ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Learning Outcomes Included in the Turkish Science Curriculum in Terms of Science Process Skills: A Document Analysis with Standards-Based Assessment
Author: Duruk, Umit
Date: 2017-00-00
Type: Journal Articles
Subjects: Science Curriculum,Science Process Skills,Outcomes of Education,Scientific Literacy,Content Analysis,Units of Study,Qualitative Research,Curriculum Evaluation,Behavioral Objectives,Elementary School Science,Middle Schools,Educational Practices,Foreign Countries

Science process skills have provided a valuable chance for everyone to construct their own knowledge by means of scientific inquiry. If students are to understand what science is and how it actually works, then they should necessarily make use of their science process skills as well as scientific content knowledge compulsory to be learned in any science curriculums. As an important schooling item, science curriculums based on scientific literacy have been reoriented at times and aimed at providing students with a deeper understanding of science process skills and make them fully competent to deal with scientific process as far as possible. The present study took its inspiration for examining the role of science curriculum on science process skills from the purpose of investigating learning outcomes in it. The study was conducted in accordance with document analysis of Turkish Secondary School Science Curriculum revised in 2013. The analysis was operated by standards-based assessment of learning outcomes with the help of sentence-based criteria constructed by researchers. The results showed that the representation rate of science process skills for science curriculum varied with grade level and unit. Based on the results, the implications and limitations of the study and the directions for further study were discussed.
Academic Interventions Implemented to Teach Students with Emotional Disturbance
Author: Lukowiak, Twila
Date: 2009-00-00
Type: Journal Articles
Subjects: Teaching Methods,Emotional Disturbances,Intervention,Behavior Modification,Regular and Special Education Relationship,Qualitative Research,Curriculum Development,Behavior Problems,Positive Reinforcement,Journal Writing,Reading Programs,Feedback (Response),Direct Instruction,Special Education Teachers,Paraprofessional School Personnel,General Education,Interviews,Program Effectiveness

The focus of this qualitative research study is the examination of academic interventions implemented by special education behavioral teachers, special education behavioral paraprofessionals, and general education teachers who work daily with students with emotional disturbance. &quot;Which academic interventions did special education behavioral teachers, special education behavioral paraprofessionals, and general education teachers implement with students with emotional disturbance and which of these interventions were most effective in bringing forth improvements?&quot; is the research question posed for this study. The premise of the study is that, if these interventions are indeed collaborative and conducted early enough, students should be able to successfully participate behaviorally and academically in general education classrooms with support.
The Balancing Act between the Constitutional Right to Strike and the Constitutional Right to Education
Author: Deacon, H. J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Constitutional Law,Civil Rights,Civil Rights Legislation,Access to Education,Labor Relations,Unions,Activism,Teacher Strikes,Educational Policy,Educational Legislation,Personnel Policy,Foreign Countries

While the South African Constitution enshrines both children's right to a basic education and teachers' right to strike, conflict between these two often occurs when the way in which teachers' unions conduct strike actions detracts from learners' education. This article identifies the parties affected by industrial action in the school context, and then proceeds to examine educators' right to strike as defined by the provisions of the Labour Relations Act. The unique implications of picketing in the education environment are then discussed, covering relevant questions such as where pickets may be held, the issue of picketing rules as well as unprotected pickets. Even though we are faced with a qualified right to strike as opposed to an unqualified right to education, the South African reality seems to be that striking teachers are handled with kid gloves. It is therefore concluded that the vast range of existing laws regulating protest action should be applied more effectively. One of the most important aspects should be the picketing rules, which should clearly determine whether picketing in fact contributes to resolution of the dispute, and how learners' interests and rights may best be actualised.
Students with Juvenile Arthritis Participating in Recess
Author: Lucas, Matthew D.
Date: 2009-00-00
Type: Journal Articles
Subjects: Chronic Illness,Special Needs Students,Diseases,Student Characteristics,Barriers,Recess Breaks,Student Participation,Physical Disabilities,Inclusion,Team Sports

The participation of a student with juvenile arthritis in recess can often be both challenging and rewarding for the student and general education teacher. This paper will address common characteristics of students with juvenile arthritis and present basic solutions to improve the education of these students in the recess setting. Initially the definition and prevalence of juvenile arthritis will be presented. This will be followed by a discussion of juvenile arthritis for an individual in the classroom, and possible challenges and solutions for children with juvenile arthritis in the recess setting. Lastly, specific methods of including a student with juvenile arthritis in a basketball-related recess activity will be discussed.
Information Security in a World of Global Connectivity: A Case Study
Author: Lawrence, Cameron
Date: 2015-03-00
Type: Journal Articles
Subjects: Information Security,Computer Security,Global Approach,Travel,Introductory Courses,Management Information Systems,Student Educational Objectives,Privacy,Computer Science Education,Learning Activities,Case Method (Teaching Technique),Case Studies

The widespread use of digital technologies such as smartphones, tablets, and notebook computers expose firms engaged in international business to risks that far exceed what most corporate technology users understand. This case study examines some of the technology-specific vulnerabilities managers face when engaged in international travel and introduces tools and technologies including HTTPS, two-factor authentication, VPNs and the use and management of complex passwords. The case concludes with a set of discussion questions and hands-on exercises that can be completed in or out of class. This case is intended for the Intro to MIS class and complements the model curriculum objectives in IS 2010.1 and IS 2010.7.
Experiential Learning Using QlikView Business Intelligence Software
Author: Podeschi, R. J.
Date: 2015-07-00
Type: Journal Articles
Subjects: Experiential Learning,Business,Intelligence,Computer Software,Undergraduate Study,Business Administration Education,Information Systems,Course Objectives,Data Analysis,Data Interpretation,Models,Air Transportation,Visualization

This paper reports on the use of QlikView business intelligence software for use in a Business Intelligence (BI) course within an undergraduate information systems program. The course provides students with concepts related to data warehousing, data mining, visualizations, and software tools to provide business intelligence solutions for decision making. The goal of the course is to balance both the technical and business skills students require when using business intelligence systems. Specific use of the software QlikView is outlined through an experiential project whereby students obtain, model, analyze, and interpret publicly accessible airline data. QlikView is a leading business intelligence software package that allows users to import data from a variety of sources to create visualization-based dashboards for reporting and analysis. The use of QlikView in this course addresses common challenges with using commercially available software in the classroom.
A Basic Set of Criteria for Evaluation of Teaching Case Studies: Students' Perspective
Author: Havelka, Douglas
Date: 2015-07-00
Type: Journal Articles
Subjects: Case Studies,Student Attitudes,Evaluation Criteria,Instructional Material Evaluation,Data Collection,Data Analysis,Test Items,Media Selection,Graduate Students

A study was performed to identify and evaluate characteristics, properties, and attributes of teaching cases that provide value to students. The items identified can be used to create an instrument to evaluate teaching cases during the review process for publication or by instructors to identify cases that would be most appropriate for courses.
Live, Model, Learn: Experiencing Information Systems Requirements through Simulation
Author: Hartzel, Kathleen S.
Date: 2015-07-00
Type: Journal Articles
Subjects: Information Systems,Simulation,Teaching Methods,Employees,Role,Manufacturing Industry,Administration,Experiential Learning,Undergraduate Study,Active Learning,Inquiry,Systems Analysis,Design,Information Management,Student Attitudes,Student Surveys,Likert Scales

Information system professionals strive to determine requirements by interviewing clients, observing activities at the client's site, and studying existing system documentation. Still this often leads to vague and inaccurate requirements documentation. When teaching the skills needed to determine requirements, it is important to recreate a realistic environment to develop analytical thinking skills. To address this, we developed a simulation for students to learn requirements gathering and analysis where they experience the requirements by operating a fictitious manufacturing firm. The students manage and operate the company, taking on a variety of employee roles from the physical &quot;manufacturing&quot; to the order-taking to the purchasing of component parts. With this pedagogical approach, students deal with the messiness of the problem by drawing on their own experience working in the manufacturing firm, making assumptions, and having the opportunity to verify their assumptions and analyses by working with their classmates. The simulation was implemented across two courses in an undergraduate information systems program.
The Effectiveness of Data Science as a Means to Achieve Proficiency in Scientific Literacy
Author: Ceccucci, Wendy
Date: 2015-07-00
Type: Journal Articles
Subjects: Information Science,Higher Education,Scientific Literacy,Data Analysis,Data Collection,Science Process Skills,Scientific Methodology

Data Science courses are becoming more prevalent in recent years. Increasingly more universities are offering individual courses and majors in the field of Data Science. This study evaluates data science education as a means to become proficient in scientific literacy. The results demonstrate how the educational goals of a Data Science course meet the scientific literacy criteria in regards to the process of science. Based on the commonality between data science and scientific literacy courses, the paper concludes that a data science course can be used as an alternative way for students in any major to gain scientific literacy skills.
The Cocoa Shop: A Database Management Case
Author: Pratt, Renée M. E.
Date: 2015-03-00
Type: Journal Articles
Subjects: Case Studies,Small Businesses,Databases,Database Management Systems,Database Design,Case Method (Teaching Technique),Information Systems

This is an example of a real-world applicable case study, which includes background information on a small local business (i.e., TCS), description of functional business requirements, and sample data. Students are asked to design and develop a database to improve the management of the company's customers, products, and purchases by emphasizing effective business rules and professional database development. In addition, this case will explore the benefits of working with MS Access, data population, creation and development of forms, queries, reports and a switchboard to complete the requirements express by TCS. This case can be used in a course where the students have little or no prior relational database experience, as well as a more intermediate/advance level of experience. Teaching notes containing suggested guidelines, deliverables, and the resulting database containing data, forms, queries, reports, and switchboard are provided upon request.
Slushie World: An In-Class Access Database Tutorial
Author: Wynn, Donald E., Jr.
Date: 2015-03-00
Type: Journal Articles
Subjects: Case Studies,Teaching Methods,Databases,Computer Science Education,Database Design,Small Businesses,Skill Development,Information Systems,Case Method (Teaching Technique)

The Slushie World case study is designed to teach the basics of Microsoft Access and database management over a series of three 75-minute class sessions. Students are asked to build a basic database to track sales and inventory for a small business. Skills to be learned include table creation, data entry and importing, form and report design, switchboards, and numerous single and multiple table query designs. The resulting application is sufficient for students to identify a number of basic functions available to the small business, including order entry, sales reports, customer information, and more. The case is designed to be used in a course where the students have little or no prior relational database experience, such as an Introduction to MIS course.
Addressing the 21st Century Paradox: Integrating Entrepreneurship in the Computer Information Systems Curriculum
Author: Lang, Guido
Date: 2015-07-00
Type: Journal Articles
Subjects: Entrepreneurship,Computer Science Education,Information Systems,College Curriculum,Integrated Curriculum,Business Administration Education,Universities,Qualitative Research,Accreditation (Institutions),Business Schools

The Computer Information Systems (CIS) discipline faces an identity crisis: although demand for CIS graduates is growing, student enrollment is either in decline, or is at least soft or flat in many cases. This has been referred to as the 21st century paradox. As one solution to this problem, we propose to integrate entrepreneurship in the CIS curriculum. An analysis of N = 253 universities in the United States finds that only 39.5% offer both CIS and entrepreneurship degrees. Large, private, research-oriented universities were found to be most likely to offer both degrees. A follow-up qualitative analysis of eight ABET accredited IS programs in business schools that also offer a full-time entrepreneurship degree finds that only one university gives students the option to take one entrepreneurship class as part of their IS major. We propose to infuse entrepreneurship in CIS classes based on the lean startup methodology and offer a learn-build-measure feedback loop, along with open source software and agile development practices, as a pedagogical framework for instructors. The paper concludes with a discussion of how entrepreneurship in the CIS curriculum creates graduates that are better prepared to enter the job market.
Steganography and Cryptography Inspired Enhancement of Introductory Programming Courses
Author: Kortsarts, Yana
Date: 2015-07-00
Type: Journal Articles
Subjects: Introductory Courses,Programming,Computer Science Education,Technology,Learner Engagement,Problem Solving,Cooperative Learning,Critical Thinking,College Freshmen,Enrichment,Computer Security

Steganography is the art and science of concealing communication. The goal of steganography is to hide the very existence of information exchange by embedding messages into unsuspicious digital media covers. Cryptography, or secret writing, is the study of the methods of encryption, decryption and their use in communications protocols. Steganography manipulates data to ensure the security of information, but the concept of steganography differs from cryptography. Cryptography obscures the meaning of a message, but it does not conceal the fact that there &quot;is&quot; a message. The goal of cryptography is to make data unreadable by a third party, whereas the goal of steganography is to hide the data from a third party. We present a way to integrate steganography and cryptology examples into introductory programming courses. This enrichment promotes active involvement in the course and provides opportunity to engage students in experimental problem solving and collaborative learning to enhance critical thinking.
Engaging Engineering and Information Systems Students in Advocacy for Individuals with Disabilities through a Disability Film Media Project
Author: Lawler, James
Date: 2015-07-00
Type: Journal Articles
Subjects: Engineering Education,Computer Science Education,Information Systems,Advocacy,Films,Developmental Disabilities,Intellectual Disability,Student Projects,Interdisciplinary Approach,College Students,Focus Groups,Participation,Self Advocacy,Likert Scales

College curricula of engineering and information systems do not afford frequent engagement with individuals with disabilities. The authors of this research study analyzed the benefits of disability films for a community film festival of largely engineering and information systems students and individuals with developmental and intellectual disabilities. The authors learned that disability film media enables discernable engagement and advocacy of the students for the rights of individuals with disabilities. The authors also learned that the disability film media facilitates engagement and self-advocacy of the individuals for themselves. This study will be beneficial to instructors in engineering and information systems, and instructors in liberal arts, evaluating film media as an exciting method for involving students with individuals with disabilities on multidisciplinary projects of public service.
Teacher Leadership and Collective Efficacy: Connections and Links
Author: Derrington, Mary Lynne
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Leadership Role,Leadership Qualities,Beliefs,Teacher Surveys,Self Efficacy,Likert Scales,Correlation,Teacher Effectiveness,Measures (Individuals),Leadership Styles

Teacher leadership studies have identified attributes of teachers who assume leadership roles. This study expands the literature by adding the theoretical frame of collective efficacy. The Teacher Leadership Inventory and the Teacher Efficacy Belief Scale-Collective were administered in two states to 1193 teachers in 50 schools; 719 teachers completed the surveys. Findings indicate a strong relationship between a faculty's collective efficacy and the extent of teacher leadership in a school. The exception to this relationship is the finding that principal selection of teacher leaders is negatively correlated with teacher leadership.
Science Content Knowledge of 5-6 Year Old Preschool Children
Author: Olcer, Sevinc
Date: 2017-00-00
Type: Journal Articles
Subjects: Young Children,Knowledge Level,Science Instruction,Foreign Countries,Early Childhood Education,Science Tests,Statistical Analysis,Scores,Student Characteristics,Gender Differences,Age Differences,Parents,Physical Sciences,Biological Sciences,Earth Science,Space Sciences,Family Structure,Birth Order,Statistical Significance

The present study is a descriptive research in the scanning model. In the present study is research conducted to determine five to six-year-old children's knowledge of science content, study group constitutes of 360 children attending preschool educational institutions in Burdur city center and their parents and teachers. In the study, Science Content Standards Scale (SCSS) Trial Form developed by Tastepe (2012) was used. SCSS consists of a total 31 items and three subscales including Life Science, Physical Sciences, Earth and Space Sciences processing areas. SCSS-Trial Form was filled at the end of May 2015 by group teachers giving children training throughout the whole academic year. Group score differences were analyzed with one-way analysis of variance (ANOVA) technique. Difference among groups is tested using Scheffe and Tamhane techniques. While statistically significant differences are observed among children's scores obtained from SCSS total and sub-dimensions according to age and duration of preschool education, and all sub-dimensions as per number of siblings, there are not any statistically significant differences among children's scores total and sub-dimension according to gender and mothers' and fathers' age. While difference among children's scores obtained from physical sciences, earth and space sciences is observed in favor of firstborn, no differences in life sciences and total score are not determined. There is a statistically significant difference between children's scores in physical and life sciences sub-dimensions as per mothers' and fathers' status of education, and physical sciences sub-dimensions as per mothers' occupational group but there are not any significant differences determined in as per fathers' occupational group.
Environmental Mental Models of College Students
Author: Wuellner, Melissa R.
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Environmental Education,Higher Education,Models,Freehand Drawing,Conservation (Environment),Comparative Analysis,Statistical Analysis

Primary and secondary students in the United States are provided environmental education in their curricula due in part to national legislation, but higher education, for many U.S. citizens, is the last opportunity to educate young adults about the environment and humans' role in it in a formalized setting. Pre-college education and other life experiences or ways of learning can shape a student's mental model of the environment. While some previous research has focused on understanding environmental mental models of primary and secondary students, only one study to date has evaluated models of college students. Further, no study has evaluated potential shifts in mental models because of taking a course or what specific factors shape these models prior to college. The objectives of this study were to assess environmental models of college students and determine whether a course on &quot;Environmental Conservation&quot; reinforces or influences students' mental models by the end of the course. We compared environmental metal models at the start and end of our course using the Environments Task tool. Students were asked to provide pictorial and written descriptions of their mental models at both time periods. Additionally, photographs were used to explore student beliefs on environmental representations and questions were used to assess sources of prior environmental knowledge of students at the start of the semester. Results show that pictorial and written mental models differed from one another at the beginning as well as the end of the semester. More students identified humans as a part of the environment in their pictures by the end of the semester compared to the beginning, but no such shifts were noted in the written description. Students identified secondary school courses, life experiences such as growing up on a farm or ranch or hunting and fishing, and their family members as their primary sources of environmental information prior to taking the course. In total, these results indicate that mental models remain underdeveloped after this specific 16-week course and that these models may be more fixed by earlier educational experiences than previously believed. Recommendations for future environmental education are also provided.