ethanporcaro/eric-fulltext-meta huggingface dataset:
Developmental Relationship Programs: An Empirical Study of the Impact of Peer-Mentoring Programs
Author: Shojai, Siamack
Date: 2014-00-00
Type: Journal Articles
Subjects: Mentors,Peer Relationship,Program Effectiveness,Coaching (Performance),Regression (Statistics),Intervention,Academic Achievement,Grade Point Average,Least Squares Statistics,College Students,Skill Development,Student Motivation,Educational Environment,Comparative Analysis

This paper provides an empirical analysis of the impact and effectiveness of developmental relationships provided through academic intervention programs at a medium-size master's level public university in the Northeastern United States. The programs' curriculum follows the Model of Strategic Learning's four pillars of learning and is administered to students with diverse interventional needs. This paper presents a brief review of the literature about effective developmental relationship programs (mentoring and coaching) in higher education. Then, Ordinary Least Squares regressions, as well as paired samples t-tests, are used to test the impact of programs offered through developmental relationships to students with varying academic deficiencies. The immediate, as well as longer-term, impact and sustainability of students' enhanced performance is statistically examined. The paper concludes that students who fully take advantage of developmental relationships benefit the most and sustain their higher level of performance beyond the immediate post one-time intervention period. However, in the absence of additional intervention, the academic performance gains seem to subside and flatten out.
The Conquest of Outer Space--Optional Curriculum Model
Author: Florian, Gabriel
Date: 2015-00-00
Type: Journal Articles
Subjects: Course Descriptions,High School Seniors,Grade 12,Science Curriculum,Mechanics (Physics),Motion,Scientific Concepts,Science Process Skills,Secondary School Science,Critical Thinking

This paper proposes an optional syllabus for the students in the XIIth grade. The proposed theme analyzes the concept of &quot;variable mass&quot; both in terms of classical mechanics and relativistic mechanics. In terms of classical mechanics we refer to the slow motion of a body, whose mass ranges in ascending way (by annealing a mass particle &quot;dm&quot; of the external environment to the mass body &quot;m,&quot; within an elementary time interval &quot;dt,&quot;) or in descending way (by detaching a mass particle &quot;dm&quot; from the mass body m within a time interval &quot;dt&quot;). If the theory of relativity, the body mass varies with speed and the body neither captures nor loses substance. Particular attention was paid to the analysis and synthesis of the physical phenomena involved and to their concrete applications.
Modal Auxiliaries and Their Semantic Functions Used by Advanced EFL Learners
Author: Torabiardakani, Najmeh
Date: 2015-00-00
Type: Journal Articles
Subjects: Semantics,English (Second Language),Second Language Learning,Verbs,Grammar,Foreign Countries,Language Usage,Advanced Students,Computer Software,Computational Linguistics,Writing (Composition),Second Language Instruction,Teaching Methods,Discourse Analysis,Qualitative Research

Since modal auxiliary verbs have been proved to be one of the most troublesome grammatical structures in English, the researchers of this study decided to do an analysis on the ways in which advanced EFL Iranian students use modal auxiliaries focusing specially on nine modals' semantic functions. Consequently, was conducted based on the following object: To investigate the semantic functions depicted by modals used by advanced adult EFL learners of English. To do this, a learner-corpus was constructed with 136 compositions written by our learners and then Wordsmith Tool was used to analyze this computerized data. The results of this study show that some meanings are overly used (like &quot;ability&quot; meaning of can) and some of them are not really used by our learners like the &quot;possibility&quot; meanings of can and could. At the end, some pedagogical suggestions have been made to improve this situation.
Determination Instructions Efficiency of Teaching Methods in Teaching Physics in the Case of Teaching Unit &quot;Viscosity. Newtonian and Stokes Law&quot;
Author: Radulovic, Branka
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Physics,Science Instruction,Instructional Effectiveness,Short Term Memory,Cognitive Ability,Foreign Countries,Academic Achievement,Comparative Analysis,Experimental Groups,High School Students,Units of Study

The use of different teaching methods has resulted in different quality and quantity of students' knowledge. For this reason, it is important to constantly review the teaching methods and applied most effectively. One way of determining instruction efficiency is by using cognitive load and student achievement. Cognitive load can be generally defined as a requirement for working memory resources that are needed to meet the goals of the cognitive activities in certain situations. So, the aim of this study is examining the instructional effectiveness of two teaching methods that are commonly used in teaching physics in the Republic of Serbia, using experiments and traditional method. We get that students which used experiments in teaching physics have achieved higher performance and less cognitive load than students which used traditional methods. So, we get the greater effectively of the teaching method which contains experiments.
Spatial Reasoning: Improvement of Imagery and Abilities in Sophomore Organic Chemistry. Perspective to Enhance Student Learning
Author: Hornbuckle, Susan F.
Date: 2014-00-00
Type: Journal Articles
Subjects: Spatial Ability,Imagery,Thinking Skills,Science Process Skills,Problem Solving,Organic Chemistry,Visualization,Student Improvement,Statistical Analysis,Measures (Individuals),Low Achievement,High Achievement

Spatial reasoning has become a demanded skill for students pursuing a science emphasis to compete with the dynamic growth of our professional society. The ability to reason spatially includes explorations in memory recollection and problem solving capabilities as well as critical thinking and reasoning skills. With these advancements, educational requirements seek reassurance in that efficient learning skills can be embedded in science curricula. Organic chemistry is a source in which abilities such as spatial reasoning can benefit students intending to thrive in scientific communities. This study of instructional development in organic chemistry seeks to determine if spatial reasoning can be improved by exposing stereo-chemical techniques from the Purdue Visualization Rotation Test (ROT) to students who have not taken organic chemistry and have science oriented educational goals. We sought to determine two purposes: to gauge how much spatial reasoning a student possessed prior to the course, and to test if spatial ability can be improved in students who present low ability over the span of the three month course. Results show significance in that spatial reasoning can be improved through statistical analysis in students who showed below average qualities.
Understanding Alcohol Abuse among College Students: Contributing Factors and Strategies for Intervention
Author: Iconis, Rosemary
Date: 2014-00-00
Type: Journal Articles
Subjects: Alcohol Abuse,College Students,Intervention,Demography,Environmental Influences,Individual Characteristics,Prevention

Alcohol abuse among college students has become a major public health concern. Individual, environmental, and demographic factors have each been associated with alcohol abuse in that population. In response to the enormous physical, emotional, and legal consequences that occur as a result of the abuse, colleges and universities are developing strategies for prevention and intervention.
Gender and Cross-Cultural Perceptions of Professors' Behaviors: A Comparison of Chinese and American College Students
Author: Stork, Elizabeth
Date: 2014-00-00
Type: Journal Articles
Subjects: College Students,Foreign Countries,Comparative Analysis,Cultural Differences,Cross Cultural Studies,Gender Differences,Teacher Behavior,College Faculty,Teacher Competencies,Interests,Antisocial Behavior,Interpersonal Relationship,Classroom Environment,Student Surveys

A gender and nationality comparison study of Chinese students in China and American students in the U.S. (N = 405) was conducted to explore perceptions about potentially offensive behaviors of professors in the college classroom using the Student Perceptions of Professors' Classroom Behaviors (SPPCB). Within-country and between-country comparisons were made, as well as within gender and between genders. Three main professor behavior domains were competence, interest and teacher immediacy, and offensiveness. American females judged behaviors significantly more offensive than did Chinese females, with American males and Chinese males in between. Chinese male and female students expect dignified and competent behavior from professors, while American male and female students expect respectfulness, opportunity, and an engaging environment. Several individual behaviors were significantly different between each of the paired groups.
Community Capacity Development in Universities: Empowering Communities through Education Management Programmes in Strathmore University (A Pilot Study)
Author: Kitawi, Alfred Kirigha
Date: 2014-00-00
Type: Journal Articles
Subjects: Community Development,Capacity Building,Universities,Foreign Countries,Pilot Projects,Educational Administration,Action Research,Student Research,Research Projects,Developing Nations,Models,Program Descriptions,Social Agencies,Classification,Concept Mapping,Qualitative Research,Content Analysis

This research examined the issue of community capacity development in a university. The main way communities were empowered was through the education management programmes offered at Strathmore University in Nairobi, Kenya. The research is among the first to examine the issue of community capacity development through university programmes. The research used Chaskin's (2001) framework to examine which issues of community capacity development emerged through the different action research projects students implemented within their communities. Content and map analysis was the analytical technique which was adopted. The outcome of the research was that there were some categories and relations similar to Chaskin's framework and others were different given the nature of students' action research projects. The study provides insights into how universities in developing countries can develop communities' capacities through higher education. A framework for community capacity development in the field of higher education management is proposed. The main categories were: fundamental characteristics of community capacity, social agencies, functions of community capacity, enablers, challenges, strategies, and outcomes.
Beyond the Flipped Classroom: Redesigning a Research Methods Course for e[superscript3] Instruction
Author: Hoffman, Ellen S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Video Technology,Homework,Teaching Methods,Educational Technology,Lecture Method,Instructional Design,Student Projects,Research Methodology,Technology Uses in Education,Curriculum Development,Problem Based Learning,Qualitative Research,Graduate Study,Scaffolding (Teaching Technique)

The &quot;flipped classroom&quot; has gained in popularity as a new way to structure teaching in which lectures shift from in-class events to digitally-based homework, freeing up class time for practice exercises and discussion. However, critics note such a teaching strategy continues emphasis on the less effective techniques of the lecture as transmission-based knowledge dissemination. They urge rethinking from single instructional tasks to learning environments that promote not just assignment goals but also knowledge application and broader learning outcomes. What do we want students to be able to do? Instructional design is a formal body of theory that has years of testing and evidence for effectiveness that may provide a framework for re-envisioning course design. A 2013 book by M. David Merrill,&quot; First Principles of Instruction,&quot; attempts to examine the body of instructional design theory for commonalities and develop a set of general principles and processes that can guide the development of such learning environments for instructors. The emphasis is on project-centered learning with a focus on students applying knowledge in ways that &quot;reverse&quot; action from the end of a course to the beginning to implement effective, efficient and engaging (e[superscript 3]) learning. This paper examines some of the key principles and provides an example of e[superscript 3] implementation from a research methods class.
Challenges in the First Year of Teaching: Lessons Learned in an Elementary Education Resident Teacher Program
Author: Gourneau, Bonni
Date: 2014-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Elementary Education,Beginning Teachers,Mentors,Beginning Teacher Induction,Teaching Experience,Classroom Techniques,Time Management,Parent Teacher Cooperation,Family School Relationship,Individualized Instruction,Student Behavior,Behavior Modification,Evaluation,Methods,Teacher Education,Video Technology,Journal Writing

It is well known that the first years of teaching are a challenge for all beginning teachers. According to the National Commission on Teaching and America's Future's study (2010) first-year teacher attrition has been steadily increasing and many leave the profession even before they are proficient educators who know how to work with colleagues to improve student learning. The immense expense of this departure is a concern to the future of the nation's school districts. This paper will discuss an Elementary Education Resident Teacher Program that is a collaborative relationship between a College of Education and Human Development and a local public school system. This one year program mentoring program was developed to support first year teachers in their curriculum and instruction as well as to provide these individuals with educational growth as they pursue their master's degree. This paper will share the voices of six beginning teachers, in a resident teacher program, regarding the challenges they experienced during the first year of teaching, including classroom/time management, working with parents and other family members, differentiating instruction, handling difficult student behaviors, and how to effectively assess student learning. Each of the five challenges will be introduced with a brief review of literature and followed by the advice from the resident teachers to other beginning teachers.
Effective Academic Advisory Committee Relationships
Author: Schaeffer, Donna M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Advisory Committees,Small Colleges,Liberal Arts,Accountability,Educational Quality,Role,Trustees,Information Systems,Information Science Education,Business Administration Education,Health Services,Information Management,Management Systems,Program Development,Laws,Catholics,Church Related Colleges,Case Studies

Recently, accrediting bodies are placing great responsibility for accountability on universities and academic schools, departments, and programs. The goal of the increased accountability is improved quality of teaching and learning. In this paper, we describe several levels of accountability for quality teaching and learning in a small, private, liberal arts college. We describe the role the University's Board of Trustees. Moving to the School of Business Administration, we explain several activities the Board of Visitors facilitate and participate in. Then, we localize to the Department of Information Systems and Management Science, which has had an advisory committee comprised of award-winning Chief Information Officers and Chief Technology Officers since 2009-2010. Finally, we describe efforts involved in building an advisory committee for a new academic program within the department, the Bachelor's in Health Information Management (HIM). This examination provides insights and examples for others who are seeking to establish or re-invigorate their relationships with advisors. It is interesting in that some cases the advisory committee is mandated by law, e.g., the University of Board of Trustees, others are voluntary, e.g., the School's Board of Visitors and the department's advisory committee, and still others may be prescribed and required by accrediting bodies within particular fields, e.g., the Health Information Management (HIM) program.
&quot;Twelve Apostles&quot; and a Few Heretics. Historical Paper 1
Author: Shera, Jesse H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Library Education,Higher Education,Books,Biographies,Philosophy

There is much more to learn from reading the biographical and philosophical writings of leaders in higher education about what education for librarianship was and should be than from the literature of library education itself. This article contains an alphabetical list with annotations of 23 books on exploring the issues and problems of higher education. The list started as 12 and was referred to as &quot;Shera's Twelve Apostles,&quot; and has now expanded to 23. The article concludes with a few titles that do not fall within the self-imposed limits of the bibliography, but ought to be mentioned as being important to anyone concerned with library education. [For the commentary on this article, &quot;The Four Rightly Guided Caliphs. Commentary on Shera, J. (1969). Twelve Apostles and a Few Heretics,&quot; see EJ1073513. This article was originally published in the &quot;Journal of Education for Librarianship.&quot;]
The Four Rightly Guided Caliphs. Commentary on Shera, J. (1969). Twelve Apostles and a Few Heretics (Journal of Education for Librarianship, 10(1), 3-10)
Author: Richardson, John V., Jr.
Date: 2015-00-00
Type: Journal Articles
Subjects: Library Education,Higher Education,Books,Educational Change

The author believes that Jesse Shera had the prescient ability to know the fads and fancies of higher education. Yet, some, if not many of the twenty-three titles he listed in 1969 as being useful to understand higher education, are not ones to readily reach for today. In this article, the author lists four successor titles as the ones he would recommend to guide any incoming doctoral student trying to understand how the field of higher education has changed since Shera's day. [For the historical paper, &quot;'Twelve Apostles' and a Few Heretics,&quot; see EJ1073510.]
Information Science. Historical Paper 2
Author: Kent, Allen
Date: 2015-00-00
Type: Journal Articles
Subjects: Library Education,Information Science,Library Science,Educational Trends,Futures (of Society),Competence,Computer Literacy,Statistical Analysis,Systems Analysis,Library Networks,Cost Effectiveness,Library Services,Interdisciplinary Approach

The author was assigned the task to comment on the broad topic: &quot;New sciences, technologies, and media--impact on education for librarianship (or libraries).&quot; The author choose to emphasize &quot;information science.&quot; Narrowing the subject down even further, in this article the author emphasizes some of the aspects of the &quot;interface&quot; between librarianship and information science, where he believes the action is going to develop in the coming years. [For the commentary on this article, &quot;Broad and Visionary. Commentary on Allen Kent (1977) Information Science,&quot; see EJ1073522. This article was originally published in the &quot;Journal of Education for Librarianship&quot; (1977).]
Broad and Visionary. Commentary on Allen Kent (1977) Information Science. (Journal of Education for Librarianship, 17(3), 131-139)
Author: Bates, Marcia J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Library Education,Information Science,Library Science,Information Technology,Interdisciplinary Approach

Allen Kent was a pioneer in many aspects of library and information science (LIS), and yet, as this author reads Kent's 1977 article, there is not much in it that has become ancient, irrelevant history. The questions he discusses are still alive in the discipline in 2014, whether it is called LIS (library and information science), information science, information studies, or an &quot;iSchool education.&quot; In this article, the author provides a brief history of Allen Kent, and then discusses her reactions to his article on information science. [For the historical paper, &quot;Information Science&quot;, see EJ1073519.]
The Development of Technical Services Training. Historical Paper 3
Author: Dunkin, Paul S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Library Education,Library Science,Library Services,Theory Practice Relationship

In this article the author discusses the evolution of the profession of librarianship and the compromise of educating librarians in schools instead of by apprenticeship. He poses a series of questions, some more rhetorical than others: (1) Is Technical Services an intellectual concept or an administrative device?; (2) Can the routines and rules of Technical Services be taught in school? Should they be?; and (3) What is the relative place of theory and practice in education? Throughout the article, he states his belief that attention is focused on practice and not theory. He believes it is important to begin teaching the profession with the basic techniques until they are mastered, and then it is important to focus on theory and devastating analysis. [For the commentary on this article, &quot;A Man Who Knew Whereof He Spoke. Commentary on Dunkin, P. (1962) The Development of Technical Services Training&quot;, see EJ1073532. This article was originally published in the &quot;Journal of Education for Librarianship.&quot;]
A Man Who Knew Whereof He Spoke. Commentary on Dunkin, P. (1962) The Development of Technical Services Training. (Journal of Education for Librarianship, 2(3), 123-131)
Author: Schottlaender, Brian C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Library Education,Library Science,Library Services,Theory Practice Relationship

In this article, the author gives an overview of Dunkin's article on education in the library profession. He believes it is clear that Dunkin thought too much attention was focused on practice, and not enough on theory--though there was room, and need, for both. Dunkin poses a series of questions, some more rhetorical than others: (1) Is Technical Services an intellectual concept or an administrative device?; (2) Can the routines and rules of Technical Services be taught in school? Should they be?; and (3) What is the relative place of theory and practice in education? The author of this commentary, in response to Dunkin's questions, replies: Yes . . . provide theory and practice, principles and application--always, however, with an emphasis on the former, as the library itself is better positioned to supply the latter. [For the historical paper, &quot;The Development of Technical Services Training,&quot; see EJ1073527]