ethanporcaro/eric-fulltext-meta huggingface dataset:
A Match in the Making: How Emergent Changes in the Marketing Discipline Present Opportunities for Information Systems Programs
Author: Carley, Maureen
Date: 2015-11-00
Type: Journal Articles
Subjects: Marketing,Information Systems,Interdisciplinary Approach,Information Technology,Social Media,Influence of Technology,Higher Education,Business Administration Education,Computer Science Education,Communication (Thought Transfer),Access to Information,Handheld Devices,Data

The digital revolution is upon us, bringing with it disruptive forces in every aspect of business and personal interactions. The business marketing function has become so technologically driven it is sometimes hard to tell where the boundaries between the Marketing and Information Systems disciplines lie. The new world of digital marketing has changed how both marketing and technology professionals approach their jobs. Digital has created new roles, and much of what we knew and taught in higher education is no longer viable. New hybrid education programs are required to equip the new generation of workers with the skills they need to be successful. While marketing and information systems and technology education programs will undoubtedly continue to exist as separate entities, there are opportunities for cross pollination between the two disciplines. Just as corporate enterprises will need to embrace this new way of doing business if they are to be successful, so too will academic enterprises need to incorporate new methods and new ideas into their offerings if they are to remain competitive with their peer institutions. This paper explores the concept of how this new digital world has transformed the marketing function, the impact it has on the consumerization of information technology, and how higher education will have to respond. Digital has arrived, and it is here to stay.
Course Redesign Based on the Quality Matters Program: Examples of Before and After
Author: Kreie, Jennifer
Date: 2015-11-00
Type: Journal Articles
Subjects: Online Courses,Educational Quality,Curriculum Design,Standards,Course Content,Information Systems,Business Administration Education,Computer Science Education,College Curriculum,Behavioral Objectives,College Students,Feedback (Response),Student Surveys

Most universities continue to expand their online course offerings because there is strong demand for such educational opportunities. However, the quality of instruction for online courses continues to be a concern. The Quality Matters (QM) Program provides a set of research-based standards that can guide the redesign of a course and can be used as a rubric to evaluate a course. This paper shows the transition of one course as it was redesigned based on the QM standards. Specific examples of &quot;before&quot; and &quot;after&quot; content are shown along with discussion of the changes made and some design issues encountered. Feedback from students midway through the first semester using the redesigned course is presented.
Perceptions of Teacher Leadership within the New Tech High School Model
Author: Bradley-Levine, Jill
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Models,High Schools,School Culture,Instructional Leadership,Educational Change,Online Surveys,Teacher Characteristics,Institutional Characteristics,Interviews,Teaching Experience,Program Implementation,School Location,Teacher Attitudes,Administrator Attitudes,Mixed Methods Research,Teacher Surveys

This study examines teacher leadership within the framework of a specific school reform model, focusing on an empowered school culture, including teacher involvement in curriculum and instruction, school policy decisions, and professional development activities. Using a concurrent triangulation mixed methods design, data were collected through a teacher survey and teacher and administrator interviews. Findings show that reform implementation affects teachers' perceptions of teacher leadership activities and opportunities.
Preparing for Change: Instructional Coach to Classroom Teacher
Author: Munroe, Elizabeth
Date: 2014-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Educational Change,Teacher Leadership,Familiarity,Teaching Experience,Knowledge Level,Teacher Attitudes,Teaching Skills,Leadership Role,Recognition (Achievement),Instructional Leadership,Interprofessional Relationship,Expectation,Teacher Collaboration,Prior Learning,Transfer of Training,Foreign Countries

Research on the experiences of teacher leaders returning to classroom teaching (Fiarman, 2007; Munroe, 2013, 2014a) has indicated that this career change is complex and often fraught with unanticipated tensions and frustrations such that the potential contribution of these returning teacher leaders is not realized. We explore the experience of a teacher leader who returned to the classroom well-informed about the possible tensions and challenges she might face. Although she experienced stresses similar to those of other returning teacher leaders, her awareness of potential tensions normalized her feelings and helped her to advocate for herself. We conclude the paper with suggestions for district personnel, school administrators, and returning teacher leaders to optimize the contribution to student achievement and school improvement of returning teacher leaders.
Examining High Quality Online Teacher Professional Development: Teachers' Voices
Author: Collins, Linda J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Educational Quality,Faculty Development,Teacher Attitudes,Likert Scales,Participant Satisfaction,Delivery Systems,Teacher Participation,Program Length,Transformative Learning,Professional Autonomy,Relevance (Education),Program Effectiveness,Program Evaluation,Educational Practices,Online Surveys

Funded by Race to the Top, a federal education initiative, the Department of Education of a Midwestern state in the U.S. launched statewide implementation of online teacher professional development (OTPD) to apply formative instructional practices (FIP) to enhance classroom instruction. Central to the design and implementation of OTPD was the need to carefully consider the quality of the professional development program. This study aimed to look into this by asking, &quot;Which features of high quality online professional development were noted by participating educators in a statewide online teacher professional development program?&quot; A survey was used to collect educators' voices in this FIP professional development (PD) program. Eight hundred ninety-five educators participating in the FIP OTPD program responded to a survey. Descriptive analysis was conducted with frequencies and percentages of 21 Likert scale items. Inductive analysis and thematic coding were applied for open-ended comments from the survey. Results suggested many inconsistencies between: (a) the high quality online professional development that theories suggest, and (b) what was designed, delivered, and implemented. The study identified specific aspects of this FIP OTPD program that will inform future online professional development in order to improve quality in other large scale or statewide school improvement initiatives.
A Systems Analysis and Design Case Study for a Business Modeling Learning Experience for a Capstone CIS/IS Systems Development Class
Author: Russell, Jack
Date: 2015-11-00
Type: Journal Articles
Subjects: Systems Analysis,Case Studies,College Curriculum,Systems Development,Information Systems,Computer Science Education,Advanced Courses,College Seniors,Group Activities,Student Projects,Business,Models,Learning Experience

The goal is to provide a robust and challenging problem statement for a capstone, advanced systems analysis and design course for CIS/MIS/CS majors. In addition to the problem narrative, a representative solution for much of the business modeling deliverables is presented using the UML paradigm. A structured analysis deliverable will be the topic of a second paper on this subject. The authors teach the systems analysis and design course(s) or the systems development course(s) at their university. The CIS senior capstone course that the primary author teaches requires that the student complete one or more business modeling case studies. The authors have used some cases/problem statements from various systems analysis and design texts; however, the authors wanted a problem statement that would challenge a systems team at the senior undergraduate level to produce a complete static, functional and behavioral business model that could be designed and implemented. The authors believe that the narrative should include enough detail to enable the team to use either Unified Modeling Language (UML) or Structured Analysis.
Where Do Student Outcomes Begin? Developing Professional and Personal Management Skills as a Strategy for Student Success in the First Computing Course and Beyond
Author: Humpherys, Sean
Date: 2015-11-00
Type: Journal Articles
Subjects: Computer Science Education,Outcomes of Education,Skill Development,Business Administration Education,Business Schools,Barriers,Introductory Courses,College Freshmen,Curriculum Development,College Curriculum,Assignments,Scoring Rubrics,Job Skills,Case Studies,Behavioral Objectives

Through the annual ABET assessment process, Computer Information Systems faculty in the College of Business at a regional institution were able to diagnose problems regarding students not satisfying our program's Student Outcomes. Often, the impediments to student success were not technical in nature and prompted faculty to consider non-technical solutions. A framework for the interaction and interdependency of the technical and non-technical skills, termed the &quot;Blue and Green Curve&quot; is presented that describes balancing emphasis on the technical curriculum (Blue Curve) and professional and personal management skills (Green Curve) that have the potential to accelerate students' acquisition of technical skills. The framework prescribes a foundation of effective habits to establish early in a student's academic career. Guided by this framework, changes to a freshman-level programming fundamentals course in the CIS program are described. Pedagogical tools with assignments and rubrics that support the curriculum changes are shared. These changes, among others factors, may have contributed to a 10% increase in the freshman persistence rate over a two semester period.
The Challenges of Realising Inclusive Education in South Africa
Author: Donohue, Dana
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Ambiguity (Context),Educational Policy,Program Implementation,Accessibility (for Disabled),Barriers,Cultural Influences,Educational Practices,Special Schools

In South Africa, up to 70% of children of school-going age with disabilities are out of school. Of those who do attend, most are still in separate, &quot;special&quot; schools for learners with disabilities. This situation prevails despite the push for the educational inclusion of learners with disabilities over twelve years ago by the South African policy document, the Education White Paper 6. In this article, we take a primarily top-down theoretical approach to policy implementation and focus on two main factors that hinder the implementation of inclusive education. Firstly, we focus on what we regard as the most significant constraint, namely, the apparent lack of clarity in the policy, i.e. ambiguity about the goals for inclusion and the means through which they can be achieved and, secondly, various issues around the poor implementation of the policy. We argue further that the primary means by which the divide between inclusive policy and practice will ultimately be closed is through the implementation and enforcement of education policy by the South African Department of Education.
School Effectiveness: Conceptualising Divergent Assessment Approaches
Author: Botha, R. J.
Date: 2010-00-00
Type: Journal Articles
Subjects: School Effectiveness,Outcomes of Education,Context Effect,Evaluation,School Based Management

Studies on school effectiveness have dominated the literature of education management and administration for some time. According to the literature, these studies have two distinct aims: firstly, to identify factors that are characteristic of effective schools, and secondly, to identify differences between education outcomes in these schools. The choice and use of uniformed outcome measures has, however, been open to debate in many areas of education research. One of the touchstones for effective schools is the impact on learners' (scholars or students) education outcomes. Researchers into school effectiveness, however, continuously aim to clarify the dilemma with regard to learners' education outcomes. In parallel with this has been a call for schools to be more accountable, which in many cases leads to school effectiveness being judged on academic results, while other contributing factors are ignored. Apart from these studies, the uniform assessment of effectiveness in the school context has recently also received attention. This article, descriptive and narrative in nature and based on a literature study, offers a dynamic perspective on the assessment of school effectiveness and concludes with conceptualisation and analysis of three different, divergent approaches to measuring or assessing effectiveness of schools.
Parenting Experiences of Mothers Who Are Blind in Iran: A Hermeneutic Phenomenological Study
Author: Moghadam, Zahra Behboodi
Date: 2017-00-00
Type: Journal Articles
Subjects: Child Rearing,Mothers,Blindness,Hermeneutics,Phenomenology,Foreign Countries,Semi Structured Interviews,Parent Child Relationship,Children,Child Development,Health Personnel,Experience,Anxiety,Mother Attitudes,Health Services,Attachment Behavior,Qualitative Research

Introduction: Mothers, who often serve as primary caregivers for their offspring, play a crucial role in the development of children. Understanding the parenting experiences of mothers who are blind can be valuable and beneficial for professional educators and health care workers who wish to provide holistic and appropriate services to both mothers who are blind and their children. This study aimed to explore the experience of mother-child integration by mothers who are blind living in Iran. Methods: A hermeneutic phenomenology approach was adopted to conduct the study. Congruent with this approach, Van Manen's (1990) method consisted of six interplay activities that helped the researchers in the process of the study. Semistructured in-depth interviews were performed to produce qualitative data with nine mothers who are blind. The thematic analysis introduced by Van Manen was used to isolate and extract the meaning units, subthemes, and the main theme hidden in the lived stories of the participants. Results: &quot;Close nurturers&quot; was the overarching theme extracted from the experience of mothers who are blind, which emerged from six themes: monitoring by alternative senses, monitoring by careful calls and staying vigilant, loving by heart and imagining in mind, discovering the child's intentions, parenting anxiety, and deficits in communication. Discussion: Blindness changes the mothering behaviors of women who are blind to the extent that they often adopt a close-mothering approach in caring for their children. This approach helps them to cope with their limitations and thereby decrease their level of child-related anxiety. Health professionals should consider the concept of close nurturers to better understand the behaviors of mothers who are blind. Implications for practitioners: Understanding the lived experiences of mothers with blindness can generate valuable knowledge that can be used to provide appropriate health care and other support services for these women and their children.
Family-Centered Early Intervention Visual Impairment Services through Matrix Session Planning
Author: Ely, Mindy S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Early Intervention,Visual Impairments,Parent Child Relationship,Family Involvement,Parents,Toddlers,Infants,Child Development

Early intervention visual impairment services are built on a model that values family. Matrix session planning pulls together parent priorities, family routines, and identified strategies in a way that helps families and early intervention professionals outline a plan that can both highlight long-term goals and focus on what can be done today. This paper describes matrix session planning, followed by a discussion of the advantages and challenges scholars experienced as they used the matrix session planning method with families. This model is likely to prove helpful for others seeking change toward family centered practices when working with visually impaired infants, toddlers, and school-aged children.
Physical Education Experiences at Residential Schools for Students Who Are Blind: A Phenomenological Inquiry
Author: Haegele, Justin A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Physical Education,Residential Schools,Special Schools,Blindness,Phenomenology,Semi Structured Interviews,Public Schools,Educational Environment,Inclusion,Bullying,Student Experience,Student Attitudes,Interpersonal Relationship

Introduction: Recently, researchers have explored the perspectives of those with disabilities to better understand their experiences in physical education. However, little has been done with focusing on those with visual impairments. Utilizing a qualitative interpretive phenomenological analysis framework, the purpose of this study was to examine the meaning that adults with visual impairments who attended residential schools for students who are blind ascribed to their physical education experiences. Methods: A group of five adult males who attended physical education at residential schools in the United States were purposely selected for this study. Data were collected via semistructured telephone interviews and reflective interview notes. Data were analyzed using a five-step analytical process, and recurring themes were summarized and presented as results. Results and discussion: Two broadly defined interrelated themes emerged from the participants' narratives. One theme, &quot;being the only blind guy, to being one of the crowd,&quot; explained how differences in school settings contributed to the differences experienced by participants when attending residential and public or community schools. Cumulatively, participants described their residential school experiences as more inclusive and explained feelings of &quot;being normal.&quot; The second theme, &quot;the bullies and the bullied,&quot; explained the lived experiences of participants within the social dynamics of physical education environments and showed perceptions of those who were &quot;able&quot; and &quot;less able.&quot; Results and discussion: Two broadly defined interrelated themes emerged from the participants' narratives. One theme, &quot;being the only blind guy, to being one of the crowd,&quot; explained how differences in school settings contributed to the differences experienced by participants when attending residential and public or community schools. Cumulatively, participants described their residential school experiences as more inclusive and explained feelings of &quot;being normal.&quot; The second theme, &quot;the bullies and the bullied,&quot; explained the lived experiences of participants within the social dynamics of physical education environments and showed perceptions of those who were &quot;able&quot; and &quot;less able.&quot; Furthermore, in addition to experiences of bullying in inclusive settings, practitioners must be aware of these instances in residential schools as well.
Effective Collaboration between Physical Therapists and Teachers of Students with Visual Impairments Who Are Working with Students with Multiple Disabilities and Visual Impairments
Author: Stearns, Erica
Date: 2017-00-00
Type: Journal Articles
Subjects: Cooperation,Allied Health Personnel,Physical Therapy,Teachers,Visual Impairments,Multiple Disabilities,Assistive Technology,Students,Teacher Student Relationship

In this article, Erica Stearns writes that she has worked as a physical therapist assistant in various settings for nearly 20 years. Her experiences have been in long-term and acute care settings, short-term rehabilitation and the school system. For the past three years she has also worked as a teacher of students with visual impairments. Initially it seemed to her as if those professional worlds would be quite separate, but she finds each day in her practice as an educator she realized how well both roles complement each other. Here Stearns describes how her experience in both fields has allowed her to see that these two disciplines truly need to work hand in hand to provide students the best opportunities for optimizing physical functioning with vision. She describes some strategies to help maintain collaboration between physical therapists and teachers of visually impaired students that can help students with multiple disabilities besides low or impaired vision. There is much to be gained from the collaboration of these two disciplines.
The Mediator Role of Perceived Stress in the Relationship between Academic Stress and Depressive Symptoms among E-Learning Students with Visual Impairments
Author: Lee, Soon Min
Date: 2017-00-00
Type: Journal Articles
Subjects: Anxiety,Depression (Psychology),Electronic Learning,Visual Impairments,Foreign Countries,College Students,Student Surveys,Higher Education,Assistive Technology,Distance Education,Correlation,Statistical Analysis,Measures (Individuals),Symptoms (Individual Disorders),Multiple Regression Analysis

Introduction: This study examined a mediator role of perceived stress on the prediction of the effects of academic stress on depressive symptoms among e-learning students with visual impairments. Methods: A convenience sample for this study was collected for three weeks from November to December in 2012 among students with visual impairments attending a Korean cyberuniversity in Seoul. A total of 103 students with visual impairments completed the survey via e-mail or telephone, with an overall response rate of 72.54%. Results: The present study demonstrated that perceived stress fully mediated the effect of academic stress on depressive symptoms. Academic stress was significantly associated with perceived stress and depressive symptoms, and perceived stress was significantly associated with depressive symptoms. However, the association between academic stress and depressive symptoms was no longer significant when perceived stress was included as a mediator. Discussion: This finding supports the full mediation model by demonstrating that academic stress indirectly influences depressive symptoms through perceived stress, and by highlighting the important contribution of perceptions of stressors. Implications for practitioners: Cyberuniversities, professors, and disability services offices need to identify and assess what academic resources are available. To improve the accessibility of e-learning materials and settings, reasonable accommodations in e-learning settings and special online assistance services should be provided. A precollege orientation program and a training program for better adaptation and usage of the e-learning materials and technologies are needed. Senior students' successful experiences and know-how should be shared among students with visual impairments. Psychological counseling services for students who have a high level of depressive symptoms should be provided.