ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of Variance with Summary Statistics in Microsoft® Excel®
Author: Larson, David A.
Date: 2010-04-00
Type: Journal Articles
Subjects: Statistical Analysis,Computer Software,Undergraduate Students,Spreadsheets,Statistics,Factor Analysis,Teaching Methods,Business Administration Education

Students regularly are asked to solve Single Factor Analysis of Variance problems given only the sample summary statistics (number of observations per category, category means, and corresponding category standard deviations). Most undergraduate students today use Excel for data analysis of this type. However, Excel, like all other statistical software packages, requires an input data set in order to invoke its Anova: Single Factor procedure. The purpose of this paper is therefore to provide the student with an Excel macro that, given just the sample summary statistics as input, generates an equivalent underlying data set. This data set can then be used as the required input data set in Excel for Single Factor Analysis of Variance.
Are Academic Programs Adequate for the Software Profession?
Author: Koster, Alexis
Date: 2010-03-00
Type: Journal Articles
Subjects: Computer Science Education,Programming,Engineering Education,Engineering Technology,School Business Relationship,Job Skills,Labor Needs,Labor Market,Career Readiness,Computer Software,Computer System Design,Alignment (Education),Relevance (Education),Educational Practices,Educational Needs,College Programs

According to the Bureau of Labor Statistics, close to 1.8 million people, or 77% of all computer professionals, were working in the design, development, deployment, maintenance, and management of software in 2006. The ACM [Association for Computing Machinery] model curriculum for the BS in computer science proposes that about 42% of the core body of knowledge be dedicated to software engineering, including programming. An examination of the curriculum of a typical computer science department shows that, excluding programming courses, no courses specific to software engineering are required for the BS, although several are available as elective courses. Academics typically resist the demands of the industry, in part because some of them are for specific software tools, design methods, or programming languages whose use does not last. Under market pressure, more required software engineering courses may slowly be included in the curriculum. The usual solution is for businesses to offer their software professionals needed courses in software engineering.
Virtual Communities of Practices (VCoPs) for Ensuring Innovation at Universities--Firat University Sample
Author: Özmen, Fatma
Date: 2013-00-00
Type: Journal Articles
Subjects: Communities of Practice,Barriers,Educational Innovation,Higher Education,Information Technology,Computer Simulation,Administrator Attitudes,Leadership Role,Universities,Semi Structured Interviews,Content Analysis,Trust (Psychology),Information Security,Knowledge Management,Foreign Countries,Qualitative Research

Problem Statement: In our era, to generate innovative and strategic knowledge and use it to produce new products and services bears the utmost importance in terms of providing improvement, innovation, and thus competitiveness for organizations. Higher education institutions are considered prominent organizations leading the change for innovation by producing new knowledge and new know how(s). However, universities generally fall short in meeting these expectations and are very slow in generating new knowledge. Meanwhile, ever-evolving information and communication technologies (ICT) offer various opportunities in terms of knowledge utilization and the knowledge generation field. In this context, virtual communities of practices (VCoPs) have drawn attention due to their collaborative knowledge producing potential, which fosters organizational learning and improvement. Purpose of The Study: The goal of this research is, based on the views of senior administrators at Firat University and in the scope of the literature review, to determine the importance of and barriers to VCoPs, as well as determine the leadership roles for the constitution and utilization of VCoPs at the university setting. Method: In this study, the opinions of 21 administrators were gathered via semi-structured interviews and the data obtained were analyzed through content analysis method. The views of each respondent were written down, listed, and coded. Then, according to the meanings of the codes, categories were determined and analyzed while taking into consideration the iterative procedure. Findings and Results: The findings revealed that VCoPs were thought to be important for ensuring improvement and innovation by the majority of the administrators; however, some barriers, such as distrust and insecurity, lack of leadership, and lack of knowledge and skills existed. In order to achieve effective utilization results for VCoPs, greater leadership roles, such as opportunity enhancement, staff encouragement, knowledge utilization, and monitoring developments, were proposed by the administrators. Conclusion and Recommendations: VCoPs were thought to be important by almost all of the university administrators for ensuring improvement and innovation. However, there were serious barriers which hindered the utilization of VCoPs. To overcome these barriers and in order to make the university staff eager to participate in VCoPs, certain leadership roles were seen as necessary.
Intergenerational Learning: A Valuable Learning Experience for Higher Education Students
Author: Corrigan, Trudy
Date: 2013-00-00
Type: Journal Articles
Subjects: Intergenerational Programs,Older Adults,College Students,Foreign Countries,Educational Gerontology,Mixed Methods Research,Semi Structured Interviews,Transformative Learning,Observational Learning,Imitation,Modeling (Psychology),Social Capital

Problem Statement: This paper reports on the evaluation of a project rooted in the principles and practice of Intergenerational Learning. Intergenerational Learning is increasingly seen as a key strategy in providing learning opportunities for older people in societies where the profile of the population is ageing rapidly. No significant work has, however, been done on the outcomes for the younger participants in intergenerational learning and this research focuses on that issue. Almost five hundred students have, to-date, taken part in the intergenerational learning project in Dublin City University and provided an ideal opportunity to research this problem. Purpose: This article aims to: Provide an explanation of Intergenerational Learning at both a conceptual and practical level. Explore stakeholder reactions--concentrating in particular on the cross generational experiences of the student participants point to some potential future directions for Intergenerational Learning initiatives. Methods: A &quot;mixed method&quot; design was used in which a participant survey was completed followed by in-depth interviews (Creswell and Plano Clark, 2011, 90). In phase one of the research a large sample of the participants were surveyed to identify trends and generate a detailed profile of those taking part. There followed semi-structured interviews with a sample of both younger and older participants. The results of the survey are reported in Corrigan (2011) and this paper is limited to an analysis of the interviews conducted with the student volunteers who participated in the project. Thematic analysis was used to identity, analyse and report patterns within the data. Results and Findings: The paper explores the benefits of engaging higher education students in intergenerational learning initiatives. Firstly the students found that they gained knowledge, competences and skills which contributed to both their personal and professional development. Secondly the process proved to be an excellent means to foster intercultural and intergenerational solidarity. Conclusions and Recommendations: Intergenerational learning is an excellent methodology for enabling transformative education. The research confirms that people learn from one another through such processes as observational learning, imitation, and modelling. It argues that the development of intergenerational programmes creates significant learning opportunities and a transformation in attitudes between generations. Intergenerational and intercultural solidarity is also fostered. This paper advocates the development of similar initiatives in other higher education institutes as a means to promote engagement between older people and higher education students.
What Is Needed for Correct Pronunciation: A Model or a Concern?
Author: Kayaoglu, M. Naci
Date: 2013-00-00
Type: Journal Articles
Subjects: Pronunciation,Phonetics,Second Language Learning,English (Second Language),Second Language Instruction,Pronunciation Instruction,Adults,Error Correction,Quasiexperimental Design,Pretests Posttests,Computer Software,Semi Structured Interviews,Foreign Countries,Observation,Scores,Teaching Methods,Correlation,Higher Education,Accuracy

Problem Statement: Although the debate on adopting native-like pronunciation or a universal pronunciation is a change that can save nonnatives from embarrassment appears to have recently lost its merit, the challenge of teaching accurate and proper pronunciation is still a concern for teachers that needs to be remedied. Purpose of Study: The main purpose of this study was to test the Audio Articulation Method as a remedy for pronunciation errors on adult EFL learners' acquisition of &quot;inter-dental fricatives&quot; /?/ and /ð/ at a university vocational school. It also sought to explore the students' consideration of phonetic issues in language acquisition. Methods: This quasi-experimental research was conducted at a vocational school of a Turkish university. A total of 36 students participated in the study. A pre-test/post-test design was employed so as to observe the effects of the method used in the experiment. In addition to a semistructured interview and classroom observation, a delayed post-test was conducted four weeks after the pre-test. SPSS 13.0 for Windows 2007 was used to analyze the data for a 0.05 significance level. Findings and Results: The results of this study show a statistically significant difference in the students` pre-test and post-test scores. Similar significant results were also observed in the pre-test and delayed test scores, indicating a positive effect from the Audio Articulation Method. Yet, interestingly, nearly all students were observed to return to the same pronunciation habits of &quot;inter-dental fricatives&quot; /?/ and /ð/ in routine classroom instruction after exposure to the Audio Articulation Method. Conclusions: Learners were receptive to the acquisition of &quot;inter-dental fricatives&quot; /?/ and /ð/, as the scores were positively correlated with the use of the Audio Articulation Method during the experiment. Nevertheless, the classroom observation data showed that students were not able to maintain their newly acquired phonetic behavior during routine English classes, which would indicate the need of long-term exposure to the newly acquired sounds/pronunciation. Recommendations: This method is for the most part used for segmental level pronunciation errors, and as such it addresses a very limited part of the pronunciation issues and does not include stress, rhythm, intonation, connected speech, or prominence. Therefore, this method should more likely be considered as a complementary tool in addition to that of a pronunciation lesson.
BCS or Just BS: How College Football Could Crown the Wrong National Champion? Just Do the Math--Correctly!
Author: Teasley, C.E. Wynn
Date: 2010-03-00
Type: Journal Articles
Subjects: Business Administration,Business Administration Education,Team Sports,College Athletics,Competitive Selection,Evaluation Methods,Selection Criteria,Evaluation Research,Mathematical Formulas,Models,Decision Making,Professional Associations,Competition,Error of Measurement

The 2009 college football season is here, but there has been a continuing controversy swirling over how the Football Bowl Subdivision (FBS) selects its national champion. College football uses a multi-criterion decision matrix (MCDM) evaluation technique to determine which two teams will play for the national championship. We analyzed the BCS [Bowl Championship Series] method of evaluating which teams play for the national. We found that Texas should have been ranked ahead of Oklahoma. We conclude that BCS utilizes a mathematically flawed evaluation method to decide which two teams will play each year in the national championship game. Just do the math--correctly!
Teaching Accounting for Inventory by Calling on Students' Personal Experiences
Author: Briginshaw, John
Date: 2010-03-00
Type: Journal Articles
Subjects: Accounting,Concept Teaching,Business Administration Education,Teaching Methods,Educational Strategies,Financial Audits,Classroom Techniques,College Programs,Facility Inventory

This essay seeks to give practical guidance to accounting instructors seeking to convey the difficult concepts of accounting for inventory. Techniques to convey the concepts of assumed inventory flow, inventory valuation under inflation and deflation, impairment of inventories, LIFO [Last In, First Out] liquidations and the concept of the periodic inventory system are considered.
Learning Authentic Leadership in New Zealand: A Learner-Centred Methodology and Evaluation
Author: Roche, Maree
Date: 2010-03-00
Type: Journal Articles
Subjects: Leadership Training,Foreign Countries,Quasiexperimental Design,Content Analysis,Personal Narratives,Intervention,Student Centered Curriculum,Teaching Methods,Business Administration Education,Student Journals,Self Concept,Interpersonal Relationship,Individual Development,College Students

This study provides preliminary examination of the efficacy of the &quot;Best Authentic Leadership Self&quot; exercise. A field quasi-experimental design was conducted with a dual purpose: (1) to ascertain the value of interventions aimed at triggering events to enhance the learning (c.f. teaching) of &quot;authentic leadership? and how this aided, or otherwise, students writing of a &quot;Best Authentic Self&quot; narrative (and subsequent leader development plan), and (2) a content analysis of students' &quot;Best Authentic Self&quot; narratives was undertaken to ascertain commonalities, if any, in authentic leadership learning. The findings support a learning orientation to authentic leadership, with relationships featuring as key to students' authentic leadership development. Finally, limitations in terms of replication are discussed with recommended measures to be adopted. Implications for practice and future direction are discussed.
The Relationship between School Culture and Leadership Practices
Author: Turan, Selahattin
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Culture,Instructional Leadership,Leadership Role,Principals,Correlation,Elementary School Teachers,Teacher Surveys,Multivariate Analysis,Predictor Variables,Statistical Distributions,Reliability,Multiple Regression Analysis

Problem Statement: Creation of a common culture in educational organizations, particularly in schools, depends first on the presence and cohesiveness of an interacting group of individuals. Individual aims are more likely to turn into a shared objective in schools with a strong, participatory culture. Culture shared by all school stakeholders makes the actualization of both short-and long-term objectives easier. In this context, the leadership role of school administrator is essential to ensure that employees associate with school culture. Purpose of the Study: The aim of this study is to determine relationship between school administrators' leadership practices and school culture. Methods: This study has a correlational design to determine relationship between school administrators' leadership practices and school culture according to the perceptions of teachers in primary education. A total of 349 teachers serving in 15 primary schools were selected through a maximum diversity method. &quot;Leadership Practices Inventory&quot; and &quot;School Culture Inventory&quot; were administered to these teachers. Findings and Results: Positive and significant relationships were found between the scores of school culture and leadership practices of teachers in primary education. Based on the significant relationships observed, according to multivariate linear regression analysis results performed to evaluate the prediction power of leadership practices on school culture, sub-dimensions of leadership practices (guidance, creating a vision, questioning the process, encouraging personnel and encouraging audience) collectively explained 28% of the variance of school culture scores. Conclusions and Recommendations: School culture can be used by school administrators as a tool to influence and direct other people or to establish coordination among employees. Beyond being representatives of school bureaucracy, administrators should be cultural and moral guides who pioneer the creation and development of fundamental values in school. Based on the findings of the study, it is important to improve and enhance the job definition and areas of work of school administrators. Arrangements can be made to allow school administrators to take initiative towards improving their own schools. This may strengthen the guiding role of school administrators. We suggest that future studies consider a qualitative investigation of exemplary school culture and leadership practices.
Challenges in the Establishment of a New Faculty: Experiences of the Founding Deans and Faculty Members
Author: Vatanartiran, Sinem
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Deans,College Administration,Teacher Recruitment,College Faculty,Universities,Qualitative Research,Case Studies,Higher Education,Instructional Leadership,Validity,Reliability,Interviews,Goal Orientation,Administrator Characteristics,Facilitators (Individuals)

Problem Statement: Academic deans play a critical role connecting academic and administrative operations and structures within their respective Faculties and universities. There is a wide array of research about deans, what they do, their leadership skills, challenges, and experiences. However, the research is quite limited in terms of the processes of establishing a faculty from scratch and how people experience this whole establishment process. In the light of the fact that there are a growing number of new universities emerging in Turkey, research to understand effective practices by academic deans to recruit and support new faculty is critical. Purpose of the Study: This study aims at describing the establishment process of university faculties as experienced by the founding deans and faculty members focusing on the challenging and facilitating factors they faced and how these factors are managed. Methods: Qualitative method and case study technique were used. The case is a foundation university that established 3 new faculties in the year 2012. The deans of each faculty and all of the faculty members (n = 8) who took part during the establishment process were interviewed as part of the data collection. The data were then analyzed with content analysis technique. Findings and Results: The common themes that emerged out of deans' and faculty members' interviews are vision, challenges, facilitators, managing challenges, and advice for founding teams. The most important challenge is the Council of Higher Education's stringent regulations during the approval process. University's supportive mechanisms, team spirit among the academic staff, and participatory leadership style of the dean are the highlighted facilitators during the establishment of a new faculty. Conclusions and Recommendations: The bureaucratic procedures and regulations of Higher Education Council should be restructured. As deans are expected to possess certain personal, academic and professional skills, programs like higher education management and leadership should be started and prospective deans should be encouraged to attend to such programs.
Teacher Strategies in Shared Reading for Children with Hearing Impairment
Author: Girgin, Ümit
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Hearing Impairments,Reading Instruction,Reading Strategies,Story Reading,Childrens Literature,Case Studies,Reading Teachers,Predictor Variables,Phonics,Grade 1,Elementary School Students,Demography,Validity,Reliability,Language Skills,Illustrations,Educational Strategies

Problem Statement: Utilization of shared reading practice in hearing impaired children's literacy instruction may yield quite beneficial. However an investigation of Turkish literature revealed no studies regarding application of shared reading within elementary settings for hearing or hearing-impaired children. Furthermore international literature is considered rather limited. Rigorous investigations of these practices especially within phonic based literacy instruction settings are needed. Purpose of Study: This paper will respond to following questions in order to exert preparation and application of shared reading for children with hearing impairment. a) What is the importance and frequency of shared reading activities in syllabus? b) What preparations are needed for shared reading activities? c) How should teacher read a storybook with class? Methods: This research is a case study. Among examined variables are properties of storybooks; feasibility of storybook reading in class with regard to instructional aims; application process; required optimization in this process. Two experienced instructors and seven hearing impaired children participated in this research. Data sources of this research are video records from group and personal activities, instruction plans, evaluation files, chilren's literacy development files, clipboards, records from family interviews and weekly expert panels. Findings and Results: Storybook reading is among the suggested procedures for Turkish instruction. Stories offered in Teachers' Manual for Turkish Instruction are not suitable for hearing impaired children's reading levels. Several preparations and precautions are needed before applying and during application of shared reading for hearing impaired children.