ethanporcaro/eric-fulltext-meta huggingface dataset:
Continuous Team Assessment to Improve Student Engagement and Active Learning
Author: Esposto, Alexis S.
Date: 2011-00-00
Type: Journal Articles
Subjects: Learner Engagement,Feedback (Response),Active Learning,Grouping (Instructional Purposes),Student Evaluation,Curriculum Development,Economics Education,Economics,Tutoring,Attendance,Lecture Method,Teamwork,Focus Groups,Interviews,Response Rates (Questionnaires),Comparative Analysis,Higher Education

A strategy of continuous team assessment over three years, comprising of a series of tests and a major project, was introduced into scheduled tutorial classes in an attempt to improve flagging attendance and low student motivation. The assessment tasks were designed to be undertaken in teams of two students, with ongoing feedback as an integral component. After a single semester of implementation, attendance at tutorials improved (to nearly double the previous year), and this rate was sustained over a three year period. Average assessment marks rose a full grade compared to the previous student cohort, and this was also sustained over the same period. Students' output improved, and they were actively engaged in their work and with their colleagues. These results indicate the change in assessment strategy achieved the desired outcomes of improving student engagement and active learning. (Contains 2 tables.)
Can Law Become Curricula's Guidance Counselor?
Author: Goslin, Kimberly G.
Date: 2008-00-00
Type: Journal Articles
Subjects: Controversial Issues (Course Content),Educational Research,Integrity,School Counselors,Comparative Analysis,Decision Making

This article asserts that curricula, a living text, ought to take into consideration the virtues of fairness, justice, and integrity as found in law, in order to judge controversial issues of curriculum. This assertion is argued through a comparison of jurisprudence and pedagogy, as well as law and curricula. Dworkin's (1986) contention of "law as integrity" is used to frame the discussion from the perspective of law. Utilizing Wiggins and McTighe's (1999) conception of "enduring understanding", tests of soundness regarding controversial curriculum are considered for examination to determine curriculum's integrity.
An Investigation of Technology Avoidance Effect into Higher Education Environments: Some Empirical Evidence of Marketing Students' Background and Their Use of Personal Computers Outside the Academic Culture
Author: Spais, George S.
Date: 2008-00-00
Type: Journal Articles
Subjects: Student Attitudes,Job Performance,Intention,Computers,Marketing,Educational Environment,Higher Education,Statistical Analysis,Information Technology,Internet,Correlation

The major objective of this study was to test a research hypothesis in order to explain the technology avoidance effect in higher educational environments. We addressed the core research themes of our study using a survey. Our intention was to test marketing students' perceptions in order to investigate the potent influence of a climate of non-innovation towards the empowerment of the technology avoidance effect in higher educational environments. We introduce the following definition for technology avoidance in this study: "A behavioral intention not to use a personal computer, where technology-based factors and personal factors are central in influencing the avoidance of technology. The behavioral intention not to use a technology derives the belief that there is no expectation that the technology will enhance job performance." From the statistical analyses it is clear that marketing students with different frequencies of Information Communication Technology (ICT) use and marketing students from different educational environments, three small business schools, present a very different set of perceptions and behavioral intentions. Based on the tests, we have accepted the research hypothesis, which means technology avoidance exists when an innovative culture does not exist. The research results showed us that technology-based factors and personal factors strength the technology avoidance effect in higher educational environments. (Contains 8 tables and 4 charts.)
Undergraduates' Perceptions of Employer Expectations
Author: DuPre, Carrie
Date: 2011-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Employment,Expectation,Job Skills,Extracurricular Activities

Research conducted by the National Association of Colleges and Employers (NACE) indicates that employers across industries seek similar skills in job applicants; yet employers often report finding these desired skills lacking in new hires. This study closes the gap in understanding between employer expectations and student perceptions regarding necessary on-the-job skills. To accomplish this understanding, students' perceptions of the skills employers seek in new hires were measured and then compared against the NACE research of employers. Students' perceptions of their preparedness for these skills were also analyzed. Findings indicated potential implications for on-campus curricula and programs to help support students prepare for successful careers. (Contains 2 tables.)
The Operational Infrastructure of Secondary-Level CTE: Definition, Validation, and Application
Author: Manley, R. Adam
Date: 2011-00-00
Type: Journal Articles
Subjects: Vocational Education,Secondary Education,Administrative Organization,Criteria,Educational Administration,Validity,Administrators,Teacher Educators,Surveys

The purpose of this study was to define and validate a set of criteria that would conceptualize the &quot;big picture&quot; operation of CTE within the state. Named the operational infrastructure of secondary CTE (OISCTE), these statements were defined as the basic, underlying framework of criteria that local, state, and university leaders in CTE must develop, grow, and/or maintain in order to effectively and efficiently operate a statewide CTE program. The researchers examined the extant literature and formulated 13 criteria statements that embodied the OISCTE. Then, using a survey technique and veteran local and state CTE administrators and university teacher educators, the researchers validated the OISCTE. The OISCTE has policy as well as assessment applications of which the researchers explain within the manuscript. (Contains 2 tables.)
Professional Development Needs of Idaho Technology Teachers: Teaching and Learning
Author: Cannon, John G.
Date: 2011-00-00
Type: Journal Articles
Subjects: Vocational Education Teachers,Technology Education,Faculty Development,Educational Needs,Teacher Surveys,Needs Assessment

This study's purpose was to identify the teaching and learning professional development needs of [state] secondary technology teachers. Teachers' perceived level of importance and competence for 35 teaching and learning items were used to calculate mean weighted discrepancy scores (MWDS). Approximately 63% (n = 46) of [state] secondary technology teachers participated in the study. The MWDS analysis indicated that the highest rated perceived training needs in the teaching and learning area were &quot;Utilize Computer Numerical Control (CNC) software and applications&quot;, &quot;Teaching students to think critically and creatively&quot;, &quot;Motivating students to learn&quot;, &quot;Integration of science standards into the CTE curriculum&quot;, and &quot;Teaching problem-solving &amp; decision-making skills&quot;. Individuals involved with teacher preparation and in-service training can use the findings to inform the development of pre-service curriculum and in-service educational offerings. (Contains 4 tables.)
Perceptions of the Willingness of Part-Time Instructors in Community Colleges in the U.S. to Engage in Professional Development Opportunities and the Best Method(s) of Delivering These Experiences
Author: Sandford, Brian A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Community Colleges,Faculty Development,Part Time Faculty,Administrator Attitudes,Delivery Systems

The purpose of this study was to identify the perceptions of occupational education officers concerning the willingness of part-time instructors in community colleges in the United States to attend professional development opportunities and the best methods and times to deliver these activities. The findings indicate that community colleges should consider providing at least one part-time faculty professional development activity per academic year, scheduling these activities to occur in the evening or at night, during the Fall of the year, as well as factor in the distance and travel times which part-time faculty may encounter when choosing to participate. Community colleges should also consider other sources outside of their own institution to teach part-time faculty professional development activities depending on the topic and the level of expertise required. Intrinsic rewards to promote and maintain participation in part-time faculty professional development programs and activities should continue to be emphasized to encourage involvement with consideration given to possible remuneration of per diem and travel expenses. (Contains 1 table and 1 figure.)
The Relationship between Emotional Intelligence and Attitudes toward Computer-Based Instruction of Postsecondary Hospitality Students
Author: Behnke, Carl
Date: 2011-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Student Attitudes,College Students,Computer Assisted Instruction,Hospitality Occupations,Student Motivation

This study examined the relationship between postsecondary students' emotional-social intelligence and attitudes toward computer-based instructional materials. Research indicated that emotions and emotional intelligence directly impact motivation, while instructional design has been shown to impact student attitudes and subsequent engagement with content. Computer-based technology is widely used in teaching; however, inappropriate application of this technology is likely to result in less than acceptable outcome. In this study, the emotional intelligence of 92 students was assessed using Bar-On's EQ-i:S. Subsequently, students were directed to specific computer-based instructional methods; then their attitudes toward their respective method were assessed using Keller's Instructional Material Motivation Survey (IMMS). In general, students expressed a preference towards the interactive, non-linear, unstructured form of computer-based instruction; however, attitudes associated negatively with emotional-social intelligence for students identified as possessing low-average emotional-social intelligence. The findings and implications are discussed and recommendations for future practice and research are offered. (Contains 2 tables and 3 figures.)
Distributed Leadership as a Factor in and Outcome of Teacher Action Learning
Author: Dinham, Stephen
Date: 2008-00-00
Type: Journal Articles
Subjects: Experiential Learning,Educational Change,Foreign Countries,Case Studies,Instructional Leadership,Evaluation,Power Structure,Participative Decision Making,Models,Action Research,Teacher Effectiveness,Outcomes of Education,Information Technology

This paper reports an evaluation of Quality Teaching Action Learning (QTAL) projects conducted at New South Wales (NSW), Australia public (state) primary and secondary schools and explores how distributed leadership facilitated and was an outcome of the QTAL projects. The evaluation encompassed all 50 projects at 82 NSW public schools, and nine of these schools were selected and visited for case study by members of the evaluation team. Data were provided through individual project progress reports, journals, interviews and case studies. Schools used funding provided under the Australian Government Quality Teaching Program to release teams of teachers to undertake approved Quality Teaching Action Learning Projects using the NSW model of pedagogy as a framework. Projects were broadly successful in achieving their aims and distributed leadership and teacher learning were important factors in project planning, implementation, and success. Projects resulted in enhanced distributed leadership and leadership capacity in the schools and provided a foundation for further professional learning and change. Conditions facilitating and hindering action learning, distributed leadership, and educational change are highlighted. (Contains 2 endnotes.)
Self Perceptions of Standards Acquisition during the Principal Internship
Author: Stevenson, Cerissa
Date: 2008-00-00
Type: Journal Articles
Subjects: Intervals,State Standards,Instructional Effectiveness,Internship Programs,Self Evaluation (Individuals),Familiarity,Beginning Principals,Journal Writing,Pretests Posttests,Statistical Significance,Gender Differences,Influences,Teaching Experience,Inquiry,Achievement Gains,Administrator Education,Leadership Training

The intent of this study is to learn about principal intern perceptions of their grasp of the identified state principal standards for Colorado. A non-experimental comparative approach was used for this inquiry. Interns were trained to use an online journaling process called Journey Mapping. On a six point scale they rated themselves on their knowledge of the state standards. This was done throughout the academic year of the principal internship. Scores were analyzed initially, midway, and finally. Participants indicated an equal amount of learning for each of the intervals and showed significant growth. There was not a statistically significant difference between male and female participants or varying levels of years of experience. (Contains 1 table.)
K-12 Technology Audit: Lessons for School Leaders
Author: Hannafin, Robert D.
Date: 2008-00-00
Type: Journal Articles
Subjects: Suburban Schools,Technology Planning,Elementary Secondary Education,Educational Technology,Technology Uses in Education,Technology Integration,Administrator Attitudes,Student Attitudes,Teacher Attitudes,Interviews,Barriers,Program Implementation,Audits (Verification),Change Strategies

This article synthesizes findings from a technology audit to evaluate technology use and integration in the district of a moderate-sized suburban school district in a mid Atlantic state in the U.S. Survey and interview data were analyzed from administrators, teachers, students, and school board members. This district had in place a detailed technology plan yet half of the teachers and one third of administrators surveyed had no knowledge that the plan even existed. Issues such as access, pressure to cover content for standardized testing, and a strained relationship between the Information Technology department and the faculty emerged as barriers to effective implementation. Perhaps the greatest obstacle exposed by the audit was the district's lack of vision to fuel growth, innovation, and risk-taking. Implications are discussed. (Contains 4 figures.)
Becoming a School Leader: Voices of Transformation from Principal Interns
Author: Cooner, Donna
Date: 2008-00-00
Type: Journal Articles
Subjects: Intervals,Principals,Instructional Leadership,Internship Programs,Professional Development,Academic Achievement,Mentors

This article describes a two-year longitudinal study of how potential principals recorded shifting challenges during their internship process. Interns were trained to use a thinking process called Habits of Mind and an online journaling process called Journey Mapping. The study recorded 6,491 electronic reflections, which were coded qualitatively into critical themes. The most challenging situations for principal interns were those concerning students; next were interactions with the principal; and the third were interactions with staff. This study includes tables of two-week intervals during which interns recorded their challenges and quotations from the challenges. This study is the beginning of the process of recording the data and looking at change in the minds of new leaders. (Contains 5 tables.)
Principals' Openness to Change in Malatya, Turkey
Author: Aslan, Mahire
Date: 2008-00-00
Type: Journal Articles
Subjects: School Restructuring,Foreign Countries,Principals,Educational Change,Questionnaires,Elementary Secondary Education,Innovation

When change is deemed necessary, principals' attitudes towards changes are significant for successful restructuring of schools. This study aimed to ascertain the extent to which principals in Malatya, Turkey, are open to change. A questionnaire was administered to 156 elementary and secondary school principals in Malatya, Turkey. This questionnaire consisted of 18 items describing and measuring principals' openness to change on three dimensions: affective, cognitive, and behavioral. Results showed that principals were eminently open to the changes in every dimension regardless of demographic characteristics. (Contains 10 tables.)
Literacy Leadership and the Administrator: Relationship as Moral Agency from Within
Author: Parker, Darlene Ciuffetelli
Date: 2008-00-00
Type: Journal Articles
Subjects: Urban Schools,Teaching (Occupation),Teacher Characteristics,Urban Areas,Foreign Countries,Personal Narratives,Ethics,Instructional Leadership,Administrators,Literacy,Educational Change,Administrator Role

This paper is a personal narrative of the author's lived experiences and exploration of the importance of relationship as moral agency from within. She first reports on research findings arising from her longitudinal PhD dissertation entitled &quot;Literacy narratives: Writing and relating letters and stories of teacher knowledge, identity and development&quot; (Ciuffetelli Parker, 2004). Next, she explores how she applied her findings to literacy leadership in an inner city school, St. Geoffrey, while she was an administrator there. Then, she cross examines her experiences as literacy leader and administrator to the new &quot;Ethical Standards for the Teaching Profession of Ontario&quot; (2006) with information taken from her speaking engagement to current administrators in the field. She shows this personal narrative as an authentic &quot;case&quot; of moral leadership which is grounded in relationship. The results of her work are presented.
A Chinese Teacher's Perspective on Professional Development in Literacy Education
Author: Syed, Khalida Tanvir
Date: 2008-00-00
Type: Journal Articles
Subjects: Professional Autonomy,Literacy Education,Foreign Countries,Faculty Development,Professional Development,Teacher Attitudes,Personal Narratives,Educational Theories,Classroom Techniques,Conflict,Political Influences,Social Influences

This paper presents the teaching and learning experiences of a Chinese literacy teacher in narrative form. The participant's story is presented in his own voice, as constructed from interview transcripts. Challenges and struggles faced by the participant include limited professional autonomy in a hierarchal school system, awareness of conflict between educational theory and classroom practices, and lack of social and institutional support for teachers' professional development initiatives. This narrative is situated in China, but the challenges faced by the participant (Hao-Ying) are similar to my own experiences (as a teacher in Pakistan and Canada) and may strike a chord with other literacy teachers. (Contains 1 figure and 2 endnotes.)
The Interactive Effects of Race and and Teacher Self Efficacy on the Achievement Gap in School
Author: Hines, Mack T., III
Date: 2008-00-00
Type: Journal Articles
Subjects: Achievement Gap,Self Efficacy,Statistical Analysis,Teacher Effectiveness,Interaction,Racial Differences,Mathematics Achievement,Middle School Students,Middle School Teachers,Ethnicity,Scores,African Americans,Whites,Hispanic Americans

This article investigated the interactive effects of race and teacher self efficacy on the achievement gap in math scores for one middle school. A modified teacher self efficacy scale was used to measure the teaching self efficacy of the students' teachers. Two Way Analysis of Variance (ANOVA) procedures showed a main effect for the teacher self efficacy on the students' scores on each benchmark test. Statistically significant interactive effects were found for student ethnicity and teacher self efficacy. The findings showed that students with highly efficacious teachers earned higher test scores than did students with teachers of a low self efficacy. These findings have serious implications for addressing self efficacy's role in bridging the achievement gap in schools. (Contains 2 tables.)
Serving, Learning, and Earning: An Overview of Three Organizations
Author: Vilorio, Dennis
Date: 2011-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Armed Forces,Public Service Occupations,Public Agencies,Volunteers,Training,Fringe Benefits

A traditional, full-time job isn't the only way to work. And opting for an alternative often yields benefits beyond work experience. Numerous organizations promote personal and professional development through service. These organizations train participants to address the needs of a community, either in the United States or abroad. By overcoming challenges during service, participants develop leadership, perseverance, and other desirable work-related skills. Educational benefits, alumni support, and other perks add to the appeal of these organizations. This article highlights three such organizations: Teach for America, the National Guard, and the Peace Corps. An overview of each describes the organization, what its participants do, what kind of benefits the organization offers, and how candidates can apply.
Medical Physicists and Health Physicists: Radiation Occupations
Author: LaPointe, Jeffrey
Date: 2011-00-00
Type: Journal Articles
Subjects: Physics,Scientists,Radiation,Radiology,Allied Health Occupations,Occupational Information,Employment,Wages,Certification,Job Skills,Employment Qualifications

Physics is the study of matter and energy and the ways in which the two interact. Some physicists use their expertise in physics to focus on radiation. These specialists, called medical physicists and health physicists, work to help people or protect the environment. Medical physicists work with physicians, assisting patients who need imaging technology and radiation treatment in hospitals and other medical facilities. Health physicists protect people or the environment from the potential hazards of radiation in a variety of settings. The first section describes what medical physicists and health physicists do on the job. The second section provides information about employment and wages. And the third section covers skills, training, and certification. Sources for finding more information are at the end of the article.
Paid to Persuade: Careers in Sales
Author: Torpey, Elka Maria
Date: 2011-00-00
Type: Journal Articles
Subjects: Sales Occupations,Occupational Information,Job Search Methods,Employment Experience

Workers who make a living in sales are paid to persuade others to buy goods and services. Just about anything, from apricots to zip-line tours, needs an intermediary to move from producer to buyer. That go-between person is the sales worker. Sales jobs are numerous. In May 2010, there were over 13 million wage and salary sales workers in the United States, according to the U.S. Bureau of Labor Statistics (BLS). Not all sales occupations are high paying. But for some of these workers, sales is a lucrative, lifelong career. This article describes seven sales occupations with annual wages that were higher than May 2010 national median of $33,840. It discusses the pros and cons of sales work and the skills needed for success in it. It also provides advice on how to begin a sales career. (Contains 2 tables.)