ethanporcaro/eric-fulltext-meta huggingface dataset:
Internationalizing the Mathematical Finance Course
Author: Okonkwo, Zephyrinus C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Education,Money Management,Finance Occupations,Curriculum Development,Global Approach,Educational Change,College Mathematics,Learning Activities,Behavioral Objectives,Barriers,Teaching Methods,Curriculum Enrichment,Instructional Innovation

About the year 2000, the Department of Mathematics and Computer Science, Albany State University (ASU), Albany, Georgia, USA envisioned the need to have a comprehensive curriculum revision based on recommendations of the Conference Boards of The Mathematical Sciences, the American Mathematical Society, the Mathematical Association of American, and based on the need to create attractive career pathways for our students in emerging fields and professions. Many Mathematics graduates were progressing to graduate schools in the fields of Applied Mathematics and Statistics. In subsequent years, our graduates started seeking jobs in the financial sector to become portfolio managers, Wall Street traders, bankers, insurers, and wealth fund managers. MATH 4330 Mathematics of Compound Interest course was created to give our students the opportunity to garner strong background to become confident future wealth managers. This course is inherently an attractive course to internationalize as economic growth is in the national interest of every nation, and the deep understanding of national and international financial institutions' functions is most essential. In this paper, I present the internationalization of Math 4330 Mathematics of Compound Interest, the associated outcomes, and the broader impact on students.
LEADing the Way with ePortfolios in a First-Generation Learning Community
Author: Conefrey, Theresa
Date: 2017-00-00
Type: Journal Articles
Subjects: First Generation College Students,Program Implementation,Electronic Publishing,Portfolios (Background Materials),Freshman Composition,Qualitative Research,Case Studies,Program Effectiveness,School Holding Power,Writing Skills,Writing Assignments,Writing Strategies,Social Integration,Skill Development,Outcomes of Education

Although an increasing number of first-generation students are beginning tertiary education, many are not completing their degrees. In an attempt to improve retention and graduation rates, learning communities responsive to the unique needs of first-generation students are becoming more common. This paper explores the implementation of ePortfolios in first-year writing courses in one such learning community, the LEAD Scholars Program. The research, which employed thematic analysis of student ePortfolios in a qualitative case study, suggests that ePortfolios operate synergistically with other high-impact practices to amplify the persistence and success of first generation students and prepare them for their roles as engaged citizens and leaders in an increasingly technologically-connected society. The broader significance of this research derives from the importance of discovering how to improve the effectiveness of programs to retain and graduate first-generation students.
Unifying Experiences: Learner and Instructor Approaches and Reactions to ePortfolio Usage in Higher Education
Author: Scholz, Kyle
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Mixed Methods Research,Portfolios (Background Materials),Electronic Publishing,Undergraduate Students,Focus Groups,Interviews,Student Surveys,Grounded Theory

This paper explores the alignment of student and instructor experiences when employing ePortfolio activities in a Canadian higher education context. Successful ePortfolio activities are operationalized as exhibiting alignment of expectations between students and instructors, whereas misalignment of expectations is characteristic of a poorer experience for the learners. Our research has shown that although this is typically the case, there exist instances of misalignment where the students still have a positive learning experience, and as a result, we attempt to determine other factors that may contribute to positive or negative ePortfolio experiences. Through a mixed-methods study using focus groups, interviews, and surveys, we examine the experiences of over 800 students across 30 courses over two semesters at the University of Waterloo. Our findings suggest that although current best practices should still be adhered to when designing effective ePortfolio activities, best practices alone cannot ensure that the ePortfolio assignment will be successful.
Leadership in Academic Institutions; Preparing Students Holistically for Life: Matters of the Heart and Mind
Author: Sax, Alessandra
Date: 2017-00-00
Type: Journal Articles
Subjects: Leadership Styles,Emotional Intelligence,Educational Change,Leaders,Leadership Effectiveness,Holistic Approach,Principals,Students,Teachers,Administrators,Student Experience,Parents,Partnerships in Education

Students spend most hours of their day within Academic Institutions in their classrooms and/or after school and weekend activities. They are able to acquire knowledge and skills needed to be academically, socially, emotionally and physically well. All of these factors contribute to holistic growth and development. However, social and emotional intelligence are key ingredients to an individual's ability to adjust and interact with others in rapidly changing societies. Therefore, the experiences that students have with their administrators, teachers, peers and parents, while at school are essential to the holistic development of one's academic, social, emotional skills and interpersonal relations. The authors define &quot;holistically,&quot; as the development and growth of students: intellectually, socially, emotionally, physically and ethically. The following discussion points to the importance in fostering social-emotional intelligence in all stakeholders alike, in the school-setting and in finding an equilibrium in authentic leadership by demonstrating agility with school policies and processes when one's wisdom and genuine care can prevail; thus referring to matters of the heart and mind. Therefore, the authors are addressing the fundamental question, What type of institutional leadership does an academic institution need in order to prepare students holistically for life and to develop them to become tomorrow's leaders?
Students as Co-Designers: Peer and Instructional Resources for Novice Users of Eportfolio
Author: Gordon, Leslie
Date: 2017-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Student Role,Design,Student Projects,Feedback (Response),Barriers,Educational Technology,Technology Uses in Education,Peer Teaching,Program Effectiveness,Progress Monitoring,Spanish,Student Surveys,Student Experience,Web Sites,Diaries,Honors Curriculum,Workshops,College Students

Several decades of ePortfolio research confirm the power of the tool for helping students make meaning of varied curricular and personal experiences. For first-time users, however, the learning curve may be steep, and the gap between institutional or instructor goals and student experiences may be wide. Some studies suggest that students themselves may address this gap by taking a direct role in the implementation of ePortfolio as planners, sources of examples for others, or as peer reviewers. This study explores the use of student co-designers in a linguistics course requiring a cumulative ePortfolio project. Student co-designers held a number of roles over the course of the project and provided feedback to the instructor on the principle challenges students faced with the project. Class-wide feedback reveals that, while most were anxious about this unfamiliar tool at the beginning of the course, peer assistance and continued practice increased their belief that ePortfolio is an effective way for them to see and appreciate their learning progress over the semester.
The Value of Career ePortfolios on Job Applicant Performance: Using Data to Determine Effectiveness
Author: Ring, Gail L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Portfolios (Background Materials),Electronic Publishing,Career Development,Job Applicants,Employment Interviews,Health Sciences,Engineering Education,Internship Programs,Job Search Methods,Statistical Analysis,Skill Development,Mentors,Statistical Significance,Control Groups,Comparative Analysis

This research project investigated how the development of an ePortfolio, combined with ePortfolio pedagogies, impacted the interview performance of undergraduate students as they prepared to enter the job market. Participants were students in the Health Sciences and Biosystems Engineering programs at Clemson University, enrolled in ePortfolio-developing capstone or internship classes in the 2014-2015 or 2015-2016 academic years. Participants were randomly assigned to complete mock interviews after engaging in different interventions, such as cover letter and resume development and ePortfolio pedagogy. A one-way ANOVA revealed that students demonstrated statistically significant higher quality interview skills after engaging in ePortfolio pedagogy mentoring sessions, compared to students who received limited or no interventions. ePortfolios created in 2014, without the study's ePortfolio pedagogy training, were compared against the portfolios from this research project. T-test analysis revealed statistically significant improvements in overall ePortfolio quality in the courses utilizing the study's ePortfolio pedagogy.
Policy Debate in Ethiopian Teacher Education: Retrospection and Future Direction
Author: Shishigu, Aweke
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Teacher Education,Educational Policy,Pedagogical Content Knowledge,Models,National Standards,Educational Change

Though, Ethiopia registered an extraordinary achievement in terms of increasing student enrolment, still quality of education remains a challenge and is becoming a bottleneck. One of the problems might be the structure and nature of teacher education itself. The purpose of this study therefore was to critically examine the existing literature and policy documents and come up with effective as well as valuable modality of teacher education which will be workable in Ethiopian context. In Ethiopia, there are two extreme views that can be taken as challenges for teacher education program: pedagogical knowledge vs. subject matter knowledge. There is also contention on the modality of teacher education: concurrent vs. consecutive. The study show that the greatest ever challenge in teacher education is registered during the Post-TESO period. The program is troubled. Based on the results of this study, imperative implications for practice are forwarded.
High School Students&apos; Gender Role Perceptions Regarding Various Professions
Author: Atli, Abdullah
Date: 2017-00-00
Type: Journal Articles
Subjects: Sex Role,High School Students,Questionnaires,Student Attitudes,Occupations,Professional Personnel,Sex Stereotypes,Foreign Countries,Graphs,Scores,Statistical Analysis

This survey study aims to determine the gender role perceptions of high school students regarding several professions. 724 female (56.9%) and 548 male (43.1%) formed the sample of a total of 1272 high school students. The &quot;Gender Role Perceptions regarding Various Professions Questionnaire&quot; was used to determine the gender role perceptions of high school students based on various professions. The findings demonstrated that high school students perceived the professions of &quot;teacher,&quot; &quot;doctor,&quot; &quot;lawyer,&quot; &quot;psychologist,&quot; and &quot;dentist&quot; suitable for both male and female gender equally (neutral occupations). High school students perceived the professions of district governor (public administration), military officer, policeman, engineer, judge, prosecutor and architect as predominantly male occupations. On the other hand, students perceived the professions of nurse and dietician as mainly female occupations. The study findings demonstrated that high school students classify various professions as strictly male or female professions. These results demonstrated the significance of school psychological counselors who provide counseling services to students during the career selection process to raise awareness of the students by organizing group guidance activities on gender role perceptions and possible outcomes of various professions.
Internationalizing the Music Course: MUSC 2022 Ear Training and Sight Singing through an International Lens
Author: Noda, Mimi
Date: 2017-00-00
Type: Journal Articles
Subjects: Global Approach,Music Education,Singing,Cultural Awareness,Cross Cultural Training,Intercultural Programs,College Students,Course Content,Teaching Methods,State Universities,Black Colleges

This paper reports on the process by which the curriculum for the 16-week, one semester course, MUSC 2022, Ear Training and Sight Singing, was internationalized. Since the world is increasingly becoming a global village, I wanted students to expand their awareness of other countries, along with the music and history of those countries, through their musical skills and knowledge in this new course that I created. The purpose of internationalizing this course is that students will appreciate music from a global perspective by comparing and contrasting rhythms, scales, and melodies from other countries. I used the Nigerian, Ghanaian, and Japanese national anthems; Brazilian dance rhythms; and Japanese pentatonic scales to illustrate to students the differences in the sound of music and specific rhythms, but also to introduce each country's traditions, culture, and history. Preparation for this course involved research on the Internet to select appropriate anthems and dance rhythms, transposing anthems into a singable lower key, and avoiding duplication of the similar courses, Ethnic Music or World Music.
The Effect of Teacher and Student Characteristics on TIMSS 2011 Mathematics Achievement of Fourth- and Eighth-Grade Students in Turkey
Author: Yalcin, Seher
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Characteristics,Student Characteristics,Elementary Secondary Education,Achievement Tests,Mathematics Achievement,Mathematics Tests,Science Achievement,Science Tests,International Assessment,Grade 4,Grade 8,Questionnaires,Hierarchical Linear Modeling,Bullying,Mathematics Skills,Self Efficacy,Learner Engagement,Parent Participation,Statistical Significance,Student Attitudes,Regression (Statistics),Predictor Variables,Statistical Analysis

This study investigated effect of student- and school-level variables on mathematics achievement of fourth- and eighth-grade students using the Trends in International Mathematics and Science Study (TIMSS) 2011 data of Turkey. The common variables addressed in student and school questionnaires were compared. Due to nested structure of the TIMSS data, hierarchical linear modeling analysis was performed. According to findings of the study, for both grade levels, of all teacher-related variables, only school emphasis on academic success were discovered to have statistically significant impact on schools' mean mathematics achievements. Moreover, concerning student-level variables, being bullied at school, confidence in mathematics, being engaged in mathematics and parental involvement had statistically significant effect on students' mathematics achievement for both grade levels. It is considered that students that hold more positive perceptions of their school and have teachers that are willing to improve themselves in their career tend to have higher performance in TIMSS. [This study was presented at the 10th International Test Commission (ITC) Conference in 1-4 July 2016 in Vancouver, Canada.]
Internationalizing the Curriculum: Re-Thinking Pedagogical Approaches to World Literature and English Composition
Author: Pitts, Candice A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,World Literature,Literature Appreciation,International Education,Poetry,Ethnocentrism,English Instruction,Writing Instruction,Minority Group Students,Black Colleges,Institutional Characteristics,Essays,Cultural Differences,Course Descriptions,Cultural Awareness,English Teachers,African Culture,Multimedia Materials

This study explores the pedagogical approaches to internationalizing World Literature and English Composition courses at Albany State University, a small HBCU in Albany, Georgia. This attempt to internationalize the World Literature curriculum introduces, adds, and (re)positions strategically multimedia texts, such as &quot;My Mother the Crazy African,&quot; &quot;The Tale of Sinuhe,&quot; &quot;Egyptian Love Poems,&quot; and Black Orpheus that simultaneously highlight and counter the Eurocentrism of the original design of the syllabus that structurally represented Europe as the genesis of civilization. A Eurocentric curriculum and pedagogy are discordant to a school in which a majority of students are of color. Therefore, this internationalized World Literature curriculum attempts to help students see themselves reflected in the assigned readings as well as to examine objectively the contributions countries and cultures of the world made and continue to make to the body of literature and to its study worldwide. English Composition II internationalized curriculum also ensures that students engage prevalent and relatable trends in international and cross-cultural discourses, based on the essays they write that require engagement with peoples and cultures of different countries in the world. The methodology deployed helps situate these students relationally in globally oriented discourses, to reveal that, as human beings, our lives are interconnected, despite our geographical and geopolitical locations, to ensure the socioemotional and intellectual uplift of all students, and to develop and fortify the teacher's global awareness and competence.
Views of Classroom Teachers Concerning Students with Reading Difficulties
Author: Kayabasi, Zehra Esra Ketenoglu
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Difficulties,Teacher Attitudes,Semi Structured Interviews,Coping,Helping Relationship,Disability Identification,Experience,Student Characteristics,Family Environment,Psychological Patterns,Mental Health,Homework,Academic Support Services,Family School Relationship,Parent Role,Foreign Countries,Intervention,Environmental Influences,Elementary School Teachers,Qualitative Research

This study aimed to try to understand the views and attitudes of classroom teachers concerning students with reading difficulties. Data was collected using the semi-structured interview technique, which is among the qualitative data collection techniques. The researcher prepared a semi-structured interview with 5 questions to be addressed to classroom teachers. The findings were assessed under the headings &quot;determination of reading difficulties&quot;, &quot;reasons for reading difficulties&quot;, &quot;effect of reading difficulties&quot;, &quot;methods used by teachers to cope with reading difficulties&quot; and &quot;expectations of help&quot;. Teachers generally stated that they determined the presence of reading difficulties through knowing students' families, their own occupational experiences, students who were behind in class and the characteristics of their students. They associated the reasons for students having reading difficulties primarily with familial problems and then mental and psychological problems. They generally cope with reading difficulties by offering extra classes and giving homework. Teachers state that it is noteworthy that families often request cooperation. Considering the findings of this study, teachers think that the parents of students are central to the reasons behind and solutions to reading difficulties. Moreover, it is seen that children with reading difficulties are exposed to bullying by peers despite all efforts to create a positive classroom environment.
Positioning of Korean Immigrant Mothers of Children with Disabilities
Author: Kim, Jieun
Date: 2017-00-00
Type: Journal Articles
Subjects: Korean,Immigrants,Mothers,Children,Disabilities,Case Studies,Semi Structured Interviews,Observation,Qualitative Research,Intervention,Autism,Pervasive Developmental Disorders

This study examines the ways in which Korean immigrant mothers take up roles to position themselves while they engage in their children's education across a wide range of settings--academic, social, and linguistic. Data sources included interviews with four Korean mothers, home and community observations, and field notes. Positioning theory is a research approach that provides a useful analytic means for understanding positioning of Korean immigrant mothers as being parents of children with disabilities attending American schools. The results demonstrate that Korean immigrant mothers seek to learn how to be supportive mothers of children with disabilities by negotiating and facilitating contextual affordances and limitations between home, school, and community in order to obtain valuable potential resources for their children's linguistic repertories and social skill development and their future success.
The Examining Reading Motivation of Primary Students in the Terms of Some Variables
Author: Biyik, Merve Atas
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Motivation,Elementary School Students,Grade 2,Grade 3,Grade 4,Socioeconomic Status,Measures (Individuals),Self Concept,Mixed Methods Research,Gender Differences,Foreign Countries,Comparative Analysis

The purpose of this research, is to examine reading motivation of the primary 2, 3 and 4th grade students in the terms of gender, class and socioeconomic status. Research is structured according to model of survey in the descriptive type. In the collection, analysis and interpretation of the data &quot;mix method&quot;. The sample consists of total of 769 students studying in the same province including class 2, 3 and 4 in three different schools. Research data is collected by scale of Motivation to Read Profile. According to the survey results, however students' value of reading is affected class and gender variables, students' value of reading is not affected by socioeconomic status. The value of reading of 3rd grade students is higher than 4th grade students. The value of reading of girls is higher than male students. Self-concept as reader and reading motivation of students variate depend on class, gender and socioeconomic status. In addition, reading motivation of 2nd grade students is higher than the 4th grade students. Self-concept as reader and reading motivation of students having upper socioeconomic status are than self-concept as reader and reading motivation of students having lower and middle socioeconomic status.