ethanporcaro/eric-fulltext-meta huggingface dataset:
Everything Changes and Nothing Changes: Life after Tenure
Author: McEvoy, Kathleen
Date: 2009-00-00
Type: Journal Articles
Subjects: College Faculty,Tenure,Teaching Experience,Personal Narratives,Teaching (Occupation),Career Planning,Standards,Teacher Persistence,Teacher Burnout

Kathleen McEvoy describes her experience after achieving tenure at Washington &amp; Jefferson College (Pennsylvania). She reflects on how she could have better prepared for her post-tenure academic existence and how the teaching profession could do a better job managing the earning of tenure. In retrospect she realizes that she may have been able to avoid experiencing post-tenure malaise--a quite common syndrome--had she taken more time with her career panning and had been more critical of her choices as she made them. She advises that tenure plans should fit into a professor's overall career plans. Those who are working to achieve tenure should think about all three major aspects of academic life--teaching, scholarship, and service--and plan for each, as parts and together. On the side of the profession, standards should be clear, logical, and entirely transparent. Tenure candidates should know from the time they arrive on campus what is expected of them concerning their tenure case. By their third or fourth year, they should be told, honestly, whether their application is moving along smoothly or whether there are problems.
Multiple Intelligences: Current Trends in Assessment
Author: Harman, Marsha J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,Educational Trends,Student Evaluation,Intelligence Tests,Identification,Cognitive Style,Psychometrics,Test Validity,Alternative Assessment

With his theory of multiple intelligences, Howard Gardner challenged the presumption that intelligence is a single innate entity. He maintained that multiple intelligences exist and are related to specific brain areas and symbol systems. Each of the intelligences has its merits and limits, but by using a multiple intelligences approach, more children will likely find their place in society. Assessing and identifying multiple intelligences in individuals has been difficult with some efforts psychometrically challenged. The present investigators argue that individual intelligence tests have subtests that could actually assist in identifying at least some of the individual's multiple intelligences.
Ethics Training and Workplace Ethical Decisions of MBA Professionals
Author: Romious, Tamar S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Ethical Instruction,Ethics,Work Ethic,Masters Programs,Business Administration Education,Corporations,Crime,Deception,Interviews,Qualitative Research,Decision Making,Administrators,Educational Quality,Data Analysis,Coding,Outcomes of Education,Theory Practice Relationship,Conflict Resolution,Administrator Attitudes,Employer Employee Relationship,Employer Attitudes,Expectation,Work Environment

We recruited 15 MBA professionals in the St. Louis, Missouri metropolitan area to explore experiences and perceptions of classroom ethics training and ethical experiences in the workplace. Telephone interviews were conducted using open-ended questions to collect data that were uploaded to NVivo 10 for qualitative analysis. As a result of the data analysis, seven themes were recognized: (a) effective decision-making; (b) combining classroom instruction with real-world experience; (c) reasoning through an ethical issue; (d) resolution of workplace ethical issues; (e) feelings about ethics and corporate fraud; (f) fear of employer retaliation; and (g) expectations of management. One unexpected finding was that managers do not resolve ethical issues that the participants expect and that managers need more ethics training. The importance of human resources department was noted in dealing with ethical issues. A disturbing finding was the strong fear of retaliation for reporting an unethical issue. The self-assessment of the quality of ethics training in their MBA programs was mixed.
Compensatory Policies Attending Equality and Inequality in Mexico Educational Practice among Vulnerable Groups in Higher Education
Author: Flores, René Pedroza
Date: 2015-00-00
Type: Journal Articles
Subjects: Equal Education,Educational Policy,Mexicans,Educational Opportunities,Social Class,Higher Education,Statistical Analysis,Foreign Countries,Poverty,Incidence,Social Differences,Living Standards,Access to Education,Age Differences,Gender Differences,Risk

This paper presents an estimate of the prevalence of social inequality in accessing higher education among vulnerable groups in Mexico. Estimates were determined from statistical data provided by governmental agencies on the level of poverty among the Mexican population. In Mexico, the conditions of poverty and vulnerability while trying to access better standards of living as well as educational inequality continue to grow at an alarming rate. The number of poor (extreme and moderate) and vulnerable people (according to income and social need) increased from 2008 through 2010 dramatically. The number of people in this situation went from 89.9 million to 90.8 million, which represents 80.64% of the total Mexican population. Only 19.36% of the population is not considered poor or vulnerable. The access to higher education is not distributed uniformly throughout the Mexican youth since they belong to different social and economic strata: the least developed regions carry the largest share. Consequently, educational opportunities are unequally distributed mainly across age and gender factors. A distribution imbalance is also found with regard to gender throughout the population observed and analyzed: indigenous females have a significantly higher risk of not having access to higher education than males.
Investigating the Promise of Mass-Customized Education: A Content Analysis Self-Reported Descriptions of Web 2.0-Learning-Tools Based on Multiple Intelligence Theory
Author: Folkestad, James E.
Date: 2009-00-00
Type: Journal Articles
Subjects: Mass Instruction,Content Analysis,Web 2.0 Technologies,Multiple Intelligences,Learning Theories,Web Sites,Cognitive Style,Educational Technology,Web Based Instruction,Coding

Is the world &quot;flat&quot; or is the world &quot;spiky&quot;? Although leading authors and thinkers [Florida, 2005] struggle to find the perfect metaphor for describing our 21st century global ecosystem, there is agreement that the landscape is shifting. There is overwhelming agreement that our current education system was designed and continues to operate on an antiquated industrial model. To meet efficiencies, instruction is produced for batch delivery. This mass-delivery method inevitably will emphasize one learning style (i.e., visual, auditory) and be taught through the lenses of one intelligence (i.e., logical mathematical). This causes failure-to-strive syndrome in many students as the ecosystem fails to provide them the proper support that nurtures and rewards their individual learning needs. (Beilke &amp; Peoples, 1997; Brown &amp; Adler, 2008; Gardner, 2007; Pink, 2006; Robinson, 2001). Emerging technologies (Web 2.0) have the potential to deliver learning that is highly customized to individual interests and intelligences (Christensen, Horn, &amp; Johnson, 2008). This paper reports on a content analysis of website descriptions of the top 100 Web 2.0 learning tools as identified by the Center for Learning and Performance Technologies. Emergent themes are reported and deductive coding--based on Howard Gardner's seven intelligences--is used to refine thematic information.
A Viable Solution to Implementing Effective Instructional Supervision
Author: Benigno, Stephen
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Supervision,Program Implementation,Best Practices,Clinical Supervision (of Teachers),Supervisory Methods,Teacher Evaluation,Models,Accountability,Observation

With an increased emphasis on instructional accountability with respect to instruction, assessment and curriculum development, administrators have been struggling to find a model of supervision that is clinical and collaborative and that will produce an accurate assessment of classroom instruction. According to Goe (2007), &quot;In recent years, the focus has moved away from holding schools accountable for student achievement and toward holding teachers accountable&quot; (p. 12). The Clinical Supervision model is an accepted and viable strategy of teacher evaluation that has been utilized in many school districts for a number of years. Clinical Supervision, if conducted with fidelity, can provide the administration of the school with an opportunity to collaborate with the teacher and create an effective evaluation experience.
Social Self-Efficacy: The Missing Link for Adolescents with Physical Disabilities
Author: Rader, Laura
Date: 2009-00-00
Type: Journal Articles
Subjects: Self Efficacy,Adolescents,Physical Disabilities,Self Determination,Decision Making,Self Concept,Self Esteem,Locus of Control,Predictor Variables,Special Education

While our knowledge about the cognitive and social components of disability continues to grow, little is known about how the self specifically develops in adolescents with physical disabilities and whether a specific source is an indicator of self-determination with this population. Adolescents who have a physical disability may have difficulty progressing through the stages to become self-determined because they are often viewed as needing protection, which often takes the form of others making decisions for them. Decision makers may assert that the adolescent with a physical disability is not capable of making good decisions and the consequences of such decisions are likely to be harmful. Therefore, the present article explores the difference between adolescents with and without physical disabilities with respect to self-concept, self-esteem, locus of control, self-efficacy, and self-determination and investigates the self-reported relationship levels of these indicators to determine if there is one single best predictor of self-determination for adolescents with and without physical disabilities.
Mobile Learning as a Method of Ubiquitous Learning: Students' Attitudes, Readiness, and Possible Barriers to Implementation in Higher Education
Author: Alhassan, Riyadh
Date: 2016-00-00
Type: Journal Articles
Subjects: Electronic Learning,Student Attitudes,Learning Readiness,Barriers,Program Implementation,Questionnaires,Interviews,Student Experience,College Students,Educational Technology,Teaching Methods,Technology Uses in Education,Handheld Devices,Mass Media Use,Foreign Countries

The purpose of this study was to explore the attitudes and level of readiness, and possible barriers to implementing Mobile Learning as a part of ubiquitous learning. In addition, the study attempted to find out to what extent students are interested in mobile learning. It also aimed to answer the question regarding the readiness of college students to use mobile learning technologies. Furthermore, the level of students experience in electronic learning was examined. The study was conducted to gather valuable data about are the possible advantages and disadvantages of mobile learning, and the barriers do students expect facing when implementing the mobile learning technologies. To answer the research questions, a questionnaire was administered to 1000 college students, with some of them being interviewed for in-depth information. The findings of the study showed that students had highly positive attitudes toward mobile learning, and they had the necessary technical knowledge to implement mobile learning. However, students were found to have very little experience in electronic and mobile learning. Students have mentioned some advantages of mobile learning among which was the possibility of learning outside the classroom and at any time. Some disadvantages were mentioned such as the fact that students might become annoyed with receiving too many text messages per day. Finally, students listed some barriers they expect to face the implementation of mobile learning. The study concluded with suggestions for future research and recommendations to university officials to better implement mobile learning.
Instilling Service Learning to Undergraduate Business Students: A Case Study Approach to Understanding Business-Related Concepts with the Use of Kiva
Author: Grotrian-Ryan, Sheri
Date: 2016-00-00
Type: Journal Articles
Subjects: Service Learning,Business Administration Education,Case Studies,School Business Relationship,Qualitative Research,Questionnaires,Student Attitudes,Majors (Students),Undergraduate Students,Teaching Methods,Financial Services,Program Descriptions

Higher education continues to place an emphasis on service-learning, specifically within business and management sciences (Kenworthy-U'Ren &amp; Peterson, 2005). A local academic business organization at a small institution chose to embark on a service-learning endeavor. The purpose of this study was for business majors, active in Phi Beta Lambda (PBL), and their advisors/professors to further investigate microlending and other business-related concepts through the use of service learning. Service was provided to the campus community, area high school Future Business Leaders of America (FBLA) students, and to the borrowers of their Kiva loans. The research, qualitative in nature, employed case study methodology. Themes emerged in academic, personal, and civic dimensions as a result of analysis of student responses to guided questionnaires.
The Effect of Dialect on Rating of Intelligence
Author: Vaughn, Brandon K.
Date: 2009-00-00
Type: Journal Articles
Subjects: Intelligence,Nonstandard Dialects,English,Standard Spoken Usage,Language Usage,Linguistic Theory,Educational Attainment,Evaluation Methods,Questionnaires

To validate the &quot;power of language&quot; theory, the authors set out to ascertain whether there is any relationship between dialect (language) and intelligence rating. This study suggests that language is a barometer by which people measure one's intelligence and education. The study further suggests that nonstandard English may influence the perception that the individual is not intelligent. The American public favors people who use standard English and tends to discredit those who use nonstandard English.
Facilitating Strategy Transfer in College Reading Courses
Author: McGrath, Jane
Date: 2007-00-00
Type: Journal Articles
Subjects: Reading Instruction,Developmental Studies Programs,Remedial Reading,College Students,Transfer of Training,Reading Skills,Teaching Methods,Learning Activities

The success of a developmental reading course really should be measured several semesters later by how well the students have transferred their new strategies to their content courses. To help facilitate this transfer, a list of ten instructional strategies are presented that have been developed from the literature and classroom experience. Specific classroom activities based on those strategies are also included.
Evaluation Theory for Developmental Mathematics Practitioners
Author: Duranczyk, Irene Mary
Date: 2007-00-00
Type: Journal Articles
Subjects: Critical Theory,Educational Research,Evaluation Methods,Developmental Studies Programs,Remedial Mathematics,College Mathematics,Secondary School Mathematics,Program Effectiveness,Teaching Methods,High School Students,College Readiness,Attribution Theory,Mathematics Instruction

This article is designed to present an overview of critical theory, research, and evaluation for the developmental mathematics educator. Students caught in the gap between high school mathematics preparation and entry-level college mathematics expectations--developmental mathematics education students--need to have their personal narratives told and have the measures of success reflect their needs. Highlights of evaluation theory and research, as well as a combination of qualitative and quantitative methods are presented for the developmental mathematics classroom researcher. There is an ongoing need for practical information on the effectiveness of programs and services addressing the mathematics educational gap. Hopefully this article will help you define your role in advancing this important evaluation and research area.
Case Studies for Enhancing Student Engagement and Active Learning in Software V&amp;V Education
Author: Manohar, Priyadarshan A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,Learner Engagement,Active Learning,Computer Software,Computer Software Evaluation,Computer Science Education,Teaching Methods,Instructional Materials,Best Practices,Hypothesis Testing,Case Method (Teaching Technique),Legal Problems,Consumer Education,Accreditation (Institutions),Likert Scales,Student Surveys,College Students

Two critical problems facing the software (S/W) industry today are the lack of appreciation of the full benefits that can be derived from Software Verification and Validation (V&amp;V) and an associated problem of shortage of adequately trained V&amp;V practitioners. To address this situation, the software V&amp;V course curriculum at the author's institution is being improved via a National Science Foundation (NSF)-funded project. The basic objectives of this project are to enhance the quality of software education via increased student engagement and by bridging the gap between the basic principles discussed in the classroom and the complexity of real world problems. The teaching method utilized promotes higher levels of student engagement and learning through interactive, hands-on exercises, case studies and discussions. In addition, the instructional materials were purposefully designed not only for university classroom settings, but to also be deployed for on-the-job professional training in S/W industry settings, thereby helping to increase the pool of professionals with contemporary V&amp;V knowledge and skills. The new course curriculum enhancement described in this paper is guided by academic research and industry best practices that focus on four specific V&amp;V focus areas: &quot;requirements engineering, reviews, configuration management&quot;, and &quot;testing&quot;. Among many educational tools that are being developed to achieve the project objectives, the work related specifically to the development of one central component, case studies, is described here. Historically, case studies have been educational tools utilized in business, law, and medicine, but are not as prominent in software engineering. The hypothesis is that case studies would be effective educational tools to introduce real-world professional practices into the classroom, which would help the students in both identifying and solving problems, and developing a perspective on applying knowledge. In this paper we describe a set of V&amp;V related case-studies that we have drawn from industry experiences and developed as pedagogical tools. These case-studies cover several important topics in the S/W V&amp;V domain such as software testing, legal issues in software, software consumer protection, and requirements from the customers' perspectives. We also report on the results of initial implementation of the case studies related to software testing in the classroom and show their effectiveness both in terms of satisfying Accreditation Board for Engineering and Technology (ABET) outcomes assessment and student satisfaction.
Ready Contents or Future Skills? A Comparative Study of Teacher Education in Thailand and Finland
Author: Vibulphol, Jutarat
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Teacher Education Programs,Qualitative Research,Skill Development,Questionnaires,Content Analysis,Teacher Educators,Teacher Surveys,Teacher Role,Teacher Responsibility,Educational Change,Trend Analysis,Curriculum Research

This study aimed to analyze the recently updated teacher education programmes in two universities in Finland and Thailand. The article reports the characteristics of the elementary and secondary school teacher education studies in the selected universities, and discusses the roles and significance of 21st century skills and their modifications in these programmes. This kind of qualitative case comparison that focuses on modern skills and intercultural programmes is a new approach. The methods were document analysis and questionnaire-based survey. Six teacher educators who had important roles in the recent programme updates, three from each university, were the survey informants. The findings revealed that the policies and approaches to teacher education were different. While the Thai programmes focused more on courses, the Finns had a wider educational view. Second, research, skills and teaching practice were seen to be important, but the purposes were parted. Finally, as teachers' professional development tools, those will need further studies.
Strategies to Integrate Web Videoconferencing Software into an Online Counselor Education Course
Author: McBride, Dawn Lorraine
Date: 2008-00-00
Type: Journal Articles
Subjects: Videoconferencing,Online Courses,Electronic Learning,Counselor Training,Blended Learning,Teaching Methods,Graduate Study,Program Descriptions,Web Based Instruction,Computer Software,Foreign Countries

This article outlines how a web based video conferencing system (Marratech) was used in a graduate online counselor education course as part of a blended online graduate degree in Counseling. Since the course is open to students from around North America, a variety of e-delivery methods of instruction is significant to the program's success. A rationale for using web conferencing will be presented followed by details on how to integrate web videoconferencing into an online course. Recommendations on using this e-learning tool in online courses are also provided.
Integrating Technology into the Developmental Mathematics Classroom: A WebQuest
Author: Salsovic, Annette
Date: 2007-00-00
Type: Journal Articles
Subjects: Technology Integration,Web Based Instruction,Educational Technology,Developmental Studies Programs,Remedial Mathematics,Teaching Methods,Internet,Inquiry,Learning Activities,Algebra,College Mathematics,Equations (Mathematics)

Although the WebQuest has been around for several years, it appears that not many educators are aware of it, or know how to use it. Thus, it is important to not only expose developmental educators to the use of this strategy, but also to help them realize how they can easily implement it into their curriculum. The use of a Webquest integrates technology into the classroom, while utilizing a learner-centered activity and a constructivist approach to learning. When using this strategy, the students benefit from cooperative learning, discovery learning, and a high level of engagement while practicing Internet skills. The purpose of this article is to explore the use of a WebQuest in the developmental mathematics classroom, and give an example.