ethanporcaro/eric-fulltext-meta huggingface dataset:
Narcissism and Accounting Majors
Author: Brown, Jill
Date: 2013-00-00
Type: Journal Articles
Subjects: Personality Problems,Accounting,Majors (Students),Student Organizations,Student Leadership,Gender Differences,Leadership Styles,Personality Measures,Business Administration Education,Graduate Students,Undergraduate Students

Narcissism is a personality trait that varies in individuals much like other characteristics. Accordingly, narcissism can positively or negatively impact the leadership style and career of business leaders. While personality research has examined the level of narcissism in college-aged students over the past 30 years, only recently has limited research examined narcissism in business students. Prior research has not examined accounting students. Using the Narcissistic Personality Inventory (NPI), we assess the level of narcissism in accounting students at a public and private institution in the Midwest. Our findings show accounting students have a lower level of narcissism than other business students, both undergraduate and graduate, and the general population of college-age students. We find differences in the level of narcissism by gender and whether the student is a leader, or not, in student organizations. We also discuss implications for accounting education.
Why Downside Beta Is Better: An Educational Example
Author: Chong, James T.
Date: 2013-00-00
Type: Journal Articles
Subjects: Investment,Business Administration Education,Business Skills,Demonstrations (Educational),Money Management,Financial Policy,Simulation,Teaching Methods,Intermode Differences,Instructional Effectiveness

An educational example is presented that is an effective teaching illustration to help students understand the difference between traditional CAPM beta and downside (or down-market) beta and why downside beta is a superior measure for use in personal financial planning investment policy statements.
Union-Active School Librarians and School Library Advocacy: A Modified Case Study of the British Columbia Teacher-Librarians' Association and the British Columbia Teachers' Federation
Author: Ewbank, Ann Dutton
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Libraries,Librarians,Advocacy,Certification,Collective Bargaining,Teacher Associations,Library Associations,Cooperation,Library Role,Unions,Placement,Educational History,Case Studies,Cooperative Planning

This modified case study examines how the members of the British Columbia Teacher-Librarians' Association (BCTLA), a Provincial Specialist Association (PSA) of the British Columbia Teachers' Federation (BCTF), work together to advocate for strong school library programs headed by a credentialed school librarian. Since 2002, despite nullification of a collective bargaining agreement that mandated a ratio of school librarians to students, the province has maintained 70 percent of its school librarian positions. The researcher found that the BCTF provides the structure and megaphone for advocacy, while the members of BCTLA are responsible for the &quot;boots on the ground&quot; advocacy. Members of BCTLA are passionate about the role of school librarians despite significant challenges. Two-way communication between BCTF and BCTLA is vital. Additionally, a strong personal connection exists among BCTLA members. However, despite consistent advocacy efforts made by BCTLA and BCTF, the organizations face an uphill battle in terms of having their efforts impact policy. Librarian interest groups can use the structure of the union to promote school library issues. If a union is not available, school librarians can use influence-building techniques and professional associations to effectively advocate for strong school libraries. Union activity in support of school libraries offers a promising opportunity for library advocates.
The Information-Seeking Behavior of Intrinsically Motivated Elementary School Children of a Collectivist Culture
Author: Crow, Sherry R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Information Seeking,Collectivism,Learning Motivation,Individualism,Elementary School Students,African Culture,Foreign Countries,Student Motivation,Self Concept,Psychological Patterns,Comparative Analysis,Cultural Differences,Cross Cultural Studies,Questionnaires,Semi Structured Interviews,Family Environment,Classification,Observation,Student Interests,Student Attitudes

This study, conducted in June 2014 in Kampala, Uganda, is a follow-up to a similar study conducted in Colorado Springs, Colorado, in 2008. The basic research question addressed is: &quot;What are the experiences in the lives of upper elementary-aged Ugandan children that foster an intrinsic motivation to seek information?&quot; A secondary question is also addressed: &quot;How do the experiences of students from a collectivist culture (Kampala, Uganda) who are intrinsically motivated to seek information compare and contrast with the experiences of similarly aged students from an individualistic culture (Colorado Springs, Colorado, U.S.)?&quot; The findings indicate that the dominant motivation pattern of the Ugandan students was the same as that of the students in the Colorado Springs study (high to low: Identified [caused when one attaches personal importance to the behavior], Intrinsic [stems from the self and is stimulated by interest, enjoyment, curiosity, or pleasure], Introjected [action to avoid guilt or anxiety, or to enhance ego, pride, or self-worth], and Extrinsic [behaviors caused by an external demand or reward]). Ugandan students were more apt to ask other people in their information-seeking quests, but showed the same preference as Colorado Springs informants for non-assigned information-seeking experiences.
Preparing Pre-Service School Librarians for Science-Focused Collaboration with Pre-Service Elementary Teachers: The Design and Impact of a Cross-Class Assignment
Author: Rawson, Casey H.
Date: 2015-00-00
Type: Journal Articles
Subjects: School Libraries,Preservice Teachers,Elementary School Teachers,Assignments,Interdisciplinary Approach,Information Science Education,Preservice Teacher Education,Librarian Teacher Cooperation,Science Education,Intervention,Lesson Plans,Semi Structured Interviews,Questionnaires,Pretests Posttests,Student Attitudes,Participant Satisfaction,Barriers,Change Strategies,Content Analysis,Teaching Methods,Educational Practices,Educational Strategies,Group Dynamics,Team Training,Observation,Mixed Methods Research

Numerous authors in the library and information science (LIS) field have called for more authentic collaborative experiences for students in school librarian education programs, particularly experiences that partner school library students with pre-service teachers to collaboratively design instruction. The first-iteration, design-based study described below examines the impact of such a project, a collaborative science-focused lesson plan assignment given to pre-service elementary school teachers (PSTs) and pre-service school librarians (PSLs) at a public university in the southeastern United States. Specifically, this paper explores the impact of the project on school library students' understanding of collaboration between teachers and school librarians, particularly science-focused collaboration, and examines the features of the assignment that either facilitated or hindered their progress toward improved understanding. Based on the results of this project, we provide recommendations for school librarian educators interested in designing and implementing similar projects.
Law School Intentions of Undergraduate Business Students
Author: Edmonds, Thomas
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Business,Business Administration Education,Intention,Student Educational Objectives,Law Schools,Academic Aspiration,Enrollment Influences,Student Attitudes,Beliefs,Student Behavior,College Students,Student Surveys,Attribution Theory,Hypothesis Testing

The purpose of this paper is to examine factors that influence business students' intentions to enroll in law school. Scant research has focused on factors that influence business students' decisions to enroll in law school. This paper attempts to fill that gap. Hypotheses about student intentions are based on Ajzen &amp; Fishbein's (1977) Theory of Planned Behavior. A sample of students enrolled in a business law class at a large Midwestern university is used to examine the hypotheses. Results indicate that law school intentions are driven by whether students feel they would enjoy the work of a lawyer, whether they feel having a law degree would provide them with job opportunities, and whether they feel they have the skills and abilities to get a law degree. Surprisingly, perceptions about future wealth are not associated with law school intentions. The sample may generalize to business student populations at other large state universities; however, it is important for future researchers to similarly investigate student law school intentions at other types of universities and colleges. The paper encourages undergraduate teachers of business law, as well as administrators of law schools, to consider the determinants of student intentions to study law. We particularly encourage law schools to work with undergraduate law faculty and periodically survey their target undergraduate populations to better understand student perceptions about attending law school.
Elijah Watt Sells Award: A Study of Previous Winners
Author: Husted, Susan
Date: 2013-00-00
Type: Journal Articles
Subjects: Awards,Profiles,Business Administration Education,Motivation,Participant Characteristics,Success,Interviews,Recognition (Achievement),Licensing Examinations (Professions),Educational Attainment,Achievement Need,College Students

This paper reports the results of a survey of winners of the Elijah Watt Sells award. We ask them about the determinants of their success, which might be useful to other students preparing for the CPA exam. The winners graduated from different universities, not necessarily the ones ranked top, and almost all of them participated in a review course. Winners mentioned motivation and many hours of study as factors that determined their success. We also find different characteristics among male and female respondents in terms of age and work experience at the time of the exam.
Online Course Evaluations Response Rates
Author: Guder, Faruk
Date: 2013-00-00
Type: Journal Articles
Subjects: Online Courses,Course Evaluation,Response Rates (Questionnaires),Student Participation,Electronic Mail,College Students,Teacher Role,Teacher Influence,Questionnaires

This paper studies the reasons for low response rates in online evaluations. Survey data are collected from the students to understand factors that might affect student participation in the course evaluation process. When course evaluations were opened to the student body, an email announcement was sent to all students, and a reminder email was sent a week later. Our study showed that participation rates increased not only when emails were sent, but also when faculty used in-class time to emphasize the importance of completing the evaluations.
UK School Students' Attitudes towards Science and Potential Science-Based Careers
Author: White, Emelia L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Science Education,Science Careers,Scientific Attitudes,Student Attitudes,Career Counseling,Career Education,Educational Policy,Educational Legislation,Federal Legislation,Literature Reviews

This is a review of literature pertaining to UK secondary school students, their uptake of science at higher levels and their consideration of careers as scientists. As with all countries, the continued uptake of sufficient numbers of science at all levels is in the UK's interest. Unfortunately too many UK secondary students see science as uncreative, and difficult. They do not recognise its study as important for developing transferrable skills such as technical competence, numeracy, analytical and problem-solving. Many factors are highly influential in shaping students' attitudes towards science and possible science career choice. External factors include parental and family attitudes to science, the enthusiasm of teachers and teaching quality, availability of work experience and direct contact with those working in a particular industry. Internal reasons such as gender, perceived usefulness and relevance to future career aspirations, ease or difficulty and enjoyment play a role. Also considered in this review, is the impartiality in relation to careers advice received by students.
Multimedia Principle in Teaching Lessons
Author: Kari Jabbour, Khayrazad
Date: 2012-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Educational Technology,Technology Uses in Education,Instructional Design,Computer Graphics,Teaching Methods,Active Learning,Visual Aids,Prior Learning,Animation,Illustrations,Photography

Multimedia learning principle occurs when we create mental representations from combining text and relevant graphics into lessons. This article discusses the learning advantages that result from adding multimedia learning principle into instructions; and how to select graphics that support learning. There is a balance that instructional designers have to keep in mind when using multimedia principle; adding multimedia principle to lessons ought to depend on the knowledge level of the learners. We should also consider when to use static or dynamic graphics; what the communication functions of each graphic are and which types of Graphics are appropriate for each of the different instructional goals.
Mathematics and Multilingualism--Where Immigrant Pupils Succeed
Author: Bengtsson, Maria
Date: 2012-00-00
Type: Journal Articles
Subjects: Multilingualism,Mathematics Achievement,Swedish,Mathematics Instruction,Compulsory Education,Academic Failure,Foreign Countries,Problem Solving,Teaching Methods,Inservice Teacher Education,Instructional Leadership,Textbooks,Interpersonal Communication,Second Language Learning,Academic Discourse,Mathematical Concepts,Vocabulary,Native Language Instruction,Language Usage,Teacher Attitudes,Interviews,Constructivism (Learning),Visual Aids,Classroom Communication,Ethnography,Participant Observation,Qualitative Research

Children of foreign origin are increasingly failing in mathematics in Swedish compulsory schools. This article analyses the didactics at a school proven very successful in teaching mathematics to all children including the 70% of children of foreign origin. The situation at the studied school is compared to research of the Swedish school system through the concepts creation of meaning, intercultural leadership and linguistic approach. The environment at the school is signified by: 1) a linguistic approach to mathematics, 2) interplay in classrooms of mathematics between visual and practical materials and problem solving rarely focusing on textbooks, 3) a learning and problem solving organization where &quot;Swedishness&quot; (that is to say the Swedish way) is not the norm by which students are judged, including a positive approach to multilingualism, 4) high expectations towards pupils, and 5) teachers and the school leadership holding an inclusive approach to pupils who need support in learning compulsory school mathematics. Supplementary teacher training has proven to be one factor of great importance in classrooms of mathematics. The studied school shows signs of being a learning organization where one teacher takes on the part of a knowledge activist--provoking new ways of thinking (Jacobssen &amp; Thorsvik 2008).
EFL Learners Perceptions and Attitudes towards English for the Specific Purposes
Author: Arslan, Mahmut Ugur
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,English (Second Language),Second Language Instruction,English for Special Purposes

In the past, during a language teaching process, focus was on the teacher not on students. Today the attention is given to students namely students' needs. At every level of teaching English, take it primary school education or tertiary education, the student is at the center. However, when we talk about tertiary education, students' needs become more specific because they learn English for a specific purpose. Spending 5 years teaching English at a tertiary education institution, I have witnessed cases in which students from faculties come to us and complain that we have not taught them what they need at their faculty departments. They say they mostly do not understand the terminology used in their lectures. They believe that they are relatively good at using General English in both productive skills, but they have problems understanding the English both written and spoken, being used during their lectures. What do the students think? What is their expectation? Since we always say that teaching English can no longer be teacher-centered but student-centered, we cannot neglect which English they need in their faculty departments. The aim of this study is to determine the attitude of students towards English for Specific Purposes and we want to learn their opinions about English for Specific Purposes.
Creating Climate Change Awareness in South African Schools through Practical Chemistry Demonstrations
Author: Sunassee, Suthananda N.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Climate,Environmental Education,Consciousness Raising,Chemistry,Science Instruction,Pollution,Questionnaires,Student Attitudes,Scientific Concepts,Demonstrations (Educational),Elementary Secondary Education,Elementary School Science,Secondary School Science,Concept Formation,Disadvantaged Schools,Career Choice,Science Interests,Teacher Attitudes

In accordance with the requirements for the National Curriculum Statement for both Life sciences and Physical sciences and the importance of community engagement in Higher Education in South Africa, this paper described the use of the lecture-demonstration &quot;A Pollutant's Tale&quot; to create climate change awareness amongst school learners. &quot;A Pollutant's Tale&quot; was performed to a total of 981 school learners and 25 educators from both advantaged and disadvantaged areas of the Western Cape province of South Africa. Both learners and educators were asked to complete their respective questionnaires after the demonstration. The learners' attitudes towards science and the learning of science concepts after the demonstration were described. The educators' views, perceptions and evaluations on using such demonstrations to promote positive attitudes towards science were also discussed. Both the learners and their educators thoroughly enjoyed the demonstration of &quot;A Pollutant's Tale&quot; and they were also made aware of the causes and effects of climate change on our environment. More importantly, this outreach initiative has helped to spark an interest in the learners' minds not only about chemistry but about science in general.
Social and Cultural Factors That Effect University Women Managers
Author: Arslan, Hasan
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Influences,Cultural Influences,Women Administrators,Colleges,Social Change,Gender Discrimination,Barriers,Females,Feminism,Qualitative Research,Semi Structured Interviews

In this study, social and cultural effects of the low rate of woman managers at universities are tried to be identified. Women have been increasingly appearing in every field of business; on the other hand, although women compared to men constitute majority in educational organisations, they appear in the positions other than management. We will try to work out the social role of women and how they are affected by the social change, how gender discrimination in management and academy hinder promotions of women and why women do not prefer working in top positions.
Contribution of Socio-Emotional Development Game to Social Integration of Young Children from Disadvantaged Backgrounds
Author: Cuc, Maria Claudia
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Disadvantaged Youth,Young Children,Social Development,Emotional Development,Social Integration,Teaching Methods,Questionnaires,Surveys,Interviews,Observation,Social Justice,Educational Policy,Emotional Intelligence,Correlation,Elementary School Students,Creativity,Geometric Concepts,Grade 1

In Romania postmodern education system is built on a new philosophy of education, which promotes a new concept, as the social fact and reference value in building human capital. Integration effects, of globalization, poor management and poor government policy, have brought out another aspect of Romania, poverty, which leaves its mark on the formation and a more harmonious development of a child, but also on its integration into society. Teachers in Romania, through educational programs undertaken support the socio-emotional development of children from disadvantaged backgrounds by developing their capacity for change, growing dynamism and readiness for renewal. Our speech is a plea for the need to integrate children from disadvantaged backgrounds through contemporary educational policies more effective, but also with game, coaching and education. The general objective is to identify the role and contribution of game in socio-emotional development of children from disadvantaged backgrounds, and their integration at a social level. This represents a policy to reduce the segregation, the social, economical, or cultural &quot;difference,&quot; that generates the capital value, require an increase in frequency and intensity of the concerns of Romanian educational policies space oriented towards authentic management of diverse human potential, the current concerns of resignification, the educative mission in line with new coordinates of the social organization. Questionnaire-based survey method was determined by the specific aims of the investigation focused on exploring the educational factors opinions, interview-based investigation, pedagogical experiment, observation method. The results suggest a slight imbalance between &quot;expectations&quot; to promote social integration of children from disadvantaged backgrounds and &quot;effective implementation&quot; of the dimension in the belonging institution, which supports the requirement of optimizing character. Findings support the decision-makers awareness in educational policy on the orientation towards social integration of young children from disadvantaged backgrounds and the development of the schools educational programs, which must have in their structure efficiency the method of socio-emotional development game used very successfully in other programs.
A Method to Determine of All Non-Isomorphic Groups of Order 16
Author: Valcan, Dumitru
Date: 2012-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Teachers,Mathematical Concepts,Problem Solving,Equations (Mathematics),Mathematical Logic,Validity

Many students or teachers ask themselves: Being given a natural number n, how many non-isomorphic groups of order n exists? The answer, generally, is not yet given. But, for certain values of the number n have answered this question. The present work gives a method to determine of all non-isomorphic groups of order 16 and gives descriptions of all these groups. The results obtained here can be used by students in the senior year, students in courses or seminars, or other Mathematics teachers are in different stages of their professional development.