ethanporcaro/eric-fulltext-meta huggingface dataset:
A Value-Added Model to Measure Higher Education Returns on Government Investment
Author: Sparks, Roland J.
Date: 2011-02-00
Type: Journal Articles
Subjects: Investment,State Federal Aid,Higher Education,Achievement Gains,Achievement Rating,Academic Achievement,Outcomes of Education,Outcome Measures,Measurement Techniques,Measurement Objectives,Models,Educational Assessment,College Outcomes Assessment,Educational Indicators

The cost of college is increasing faster than inflation with the government funding over 19 million student loans that have a current outstanding balance of over $850 billion in 2010. Student default rates for 2008 averaged 7% but for some colleges, default rates were as high as 46.8%. Congress is demanding answers from colleges and universities about the quality of their education and the return on the government's investment. Current practices measure universities effectiveness by self-developed and measured outcomes. This system does not seem to be effective in measuring the value-added by a college education. This paper develops a model to evaluate the value-added through higher education. The model uses financial return on investment as viewed by the government lenders. A service quality model is introduced to help identify factors that are significant and easy to measure in determining a university's ability to return the government's investment.
Teachers' Perception Regarding Facial Expressions as an Effective Teaching Tool
Author: Butt, Muhammad Naeem
Date: 2011-02-00
Type: Journal Articles
Subjects: Teacher Attitudes,Nonverbal Communication,Teaching Methods,Outcomes of Education,Learning Processes,Questionnaires,Likert Scales,Secondary School Teachers,Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning

The major objective of the study was to explore teachers' perceptions about the importance of facial expression in the teaching-learning process. All the teachers of government secondary schools constituted the population of the study. A sample of 40 teachers, both male and female, in rural and urban areas of district Peshawar, were selected through a simple random sampling technique. Data were collected through a questionnaire containing ten items regarding facial expressions. It was concluded that teachers deemed the technology of facial expressions very essential and important, not only for themselves, but also for the attainment of students' learning outcomes.
Infuse Concept of Peace in Curriculum Development
Author: Butt, Muhammad Naeem
Date: 2011-02-00
Type: Journal Articles
Subjects: Peace,Curriculum Development,Critical Thinking,Secondary School Students,Consciousness Raising,Reflection,Questionnaires,Interviews,Thinking Skills,Skill Development,Foreign Countries,Teaching Methods

The major objectives of the study were to find out what the curricula, prescribed in the subjects of English and Pakistan Studies of the secondary classes, contained to promote awareness among the students about their responsibilities to the concerned society, and whether or not the curricula promoted reflective or critical thinking skill amongst the students. To attain the said objectives questionnaires were floated to school teachers; while four curriculum planners were interviewed. It was concluded that Peace, Love, and Harmony was essential for developing reflective or critical thinking skill of the learners but the curricula neither promoted reflective or critical thinking skill amongst the students nor it cultivated a sense of civic responsibilities amongst the students in letter and spirit.
Faculty Perceptions of Student Credibility Based on Email Addresses
Author: Livermore, Jeffrey A.
Date: 2011-03-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,College Students,Relationship,Electronic Mail,Predictor Variables,Teacher Surveys,Labeling (of Persons),Identification

The purpose of this study was to evaluate faculty perceptions of student credibility based on email addresses. The survey was conducted at an upper division business school in Michigan where all students have completed at least two years of college courses. The survey results show that a student's selection of an email address does influence the faculty's perception of their credibility. An email address that consists of a nickname reduces the faculty's perception of student credibility as well as the domain name of the email service used by the student The reduced credibility may have a negative impact on the faculty member's perception of the student.
American Opportunity Credit: Key to Education for Lower and Middle Income College Students
Author: Guerrero, Robin
Date: 2011-05-00
Type: Journal Articles
Subjects: College Students,Tax Credits,Access to Education,Federal Programs,Federal Aid,Paying for College,Federal Legislation,Low Income Groups,Scholarship,Higher Education,Taxes,Program Effectiveness,Eligibility,Program Evaluation,Educational Administration,Educational Policy,Politics of Education,Policy Analysis

The Tax Relief Act of 1997 created an important tax provision which helped taxpayers offset the cost of higher education. This provision was in the form of education tax credits. Because a tax credit is a dollar for dollar reduction in tax liability, these education credits were designed to reduce the amount of tax due for college students or their parents. Introduced in 1998, and known as the Hope Scholarship and the Lifetime Learning tax credits, these credits were established to counterbalance the monies spent on tuition, fees, and some course materials during postsecondary education. While these credits proved to be beneficial to many taxpayers over the past decade, most recently, the signing of the American Recovery and Reinvestment Act (ARRA) of 2009 provided a new provision which was intended to increase access to education and to stimulate the economy. The ARRA of 2009 established for two years (2009 and 2010) the &quot;American Opportunity&quot; tax credit as a replacement for the Hope credit. Similar to the previous education credits, the American Opportunity tax credit helps students and families pay for post-secondary education. However, the most significant condition of this credit is that 40% of the American Opportunity tax credit is refundable and therefore available to households with little or no tax liability. Since refundable credits generate refunds over and above the withholding amount instead of just reducing the tax liability, the American Opportunity tax credit is available to the lowest income tax payers. As a result, it is possible for many taxpayers to receive a maximum amount of refundable credit of up to $1,000. Unfortunately, the American Opportunity credit is proposed to be available only on a taxpayer's 2009 and 2010 tax return. After this time, the credit is expected to revert to its original form prior to the ARRA of 2009. Many taxpayers will no longer be eligible for the refundable portion of the credit nor many of its other beneficial provisions. Therefore, the purpose of this paper is to demonstrate the effectiveness of the new American Opportunity Credit and to show the need for the continuance of this credit that is not only crucial for the welfare of the lower to middle income taxpayers but the larger, refundable credit would extend educational assistance to low to moderate income students, making it easier for them or their parents to afford college and thus encouraging attendance.
A Comparison of Students' Outcomes in Two Classes: Business Administration Students vs Communication Arts Students Based on Self-Directed Learning Activities
Author: Orawiwatnakul, Wiwat
Date: 2011-05-00
Type: Journal Articles
Subjects: Business Administration Education,Independent Study,Active Learning,Control Groups,Art Education,English Language Learners,Learning Activities,Questionnaires,Language Tests,Language Proficiency,Cognitive Style,Attitude Measures,Statistical Analysis,Achievement Gains,Language Skills,Reading Comprehension,Pretests Posttests,Scores,Student Attitudes,Undergraduate Students,Teaching Methods,Likert Scales,Hypothesis Testing,Academic Ability,Foreign Countries

With research showing the benefits of self-directed learning, more activities are needed to provide learners opportunities for self-directed practice (Khomson, 1997; Lee, 1998; Phongnapharuk, 2007). A 12-week experimental study was performed with 80 EFL learners; one group contained 40 Communication Arts students and the other one consisted of 40 Business Administration students. All of them were taught through self-directed learning activities for twelve weeks. The instruments used in this study included an English proficiency test, a self-directed learning questionnaire, a learning style questionnaire, and an opinion questionnaire toward self-directed learning activities. The data were analyzed by One-way ANOVA, dependent and independent t-tests, mean and standard deviation. Results from the statistical tests revealed that students in both groups gained higher English mean scores and self-directed learning abilities at a significance level even with limited time spent practicing language skills in a self-directed environment. When dividing BA and CA students into four learning styles, it was found that language mean scores of students in all the four groups improved significantly; however, only two groups of BA students, namely pragmatists and theorists, improved their self-directed learning ability.
How Do Marital Status and Gender Affect the PRR to a University Degree in Australia?
Author: Wright, Sarah
Date: 2011-07-00
Type: Journal Articles
Subjects: Foreign Countries,Deans,Outcomes of Education,Gender Differences,Marital Status,Comparative Analysis,Children,Dependents,Academic Degrees,Labor Market,Human Capital,Educational Finance,Higher Education,Income,Student Costs,Paying for College,Taxes,Regression (Statistics)

While Australian evidence suggests that the Private Rate of Return (PRR) to a university degree in Australia has gradually declined with increases in the cost of higher education, these studies have only measured the PRR for the average male and average female. This paper uses income data from the ABS Income and Housing Survey (2003-04) CURF to measure the impact of the 2005 increase in HECS fees on the PRR based on gender and marital status. This paper shows that the return to a university degree is largely affected by both gender and marital status and studies that measure the PRR to a university degree for single males and single females with no dependent children underestimate the PRR for most male graduates and overestimate the PRR of female graduates.
Review of Gender Differences in Learning Styles: Suggestions for STEM Education
Author: Kulturel-Konak, Sadan
Date: 2011-03-00
Type: Journal Articles
Subjects: STEM Education,Cognitive Style,Gender Differences,Females,Academic Degrees,Computer Science Education,Information Science,Social Influences,Barriers,Career Choice,Correlation,Teaching Methods,Surveys,Preferences,College Students

Women have made great strides in baccalaureate degree obtainment, out numbering men by over 230,000 conferred baccalaureate degrees in 2008. However, the proportion of earned degrees for women in some of the Science, Technology, Engineering, and Mathematics (STEM) courses continues to lag behind male baccalaureate completions (National Science Foundation, 2010). In addition, according to the National Center for Women and Information Technology (NCWIT), only 21% of information and computer science degrees were awarded to women in 2006 (NCWIT, 2007). In the past decade, higher education has experienced a rapid decline in the number of women involved in the information sciences, particularly computer science (Bank, 2007). A number of social and educational factors have been considered barriers to women entering STEM fields and this area has been well studied in the literature. However, research examining the relationship between gender differences and learning styles in the context of these technical fields is limited. According to Kolb (1976), people decide on a major based on how well the norms of the major fit with their individual learning styles. This paper presents gender differences in learning styles and recommends teaching methodologies most preferred for female learners in STEM courses. Further, a survey was administered to ascertain the extent the results of this study support previous findings.
Winning in NCAA Women?s Soccer: Does the Gender of the Coach Matter?
Author: Brush, Brian C.
Date: 2011-08-00
Type: Journal Articles
Subjects: Team Sports,Gender Differences,Females,Athletic Coaches,Age Differences,Statistical Significance,College Athletics,Multiple Regression Analysis,Athletes,Resource Allocation,Competition

While women's intercollegiate soccer has grown rapidly over the past three decades, men still hold nearly two-thirds of all head coaching positions in NCAA Division I women's soccer programs. This paper explores whether the gender of the head coach affects success in winning games. After considering various reasons why gender might matter, we undertake a multiple regression analysis using data from the 2001-2002 season to answer this question empirically. Controlling for other factors that would be expected to influence a team's success, including the quality of the head coach, the level of institutional support and the tradition of the program, we find that the head coach's gender, and also the head coach's age, have statistically significant effects on team success for schools in Divisions I-AA and I-AAA, but not for the major football schools in Division I-A. We close with possible explanations for these results.
Female Education as a Determinant of Economic Growth: The Case Study of Pakistan
Author: Fatima, Goher
Date: 2011-11-00
Type: Journal Articles
Subjects: Case Studies,Economic Progress,Females,Role,Labor Force,Womens Education,Rural Areas,Foreign Countries,Barriers,Educational Attainment,Least Squares Statistics

The contribution of female education has been very important in the GDP growth of the country, but this very sector has been ignored by the Government. This paper focuses on the importance of female education and highlights its significance for national development. It also brings out some impediments, obstacles and barriers confronting female education, especially the low level of the investment on the sector in the rural areas of Pakistan. The study further identifies the effects of female contribution in labor force participation. The study explores the opportunities to encourage the role of females in the developmental activities.
Using Audience Response Systems to Encourage Student Engagement and Reflection on Ethical Orientation and Behavior
Author: Micheletto, Melinda J.
Date: 2011-10-00
Type: Journal Articles
Subjects: Undergraduate Students,Marketing,Business Administration Education,Audience Response Systems,Learner Engagement,Reflection,Ethics,Student Surveys,Student Attitudes,Measurement Techniques,Pretests Posttests,Ethical Instruction

The purpose of this study was to use an audience response system (ARS) to engage students in classroom discussions concerning sensitive and controversial topics (e.g., business ethics), assess student's ethical orientation and conduct in unethical behaviors, and encourage reflection on their personal level of ethicality. Students used ARS devices to respond anonymously to questions regarding specific business-related ethical scenarios in a Principles of Marketing class. Students were asked six questions regarding their own conduct in certain behaviors and one question to evaluate their self-reported level of ethicality before the lecture/discussion and then again after the lecture/discussion. Nearly ninety-two percent of the students (n=65) reported that they believed they were an ethical person at the beginning of the lecture/discussion and only seventy-three percent of the students (n = 52) reported that they believed they were an ethical person at the end of the lecture/discussion. The study showed that an ARS can be used to engage students in classroom discussion that results in significant student reflection on the topic.
An Empirical Study of Student Attitudes toward Acceptance of Online Instruction and Distance Learning
Author: Nguyen, Dat-Dao
Date: 2011-11-00
Type: Journal Articles
Subjects: Student Attitudes,Online Courses,Distance Education,Web Based Instruction,Delivery Systems,Regression (Statistics),Factor Analysis,Feedback (Response),Outcomes of Education,Models,Preferences,Teaching Methods,Instructional Design,Learning Processes,College Students,Futures (of Society),Student Surveys

This study investigates to what extent student attitudes toward acceptance of online instruction and Distance Learning are affected by determinants such as demographics, learning environment, learning domains, delivery methods, and web-based instructional technology. Logistic Regression and Discriminant Analysis use statistically significant determinants to predict student preference on future online classes. Factor Analysis provides an exploratory model of online learning acceptance having three factors; namely, Communication/Feedback, Course Outcome, and Effort Required. Practical implications of findings and insights on field observations are offered. Overall, students agreed that they had learned sufficient knowledge from an online course. Students satisfied with their recent learning outcome tend to take more online courses in the future.
Expectations versus Realities of Higher Education: Gap Analysis and University Service Examination
Author: Yooyen, Ayooth
Date: 2011-10-00
Type: Journal Articles
Subjects: Higher Education,Expectation,Delivery Systems,Educational Quality,Student Attitudes,Employee Attitudes,Questionnaires,Factor Analysis,Hypothesis Testing,Regression (Statistics),Student Experience,Correlation,Foreign Countries

The university education providers are waking to student recruitment challenges, competition, and the realities of marketing. With these changes, a related and equally important issue has emerged; that is, the student service quality and evaluating of the educational encounter. Using university services as the primary study setting, the study explores the concept of university services quality and its evaluation from both the university provider and student perspectives. Gap analysis is used as an appropriate approach for examining the similarities and differences in expectations of the university services. The findings, based on a survey of 712 responses, provide special empirical insights on the gaps that can arise from inconsistent perceptions of expectations and experiences between the students and the university. Finally, implications for university administration, marketing and research are presented.
Student Perspectives on Behaviors That Constitute Cheating
Author: Higbee, Jeanne L.
Date: 2011-10-00
Type: Journal Articles
Subjects: Student Attitudes,Cheating,Student Surveys,Teacher Attitudes,Plagiarism,Integrity,Research Universities,College Students,College Faculty,Proofreading,Word Processing,Editing,Handheld Devices,Telecommunications,Tests,Test Preparation,Notetaking,Homework,Films,Documentation,Citations (References),Questionnaires

A previous study conducted a decade ago determined that there can be considerable disagreement--not only between students and faculty, but also among students and among faculty--regarding behaviors that constitute cheating. This article reports the results of a research study that replicated the student survey administered for the previous study, but with changes in the questionnaire to reflect how technology has become infused in teaching and the assessment of learning. Recommendations for preventing academic dishonesty are also provided.
Impact of School Reform on Dropout Rates and Test Scores in an Urban High School
Author: Bartlett, Lydia
Date: 2011-11-00
Type: Journal Articles
Subjects: Educational Change,Educational Indicators,Federal Programs,Dropout Rate,Standardized Tests,Urban Schools,High Schools,Grade 11,High School Students,Statistical Significance,Statistical Analysis,Mathematics Achievement,Language Arts,Correlation,Accountability,Educational Assessment,Measures (Individuals),African American Students,Hispanic American Students,White Students,Economically Disadvantaged

The primary focus of the study was to explore the effect of School Within a School reform on two components in the Adequate Yearly Progress Report by which Texas schools are measured--dropout rates and scores on the Texas Assessment of Knowledge and Skills test. The demographics of the particular study sample included 11th grade students considered economically disadvantaged, English language learners, and regular, as well as special education students, attending an urban Texas high school. Data were acquired from the Texas Education Agency and hypotheses were tested with a non-parametric test of statistical significance, chi-square. Results indicated that the reform made a positive impact on dropout rates and on math and English Language Arts scores.
The Status of Performance Appraisal at Christian Colleges and Universities: Preliminary Results
Author: Flaniken, Forrest
Date: 2011-01-00
Type: Journal Articles
Subjects: Church Related Colleges,Christianity,Teacher Evaluation,Faculty Evaluation,Personnel Evaluation,Evaluation Methods,Job Performance,Governance

People are the lifeblood of colleges and universities. If there are no students, faculty, administrators, and staff, there cannot be a college or university. People are their primary resource, and the development of these people is their raison d'être. Due to the paramount importance of the people who are in higher education, it is essential to understand how well these personnel are performing in their roles and if they are fulfilling the responsibilities for which they were hired.
Bullying in Academe: Prevalent, Significant, and Incessant
Author: Cassell, Macgorine A.
Date: 2011-05-00
Type: Journal Articles
Subjects: Bullying,College Faculty,Teacher Behavior,College Administration,Administrators,Antisocial Behavior,Colleges,Legal Problems,College Environment

This paper examines the top-down perspective of bullying and mobbing of professors by analyzing why it is prevalent, significant, and incessant and then proposes a framework to produce a caring, respectful, and safe environment for professors to engage in their teaching, scholarship, and service. The author suggests that the failure of administrations of institutions of higher education to acknowledge the prevalence and significance of bullying and mobbing of members of the professorate will further contribute to the incessancy of these behaviors and actions.
Invest in the Success of Online Programs at the University? Mentor Professors
Author: Buckenmeyer, Janet
Date: 2011-06-00
Type: Journal Articles
Subjects: Distance Education,Online Courses,Electronic Learning,College Faculty,Mentors,Professional Development,Satisfaction,Teacher Surveys,Likert Scales,Program Development

The Distance Education Mentoring Program (DEMP) is a unique program designed to assist faculty with developing and teaching quality online courses. This paper describes a survey assessment of the 92 faculty members who completed the program over the last four years and looks at preliminary data determining the program's success.