ethanporcaro/eric-fulltext-meta huggingface dataset:
Building Bridges to Connect the Disconnects: An Analysis of Business Program Design Processes
Author: Fleming, Debra L.
Date: 2008-00-00
Type: Journal Articles
Subjects: Business Administration Education,Program Evaluation,Instructional Design,Outcomes of Education,Instructional Effectiveness,College Faculty,Personnel Needs,Labor Force,Comparative Analysis,Educational Assessment,College Students,Student Characteristics,Employer Attitudes,Employment Potential,Best Practices

The purpose of this study is to analyze current trends of design processes and redesign efforts for business programs. A review of the literature suggests business schools are not preparing graduates of their programs with the necessary knowledge, skills and dispositions as deemed appropriate to succeed in the world of work. Some research studies indicate that business schools have lost their relevancy and that there is a significant disconnect between higher education and the corporate world. This study suggests, through examples, that a certain segment of the higher education industry, consisting of the small private independent sector, is on target in preparing their students to succeed not only in the world of work, but also in the world of living. This analysis builds on previous research studies in this area which emphasize the importance of using gap analysis in program design initiatives and extends this work by providing an additional conceptual model for educators to use to ensure that our business programs not only meet the needs of our students, but also exceed employers' expectations. This model emphasizes that to meet the constantly changing workforce needs of employers, business professors must build programs that enable each student to achieve the unique combination of industry, disciplinary and cross-disciplinary performance standards (learning outcomes) appropriate to a given sector of the economy through the integration of best practices in life-long learning and continuous quality improvement. To build the bridges that &quot;connect the disconnects&quot;, business professors and employers must work together to create business programs that effectively prepare the workforce for the 21st Century.
Forensic Accounting and Auditing: Compared and Contrasted to Traditional Accounting and Auditing
Author: Gray, Dahli
Date: 2008-00-00
Type: Journal Articles
Subjects: Accounting,Audits (Verification),Comparative Analysis,Correlation,Crime,Deception,Investigations,Standards,Standard Setting,Data Collection,Sampling,Evidence,Criminology,Criminals,Criminal Law,Hearings,Questioning Techniques,Governance,Business Administration,Business Skills

Forensic versus traditional accounting and auditing are compared and contrasted. Evidence gathering is detailed. Forensic science and fraud symptoms are explained. Criminalists, expert testimony and corporate governance are presented.
Teaching and Leading for Human Flourishing: Creating a Liberal Arts Framework for Teacher Preparation
Author: Lederhouse, Jillian N.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Liberal Arts,Models,Role of Education,Interdisciplinary Approach,Partnerships in Education,Accreditation (Institutions),Moral Development,Spiritual Development,Ethical Instruction,Social Justice,Christianity

To satisfy the ongoing demands of external communities, education faculty at liberal arts colleges often make curricular and instructional compromises within their programs which can adversely affect the developmental goals of liberal education. This article highlights several of the complex tensions faculty members face in offering their candidates a program that equips them for professional practice yet still explores the larger scope of what it means to be fully human. It describes a framework for liberal arts teacher preparation as well as the process by which it was developed and the benefits that have resulted from this process.
Proficiency-Based Grading: Can We Practice What They Preach?
Author: Kalnin, Julie Shalhope
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Evaluation,Grading,Teacher Education Programs,Performance Based Assessment,Undergraduate Study,Elementary School Teachers,Preservice Teachers,Evaluation Methods,Summative Evaluation,Feedback (Response)

The practice of assessing and grading students on their ability to demonstrate proficiency related to a standard has grown significantly in K-12 settings over the past decade. This article invites teacher educators to consider how to respond to this trend by examining an approach for preparing teacher candidates to participate effectively in proficiency-based systems. The process of integrating a proficiency-based grading strand into one undergraduate assessment course for elementary teacher candidates is described to illustrate how an approach advocated in the K-12 environment may be adapted to a higher education setting. Reflections on both the challenges and the benefits of the adaptation suggest that approaching course design from a proficiency-based perspective, while perhaps most valuable in a course that builds candidates&apos; assessment literacy, can also enhance teacher educators&apos; efforts to design purposeful course experiences in other arenas.
Taking the Lead in Faculty Development: Teacher Educators Changing the Culture of University Faculty Development through Collaboration
Author: Adams, Susan R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Educators,College Faculty,Teacher Collaboration,Communities of Practice,Transformative Learning,Liberal Arts,Interdisciplinary Approach,Innovation,Friendship,Workshops,Creativity

As pedagogy experts, teacher educators should lead the charge for improved teaching and learning, but are under-utilized pedagogy resources in liberal arts universities. In this paper, the collaborators, one a teacher education assistant professor and the other an associate professor of art history, identify critical friendship group approaches (Allen &amp; Blythe, 2004; McDonald, Mohr, Dichter, &amp; McDonald, 2007) which have the potential to create transformative learning opportunities for liberal arts educators. Cross-disciplinary faculty partnerships hold promise for a sustainable, innovative approach to faculty development, with the potential to improve teaching and learning in liberal arts universities.
Life on the Reservation: Cross-Cultural Field Experiences and Student Learning
Author: Richardson, Belinda Conrad
Date: 2014-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Critical Thinking,Undergraduate Students,Graduate Students,Self Concept,Teacher Role,American Indians,American Indian Education,Partnerships in Education,Cross Cultural Training,Tribally Controlled Education,Experiential Learning,Theory Practice Relationship,Social Change,Teacher Education,American Indian Reservations,Cultural Awareness,Colleges

Twenty-first century classrooms are filled with increasingly diverse student populations. Effective teacher preparation programs must include explicit course work in culturally responsive pedagogies and field experiences that place educators in new sociocultural contexts. Field experiences in cross-cultural, place-based settings have the potential to help educators recognize injustice and develop empowering practices (Baldwin, Buchanan, &amp; Rudisill, 2007; Greenwood, 2008; Smith, 2007; Smith &amp; Sobel, 2010). In this article, we describe our recent collaboration with Oglala Lakota College (OLC) and the Center for American Indian Research and Native Studies (CAIRNS) to provide both undergraduate teacher candidates and graduate students with rich, field-based cross-cultural experiences. We discuss the research and theories shaping this collaboration and describe the formation of these partnerships. Student learning in both the undergraduate and graduate field experiences indicates how spending intensive time in a unique cultural setting can promote critical thinking about the self, the world, and the role of educators in creating change.
Preservice Teacher Preparation for Common Core Standards and Assessments: A Pilot Study
Author: Pae, Holly
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Knowledge Base for Teaching,State Standards,Pilot Projects,Accountability,Language Arts,Grade 5,Student Teacher Evaluation,Focus Groups,Student Surveys,Student Teacher Attitudes,Test Reliability,Test Validity,Interrater Reliability,Statistical Analysis,Qualitative Research,Outcome Measures,Grading,Teacher Competency Testing,Interviews

Teacher preparation programs face great challenges in ensuring their graduates are prepared for the demands of today's classrooms. The authors explore how teacher accountability has evolved based upon federal legislation leading to adoption of the Common Core State Standards (CCSS). Recognizing that future teachers will be held accountable for preparing students for CCSS, a test based on the standards was used to determine what this type of evaluation means to future teachers. Teacher candidates' impressions of a sample CCSS-based assessment are investigated using a test developed by the Smarter Balanced Assessment Consortium (SBAC). Twenty-nine teacher candidates completed the fifth-grade Language Arts exam. Opinions of the test were shared on a written survey followed by a focus group discussion. While many of the candidates felt the test was fair and grade appropriate, many shared that there was too much reading and writing. Other results include both strengths and weaknesses of the test.
It's a &quot;Win/Win&quot;: The Best Thing We Ever Did Was to Invite Parents to Learn with Their Children
Author: Rattigan-Rohr, Jean
Date: 2014-00-00
Type: Journal Articles
Subjects: After School Programs,Tutoring,School Community Programs,Family Programs,Family Involvement,Case Studies,Mixed Methods Research,Persistence,Parent Attitudes,Academic Achievement,Preservice Teachers,At Risk Students,Intervention,Motivation,Surveys,Attitude Measures

This paper describes a community-based after-school tutoring project, where families are participants together with their children. There are 50 family members involved in the project, several have multiple children enrolled, and four families were selected for an in-depth case study. The goals of this mixed method study were to determine why parents persist at endeavors such as these with their children who struggle in school, and how schools of education can effectively incorporate families as an essential constituent in teacher education. Findings indicated that all families engaged in the project reported the positive impact of the project on their children's academic learning and growth in confidence. In addition, families reported ways they learned to engage in their children's learning processes. This meaningful engagement was reported as one of the key reasons that motivated families to stay involved.
Are We There Yet? Using Rubrics to Support Progress toward Proficiency and Model Formative Assessment
Author: Kinne, Lenore J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Formative Evaluation,Learning Processes,Teacher Education,Peer Evaluation,Self Evaluation (Individuals),Holistic Approach,Student Motivation,Student Evaluation,Evaluation Methods

Classroom assessment, especially formative assessment, is one of the most challenging areas for new teachers, so it is imperative that teacher educators model effective classroom assessment practices. This article describes the use of rubrics in formative assessment, to support candidates in their progress toward mastery of course outcomes and to model effective formative assessment. A rationale for the use of rubrics in formative assessment, embedded in the literature, is followed by an example of how each author has used rubrics during the learning process to enhance learning and contribute to a supportive learning environment in their teacher education courses. Recommendations are made for requiring candidates to engage in rubric-based self- and peer evaluation and involving them in co-construction of rubrics.
Coming to Know and Do Mathematics with Disengaged Students
Author: Marshman, Margaret
Date: 2014-00-00
Type: Journal Articles
Subjects: Learner Engagement,Mathematics Instruction,Teaching Methods,Middle School Students,Secondary School Mathematics,Discussion (Teaching Technique),Scaffolding (Teaching Technique),Student Participation,Mathematics Skills,Problem Solving,Action Research,Grade 9,Foreign Countries,Persuasive Discourse,Journal Writing

This case study explored how students disaffected with their school experience were scaffolded during their participation in a middle-school mathematics classroom. Of particular interest were the level of student engagement in discussion about the mathematics being presented by the teacher and the approach to doing mathematics being displayed by the students. It was found that scaffolding students' participation in middle-school mathematics promoted student engagement in discussion about mathematics and in the doing of mathematics. This was evidenced through increased participation by students in classroom discussions about mathematics, in the making and testing of conjectures related to mathematics tasks, and in the quantifying and modelling of mathematical tasks.
Beyond the Binary: Dexterous Teaching and Knowing in Mathematics Education
Author: Adam, Raoul
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics Education,Epistemology,Mathematics Instruction,Teaching Methods,Foreign Countries,Mathematics Curriculum,Mathematical Concepts,Concept Formation,Measurement,Grade 5,Elementary School Mathematics

This paper identifies binary oppositions in the discourse of mathematics education and introduces a binary-epistemic model for (re)conceptualising these oppositions and the epistemic-pedagogic problems they represent. The model is attentive to the contextual relationships between pedagogically relevant binaries (e.g., traditional/progressive, student-centred/teacher-centred, discovery/transmission, constructivist/behaviourist) and epistemically relevant binaries (e.g., concrete/abstract, pure/applied, interpretivist/positivist, subjective/objective) that operate in mathematics classrooms. The premise of this paper is that ways of knowing mathematics (i.e., epistemologies) are actualised in ways of teaching mathematics (i.e., pedagogies), and vice-versa. The binary-epistemic model describes oppositional, equipositional and parapositional ways of knowing and teaching in relation to these binaries. We argue for a more a relational-contextual or &quot;parapositional&quot; approach to binary polarities that have otherwise proven divisive in mathematical discourse. In the context of the new Australian Curriculum, we illustrate epistemically differentiated ways of teaching measurement in a Year 5 mathematics classroom.
Changing Pre-Service Elementary Teachers' Beliefs about Mathematical Knowledge
Author: Stohlmann, Micah
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Knowledge Level,Mathematics Instruction,Program Effectiveness,Concept Formation,Mathematical Concepts,Attitude Change,Video Technology,Learning Activities,Elementary School Teachers,Elementary School Mathematics,Teaching Methods,Observation,Online Surveys,Reflection,Grade 5,Grade 6

Studies have reported that pre-service teachers often enter teacher preparation programs with beliefs and attitudes not conducive to teaching the subject conceptually. In the USA, the Common Core State Standards for Mathematics have brought a renewed focus on procedural and conceptual understanding. However, many U.S. pre-service teachers have developed a procedural focus from their own schooling experience. This study investigated the effect of a mathematics and pedagogy course focused on conceptual understanding on one class of U.S. preservice elementary teachers' beliefs about mathematical knowledge. The course used the Lesh Translation Model (Lesh, 1979) to build conceptual understanding through multiple representations. While the change in beliefs from the beginning to the end of the course was investigated, this study also specifically investigated the change in beliefs arising from session activities concerning division by fractions. The course combined difficulties that students can have when taught procedurally, shown with example video, and conceptual understanding that students can display when taught with well-structured activities. This proved to be a useful combination for changing pre-service teachers' beliefs by showing the need to learn fraction division differently and then providing conceptual ways to think about this concept.
Secondary Mathematics Preservice Teachers' Assessment Perspectives and Practices: An Evolutionary Portrait
Author: Wallace, Matt
Date: 2015-00-00
Type: Journal Articles
Subjects: Secondary School Mathematics,Secondary School Teachers,Preservice Teachers,Educational Assessment,Educational Change,Teacher Education Programs,Evaluation Methods,Case Studies,Mathematics Tests,Formative Evaluation,Learning Processes,Semi Structured Interviews,Observation

Over the past two decades, mathematics education reformers have increasingly called for new approaches to assessment. This call urges mathematics teachers to merge their assessment with pedagogy, to employ assessments that engage students in the process of &quot;doing mathematics,&quot; and to exploit assessment to support learning. This paper presents a research study of how six secondary mathematics preservice teachers learned to use such reform-based assessment practices while enrolled in one of three reform-minded teacher education programs. Data includes three interviews that concentrate on each preservice teacher's views on assessment. In addition, a series of classroom observations focus on the ways each preservice teacher assessed student learning. Analysis of the data revealed three distinct stages in the evolution of preservice teachers' assessment perspectives and practices--from traditional to more reform-based. Findings indicate that preservice teachers first focus on how to assess before considering other assessment functions such as what to assess and how to use assessment.
Teaching Strategies for Building Student Persistence on Challenging Tasks: Insights Emerging from Two Approaches to Teacher Professional Learning
Author: Clarke, Doug
Date: 2014-00-00
Type: Journal Articles
Subjects: Professional Education,Faculty Development,Teaching Methods,Educational Strategies,Academic Persistence,Task Analysis,Difficulty Level,Questionnaires,Pretests Posttests,Classroom Observation Techniques,Focus Groups,Learning Experience,Capacity Building,Problem Solving,Learning Strategies,Elementary School Teachers,Lesson Plans,Teacher Attitudes,Training Methods,Instructional Effectiveness,Intermode Differences,Foreign Countries,Instructional Innovation,Intervention

In recent years, the mathematics education research community has given increased focus to the use of cognitively demanding, challenging tasks and the demands placed on students and teachers by their use. In particular, there is evidence that a major issue is students' lack of persistence when working on such tasks. In this article, we report on two approaches to teacher professional learning in which the use of challenging tasks was the focus. In the first case, two full days of professional learning were followed by the opportunity to teach up to ten challenging tasks. In the second case, teachers observed three lessons built around challenging tasks taught by members of the project team. In both cases, teachers completed questionnaires about their perceptions of promising strategies for encouraging persistence on challenging tasks, prior to any professional learning input and following the teaching of the tasks and the observation of the lessons, respectively. Both groups also participated in focus group discussions about their experiences and insights that had emerged. Data from written responses and focus group discussions were analysed for themes. There was considerable similarity in teachers' suggestions prior to the two professional learning experiences, but also interesting differences afterwards. In this paper, we describe the professional learning approaches, illustrate the kinds of tasks involved, and discuss similarities and differences in the data within and between the two groups of teachers. We also discuss affordances and limitations of the two professional learning approaches.
Prospective Primary Teachers' Beliefs about Mathematics
Author: Maasepp, Brooke
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Mathematics Instruction,Intervention,Concept Mapping,Workshops,Observation,Documentation,Content Analysis,Attitude Change,Positive Attitudes,Mathematics Teachers,Foreign Countries,Qualitative Research,Semi Structured Interviews

Concerns about the negative mathematical beliefs of prospective primary teachers have arisen from evidence that such beliefs detrimentally impact future teaching practices. The aim of this study was to explore factors contributing to the effectiveness of a mathematics content-focused intervention designed to nurture positive mathematical beliefs. Utilising interviews, concept mapping, workshop observations and document analysis, shifts in the mathematical beliefs of prospective primary teachers were revealed. The role of the mathematics education tutors was critical in contributing to the development of positive beliefs. In particular, their abilities to develop a positive rapport with prospective teachers and to create learning environments conducive to increased understanding of mathematics concepts were most influential. Implications for primary mathematics teacher education courses are addressed.
Internationalizing the Business Curriculum: A South Korean Case Study
Author: Self, Robin
Date: 2009-00-00
Type: Journal Articles
Subjects: Case Studies,International Education,Business Administration Education,Foreign Countries,Study Abroad,Models,Active Learning,Curriculum Development,Standards,Accreditation (Institutions),Experiential Learning,Educational Strategies,College Students

Accrediting agencies for Colleges and Schools of Business such as the Association to Advance Collegiate Schools of Business International (AACSB) and the Association of Collegiate Business Schools and Programs (ACBSP) require that business programs incorporate both an international dimension and an active learning component in developing their business curriculum. One avenue business schools can use to accomplish both of these goals is to provide abbreviated study abroad programs for students and faculty. Rather than spending an entire semester abroad (which many smaller schools cannot afford to do financially), one approach is to take 10-15 students and spend 7-10 days in a country. This paper presents one case study using this approach--An 8 day Study Abroad Trip to South Korea--and discusses the following areas: logistics, pre-trip preparation, trip activities, and post-trip activities. While this case study focuses on South Korea, it provides a model for international study abroad that helps business schools meet accreditation standards and internationalize their curriculum.