ethanporcaro/eric-fulltext-meta huggingface dataset:
Cooperative-Experiential Learning: Using Student-Developed Games to Increase Knowledge Retention
Author: Camp, Kerri M.
Date: 2012-10-00
Type: Journal Articles
Subjects: Cooperative Learning,Experiential Learning,Student Developed Materials,Educational Games,Instructional Design,Retention (Psychology),College Students,Marketing,Student Surveys,Achievement Gains,Student Improvement,Student Attitudes,Tests,Likert Scales,Scores,Gender Differences

Previous literature has discussed the use of cooperative and experiential learning as a means of augmenting student involvement in the learning process. Teamwork has been one method of employing cooperative learning and having students play games has been used extensively in experiential learning approaches. Often the two pedagogies are employed simultaneously by having student teams participate in games. This research combines the cooperative and experiential learning approaches by involving student teams in designing the games that other students will play with the goal of increasing student retention of knowledge. The sample included consumer behavior and integrated marketing communications students in two subsequent semesters. The pedagogy employed in the first of the two semesters included PowerPoint-based lectures, whereas the students in the second semester identified important concepts from the previous week's lectures and integrated that content into a review game. A comprehensive examination and student survey at the end of the semester indicated that knowledge retention increased in the courses that utilized student-development games.
The Computational Estimation and Instructional Perspectives of Elementary School Teachers
Author: Tsao, Yea-Ling
Date: 2013-05-00
Type: Journal Articles
Subjects: Computation,Elementary School Teachers,Knowledge Level,Teaching Methods,Grade 5,Mathematics Instruction,Science Instruction,Majors (Students),Interviews,Problem Solving,Nonmajors,Foreign Countries

The purpose of this study is to investigate teachers' understanding and knowledge of computational estimation, and teaching practice toward to computational estimation. There are six fifth-grade elementary teachers who participated in this study; three teachers with mathematics/ science major and three teachers with non-mathematics/science major. Each teacher received the interviews for three times and the interview time was about 90 minutes. The major findings are as follows: In the teacher's knowledge about computational estimation aspect, six teachers could explain the meaning of computational estimation, and use computational estimation strategy to solve problems flexibly. Their computational estimation strategies to solve problems include front-end, rounding, compatible number, special number, use of fractions, nice number and distributive property. All of the teachers use special numbers; five of them use rounding and compatible number strategies. Four teachers use nice numbers. Only one teacher uses front-end strategy and distributive property. The results indicate that the teachers with a mathematics/science major were more abundant of the knowledge about computational estimation relatively. The teachers who are non-mathematics/science majors but were extremely interested in mathematics had initial understanding toward the related knowledge of computational estimation. All these teachers incorporated mathematics course with computational estimation, or integrated with other mathematics concepts, required students to examine the answer and its rationality by computational estimation, introduce the life situation with teaching to improve student's learning motivation. However, the teachers who are non-mathematics/science majors and not interested in mathematics have less computational estimation strategy for their teaching.
Religious Private High School Students' Perceptions of Effective Teaching
Author: Dozier, Cherylann
Date: 2012-10-00
Type: Journal Articles
Subjects: Student Attitudes,High School Students,Teacher Effectiveness,Instructional Effectiveness,Private Schools,Religious Education,Questionnaires,Focus Groups,Qualitative Research,Teaching Methods,Classroom Environment,Teacher Qualifications,Classroom Techniques,Pedagogical Content Knowledge,Semi Structured Interviews

This study investigates private high school students' perceptions of effective teaching. Data were gathered from high school students (N = 178) in six high schools who wrote their perceptions of effective teaching on an open-ended questionnaire, as well as, from students (N = 45) who participated in six focus group interviews. Questionnaire and focus group interview results were analyzed from a qualitative perspective. Data show that six effective teaching categories emerge: teaching techniques, classroom environment, teacher qualities, classroom management, content knowledge, and other elements. Ultimately, student perceptions expand knowledge of effective teaching, validate research findings, broaden educators' perspectives, and inform practice. These perspectives will help identify teachers' strengths and weaknesses, ultimately increasing the use of best practices in classrooms (Cochran-Smith, 2003; Kauchak &amp; Eggen, 1993) and provide an avenue for teachers to reflect more accurately on their experiences, thus benefiting teacher education and the educational community.
Student Perceived Importance and Correlations of Selected Computer Literacy Course Topics
Author: Ciampa, Mark
Date: 2013-05-00
Type: Journal Articles
Subjects: Correlation,Preferences,Relevance (Education),Student Attitudes,Computer Literacy,Units of Study,Student Interests,Student Surveys,College Students,College Programs,Statistical Analysis,Nonparametric Statistics

Traditional college-level courses designed to teach computer literacy are in a state of flux. Today's students have high rates of access to computing technology and computer ownership, leading many policy decision makers to conclude that students already are computer literate and thus computer literacy courses are dinosaurs in a modern digital age. As a result some schools have eliminated the course or only require students take a basic proficiency test to pass. Yet for those many schools for which computer literacy is still a required component, what topics should be included in this course to reach today's new students? In this study 479 students who had enrolled in a computer literacy course were asked at the beginning of the course their perceived importance of a variety of computer literacy topics. Students were also asked to rate themselves regarding their use and knowledge of technology, personal ownership of technology devices, gender, age, and employment status. These elements were then correlated with the perceived importance responses to determine if any associations exist that may bring to light a better understanding of today's students in order to craft a more relevant computer literacy course. The results of this study reveals that a high student interest exists in topics related to practical hands-on end-user computer security awareness, indicating that this topic should be considered as a key component in today's computer literacy course.
Language and Cultural Challenges Facing Business Faculty in the Ever-Expanding Global Classroom
Author: Vogel, Glen M.
Date: 2013-05-00
Type: Journal Articles
Subjects: Business Administration Education,College Faculty,English (Second Language),Second Language Learning,Cultural Differences,Cheating,Deception,Anxiety,Plagiarism,Foreign Students,Student Adjustment,Acculturation,Admission Criteria,Fear,Academic Failure,College Preparation,Barriers,Academic Achievement,Asians,Statistical Analysis

More than 690,000 foreign students studied in the United States during the 2009-10 academic year. As non-native English-speaking students continue to pour into American educational institutions, one question many educators have is: are these international students adequately prepared for the language and cultural demands they will face when they are competing in the classroom and in the job market with their U.S. born counterparts? While it is a common belief that foreign students arrive with strong academic credentials, this does not reflect their grasp of the English language or their ability to adjust to significant cultural differences. Too many international students arrive with fraudulent admissions documents and once here, their fear of failure and their anxiety of becoming acclimated to a new culture often result in increased incidents of cheating, lying, and plagiarizing in order to succeed. When the above are married with the fact that the majority of faculty are not prepared to recognize or address the unique problems experienced by international students, the end result is that professors get frustrated by what they believe to be underprepared or disinterested students and the international students do not make the conceptual connections and acquire the elementary foundation needed to progress through the more advanced aspects of the curriculum. This article will look at some of the cultural and language barriers that act as impediments to an international student's ability to succeed in the business classroom and will offer some solutions to enable faculty to be part of the pathway to success for the international students in their courses.
Can We Apply TAM in Computer-Based Classes?
Author: Williams, David
Date: 2013-04-00
Type: Journal Articles
Subjects: Computer Uses in Education,Usability,Help Seeking,Online Courses,Distance Education,Technical Support,Teaching Experience,Models,Educational Practices,Educational Strategies,Student Improvement,College Students

While students may struggle in any classroom and consequently require help beyond the schedule meeting time and place of the class, computer-based courses pose the additional hurdle of requiring ready access to hardware and software that may be unavailable or inconvenient for students outside of the classroom and its scheduled meeting time. This paper explores the application of TAM (Technology Acceptance Model) to computer-related classes in order to encourage students who need help to actually seek that help, thereby enhancing their likelihood of success. Increasing Ease of Use with respect to requesting and receiving needed help may consequently increase the likelihood that students will ask for and receive that needed help in their computer-based classes. Two anecdotal examples based on one of the author's practical experiences are provided to demonstrate how this may be possible.
Persuading Investors: Emphasizing Communication in a Finance Simulation
Author: Yest, Michael T.
Date: 2013-05-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Business Administration Education,Business Communication,Undergraduate Students,Communication Skills,Persuasive Discourse,Simulation,Teamwork,Case Method (Teaching Technique),Peer Teaching,Student Projects,Teaching Methods

This paper introduces a unique project to faculty seeking an interdisciplinary activity that exposes students to the necessary art of persuasive communication in the field of finance. Specifically, we have designed a multi-stage simulation in which undergraduate business students apply both finance and communication skills, specifically persuasion, to compete for a finite pool of capital for use in private equity investments. The simulation stresses the importance of teamwork as students participate in a hypothetical Venture Capital Conference in which they attempt to persuade the audience of potential investors to commit capital to their investment ideas. The project takes approximately four weeks to execute. At its conclusion, students will have participated in a tangible classroom project that integrates financial communication best practices through a team-teaching approach that allows for reinforcement of each discipline's learning outcomes.
Real World Projects: Creating a Home-Grown Fundraiser for Your Sales Course
Author: Fine, Monica B.
Date: 2013-05-00
Type: Journal Articles
Subjects: Experiential Learning,Service Learning,Fund Raising,Salesmanship,Retailing,Merchandising,Business Administration Education,Teaching Methods,Nonprofit Organizations,Learning Experience,Feedback (Response),Job Skills,Career Readiness

More than any other area of business, expertise in personal selling and sales management can best be seen through applied learning styles. Many universities are now offering sale concentration in marketing or even MBA degrees. However, many students still feel instructors' teaching methods are outdated. Instructors use many different techniques such as role-playing, dialogues, and case studies to teach personal selling. Students may be able to demonstrate excellence in selling using a non-profit organization. Giving your students the task to obtain commitment in the form of donations gives them real-world experience in selling. This project gives back to the local community while using experiential learning techniques to teach sales.
Discipline Based Instruction in Business Law
Author: Custin, Richard E.
Date: 2013-04-00
Type: Journal Articles
Subjects: Law Related Education,Business,Undergraduate Students,Business Administration Education,Team Teaching,Learning Modules,Case Method (Teaching Technique),Intellectual Disciplines,Interdisciplinary Approach,Business Schools,Curriculum,Learning Processes,Concept Teaching,Critical Thinking,Participative Decision Making,Perspective Taking,Ethical Instruction,Collegiality,Student Educational Objectives,Decision Making,Court Litigation

Undergraduate business law courses typically utilize traditional textbooks organized by topic. Individual chapters, address the usual topics including contracts, torts, the court system and ethics. An innovative approach to facilitating a business law course involves segregating sections of the course into common business disciplines. Rather than the abstract teaching of legal concepts, substantive material is presented in well defined sections including management, finance, accounting, real estate, marketing, and human resource management. Each section is defined by excerpts of published cases in private law, public law, preventative law and ethics. Individual disciplines are highlighted by instructive and provocative discussion questions following actual court opinions. Team teaching is an essential ingredient in discipline based instruction. Faculty members from specific disciplines are invited to participate and contribute to the course. The curriculum is presented in an applied format and relevant to the study and practice of business administration. Students are asked to apply legal concepts and issues to the individual disciplines they are studying in a business school format.
Linking Children's Literature with Social Studies in the Elementary Curriculum
Author: Almerico, Gina M.
Date: 2013-05-00
Type: Journal Articles
Subjects: Social Studies,Standards,Teaching Methods,Elementary School Students,Professional Associations,Childrens Literature,Integrated Curriculum,Course Content

The author shares information related to integrating quality literature written for children into the teaching of social studies at the elementary school level. Research within the past decade informs educators of the strong impact of curriculum standards for the social studies as developed by professional organizations. Teachers today are expected to teach the social studies content defined by these standards. The most noted standards are those developed by the National Council for the Social Studies (NCSS). The NCSS supports using children's literature in teaching and reinforcing social studies content. In this paper, instructional methods for sharing quality children's literature aligned to the NCSS Standards will be explored.
Flexibles Grouping, Explicit Reading Instruction in Elementary School
Author: Dubé, France
Date: 2013-04-00
Type: Journal Articles
Subjects: Reading Instruction,Elementary School Students,Foreign Countries,Teaching Methods,Grouping (Instructional Purposes),Reading Comprehension,Reading Strategies,Instructional Effectiveness,Reading Difficulties,Grade 3,Grade 4,Pretests Posttests,Learning Problems,Reading Skills,Questionnaires,Statistical Analysis

The objective of this collaborative research is to evaluate the impact of a pedagogical intervention that combines flexible grouping and explicit instruction of reading comprehension strategies. The development of competencies is spread over a two years interval. However, despite this quite long implementation period, several Quebec students still had not completely overcome their difficulties in reading comprehension. The study was conducted at an elementary school on the outskirts of Montreal. 76 students participated in the research. Four teachers and one learning specialist planned and experimented these monthly 90-minute classes, which were implemented ten times during the school year. The results show a noticeable reading comprehension improvement, particularly, for students with learning difficulties.
Friday Forum and the AICPA Core Competency Framework: Honing Students' Personal Competencies
Author: Johnson, Grace F.
Date: 2013-05-00
Type: Journal Articles
Subjects: Undergraduate Students,Competency Based Education,Accounting,Seminars,Feedback (Response),Business Skills,Program Descriptions,Participant Satisfaction,Teacher Attitudes,Program Effectiveness,Teaching Methods,Academic Standards,Curriculum,Focus Groups

This paper shares one learning technique for honing undergraduate students' personal competencies. The senior accounting capstone course at a small Midwestern private liberal college includes a weekly seminar series, called the Friday Forum, where students and practitioners meet to discuss a current professional accounting article. Since Spring 2004, when the course was first offered, Friday Forum has evolved into a key course component. Following a brief review of the relevant literature, the paper continues with an overview of the capstone course, describes the workings of the Friday Forum, provides student and practitioner feedback about Friday Forum, and closes with an examination of the Forum's advantages and drawbacks from the instructor's four-year experience with it. Suggestions are included about how to adapt Friday Forum to larger classroom environments.
Integrating Active Learning and Assessment in the Accounting Classroom
Author: Carter, Fonda L.
Date: 2013-05-00
Type: Journal Articles
Subjects: Active Learning,Accounting,Integrated Activities,Student Evaluation,Course Evaluation,Teaching Methods,Classroom Techniques,Academic Standards,Student Projects,Educational Practices,Educational Strategies,Undergraduate Students

Some colleges and universities are utilizing the inclusion of more active learning techniques in course content. Active learning involves students in thinking about what they are doing as they accomplish tasks or assignments in order to develop a deeper understanding of the topic or issue. In addition to a focus on enhancing student learning, the assessment of student learning has also become more increasingly important in recent years to accreditation agencies and state legislatures. It is important that college and universities develop assessment programs and utilize the assessment results to improve the curriculum. This paper demonstrates how a project that was originally designed as an active learning project can also be utilized as an embedded course assessment tool and integrated into a college's assessment plan.
The Performance Role of Reader's Theatre in a Literature Classroom
Author: Ratliff, Gerald Lee
Date: 2006-00-00
Type: Journal Articles
Subjects: Theater Arts,Oral Interpretation,Literature,Performance Factors,Literary Genres,Poetry,Novels,Class Activities,Reading Aloud to Others,Scripts,Movement Education,Reading Material Selection

The primary pedagogical principle of Reader's Theatre is that it &quot;dramatizes&quot; literature to provide both a visual and an oral stimulus for students who may be unaccustomed to using their imagination to experience literary works like novels, poems, essays, or short stories. Promoting a suggestive, &quot;theatrical mind&quot; approach to classroom performance of literature is an exciting discipline, relying as it does on the perspective that to &quot;see&quot; literature is as stimulating as to read literature aloud. In addition, basic Reader's Theatre conventions at play in classroom performance give unexpected life and meaning to an oral interpretation of the literary experience described by the author's words. Reader's Theatre also stimulates student listeners to actively participate in the aesthetic, emotional, and intellectual content of a literary text when it is dramatized in a classroom performance. As critical as literary analysis may be in understanding a text, it is the inherent theatrical impulse Reader's Theatre brings to the selection, staging, and performance of classroom literature that is most likely to result in a student's active engagement in the interpretation of a text. It is important, therefore, to promote a risk-free classroom environment in which students can experiment with a literary text to more fully realize its performance potential. Reader's Theatre discoveries made in classroom performance activities should also help to cement the foundational building blocks needed to encourage students to pursue a theatrical as well as an analytical approach to visualizing literary texts.
The Meta Language of Accounting: What's the Level of Students' Understanding?
Author: Elson, Raymond J.
Date: 2013-05-00
Type: Journal Articles
Subjects: Accounting,Metalinguistics,Business Administration Education,Rote Learning,Concept Formation,Scores,College Students,Teaching Methods,Multiple Choice Tests,Tests

Students rely on rote knowledge to learn accounting concepts. However, this approach does not allow them to understanding the meta language of accounting. Meta language is simply the concepts and terms that are used in a profession and are easily understood by its users. Terms such as equity, assets, and balance sheet are part of the accounting meta language. The authors used a pre-test in upper level accounting courses at several universities over multiple semesters to evaluate students' understanding of the accounting meta language. The students' average scores on the pre-test were less than the anticipated average scores. The paper offers some suggestions on steps that can be used by educators to strengthen students' understanding of accounting meta language.
Nursery Rhyme Knowledge and Phonological Awareness in Preschool Children
Author: Harper, Laurie J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Nursery Rhymes,Phonological Awareness,Phonemes,Literacy,Statistical Analysis,Spelling,Experimental Groups,Teaching Methods,Preschool Children,Control Groups,Skill Development,Intervention,Screening Tests,Scores,Instructional Effectiveness,Pretests Posttests

Phonological awareness is an important precursor in learning to read. This awareness of phonemes fosters a child's ability to hear and blend sounds, encode and decode words, and to spell phonetically. This quantitative study assessed pre-K children's existing Euro-American nursery rhyme knowledge and phonological awareness literacy, provided phonological awareness training with an experimental group of children and investigated the effects of explicit nursery rhyme instruction on participants' phonemic skill levels. These data reveal that children exposed to the intervention consisting of explicit Euro-American nursery rhyme instruction significantly outperformed the children in the control group on rhyme awareness and completion statement measures. Results of this research suggest that knowledge of nursery rhymes enhances children's phonological awareness and sensitivity to individual phonemes and rhyme, and stimulates phonemic skill development.