentence Complexity
Author: Wilson-Fowler, Elizabeth B.
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Students,Adolescents,Students with Disabilities,Learning Disabilities,Persuasive Discourse,Oral Language,Written Language,Sentence Structure,Grammar,Error Patterns,Speech Language Pathology

The purpose of this study was to determine whether there were differences in levels of sentence complexity and grammatical correctness between the spoken and written persuasive language of adolescents with Learning Disabilities (LDs). After viewing short videos providing background information on controversial animal welfare topics, spoken and written persuasive samples were collected from 27 adolescents with LDs. The samples were analyzed for measures of sentence complexity descriptively and quantitatively using multivariate analysis of variance. Sentences were further evaluated for percent of complex vs. simple and grammatically correct vs. incorrect productions. Complex sentences were produced with similar frequency in written (84%) and spoken (75%) persuasion. Thirty-three percent of written and twenty-six percent of spoken complex sentences contained grammatical errors. Given the social and academic value of persuasive communication and the shared grammatical weaknesses in sentences, our findings lend support to combined speaking and writing practice and use of effective collaborations between educators and speech-language pathologists when teaching the language of persuasion.
The Inclusive Power of Baseball: How a Game Can Help People with Learning Disabilities Move Away from the Fringes of Society
Author: Grünke, Matthias
Date: 2020-00-00
Type: Journal Articles
Subjects: Team Sports,Inclusion,Recreational Activities,Leisure Education,Learning Disabilities,Interaction,Social Isolation

A great share of children, adolescents, and adults with a learning disability (LD) are affected by social exclusion and its harmful effects on mental health. To tackle this challenge, it is important to understand how interactions between different people emerge and develop. One of the leading factors in this context is the existence of mutual interests or hobbies. Following team sports can be seen as a string that connects large parts of society. Watching matches together (whether on-site or in a public viewing venue) can remove barriers between otherwise often disconnected members of different groups of people (such as ones with and without LDs). There are several reasons enjoying baseball games together seems to serve this purpose especially well. These events take a rather long time, with many opportunities in between to interact; they are relatively affordable; they usually take place in a comparatively harmonious atmosphere; and they portray a kind of competition that conveys important life lessons about personal accountability in a corporate context. While individuals with LDs are still young and attend school, teachers can spark an interest in baseball in them through direct leisure education or by weaving baseball examples into their regular lessons. There are good reasons to assume that such efforts contribute to preventing and combating social isolation of individuals with LDs.
The Effects of a Multicomponent Storytelling Intervention on the Vocabulary Recognition of Struggling English as a Foreign Language Learners with Learning Disabilities
Author: Barwasser, Anne
Date: 2020-00-00
Type: Journal Articles
Subjects: Story Telling,Intervention,Vocabulary Development,English (Second Language),Second Language Learning,Learning Disabilities,Instructional Effectiveness,Instructional Materials,Rewards,Student Motivation,Secondary School Students,Direct Instruction,Grade 7,Foreign Countries,Self Evaluation (Individuals),Progress Monitoring,Graphs

In a globalized world, the ability to speak English has become increasingly significant. A large number of students who are learning English as foreign language face obstacles in acquiring and storing vocabulary. Children with learning disabilities are especially at risk because of a limited power of retention and motivational struggles. Having an adequate number of words stored in the mental lexicon facilitates the process of language learning and is essential to develop literacy in English as a foreign language. The purpose of this single-case study was to evaluate the effectiveness of a storytelling intervention combined with flashcards and a rewarding procedure in four secondary students with learning disabilities. All of them showed tremendous increases in their performance upon the onset of the training. Visual analysis, effect sizes, and a piecewise regression analysis indicated that the treatment was successful. In addition, a follow-up measurement spoke to the assumption that treatment gains do not immediately drop as soon as the intervention is terminated.
Measuring Special Education Preservice Teachers&apos; Knowledge, Reflective Ability, and Tutored Student Outcomes on Foundational Literacy Skills
Author: Peltier, Tiffany K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Preservice Teachers,Knowledge Level,Reflection,Tutoring,Educational Objectives,Emergent Literacy,Preservice Teacher Education,Student Attitudes,Pretests Posttests,Pedagogical Content Knowledge,Attitude Change

Professional organizations, researchers, and teacher educators have all highlighted the need for teachers to have deep, extensive, and flexible knowledge about teaching foundational skills (i.e., phonological awareness, phonics, and spelling) to beginning readers and students with a learning disability in word-level reading and for teacher preparation programs to be instrumental in building this knowledge base. In this study, special education preservice teacher knowledge and perceptions about foundational skills were assessed before and after a semester-long literacy course with connected fieldwork (i.e., tutoring) as well as their reflective ability. Special education preservice teachers' knowledge scores were significantly higher from pre-to post-test, and significantly different when compared to peers in a general education literacy course. Special education preservice teachers' post-test scores on foundational skills also predicted over half (i.e., 51%) of the variance in elementary student standard score growth on a norm-referenced measure. Reflective ability was not a significant predictor of elementary student growth and decreased over time.
Healing on His Own Terms: Using Diverse Genres of Expression to Support Boys and Young Men of Color
Author: Miller, Keith F., Jr.
Date: 2020-00-00
Type: Journal Articles
Subjects: After School Programs,Males,Racial Bias,Social Bias,Workshops,Creative Writing,Youth Programs,Minority Group Students,Writing Workshops,Literary Genres,Social Problems,Student Participation

Afterschool educators sometimes encourage program participants to write heartfelt stories that make them feel better about the work they are doing. They want to feel they are making a difference, that they are empowering young people to speak truth to power and win. In some cases, they might be. But they must respect each young person's journey and intentionally create space for cathartic storytelling without retraumatizing them.
Bringing Afterschool Home: OST Programming in Affordable Housing Communities
Author: Montoya, Marisela A.
Date: 2020-00-00
Type: Journal Articles
Subjects: After School Programs,Housing,Low Income Students,Community Organizations,Parent Participation,Access to Education,Student Participation,Attendance,Academic Persistence,Educational Benefits

Out-of-school time (OST) programs in affordable housing communities address some of the persistent issues with OST participation among low-income families. The author conducted research on affordable housing organizations, including her own, that provide OST programs. She aimed to identify similarities and differences between these programs and other OST programs, the benefits they offer residents, and the challenges they encounter.
Improving Students&apos; Problem Solving in a Web-Based Chemistry Simulation through Embedded Metacognitive Messages
Author: Beal, Carole R.
Date: 2011-00-00
Type: Journal Articles
Subjects: High School Students,Grade 9,Secondary School Science,Chemistry,Problem Solving,Computer Simulation,Science Instruction,Web Based Instruction,Metacognition,Scores

The goal of the study was to improve high school students' problem solving performance as they worked with IMMEX, an online chemistry problem solving simulation. The intervention included brief text messages added to the simulation to encourage students to reflect on their problem solving strategies and to adopt more effective problem solving behaviors. Students who worked with the message-enhanced version were more likely to solve the problems correctly, and to use more effective problem solving strategies than students who worked with the original version. Benefits of the messages were observed for students with relatively poor problem solving skills, and for students who used exhaustive strategies.
Information Overload: Students Are Overwhelmed with Marketing Chatter. How Can Colleges Get Their Attention?
Author: Neutuch, Eric
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Recruitment,Information Dissemination,Social Media,Electronic Mail,Telecommunications,Advertising,Marketing,High School Students,Access to Information,College Bound Students,Printed Materials

College outreach efforts are sometimes received as nuisances, or worse, as maddening spam and junk email. New digital technologies and data-driven targeting innovations are reducing the amount of paper materials distributed, yet they are not reducing the oversaturation experienced by many prospective students. Colleges use Search and Encoura to target their outreach by a variety of demographic, academic, and college interest characteristics. For instance, if a college seeks to recruit female Hispanic students from the Southeast, with intended majors in the life sciences, SAT scores within a certain range, and an expressed preference for small-size campuses, it can license a set of data that matches such criteria. But colleges don't always target their communications narrowly. Some schools reach out to broad sweeps of students with tsunami waves of emails. And, increasingly, colleges reach out to students using a multitude of channels, creating a college admission marketing juggernaut. Students and parents are marketed to via email, text messaging, live chatboxes, social media (Facebook, Twitter, Instagram, YouTube, LinkedIn, and, for the media savvy, Snapchat, TikTok, and whatever emerges tomorrow), and digital retargeting--those advertisements that follow users around the internet. This article goes on to discuss some of the useful materials being sent, the College Board's data, and counselors' perspectives. It concludes with six tips for college marketers trying to get the attention of both students and parents.
Teachers&apos; Opinions about the Effect of Chemistry Demonstrations on Students&apos; Interest and Chemistry Knowledge
Author: Vinko, Luka
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Instructional Effectiveness,Chemistry,Science Instruction,Demonstrations (Educational),Student Interests,Knowledge Level,Learning Motivation,Foreign Countries,Grade 9,Secondary School Students,Teaching Experience,Science Teachers,Student Participation,Science Experiments,Early Adolescents

Chemistry is an experimental discipline that uses experimentation as one of its most important research methods. Laboratory work and other practical work are therefore also essential in chemistry lessons. Chemistry demonstrations are used by teachers as an educational approach that can increase students' interest in chemistry and motivate them to learn chemical concepts with understanding. However, if the students are actively involved in the chemistry demonstration, it can be just as effective as or even more effective than students' learning through experiments. The purpose of this research is to examine teachers' opinions about the impact of chemistry demonstrations on students' interest and chemistry knowledge. Based on a quantitative research approach, 81 primary and secondary school teachers from different regions of Slovenia participated in this study. Participating teachers completed an online questionnaire on their perceptions of the impact of chemistry demonstrations on students' interest and performance in chemistry classes and on the quality of students' knowledge of chemistry. The results show that regardless of the years of teaching experience and the frequency of performing chemistry demonstrations, the participating teachers consider such demonstrations to have a positive effect on the motivation and performance of the students in chemistry and on the quality of the students' knowledge of chemistry.
Structural Reasons for School Violence and Education Strategies
Author: Krek, Janez
Date: 2020-00-00
Type: Journal Articles
Subjects: Violence,Educational Environment,Elementary School Teachers,Student Behavior,Moral Values,Moral Development,Pedagogical Content Knowledge,Behavior Problems,At Risk Students,Behavior Modification,Bullying,Prevention,Foreign Countries,Vignettes,School Counselors,Counselor Attitudes,Teacher Attitudes

For the purposes of the research, we developed a concept of structural reasons that we theoretically assume appear as typical structural reasons for violence in schools. With empirical research, we determined how primary school teachers recognise violent behaviour and how they execute moral education in the areas of the specific structural reasons for violence. We found that the majority of teachers have appropriate pedagogical knowledge to recognise the specific structural reasons for violence and are able to identify the appropriate moral education or support strategy to address the identified violent or disruptive behaviour. However, even in cases of repeating acts of violence, teachers only begin to engage with the factors or reasons behind violent incidents in individual cases, and not systematically. We therefore suggest that schools introduce the systematic differentiation of structural reasons for violence and incorporate this approach in the school moral education plan and the work of teachers. Within such frameworks, violence and disruptive behaviour would be eliminated through moral education and/or support strategies appropriate to the specific structural reasons.
Using Fly-Ins to Expand Access
Author: Loveland, Elena
Date: 2020-00-00
Type: Journal Articles
Subjects: Access to Education,College Admission,College Programs,Disproportionate Representation,Student Recruitment,Program Effectiveness,Program Development,School Safety

Providing access to the underserved has long been a priority in college admission. A newer trend to increase access to underserved students are fly-in programs that enable students to visit campuses overnight, get deeper insight into a college, and consider schools that they might not have otherwise. The idea for fly-ins is to increase the number of underrepresented students on campus--it's important for colleges to include a number of student categories under this underrepresented umbrella--including first-generation, lower-income, students of color, and students from rural communities. This article examines fly-in programs, including some examples throughout the United States, how to start one, and the future of fly-in programs. A side article titled, &quot;Ensuring Student Safety and Security,&quot; examines how campuses provide safety and security to students during their fly-in programs.