ethanporcaro/eric-fulltext-meta huggingface dataset:
Software Development Estimation Techniques in Industrial Contexts: An Exploratory Multiple Case-Study
Author: Zarour, Ahmed
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Software,Case Studies,Information Technology,Teamwork,Barriers,Industry,Professional Personnel,Costs,Expertise,Models,Guidelines,Check Lists,Accuracy,Corporations,Outsourcing,Foreign Countries,Budgets,Cultural Influences,Employee Attitudes,Time Management,Working Hours

Software Effort Estimation is one of the most challenging aspects in the software development life cycle. Recent empirical studies in the area of software development estimation indicate the presence of two models for effort estimation: (i) Formal, and (ii) Expert Based (Informal). The IT sector in Palestine is one of the most promising and constantly growing sectors. Nonetheless, studies addressing effort estimation approaches and techniques within the Palestinian IT sector are still highly missing. Therefore, we were motivated to conduct a qualitative study to increase our understanding about how industrial teams approach software effort estimation and to explore the challenges they are facing. Our investigation started with a survey that targeted software professionals, and then we conducted multiple-case study approach involving four different software development companies in Palestine. Results show that: (i) around 25% of cost overrun in software projects is due to inaccurate estimations; (ii) expert based estimation models are the mostly applied models especially within agile environments; (iii) a potential advantage can be achieved when formalizing the process of expert based models by having guidelines and checklists; (iv) accuracy of effort estimation is largely affected by team experience, domain knowledge, and requirements clarity; and (v) companies working with outsourcing model do have better effort estimation accuracy than companies working in local market. Based on our findings, we highlight areas that require further investigation.
Students as Future Workers: Cross-Border Multidisciplinary Learning Labs in Higher Education
Author: Admiraal, Wilfried
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Higher Education,Learning Laboratories,Interdisciplinary Approach,Interaction,Educational Technology,Technology Uses in Education,Teamwork,Authentic Learning,Competence

One promising way to cope with changing requirements from the labor market in the domain of Science, Technology, Engineering and Mathematics (STEM), but also to keep the field up to date, to start innovations and to advance the STEM domain as such is the use of student labs. In these labs, students work together in small groups imitating professional practice of design and technology workers. More insights are needed in what competences student labs in the STEM domain address and what the implications would be for the design of student labs. A review of empirical studies on student labs and additional literature indicate that five generic competences are addressed in most student labs: Collaboration, communication, problem solving, critical thinking, and creativity. In order to effectively enhanced these competences, student labs should be designed as authentic productive learning environments based on three design principles: (1) Realistic, complex task situations, (2) Multidisciplinarity, and (3) Social interaction. IoT Rapid Proto Labs are examples of such a student labs, in which cross-border multidisciplinary teams of students, teachers (coaches), and practitioners jointly develop solutions to challenging IoT applications (Internet-connected objects), add value for enterprises, and strengthen the employability, creativity and career prospects of students.
Access versus Success: Services for Students with Disabilities in Postsecondary Education
Author: Sassu, Kari
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Accessibility (for Disabled),Students with Disabilities,Postsecondary Education,Academic Achievement,Related Services (Special Education),Academic Accommodations (Disabilities),Disabilities,Federal Legislation,Educational Legislation,Equal Education,Civil Rights Legislation

Increasingly, students with disabilities are pursuing postsecondary education at two-year and four-year universities as well as vocational schools (OCR, 2011a). According to the National Center for Educational Statistics (1999), during the 1995-1996 academic year, approximately 6 percent of the undergraduate population reported having a disability. By 2007-2008, approximately 11 percent of the undergraduate population reported having a disability (NCES, 2013). The National Center for Special Education Research (2005) reported that nearly a third of students with disabilities pursued some form of postsecondary education (e.g., four-year colleges, two-year colleges or vocational schools) within two years of leaving high school. According to one longitudinal study, individuals in certain disability categories were more likely to pursue postsecondary education; 78% of youth with visual impairments, 72% of those with hearing impairments, 58% of students with autism, 55% of those with speech/ language disabilities, 55% of those with deaf-blindness, 55% of those with other health impairments, 54% of individuals with orthopedic impairments, and 52% of youth with traumatic brain injuries enrolled in education beyond high school (NCSER, 2005). By comparison, fewer youth with emotional disturbances (34%), multiple disabilities (35%) or intellectual disabilities (27%) enrolled in postsecondary educational opportunities (NCSER, 2005). As the postsecondary student population diversifies with regard to presentation and need, it is critically important to examine the rights of these students as well as the legal obligations of those who work in higher education. Without a clearly developed understanding of such, many of those who serve in the capacity of postsecondary educator may not only be putting ourselves and their employing institutions at risk for litigation, but also underserving their students.
Learning Dysfunction, Disability and Diversity as the New Normal in Education Reform
Author: Rhone, Camella
Date: 2018-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Students with Disabilities,Student Diversity,Educational Change,Educational Improvement,Sustainability,Educational Practices

Policy makers need to recognize that the historically comfortable education environment is changing. The present model of managing the new environment has a growing number of non-achieving student customers being labelled as being dysfunctional. The dysfunctional collective is becoming the new normal as it expands to accommodate students of diversity, who are classified as having a disability. The student customers, are the input that the education value chain is expected to transform into good and useful citizens. They are becoming increasingly diverse and volatile inputs to handle and shape. Our society is demonstrating increasingly higher level of incivility, lawlessness, antisocial attitudes and behaviors. This suggests that the existing learning system is inadequate. The education system needs to continually adapt to serve the needs of a changing society, if it is to remain relevant. The continuous improvement model of business management and the global sustainability models of economic development can provide a sound framework for satisfying student development goals and objectives, could be the bases for the reform of the complex educational process. Both are process models that will guide the educational community to think more deeply on all aspects of its system, about the benefits of inclusion, and about redefining the notion of the dysfunctional. The student who is empowered to learn, will emerge from the school system with emphasis on education for life, and will be more than ready and fully capable of making a unique and meaningful contribution to self and society.
Implementation of the Lesson Study as a Tool to Improve Students&apos; Learning and Professional Development of Teachers
Author: Özdemir, Soner Mehmet
Date: 2019-06-00
Type: Journal Articles
Subjects: Program Implementation,Lesson Plans,Faculty Development,Professional Continuing Education,Student Improvement,Academic Achievement,Elementary School Teachers,Teaching Methods,Teacher Collaboration,Foreign Countries,Teacher Attitudes,Reading Comprehension,Grade 2,Elementary School Students

Continuous professional development is a process that requires constant and active learning for a teacher throughout his/her professional life. In this process, teachers are expected to perform activities aiming at increasing both their professional development and the quality of teaching within the classroom. One of these is lesson study. This study examined the effect of the lesson study as a tool to improve professional development of teachers, as well as student learning. Case study, one of the qualitative research methods, was used. Participants were two primary school teachers. Data were obtained from observations and field notes taken during the teaching of the course alongside data coming from teachers' reflective diaries and interviews held with the teachers. The findings of the study showed that the lesson study activity contributed considerably both to the professional development of the teachers and the students' learning. Thanks to the student-centered activities (narration, picturizing and drama) which were carried out within the scope of the applied research lesson, almost all students in the class were actively involved in the lesson, especially those who had relatively worse reading comprehension skills and who had difficulty in self-expression started to give better answers and also expressed what they read in a better manner. In addition, teachers stated that lesson study contributed to their professional development by helping them solve the problem they faced paving the way for the application of different teaching methods and activities, collaboration with each other, exchanging of opinions about the problem, and recognizing different methods, techniques and practices pertaining to the profession.
Preferred English Accent and Pronunciation of Trainee Teachers and Its Relation to Language Ideologies
Author: Karakas, Ali
Date: 2019-00-00
Type: Journal Articles
Subjects: Pronunciation,Language Attitudes,Familiarity,Language Variation,English (Second Language),Second Language Learning,Teaching Methods,Second Language Instruction,Preservice Teachers,Language Teachers,Teacher Education Programs,Listening Skills,Foreign Countries,Preferences,Native Speakers

This paper investigates trainee teachers' preferences for English pronunciation and accent, enrolled in a teacher education program in Turkey with respect to listening activities, after they have familiarized themselves with the diverse English accents. Data has been gathered through semi-open-ended questionnaires, which are later analysed with qualitative research method. The analysis indicates that many trainee teachers prefer native English speaking accent and pronunciation being under the influence of dominant ideologies while a small group values exposure to diverse ELF speakers and accents in listening activities by developing some counter ideologies, which appreciate wider intelligibility and increased familiarity. The findings suggest that teacher trainees' late exposure to diverse speakers and accents is neither very practical to help improve their accent and pronunciation to be near-native nor helpful to make them recognize the global diversity of English and the way pronunciation of such a global language should be taught.
Gender Gaps: Career Development for Young Women with Disabilities
Author: Lindstrom, Lauren
Date: 2012-08-00
Type: Journal Articles
Subjects: Gender Differences,Career Development,Females,High School Students,Students with Disabilities,College Students,High School Teachers,Special Education Teachers,Administrators,Self Esteem,Barriers,Interpersonal Competence,Career Choice,School Districts,Employers,Employment,Education Work Relationship,Two Year College Students

Young women with disabilities face multiple barriers in making the transition from high school to meaningful careers. This study used focus groups and individual interviews with high school girls with disabilities, college women with disabilities, high school special education teachers, school administrators and employers to examine career development and transition needs for young women with disabilities. Barriers and supports were identified in four major categories: a) individual/interpersonal skills, b) career options, c) school system issues, and d) disability needs. Recommendations for practice are discussed.
Media Literacy Education in the Age of Machine Learning
Author: Valtonen, Teemu
Date: 2019-00-00
Type: Journal Articles
Subjects: Media Literacy,Computational Linguistics,Mass Media,Literacy Education,Teaching Methods,Critical Thinking,Deception,Information Literacy,Social Media,21st Century Skills,Information Technology,News Reporting

The media environment has radically changed over the past few decades. Transition and transformation of media platforms has enabled algorithms and automation to take over media processes such as production, content generation, curation, delivery, recommendation, and filtering of information. It has also enabled tracking of users' actions, data mining, profiling, and the use of computational and machine learning techniques for purposes like behavior engineering, targeted advertisement, spread of mis- and disinformation, swaying political moods, and many others. In the field of media literacy education, the need to understand algorithm-driven media requires educators to re-think the connections between media literacy education and computing education. This article provides an overview of some computational mechanisms of today's media, and it provides new perspectives for media literacy education. The article suggests ways of intertwining media literacy education with computing education in order to improve students' readiness to cope with modern media and to become critical and skilled actors to navigate in the today's media landscape.
Real-Time Support: Using eCoaching to Increase Preservice Teachers&apos; Confidence to Teach
Author: Blanton, Morgan V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Electronic Learning,Preservice Teacher Education,Feedback (Response),Learning Strategies,Student Teaching,Student Teachers

The role of teacher education preparation programs is to equip preservice teachers (PSTs) with the knowledge and skills to support the development of all students. To do this, university faculty must establish and monitor PST's progress toward quality standards for teaching. &quot;e&quot;Coaching is a professional learning tool that provides real-time feedback to PSTs during instruction. In this article, the authors present &quot;e&quot;Coaching as a professional learning strategy. An overview of &quot;e&quot;Coaching logistics, perceived impact of &quot;e&quot;Coaching on PSTs, a description of &quot;e&quot;Coaching in action, and an explanation of how it meshes with current support practices are provided.
&quot;So, Tell Me What Kind of a Thing It Really Is&quot;--Finnish Older Adults Making Sense of Home Technology
Author: Lantela, Pilvikki
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Older Adults,Media Literacy,Experience,Comprehension,Technology,Attitudes,Social Influences

This article brings forth the experiential knowledge and views of sixteen Finnish older adults, (mean of age 84,9), who tried out home technology in their daily life, with the objective of discussing media literacy education in relation to this specific age group and context. The data were analyzed from the perspective of sensemaking as theorized by Karl Weick, which works as a heuristic enabling investigation of older adults' experiences in relation to home technology. The results show that the sensemaking of the participants is based on the identity of the non-user, retrospective reasoning and social context. For many, the technological solutions examined in this study did not seem to constitute a plausible answer to the perceived needs or realities of life. This study thus raises an important question: in the context of home technology implementation or media literacy, whose voice or sensemaking is heard? This general question comes with a set of related concerns and prompts further questions such as: Do older adults perceive a need for media literacy and how do they make sense of various media and the rapidly digitalizing culture? In media literacy education, older adults should be recognized within their unique life contexts.
Pilot Test of an Employability Skills Rubric: A Component of the Summary of Performance Report
Author: Harvey, Michael W.
Date: 2012-08-00
Type: Journal Articles
Subjects: Employment Potential,Job Skills,Scoring Rubrics,Responsibility,Problem Solving,Interpersonal Competence,Interrater Reliability,High School Students,School Districts,Students with Disabilities,Performance Based Assessment,Test Validity

This study pilot tested an employability skills rubric (ESR) to support the summary of performance (SOP) requirement in Individuals With Disabilities Education Improvement Act. The ESR consisted of three performance areas: (a) Responsibility, (b) Problem-Solving Skills, and (c) Interpersonal Skills. The study sought to establish (a) interrater reliability, (b) the degree of agreement among raters, and (c) assessment of feedback regarding the ESR. The instrument was pilot tested with 19 local educational agencies. Most items had correlations in the moderate range and large effect sizes. There was a high level of internal consistency for each rubric and respondents indicated that the ESR identified important skills and appropriate measures related to the SOP.
Perception of Tertiary Institution Students towards Mobile Assisted eCheating and Nigerian Examination Quality: Focus on Lagos State Tertiary Institutions
Author: Adeyemo, Oyeyemi S.O.E.A.
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Telecommunications,Handheld Devices,Cheating,Ethics,Tests,Student Attitudes,Gender Differences,Correlation,Financial Support,Crime,Moral Values,Legal Responsibility

Students use mobile-phones to store lecture-materials, e-books, tutorials, videos, communicate with their classmates and browse the internet for exceedingly different intentions. These projected advantages, however, would have potential undesirable effects if mobile phones are utilised in restricted premises, such as examination venues. Noncompliant students (to general tertiary institutions exam regulations) do use mobile phones to cheat in examinations. Several studies have emerged on examination misconduct in Nigeria, but &quot;e-cheating? and its effects on quality of examination as a new form of examination fraud is yet to be given adequate attention in literature. This study is provoked to address this problem as regards Lagos State tertiary institutions. From four randomly selected tertiary institutions in Ojo Local Government Area of Lagos State, three hundred students were used as samples. The study examined students perception of mobile assisted echeating and gender involvement in e-cheating in examinations. Data were collected from the adopted instrument of Jones, Reid and Bartllet (2006) which has a Cronbach Alpha reliability score of 0.83 tagged &quot;Perception toward examination e-cheating&quot;. Using a simple correlation and a student t-test to analyse the hypotheses, the study reported a significant relationship between dysfunctional effects of e-cheating on the quality of examination. It equally revealed a significant difference in e-cheating habit between male and female students. The paper also identified inadequate funding, corruption, issues bordering on morality and legality as challenges to curbing examination e-cheating in Lagos State tertiary institutions. The study recommended the involvement of all stakeholders in curbing this societal evil.
Story Sharing in a Digital Space to Counter Othering and Foster Belonging and Curiosity among College Students
Author: Baleria, Gina
Date: 2019-00-00
Type: Journal Articles
Subjects: Media Literacy,Sense of Community,Personality Traits,Interpersonal Communication,Social Distance,Intervention,Computer Mediated Communication,Community Colleges,Two Year College Students

The purpose of this exploratory qualitative study was to discover how a single, relational intervention in a digital space focused on civil, respectful conversation across difference might influence digital media literacy (DML) among college students, with the goal of increasing college students' sense of belonging and level of curiosity. The researcher used a phenomenological approach, exploring and describing the lived experiences of students who participated in a micro-engagement with an &quot;other&quot; through interviews (Creswell, 2014). This study investigated the main question: (a) How does a semi-structured, relational micro-intervention focused on civil, respectful conversation across difference influence college students' sense of belonging and level of curiosity? This research was guided by the Framework for Individual Diversity Development (Chavez, Guido-DiBrito, &amp; Mallory, 2003), which provided a theoretical model for the process of moving from lack of awareness and &quot;othering&quot; to awareness and acceptance. Findings that emerged involved students' recognition that a semi-structured micro-intervention with an &quot;other&quot; in a digital space enlightened them to the value of story sharing to navigate differences, find commonality, and establish small-scale relationships. These key findings indicate that the time and structure involved in a relational micro-interventions across difference in a digital space can influence DML, sense of belonging, and level of curiosity.
Latent Variable Regression Four-Level Hierarchical Model Using Multisite Multiple-Cohort Longitudinal Data
Author: Choi, Kilchan
Date: 2019-10-00
Type: Journal Articles
Subjects: Regression (Statistics),Hierarchical Linear Modeling,Longitudinal Studies,Cohort Analysis,Bayesian Statistics,Academic Achievement,Growth Models,Grade 3,Grade 5,Low Income Students,Elementary School Students,Computation,Educational Legislation,Federal Legislation,Standardized Tests,Achievement Tests

This article proposes a latent variable regression four-level hierarchical model (LVR-HM4) that uses a fully Bayesian approach. Using multisite multiple-cohort longitudinal data, for example, annual assessment scores over grades for students who are nested within cohorts within schools, the LVR-HM4 attempts to simultaneously model two types of change, arising from individual student over grades, and successive cohorts in the same grade over years. In addition, as an extension of Choi and Seltzer, the LVR coefficients, that is, gap-in-time parameter, capturing the relationships between initial status and rates of changes within each cohort and school, help bring to light the distribution of student growth and differences in the distribution over different cohorts within schools. Advantages associated with the LVR-HM4 can be highlighted in studies on monitoring school performance or evaluations of policies and practices that may target different aspects of student academic performance such as initial status, growth, or gap over time in schools.