ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher-Student Verbal Interaction Patterns at the Tertiary Level of Education
Author: Inamullah, Hafiz Muhammad
Date: 2008-00-00
Type: Journal Articles
Subjects: College Students,College Faculty,Verbal Communication,Interaction,Teacher Student Relationship,Foreign Countries,Observation,Coding,Hypothesis Testing

The main objective of the proposed study was to explore Teacher--Student verbal interaction patterns at tertiary level education in the North West Frontier Province of Pakistan using Flanders' Interaction Analysis system. This study was significant because its findings and conclusions may stimulate teachers to improve their teaching behaviour in order to maximize student learning. To achieve the above study objectives, three hypotheses were formulated in the light of Flanders &quot;Two-thirds rule&quot; of teacher-student classroom interaction at the tertiary level, namely, about two-thirds of the classroom time is devoted to talking, about two-thirds of this time the person talking is the teacher and two-thirds of the teachers' talk is &quot;direct&quot; talk. Twenty-five classrooms at the tertiary level were randomly selected as samples for this study. Twenty-five observations were carried out, one in each classroom, using Flanders Interaction Analysis system to secure the data. To do this, time sampling was used and each classroom was observed for 810 seconds (13.50 minutes) in a 45-minutes class. After obtaining and encoding the data, it was tabulated, analyzed, and interpreted by using percentages, means, and standard deviation. All the hypotheses were supported and it was concluded that, at the tertiary level, more than two-thirds of classroom time was devoted to talking. Thus, talk method dominated in classes. More than two-thirds of the classroom talking time was devoted to teachers talking at the tertiary level with the teachers playing the dominant role. More than two-thirds of the teachers' talking time was devoted to direct talk, which showed the direct role of the teacher and indirect role of students at the tertiary level.
The Use of Social Media in Building Interest in Wellness on a College Campus
Author: Field, Joseph A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Campuses,Social Networks,Mass Media Use,Web Sites,Marketing,Purchasing,Pilot Projects,Strategic Planning,Program Implementation,Community Centers,Health Related Fitness,Health Facilities,Health Promotion,Educational Principles,Educational Strategies,Program Descriptions,College Programs

The usage of social media networks, such as websites like Facebook, Twitter, and YouTube, had become the number one activity on the internet by 2010. The sweeping increase in usage led organizations to explore the marketing possibilities the networks offered. The turning point occurred when organizations began to ask whether it was feasible to use social media networks as a primary marketing strategy and reduce or ultimately replace traditional marketing efforts. A pilot project focused on a marketing plan that was implemented at a student fitness center, using social media networks as the primary marketing strategy.
Student Perceptions of the First Course in Accounting: Majors versus Non-Majors
Author: Tickell, Geoffrey
Date: 2012-00-00
Type: Journal Articles
Subjects: Majors (Students),Nonmajors,Student Attitudes,Accounting,Undergraduate Students,Introductory Courses,Cohort Analysis,Course Evaluation,Student Surveys,Likert Scales,Correlation,Factor Analysis,Units of Study,Student Interests,Relevance (Education),Barriers,Models,Classification,Foreign Countries

This paper contributes to the continuing debate regarding the curriculum for the first undergraduate course in accounting by examining student perceptions from studying such a course. Participants are divided into two cohorts--Accounting &amp; Finance Majors (AFM) and Other Business Majors (OBM). Results reported in this paper indicate that teaching the introductory accounting course from a users' perspective is likely to engender a more favorable impression from students than teaching from a preparers' perspective. Findings indicate that the AFM cohort holds significantly more positive attitudes to the first course in accounting than does its OBM counterpart. Furthermore, AFM student perceptions do not change between the beginning and the end of the course. In contrast, the OBM students respond less favorably at the end of the course than at the beginning. Findings underscore the difficulty of developing a first course in accounting that is interesting, useful and challenging to accounting and non-accounting majors.
Understanding the Use of Feature Films to Maximize Student Learning
Author: Mathews, Charles S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Instructional Films,Teaching Methods,Administrator Education,Business Administration Education,Classroom Environment,Classroom Techniques,Instructional Effectiveness,Metacognition,College Programs,Student Improvement

Feature films, old and new, have been used for many years to teach management education in general and leadership skills in particular. Films are often able to affect not only our emotional responses and perceptions of events, but they can also have an impact on our personal lives over long periods of time. Although anecdotal evidence (primarily based upon Social Learning Theory) has generally supported the use of feature films to teach management education, the paper draws upon theoretical advances in universalistic self-theory as part of cognitive-experiential self-theory (CEST) as an epistemological basis for why and under what specific conditions management educators should use feature films to maximize student learning. From this reasoning, the paper proposes that management educators apply contextual self-theory as a pedagogical guide for the actual selection of films for classroom use. In addition, the paper highlights the importance of how the management educator needs to look at other factors, such as the age and cultural background of students, as important considerations for the selection and use of feature films in the classroom.
The Fundamentals and Fun of Electronic Teamwork for Students and Their Instructors
Author: Mueller, Jeffrey R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teamwork,Fundamental Concepts,Electronic Learning,Best Practices,Online Courses,Teaching Experience,Qualitative Research,Administrator Education,Human Resources,Organizational Development,College Programs,Internet,Reflection,Feedback (Response),Participant Satisfaction,Student Attitudes,Teacher Attitudes,Conflict Resolution,Assignments,Cooperative Learning,Technology Uses in Education,Discussion Groups,Peer Evaluation,Group Dynamics,Literature Reviews

This paper reviews and integrates best practices for online teamwork for students and instructors from current and classical literature as well as the author's own six years of online teaching experience (over 40 online courses). A qualitative reflection of six graduate and six undergraduate courses in management, human resource management and organizational development using student teams via the internet were used in this study. An updated model of Tuckman's (1965) team development process is offered. Additional reflection on the use of confidential, student peer ratings are given. Samples of student feedback on the team experience in their courses are summarized along with lessons learned for the instructor and the student.
Teaching Time Value of Money Using an Excel Retirement Model
Author: Arellano, Fernando
Date: 2012-00-00
Type: Journal Articles
Subjects: Retirement,Preretirement Education,Money Management,Courseware,Computer Software,Teaching Methods,Models,Learning Activities,Concept Teaching,Business Administration Education,Case Method (Teaching Technique),College Programs,Time Perspective,Educational Practices,Educational Strategies

The time value of money (TVM) is required knowledge for all business students. It is traditionally taught in finance and accounting classes for use in various applications in the business curriculum. These concepts are also very useful in real life situations such as calculating the amount to save for retirement. This paper details a retirement model that can be built during class to teach TVM. While traditional teaching methods give small pieces of the TVM picture, then exercises to reinforce that partial knowledge, this model incorporates many TVM techniques into one Excel modeling exercise. The model incorporates both TVM functions that are included in Excel and other formulas that must be entered into Excel by the student modeler. Unlike some other articles that focus on how much should be saved annually assuming a constant salary, this exercise focuses on a percentage of income to be saved. The model also addresses an assumed growth factor in the salary and the issue of inflation. This modeling tool is presented to adults in graduate level classes, so it incorporates the fact that they might already have some savings coming into this retirement planning exercise. This method of teaching TVM has several objectives. Primarily, the exercise contributes to the learning of TVM concepts and techniques. It also shows how the equations modeled here can be used to solve retirement planning questions, while contributing to the personal financial literacy of students, and improving model building skills in Excel.
Student Perceptions of How Technology Impacts the Quality of Instruction and Learning
Author: Davies, Thomas L.
Date: 2009-09-00
Type: Journal Articles
Subjects: College Students,Business Administration Education,Technology Uses in Education,Educational Technology,Teaching Methods,Student Attitudes,Attitude Measures,Educational Quality,Student Surveys,Student Behavior,Teacher Competencies,Student Characteristics,Teaching Styles,Learner Engagement

This paper summarizes the results of a survey administered to students enrolled in selected business courses at a Midwestern university pertaining to technology use in the classroom. Students were asked how the moderate or extensive use of technology (such as PowerPoint) would impact the overall quality of a &quot;hypothetical course with the same features and characteristics of the course&quot; in which they received the survey as well as how they might evaluate the instructor. Students were also asked how technology would impact their own learning. In general, students perceive the use of technology positively.
Whole Person Learning: Embedding Ethical Enterprise Leadership in Business Education
Author: Carter, E. Vincent
Date: 2012-00-00
Type: Journal Articles
Subjects: Ethical Instruction,Ethics,Leadership Training,Business Administration Education,Curriculum Design,Holistic Approach,Competency Based Education,Mentors,Service Learning,Delivery Systems,Research Projects,Feedback (Response),Educational Practices,Educational Strategies,Business Skills,Teaching Methods,College Programs,Foreign Countries

This study introduces a collaborative business education curricular design known as &quot;whole person learning.&quot; The post-financial crisis market environment requires business education to encompass curricular, commercial and community skills. Drawing on the Toronto based National Mentoring Program (NMP), &quot;whole person learning&quot; develops business leadership ethics competency within a personal experience context. Exposure to mentorship institutions imparts an awareness of macro societal patterns, while experience with mentorship interaction instills an aptitude for micro skill performance. Therefore, &quot;whole person learning&quot; enables business curricula to connect academic scholarship, application strategy, and aspiration service outcomes.
Using Student Managed Businesses to Integrate the Business Curriculum
Author: Massad, Victor J.
Date: 2009-09-00
Type: Journal Articles
Subjects: Undergraduate Students,Business Administration Education,Student Projects,Educational Innovation,Instructional Innovation,Experiential Learning,Decision Making,Integrated Curriculum,Internet,Teamwork,Administrative Principles,Student Educational Objectives,Administrative Organization,Class Activities

To teach business today requires that we go beyond classroom learning and encourage real world, cross-functional experiences and applied management decision-making. This paper describes an innovative approach that requires students to apply their function-specific knowledge of business, integrated with other functional areas, to an authentic environment. Working in small groups, students form management teams responsible for managing their own online businesses. They apply the business principles learned in their earlier foundation business courses to the new enterprise, supporting the goals of integration and enhanced students' learning to make them better prepared to be managers of the future.
Using Deferred Income Taxes as a Link between Intermediate Accounting and Corporate Income Tax Courses
Author: Derstine, Robert P.
Date: 2012-00-00
Type: Journal Articles
Subjects: Taxes,Accounting,Income,Corporations,Integrated Activities,Integrated Curriculum,Documentation,Financial Services,Teaching Methods,Business Administration Education,Educational Practices,Educational Strategies,College Programs

The accounting curriculum (in fact business colleges in general) often is accused of operating in silos. As a result, it is claimed that students fail to see the connections among the assignments in their separate course work and the necessity to have an integrated understanding to function effectively in the real-world. As a response to the criticism, we use deferred income taxes as a means to help students bridge the gap between their Intermediate Accounting classes and their Corporate Income Tax course. As a bonus, students also: 1.) better understand the difficult topic of deferred income taxes, 2.) better understand Schedule M-1 on the corporate tax return, and 3.) gain experience in documentation via the preparation of accounting work papers.
Using eLearning to Build Workforce Capacity among Business Professionals
Author: Carruth, Paul J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Electronic Learning,Business Administration Education,Capacity Building,Access to Education,Educational Policy,State Policy,Labor Force Development,Knowledge Economy,Labor Needs,Trend Analysis,Skill Analysis,Technology Uses in Education,State Action,Educational Development,Educational Indicators,Educational Attainment,Human Capital,College Programs

In the current evolving economic environment, developing and implementing effective processes to improve the skills and capability of employees are seen as central to improving individual, organizational and national performance and global competitiveness. Recognizing that universities and colleges are critical to their state's growth and economic prosperity, many governors and state policymakers have been considering how best to get more students to both enter college and get college degrees. A growing number of policymakers have come to recognize that higher education, including community colleges, four-year colleges, and research universities, cannot help drive economic growth in their states unless students' academic success is linked to the needs of the marketplace. For example, to address this need, the Louisiana GRAD Act (HB1171) was recently enacted to support the state's post-secondary education institutions in increasing their overall effectiveness. Institutions develop specific measurable performance objectives aimed at improving college completion and meeting the state's current and future workforce and economic development. One of the Act's student success indicators cites, &quot;Increase the use of technology for distance learning to expand educational offerings.&quot; At all levels of education, online learning is one of the fastest growing trends in educational uses of technology (www.ed.gov). It is now commonly agreed on that educational benchmarks and expectations can be achieved equally well, and in some cases better, than with traditional face-to-face courses (www.ed.gov). Many faculty choose to combine multiple forms of synchronous and asynchronous online interactions. A successful eLearning experience will use a combination of the technologies most appropriate for the practitioner, the learner group, the course content, and course assessment.
A Model for Teaching Ethical Meta-Principles: A Descriptive Experience
Author: Jones, Irma S.
Date: 2009-09-00
Type: Journal Articles
Subjects: Models,Ethics,Video Technology,Reflection,Case Studies,Ethical Instruction,Moral Values,Delivery Systems,Teaching Methods,Social Responsibility,Films,Discussion (Teaching Technique),Higher Education

As students, educators, outreach and community service experts enter their distinct professional worlds, each will be compelled to make a wide variety of decisions. The shaping of peoples' ethical beliefs occurs through personal experiences as well as family, culture, religion and peer pressure. In order for these students, educators, outreach and community service experts to make decisions needed as they join or continue in the workforce, college and university professors must endeavor to instill in them high ethical standards. This paper will introduce a model for teaching the five ethical meta-principles using video, reflection and case studies and will describe the results of using this model.
Analyzing Educational Testing Service Graduate Major Field Test Results
Author: Thornton, Barry
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Testing,Majors (Students),Field Tests,Graduate Students,Masters Programs,Performance Based Assessment,Achievement Rating,Business Administration Education,Intermode Differences,Time Factors (Learning),Pretests Posttests,Scores,Multiple Regression Analysis,Achievement Gains,College Programs

The Educational Testing Service (ETS) created the Graduate Major Field Test in Business (GMFT-B) for MBA students. This test is administered to all MBA classes at Jacksonville University for the purpose of measuring student academic achievement and growth, as well as to assess educational outcomes. The test is given in the capstone course, Business Strategy and Policy, typically taken by students at the end of their MBA program. It provides valuable feedback to each student as to their standing with regard to students across the nation. A total of six years of data (2006 to 2011) was collected for analysis of these test scores. For the first half of this time period, Jacksonville University was in candidacy for accreditation by the Association for the Advancement of Colleges and Schools of Business (AACSB), and for the time period 2009-2011 it was an AACSB accredited institution. Executive MBA, evening MBA (also known as flex MBA) and day-time (accelerated) MBA classes took the exam over that time period. It was determined that the executive MBA student grades were significantly better than their counterparts in the evening (flex) and day-time (accelerated) MBA students at Jacksonville University. It was also found that there was no significant difference in student performance during the first half (AACSB candidacy) and second half (AACSB accreditation) of the time period under investigation.
Using Business Plans for Teaching Entrepreneurship
Author: Zimmerman, John
Date: 2012-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Teaching Methods,Business Administration Education,Business Education,Strategic Planning,Case Method (Teaching Technique),Case Studies,Assignments,Creative Thinking,Proposal Writing,Scoring Rubrics,Business Skills,College Programs

Many educators use the preparation of a Business Plan as a culminating assignment in entrepreneurship courses. Additionally, a number of institutions and organizations conduct business plan competitions to further entrepreneurship education. The objective for both of these exercises is to prepare student entrepreneurs for the challenging task of authoring a coherent and compelling document to communicate their proposed new venture to a variety of audiences including potential investors, lenders, employees, and partners. Some research shows that business plans are not always the key success factor for the success of new ventures, but the exercise of writing a business plan is an important planning tool for entrepreneurs and a valuable integrative educational process for students, because it requires the student to employ concepts from a variety of their courses including marketing, finance, accounting, strategy, operations, and human resources. This paper provides a case study of a recommended method for teaching students how to prepare business plans using the best known methods from the literature, and from the requirements of organizations that finance new ventures. The case study also provides suggested tools for writing the business plan, and a rubric for evaluating the plan.
Visualizing Accounting Transaction Flows into Financial Statements
Author: Jones, Daniel J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Financial Services,Accounting,Introductory Courses,Concept Teaching,Fundamental Concepts,Teaching Guides,Teaching Methods,Visualization,Documentation,Educational Practices,Educational Strategies,College Programs

Professors who teach the introductory accounting course should ask themselves: &quot;What are the core concepts that I wish to have my non-majors remember if I meet them at their ten-year alumni class reunion?&quot; There is a fundamental logic to financial accounting. This teaching note presents foundational accounting concepts in a manner that enables readers to understand this logic. In doing so, it answers the question posed above. The first half of the teaching note explains the purpose and elements of two primary financial reports: a balance sheet and an income statement. The second half presents the recording of several business transactions and traces their effect into a company's balance sheet and income statement. Designed for use early in an introductory accounting course, the teaching note enables students to develop a strong conceptual understanding of financial accounting.
Developing an Assessment of Learning Process: The Importance of Pre-Testing
Author: Sheran, Michelle
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Processes,Pretesting,Microeconomics,Pretests Posttests,Accountability,Behavioral Objectives,Student Evaluation,Outcome Measures,Evaluation Criteria,Scoring Rubrics,Data Analysis,Achievement Gains,Achievement Rating

Colleges and universities are increasingly being held accountable for assessing and reporting student learning. Recently there has been increased focus on using assessment to improve learning over time. In this paper we present a simple, step-by-step assessment process that will deliver meaningful results to achieve these ends. We emphasize the need to conduct controlled and consistent pre- and post-testing so that the impact of pedagogical changes can be effectively measured. We explain how we have utilized this process in our Principles of Microeconomics courses to assess learning objectives and show that absolute performance on the assessment of a learning objective is not always consistent with relative performance improvement. These results reinforce the need to use pre-testing to effectively assess learning and measure the impact of pedagogical changes over time.