ethanporcaro/eric-fulltext-meta huggingface dataset:
Software Applications Course as an Early Indicator of Academic Performance
Author: Benham, Harry C.
Date: 2013-04-00
Type: Journal Articles
Subjects: Academic Achievement,Computer Software,Business Administration Education,Predictive Validity,Predictor Variables,Prediction,Performance Factors,Achievement Need,Grade Point Average,Student Characteristics,Standardized Tests,Learning Processes,Performance Based Assessment,Scores,Success,Academic Ability,Undergraduate Students

This study's objective is to determine if students who were unable to successfully complete a required sophomore level business software applications course encountered unique academic difficulties in that course, or if their difficulty signaled more general academic achievement problems in business. The study points to the importance of including a software applications course early in business schools' curriculum and examines factors associated with a success in the course, as well as in students' early college GPA. An examination of the characteristics of the students who do not successfully complete the business software applications course, and a comparison to the local predictive Major Field Test in Business (MFT-B) scoring model, suggests that over 84% of the unsuccessful students would be likely to receive an MFT-B score below the 50th percentile of an institutional normative distribution and 45% would be expected to score in the bottom 20% of that same distribution. Students who failed the course were predicted to score 23% lower on the MFT than comparable students.
Modeling Preferential Admissions at Elite Liberal Arts Colleges
Author: Cockburn, Sally
Date: 2013-04-00
Type: Journal Articles
Subjects: Selective Admission,College Admission,Small Colleges,Liberal Arts,Profiles,Scores,College Entrance Examinations,Class Size,Models,Admission Criteria,Educational Policy,Reputation,Institutional Characteristics

This paper presents the results of a model that simulates the effects of varying preferential admissions policies on the academic profile of a set of 35 small liberal arts colleges. An underlying assumption is that all schools in the set use the same ratio of preferential to non-preferential admissions. The model predicts that even drastic changes in this ratio have little effect on these institutions' comparative academic profile, as measured by the mean SAT score of the incoming class. When preferential admissions rates are altered, admissions numbers must be altered as well to achieve a desired class size; the model predicts that these changes effectively cancel each other out.
Evaluation of Outcome-Based Learning in an Undergraduate English Language Program
Author: Lixun, Wang
Date: 2013-06-00
Type: Journal Articles
Subjects: Outcomes of Education,English (Second Language),Second Language Learning,Foreign Countries,Educational Quality,Teaching Methods,Second Language Instruction,Course Evaluation,Higher Education,Teacher Education Programs,Interviews,Surveys,Questionnaires,Teacher Attitudes,Positive Attitudes,Student Attitudes,Learning Processes,Student Centered Curriculum,Educational Change,Undergraduate Students,Language Teachers,Pilot Projects,Likert Scales

Since 2008, Outcome-Based Learning (OBL), a student-centred strategy aiming to enhance the quality of teaching and learning, has been launched as a major initiative among higher education institutions in Hong Kong. When adopting OBL at course level, other than designing the OBL framework, it is also very important to evaluate the effectiveness of the OBL implementation. However, studies focusing on the evaluation of OBL have been rare. In this paper, we will report on the evaluation of the implementation of OBL in 17 pilot courses in the English Department in the Hong Kong Institute of Education. Five evaluation instruments were developed, and questionnaire surveys and interviews based on these instruments were carried out to find out both students' and teachers' perceptions of OBL adopted in the pilot courses. The findings suggest that both the students and the teachers hold a generally positive attitude towards OBL, but a number of issues have been raised concerning the successful implementation of OBL at course level. It is hoped that this study will shed light on how OBL can be evaluated effectively, and how it can be implemented successfully at course level.
Exploring Links between Pedagogical Knowledge Practices and Student Outcomes in STEM Education for Primary Schools
Author: Hudson, Peter
Date: 2015-06-00
Type: Journal Articles
Subjects: Foreign Countries,STEM Education,Elementary School Students,Grade 4,Scientific Concepts,Mathematical Concepts,Design,Qualitative Research,Documentation,Correlation,Interviews,Elementary School Teachers,Planning,Teaching Methods,Knowledge Level,Questionnaires,Problem Solving,Classroom Techniques,Questioning Techniques,Evaluation Methods,Pedagogical Content Knowledge

Science, technology, engineering, and mathematics (STEM) education is an emerging initiative in Australia, particularly in primary schools. This qualitative research aimed to understand Year 4 students' involvement in an integrated STEM education unit that focused on science concepts (e.g., states of matter, testing properties of materials) and mathematics concepts (e.g., 3D shapes and metric measurements) for designing, making and testing a strong and safe medical kit to insulate medicines (ice cubes) at desirable temperatures. Data collection tools included student work samples, photographs, written responses from students and the teacher, and researcher notes. In a post-hoc analysis, a pedagogical knowledge practice framework (i.e., planning, timetabling, preparation, teaching strategies, content knowledge, problem solving, classroom management, questioning, implementation, assessment, and viewpoints) was used to explain links to student outcomes in STEM education. The study showed how pedagogical knowledge practices may be linked to student outcomes (knowledge, understanding, skill development, and values and attitudes) for a STEM education activity.
Can the Pro-Drop Parameter Account for All the Errors in the Acquisition of Non-Referential &quot;It&quot; in L2 English?
Author: Antonova-Ünlü, Elena
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Native Language,Russian,Error Analysis (Language),Error Patterns,Second Language Instruction,Form Classes (Languages),Language Tests,Language Processing,Statistical Analysis,Qualitative Research,Language Research,Translation,Questionnaires,Student Attitudes,Foreign Countries,Classification

Numerous studies, examining the acquisition of non-referential it in [-pro-drop] English by learners of [+pro-drop] languages, have revealed that their participants omit non-referential subjects in English if their L1 allows null-subject position. However, due to the specificity of their focus, these studies have not considered other difficulties native speakers of [+pro-drop] languages might encounter when learning non-referential subjects in English settings and have given an impression that omission is the only error L2 learners make while acquiring non-referential subjects. The present study offers a detailed account of the acquisition of non-referential &quot;it&quot; by native speakers of [+pro-drop] Russian in a classroom setting, investigates which domains of use of non-referential &quot;it&quot; may cause difficulties for L1 speakers of [+pro-drop] Russian, and examines how error patterns related to the use of non-referential &quot;it&quot; change with further exposure to the English language. To this end, the data are collected from two groups of Russian students, fourth- and seventh-year learners of English, who are at the pre-intermediate and upper-intermediate levels of English. The participants were asked to undertake comprehension and production tests. Quantitative and qualitative analyses are used in the study. The findings show that all the participants have difficulties related to the use of non-referential &quot;it,&quot; and error patterns made by the speakers of [+pro-drop] Russian are not limited to omissions of non-referential &quot;it.&quot; Moreover, error patterns observed in the students' data differ significantly among the groups. While the pre-intermediate fourth-year English learners mostly rely on their L1 and make literal translations from Russian, the upper-intermediate seventh-year learners, by and large, have problems in distinguishing between non-referential &quot;it&quot; and &quot;there&quot; and, due to this, make numerous errors in some domains.
The Lexical Breadth of Undergraduate Novice Level Writing Competency
Author: Douglas, Scott Roy
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Novices,English for Academic Purposes,Curriculum Development,Second Language Learning,Second Language Instruction,Vocabulary Development,Writing Tests,Writing (Composition),Word Lists,Word Frequency,Instructional Design,Profiles,Writing Skills,Language Proficiency,Computational Linguistics,Foreign Countries

This study builds on previous work exploring reading and listening lexical thresholds (Nation, 2006; Laufer &amp; Ravenhorst-Kalovski, 2010; Schmitt, Jiang, &amp; Grabe, 2011) in order to investigate productive vocabulary targets that mark successful entry-level undergraduate writing. Papers that passed the Effective Writing Test (EWT) were chosen to create a corpus of novice university level writing (N = 120). Vocabulary profiles were generated, with results indicating the General Service List (GSL) and the Academic Word List (AWL) cover an average of 94% of a typical paper. Further analysis pointed to 3,000 word families and 5,000 word families covering 95% and 98% respectively of each paper. Low frequency lexical choices from beyond the 8,000 word family boundary accounted for only 0.6% coverage. These results support the frequency principle of vocabulary learning (Coxhead, 2006), and provide lexical targets for English for Academic Purposes (EAP) curriculum development and materials design.
An Evaluation of &quot;Forests of the World,&quot; a Project Learning Tree Secondary Module
Author: Ghent, Cynthia
Date: 2013-04-00
Type: Journal Articles
Subjects: Learning Modules,Environmental Education,Environmental Research,Forestry,Scientific Methodology,Thinking Skills,Service Learning,Student Projects,Student Attitudes,Program Evaluation,Program Effectiveness,Course Descriptions,Quasiexperimental Design,Knowledge Level,Familiarity,Secondary School Curriculum,Questionnaires,Student Surveys,Pretests Posttests,Self Evaluation (Individuals),Likert Scales,Statistical Analysis

This study sought to determine whether a secondary level curricular model based on enhancing knowledge and awareness of global forest issues would have an effect on students' self-perceived knowledge of forest issues, actual content knowledge of these issues, and pro-environmental attitudes. The study instrument is the secondary module &quot;Global Connections: Forests of the World&quot;, a publication of the American Forest Foundation and part of its Project Learning Tree series of curricula. The module activities provide students with opportunities to apply scientific processes and higher order thinking skills while investigating world forestry issues and conducting service-learning action projects. Overall, the use of Forests of the World as a curriculum to teach about forest issues seems to be effective in increasing student attitudes and self-assessed knowledge about forests. There is some indication that the curriculum increases content knowledge as well.
Preparing Elementary English Teachers: Innovations at Pre-Service Level
Author: Zein, Mochamad Subhan
Date: 2015-06-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Preservice Teachers,Preservice Teacher Education,Elementary Education,English Teachers,English (Second Language),Second Language Instruction,Teacher Attitudes,Curriculum Development,Teacher Education Curriculum,Semi Structured Interviews,Teacher Educators,Demography,Teacher Certification

The teaching of English for Young Learners has become a global phenomenon, but many countries are facing dilemma in terms of teacher preparation (Nunan, 2003; Kaplan, Baldauf, &amp; Kamwangamalu, 2011). Indonesia is of no exception. Its pre-service system has not been adequate to sufficiently prepare elementary English teachers with knowledge and skills pertaining to their occupational needs. Moreover, systematic ways to overhaul the pre-service system remain yet to be seen. This study investigated the perceptions of English teachers and language teacher educators on educational policy measures for the improvement of pre-service education to better prepare elementary English teachers. The findings of the study validate the need for redesigning pre-service education curricula as well as specific preparation for the elementary English teachers. The study also highlights the importance of a training scheme for teacher educators in teaching EYL. Although the implications of the study are derivational from Indonesian present context, they may also shed some light to the quandary currently faced by other countries facing a similar dilemma.
Entrepreneurial Creativity as a Convergent Basis for Teaching Business Communication
Author: Grenci, Richard T.
Date: 2012-12-00
Type: Journal Articles
Subjects: Entrepreneurship,Business Communication,Cooperation,Critical Thinking,Teaching Methods,Creativity,Skill Development,Profiles,Business Administration Education,Innovation

Of the &quot;21st Century&quot; business skills of communication, collaboration, creativity, and critical thinking, creativity arguably receives among the least explicit attention in traditional business core curricula. With that in mind, the context of entrepreneurial creativity is put forth as a basis for teaching business communication. By using creativity as a convergent link between business communication and entrepreneurial studies, coursework can be defined to achieve the conceptual coverage and skill-building objectives of both topics without sacrificing the identity of either. This coursework--grounded in the pedagogical literature and taken as a whole--can provide a cohesive basis for a creativity-framed business communication course.
Factors in Instructional Decision-Making, Ratings of Evidence and Intended Instructional Practices of Australian Final Year Teacher Education Students
Author: Carter, Mark
Date: 2015-06-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Design,Decision Making,Evidence,Educational Practices,Teacher Education Programs,Preservice Teachers,College Seniors,Student Surveys,Educational Strategies,Best Practices,Performance Factors,Knowledge Base for Teaching,Online Surveys,Rating Scales,Knowledge Level,Familiarity,Teaching Skills,Teaching Methods

There has been increasing interest in an evidence-based approach to education in Australia, but relatively little research has provided relevant data on knowledge of the evidence base for instructional practices among teachers preparing to enter the profession. Final year teacher education students (N = 290) in 15 Australian tertiary institutions were surveyed on their understanding of the strength of evidence for 14 instructional strategies and their intended frequency of use of the strategies following graduation. They were also asked to rate the importance of factors they considered in instructional decision-making. Empirical evidence was important in selection of instructional practices but personal preference and, in particular, practicum experiences were considered more important. Students were very confident in their ability to make judgements regarding the evidence base for a range of instructional strategies and tended to rate all strategies as relatively effective. Their judgements, however, did not correlate strongly with available evidence. Intended use of strategies correlated highly with strength of evidence ratings. Implications of these findings for teacher preparation and future research are considered.
Mentoring for New-Hire Success in Any Profession
Author: Runyan, Charles K.
Date: 2013-04-00
Type: Journal Articles
Subjects: Mentors,Professional Development,Beginning Teachers,Beginning Teacher Induction,Instructional Materials,Training,Teacher Student Relationship,Program Evaluation,Training Objectives,Recognition (Achievement)

The paper focuses on the need for trained mentors in developing new hires in any profession and outlines a developmental theoretical framework as a basis for mentor training. To illustrate the success of trained developmental mentoring, a unique mentoring program called the Kansas Early Career/Mentor Teacher Academy is reviewed. The paper shares the theoretical framework, goals, structure, components, and materials used in the program and illustrates how it can be modified in other professions.
A Framework for the Development of Strategies Administrative of Higher Education Institutions for the Three Southern Border Provinces in Thailand: An Emphasis for Sustainable Development and the Asian Community
Author: Suwanvong, Danuvat
Date: 2012-12-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Institutional Characteristics,Literature Reviews,College Administration,Sustainable Development,Strategic Planning,College Planning,College Environment,Educational Resources,Comparative Analysis,Educational Policy,Educational Practices

The purposes of this paper were to review and to synthesize related literature under the concepts of new paradigms for administration of higher education institutions. The results of the study revealed that a framework for the development of appropriate strategies and administrative model of higher education institutions for the three southern border provinces in Thailand with emphasis on sustainable development and the ASEAN community consisted of: analysis of the overall environment of the locations of the institutions; evaluation of resources of each institution; and comparative analysis of the current condition of the institutions and the condition in which they should be in the future. This framework was to determine new strategies and an administrative model taking into account the concepts of strategic marketing, public participation, and responding to the needs of the people under the new paradigm consisting of nine dimensions, namely integrated operation by the institutions themselves and between institutions; cooperation among institutions in terms of personnel and process; networks and partnership among institutions; congruence and suitability for society and local community where the institutions are located; linkage to empower the local public; changes in administration and operation as preparation for the future and new globalization; creation and application of innovation and technology in the institutional operation; understanding and outreach to people in all levels of organizations; and sharing of resources.
The Challenges of Online Courses for the Instructor
Author: Jacobs, Pearl
Date: 2013-08-00
Type: Journal Articles
Subjects: Online Courses,College Faculty,Interaction,Reflection,Transformative Learning,Cooperation,Technology Uses in Education,Lifelong Learning,Planning,Student Characteristics,College Students,Teacher Student Relationship,Teaching Methods,Computer Literacy,Telecommunications,Handheld Devices,Social Networks,Computer Mediated Communication,Communities of Practice,Adult Learning,Learning Theories

Universities across the country are steadily increasing their use of online courses. Society's demand for lifelong learning will encourage the advancement of distance learning. Research tells us that today the average person changes careers every ten years. In addition, the U.S. Department of Labor estimates that about 10% of workers change jobs every year. These trends suggest a constant need for continuing education and re-education. The online delivery of education is well suited for this. To be effective, however, there are several required components. This paper will review some of these essential components.
Exploring Turkish Social Studies Student Teachers' Development of Identity
Author: Özbas, Banu Çulha
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Identity,Student Teachers,Student Attitudes,Social Studies,Content Analysis,Career Choice,Teacher Education Programs,Protocol Analysis,Interviews,Figurative Language,Teacher Role,Mixed Methods Research

The aim of this study was to explore professional identity development among social studies student teachers in a four-year teacher education program in Turkey. Fifty-five student teachers participated in the study. Data were collected about their metaphorical images about teachers and social studies teachers and a series of in-depth interviews was conducted with five of them. All data were analysed across different study years in the teacher education program using inductive content analysis. In the light of this analysis, the experiences of the five student teachers' were examined in detail to gain a deeper understanding of how they had become social studies teacher from student teachers. Practice periods appeared to be highly influential for identity development but not for all the students.
Student Engagement and Course Registration Methods as Possible Predictors of Freshman Retention
Author: Bass, Laura H.
Date: 2012-12-00
Type: Journal Articles
Subjects: Predictor Variables,Educational Environment,Nontraditional Students,Student Attrition,Cohort Analysis,Academic Achievement,Progress Monitoring,Student Participation,School Registration,Prediction,Predictive Validity,Academic Persistence,School Orientation,College Freshmen,Student Records,Grade Point Average

A study by Kenney, Kenney, and Dumont (2005) identified a supportive learning environment as one of the five indicators for collegiate student engagement, a concept that extends beyond the classroom to permeate the entire educational environment. A student's level of engagement can be impacted as early as orientation and registration, when he is experiencing college for the first time and forming initial impressions of and relationships with university faculty and staff. Persistence of a student at a particular institution is measurable, and this persistence to the completion of an educational goal is a &quot;key indicator of student satisfaction and success&quot; (Levitz et al., 1999, p. 31). By proxy, then, student retention is a primary gauge for assessing an institution. In particular, it is important to identify that while retention's primary elements are academic, tactical, and operational, areas like course registration should be evaluated alongside the academic aspects (Dolence, 1991). Howard and Rogers (1991) strongly recommend the use of a longitudinal tracking system that has the ability to identify cohorts of students and succinctly track and analyze their academic progress. This pilot study utilized a conceptual framework based on Bean and Metzner's (1985) model of nontraditional-student attrition to determine if changes in academic success could be identified between two fall first-time freshman cohorts. The findings of this pilot study recognized a marked increase in academic success of those students in the test cohort, thereby confirming the importance of student engagement in the course registration process as a predictor of retention. A bibliography is included.