ethanporcaro/eric-fulltext-meta huggingface dataset:
Critical Chain Exercises
Author: Doyle, John Kevin
Date: 2010-00-00
Type: Journal Articles
Subjects: Critical Path Method,Program Administration,Manufacturing,Teaching Methods,Educational Practices,Case Method (Teaching Technique),Demonstrations (Educational),Scheduling,Simulation,Class Activities,Pretests Posttests,Achievement Gains,Instructional Effectiveness,Business Administration Education,College Students,Models,Productivity,Time Management

Critical Chains project management focuses on holding buffers at the project level vs. task level, and managing buffers as a project resource. A number of studies have shown that Critical Chain project management can significantly improve organizational schedule fidelity (i.e., improve the proportion of projects delivered on time) and reduce average project duration, by reducing the unproductive time spent waiting for predecessor tasks to complete. Classroom exposition of Critical Chains requires mental models. Manufacturing examples, and particularly work in progress building up in front of specific bottleneck machines on the factory floor, have been effective examples for many years. Since many fewer practitioners have manufacturing experience than previously, the factory floor mental model does not work well with them. We describe a series of three &quot;games&quot; which have been used to teach managers and project managers about Critical Chains, and also used by the author in graduate Project Management courses the last two years. This paper describes more careful preparation for these simulations, to make them more useful in the classroom. Specifically, we more carefully define the setup, sequencing, instructions, and monitoring of each of the exercises, and develop a set of discussion questions for each exercise designed to lead the students to specific conclusions about the impacts of challenging objectives, multi-tasking, and the impact of randomness and batch size. We develop a pre-/post-test to assess student learning, and will use these to compare student learning before and after the modified improvements in the games.
Professional Learning of Teachers in Ethiopia: Challenges and Implications for Reform
Author: Tuli, Fekede
Date: 2015-05-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Continuing Education,Faculty Development,Qualitative Research,Case Studies,Focus Groups,Concept Formation,Educational Administration,Instructional Leadership,Teaching Conditions,Constructivism (Learning),Teacher Attitudes,Semi Structured Interviews,Mentors,Government Role,Teacher Salaries,Educational Change,Teacher Education

Continuous professional development of teachers is of growing interest globally, as it is considered vital to cope effectively with ongoing changes and to improve the quality of education. This qualitative case study explores potential and actual barriers that hinder teachers' professional development in Ethiopian schools. Data was collected via interviews and focus group discussions from 37 purposively sampled participants. The study reveals three major challenges in teachers' development: 1) conceptions and conceptual issues related to teaching, professional development and mentoring, 2) management and leadership, and 3) teachers' work conditions. The need to reconsider educational change management strategies, reform teacher education, strengthen research-based practices, renew management and leadership culture, and improve teachers' work conditions are thus found to be the areas identified as needing interventions.
Learning through Equity Trading Simulation
Author: Moffit, Timothy
Date: 2010-02-00
Type: Journal Articles
Subjects: Teaching Methods,Business Administration Education,Finance Occupations,Economics Education,Simulation,Academic Achievement,Liberal Arts,Small Colleges,Surveys,Student Attitudes,Student Motivation,Student Interests,Knowledge Level,Scores,Investment,Web Based Instruction,Experiential Learning,Prior Learning,Statistical Analysis,Pretests Posttests,Regression (Statistics)

Over the past several decades, colleges and universities have moved away from the traditional chalk-and-talk lecture. Professors have experimented with a myriad of methods to engage students more fully. Some of the innovations that have been used have succeeded in improving student performance and satisfaction. In this paper we report the learning results of using an equity trading simulation across three different classes at a small Midwestern liberal arts college. Sixty-one students participate in a nine-week equity trading simulation exercise. All class levels are represented, and students with a range of prior courses in business and economics are included. Assessment tools include a pre-simulation survey, a pre-simulation investments test, a post-simulation survey, a post-simulation investments test, and simulation performance. The simulation allows trades in all U.S. equities including ADRs. Trades use actual delayed market prices with a 20-minute delay in order execution. No actual investments are made. The students are given a test before the simulation began to assess their incoming knowledge of investment fundamentals. None of the three classes covers this material in lecture. The students have access to online investments resources and information during the simulation via the simulation service provider. A test is given on the same investment fundamentals after the simulation is completed. The students are also surveyed as to their motivation, interest and satisfaction. Initial results show an average 14-point difference (out of 100) between the pre and post-simulation test scores. This is significantly different from zero at better than the 99 percent level. The gains in performance are higher for the students with the lower pre-simulation test scores. Pre-simulation test scores are significantly higher for students who have taken more business and economics classes. Interestingly, post-test scores show no significant relationship to the number of prior courses in business and economics suggesting that the simulation effectively delivers content to students with limited backgrounds. Survey results show that 64 percent of students regularly use the online education resources provided as part of the simulation, while 97 percent report using outside resources to inform their decisions. Sixty-six percent report the simulation is effective or very effective at increasing their knowledge of investments. Most students, 86 percent, indicate that the simulation increased their interest (a little or greatly) in investments and equity markets.
Teaching Mindfulness to Year Sevens as Part of Health and Personal Development
Author: Arthurson, Kathy
Date: 2015-05-00
Type: Journal Articles
Subjects: Metacognition,Teaching Methods,Pilot Projects,Private Schools,Student Attitudes,Questionnaires,Interviews,Teacher Attitudes,Foreign Countries,Learning Activities,Scheduling,Records (Forms),Psychological Patterns,Health Promotion,Individual Development,Secondary School Students,Observation

Recently the adoption of mindfulness or contemplative based approaches has escalated across many sectors, including in education. Proponents argue that mindfulness based teaching programs improve students' life skills, provide emotional balance, reduce stress and enhance classroom climate. To date though there is little evaluation or knowledge of how young people experience such programs introduced to classroom settings. This paper reports some key insights gained from an independent evaluation of a pilot mindfulness based teaching program implemented (over nine weeks) with a class of thirty, year seven students at a private school in Adelaide. The research methods incorporated a self-completed student questionnaire and Smiley Face evaluation sheets, interviews with teachers and classroom observations. The implications for teachers are about who should teach mindfulness in school settings, the sorts of curricula adopted, and recognition that a general school classroom is not an ideal space for conducting mindfulness-based activities.
Assimilation Time as a Factor of Performance: Impact on a New Generation of Students
Author: Mohrweis, Lawrence C.
Date: 2010-01-00
Type: Journal Articles
Subjects: Scheduling,Time Factors (Learning),Program Length,Academic Achievement,Attendance Patterns,Incidence,Hypothesis Testing,Achievement Gains,Educational Environment,College Students,Cohort Analysis

This paper explores the issue of whether assimilation time has any bearing on the performance of students. Assimilation time is defined as the number of times during the week that a class meets. This study examined whether students would perform better in a 50-minute class that met three days a week versus a 75-minute class that met just two days a week. Assimilation time did make a difference (t-test, p = 0.0693). High-attending students, that is students that attend class more that ninety percent of the time, performed better with more assimilation time that high-attending students in sections with less assimilation time However, for &quot;medium-attending&quot; students there was no difference whether students attended class in a 50-minute class that met three days a week or a 75-minute class that met just two days a week.
From Business Dining to Public Speaking: Tips for Acquiring Professional Presence and Its Role in the Business Curricula
Author: Bass, Anna Nicholson
Date: 2010-02-00
Type: Journal Articles
Subjects: Business Administration,Public Speaking,Hidden Curriculum,Business Skills,Professional Identity,Professional Development,Communication Skills,Ethics,Interpersonal Competence,Teaching Methods,Educational Needs,Skill Development,College Students

In today's dynamic business environment, organizations are beginning to realize the importance of teaching business etiquette, not only to enhance their corporate culture, but also to increase productivity and profitability. Corporations are providing opportunities for executives of today and business leaders of tomorrow to acquire these vital skills. It is just as important that colleges of business recognize the importance of this &quot;hidden curriculum&quot; and teach it as a vital component of their curricula. Practical advice is proffered to assist in developing a positive, professional demeanor in students.
Accounting for the Benefits of Database Normalization
Author: Wang, Ting J.
Date: 2010-01-00
Type: Journal Articles
Subjects: Accounting,Database Design,Teaching Methods,Efficiency,Educational Benefits,Database Management Systems,Sales Occupations,Information Storage

This paper proposes a teaching approach to reinforce accounting students' understanding of the concept of database normalization. Unlike a conceptual approach shown in most of the AIS textbooks, this approach involves with calculations and reconciliations with which accounting students are familiar because the methods are frequently used in accounting courses. The approach gives students the opportunity to justify the changes made to database structure during the database normalization process in terms of its efficiency and effectiveness. Further, the justification will help students realize and understand the purpose and benefits of database normalization. Instructors can easily adopt this approach to any of their own exercises used to cover database normalization concept.
Advisory Councils for Business Colleges: Composition and Utilization
Author: Ellingson, Dee Ann
Date: 2010-01-00
Type: Journal Articles
Subjects: Business Administration Education,Higher Education,Advisory Committees,College Students,College Faculty,College Administration,Demography,Questionnaires

A major challenge facing business colleges is keeping up with the rapid changes in the business world. Business advisory councils provide an important link between business colleges and the business world. This study was conducted to gather data on the composition and utilization of these councils. The results reveal that there is widespread use of advisory councils by business colleges. The most commonly discussed issues by advisory councils were those dealing with administrative issues and student concerns while faculty issues were the least discussed. Advisory councils were also perceived as being most effective in addressing administrative and student-related issues.
Doing Business In..: A Class Exercise for International Accounting
Author: Neidermeyer, Presha E.
Date: 2010-01-00
Type: Journal Articles
Subjects: Accounting,International Trade,Teaching Methods,Standards,Foreign Countries,Disclosure,Income,Economic Factors,Political Influences,Higher Education,Research Papers (Students),Laws

International accounting is taught in the curriculum of about one-third of the largest institutions in the US. Within the context of this course, many instructors will attempt to cover a diverse array of business topics while integrating financial reporting standards worldwide. This breadth of topics is frequently challenging in obtaining a cohesive set of knowledge for the enrolled students. The use of a research paper documenting the business practices within a particular country and the subsequent presentation to either the international accounting class or preferably a larger audience can serve as a tool for organizing students' understanding of the breadth of the material and having individual students present a deeper depth of understanding within the selected country.
Communication Skills for Women in the World of Corporate Business: Getting It Right and Moving Up!
Author: Berry, Priscilla
Date: 2010-01-00
Type: Journal Articles
Subjects: Communication Skills,Problem Solving,Women Administrators,Females,Teamwork,Leadership Effectiveness,Gender Differences,Gender Issues,Business Communication,Communication Problems,Business

This article explores, in general, three areas for leadership communication that women in business need to master. Indeed, there are more than three, but the focus here is on: the need to master the art of successfully confronting the problem when it appears, the process of leading a team, the special requirements of communicating with men. An exploration of these three areas shows that the vital and often missing link is opportunity for females to practice and feedback from male mentors and counterparts. The report also lists the top 10 strategies that women need in order to be perceived as successful leaders and communicators.
Inquiring into Pre-Service Content Area Teachers' Development of Literacy Practices and Pedagogical Content Knowledge
Author: Mitton Kukner, Jennifer
Date: 2015-05-00
Type: Journal Articles
Subjects: Preservice Teachers,Pedagogical Content Knowledge,Teaching Methods,Qualitative Research,Case Studies,Literacy Education,High School Students,Secondary School Teachers,Mathematics Instruction,Social Studies,Teacher Education Programs,Learning Processes,School Districts,Teaching Experience,Student Teaching,Beginning Teachers,Content Area Reading,Content Area Writing,Metacognition,Student Evaluation,Outcomes of Education,Foreign Countries,Interviews

The focus of this qualitative multi-year case study is on preservice teachers' experiences related to the development of their literacy practices in teaching high school science, math, social studies and other content area courses during their final field placement in a teacher education program. Results indicate tangible indicators of overall growth in participants' developing pedagogical content knowledge as well differences in the depth of their learning. All participants willingly supported the idea of integrating literacy in content area courses, but their successes were somewhat uneven, and reflective of their evolving pedagogical content knowledge, as they attempted to make literacy practices a regular part of their teaching practices. Our findings should be of interest to teacher education programs and school districts in supporting pre-service and beginning teachers as they develop their practices as teachers of literacy in content areas.
Cross-Course Projects: Teaching Students on Changing Business Communication Methods
Author: Flosi, Alicen
Date: 2010-01-00
Type: Journal Articles
Subjects: Communication Strategies,Teaching Methods,Communication Skills,Student Projects,Questionnaires,Teamwork,Learning Experience,Likert Scales,Leadership,Media Literacy,Educational Practices,Educational Strategies,College Students,Student Attitudes,Factor Analysis

The current business environment requires various communication skills to succeed. The skills include the use of a number of technologies that were not available 20 years ago. For this research, students were required to complete a project with students not in their own class using alternative communication methods. A questionnaire was administered to the students after completion of the project and the results are presented in this paper.
Does Human Capital Theory Explain the Value of Higher Education? A South African Case Study
Author: van der Merwe, Alex
Date: 2010-01-00
Type: Journal Articles
Subjects: Human Capital,Case Studies,Higher Education,Regression (Statistics),Graduates,Foreign Countries,Employment Potential,Social Theories,Employment Qualifications,Universities,Technology Education,Labor Market,Surveys,Education Work Relationship

A perennial debate in the economics of education is whether human capital or screening/signalling theories best explain the value of schooling and hence the private demand for, in particular, higher education. Human capital theory proposes that formal training such as that offered by higher education institutions improves the productive capacity of individuals. Screening theory, on the other hand, posits that the value of higher education credentials flows primarily from their value as signals to potential employers of the abilities of the holders of such qualifications. Following the application of Wiles' (1974) test and regression analysis this case study finds that it is probable that both human capital and screening theories account for the economic value of higher education in the perceptions and experiences of a local cohort of recent Durban University of Technology graduates. This finding, in spite of its empirical support, relies on a certain amount of intuition necessitated by technical and analytical constraints that are discussed in the paper.
Factories: Getting Rid of Learning
Author: Jackson, Allen
Date: 2010-01-00
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Educational Change,Academic Standards,Accountability,Government Role,Public Education,Consolidated Schools,School Size,Rural Schools,Public Schools,Elementary Secondary Education,Curriculum Development,Retrenchment,Standardized Tests,School Closing

The No Child Left Behind (NCLB) Act has been the main focus of educational debate since we entered the 21st Century. It has left educators in dispute about the reasonableness of federally-ordered reforms and the necessity for holding all students to the same academic standards. The 2001 legislation expanded the federal government's role in public education and required greater school accountability and teacher qualifications with little concern for mandate funding. The NCLB requirements have resulted in larger public schools and rural school consolidation. This development has placed unnecessary burden on public schools and has forced many districts to eliminate educational programming. This article will discuss the ramifications of NCLB in public school settings, as well as the specific problems of schools in rural areas.
Changing Teachers' Practices through Exploratory Talk in Mathematics: A Discursive Pedagogical Perspective
Author: Murphy, Carol
Date: 2015-05-00
Type: Journal Articles
Subjects: Mathematics Instruction,Intervention,Cooperative Learning,Elementary School Students,Elementary School Teachers,Discourse Analysis,Case Studies,Teacher Attitudes,Attitude Change,Educational Research,Classroom Communication,Semi Structured Interviews,National Curriculum,Teacher Student Relationship,Teaching Methods,Foreign Countries

This paper presents data collected as part of an intervention research project to develop exploratory talk and collaborative group work with six and seven year-old students in mathematics. A discursive approach was used to analyse and interpret variations in the way that three case-study teachers, involved in the project, managed the group work and developed the students' talk. Analysis suggested that the intervention required, not just a change in practice, also but a shift in ideologies for these teachers. Ideologies are seen as discourses that legitimate and maintain a social pattern, and the paper explores how a research-based intervention can create conflicts between researchers' and teachers' ideologies.
Improving Pedagogy through the Use of Dynamic Excel Presentations in Financial Management Courses
Author: Mangiero, George A.
Date: 2010-01-00
Type: Journal Articles
Subjects: Computer Software,Finance Occupations,Retirement Benefits,Teaching Methods,Decision Making,Money Management,Higher Education,Educational Technology,Instructional Improvement,Spreadsheets

This paper discusses and illustrates the use of dynamic Excel presentations to improve learning in Financial Management courses. Through the use of such presentations, multiple and varied examples of important principles in Financial Management, which would ordinarily take an excessive amount of time to cover, can be considered within the time span of a single class. Two applications of these techniques are presented in this paper: (1) Time Value of Money--Classic Retirement Annuity analysis and (2) Capital Structure Decisions--EBIT-EPS Analysis. By using these Excel techniques to cover multiple examples under different initial conditions and assumptions, the authors contend that students gain a broader understanding of these financial problems and their solutions, than would otherwise be possible.