ethanporcaro/eric-fulltext-meta huggingface dataset:
Mapping out a Career: An Analysis of Geographic Concentration of Occupations
Author: Watson, Audrey
Date: 2010-00-00
Type: Journal Articles
Subjects: Employment,Career Planning,Geographic Distribution,Career Choice,Urban Areas,Rural Areas,Food Service,Occupations,Metropolitan Areas

Not all occupations are created equal when it comes to geographic distribution. Some occupations are concentrated in relatively few geographic areas; others are spread more evenly across the United States. Specific occupations might be clustered in particular types of geographic settings, such as large urban areas or small rural ones. And some locations are especially likely to have a specific occupation--even areas that have relatively low overall employment. This article examines the geographic concentration of occupations. The first section discusses occupations that are geographically concentrated, or not. The second section highlights occupations for which employment is concentrated in large, mid-sized, and small areas. The next section identifies smaller areas that are among the largest employers of specific occupations. The fourth section explains why studying geographic concentration is important in career planning. The final section suggests sources of additional information. (Contains 6 tables.)
Fix-It Careers: Jobs in Repair
Author: Torpey, Elka Maria
Date: 2010-00-00
Type: Journal Articles
Subjects: Careers,Labor Market,Auto Mechanics,Climate Control,Equipment Maintenance,Skilled Occupations,Career Centers,Job Applicants,Employment Projections,Skilled Workers,Maintenance

From auto mechanic to HVAC technicians, many occupations require repair skills. For jobseekers with the right skills, there are many advantages to a repair career. Repair work provides millions of jobs throughout the United States. Wages are often higher than average. And in many occupations, the employment outlook is bright. Plus, most repair jobs don't require a 4-year college degree. In today's job market, however, repairers need more than mechanical ability in their skills toolbox. Mathematics and writing are useful for workers in many of the fastest growing repair occupations. And those who understand and keep up with technology usually have an advantage. The first section of this article talks about different types of repair work, highlighting those occupations that pay the best and are expected to have the best employment prospects. The second section looks at three occupations in which employment is expected to grow through 2018: (1) automotive service technicians and mechanics; (2) general maintenance and repair workers; and (3) heating, ventilation, and air conditioning (HVAC) mechanics and installers. The third section discusses skills, training, and other requirements for repair careers. Additional sources of information are provided at the end of the article.
The Spillover of Systemic Ethical Behaviour
Author: Canadas, Alejandro
Date: 2010-00-00
Type: Journal Articles
Subjects: Economic Progress,Ethics,Banking,Risk,Decision Making,College Role,Citizenship Responsibility,Finance Occupations,Money Management,World Problems

The current financial crisis not only brought us high levels of unemployment, abrupt international disruption in economic growth, disinflation of assets prices and a dry up in the credit markets, among many other things; but it also brought us a crisis in the theory of economics and finance. Even though, a discussion concerning "a crisis in the theory of finance" seems very interesting, it will miss the point. The real crisis is an "ethical crisis" that involves all the economic subjects that utilize any financial theory. The paper argues that the current financial crisis is a result of a spillover of systemic ethical behaviour that replicates the systemic risk of a financial system. In the international financial system, banks, as well as human beings, copy other banks; they expose themselves to similar risks by making the same type of decisions. Similarly, economic agents, who are human beings, emulate other economic agents by making similar economic decisions. What is safe for one economic agent becomes dangerous if all of them do the same thing, which is even more problematic when those financial decisions are ethically questionable. The paper argues that to solve future financial crises the role of the university is essential. Universities should highlight the importance of ethical responsibility in any human field, especially in economics and finance. (Contains 3 footnotes.)
A Comparison of Error Correction Procedures on Word Reading
Author: Syrek, Andrea L.
Date: 2007-00-00
Type: Journal Articles
Subjects: Error Correction,Reading Skills,Error Analysis (Language),Efficiency,Corrective Reading,Reading Instruction,Reading Strategies,Word Lists,Instructional Effectiveness,Teaching Methods,Comparative Analysis,Classroom Observation Techniques

The effectiveness and efficiency of two error correction procedures on word reading were compared. Three students with below average reading skills and one student with average reading skills were provided with weekly instruction on sets of 20 unknown words. Students' errors during instruction were followed by either word supply error correction (the researcher said the word and the student was asked to repeat it) or a multilearning channel error correction procedure, which included four components: (a) hear word-say word, (b) see word-say letters (step repeated once), (c) think-say letters (spell without seeing word; step repeated once), and (d) think-write letters (write letters without seeing word). Both conditions generally improved reading performance, although one procedure was not clearly superior to the other in increasing the frequency of words read correctly. The word supply procedure was approximately twice as time efficient. (Contains 2 tables.)
Precision Teaching a Foundational Motor Skill to a Child with Autism
Author: Fabrizio, Michael A.
Date: 2007-00-00
Type: Journal Articles
Subjects: Autism,Psychomotor Skills,Precision Teaching,Teaching Methods,Skill Development,Intervention,Pervasive Developmental Disorders,Young Children

Since the early work of Anne Desjardin (1980) and others, Precision Teachers have developed Big 6+6 skills in their students' repertoires when needed. In this article, the authors present the Standard Celeration Chart (SCC) which documents how they analyzed the Big 6+6 skill of "squeeze" in terms of arranging sequences of instruction. The SCC shows the progress of a student named Joshua as he learned to squeeze various objects. This work extends the previous work of Precision Teachers in the area of Big 6+6 intervention in that it provides: (a) a description and charted example of how the authors analyzed and arranged the sequence of instruction for this child; (b) an empirical analysis of the relationship between charted performance and the separate outcomes of fluency; skill retention, endurance, stability, and application; and (c) a demonstration of one of the ways the authors use celeration as a basis for data-based decision making. (Contains 1 footnote.)
Teaching Emotions to Children with Autism: Identification, Demonstration, and Explanation of Occasioning Stimuli
Author: Almon-Morris, Holly
Date: 2007-00-00
Type: Journal Articles
Subjects: Autism,Emotional Response,Precision Teaching,Emotional Development,Teaching Methods,Skill Development,Environmental Influences,Young Children,Charts

Teaching children to identify emotions is a common practice within the field of autism intervention. However, skills that are not often taught include identification of emotions within a situational context, and identification and discrimination of environmental events that occasion the emotions (with corresponding explanations). This article illustrates several responses measured through Precision Teaching that address these skills across several learning channels.
Using Precision Teaching to Teach Story Telling to a Young Child with Autism
Author: Schirmer, Kristin
Date: 2007-00-00
Type: Journal Articles
Subjects: Story Telling,Autism,Precision Teaching,Teaching Methods,Skill Development,Recall (Psychology),Fiction,Nonfiction,Young Children

Story telling is a very important skill for children to have. The ability to recall information as well as to infer, embellish, and make up stories is critical to living as a successful social member of society. The Chart presented in this article demonstrates the progress one child with autism made in telling both fiction and nonfiction stories.
Tracking Teachers' Behavior to Concurrently Decrease Punishment Use with and Problem Behavior in a Child with Autism while Decreasing the Child's Frequency of Negative Statements
Author: Zambolin, Krista
Date: 2007-00-00
Type: Journal Articles
Subjects: Behavior Problems,Intervention,Autism,Punishment,Teacher Behavior,Classroom Techniques,Student Behavior,Behavior Modification,Discipline

Intervening with children's problem behavior can be tricky business. Adding punishment procedures into a child's intervention plan can not only add to the trickiness but also switch the attention of on-line staff members away from what should be the goal of any intervention for misbehavior--preventing the misbehavior and teaching functionally equivalent adaptive skills. The Chart presented in this article documents one intervention the authors have tried to help direct care staff members focus on preventing misbehavior rather than punishing it. (Contains 1 footnote.)
Accuracy and Efficiency of Data Interpretation: A Comparison of Data Display Methods
Author: Lefebre, Elizabeth
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Research,Data Interpretation,Efficiency,Comparative Analysis,Graphs,Tables (Data),Charts,Intervals,Reliability,Behavioral Science Research,Intermode Differences,Data Analysis,Management Information Systems,Prediction

Although behavior analysis relies primarily on visual inspection for interpreting data, previous research shows that the method of display can influence the judgments. In the current study, 26 Board-Certified Behavior Analysts reviewed two data sets displayed on each of three methods--equal-interval graphs, tables, and Standard Celeration Charts--and determined which data set showed more change per unit of time and which showed less variability. Regardless of their preference for one method of display, participants handled data displayed on the Standard Celeration Chart most efficiently. However, the accuracy of their judgments across all types of data display was low and may indicate the need for additional training, even for persons holding the Board-Certified Behavior Analyst credential. (Contains 5 tables, 6 figures and 1 footnote.)
Precision Teaching, Frequency-Building, and Ballet Dancing
Author: Lokke, Gunn E. H.
Date: 2008-00-00
Type: Journal Articles
Subjects: Dance Education,Foreign Countries,Females,Children,Precision Teaching,Teaching Methods,Responses,Fine Arts,Behavior Modification,Intervention,Skill Development

This article reports the effectiveness of a brief intervention aimed at achieving fluency in basic ballet moves in a 9-year-old Norwegian girl by use of frequency-building and Precision Teaching procedures. One nonfluent ballet move was pinpointed, and instructional and training procedures designed to increase the frequency of accurate responding were employed. During 9 days of training, the frequency of correct responses increased from 80 per min to 188 correct/per min with no learning possibilities. Follow-up probes after 32 weeks showed that frequency remained at the initial level. A Standard Celeration Chart, including follow-up data, is presented. Results and the use of behavioral methods in fine arts are discussed.
Skill Maintenance and Frequency Building: Archival Data from Individuals with Autism Spectrum Disorders
Author: Weiss, Mary Jane
Date: 2008-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Retention (Psychology),Skill Development,Training Methods,Incidence,Precision Teaching,Instructional Effectiveness,Intervention,Case Records,Performance Based Assessment,Followup Studies

Individuals with autism spectrum disorders (ASDs) often exhibit well-documented difficulties maintaining skills after they learn them. Acquired skills often disappear from their repertoires. Frequency-building procedures used with other populations have been touted as having special potential relevance for this population, and one of the reported outcomes of training skills to high frequencies includes skill retention. Hence, using frequency-building procedures with individuals with autism may mitigate the retention problems observed in this population. This article presents a data set of skills trained to high frequencies in a clinical setting across a variety of learners with ASDs. Retention data are presented on skills at 1-, 2- or 3-, and 6-month postmastery points, and demonstrate a surprisingly high level of skill retention. The implications of these findings and essential next steps in research are reviewed. (Contains 3 tables.)
Project Giant Step: Ocean Hill-Brownsville and the New York City School Strike
Author: Commons, Micheal Lamport
Date: 2008-00-00
Type: Journal Articles
Subjects: Academic Achievement,Social Change,Reinforcement,Precision Teaching,African American Education,Individualized Instruction,Educational Innovation,School Restructuring,Educational Change,Change Strategies,Educational Development,Activism,Educational Administration,Politics of Education,Educational Policy,Teacher Strikes

This historical account is told as a narrative from the authors' perspectives of Project Giant Step, which might be one of the most successful teaching-of-reading projects in history. There are a few purposes in telling this story. First, it is in times of chaos that real innovation can be made. It is then that people take chances and it is not business as usual. Second, the authors stood at the cusp of social change in the United States. Blacks were beginning to take control of heavily black communities. Third, research, no matter how academic, sometimes has unintended results. Last, the authors were the first to combine individualization, Precision Teaching, and group reinforcement contingencies, and this was done in a public school system. Last, it shows how school systems tend to hate and destroy effective innovation. Project Giant Step's spectacular results were overshadowed by the unintended ones because the project was the immediate trigger of events that led to the disastrous New York City School Strike. At the end of the project, the report of it was sent to the Ford Foundation. The authors do not know what happened to the data. This report will therefore not report the data other than the overall outcome.
Is Identical Really Identical? An Investigation of Equivalency Theory and Online Learning
Author: Lapsley, Ruth
Date: 2008-01-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Human Resources,Distance Education,Evaluation Methods,Conventional Instruction,Course Descriptions,Educational Theories,Multivariate Analysis,Comparative Analysis,Instructional Effectiveness,Undergraduate Study,College Instruction

This study investigates the validity of equivalency theory among 63 students by comparing two introductory upper-division human resource management courses: one taught online, the other in a traditional classroom. Commonalities included same term, same professor, and identical assignments/tests in the same order, thus allowing a direct comparison of course outcomes. MANCOVA results supported equivalency theory, and further suggest that the online learning pedagogy may be superior in its overall effect on student performance. (Contains 7 tables.)
Why Do Students Withdraw from Online Graduate Nursing and Health Studies Education?
Author: Perry, Beth
Date: 2008-01-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Distance Education,Online Courses,Web Based Instruction,Student Attitudes,Graduate Students,Program Design,Content Analysis,Cognitive Style,Allied Health Occupations Education,Withdrawal (Education),Academic Persistence

Why do nursing and health studies graduate students who are enrolled in online programs decide to withdraw? The qualitative study reported in this paper investigated students' self-identified reasons for withdrawing from an online graduate program in nursing and health studies. The focus of the study was Athabasca Universities' Centre for Nursing and Health Studies (CNHS) online graduate program. Data were collected from program students who initiated withdrawal between the years 1999-2004. Using Rovai's (2002) Composite Persistence Model as a framework for analysis, themes identified from withdrawing students' notice of withdrawal letters are discussed. The major reasons for leaving can be placed into two categories, personal reasons (often related to life or work commitments) and program reasons (usually related to learning style and fit with career). These findings, and the resulting analysis, have implications for online program design and delivery and student support programs. With a better understanding of student reasons for leaving a program of studies, it will be possible to explore which program elements might be altered to improve the experience of online learning. (Contains 1 table.)
Implementing Educational Technology in Higher Education: A Strategic Approach
Author: Roberts, Cynthia
Date: 2008-01-00
Type: Journal Articles
Subjects: Strategic Planning,Higher Education,Organizational Culture,Distance Education,Online Courses,Educational Change,Educational Technology,Technology Integration,Technology Planning,Technology Uses in Education,Program Implementation,Change Strategies,Organizational Change,Case Studies

Although the move toward implementing technology in higher education is driven by an increasing number of competitors as well as student demand, there is still considerable resistance to embracing it. Adoption of technology requires more that merely installing a product. This paper outlines a framework for a strategic change process that can be utilized by educators for the purpose of the selection as well as successful implementation of educational technologies within their setting, in particular, online course management systems. The four steps of this process include strategic analysis, strategy making, strategic plan design, and strategic plan implementation. The choice to embrace a new system and the extent and speed of its implementation depends upon internal factors such as resources, organizational culture, faculty readiness, anticipated degree of resistance, and the degree of variance from the status quo. A case from the author's experience provides one example of how the use of distance learning technology was strategically implemented.
Piloting a Blended Approach to Teaching Statistics in a College of Education: Lessons Learned
Author: Xu, Yonghong Jade
Date: 2008-07-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Focus Groups,Statistics,Teaching Methods,Blended Learning,Introductory Courses,Likert Scales,Academic Achievement,Performance Based Assessment,Comparative Testing,Intermode Differences,Instructional Effectiveness,Online Courses

This study investigated the performance of graduate students enrolled in introductory statistics courses. The course in Fall 2005 was delivered in a traditional face-to-face manner and the same course in Fall 2006 was blended by using an online commercial tutoring system (ALEKS) and making attendance of several face-to-face classes optional. There was no significant difference in the t-test comparing performance in the courses, which used the students' combined score on two mid-terms and the final exam to indicate performance. The ANCOVA analyzing influences on performance in the blended class yielded no significant influence for gender, ethnicity, age, or class type (traditional vs. blended), but a significant influence from students' incoming GRE-Quantitative score. Seven Likert questions on students' perception of blended learning were not correlated with student performance. Three focus groups--comprised of low-, medium-, and high-performing students--revealed three themes and several subthemes and differences based on students' performance level. (Contains 4 tables.)
Comparing the Distance Learning-Related Course Development Approach and Faculty Support and Rewards Structure at AACSB Accredited Institutions between 2001 and 2006
Author: Perreault, Heidi
Date: 2008-07-00
Type: Journal Articles
Subjects: Distance Education,Online Courses,Rewards,Teaching Methods,Accreditation (Institutions),Comparative Analysis,Business Education,Curriculum Development,Delivery Systems,College Faculty,Teacher Attitudes,Faculty Development,Educational Strategies,Teaching Experience,Teacher Surveys

The study compared the support and rewards provided faculty members for online course teaching and the development approaches used at business schools accredited by AACSB between 2001 and 2006. Data were collected from 81 professors in 2001 and 140 professors in 2006. The professors were involved in developing or teaching online courses at AACSB business schools across the United States. The findings indicate that faculty members received limited support and are not taking advantage of training options. Faculty members are most likely rewarded for their involvement in distance learning through stipends based on the number of online sections taught. Little has changed during the five-year period in regards to course development. Faculty members continue to use an individual instead of a team approach to course development and most faculty members learned online course development and delivery techniques on their own. (Contains 2 tables.)
Using Breeze for Communication and Assessment of Internships: An Exploratory Study
Author: Wilkinson, Kelly
Date: 2008-07-00
Type: Journal Articles
Subjects: Performance Based Assessment,Internship Programs,Business Administration Education,Student Journals,Evaluation Methods,College Students,Student Attitudes,Program Descriptions,Educational Technology,Video Technology,Internet,Computer Software,Computer Mediated Communication,Asynchronous Communication,Focus Groups,Student Evaluation,Program Effectiveness

An important component of internships is the connection between students, universities and employers. &quot;High-quality internships... encourage contact between faculty and students as well as develop cooperation among students,&quot; (Implementing and Assessing Internships, 2002, 67). This &quot;good practice&quot; must exist to ensure good performance assessment (Implementing and assessing internships 2002). Students in an internship program were given web cameras and access to the software Breeze to use for a video journal. Focus groups were conducted to determine the students' opinions of using this type of assessment. Students overwhelmingly preferred this type of assessment and saw the benefits of using the technology beyond the internship.