ethanporcaro/eric-fulltext-meta huggingface dataset:
An Exploration of the Benefits and Challenges of Public Higher Education Systems
Author: Gearhart, G. David
Date: 2018-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Benefits,Public Colleges,Systems Approach,Educational Practices,Institutional Characteristics,Centralization,Campuses,Administrative Organization

Public higher education systems have relied upon the ability to control individual campuses for the overall welfare of the public which it serves. This coordination and control has the potential to increase efficiencies of efforts, but also has the potential to limit the growth of individual campuses. The current study was designed to identify, explain, and understand the perceived benefits and challenges of higher education systems. Study findings identified a higher level of agreement about the challenges present in systems use, and the strongest benefit perceived of using a systems approach was for group buying power.
Community College Students: Social Capital and the Soft Skills of Leadership
Author: Grady, Marilyn L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Capital,Community Colleges,Two Year College Students,Instructional Leadership,Student Diversity,Administrator Attitudes,Student Employment,Family Relationship,Student Leadership,Conferences (Gatherings),Student Attitudes

In 2016, a leadership conference for community college students was initiated. The impetus for the undertaking was a perception that community college students may not have access to activities focused on social capital and the soft skills of leadership. Community college students are diverse based on age, race, ethnicity, and socio-economic status. They come to campus for classes and may leave immediately after class for jobs or family responsibilities. The parking areas of community colleges are ideal observation points for the transitory nature of the community college. Meetings and discussions with Vice Presidents from two community colleges, led to the leadership conference. The conference included a keynote presentation, 21 concurrent sessions related to social capital and the soft skills of leadership, and students' self-reflections on their leadership skills. Sponsors provided funds for lunch and prizes. The positive results of the first event in 2016 led to a second event in 2017. The manuscript provides details of the initiative.
Factors Influencing the In-Service Programmes: Case Study of Teachers with Learner-Centred Strategies in Blue Waters Setting
Author: Holtman, Lorna
Date: 2018-08-00
Type: Journal Articles
Subjects: Foreign Countries,Inservice Teacher Education,Faculty Development,Student Centered Learning,Poverty,Barriers,Principals,Social Work,Caseworkers,Administrators,Teaching Skills,Program Effectiveness,Teacher Effectiveness,Holistic Approach

Key policies on teacher development emphasise the necessity of a teaching force that is competent to apply learner-centred practices. Barriers to learning, like poverty, present huge classroom challenges and have implications for in-service programmes intended to develop learner-centred practices. This study endeavoured to determine factors that influenced the effective implementation of in-service programmes to assist teachers with learner-centred teaching in the Blue Waters area of the Western Cape. It was anticipated that identifying these factors would assist teachers in poverty-stricken schools in an area like Blue Waters to effectively deal with poverty-related challenges of individual learners. A qualitative case study approach was applied with convenience and purposive sampling. Semi-structured interviews and a document study were used as tools to collect data. The participants of this study consisted of one principal, one social worker, and one district officer from the Western Cape Education Department (WCED). Qualitative data was analysed through thematic analysis. The competencies of teachers, Department of Education (DoE) and Department of Basic Education (DBE) policy intentions, socio-economic issues, and the types of in-service development programmes were revealed as factors inhibiting the In-Service Development Programmes at schools. This study recommended that the application of this strategy needed the holistic development of teaching skills at schools in Blue Waters.
Content Analysis of the LGCSE Geography and Sesotho Syllabi for Alignment with the Lesotho Curriculum and Assessment Policy
Author: Raselimo, Mohaeka
Date: 2018-08-00
Type: Journal Articles
Subjects: Content Analysis,African Languages,Secondary School Students,Geography Instruction,Course Descriptions,Integrated Curriculum,Educational Policy,Articulation (Education),Political Attitudes,Teaching Methods,Policy Analysis,Foreign Countries

The purpose of the study was to examine the alignment or misalignment between the Lesotho General Certificate of Secondary Education (LGCSE) programme and the Lesotho Curriculum and Assessment Policy (CAP), with a focus on Geography and Sesotho syllabi. The study employed content analysis of the two syllabi to identify areas of alignment with the aims of secondary education and the idea of curriculum integration as conceived in the policy document. The content analysis revealed that, while there are some areas of alignment, especially between the syllabus aims of the two subjects and the aims of secondary education as stated in CAP, the syllabi offer limited opportunities for promoting political values and integrated approach to teaching and learning as envisaged in the policy. To this end, it is argued that the teaching of the two LGCSE syllabi is unlikely to change classroom practice as was intended in the policy.
Are They Really &apos;Ready, Willing and Able&apos;? Exploring Reality Shock in Beginner Teachers in South Africa
Author: Botha, Carolina S.
Date: 2018-08-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Readiness,Teacher Attitudes,Preservice Teacher Education,Teacher Motivation,Self Efficacy,Education Work Relationship,Expectation

This article reflects on the experiences of 100 South African beginner teachers and contextualises their experiences of reality shock by applying the 'ready, willing and able' model of Shulman and Shulman (2004). A discourse analysis of critical reflection on experiences during their first year(s) of teaching provided insight into the challenges they faced and indicated a correlation between the results of this study and the aims of the 'ready, willing and able' model. In this qualitative study the question is asked as to whether tertiary institutions might have an extended responsibility to better equip beginner teachers for handling the academic and emotional realities they will face. This article contributes to the growing body of knowledge on beginner teachers and reality shock through advocating an attitude of critical analysis and self-reflection that can empower beginner teachers to handle unpredictable situations, adapt and learn from experience and manage their experience of reality shock and stress during their first year(s) of teaching. The solution might be a shared responsibility that is guided by a commitment towards interdependence and inter-activeness within the system and all the role-players.
Investigating the Level of Teachers&apos; Knowledge in Technology, Pedagogy, and Content (TPACK) in Saudi Arabia
Author: Bingimlas, Khalid
Date: 2018-08-00
Type: Journal Articles
Subjects: Foreign Countries,Knowledge Level,Pedagogical Content Knowledge,Technological Literacy,Elementary School Teachers,Secondary School Teachers,Educational Technology,Technology Uses in Education,Social Media

This self-assessment study aims to investigate Saudi teachers' knowledge about the three essential components of TPACK, technology, content, and pedagogy. A quantitative research design was employed. The sample included 111 males and 132 females; out of which, 116 were primary grade teachers, 55 were middle grade teachers, and 72 were secondary grade teachers. Around 32% of the teachers had teaching experience of between 10 and 20 years, and about 27% had teaching experience of between 5 and 10 years. A majority of the teachers reported that they had an average confidence level of knowledge relative to the TPACK framework. Certain differences existed amongst them on the basis of their gender, teaching subjects, and teaching experience. Statistically, a significant difference was shown between technological content knowledge and teaching experience. A recommendation resulting from the study was that the teachers ought to change their teaching style from traditional to effective learning approaches with the use of technology. Beyond this, the Ministry of Education ought to focus on providing both girls' and boys' schools with educational technologies, and teachers with effective technological training.
Construction and Verification of Digital Electronics Contestants&apos; Indicators for Vocational Education in Taiwan
Author: Liao, Chin-Wen
Date: 2018-08-00
Type: Journal Articles
Subjects: Foreign Countries,Technological Literacy,Competition,Teacher Attitudes,Skill Development,Information Technology,Vocational Education,Performance Based Assessment,High School Students,Student Characteristics

This study establishes competency indicators for digital electronics contestants in skills competitions to examine instructor importance levels as well as to observe the competency indicator performance of the contestants these instructors had trained. Using a purposive sampling method, the digital electronics skill competition &quot;Golden Hand Award&quot; winners and the 65 teachers selected from Taiwan who had trained the competition contestants in 2007-2015, were taken as the subjects for an importance-performance analysis (IPA). Competence was measured using the five indicators of general discipline, professional field, self-management, characteristics, and professional skills; 17 indicator connotations; and 67 indicator items. It was observed that instructors found professional field indicator facets to be the most important for teacher indicator importance levels, and that professional knowledge and abilities were the most important for the professional field. The results showed the most important of the instructors' cognition in dimensions to be specialised field, and the most important of the instructors' cognition in specialised fields to be professional subjects; the best performance of the contestants in dimensions to be professional skills, and the best performance of the contestants in professional skills to be the ability to measure.
Overlooked Authors: Financial Returns to Publications for Faculty at Non-Doctoral Granting Institutions
Author: Burke, Kimberly Gladden
Date: 2018-00-00
Type: Journal Articles
Subjects: Faculty Publishing,Writing for Publication,College Faculty,Accounting,Periodicals,Tenure,Rewards,Teacher Salaries,Graduate Study,Undergraduate Study,Individual Characteristics

Studies of financial returns to publication typically focus on publications by faculty at top doctoral granting institutions for publishing in the top journals of the field. This study expands the field of inquiry to examine financial returns to academic accountants at master's and bachelor's granting institutions for publishing in a wide range of accounting and non-accounting journals. Using an individual-specific data set of full-time, tenure-track accountants, this study broadens the scope of inquiry by examining the impact of not only publications in top accounting journals, but also of publications in other ranked, practitioner and unranked accounting journals as well as journals in other business disciplines. The study examines overlooked authors -- those faculty members employed at master's and bachelor's granting institutions -- and examines their financial returns to publication compared to those faculty members employed at doctoral granting institutions. While results confirm the importance of publishing in the top five accounting journals at doctoral granting institutions, different wage equations emerge for faculty at master's and bachelor's granting institutions. Faculty members at master's granting institutions are rewarded for publication in both the top accounting and non-accounting journals as well as for publications in lower ranked accounting and practitioner journals. Faculty members employed by bachelor's granting institutions are primarily rewarded for publications in practitioner journals.
Main Challenges in Front of the Teachers to Teach Geography More Effectively: A Phenomenological Research
Author: Kaya, Niyazi
Date: 2018-00-00
Type: Journal Articles
Subjects: Geography Instruction,Instructional Effectiveness,Foreign Countries,Teacher Administrator Relationship,Teacher Student Relationship,Secondary School Teachers,High Schools,Interprofessional Relationship,Parent School Relationship,Problems

The purpose of this study is to identify the main challenges geography teachers face in providing a more efficient geography education and the solutions teachers come up with against these issues. In order to be more effective in geography teaching, identifying and producing solutions for the issues that geography teachers go through within the context of school administration, students, parents and other branch teachers is among the first measures that need to be taken. Phenomenology design, one of the qualitative research methods, was used in the study. As a part of the study, semi-structured interviews were held with 212 voluntary geography teachers from nine different provinces of Turkey, and the obtained results were analyzed using descriptive analysis. According to the obtained findings, two third of the geography teachers state that they have problems with parents, more than half with the school administration and students, and more than one third with other branch teachers. By extension, it can be seen that the majority of geography teachers face problems with parents, students and school administration, the key shareholders of education. In an effort to turn the current situation around, applied trainings assisted by case studies may be provided to improve geography teachers' conflict management, adolescent psychology, problem solving and communication skills. Furthermore, projects that will turn the socio-cultural environment of the school into a center of attraction and promote participation may be designed to spark parents' interest in education. Lastly, school administrators may be suggested to take measures in terms of both in-service training and material and learning environment that are aimed at inclining teachers towards using student-oriented active learning methods and techniques in order to generate interest and motivation in students towards lessons.
&quot;This American English Class&quot;: A New Model of Cultural Instruction
Author: Wolf, Eleanor Kashmar
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Native Speakers,Cultural Awareness,Advanced Courses,Listening Comprehension,Instructional Materials,Teaching Methods,Radio,Programming (Broadcast),Foreign Countries,Scaffolding (Teaching Technique),Critical Thinking,North American English,North Americans

This article presents the Cultural Facilitation Model as a means to guide the investigation of cultural questions with benefits for English Foreign Language (EFL) instructors Native English Speaking Teachers (NESTs) and Non Native English Speaking Teachers (NNESTs) and EFL students alike. It will describe how instructors can act as cultural facilitators and empower students to answer cultural questions in the context of an advanced listening course using authentic material, and it will also show how to adapt materials for other courses and student levels.
Declining Talent in Computer Related Careers
Author: Bowman, Darrell D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Information Technology,Computer Science,Career Choice,Computer Science Education,Educational Trends,Majors (Students),Declining Enrollment,Undergraduate Students

The United States has been experiencing an information Technology talent shortage for several years. This has caused employers to be creative in finding talented computer related talent. Many colleges have trending declines in enrollment in computer related majors. The Bureau of Labor Statistics and Department of Education Statistics reveal some truths about the decline in computer related talent. Additional research has discovered possible answers to the problem of computer talent declines.
Stakeholder Loyalty in Mergers: An Application of Theory of Planned Behavior
Author: Williams, Henry
Date: 2018-00-00
Type: Journal Articles
Subjects: Stakeholders,Organizational Change,Behavior Theories,Employee Attitudes,Intention,Organizational Communication,Norms,Employer Employee Relationship

This research employs the Theory of Planned Behavior as a theoretical foundation to test the loyalty of employees and customers to remain with a company during a merger behavioral intention. The hypothesized model proposed that communication, perceived control, and subjective norm are associated with attitude, and perceived behavioral control and attitude are associated with intended behavior. The data and hypotheses were examined using structural equation modeling (SEM). Results showed that communication, subjective norm, were positively related to attitude and attitude is positively related to behavioral intention. Perceived control was negatively related to attitude and behavioral intention. Findings of this study demonstrate that the proposed modification of the Theory of Planned Behavior is applicable in measuring stakeholders' loyalty to remain with an organization during a merger.
Learning from the Voices of First Generation Learners in a Remote Community of Maharashtra, India
Author: Malkani, Ratika
Date: 2018-00-00
Type: Journal Articles
Subjects: Rural Areas,Foreign Countries,Children,Social Class,Tribes,Indians,Reflection,Elementary Education,Rural Schools,Nongovernmental Organizations,Student Empowerment

This paper reports the opportunities and challenges faced by first generation learners, all of whom were designated as being from scheduled tribes and scheduled castes, accessing education in a rural community in the state of Maharashtra, India. The design of the research and the methods used for this child-centred study aimed to generate data to enable reflection on the real-life complexities experienced by children in this situation. Ten case studies based around individual children who shared common experiences were developed. These children had attended the local Zilla Parishad School (Government funded school) in the past and were enrolled at a Non-Governmental Organisation (NGO) funded school at the time of the investigation. The ten case studies focused on those antecedents, contextual factors, perceptions and attitudes towards education that had shaped the experiences of the children. Their personal circumstances, opportunities and challenges emanating from their social, economic, cultural and political environments are discussed.
Advanced Placement and Dual Enrollment as Related to College Readiness and Retention at a Tennessee University
Author: Bowers, Diana
Date: 2018-00-00
Type: Journal Articles
Subjects: Advanced Placement,Dual Enrollment,College Readiness,School Holding Power,College Freshmen,High School Students,Mathematics,English,Credits,Reading

The purpose of this study was to determine if there was a significant relationship between students who entered a Tennessee university for the first time in the fall of 2014 who had earned either Advanced Placement (AP) or dual enrollment credit and their college readiness and 1-year college retention. College readiness was defined by students' American College Testing (ACT) sub scores in English, reading, and mathematics. The Tennessee Board of Regents (TBR) regulates the minimum sub score for each sub section that a student must obtain to be college ready. College retention was defined by students who enrolled at the university in the fall of 2014 and reenrolled in the fall of 2015 at the same university. The independent variables for this study were AP credits received in AP English Language and Composition, AP English Literature and Composition, AP Statistics, AP Calculus AB, AP Calculus BC, and dual enrollment credit received in any course. The dependent variables for this study were college readiness as defined by TBR and fall-to-fall retention. A series of chi-square tests of independence was performed to examine the differences in college readiness and fall-to-fall retention between students who had earned AP or dual enrollment credit and those students who had not. The quantitative findings revealed that there is a significant relationship between students who enroll in their first college year with AP English or math credit or dual enrollment credit and first year retention rates when compared to students who do not reenroll with AP English or math credit or dual enrollment credit. The results indicated there was no difference in students who enrolled with AP English or math credit and students who enrolled with dual enrollment credit regarding their fall-to-fall retention rates. AP English credit increased the likelihood that a student was college ready in both English and reading based on TBR determinations of college readiness. Credit in an AP mathematics course also increased the likelihood that a student was college ready in math based on TBR determinations of college readiness.
A Regional Business School&apos;s Approach to Demonstrating and Documenting Engagement, Innovation, and Impact under the 2013 AACSB International Accreditation Standards
Author: Scroggins, Bill
Date: 2018-00-00
Type: Journal Articles
Subjects: Business Schools,Accreditation (Institutions),Standards,College Faculty,Teacher Participation,Instructional Effectiveness,Instructional Innovation

Many significant changes resulted from the new 2013 AACSB [Association to Advance Collegiate Schools of Business] International Accreditation Standards. The new standards place considerable emphasis on engagement, innovation, and impact. In addition, business schools are expected to assess and demonstrate the impact of intellectual contributions. This paper presents and describes the approach used by a regional business school to demonstrate and document the impact of faculty intellectual contributions for their 2018 Continuous Improvement Review. In addition, the system used by the business school to collect faculty accomplishments involving engagement, innovation, and impact is presented. Our intent is to offer this information to assist other schools in developing their own approach consistent, with their mission.
Linking Resource Allocation and Budgeting to Assessment through Integrated Processes: Integration of Goals at Micro, Macro, and Institutional Levels
Author: Rizvi, Syed A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Resource Allocation,Budgeting,Institutional Evaluation,Academic Achievement,Outcomes of Education,Integrated Activities,Organizational Objectives,College Students,Higher Education,College Faculty

This paper focuses on the development and implementation of the Institutional Assessment Plan through integrated processes in which the assessment informs the decisions on budgetary matters and resource allocation. One of the key challenges in developing and implementing an institutional assessment plan is that often the decisions at the micro, macro, and institutional level are not fully connected. For example, a request from department X for a faculty line (a micro-level decision/request) may have little or no influence on the decision made by the President/Cabinet that the institution will conduct Y searches in the next year (an institutional level decision). We address the issue of the disconnect between the decisions at the micro, macro, and institutional levels by developing an integrated processes model. That results in executing the assessment plan through integrated goals and an integrated action plan that minimizes duplication of effort and improves efficiency.