ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Job Dissatisfaction: Implications for Teacher Sustainability and Social Transformation
Author: Okeke, Chinedu I.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Job Satisfaction,Sustainability,Well Being,Qualitative Research,Case Studies,Semi Structured Interviews,Etiology,Educational Resources,Class Size,Discipline,Teacher Administrator Relationship,Parent Teacher Cooperation,Recognition (Achievement),Teacher Motivation,Teacher Morale

Teachers play a key role in the social transformation agenda. This agentic position of the teacher implicates an agenda for sustainability programmes that position them for this complex responsibility. A qualitative case study research design was employed to obtain the perspectives of teachers on job dissatisfaction. The researchers followed a semi-structured interview approach to explore teachers' broader understanding on causes of job dissatisfaction among them. Data was interpreted through the narrative analysis model. Results indicate that a lack of resources, overcrowded classes and lack of discipline among learners were serious sources of dissatisfaction among teachers. Administrative issues, lack of recognition by principals and parents for good work done also caused dissatisfaction among teachers in this study. It was also indicative that job dissatisfaction caused disengagement of some teachers with a consequent lack of focus on professional activities and being negative in their job. The study concludes that teacher satisfaction is germane for the sustainability of social transformation.
Value Education in Estonian Preschool Child Care Institutions
Author: Ülavere, Pärje
Date: 2017-00-00
Type: Journal Articles
Subjects: Values Education,Foreign Countries,Qualitative Research,Semi Structured Interviews,Video Technology,Observation,Kindergarten,Social Values,Child Rearing,Trust (Psychology),Caring,Bilingualism,Administrator Attitudes,Rural Areas,Preschool Teachers,Teacher Attitudes,Preschool Curriculum,Parent Attitudes,Interviews,Proverbs,Play,Moral Values,Russian,Finno Ugric Languages

For systematic implementation of value education in educational institutions, the national programme &quot;Values Development in Estonian Society 2009-2013&quot; (Ministry of Education and Research 2009) was prepared in Estonia. However, it was launched only in 2010, and the authors intended to ascertain the values of the heads of preschool child care institutions, teachers and parents as well as their conception of value education. The national programme was updated as &quot;Values Development in Estonian Society 2015-2020&quot; (Ministry of Education and Research 2015). In 2015, the researchers aimed to investigate if and how values of teachers of child care institutions and their conception of value education had changed. The sample in 2010 included nine respondents related to preschool child care institutions: three heads, three teachers, and three parents. The 2015 sample included 10 teachers. The research was conducted by using a qualitative method, which included semi-structured interviews and video observations of activities that teachers carried out with children. In 2010 and 2015, the values were said to be incorporated in general curricular goals and topics of the year. In 2010, the teachers said that values were not separately designated in the kindergarten curriculum; however, they were incorporated into the curriculum. They did not teach values as a separate discipline; values were highlighted in various activities and situation games. In 2015, it was mentioned that value education was consciously included in activities proceeding from the relevant schooling and education domain and the topic of the week. It may be said that in 2010 value education related topics had not been sufficiently introduced in kindergartens yet. Based on interviews and video observations conducted in 2015, it could be claimed that educators would benefit from a more deliberate approach to value education.
Using Metaphors to Know the Conceptions about the Teaching Profession in Initial Teacher Education
Author: Martínez-de-la-Hidalga, Zoe
Date: 2017-06-00
Type: Journal Articles
Subjects: Figurative Language,Student Teacher Attitudes,Teaching (Occupation),Preservice Teacher Education,College Freshmen,College Seniors,Teacher Characteristics,Classification,Preservice Teachers,Comparative Analysis,Teacher Role,Constructivism (Learning),Transformative Learning,Professional Identity,Qualitative Research,Foreign Countries,Interviews,Grounded Theory,Elementary Education

The Conceptions about the teaching profession affect professional performance, and metaphors are a tool to identify them. In this qualitative study metaphors are used to gain insight into conceptions held by pre-service teachers, and their development during Initial Teacher Training in the Bachelor's Degree in Primary Education. A total of 247 students participated in this cross-sectional study; 145 were first-year students, and 102 were fourth-year students. Participants were requested to submit a metaphor following the open-ended formula: &quot;the teacher is like…. because…&quot; In order to categorize their answers, we used an inductive method and calculated frequencies and percentages. Metaphors were grouped according to the following categories: (a) Main Character; (b) Support; (c) Family; (d) Social Agent; (e) Teaching; and (f) Importance. The most frequent category was Support, followed by Teaching and Family. First-year pre-service teachers referred to Family, Teaching and the Main Character role of teachers more often than students in their fourth year, whereas the latter allude more often than the former to the teachers' role as providers of Support and as Social Agents. There is evidence of moving from a transmissive to a constructivist and transformative educational perspective, but there is no indication of any evolution towards a socioconstructivist outlook.
Procrastination, Self-Esteem, Academic Performance, and Well-Being: A Moderated Mediation Model
Author: Duru, Erdinç
Date: 2017-06-00
Type: Journal Articles
Subjects: Personality Traits,Academic Achievement,Self Esteem,Well Being,Undergraduate Students,Foreign Countries,Correlation,Measures (Individuals),Likert Scales,Student Attitudes,Statistical Analysis,Student Surveys

The current study attempts to examine integrated effects of procrastination, self-esteem, and academic performance on well-being in a sample of Turkish undergraduate students (N = 348). Results confirm prior evidence suggesting that procrastination and self-esteem were important predictors of well-being. Results also indicated that both procrastination and academic performance have direct and interactive effects on self-esteem. Self-esteem mediated the relationships between procrastination and well-being. Furthermore, the indirect effect of procrastination on well-being via mediation of self-esteem may vary depending on academic performance. Findings were discussed in terms of related literature and further suggestions have been made for future studies.
Lexical Language-Related Episodes in Pair and Small Group Work
Author: Mayo, Maria Del Pilar Garcia
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Pretests Posttests,Retention (Psychology),Foreign Countries,Correlation,Small Group Instruction,Statistical Analysis,Task Analysis,Teaching Methods,Undergraduate Students,Questionnaires,Student Placement,Language Tests,Discourse Analysis,Cooperative Learning,Collaborative Writing

The present study investigates whether learner set up in interaction, namely in pairs or small groups, influences the frequency and outcome of lexical language-related episodes (LREs) and L2 vocabulary learning. Thirty Spanish English as a foreign language (EFL) university learners took part in the study. They worked in four groups and seven pairs on the same collaborative writing task. Research was carried out on the course of five weeks as a pre- and post- vocabulary task and an individual writing task were administered to assess vocabulary learning and retention. The quantitative analysis of the data showed that there was no significant difference between the performance of pairs and groups, although the latter produced slightly more lexical LREs than pairs and were able to solve most of them correctly. However, from a qualitative point of view, the findings suggest that small group work leads to slightly better results than pair work as the different members obtain benefits from their peers' linguistic knowledge.
IS 2002 and ABET Accreditation: Meeting the ABET Program Outcome Criteria
Author: Landry, Jeffrey P.
Date: 2010-08-06
Type: Journal Articles
Subjects: Information Systems,Models,Curriculum,Accreditation (Institutions),Evaluation Criteria,Outcomes of Education,Undergraduate Study,Curriculum Development,Guidelines,Educational Objectives,Compliance (Legal)

This paper builds upon prior work that described the relevance of the IS 2002 model curriculum for ABET accreditation. The authors previously grouped the IS 2002 learning units by the ABET core curriculum areas for information systems. The most recent ABET guidelines emphasize assessment of program learning outcomes and alignment of these outcomes with the information systems community. This paper demonstrates how the IS 2002 model curriculum can be used for the new ABET requirements.
A Recommendation for a Professional Focus Area in Data Management for the IS2002 Information Systems Model Curriculum
Author: Longenecker, Herbert E., Jr.
Date: 2010-08-09
Type: Journal Articles
Subjects: Data Analysis,Management Systems,Information Technology,Professional Personnel,Information Systems,Information Science Education,Career Development,Undergraduate Study

IS2002 has become a well defined standard for information systems curricula. The Data Management Association (DAMA 2006) curriculum framework defines a body of knowledge that points to a skill set that can enhance IS2002. While data management professionals are highly skilled individuals requiring as much as a decade of relevant experience before being hired, principles of the profession are a good fit with the requirements for an information systems analyst. The life-cycle relationships of data management professionals to other IT professionals suggest that information systems education and experience can provide an excellent career path to data management. Based on these observations recommendations are made to add a new professional emphasis area in data management and to add data quality, architecture and metadata concepts and practices to the IS2002 learning units.
Open Source ERP Applications: A Reality Check for Their Possible Adoption and Use in Teaching Business Process Integration
Author: Huynh, Minh
Date: 2010-08-10
Type: Journal Articles
Subjects: Open Source Technology,Business Administration Education,Economic Climate,Information Systems,Business Schools,Financial Support,Costs,Teaching Methods,Computer Software

For years, there has been a need for teaching students about business process integration. The use of ERP systems has been proposed as a mechanism to meet this need. Yet, in the midst of a recent economic crisis, it is difficult to find funding for the acquisition and implementation of an ERP system for teaching purpose. While it is recognized that the use of ERP systems might provide a variety of benefits in a business school curriculum, how could business schools overcome the limited resources in order to bring in and integrate ERP systems into their business core classes? This paper explores the potentials of open source software with a focus on open source ERP applications. It describes the development of the open source movement, the emergence of open source ERP software, and the selection and evaluation of two specific ERP applications. Although one of the major incentives for adopting open source software is the absence of license fees, this paper, however, cautions that there are other costs to be considered in the adoption of open source ERP software and in its implementation process.
Cyber Forensics and Security as an ABET-CAC Accreditable Program
Author: Wood, David F.
Date: 2010-07-28
Type: Journal Articles
Subjects: Information Systems,Information Security,Accreditation (Institutions),Educational Innovation,Undergraduate Study,Bachelors Degrees,Computer Science Education,Curriculum Development,Crime Prevention,Access to Information,Deception,Terrorism,Child Abuse,Educational Objectives

This paper frames the recent ABET accreditation model with respect to the balance between IS programs and innovation. With the current relaxation of the content of the information systems requirement by ABET, it is possible to include innovation into the accreditation umbrella. To this extent this paper provides a curricular model that provides programmatic flexibility within the information systems environment that allows for innovation in the context of an accredited program. An innovative bachelor's degree program incorporating cyber forensics and information security is presented which can fit the ABET-CAC model for accreditation as an Information Systems degree. The paper argues for the usefulness of a cyber forensics security degree, and its positioning within the ABET accreditation framework.
Tracking Women and Minorities as They Attain Degrees in Computing and Related Fields
Author: Sorkin, Sylvia
Date: 2010-07-14
Type: Journal Articles
Subjects: Females,Educational Attainment,Mentors,College Faculty,Refugees,College Graduates,Disproportionate Representation,Citizenship,Grade Point Average,Information Science Education,Computer Science Education,Minority Groups,Seminars,School Holding Power,Engineering Education,Transfer Rates (College),STEM Education,Liberal Arts,Community Colleges,Scholarships,National Organizations,Student Placement,Mathematics,Student Research,Alumni,Program Descriptions,Academic Advising,Career Guidance

Two Maryland colleges (one a four-year liberal arts college for women, and one a public community college) have worked to increase the number of graduates, especially women and other under-represented groups, in their computer science, computer information systems, engineering, and mathematics programs over a four-year period. In August 2004, they were each awarded funding by the National Science Foundation to create a Computer Science, Engineering and Mathematics Scholarship Program, offering need-based scholarships for full-time students with a minimum grade point average, and U.S. citizenship or status as permanent resident alien or refugee alien. Faculty mentoring, a seminar luncheon series, and career information were features used to increase degree attainment. Results of these efforts are described.
Student Usage of Instructional Technologies: Differences in Online Learning Styles
Author: Ballenger, Robert M.
Date: 2010-07-15
Type: Journal Articles
Subjects: Undergraduate Students,Management Information Systems,Educational Technology,Online Courses,Blended Learning,Cognitive Style,Electronic Learning,Use Studies,Gender Differences,Integrated Learning Systems

We contribute to the MIS education literature by empirically examining Web log server data generated by undergraduate students enrolled in multiple sections of a MIS course where an online Learning Management System (LMS) was used to complement a traditional classroom environment. We identify online learning styles by investigating differences in LMS usage patterns, finding four distinct usage patterns as well as differences in the level and variation of LMS usage by male and female students. We suggest that online learning styles are important considerations for instructors using instructional technologies as well as for researchers.
An Exploration of the Legal and Regulatory Environment of Privacy and Security through Active Research, Guided Study, Blog Creation, and Discussion
Author: Peslak, Alan R.
Date: 2010-07-16
Type: Journal Articles
Subjects: Privacy,Information Security,Computer Security,Electronic Publishing,Information Technology,Feedback (Response),Ethics,Standards,Undergraduate Study,Information Science Education,Laws,Copyrights,Intellectual Property,Constitutional Law,Federal Legislation,Health Insurance,Internet,Terrorism,Information Sources,Credit (Finance),Freedom of Speech

One of the most important topics for today's information technology professional is the study of legal and regulatory issues as they relate to privacy and security of personal and business data and identification. This manuscript describes the topics and approach taken by the instructors that focuses on independent research of source documents and cases. Posting and review of this research with a blog served as a successful springboard for discussion and analysis of relevant privacy and security issues. The course was piloted in the spring of 2008 and received strong positive feedback. The course was successfully run again in 2009. Review of the process and implications for educators is presented.
Website Accessibility for Users with Visual Impairment
Author: Smith, J. A.
Date: 2010-07-19
Type: Journal Articles
Subjects: Web Sites,Visual Impairments,Educational Technology,Technology Uses in Education,Accessibility (for Disabled),Handheld Devices,Internet,Surveys,Compliance (Legal),Computer Software,Hypothesis Testing,Qualitative Research,Statistical Analysis

In this web accessibility study of homepages of education departments in post-secondary educational institutions, the 1998 US Section 508 Law regarding webpage accessibility for people with disabilities was addressed. Along with the requirements of this legislation, there are growing demands for web accessibility resulting from age-related visual disabilities and the ubiquitous handheld, mobile Internet devices. In this study six hypotheses were addressed to analyze web accessibility in terms of website complexity, enactment of web accessibility policies and practices, and webmaster web accessibility training, end-user communications, and strategic decision-making. A survey was mailed to education department webmasters to identify levels of web accessibility skills and training. Tools utilized to analyze homepage accessibility were AChecker™, A-Prompt™, JAWS™, and Kelvin™. Also, the existence of institutional web accessibility policies and language in job requirements for webmaster job postings were examined to determine the importance placed on Section 508 compliance by employers. Results showed a 95% failure rate in Section 508 compliance where two significant relationships existed for higher web inaccessibility: lower levels of webmaster web accessibility training and increasing complexity in webpage design.
Strategies for Increasing IT Enrollment: Recruiting, Retaining and Encouraging the Transfer of Women and Underrepresented Groups to Four-Year Colleges
Author: Tupper, Donna Hiestand
Date: 2010-07-20
Type: Journal Articles
Subjects: Community Colleges,Females,Womens Education,STEM Education,Scholarships,Student Financial Aid,Program Effectiveness,Enrollment Trends,Student Attitudes,Gender Differences,Minority Group Students,Disproportionate Representation,Two Year College Students,College Transfer Students,Intervention,Success,At Risk Students,Graduation,Mentors,Student Surveys

Through the support of the National Science Foundation,, The Community College of Baltimore County has begun two separate initiatives to increase the number of women and underrepresented minorities enrolled in technological majors. Started in 2003, the Grace Hopper Scholars Program targets specifically women interested in careers in technology, regardless of their financial status, enrollment status or grade point average. The second of these programs, begun in 2004, is a Computer Science, Engineering, and Mathematics Scholarship Program, that offers need-based scholarships for full-time students with a minimum grade point average, and U.S. citizenship or status as a permanent resident alien or refugee alien. Outcomes for the Grace Hopper Scholars Program comparing the success of GHSP students with respect to their enrollment status, will be provided. Attitudes of CSEM scholars according to gender and whether or not they are from underrepresented groups will be described.
Two Screens and an Ocean: Collaborating across Continents and Cultures with Web-Based Tools
Author: Frydenberg, Mark
Date: 2010-07-21
Type: Journal Articles
Subjects: Foreign Countries,College Students,International Programs,Multimedia Materials,Cultural Awareness,Educational Technology,Computer Mediated Communication,Cooperation,Student Surveys,Web 2.0 Technologies,Cooperative Learning,Technological Literacy,Web Sites,Student Attitudes,Questionnaires,Usability,Grades (Scholastic),Cultural Differences,Barriers

This paper describes the implementation and results of a cross-cultural pairing between college students in the United States and Romania who worked together over the period of one month to create a multimedia presentation that shared their learning about topics of multimedia and culture. Students could use any web-based collaboration tools of their choice, including email, instant messaging, voice and video conferencing to complete the project, and documented their results on a collaborative wiki. The project gave students an opportunity to use Web based collaboration tools to create tangible work products with international partners. This paper presents an analysis of the technologies they used and how they used them to complete the project, and examines their learning based a survey and their own qualitative remarks. Results show that students gained proficiency at selecting and using appropriate web based collaboration tools. They also overcame issues related to language, time zones and technology.
A Study of the Programming Languages Used in Information Systems and in Computer Science Curricula
Author: Russell, Jack
Date: 2010-07-22
Type: Journal Articles
Subjects: Programming Languages,Information Systems,Computer Science Education,Management Information Systems,Information Technology,Teaching Methods,Curriculum,College Instruction,College Faculty,Teacher Surveys,Language Usage,Hypothesis Testing

This paper researches the computer languages taught in the first, second and third programming courses in Computer Information Systems (CIS), Management Information Systems (MIS or IS) curricula as well as in Computer Science (CS) and Information Technology (IT) curricula. Instructors teaching the first course in programming within a four year curriculum have wrestled with which language is best for enabling student success as well as preparing students for a viable career. The authors believe that Visual Basic.Net is the best language for teaching the first programming course. The authors believe that Graphical User Interface (GUI) controls within a Windows-based environment also should be emphasized in the first course. While the authors support JAVA and C# as advanced programming experiences within the CIS/MIS curriculum they do not believe that either of these two languages should be taught in the first programming experience. A survey was performed to determine: (1) Is there is a difference in the language used for the first programming course based on curriculum type (CIS, MIS/IS, CS and IT)? (2) Is there a difference in the language used for the second programming course based on curriculum type (CIS, MIS/IS, CS or IT)? (3) Is there is a difference in the language used for the third programming course based on curriculum type (CIS, MIS/IS, CS or IT)? The authors also want to know which interface (Windows/forms, Web or Console) is being used with the various programming languages being taught.