ethanporcaro/eric-fulltext-meta huggingface dataset:
Intentionally Evaluating Course and Project Design for Achieving Global Contextual Learning
Author: Fitzpatrick, Laura E.
Date: 2012-02-00
Type: Journal Articles
Subjects: Global Approach,Learning,Course Evaluation,Student Projects,Business Administration Education,Scoring Rubrics,Critical Thinking,Taxonomy,College Students

Students must be educated for a globalized, integrated world. Such preparation requires deep knowledge, critical evaluation, and cultural awareness. This is not a new idea among internationalists. What has been rapidly changing, however, is the understanding of how making connections for a globalized, integrated world requires intentional focus on higher level learning. This challenge can be addressed through an understanding of cognitive learning levels, critical thinking, and the examination of socio- vs. non-sociocentric thinking. The authors term teaching to these three essential components global contextual learning. To be successful in global contextual learning, students must be able to reach the higher levels of cognitive learning, while engaging in critical thought in a non-sociocentric way. In order to do this, course design, content presentation, and course assignments and projects must all be consciously created with this goal in mind. In this paper, the literature in these areas is examined, and the concepts are applied to an existing business course and course project to demonstrate how to evaluate whether the course and project are designed to achieve global contextual learning. The rubric described that maps to the course and project learning goals can also be used as course embedded assessment to assess student achievement of the global learning goals.
Integrating Critical Spreadsheet Competencies into the Accounting Curriculum
Author: Walters, L. Melissa
Date: 2012-10-00
Type: Journal Articles
Subjects: Accounting,Business Administration Education,Spreadsheets,Competence,Information Technology,Core Curriculum,Compliance (Legal),Integrated Curriculum,Skill Development,Student Evaluation,Scoring Rubrics,Risk Assessment,Taxonomy

The American Institute of Certified Public Accountants (AICPA) and the International Accounting Education Standards Board (IAESB) identify spreadsheet technology as a key information technology (IT) competency for accounting professionals. However requisite spreadsheet competencies are not specifically defined by the AICPA or IAESB nor are they clearly delineated within the literature on spreadsheet use. Traditional spreadsheet pedagogy focuses on foundational navigational, functional, and formatting proficiencies often taught during introductory courses leaving students with only the most basic of spreadsheet. Unfortunately, this stops short of providing accounting graduates adequate skills to effectively perform the duties expected of accounting professionals. Spreadsheets are generally poorly designed, contain serious errors, lack operational controls, and are often overlooked during risk assessment and audit processes. As a consequence, spreadsheets represent material misstatement and fraud risks and have thus evolved into significant control and Sarbanes-Oxley (SOX) compliance concerns. Given the risk, control, and compliance concerns associated with widespread spreadsheet use, accounting students need more than just foundational familiarity with spreadsheet formulas. The purpose of this paper is to identify spreadsheet competencies critical to accounting graduates and present a spreadsheet competency framework for integrating such competencies into an accounting curriculum. The spreadsheet competency framework presented in this paper offers guidance in three parts consisting of competency definition, curricular mapping, and illustrative assessment rubrics.
Are Real World Projects Worth the Risk? Evidence from Service Learning Projects
Author: Warner, Janis
Date: 2012-02-00
Type: Journal Articles
Subjects: Service Learning,Experiential Learning,Taxonomy,Grounded Theory,Reflection,Student Projects,Writing Assignments,Essays,Risk Management,Risk Assessment,Skill Development,Critical Thinking,Problem Solving,Communication Skills,Interpersonal Competence,Job Skills,College Students,Sequential Learning,Student Evaluation

Although service learning provides unparalleled real world experiential student learning opportunities and benefits to four major constituencies--student, faculty, community and institution, it takes place in an uncontrolled environment introducing uncertainty into the instructional process. Faculty might avoid this valuable approach to instruction seeing the uncertainty as additional risk that jeopardizes a major desirable outcome, student learning. This paper provides evidence that a major disruptive event, in this case the client quitting the project before the end of the course, does not limit the student learning levels achieved. The Plato's taxonomy levels of learning are used in a grounded theory approach to gauge learning achieved based on students' reflective papers from two service learning project classes where one client quits during the semester. Effective strategies to manage this major challenge inherent in experiential service learning are presented.
Social Networking Tools in a University Setting: A Student's Perspective
Author: Haytko, Diana L.
Date: 2012-10-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Social Media,Telecommunications,Handheld Devices,Technology Uses in Education,Educational Technology,Student Surveys,Attitude Measures,Online Surveys,Social Networks

As Professors, we are challenged to reach ever-changing cohorts of college students as they flow through our classes and our lives. Technological advancements happen daily and we need to decide which, if any, to incorporate into our classrooms. Our students constantly check Facebook, Twitter, MySpace and other online social networks. Should we be posting course materials to these sites, or using them as communication vehicles? We asked 236 students in two states if they believe there is a use for these sites in the learning process. The answer was a definite NO. Students want to keep their social roles and their student roles separate.
Make Student Reading Interesting: An Analysis of Student Reading in Two Courses
Author: O'Connor, Jeremy J.
Date: 2012-10-00
Type: Journal Articles
Subjects: Student Interests,Student Motivation,Reading Assignments,College Freshmen,Business Administration Education,Student Surveys,Student Attitudes,Questionnaires,Time,Reading Habits,Environmental Influences,Reading Materials,Regression (Statistics)

One of the many challenges faculty members face when teaching courses is insuring that students read the assigned material by the due date. This study examines student reading behavior in two courses in order to better understand how student reading behavior changes over the course of the semester. The purpose of this study is to identify factors that may explain why students choose to, or choose not to complete assigned reading material by the assigned due date. What this study indicates is that a high level of student interest in the assigned reading material is associated with higher rates of completion of the assigned readings, more time spent on the assigned reading, and greater depth in reading. Thus, the researcher argues that selecting reading assignments and structuring reading assignments that help to increase student interest can contribute to student completion of reading assignments.
Student Performance Predictors Involving Numerically Based Subject Matter: Lecture versus Web Presentation
Author: Guidry, Krisandra
Date: 2013-09-00
Type: Journal Articles
Subjects: Predictor Variables,Conventional Instruction,Web Based Instruction,Lecture Method,Number Concepts,Money Management,Grade Point Average,Course Evaluation,Hypothesis Testing,Gender Differences,Age Differences,Withdrawal (Education),Intermode Differences,Achievement Gains,Instructional Innovation,College Students

This study examines whether student performance predictors in a numerically based lecture course are similar to those for the web version of the same course. A numerically based course involves quantitative concepts and requires mathematical calculations. Data were collected from students taking a financial management class at a medium sized state university. Students had the option upon registration to choose the lecture presentation or the web-based version of the course. Examination of the significant variables presents only one common predictor of student performance--semester GPA prior to enrolling in the course. Otherwise, different predictors are significant, dependent upon the method of presentation. Furthermore, students in the lecture class performed better than those enrolled in the web version.
Finding Connections: Using Accounting Concepts in a Career Planning Class
Author: Wang, Michelle
Date: 2013-09-00
Type: Journal Articles
Subjects: College Students,Accounting,Career Planning,Ethics,Trust (Psychology),Family Work Relationship,Job Search Methods,Social Networks,Goal Orientation,Cost Effectiveness,Self Management,Self Actualization,Needs Assessment,Responsibility,Wellness,Relevance (Education)

In higher education, the most common challenge for students is the ability to find a connection between one subject that they have learned and another subject. Thus, students' learning becomes compartmentalized and piecemeal. For instance, accounting students may find attending a drawing class boring and a waste of time. Science students may wonder how a music class could help them with their future career. This paper attempts to share ideas about how to use accounting concepts in a career planning class for accounting students. The aim is to encourage and inspire educators to create a connection between diverse subjects to supplement students' learning.
Developing Higher Level Thinking
Author: Limbach, Barbara
Date: 2010-06-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Cognitive Development,Educational Environment,Outcome Measures,Thinking Skills,Active Learning,Critical Thinking,Behavioral Objectives,Questioning Techniques,Experiential Learning,Instructional Improvement,Instructional Innovation,Feedback (Response),Educational Practices,Teaching Methods

This paper identifies an interdisciplinary, five-step process, built upon existing theory and best practices in cognitive development, effective learning environments, and outcomes-based assessment. The &quot;Process for the Development of Higher Level Thinking Skills&quot; provides teachers with an easy to implement method of moving toward a more purposeful and active-learning environment, which encourages higher level thinking.
Rewards for Reading: Their Effects on Reading Motivation
Author: Chen, Pin-Hwa
Date: 2010-06-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Reading Motivation,Rewards,Prediction,Student Surveys,Longitudinal Studies,Reading Assignments,Pretests Posttests,Grade 2,Grade 4,Grade 6,Questionnaires,Age Differences,Gender Differences,Multiple Regression Analysis

In recent years, many Taiwanese elementary schools have implemented extensive reading activities in their respective campuses. In order to motivate pupils to read, teachers and parents would offer pupils contingent rewards. As we know, the use of rewards in educational settings as a way to improve motivation is a controversial issue. Previous studies on rewards, mostly conducted in controlled situations, have recognized that the effects of a reward depend on the types of rewards used, the reward expectancy, the reward contingency, and the attributions made for receiving the reward. The purpose of this study is to realize the predictive model of rewards and identified the reward predictors for reading motivation. The survey participants were 722 pupils from five elementary schools in southern Taiwan. Using a longitudinal design, it collected pupils' reward experiences in extensive reading activities as well as their pre-reward and post-reward reading motivation. Simultaneous and longitudinal regression analyses indicated that the predictive model of rewards could explain the variances of intrinsic, extrinsic, and global reading motivation, even when including the effects of previous motivation. &quot;Intangible rewards&quot; and &quot;effort attributions&quot; positively predicted intrinsic reading motivation, extrinsic reading motivation, and global reading motivation; whereas &quot;luck attribution&quot; negatively predicted intrinsic reading motivation.
Collaboration Skills Pre-Service Teachers Acquire in a Responsive Preparation Program
Author: Gentry, Ruben
Date: 2012-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Interpersonal Competence,Skill Development,Parent Teacher Cooperation,Special Education Teachers,Partnerships in Education,Definitions,Educational Principles,Group Dynamics,Family School Relationship,Parent Participation,Legal Responsibility,Educational Needs,Preservice Teacher Education

Collaboration skills are essential for all teachers, but crucial for personnel who instruct students with disabilities. Through collaboration, families and professionals are able to combine their strengths and wisdom to make education as appropriate as possible for the student. Capitalizing on each other's knowledge and expertise not only helps the student, it also makes for stronger families and more competent professionals. But what may come as a surprise, in schools and universities teacher education candidates do not gain extensive training and experience in collaborative teamwork; however, research reveals that it is possible to effectively teach collaboration, listening, and to some extent, cooperative skills (Cortez &amp; et al., 2009; Taylor &amp; et al., 1988). This manuscript reports on the status of collaboration-skill development, the many advantages of effective parent-professional partnerships, legal mandates for parental involvement in the education of persons with disabilities, essential collaboration skills needed by teachers, and provides an account of the extent to which pre-service candidates in one responsive teacher preparation program are acquiring collaboration skills. The evidence suggests that teacher candidates are on the right track but may need more in-depth training and experience to develop an appropriate level of confidence to work effectively with parents and other professionals as they prepare to teach children in today's schools.
The Influence of Ability Tracking on the Performances of Minority Learners
Author: Faitar, Gheorghita M.
Date: 2012-02-00
Type: Journal Articles
Subjects: Track System (Education),Academic Ability,Academic Achievement,Minority Group Students,Educational Theories,Elementary School Students,Ability Grouping,Middle School Students,Developmental Stages,Student Placement,Educational Research,Disproportionate Representation,Achievement Gap,Futures (of Society),Family Characteristics,Student Surveys,Student Attitudes,Interviews,Qualitative Research,College Students

The development of an equally beneficial and efficient teaching and learning system implies the application of multiple educational theories and methods. One method that had become prominent throughout the years is ability tracking. Based on this method, elementary and middle-school students are grouped into levels that are designated to presumably suit their skill according to developmental stages in a particular subject. Students are guided during the school years by the school system, teachers, counselors and specific guidelines. However, if the advisement available to them is biased, the students' placement to particular ability tracks can be detrimental to their future. Several educational research studies determined that African American, Latino, Native American, and other minorities are disproportionately assigned to lower ability tracks as early as the first grade. The present paper will analyze the implications of the tracking procedures upon the achievements in sciences for both minority groups and mainstream students. The minority-mainstream achievement gap has a significant impact on the professional accomplishments of the students and their future endeavors.
Classroom Antics: Fun with a Purpose
Author: Deviney, David E.
Date: 2013-04-00
Type: Journal Articles
Subjects: Attention,Learner Engagement,Student Interests,Humor,Video Technology,Teaching Methods,Student Motivation

Student attention and engagement in the classroom is an ongoing problem that has generated a considerable amount of press in recent years. Some studies report that student attention begins to fade within 10-18 minutes (Weimer, 2009). While the statistics related to how long students stay attentive and engaged has been questioned (Wilson &amp; Korn, 2007), most faculty will not argue that student attention and engagement can be a significant problem in the college classroom. The question then becomes, &quot;how do we keep students attentive and engaged in course material?&quot; This paper attempts to provide some of the solutions the authors use. It does not attempt to answer the complete question on student attention and engagement.
Effect of Notecard Restrictions on Student Presentations
Author: Decker, Ronald
Date: 2013-04-00
Type: Journal Articles
Subjects: Multimedia Materials,Multimedia Instruction,Notetaking,Public Speaking,College Students,Visual Aids,Student Attitudes,Student Improvement,Business Administration Education,Planning,Student Surveys,Curriculum

Student presentations are an integral part of many business course curricula. PowerPoint™ and other presentation slideware offerings create opportunities for students to create text laden slides which are used as Teleprompters by less than fully-prepared presenters. Numerous prescriptions have been proposed for remedying text laden presentation slides. However, literature searches identify a paucity of research addressing the transfer of text from slides to notes when text restrictions are applied to students' presentation slides. This article addresses the impact on student perceptions of their preparation and presentation quality when text limitations are applied to both slides and speaker notes. It summarizes the thoughts and recommendations concerning multimedia presentations from a cross section of communications academics, practitioners and designers. The authors then present findings from a descriptive survey addressing student perceptions of their in-class presentations when stringent text restrictions are imposed on both visuals and notecards for a final presentation in a college of business capstone management course.
Methodology and Practical Tools for Enhancing an Accounting/Business Ethics Class
Author: Kreissl, Laura Jean
Date: 2012-10-00
Type: Journal Articles
Subjects: Teaching Methods,Accounting,Business Administration Education,Ethics,Student Participation,Discussion (Teaching Technique),Student Leadership,Teamwork,Scoring Rubrics,Student Journals,Films,College Students

While many articles have argued the value and impact of ethics courses, few have discussed methodology and particularly the tools used in the implementation of accounting ethics classes. We address both of those items in this paper in hopes of helping other instructors in building or strengthening their courses. This paper describes the methodology and several practical tools used in the implementation of an MPA &quot;Ethical Solutions in Professional Accounting&quot; course, a class where student participation through discussion comprises nearly a fourth of the final grade. Some general comments by students regarding the course are also included.
Courageous Conversations: Inviting Valued Texts into the Classroom
Author: Clark, Shanetia P.
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Action Research,Professional Autonomy,Motivation,Adolescent Literature,Reading Instruction,Preservice Teacher Education,Educational Planning,Cooperative Planning,Time Management,Educational Strategies,Multiple Literacies,Student Educational Objectives

Zhao (2009) notes that when people are intrinsically motivated, they will become courageous. By inviting texts that students value into literature classrooms, educators can reconcile the sometimes seemingly disparate goals of engagement and accountability. Our work with preservice teachers revealed an intersection between motivation and new literacies that, when realized, created a dialogic space for courageous conversations. Such an intersection occurred when text was broadly defined to include young adult literature, film, new media, digital technology, and images, and when the text is invited rather than imposed. This article describes action research conducted with preservice teachers designed to model autonomy with the hope that they will carry the power of motivational reciprocity forward.
Using TPCK with Digital Storytelling to Investigate Contemporary Issues in Educational Technology
Author: Maddin, Ellen
Date: 2012-02-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Story Telling,Educational Technology,Models,Preservice Teachers,Case Studies,Undergraduate Students,Preservice Teacher Education,Educational Benefits

Digital storytelling is recognized as a motivating instructional approach that engages students in critical thinking and reflective learning. Technology tools that support digital storytelling are readily available and much easier to use today than they were in years past. The convergence of these factors has facilitated the inclusion of digital storytelling in pre-service educational technology courses. Some researchers have expressed concern over the tendency to approach technology instruction with an emphasis on learning to use the technology tool itself over careful consideration of the educational value of the tool, speculating that such approaches are unlikely to result in powerful uses of technology in schools. Mishra and Koehler (2006) proposed a conceptual framework that examines the complex relationships between content, technology and pedagogy. With emphasis on the development of Technological Pedagogical Content Knowledge (TPCK), the model reframes the approach to educational technology courses for pre-service teachers. This case study illustrates the application of the TPCK conceptual framework to a digital storytelling project in an undergraduate teacher education course.
Responses of One First Grade Class to the Representation of AAVE in Picture Books
Author: McCreight, Jennifer
Date: 2011-00-00
Type: Journal Articles
Subjects: Grade 1,Elementary School Students,Picture Books,Black Dialects,African Americans,Social Influences,Cultural Influences,Language Usage,African American Culture,Childrens Literature,Ideology,Reading Material Selection,Reader Text Relationship

The following article will address the need for classrooms to promote the use of children's literature whose characters speak in a dialect other than Standard English (specifically African American Vernacular English, or AAVE). It will begin by drawing attention to the lack of authentic representation of African Americans in picture books throughout history, and the potential harm done to children whose home lives are not validated by the materials chosen to line their classroom's book shelves. The place of central importance that language holds in the lives of children will also be discussed, and an argument for the benefits of incorporating both home and school languages into academic curriculum (specifically through the use of text) will be made. Finally, the author will share an experience from her own classroom in which she and her students investigated and engaged in stories that revolved around similar plot lines, with one using African American Vernacular English and one Standard English. Suggestions will be made regarding further steps in making meaningful classroom connections to home language and literacy practices.