ethanporcaro/eric-fulltext-meta huggingface dataset:
Compliance of Accounting Education Programs with International Accounting Education Standards: The Case of IES 3 in Tunisia
Author: Mameche, Youcef
Date: 2020-00-00
Type: Journal Articles
Subjects: Accounting,Business Administration Education,Academic Standards,Foreign Countries,Arabs,Employment Potential,Job Skills,College Graduates,Skill Development,21st Century Skills,Alignment (Education),Professional Personnel,College Faculty,Program Effectiveness

Purpose: International literature shows that employability skills of accounting graduates are considered as a major issue in the economies of the 21st. The literature on accounting education shows that little research has been conducted on Arab students in the North Africa region. Studies on accounting education research have used different techniques and methods, but Partial Least Squares-Structural Equation Modeling (PLS-SEM) has gained very little concern. The present study aims to empirically assess the employability skills of accounting graduates under Accounting International Education Standards (IESs) in Tunisia as a MENA country. Research Methods: In this study, cross-sectional design with a questionnaire survey is adopted to obtain the perception of different respondents. Our study was based on multi-stakeholder analysis and a survey of 419 respondents, including university teachers, professional accountants and recent graduates in Tunisia. PLS-SEM was performed with Lisrel 8.8, using maximum likelihood estimates, to test the hypothesized models. Findings: The findings showed that the accounting education program in Tunisia allowed the development of intellectual, organizational and general skills significantly. However, interpersonal and communication skills were considered as the weak link of the accounting education program in Tunisia with the agreement of all respondents. In addition, divergent views were noted regarding the ability of the Tunisian accounting education program to develop technical and functional skills and personal skills. Implications for Research and Practice: These findings have implications for accounting academics in different universities, different employers and the target government authorities as well as the target IFAC member bodies.
Theories and Models in Health Sciences Education -- A Literature Review
Author: Lacasse, Miriam
Date: 2019-12-00
Type: Journal Articles
Subjects: Health Sciences,Health Education,Models,Health Personnel,Curriculum Development,Mentors,Teaching Methods,Learning Strategies,Departments,Student Evaluation,Medical Education,Nursing Education,Educational Theories

Working within a scholarship of teaching and learning (SoTL) perspective requires a rigorous approach based on conceptual frameworks in order to build on previous developments. Nevertheless, in health sciences education, the development, implementation, and evaluation of many educational innovations are carried out without an underlying conceptual framework, partly due to a lack of knowledge about any such applicable framework. The objective of this research was to catalogue conceptual frameworks mentioned in recently published health sciences education articles and to classify them according to their use in various SoTL contexts. A literature review in health sciences education from the January, 2011 to March, 2016 period was carried out using the Pubmed, CINAHL, Embase, ERIC, and PsychINFO databases and based on the following terms: (a) theories and models; (b) education; and (c) health professionals. The titles and abstracts of articles were reviewed for purposes of including research articles, innovation reports, and synthesis articles using or discussing theories or models. Data extraction followed the SoTL classification contexts provided by Simpson et al. (2007). A total of 471 articles were selected, retrieving 324 conceptual theories and models, classified according to Simpson's classification in one or more categories: Teaching (n=294), Curriculum development (n=182), Mentoring (n=12), Leadership/administration (n=16), and Learner assessment (n=78). In conclusion, this literature review identified conceptual theories and models mentioned in articles published in health sciences education from 2011 to 2016. This repertory highlights the importance of conceptual frameworks in health science education. It should encourage faculty members to work from a SoTL perspective by making it easier to identify conceptual frameworks pertaining to the educational innovations they are addressing.
Alternate Curricula as a Barrier to Inclusive Education for Students with Intellectual Disabilities
Author: Hanreddy, Amy
Date: 2020-01-00
Type: Journal Articles
Subjects: Barriers,Inclusion,Intellectual Disability,Social Isolation,Educational Environment,Curriculum,Equal Education,National Curriculum,Foreign Countries,Social Bias,Educational Policy,Access to Education,Daily Living Skills,Academic Education,Special Education Teachers,Culturally Relevant Education

Although intellectual disability is a culturally defined and often fluid concept, individuals with this label are often at the greatest risk of isolation and low expectations, particularly within school environments. Despite institutional narratives on educating and raising expectations for &quot;all&quot; students, the use of alternate curricula for individuals with intellectual disabilities creates a structural barrier that explicitly designates students as incapable of using the same curriculum as nondisabled peers. Through exemplars in the United States and Sweden, the authors argue the use and expansion of alternate curricula is an international trend with troubling short- and long-term consequences for students. In Sweden, a national alternative curriculum is required for all students with intellectual disabilities. In the United States, adoption of alternate achievement standards varies by state; yet, the use of alternate curricular materials in self-contained classrooms is widespread despite questionable alignment to general education standards. In addition to the challenges posed by a separate curriculum for students with intellectual disabilities, approaches to promoting authentic engagement and learning in the context of general education settings and curricula are discussed.
Providing Insights into the Intended Curriculum of Probability for Basic Education Sector in Egypt from a Comparative Perspective
Author: Elbehary, Samah Gamal Ahmed
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Probability,Mathematics Curriculum,National Curriculum,Comparative Education,Elementary Secondary Education

In Egypt, the curricula delay in updating and stagnation behind modern educational trends represents a challenge, which may hinder education quality. Hence, to respond to such a national challenge, there is a need to review the curricula in light of modern educational trends, particularly in the case of probability where it has emerged as a mainstream strand in mathematics curricula worldwide. Moreover, according to the International Mathematics and Science Study 2003 and 2007, Egyptian students' achievement in &quot;data and chance&quot; is the lowest among other mathematics areas. Therefore, this study aims at providing insights into the intended curriculum of probability (ICoP) in Egypt from a comparative perspective with the New Zealand curriculum, which works as a model for curriculum development in other countries. The summative content analysis approach has been utilized to explore and quantify the primary probabilistic entities' usage in the official documents of both countries' curricula and ensure the consistency between them though assigning the fundamental probabilistic ideas. The study revealed that the ICoP in Egypt is consistent with the New Zealand curriculum in strengthening the probabilistic ideas that are relevant to randomness, events and sample space, and modeling and simulation. However, the ideas of independence and conditional probability, probability distribution and expectation, and convergence and the law of large numbers have not yet been considered in Egypt. Therefore, curriculum developers should look critically at these ideas and address them within teacher education programs. Moreover, explore how to enhance students' probabilistic reasoning represents an expected schema for further research.
Creating Collaborative Schools in the United States: A Review of Best Practices
Author: Solone, Caitlin J.
Date: 2020-01-00
Type: Journal Articles
Subjects: Cooperation,Best Practices,Partnerships in Education,Team Teaching,Parent Teacher Cooperation,Teacher Collaboration,Regular and Special Education Relationship,Students with Disabilities,Educational Strategies,Inclusion

Collaboration is considered an essential characteristic for inclusive education to be effective and reflective of research-based best practices. General and special education teachers and related service personnel must work together and share goals, strategies, and physical space for students with and without disabilities to learn in inclusive settings. Teachers and parents must build trusting and collaborative partnerships in the delivery of inclusive education. Finally, students with and without disabilities must work together and support one another in building effective schools. We offer research-based strategies for and examples of effective collaborative relationships and outcomes from those relationships.
Students&apos; Reasoning about Variability in Graphs during an Introductory Statistics Course
Author: Chaphalkar, Rachel
Date: 2020-00-00
Type: Journal Articles
Subjects: Logical Thinking,Graphs,Mathematical Logic,Statistics,Introductory Courses,College Students,Concept Formation,Knowledge Level

Variation and variability are key concepts in K-16 statistics education. Prior research has investigated students' reasoning about variability in different contexts. However, there is a lack of research on students' development of understanding of variability when comparing distributions in bar graphs, dot plots, and histograms as they took an introductory college-level statistics course. This exploratory case study conducted three interviews with each of the ten participants through a four-month period, at the beginning, middle, and end of the course. The Structure of Observed Learning Outcomes (SOLO) taxonomy was used to analyze participants' responses. Results indicated that overall the group of participants demonstrated a stable understanding of variability over the semester (i.e. lack of improvement). However, when examining each student's reasoning, four types of reasoning development paths were found: improvement, lack of change, decline, and inconsistent. This study provides implications in teaching college introductory statistics course and recommendations for future research.
Her Voice: Engaging and Preparing Girls with Disabilities for Science, Technology, Engineering, and Math Careers
Author: Griffiths, Amy Jane
Date: 2020-01-00
Type: Journal Articles
Subjects: Females,STEM Education,Students with Disabilities,Barriers,Labor Market,Elementary School Teachers,Labor Needs,Labor Force Development,Gender Bias,Transitional Programs,Job Skills,Employment Qualifications,Equal Education,Training,Mentors,Elementary Secondary Education,Higher Education,Employers,Family School Relationship

Science, technology, engineering, and math (STEM) related fields comprise the top 30 occupations expected to grow the fastest by 2026. This increase in job opportunities, coupled with the evolution of technology, is creating higher demands for diversity in the labor market. Currently all students require innovative training and support from a young age to pursue STEM careers successfully. However, women and girls with disabilities face unique barriers along the STEM education pipeline. In this paper, we report the current and projected labor market trends in the United States. We then consider how this labor market information can be used by elementary educators to engage girls with disabilities in STEM-related learning effectively. Finally, through our analysis of labor market needs and the available assessment and intervention literature, we present a science-informed framework for intervention.
Social Connections among Siblings with and without Intellectual Disability or Autism
Author: Travers, Hilary E.
Date: 2020-02-00
Type: Journal Articles
Subjects: Siblings,Sibling Relationship,Intellectual Disability,Autism,Pervasive Developmental Disorders,Young Adults,Expectation,Attitudes,Time,Late Adolescents

Although the significance of sibling relationships is widely affirmed, little is known about these relationships in young adulthood. In this study, we examined the experiences and perspectives of 155 siblings (ages 18-30) of individuals with intellectual disability or autism. Our focus was on how young adults spend time with their brother or sister with a disability, the ways in which they view their relationship, and the expectations they hold for the future. We found that most siblings spent time together engaging in a wide range of activities, described their relationships as of high quality, and held varied expectations regarding their brother's or sister's future. Several factors were associated with more time spent together and higher quality relationships. We address implications for practice and suggest future directions for research.
Inclusion and Intellectual Disabilities: A Cross Cultural Review of Descriptions
Author: Taub, Deborah
Date: 2020-01-00
Type: Journal Articles
Subjects: Inclusion,Intellectual Disability,Students with Disabilities,Global Approach,Foreign Countries,Cultural Differences,Research,Definitions

The benefits of inclusive practices for students with intellectual disabilities have been demonstrated in several countries; however, large-scale inclusive practices remain elusive. Having a clear understanding of how researchers define the terms inclusion and intellectual disability would support more cross-cultural collaboration and facilitate the generalization of practices. Addressed in this paper is the question of what themes, if any, exist in conceptualizing inclusion and intellectual disability across the peer-reviewed research of six countries, three of which have been identified as highly inclusive and three that have been identified as minimally inclusive. These findings may be used to further research into barriers and opportunities for inclusive practices for students with intellectual disabilities.
Inclusion in Vietnam: More than a Quarter Century of Implementation
Author: Hai, Nguyen Xuan
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Special Education,Educational Policy,Students with Disabilities,Policy Formation,Capacity Building,Equal Education,Teacher Education Programs,Children,Attitudes toward Disabilities,Educational Planning,Sustainable Development,Elementary Secondary Education

This article traces the evolution of special education policies and services in Vietnam from their introduction to the current expansion of inclusive education for children and youth with disabilities. Impacts reported include increased educational opportunity for and inclusion of children with disabilities, the development of national policy and provincial and local infrastructures for inclusive education, and capacity building for teachers through preservice, in-service, and master's and doctoral programs expressly designed to prepare personnel to forward inclusive education throughout the country.
Inclusive Education for Students with Autism Spectrum Disorder in Elementary Schools in Vietnam: The Current Situation and Solutions
Author: Van Tran, Cong
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Autism,Pervasive Developmental Disorders,Elementary School Students,Program Implementation,Family Involvement,Community Involvement,Access to Education,Teacher Competencies,Training,Parent Education

In Vietnam, the number of children identified as experiencing autism spectrum disorder (ASD) has rapidly increased. Inclusive education (IE) has been implemented with children with ASD for more than 20 years. The effectiveness with which IE has been implemented to date with children with ASD has previously not been assessed. In this study, we examined (a) the implementation of IE for children with ASD in elementary schools, (b) family and community participation in IE, and (c) factors affecting IE. A mixed-method research design was employed that included surveys and interviews. Surveys included multiple-choice questions on a broad range of IE practices. Ten professionals, community leaders, and school leaders, 263 teachers, and 114 parents of elementary-age children with ASD in Hanoi and Ha Giang participated in the study. Results revealed there were a number of children with ASD who were not attending elementary school. Where IE was implemented for children with ASD, teachers and families often did not receive adequate training and support, thus discouraging their efforts. Participants expressed a desire for more clearly articulated IE practices, training for teachers and families, and cross-disciplinary collaboration.
Comparing Extracted and Stipulated Definitions in Algebra 1 Textbooks and &quot;Khan Academy&quot;
Author: Bayda, Nicholas Ivan
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics,Definitions,Algebra,Mathematics Instruction,Textbooks,Middle School Mathematics,Grade 8,Mathematical Concepts

Previous research has established the importance of definitions in mathematics and have distinguished the difference between extracted and stipulated definitions. Much remains unknown, however, about the role definitions serve in developing students' disciplinary literacy. In this study, we analyze how definitions from four US Algebra 1 textbooks and &quot;Khan Academy&quot; define vocabulary in the context of quadratics. Results show that &quot;Khan Academy&quot; tends to use extracted definitions, where textbooks tend to use stipulated definitions. Implications from this study are that there is a need to teach students both stipulated and extracted definitions.
Incidence of Contextual Variables on School Mathematical Achievement
Author: García-Perales, Ramón
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Public Schools,Private Schools,Foreign Countries,Elementary School Students,Rural Schools,Urban Schools

The study of math achievement is fundamental. Its importance lies in analyzing what variables affect a significant percentage of students is not to reach their basic standards. In this sense, the contextual variables may become decisive. The purpose is to analyze data obtained after administration to a sample of students of an evaluation tool that measures mathematical competence. The data were analyzed from two contextual variables, ownership and environment centres, demonstrating statistically significant differences. The evaluation of the students should develop in all its scope, adequately considering the competences and the contextual elements that may influence their results.
A Meta-Analysis: The Effects of CBT as a Clinic- &amp; School-Based Treatment on Students&apos; Mathematics Anxiety
Author: Bicer, Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: Cognitive Restructuring,Behavior Modification,Mathematics Anxiety,Intervention,Outcomes of Treatment,Effect Size

The purpose of this meta-analysis was to examine the effects of Cognitive Behavioral Therapy (CBT) interventions as a clinic-based treatment on students' mathematics anxiety level. A total of 7 studies containing 14 effect sizes were selected for inclusion in the present meta-analysis. Results indicated that the overall effect size was moderate to strong (g = -0.76 with SD = 0.04). The implication from the present study is that CBT can be a useful intervention to reduce students' mathematics anxiety.
Classification of Test Items Written by Mathematics Pre-Service Teachers
Author: Sebastian, Mildred Arellano
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Items,Preservice Teachers,Classification,Mathematics Tests,Thinking Skills,Teacher Made Tests,Mathematics Teachers,Foreign Countries,Taxonomy,Academic Achievement,Test Construction

Most teachers assume that asking questions contributes to the effectiveness of their instruction. Because proper questioning techniques are important for the classroom, this study identified the Mathematics pre-service teachers' classification of test items using the revised Bloom's Taxonomy (rBT) and the Cunningham's Levels of Questions (CLQs). It used a group of forty two pre-service Mathematics teachers who were asked to classify each thinking skills in the rBT as to LOT or HOT and then create test items falling under each category of the rBT and CLQ. Results revealed that most of the pre-service teachers have viewed LOT and HOT based on the level of difficulty of the given problem. They found it relatively easier to create test items using the Cunningham's Levels of Questions, a non-familiar nomenclature for classifying test items, rather than the well-known Bloom's Taxonomy. Pre-service teachers should be able to identify and classify questions according to their cognitive purposes.
Identification of Enablers for Reducing Student Incivility in Classrooms--An Exploratory Investigation
Author: Bantha, Tapas
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Behavior,Antisocial Behavior,College Students,College Faculty,Environmental Influences,Psychological Patterns,Computer Use,Student Attitudes,Personality Traits,Discipline,Handheld Devices,Accountability,Student Centered Learning,Teacher Role

There is a growing concern about student incivility in classrooms among academicians and institutional leaders. This study humbly tried to identify various enablers for reducing student incivility in classrooms through an exploratory investigation. This study uses empirical qualitative methods of investigation in a higher educational institution based at Delhi, NCR, India. The authors have conducted open-ended, unstructured interviews with 8 faculty members of various departments of the institution. This study able to develop three major themes and twelve sub themes as enablers to reduce student incivility in the classroom. The thematic map shall help the faculties and policy makers to integrate various mechanisms to control student incivility in classrooms. Incivil behaviour of the students creates disruption in the process of learning and teaching at the academic institutes. The behaviour of the particular students can be ranged from various dimensions i.e. from rudeness to lack of interest in class participation and learning process. There are various challenges used to be faced by teaching professionals in higher education with respect to student incivility (Bjorklund and Rehling, 2009; Clark, 2008). The misconduct inclined with disrespect hurts the true spirit of the learning classroom (Swinney, Elder and Seaton, 2010). The primary purpose of this paper to identify various enablers/mechanisms which can reduce student incivility in classrooms at higher education context, which will be itself a significant contribution for the practical implications that will be very much useful for the faculties and administrators of higher education institutes.