ethanporcaro/eric-fulltext-meta huggingface dataset:
Multi-Informant Assessment of Transition-Related Skills and Skill Importance in Adolescents with Autism Spectrum Disorder
Author: Hume, Kara
Date: 2018-01-00
Type: Journal Articles
Subjects: Adolescents,Autism,Pervasive Developmental Disorders,Check Lists,Transitional Programs,Planning,Student Participation,High School Students,Adjustment (to Environment),Behavior Rating Scales,Parent Attitudes,Teacher Attitudes,Student Attitudes,Statistical Analysis

Adolescents with autism spectrum disorder have limited participation in the transition planning process, despite the link between active participation and an improvement in postsecondary education and employment outcomes. The Secondary School Success Checklist was designed to support transition planning for adolescents with autism spectrum disorder by incorporating their own assessments of strengths, skill deficits, and prioritization for instruction along with those of their parents and teachers across multiple skill domains. Findings from more than 500 adolescents with autism spectrum disorder across the United States indicate discrepancies between adolescent, teacher, and parent ratings of skills highlighting the importance of the inclusion of multiple perspectives in transition planning. Although ratings varied, agreement between adolescents with autism spectrum disorder, parents, and teachers across the highest and lowest rated skills suggests the need to broaden the focus on critical transition skills to include problem-solving, planning for life after high school, and self-advocacy.
Learning the Language of Earth Science: Middle School Students&apos; Explorations of Rocks and Minerals
Author: Reid-Griffin, Angelia
Date: 2016-00-00
Type: Journal Articles
Subjects: Earth Science,Mineralogy,Geology,Science Instruction,Middle School Students,Observation,Grade 6,Grade 8,Student Attitudes,Science Teachers,Qualitative Research,Scientific Concepts

The approaches and interpretations of a class of 6th graders and a class of 8th graders in a U.S. middle school asked to engage in tasks that involved using observations to describe and classify samples is the subject of this paper. Overall 8th graders were better able to perform the tasks, suggesting a developmental advantage aspect. However, the descriptions of the rock and mineral samples recorded by students can be considered salient for identification purposes. However, the descriptions were not recognized as salient features by most of the grade 6th and 8th U.S. students.
Helping All Students Become Einstein&apos;s Using Bibliotherapy When Teaching Mathematics to Prepare Students for a STEM World
Author: Furner, Joseph M.
Date: 2017-06-00
Type: Journal Articles
Subjects: Teaching Methods,Bibliotherapy,Mathematics Instruction,STEM Education,Mathematics Anxiety,Academically Gifted,Self Esteem,Childrens Literature

Today, being confident and having a sound understanding of mathematics is critical in an age of STEM. Teachers must play in important role in seeing that all students display their confidence in their ability to do mathematics. This paper explains the process of using bibliotherapy when teaching mathematics to address both the math anxious or the math gifted student to build more math confidence in a STEM world. Often gifted students of mathematics can be made to feel bad by their peers just because they know mathematics and things come easy to them. Today there are many students in school that have math anxiety. Children's and adolescent literature has been recognized now as a means to teaching mathematics to students through the use of stories to make the mathematics concepts relevant and meaningful. Literature can also be used as a form of therapy, bibliotherapy, to reach students who may be frustrated with children picking on them for knowing a lot of mathematics or who are math anxious. Story and picture books such as &quot;Counting on Frank, Math Curse&quot; and &quot;A Gebra Named Al&quot; are now available to use in the classroom as forms of bibliotherapy in helping students come to terms with issues that haunt them as it relates to mathematics. Children's books can be beneficial to address the math anxious and even the gifted. In this paper the author proposes using reading and discussion (bibliotherapy) to help all students become confident in mathematics in the STEM world we live in.
School Counseling Intervention Research on College Readiness, College Access, and Postsecondary Success: A 10-Year Content Analysis of Peer-Reviewed Research
Author: McMahon, George
Date: 2017-07-00
Type: Journal Articles
Subjects: School Counseling,Research,Intervention,College Readiness,Access to Education,Success,Content Analysis,Journal Articles,Career Readiness,Postsecondary Education,Literature Reviews

Recent demands from educators and policymakers require school counselors to ensure that students are college and career ready. In this 10-year content analysis of peer-reviewed research, investigators sought to review and describe the available intervention research designed to improve post-secondary success. Ten (n = 10) articles published between 2007-2016 met the inclusion criteria and were coded across the dimensions of project leadership, program goals, and research rigor. All ten intervention studies identified were implemented in high school settings, and five of the ten were large-scale, multi-modal collaborative interventions. None of the articles were published in counseling journals, and various levels of rigor were represented across the studies. Implications for researchers and school counselors are discussed.
The Incidence of Clueing in Multiple Choice Testbank Questions in Accounting: Some Evidence from Australia
Author: Ibbett, Nicole L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multiple Choice Tests,Item Banks,Guessing (Tests),Cues,Test Items,Business Administration Education,Accounting

In 2014 Central Queensland University (CQU) in Australia banned the use of multiple choice questions (MCQs) as an assessment tool. One of the reasons given for this decision was that MCQs provide an opportunity for students to &quot;pass&quot; by merely guessing their answers. The mathematical likelihood of a student passing by guessing alone can be removed, or at least minimised, by the way the test is administered. Consequently, the real risk associated with guessing rests in the quality of the questions asked; they must not give &quot;clues&quot; that exacerbate any guessing risk. With the widespread use of multiple choice testing, having access to testbanks containing high-quality questions that don't, in themselves, add to the risk of student guessing is important for time-poor academics who are increasingly likely to rely on them as a source of test items. This study analysed the questions used to assess the same topic from the multiple choice testbanks provided by the publishers of six commonly used Australian financial accounting textbooks. A significant majority of the questions (almost two-thirds) showed evidence of at least one &quot;clueing&quot; flaw that could actually increase the chances of a student guessing the correct answer. The findings provide a degree of support for CQU's decision and demonstrate some of the risks of adopting MCQ testbanks without adequate scrutiny prior to their use. Given the results of previous studies into the poor quality of MCQ testbanks, and the proliferation of guidelines for high-quality MCQ writing, it is both surprising and disappointing that such a large number of flaws are still being found in testbanks produced by what should be a well-informed academy. Clearly, care needs to be taken but multiple-choice tests that utilize &quot;quality&quot; questions and that are appropriately administered can still be a reliable form of assessment. Perhaps CQU's decision to ban them entirely is too extreme a position to take in the current climate in higher education.
An Active Learning Approach to Teaching Variance Analysis to Accounting Students
Author: Pollard, William B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Active Learning,Problem Solving,Teaching Methods,Accounting,College Students,Business Administration Education,Outcomes of Education,Student Centered Learning,Costs,Questionnaires,Student Attitudes

This paper looks at an activity that breaks the normal classroom teaching pattern (where students are often content to be reluctant, inactive participants in the learning process) with an activity that is likely a new experience for most students--letting the students create and solve their own problems. This is done within a problem structure that allows students to see the framework for the needed information (regardless of the actual numbers) and then allows students to insert their own numbers into the framework and then solve the problem. Not only did this activity create a more interactive, active learning atmosphere during class time where students were much more responsive than usual, students also had more after-class questions than usual since they were asking questions about their own personally-developed problem as opposed to one developed by someone else. While applicable to many subject areas, the topic of standard costing variance analysis is used in this paper. In addition, an example from using this active learning approach in a principles of accounting class is presented.
A Stakeholder Analysis of One Institution&apos;s Assuring Learning Experience--Is the Promise and the Practice Worth the Price?
Author: French, Erica
Date: 2014-00-00
Type: Journal Articles
Subjects: Stakeholders,Learning Experience,Educational Policy,Accreditation (Institutions),Quality Assurance,Business Schools,Educational Quality,Questionnaires,Likert Scales,Alumni,Instructor Coordinators,College Faculty,Advisory Committees,Program Effectiveness,Participant Satisfaction,Foreign Countries,Regression (Statistics),Undergraduate Students,Communities of Practice,Interviews,Focus Groups,Content Analysis,Statistical Analysis

Universities around the world are rushing to implement assurance of learning policies and practices with varying degrees of success. One School investigated its own policy and practice development through the eyes of its key stakeholders to identify whether the practice was worth the price. Findings indicate that although the key stakeholders considered different needs and viewed their experiences differently, value did abound and was in the eye of the beholder.
Professional Portfolios to Demonstrate &quot;Artful Competency&quot;
Author: Leslie, Paul
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Portfolios (Background Materials),Elementary School Teachers,Teacher Competencies,Experiential Learning,Lifelong Learning,Observation,Teacher Surveys,Interviews,Sense of Community,Skill Development,Stakeholders,Role

A complaint of, and about, professionals is that they often have no way of &quot;accounting for the artful competence&quot; (Schon, 1983: 19) displayed in their daily work. A portfolio approach to learning (Leslie, 2012) offers educational practitioners processes through which to both demonstrate professional competencies and continue to learn from their own work. This study uses observations, surveys and interviews with teacher-participants from a six-month project in a primary school in the UAE. It examines how the teachers begin to employ a portfolio approach in their own practice to transform the traditional portfolio into an experiential, lifelong learning process. Findings discuss how the teachers developed a greater sense of community, a range of associated skills, and allowed stakeholders including supervisors to play a much greater role in the skills development of the teachers.
Increasing College Access through the Implementation of Naviance: An Exploratory Study
Author: Christian, David
Date: 2017-07-00
Type: Journal Articles
Subjects: Access to Education,Higher Education,Postsecondary Education,High Schools,School Counselors,Counseling Techniques,Technology Uses in Education,School Counseling,Counselor Role,Planning,Web Sites,Program Effectiveness,College Applicants,Predictor Variables,Hypothesis Testing,Correlation,Student Characteristics,Student Records,Use Studies,Gender Differences,Socioeconomic Status,Grade Point Average,High School Graduates,Multiple Regression Analysis,Statistical Analysis

High school counselors play a key role in increasing students' access to college. With increasing student-to-counselor ratios as well as demands on their time, school counselors often lack the ability to provide adequate college counseling. In this article, we explored how school counselors can use educational technology, specifically the online program Naviance, to supplement college counseling in an effort to increase college access for all students. Results showing that students who logged in to Naviance more frequently had higher college application rates indicated that Naviance is an appropriate way for school counselors to promote college access.
Pivotal Ways of Improving Leadership and the Scholarship of Learning and Teaching in Higher Education
Author: Simon, Sue
Date: 2014-00-00
Type: Journal Articles
Subjects: Higher Education,Scholarship,Leadership Effectiveness,Educational Improvement,Focus Groups,Educational Administration,Principals,Qualitative Research,Action Research,Leadership Styles,Models,Communities of Practice,Elementary Secondary Education,Foreign Countries,Participatory Research,Interviews

This paper presents a new model of leadership that can improve the knowledge and skills needed by school leaders who undertake Masters of Business and Masters of Education. The model is called PIVOTAL which stands for Partnerships, Innovation and Vitality--Opportunities for Thriving Academic Leadership. The model is compared and contrasted with existing models. A case study is undertaken to test the effective application of leadership theory as well as improvement in leadership performance within a complex learning community. Three focus groups are undertaken with three groups of School Principals and senior school leaders. The groups are characterised as potential students, current/graduate education students and current/graduate business students. PIVOTAL was found to be a robust model that has the capacity to respond to changing situations.
The Impact of a Professional Selling Course on Student Perceptions: A before and after Look
Author: Harris, Garth
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Attitudes,Relevance (Education),Pretests Posttests,Sales Occupations,Salesmanship,Merchandising,Business Skills,Questionnaires,Student Surveys,Business Administration Education,Attitude Change,Predictor Variables,College Students

For decades, (going back to the 1950s) the negative attitudes students hold towards salespeople and sales careers have been of concern to university educators and to employers seeking to recruit well-trained sales people. While the increasing demand for university educated salespeople continues to grow, employers are struggling to meet that demand. This study reports the impact of a professional selling course on changes in student perceptions regarding (a) the desirability of a professional selling career, (b) the usefulness of a professional selling course for developing selling skill sets in entry-level salespeople, (c) the customer orientation of salespeople, and (d) societal perceptions of salespeople. Results show that both male and female college students perceived the selling profession and salespeople more positively after taking the sales course, and that these students had positive perceptions regarding the skill set gained through such courses.
Selecting a Free Web-Hosted Survey Tool for Student Use
Author: Elbeck, Matt
Date: 2014-00-00
Type: Journal Articles
Subjects: Online Surveys,Student Surveys,Mixed Methods Research,Undergraduate Students,Marketing,Regression (Statistics),Intuition,Technology Uses in Education,Questionnaires,Web Sites,Vendors,Student Attitudes,Student Behavior,Evaluation Methods

This study provides marketing educators a review of free web-based survey services and guidance for student use. A mixed methods approach started with online searches and metrics identifying 13 free web-hosted survey services, described as demonstration or project tools, and ranked using popularity and importance web-based metrics. For each web-based survey tool, 187 undergraduate marketing students ranked each tool by completing a short survey project. A regression model's latent factor points to intuitiveness as a highly favorable feature of web-based survey products. Results identify Free Online Surveys as a superior demonstration tool, and Question Pro as the best project tool. The findings help users identify which of the popular free web-hosted online survey tools should best meet their needs.
The Effects of Purpose Orientations on Recent High School Graduates&apos; College Application Decisions
Author: Sharma, Gitima
Date: 2017-07-00
Type: Journal Articles
Subjects: High School Graduates,College Applicants,Decision Making,Goal Orientation,Aspiration,High School Students,Longitudinal Studies,Factor Analysis,Regression (Statistics),Statistical Analysis,Academic Achievement,Student Characteristics,Institutional Characteristics

Using the 2002 Educational Longitudinal Study database, the authors examined the different types of purpose orientations amongst a nationally representative sample of adolescents and the effect of these purpose orientations on high school graduates' college application decisions. Results indicated four types of purpose orientations: career, interpersonal, altruistic, and self-oriented purpose orientations. Only career purpose orientation was positively related to high school graduates decision to apply for college. Implications for school counseling and research are discussed.
English Language Learners&apos; (ELLs) Science, Technology, Engineering, Math (STEM) Course-Taking, Achievement and Attainment in College
Author: Shi, Qi
Date: 2017-07-00
Type: Journal Articles
Subjects: Longitudinal Studies,Grade Point Average,High School Students,English Language Learners,STEM Education,Course Selection (Students),Academic Achievement,College Students,Educational Attainment,Secondary School Mathematics,Student Characteristics,Gender Differences,Predictor Variables,Racial Differences,Ethnicity,Trigonometry,Calculus,Statistical Analysis,Multiple Regression Analysis

Using data from the Educational Longitudinal Study: 2002, the present study examined the effects of demographic variables, high school math course-taking and high school GPA on ELL students' STEM course-taking, achievement and attainment in college. Regression analysis showed female ELL students were more likely to take more STEM courses and get higher GPAs in STEM, but less likely than males to earn a STEM college credential. Race was found to be a significant predictor of STEM GPA and attainment. The number of years taking trigonometry and pre-calculus in high school and high school GPA were predictive of the number of STEM courses taken in college. High school GPA also strongly predicted ELL college students' STEM GPA. Implications and future research are discussed.
The Relationship between Perceived Career Barriers and Career Decision Self-Efficacy on Initial Career Choice among Low-Income, First Generation, Pre-Freshman, College-Bound Students
Author: Pulliam, Nicole
Date: 2017-07-00
Type: Journal Articles
Subjects: College Bound Students,First Generation College Students,Low Income Students,Career Choice,Barriers,Self Efficacy,Student Characteristics,Correlation,Multiple Regression Analysis,Decision Making,Self Concept Measures,Vocational Maturity,Questionnaires,Statistical Analysis

This study was an investigation of the predictive value of perceived career barriers and career decision self-efficacy on the certainty of initial career choice among low-income pre-freshman college students, an under-studied college population with respect to career development (Winograd &amp; Shick Tryon, 2009). The moderating effects of certain cultural characteristics (race, gender and college generational status) on the certainty of initial career choice were also examined. A non-experimental correlational research design was utilized, along with a multiple linear regression analysis, to investigate the predictability of perceived career barriers and career decision self-efficacy, directly and as moderated by the cultural characteristics of gender, race and college generational status on the certainty of initial career choice among pre-freshmen low-income, first generation college-bound students.
Enhancing Students&apos; Understanding of Algebra Concepts through Cooperative Computer Instruction
Author: Gambari, Amos Isiaka
Date: 2016-11-00
Type: Journal Articles
Subjects: Algebra,Mathematical Concepts,Cooperative Learning,Computer Assisted Instruction,Educational Technology,Student Attitudes,Value Judgment,Teaching Methods,Questionnaires,Mathematics Instruction,Foreign Countries

Values are the personal convictions which one finds important. Three different aspects which are associated with mathematics education differently are identified, namely, values through mathematics education, values of mathematics education, and values for mathematics. These are paired with Bishop's (1996) conceptions of general educational, mathematical, and mathematics educational values respectively. This article provides examples of what these values might look like in different classroom scenarios, and how values as a volitional construct scaffolds cognitive and affective developments in mathematics learning. Implications for teachers include the need to assess validly what students value, and the need to better understand how teachers practise values alignment within their own classrooms. In so doing, appropriate valuing by teachers and their students can serve its purpose of fostering mathematical understanding and/or performance.
Faculty Perceptions of Student Recruitment and Retention in STEM Fields
Author: Gandhi-Lee, Eshani
Date: 2017-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Undergraduate Students,Student Recruitment,School Holding Power,Academic Persistence,STEM Education,Semi Structured Interviews,Knowledge Level,Data Analysis

According to the President's Council of Advisors on Science and Technology (PCAST, 2012), there is a need to produce one million more STEM (Science, Technology, Engineering, and Mathematics) graduates in the U.S. over the next decade. Thus, more students must be recruited into and retained in STEM degrees of study. Because faculty are considered influential in students' choices to pursue and remain in STEM disciplines, we interviewed university STEM faculty in order to identify their perceptions of student recruitment and retention in STEM fields. Our data indicate that faculty are generally unaware of or not worried about the need to produce additional STEM graduates. Additionally, faculty seem to be unaware of the actions they might take to positively influence STEM recruitment and retention at the post-secondary level. Here, we specifically discuss faculty perceptions of (1) the gap between the number of STEM graduates and the number of STEM workers available for STEM-related jobs, (2) why students may not be going into or remaining in STEM fields, and (3) their own roles in recruiting and retaining students in STEM fields.