ethanporcaro/eric-fulltext-meta huggingface dataset:
Grade Validity of Online Quantitative Courses
Author: Faurer, Judson C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Online Courses,Validity,Grades (Scholastic),Quality Control,Educational Quality,Student Evaluation,Knowledge Level,Academic Standards,Evaluation Criteria,Test Construction,College Faculty,Management Systems,Cheating,Computer Assisted Testing,Higher Education

Are prospective employers getting &quot;quality&quot; educated, degreed applicants and are academic institutions that offer online degree programs ensuring the quality control of the courses/programs offered? The issue specifically addressed in this paper is not with all institutions offering degrees through online programs or even with all online courses. The concern is with those online courses where the means to ensure the validity of course grades is not guaranteed by measures of technology or academic rigor employed. More specifically, the practical measures to reduce or eliminate doubts about a student's acquired knowledge in quantitative online courses need evaluation and thought to arrive at a more circumspect solution. Is the grade earned truly indicative of a student's competency and level of acquired knowledge and understanding in an online quantitative course or merely an indication that the student somehow just satisfied proscribed evaluative criteria set by the faculty member without adequate measures of assessment?
Starting an ePortfolio: A Multi-Disciplinary Approach
Author: Zinger, Lana
Date: 2014-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Technology Uses in Education,Educational Technology,Higher Education,College Curriculum,Interdisciplinary Approach,Communities of Practice,Educational Objectives,Health Education,Nutrition Instruction

ePortfolio integrates technology with a student's academic course work and have increasingly become an integral part of higher education curriculum. They allow students to showcase their academic work in a fresh way on a digital platform. Traditionally, however, ePortfolio is implemented from a single discipline approach. This project aimed to combine two similar courses within a learning community setting where students compiled their course work onto their individual ePortfolios. By engaging in a multi-disciplinary approach, students reported a better understanding of the other discipline and felt a better sense of academic preparation (i.e. real life experience) for graduation and transfer to four-year colleges.
Increasing Student Intrinsic Motivation and Self-Efficacy through Gamification Pedagogy
Author: Banfield, James
Date: 2014-00-00
Type: Journal Articles
Subjects: Games,Experiential Learning,Learning Theories,Student Motivation,Self Efficacy,Qualitative Research,Semi Structured Interviews,Engineering Education,Undergraduate Students,Computer Security,Comparative Analysis,Computer Science Education,Incentives

The aim of this study was to assess gamification as a method of experiential learning theory (ELT) on student motivation and self-efficacy to perform System Engineering/Information Assurance (IA) tasks. The study was a basic qualitative method, whereby data was collected via semi-structured interview and then analyzed for recurring themes and patterns. The students involved in the study were undergraduate students enrolled in system administration and security courses. We introduced ELT in early stages of curriculum in place of commonly used didactic methods of delivering theory. We compared the themes found in increased ELT classes with past didactic sections of the same courses. Data analysis revealed that increasing ELT in IA coursework at all levels of the curriculum increased both student intrinsic motivation and self-efficacy. This paper outlines gamification pedagogy used in 200 and 300 level postsecondary courses of system administration. Gathered results indicated high intrinsic motivation and self-efficacy from the students 96 interviewed. The paper will also present examples of gamification ELT lessons at each level of undergraduate study.
Disparity in the Superintendency
Author: Muñoz, Ava J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Superintendents,Administrators,Gender Differences,Occupational Aspiration,Sex Fairness,Mixed Methods Research,Measures (Individuals),Certification,Mentors,Job Application,Online Surveys

This paper examines the career aspirations of female and male central office administrators and their reasons for or against pursuing a superintendency, in the Texas, K-12 public school arena. Information unique to seeking and attaining superintendencies by these central office administrators will be presented, to assist with illuminating gender specific commonalities and differences, between all of the superintendent aspirants, involved in the study. This study provides insight, as to why gender disparity persists in the office of the superintendency, despite the availability of similarly, talented female and male central office administrators who aspire to gain the position of superintendent.
The Impact of Leadership Roles and Internships on Undergraduate Business Major Field Test (MFT) Scores
Author: Ward, Chris
Date: 2014-00-00
Type: Journal Articles
Subjects: Achievement Tests,Business Administration Education,College Outcomes Assessment,Internship Programs,Leadership Role,Undergraduate Students,Scores,Statistical Analysis

It is often the goal or mission of higher education to prepare graduates for leadership roles in organizations and the community. Even if we are to assume that leadership skills can be developed, determining the appropriate ways to teach and measure leadership is often debated. Our study used quantitative data from the ETS Business Major Field Test (MFT) as an external measure and compared those results to specific items on a survey to determine if students who had leadership roles on campus or internships also scored higher on the ETS MFT test.
Reducing Aggressive Male Behavior in Elementary School: Promising Practices
Author: Holmes, Barbara
Date: 2014-00-00
Type: Journal Articles
Subjects: Aggression,Males,Student Behavior,Elementary School Students,Violence,Intervention,Classroom Techniques,Behavior Modification,Physical Activities,Visual Stimuli,Music

Student aggression and violent behavior, especially among males, is pervasive and problematic in the classroom. When incorporated in the lesson design, promising practices (music, movement, and visual stimulation) are evidence-based strategies that may reduce male aggression in the classroom.
Extended Communication Efforts Involved with College Long-Distance Relationships
Author: Firmin, Michael W.
Date: 2013-00-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Qualitative Research,Phenomenology,Interviews,Females,Undergraduate Students,Student Attitudes,Selective Admission,Place of Residence,Interpersonal Communication,Intonation,Telecommunications,Gender Differences,Communication Skills,Skill Development,Computer Mediated Communication

The present phenomenological, qualitative research study involved in-depth interviews of all 16 female, sophomore students involved in respective distance relationships at a private, selective, comprehensive, Midwest university. Among other results found in the study, the present article focuses on communication dynamics involved with the relationships. Results showed key communication constructs to involve learning to communicate in a distance milieu, interpreting the tone of their boyfriend's voice, compensating for their lack of contexts, working harder at communication, and committing themselves to the extra efforts involved with good communication. Generally, the women were content with their relationships. We interpret the findings to infer that it likely takes special individuals to make the communication in distance relationships work effectively. Further, we conclude that potential distance relationship couples should discuss the dynamics involved in the present findings prior to initiating distance relationships in order to best enhance the chances for distance relationship success.
Academic Achievement of Ugandan Sixth Grade Students: Influence of Parents' Education Levels
Author: Wamala, Robert
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 6,Regression (Statistics),Geographic Regions,Educational Attainment,Mothers,Fathers,Scores,Age Differences,Gender Differences,Parent Background,Academic Achievement,Correlation,Prediction,Achievement Tests,Reading Achievement,Numeracy,Foreign Countries,Parent Child Relationship

The study investigates the influence of a father and mother's education on the academic achievement of their child. The investigation is based on data sourced from the 2009 Southern African Consortium for Monitoring Education Quality survey comprising 5,148 records of sixth grade students enrolled in Ugandan primary schools. Students' percentage scores in the health sciences, reading, and numeracy tests were adopted as a measure of academic achievement. The analysis was carried out using summary statistics and a multiple linear regression clustered by six geographical regions in Uganda: central, eastern, western, northern, southwestern, and northeastern. In addition to father and mothers' education, students' test scores in the various disciplines were analyzed by the characteristics of age, sex, rural-urban residence, grade repetition status (any grade), and length of pre-primary education. The results showed that the level of a father's education required to predict whether the child will achieve better scores in all disciplines was primary education. However, a mother required secondary and post-secondary education to enable the child to obtain better scores in reading and numeracy, respectively. Much of the previous literature has suggested that children born to educated parents have higher academic achievement; the results of this study support this finding but also reveal a difference in the levels of a father and mother's education required to predict their child's achievement of better scores in formal education.
Technology and Online Education: Models for Change
Author: Cook, Catherine W.
Date: 2014-00-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Technology,Change,Technology Uses in Education,Models,Handheld Devices,Design Requirements,Evaluation Criteria,Technological Advancement

This paper contends that technology changes advance online education. A number of mobile computing and transformative technologies will be examined and incorporated into a descriptive study. The object of the study will be to design innovative mobile awareness models seeking to understand technology changes for mobile devices and how they can be used for online learning. These models will take information from technology vicissitudes, online education systems, along with mobile device literature, and build a picture of past, current, and future trends for online learning. The application of such an approach should lead to a better definition of mobile awareness requirements and greater online visibility relative to selection of the appropriate model criteria and requirements. The models will identify online problem definitions, hardware and software advancements, analysis mobile objectives, and the selection of evaluation criteria and requirements to design online mobile awareness. By using technology vicissitudes, online education systems, and mobile device variables that are found in the literature, models can be designed to achieve awareness for online learning and changing technologies. These futuristic models can help to identify the appropriate techniques and methods to be used in facilitating the overall effort in future mobile devices for online learning. Hopefully, seamless technology integration and borderless networks for mobile awareness will motivate and benefit all future online teaching and learning groups.
Students' Perceptions of Success in the Online Graduate-Level Classes: A Self-Directed Learning Perspective
Author: Chou, Pao-Nan
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Attitudes,Graduate Students,Electronic Learning,Independent Study,Learner Controlled Instruction,Personal Autonomy,Qualitative Research,Academic Achievement,Online Courses,Active Learning,Grades (Scholastic),Educational Strategies,Learning Motivation,Phenomenology

The purpose of this study is to examine the phenomenon of successful online learning, defined as a higher academic performance (A or 90) and to find if there is the evidence to confirm the role of self-directed learning in the online graduate-level courses. A qualitative method was used to analyze learners' perceptions of online learning experiences. Six graduate students from an American public university participated in this study. The qualitative analysis yielded six major themes, which confirm the relationship between self-directed learning and academic performance.
High School Teachers with Significant Teaching Experience Support the Effectiveness of Direct Instructional Strategies
Author: Nikolaros, John
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Experience,Secondary School Teachers,High School Students,Direct Instruction,Statistical Analysis,Teacher Attitudes,Instructional Effectiveness,Academic Achievement,Emotional Disturbances,Models,Teaching Methods,Scaffolding (Teaching Technique),Surveys

This research study was conducted to examine the effectiveness of direct instructional strategies regarding the achievement of students with ED. High school teachers with significant years of teaching experience in an urban setting support the effectiveness of direct instructional strategies. Teachers with 11-20 and 21-30 years of teaching experience documented their perceptions with increased support for direct instructional strategies compared to teachers with 1-10 years of experience. A quantitative research design model was the ideal method for data analyses. This study's data analyses were comprised of descriptive statistics, Levene's statistic, and analysis of variances (ANOVA). Results indicated a strong statistical difference between years of teaching experience and high school teachers' perceptions of the effectiveness of direct instructional strategies regarding the achievement of students with emotional disabilities. The researcher concluded further examination into progressive instructional implementation and school preference of effective instructional methods for the achievement of students with emotional disabilities is needed.
Research Synthesis for &quot;Adaptive Mentorship&quot;©
Author: Ralph, Edwin G.
Date: 2014-00-00
Type: Journal Articles
Subjects: Synthesis,Mentors,Educational Research,Models,Teacher Education Programs,Internship Programs,Coaching (Performance),Program Descriptions,Educational Objectives,Program Implementation,Practicums,Preservice Teachers,Cooperating Teachers,Measures (Individuals),Preservice Teacher Education,Student Teacher Evaluation,Supervisory Methods

&quot;Adaptive Mentorship&quot;© (AM) is a mentoring model the authors have developed over a 21-year period. Mentor-protégé pairs originally applied it in teacher-education internship programs; however, the authors have subsequently witnessed its adoption by other mentorship/coaching practitioners/researchers across the professions. In this report, the authors describe AM, its rationale, implementation, strengths, and limitations and they synthesize the latest findings regarding its effectiveness as a tool in mentoring teacher-candidates.
Business Students' Perception of University Library Service Quality and Satisfaction
Author: Hsu, Maxwell K.
Date: 2014-00-00
Type: Journal Articles
Subjects: Business Administration Education,Academic Libraries,Library Services,College Students,Student Attitudes,Satisfaction,Factor Analysis,Structural Equation Models

The main purpose of this study is to examine the college students' perception of library services, and to what extent the quality of library services influences students' satisfaction. The findings depict the relationship between academic libraries and their users in today's digital world and identify critical factors that may sustain a viable library-user relationship on campus.
Completion of a Full Course of Primary Schooling among All Children Everywhere by 2015: A Case of Sub-Saharan Africa
Author: Wamala, Robert
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary Education,Access to Education,Foreign Countries,Educational Indicators,Elementary School Students,Trend Analysis,Graduation,Models,Computation,Prediction,Graduation Rate,Time,Regression (Statistics)

Achieving the United Nations Millennium Development Goals (MDGs) remains a major challenge, particularly in developing countries. Specifically, achieving the target of completing a full course of primary schooling among all children, which is goal two, is a major challenge for Sub-Saharan Africa. Though literature consensually suggests that the goal will not be achieved by the 2015 target date, no estimates are provided to support these claims. This study seeks to envisage the situation in Sub-Saharan Africa by the target date using an Auto-Regressive Integrated Moving Average (ARIMA) model. The investigation is based on data sourced from the World Bank publication of education indicators for the period 1970-2010. The data, comprising 41 observations, represent the total number of new entrants in the last grade of primary education, regardless of age, expressed as a percentage of the total population of the theoretical entrance age to the last grade of primary education. Overall, an upward trend of completion estimates presented in the results shows that progress has been made in this regard. The success attained for the region following the adoption of the MDGs in 2000 demonstrates that the goal can be achieved. The sub-optimal predictions of the situation obtained in the results nevertheless indicate that the achievement certainly will not be realized by the 2015 target date.
Civility in the University Classroom: An Opportunity for Faculty to Set Expectations
Author: Ward, Chris
Date: 2014-00-00
Type: Journal Articles
Subjects: College Students,Prosocial Behavior,Student Behavior,Teacher Expectations of Students,College Faculty,Attendance Patterns,Computer Mediated Communication,Electronic Mail

This research examines the types of uncivil behaviors frequently encountered in university classrooms. These behaviors range from walking in late to class, texting in class, and/or unprofessional emails. These behaviors can often undermine a professor's teaching. Setting reasonable and consistent expectations is a combination of university policy, faculty enforcement, and possibly even input from students. While it is understood that we live in a digitally connected world, there is an opportunity for professors to exhibit and reinforce professional behavior that students will be expected to demonstrate in the workplace.
Responding to the Concerns of Student Cultural Groups: Redesigning Spaces for Cultural Centers
Author: McDowell, Anise Mazone
Date: 2014-00-00
Type: Journal Articles
Subjects: College Students,Student Unions,Cultural Centers,Educational Facilities Design,Equal Education,Instructional Design,Advisory Committees,Student Leadership,Cultural Awareness,Universities,Inclusion

This paper describes the engagement of a student committee in redesigning an entire floor of a university union to accommodate student cultural centers and provide space in a fair and equitable manner. The reorganization focused on the process as well as the task of allocating space, with an emphasis on the opportunity to foster the development of student leadership skills. Theories guiding the process included Chickering's seven vectors of college student development, the campus ecology model, the Social Change Model of Leadership, and universal design.
What Kind of International Interchange Is Beneficial? Experiences of Taiwanese Indigenes
Author: Chen, Shan-Hua
Date: 2014-00-00
Type: Journal Articles
Subjects: International Educational Exchange,Indigenous Populations,Questionnaires,Statistical Analysis,Specialists,International Education,Educational Trends,Foreign Countries,Educational Research,Self Esteem,International Organizations,Competition,Study Abroad,Educational Benefits,Labor Force Development

Because of globalization, international interchanges among indigenes in every country have become more frequent. Influenced by international multicultural trends, Taiwan's government not only supports indigenous populations to revive their traditional cultures, but also encourages the promotion of the international interchange activities among indigenous populations. This research focused on specialists familiar with indigenous relative affairs to evaluate the benefits and the order of international interchanges. A self-developed questionnaire was used and the analytic hierarchy process (AHP) and descriptive statistics were employed to measure the relative importance of the factors and international strategies chosen by the indigene affair specialists, respectively. The correspondence analysis aims to explore the relationship between the goal and strategy of indigenous international interchanges. Finally, based on the findings and discussion, some suggestions are provided for promoting indigenes' international interchanges.
Variations in Language: Teaching within the Confines of Black English in Rural Georgia
Author: Simmons, Amelia
Date: 2014-00-00
Type: Journal Articles
Subjects: Black Dialects,African Americans,Language Usage,Rural Schools,Interpersonal Communication,Barriers,At Risk Students,Grammar,Cultural Influences,African American Culture

It is the purpose of this paper to describe how the identification of linguistic differences in Black English helped eradicate the language barrier in a rural Georgia classroom and enhanced the communication between the teacher and the students.
A Critical Analysis of Time Allocation in Psychoeducational Evaluations
Author: Taub, Gordon E.
Date: 2014-00-00
Type: Journal Articles
Subjects: National Surveys,Psychoeducational Methods,Emotional Disturbances,School Psychologists,Student Evaluation,Outcomes of Education,Public Schools,Reports,Time Management,Evaluation Methods,Testing,Mental Retardation,Educational Policy,Response to Intervention,Criticism

This study provides results form a national survey examining school psychologists' allocation of time in psychoeducational evaluations. A total of 177 participants with an average of 13.45 years professional experience in school psychology, representing 39 states, participated in the survey. The results indicate that school psychologists spend the majority of their time engaging in test administration and report-writing components of the evaluation process. The data also revealed that the evaluation of students with possible emotional disabilities is most time intensive when compared to evaluations of students with possible learning or intellectual disabilities. Implications of the results relating to policy and procedures to improve the learning outcomes of students in public school settings are provided.