ethanporcaro/eric-fulltext-meta huggingface dataset:
Principals' Leadership Practices and Mathematics Pass Rate in Jamaican High Schools
Author: Palmer, David
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,High Schools,High School Students,Mathematics Achievement,Instructional Leadership,Teacher Attitudes,Secondary School Teachers

This research was intended to explore the degree to which leadership practices impacted Jamaican schools' mathematics achievement. More specifically, the researchers examined Jamaica's high school students' CSEC mathematics performance in relation to principals' instructional leadership behaviors as measured by teachers' perceptions, using Kouzes and Posner (2003) Leadership Practices Inventory (LPI). Data were gathered from 2-4 teachers from 42 high schools in Jamaica. The results indicated that those principals who had high LPI scores also lead schools with higher mathematics pass rates than those principals who had low LPI scores. More specifically, &quot;enabling others to act&quot; was established as the leadership practice most associated with high mathematics performance. Finally, we discovered that the traditional Jamaican high schools were more likely to experience satisfactory mathematics pass rates.
Disrupting Faculty Service: Using Technology to Increase Academic Service Productivity
Author: Burnett, Perry
Date: 2014-00-00
Type: Journal Articles
Subjects: College Faculty,Noninstructional Responsibility,Innovation,Influence of Technology,Technological Advancement,Social Networks,Governance,Participative Decision Making,Information Technology,Interpersonal Communication,Motivation,Cooperation,Productivity

Scholarly attention regarding faculty involvement has primarily focused on faculty opinions of shared governance and faculty influence on institutional decision-making. There has been limited attention given to academic service productivity and the effectiveness of traditional approaches toward the accomplishment of faculty service requirements. This paper discusses disruptive technological change as a subset of disruptive innovation and proposes a technology-based framework for increasing service productivity while maintaining effort with regard to faculty service requirements in academic institutions. Specifically, a social networking tool is used to approach academic service projects with organic involvement and measured progress. It is suggested that such an approach may have positive implications toward increasing productivity in academic service. Further, additional benefits inherent in the tool make possible the leveraging of external networks for further productivity gains with no increase in resources while fostering a standardization of products across universities.
Key Characteristics of Teacher Leaders in Schools
Author: Lumpkin, Angela
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Teacher Characteristics,Academic Achievement,Cooperation,Educational Improvement,Teacher Empowerment,Interprofessional Relationship,Teacher Collaboration,Teachers,Elementary Secondary Education

Teacher leaders who share their specialized knowledge, expertise, and experience with other teachers broaden and sustain school and classroom improvement efforts. Teacher leaders can transform classrooms into learning laboratories where every student is engaged in relevant and well-designed curricular content, every teacher embraces the use of more effective instructional strategies, and authentic assessments provide evidence of rich student learning. This work describes four essentialities associated with teacher leaders: a focus on student learning, along with the importance of empowerment, relationships, and collaboration. In addition to gleaning insights from the literature, examples of the impact of teacher leaders in schools are provided to demonstrate the importance of each.
The Design and Implementation of an Enlivened IFRS Course
Author: Holtzblatt, Mark
Date: 2010-00-00
Type: Journal Articles
Subjects: Curriculum Design,Curriculum Implementation,Curriculum Development,Learning Modules,Electronic Learning,Accounting,Course Objectives,Standards,Multimedia Materials,Enrichment Activities,Online Courses,Competency Based Education,Course Descriptions,College Programs

In the Spring/2009 semester, with the financial support of a PricewaterhouseCoopers IFRS Ready Grant, a new course was developed that focused on International Financial Reporting Standards (IFRS). The course design goal was to choose the optimal combination of pedagogical tools and topics to create an effective, engaging and stimulating course plan. The course incorporates the online e-IFRS created by the International Accounting Standards Board (IASB), e-Learning IFRS Modules from the global accounting firm of Deloitte and IFRS Expert online videos and webcasts from corporate and various institutional and academic institutions. The pedagogical techniques described herein are also applicable to introductory accounting and finance classes, intermediate and advanced accounting classes and the international accounting and theory classes.
Standardized Predictive Testing: Practices, Policies, and Outcomes
Author: Barton, Lisette
Date: 2014-00-00
Type: Journal Articles
Subjects: Standardized Tests,Exit Examinations,Nursing Education,School Policy,Scores,Deans,Administrators,Licensing Examinations (Professions),Bachelors Degrees,Associate Degrees,Predictive Validity,Nursing Students

The aims of this study were to describe current policy practice related to the use of the HESI™ Exit Exam in schools of nursing and to determine which policies result in higher HESI Exit Scores. Deans and directors of nursing schools that administered Elsevier HESI Exit Exam to students during the 2010 academic year were queried. Data were collected regarding students' HESI Exit Exam results, national nursing licensure examination outcomes, and the schools' standardized testing policies. A stratified random sample of schools and a total of 5438 student records were obtained, 3084 from Associate Degree (AD) and 2354 from Baccalaureate Degree (BD) programs. NCLEX®-RN outcomes were known for all but 316 (5.8%) students. Four standardized exam policy components were related to higher HESI Exit Exam scores. The study confirmed the robust predictive accuracy of the HESI Exit Exam. A national United States sample of BD and AD nursing programs has demonstrated that standardized end of program assessment results are related to faculty implementation strategies and certain policy components. Evidence-based policy strategies should be evaluated longitudinally to support policy decisions.
Customer and Market Orientation within AACSB Member Business Schools: Comparative Views from Three Levels of Administrators
Author: Webster, Robert L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Business Administration Education,Administrator Attitudes,Marketing,Employers,Correlation,Deans,Comparative Analysis,Benchmarking,Competition,Organizational Effectiveness,Surveys,Educational Objectives,Enrollment Trends,Majors (Students),Employment Opportunities,Graduates,Universities,College Students

This paper is part of a stream of research dealing with customer and market orientation within higher education, specifically within business schools holding membership in AACSB-International. A market orientation strategy leading to a customer and market-oriented organizational culture is based upon the acceptance and adoption of the marketing concept. The market-oriented organization recognizes the importance of coordinating the activities of all departments, functions, and individuals in the organization to satisfy customers by delivering superior value. The market-oriented organization continually monitors customer information, competitor information, and marketplace information to design and provide superior value to its customers. Theory and empirical research suggest that higher levels of customer and market orientation result in a greater ability of the organization to reach its objectives, in other words, higher levels of organizational performance. This paper extends the current research on the use of the market orientation strategy by reporting and analyzing customer and market orientation levels (scores) toward two customer groups within AACSB member business schools. The two customer groups studied were students and employers of students. Data input from three separate administrative levels having responsibilities associated with the business school were collected and analyzed. The administrators participating in the study were academic vice-presidents, business school deans and marketing department chairs. A critical underlying question in the research is whether students and employers of students are viewed as customers by higher education administrators. Comparisons of the various reported scores are made against a benchmark established in the marketing literature and then are compared by administrative group against one another. The university academic vice-presidents, business school deans, and marketing department chairs were surveyed by way of a national mail survey. All administrators were from colleges or universities holding membership in AACSB-International. 102 Vice-Presidents, 141 Business School Deans, and 94 Marketing Department Chairs responded. The paper presents details of the research process, findings, statistical inferences, and discusses the implications of the research for schools of business and academic marketing departments.
Job Interviews: Keys for Results
Author: Miller, Donald S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Employment Interviews,Job Applicants,Job Search Methods,Skill Development,Coaching (Performance),Self Evaluation (Individuals)

Many students seem disinterested in learning to handle employment interviews effectively. This article discusses students' motivation to become skilled interviewees and steps educators and counselors can take to increase students' interest in this crucial career activity. The article also discusses mistakes students frequently make during employment interviews and provides suggestions educators can use to help students avoid these difficulties.
Team-Based Classroom Pedagogy Reframed: The Student Perspective
Author: Schultz, Jennifer L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Qualitative Research,Cooperative Learning,Teamwork,Academic Achievement,Higher Education,College Students,Business Administration Education,Student Projects,Student Attitudes,College Faculty,Positive Attitudes,Negative Attitudes

Postsecondary learning environments often utilize team-based pedagogical practices to challenge and support student learning outcomes. This manuscript presents the findings of a qualitative research study that analyzed the viewpoints and perceptions of group or team-based projects among undergraduate business students. Results identified five pro-team thematic perspectives of team learners' views including better deliverables, increased ideas, improved learning experiences, reduced workload, and collective security. Responses from students who preferred to work autonomously resulted in three themes centered on self-sufficiency, social loafing, and schedule challenges. Two situational student responses were identified regarding how and why faculty should utilize group and team projects in consideration of individual efficiency and assignment objectives and outcomes conflicts. This study concludes with research-based recommendations for teaching, learning, and further research.
Educational Competencies That Mid-Sized CPA Firms Value in Their Professional Accounting Staff
Author: Margheim, Loren
Date: 2010-00-00
Type: Journal Articles
Subjects: Accounting,Corporations,Job Skills,Promotion (Occupational),Interpersonal Competence,Leadership,Communication Skills,Decision Making,Surveys,Education Work Relationship,Educational Attainment,Participant Characteristics,Gender Differences,Age Differences,Employers

This study examined the educational competencies mid-sized accounting firm partners value in their professional staff when making promotion decisions to senior, manager, and partner. Mid-sized firms were defined in this study to include all of the non-Big 4 national firms, the large regional CPA firms, and several large local firms. Over 1,380 partners received two mailings of a survey instrument and usable responses were received from 699 of those partners. The paper summarizes the competencies the respondents indicated were important to be promoted in their firms. In addition, the study summarizes demographic characteristics of those mid-sized accounting firm partners and the advantages they perceive of working for a mid-sized accounting firm. Results indicate that technical accounting skills are very important to mid-sized firms, but that their relative importance decreases as individuals are considered for higher level positions. On the other hand, the importance of communication, leadership, and interpersonal skills grows all the way through the partner promotion decision.
Transitioning Non-Traditional Students to an Undergraduate Business Program
Author: Bailey, April E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Nontraditional Students,Business Administration Education,Introductory Courses,Undergraduate Students,Transitional Programs,Small Classes,First Year Seminars,Action Research,Curriculum Development

This paper reports experiences of non-traditional students in a specially designed section of seminar course which was primarily designed for first-year traditional business students. The College of Business's BSN101, Foundations of Business Administration (FBA), is designed to serves as a course to assist the students with transitioning into the business program. Typical traditional classes have enrollments of about 80 students. The special section for non-traditional students had seven students, 24 years of age or older, who were returning to undergraduate business school. This paper reports results of the implementation of the new program design in the FBA classes. Results are important not only to the College of Business, but also to the other Colleges as interest in first-year seminar courses and better serving the needs of non-traditional student increases. Currently, the University Retention Committee and the First-Year Seminar Sub-Committee are exploring the possibility of implementing a first-year seminar courses in the College of Arts and Sciences and the College of Education and Human Services to be recommended to the Provost. Data collected for the experimental section in the study reported here will support decision-making regarding new seminar courses.
Examination of Capital Murder Jurors' Deliberations: Methods and Issues
Author: Price, Keith
Date: 2014-00-00
Type: Journal Articles
Subjects: Court Litigation,Death,Punishment,Bias,Decision Making,Questionnaires,Interrater Reliability,Evaluators

The study of capital juries remains a subject of critical interest for the public and for legislative and judicial policy makers as well as legal scholars and social scientists. Cowan, Thompson, and Ellsworth established one of the standard methodologies for examination of this topic in their 1984 seminal study by observing the subjects' debate about conviction in a death penalty case utilizing mock juries; other scholars employed different techniques to add more information in the late 1990s. Yet, the question of death qualification and prosecutorial bias remains open to inquiry. This preliminary study found evidence to support bias toward conviction in capital punishment cases while also identifying several methodological problems in examining decision-making through the use of mock juries.
Applying the Teacher Scholar Model in the School of Business
Author: Gardner, John C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Business Administration Education,Scholarship,Undergraduate Study,Models,Teacher Evaluation,Instructional Effectiveness,Teacher Effectiveness,Problem Solving,Praxis,Teaching Methods,Educational Practices,Teacher Characteristics,Teacher Qualifications

The teacher-scholar model was proposed in Boyer (1990) and defines four dimensions of scholarship: 1) discovery, 2) integration, 3) application, and 4) teaching. In this paper, we describe the characteristics of scholarship, the theory of the scholarship of teaching, the excellent teacher, and undergraduate research and scholarship. We then show how the teacher-scholar model is applied at one University for annual faculty evaluations.
Incivility in the Accounting Classroom
Author: Swinney, Laurie
Date: 2010-00-00
Type: Journal Articles
Subjects: Accounting,Antisocial Behavior,Cooperative Learning,College Faculty,Teacher Attitudes,Comparative Analysis,Interdisciplinary Approach,Student Behavior,Business Administration Education,Administrator Attitudes,Surveys,College Students

Classroom incivility is any action that interferes with a harmonious and cooperative learning atmosphere in the classroom (Feldman, 2001). We compared the perceptions of accounting faculty to the perceptions of cross-disciplinary faculty relating to both the definition of student actions as incivility and the occurrence of incivility. We also compared faculty and business administrator perceptions to investigate the level of administrator awareness of accounting classroom incivility. Our results indicate that accounting faculty are more likely to define potentially disruptive student behaviors as incivility and reported higher levels of classroom incivility than cross-disciplinary faculty. We find general agreement between accounting faculty and business administrators relating to both the definition and occurrence of incivility.
Web 2.0: What Is It and Is It for Me?
Author: Bohley, Katharine A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Technology Uses in Education,Definitions,Shared Resources and Services,Metadata,Social Networks,Collaborative Writing,Web Sites,Electronic Journals,Bulletin Boards,Higher Education

This article will define Web 2.0 and determine if it is &quot;right&quot; for you. The author has been teaching with technology for over ten years and has identified Web 2.0 categories that are emerging in higher educational institutions. A summary of seven categories of the &quot;Education Winners&quot; as well as a comparison of each of the winners will be provided. After reading this article, one should be able to determine if Web 2.0 tools might be of interest to them in using in order to promote learning in the classroom. Moreover, the reader will be able to determine what tools are of interested to them in order to determine where the starting point should be for them and their students.
An Exploration of the Effectiveness of an Audit Simulation Tool in a Classroom Setting
Author: Zelin, Robert C., II
Date: 2010-00-00
Type: Journal Articles
Subjects: Business Administration Education,Simulation,Audits (Verification),Accounting,Student Attitudes,College Students,Instructional Effectiveness,Student Surveys

The purpose of this study was to examine the effectiveness of using an audit simulation product in a classroom setting. Many students and professionals feel that a disconnect exists between learning auditing in the classroom and practicing auditing in the workplace. It was hoped that the introduction of an audit simulation tool would help to ameliorate the perceived disconnect. The simulation product selected was Real Audit. Over the course of eight weeks, 22 students enrolled in an Assurance Services class completed five major audit simulation modules: Planning, Accounts Receivable, Accounts Payable, Fixed Assets and Inventory. At the end of the project, students were asked to evaluate the simulation experience. Most students felt that the experience was interesting and helpful in terms of understanding the tasks that an auditor performs. While the majority of students recommended that the simulation should be used in future classes, concerns were expressed about the amount of time that the project consumed.
Does Student Quality Matter in the Teaching of Economic Principles?
Author: Andreopoulos, Giuliana Campanelli
Date: 2010-00-00
Type: Journal Articles
Subjects: Economics Education,Educational Principles,Undergraduate Students,Introductory Courses,Teaching Models,Teaching Methods,Student Characteristics,Macroeconomics,Questionnaires,Lecture Method,Technology Uses in Education,Interaction,Online Courses,Intermode Differences,Racial Differences,Gender Differences,Student Attitudes,Instructional Effectiveness

Economics is usually perceived as a difficult subject among undergraduate students and the literature suggests that the student's problems with principles of economics are mainly related to the chalk and talk type of teaching, the simplicity of economic models, limited discussions on current economic issues, and on race, gender, and other types of diversity. In previous investigations we tried to shed some light on this debate by asking directly students for their opinions on the way introductory economics is taught. In this paper we extend our previous studies, by using a larger sample and by distinguishing between the good students and the rest in order to see whether quality considerations play an important role in the results.
Ace Project as a Project Management Tool
Author: Cline, Melinda
Date: 2010-00-00
Type: Journal Articles
Subjects: Program Administration,Active Learning,Computer Software,Assignments,Usability,Participant Satisfaction,Teacher Attitudes,Student Attitudes,Instructional Materials,Teaching Methods,Educational Practices,Educational Principles,College Programs,Business Administration Education

The primary challenge of project management is to achieve the project goals and objectives while adhering to project constraints--usually scope, quality, time and budget. The secondary challenge is to optimize the allocation and integration of resources necessary to meet pre-defined objectives. Project management software provides an active learning component to the study of project management principles. Prior literature indicates that active learning contributes to student success when students are actively engaged both inside and outside the classroom.
Service Learning: Bringing the Business Classroom to Life
Author: Ayers, Lauren
Date: 2010-00-00
Type: Journal Articles
Subjects: Service Learning,Business Administration Education,Student Projects,Undergraduate Students,Accounting,Financial Services,Marketing,Business Administration,Economics,Economics Education

While service-learning may be easily incorporated into medical or legal fields, this type of active learning generally has not been historically integrated into any discipline within the business curriculum. This is unfortunate, as the utilization of business students in not-for-profit environments can provide a triple-win scenario: the students receive an enriched learning experience, as they likely will confront opportunities at the entry level that are not generally experienced until the middle-management level; the administrators at the not-for-profit have access to business students with skills that are necessary but typically expensive to acquire; and the constituents served by the organization are enriched by having improved delivery or efficiency of service. Within this paper, we will discuss the service-learning environment and will then detail a project we have worked on in a service-learning-oriented class, with the hope that others may use our experience to facilitate their own service-learning projects as students or within the context of a class.