ethanporcaro/eric-fulltext-meta huggingface dataset:
The Study of Drawing and Painting Abilities in Preschool Children
Author: Dulama, Maria Eliza
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Freehand Drawing,Painting (Visual Arts),Creativity,Art Education,Kindergarten,Art Activities

The aim of this research is two-fold: first, to offer preschool children new learning situations in order to develop their drawing and painting abilities and second, to learn new techniques in a shorter period of time. The paper is grounded in the theory of creativity. Creativity is defined as the ability to propose something new, original and accurate. The research hypothesis states that if preschoolers are offered clear instructions on drawing/painting and are carefully monitored during fulfillment of the task, then they develop new drawing and painting abilities in a shorter period of time. The independent variable is the working task, while the dependent variable for this study is the final output. The sample consisted from 15 children enrolled during 2011-2012 at &quot;Raza de Soare&quot; Kindergarten Cluj-Napoca. The content of the drawings included specific topics related to natural sciences: flowers, leaves etc.. 12 experimental learning contexts were proposed. The research hypothesis is confirmed. We concluded that future research should consider fewer instructions in order to allow children to internalize the working tasks. Also, this will also facilitate the statistic measurement of the progress.
Examining Self Regulated Learning in Relation to Certain Selected Variables
Author: Johnson, N.
Date: 2012-00-00
Type: Journal Articles
Subjects: Metacognition,Secondary School Students,Learning Strategies,Physics,Problem Solving,Computer Science Education,Learning Motivation,Cognitive Development,Multimedia Materials,Student Attitudes,Biology,Science Instruction,Control Groups,Experimental Groups,Mathematics Skills,Scores,Science Achievement,Questionnaires,Pretests Posttests,Science Tests,National Curriculum,Foreign Countries

Self-regulation is the controlling of a process or activity by the students who are involved in Problem solving in Physics rather than by an external agency (Johnson, 2011). Selfregulated learning consists of three main components: cognition, metacognition, and motivation. Cognition includes skills necessary to encode, memorise, and recall information. Metacognition includes skills that enable learners to understand and monitor their cognitive processes. Motivation includes beliefs and attitudes that affect the use and development of cognitive and metacognitive skills. The present study made its sincere attempt to develop self-regulatory strategies that are integrated into Physics problem solving. It also took cognizance of cognition as a thinking component, Metacognitive awareness among the students as a chief component of self-regulatory strategies and multimedia as a component of motivation. The present investigation was carried out in S.R.V.S Higher Secondary school, Karaikal. A sample of 90 XII students was taken for the study. Out of 90 students, 45 students belong to computer Science and 45 students belong to Biology group. Both of the groups have Physics as the compulsory subject. The students are divided into two groups namely control and experimental group based on the mathematical ability and Physics achievement score. Experimental research method with control design was adopted for the study. The major findings of the study reveal that there exists marked difference between Post-test1 and post-test2 for the following variables of experimental group in Physics problem solving ability, self regulatory awareness, knowledge of ICT and students attitude towards learning Physics. It is also noted that self-regulatory strategies with interactive multimedia effective for enhancing problem solving ability in physics among higher secondary students.
An Investigation of Students' Difficulties to Create a Blackboard Sketch for the Lesson: Table of Multiplication by Two
Author: Magdas, Ioana
Date: 2012-00-00
Type: Journal Articles
Subjects: Mathematics Education,Multiplication,Teaching Methods,Learning Strategies,Foreign Countries,Elementary School Mathematics,Textbooks,Student Attitudes,Secondary School Mathematics,Chalkboards,Visual Aids

Specialists in the field of mathematical education consider that the learning of multiplication has an extremely important role not only in the area of mathematics, but also in day to day life. We can distinguish two different stages in the process of teaching-learning multiplication: a first step implies the discovery of the results within the multiplication table and the connections that exist between these results, while a second phase deals with memorizing the results. Our experience has shown that teachers tend to make students learn the table of multiplication by heart and this, on the one hand, overshadows a more logical approach that would aim at the students understanding the way in with the results are obtained and, on the other hand, neglects the subsequent logical way of memorizing the results. The way in with the information is presented is key to both the understanding and the remembering of numbers in the table. Starting from the observation presented previously we have created a pedagogical micro-experiment in which we wanted to investigate whether students in their training to become teachers had the ability to work with the content offered in school textbooks and to create a blackboard sketch for &quot;The table of multiplication by 2.&quot;
The Contemporary Mass Media Education in Russia: In Search for New Theoretical Conceptions and Models
Author: Fedorov, Alexander
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Media Literacy,Models,Theory Practice Relationship,Journalism,Journalism Education,Mass Media,Concept Formation

Media education in Russia in general has still not moved from the theoretical conceptions and local experiments to the wide practical implementation. It is necessary to consolidate pedagogical institutions of higher education, universities, faculties of journalism, experimenters in media education and also the media community, coordination of the interaction of state structures, the existing media educational centers and experimental sites in this sphere.
The Role of the Reflection Journal in Making Efficient the Learning Activity within Formal Frames
Author: Stan, Cornelia
Date: 2012-00-00
Type: Journal Articles
Subjects: Metacognition,Reflection,Journal Writing,Teaching Methods,Learning Strategies,Educational Benefits,Learning Disabilities,Repetition,Language Role,Secondary School Students,Observation

One of the most efficient ways in helping the students improve their academic outcomes is by giving them the time and the instruments they need to develop their metacognitive skills when learning. Journals can help the students identify the strategies they used or the way they may use it and subsequently appraise their efficiency. Building-up a frame via hints and orientation questions, such as &quot;What could you do next?&quot; or &quot;How do the strategies you have chosen work?&quot;, may offer the students the structure determining them to think in a metacognitive manner. Many students, especially those with learning difficulties, may beneficiate from an explicit and repetitive training, concerning the metacognitive strategies.
Practical Development of Modern Mass Media Education in Poland
Author: Fedorov, Alexander
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Media Literacy,Mass Media,Technology Uses in Education,Educational History

Practical development of modern mass media education in Poland. The paper analyzes the main ways of practical development of modern media education (1992-2012 years) in Poland: basic technologies, main events, etc.
Investigating the Relationships between Teaching Strategies and Learning Styles in Higher Education
Author: Tulbure, Cristina
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Strategies,Teaching Methods,Cognitive Style,Academic Achievement,Preservice Teachers,Economics Education,Second Language Instruction,Second Languages,Student Surveys,Statistical Analysis,Instructional Effectiveness,Experiential Learning,Questionnaires,Statistical Distributions,Comparative Analysis

Within this paper, we are focusing on the relationships between teaching strategies, learning styles, and the students' academic achievement in higher education. The main objective of this study is to compare three groups of pre-service teachers having different majors (i.e., Educational Sciences, Economic Sciences, and Foreign Languages) in order to identify the potential differences in their academic achievement. More precisely, we attempt to highlight the categories of teaching strategies that lead to the best academic achievement for students having the same learning style, and different fields of study. A sample of 269 pre-service teachers from three faculties belonging to Transilvania University of Brasov participated in the study. The data was collected through a survey method and the one-way analysis of variance was used to determine the differences among the groups. Significant differences among the three categories of students with different majors occurred in relation with the most effective teaching strategies corresponding to each learning style category.
Stuttering-Psycholinguistic Approach
Author: Hategan, Carolina Bodea
Date: 2012-00-00
Type: Journal Articles
Subjects: Stuttering,Psycholinguistics,Cross Cultural Studies,Contrastive Linguistics,Pathology,Phonetics,Generalization,Phonology,Morphology (Languages),Syntax,Intervention,Case Studies,Elementary School Students,Longitudinal Studies,Symptoms (Individual Disorders),Speech Therapy,Outcomes of Treatment,Qualitative Research

This research promotes psycholinguistic paradigm, it focusing in delimitating several specific particularities in stuttering pathology. Structural approach, on language sides proves both the recurrent aspects found within specialized national and international literature and the psycholinguistic approaches dependence on the features of the linguistic material. Thus, the conclusions of this research study offer the possibility of promoting cross-cultural and cross-linguistic researches, with the aim of obtaining data which can be generalized beyond national boundaries, in stuttering pathology.
A Lesson Plan for Sustainability in Higher Education
Author: Driscoll, Elizabeth
Date: 2013-00-00
Type: Journal Articles
Subjects: Lesson Plans,Sustainability,Higher Education,Guidelines,Case Studies,State Universities,Futures (of Society),Marketing,Tuition,Reliability,Costs,Teaching Methods,Strategic Planning

Much anxiety surrounds the future of higher education in the United States. With escalating costs, tuition, and class sizes, and the increasing exclusion of many poor and minority students, higher education needs to become more accessible and sustainable. This paper defines five &quot;abilities&quot; for the sustainability of higher education--availability, dependability, capability, affordability, and marketability. The literature indicates that components of each of these abilities are lacking at many institutions. To remedy this problem, the authors developed a framework for sustainability based on these five abilities, and a case study at a public university in the United States was used to validate the framework's applicability to education.
Leadership Training in an MBA Program Using Peer-Led Team Learning
Author: Dobson, Gregory
Date: 2013-00-00
Type: Journal Articles
Subjects: Leadership Training,Masters Degrees,Business Administration Education,Peer Relationship,Cooperative Learning,Peer Teaching,Teaching Methods,Active Learning,Experiential Learning,Feedback (Response),Positive Attitudes,Student Attitudes,Workshops,Program Evaluation,Student Surveys

Leadership training is an important part of any MBA program, but is often difficult to provide in an effective way. Over the last three years, we implemented a program of Peer-Led Team Learning in two core courses of our MBA curriculum, which we believe provides a good solution. The program combines leadership training with practical hands-on application of the ideas taught, and provides for an effective feedback loop. Response to the program has been overwhelmingly positive. The program and benefits for learning leadership are discussed in this paper.
Increasing Student Responsibility and Active Learning in an Undergraduate Capstone Finance Course
Author: Nelson, David
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Undergraduate Study,Curriculum,Business Administration Education,Student Responsibility,Instructional Design,Problem Solving,Delivery Systems,Course Evaluation,Comparative Analysis,Active Learning,Curriculum Development,Internet,Educational Objectives,Banking,Student Surveys,Likert Scales,Measures (Individuals)

This paper focuses on the effectiveness of factors in designing and delivering a complex, capstone course in an undergraduate major in finance. The course uses an instructional delivery system that is contrasted to the standard lecture format and has a broader set of objectives than is usually specified for a finance course. An objective of the instructional design of the course is to harness student responsibility while making them more active participants in the delivery of the content. The goal is to equip them to solve the typical non-structured problems they will deal with in their professional careers. The effect of these factors is measured by analyzing this course compared to all other finance courses taken. The outcomes of this paper show that this method is superior to the standard lecture method across a variety of scales. This provides insight into the future development of this method for this type of course, as well as ideas for developing other advanced instructional delivery systems for similar complex courses.
An Exploratory Study of Student Satisfaction with University Web Page Design
Author: Gundersen, David E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Satisfaction,Web Sites,Colleges,Design,Feedback (Response),Measures (Individuals),Demography,Gender Differences,Age Differences,Ethnicity,Factor Analysis,Questionnaires,Statistical Analysis,Regression (Statistics)

This exploratory study evaluates the satisfaction of students with a web-based information system at a medium-sized regional university. The analysis provides a process for simplifying data interpretation in captured student user feedback. Findings indicate that student classifications, as measured by demographic and other factors, determine satisfaction levels towards various web sources of information. Differences in satisfaction levels across student groups based on gender, age, minority status, employment, and current course load were found. Implications for university web designers and university administrators are considered and discussed.
Experience of Control and Student Satisfaction with Higher Education Services
Author: Lee, Jungki
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Student Experience,College Students,Student Empowerment,Self Management,Structural Equation Models,Hypothesis Testing,Delivery Systems,Student Behavior,Cognitive Restructuring,Questionnaires,Student Surveys,Student Attitudes,Correlation,Foreign Countries,Factor Analysis

Although the delivery of satisfactory services is an important strategic goal in many colleges, students are known to face challenges and experience a significant amount of stress during their school life. This study proposes and tests students' experience of control over their college life as a promising factor that would enhance their satisfaction. The study adopts a structural equation modeling approach which examines the effects caused by cognitive control and behavioral control on students' experience of overall control over school life, and the effect of control on student satisfaction. Data were collected at a major college in South Korea. Three out of five hypotheses are supported and managerial implications are provided.
Organizational Citizenship Behavior: Its Importance in Academics
Author: Kernodle, Thomas A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Business Administration Education,Work Attitudes,Organizational Culture,Administrator Education,Teaching Methods,Educational Practices,Relevance (Education),Educational Needs,Behavior Development,College Programs

The purpose of this paper is to support Organizational Citizenship Behavior (OCB) as an essential area of study in the field of business education that is often neglected. OCB has been defined as individual behavior that is discretionary, not directly or explicitly recognized by the formal reward system, and that in the aggregate promotes the effective functioning of the organization (Organ, 1988). The inclusion of OCB in business education could be beneficial to both managers and organizations by educating the manager, as well as by developing employees. OCB is typically discussed in Organizational Behavior (OB) courses; however, it is often a relatively small part of the coursework. There are also several other relevant areas of management that fail to include OCB as part of academic content.
What's the Rush? IFRS, the SEC, and the Pressure on Accounting Instructors to Teach Still More Financial Reporting Rules
Author: Cherry, Alan A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Accounting,Business Administration Education,Standards,College Curriculum,College Instruction,Adoption (Ideas)

This paper addresses the problems facing accounting instructors in the U.S. as they struggle with pressure to incorporate IFRS into an already crowded financial accounting curriculum. To help instructors better understand the advantages and disadvantages of financial reporting under IFRS, we provide a critical analysis of arguments that have been made for and against IFRS adoption. This analysis should aid instructors in their design of lectures and assignments related to IFRS. We also show that adoption still faces serious obstacles, including the use of U.S. GAAP in contracts and regulations, the prohibition against the use of LIFO, and the Sarbanes-Oxley requirements for funding of a financial reporting standard-setter. We then provide support for an approach for incorporating IFRS in the financial accounting curriculum that places greater emphasis on teaching concepts than on teaching more rules. We conclude by presenting a model for a concepts course that would be taken by students as they begin the accounting major in their junior year.
Redesigning MGMT 4010S: Creating a Cause of Social Responsibility and Social Justice
Author: Caro, Cary A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Business Administration Education,Leadership Training,Service Learning,Active Learning,Seminars,Student Projects,Social Justice,Educational Change,College Students,Measures (Individuals),Educational Objectives,Instructional Design

As business organizations face more and more scrutiny for poor leadership practices, American business schools have come under more pressure to prepare students to enter organizations with an understanding of and an appreciation for quality leadership. This manuscript focuses on the introduction of a service-learning project to a Senior Leadership Seminar course at a small university in Louisiana. This manuscript describes the impetus for change, including wanting to establish a method for students to actively engage in the principles of leadership, the course and project objectives, the measurement of those objectives, and the lessons learned through several iterations of the course. This paper is designed to provide a guide for future practitioners to integrate service learning into their courses, and to provide an outline of how it can be done through a senior seminar course.
The Impact of the Supplemental Instruction Leader on Student Performance in Introductory Accounting
Author: Jones, Jefferson P.
Date: 2013-00-00
Type: Journal Articles
Subjects: Accounting,Business Administration Education,Introductory Courses,Supplementary Education,Academic Support Services,Leaders,Cooperative Learning,Study Skills,Learning Strategies,Critical Thinking,Statistical Analysis,Program Effectiveness,College Students,Academic Achievement

This study explores the association between a supplemental instruction (SI) program and student performance in an introductory accounting course. SI is a proactive academic support program that is aimed at improving student learning in traditionally &quot;high-risk&quot; college courses by integrating learning and critical thinking strategies with technical course content. This paper examines and describes the classical SI model as it has been applied in both non-business and business disciplines. We then extend the work of Etter, Burmeister, and Elder (2000) and Jones and Fields (2001) which examine the effectiveness of the SI model in introductory accounting by providing empirical tests after controlling for differences in SI group leaders. The SI leader's duty is to provide structure to the collaborative learning environment and to integrate study skills and learning strategies with course content. However, empirical analysis incorporating controls for differences in SI leaders is lacking. Results, based on both nonparametric chi-square analysis and analysis of covariance (ANCOVA) indicate that SI is an effective program that increases academic performance as measured by total points earned in the course. Further, results suggest that the SI program remains effective across multiple SI leaders.
Teams That Work: Preparing Student Teams for the Workplace
Author: Galbraith, Diane D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Teamwork,Labor Force Development,Classroom Techniques,Teaching Methods,Team Training,Educational Strategies,Educational Practices,Best Practices,Group Dynamics,Barriers,Business Administration Education

Organizations today often require collaboration in the form of work teams. Many tasks completed within organizations, whether in the workplace or in academia, however, can be beyond the capabilities of individuals alone. Productive teamwork and cooperative activities in business are expected and can begin very early in a person's career. The pedagogy for teamwork instruction in the classroom may not simulate real workplace events or parallel organizational behavior in order to attain a successful outcome. In universities, teamwork often breeds frustration and dysfunction, since the teams often do not perform at a high level or reach their full potential. This paper will provide best practices for creating productive teams in the classroom in preparation for the workforce. This insight will include ideas that will bond team members through collective values and goals, resulting in effective teams and a productive environment.