ethanporcaro/eric-fulltext-meta huggingface dataset:
The 8th and 9th Grades Students' Attitude towards Teaching and Learning Physics
Author: Stefan, Monica
Date: 2010-00-00
Type: Journal Articles
Subjects: Grade 8,Grade 9,Student Attitudes,Science Instruction,Physics,Attitude Measures,Foreign Countries,Questionnaires,Scientific Concepts,Grade 7,Grade 6,Student Interests,Study Habits

The students' interest and attitude towards Physics have been the object of international testing, the most recent of which is the PISA testing from 2006. The students' attitude towards sciences is considered to be a significant predictor of their school results in science, respectively of pursuing a career in areas related to Science. The present paper had in view to discover the existence of convergences or divergences among the attitudes of the students in 8th and 9th grade towards the study of natural sciences and towards the teacher's role in studying for the natural sciences. The obtained results have not rendered evidently the existence of major differences but have allowed for the shaping of a profile for Physics as a school subject, from the interviewees' perspective. Thus, Physics is considered to be a difficult but pleasant and interesting subject, with use for oneself but for others as well. Our investigation has pointed out the fact that the students study too little for Physics at home, but that the Physics teacher is effective in teaching and motivating the students to learn. Although this is a pilot research project, our investigation signals a state of fact that implies reflection, mainly on the Physics curriculum but also on the teaching methods.
The Formation of Shadows: The Case of the Position of a Light Source in Relevance to the Shadow
Author: Ravanis, Konstantinos
Date: 2010-00-00
Type: Journal Articles
Subjects: Science Education,Elementary School Students,Grade 5,Interviews,Light,Optics,Comprehension,Illustrations

The study of pupils' representations of physics concepts and phenomena constitutes a central part of Science Education research, as they play a decisive role in teaching. In the study presented here, we investigate 212 fifth grade pupils' mental representations of the formation of shadows, before they were taught about it in school. The empirical data was gathered through an interview using four tasks which involved the evaluation of hypothetical situations. The research data included representations that cause difficulty in the comprehension of the position of a light source in relevance to the shadow.
University-School Partnerships: On the Impact on Students of Summer Schools (for School Students Aged 17-18) Run by Bristol ChemLabs
Author: Shaw, A. J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,College School Cooperation,Chemistry,Science Instruction,Summer Schools,Secondary School Students,Questionnaires,Gender Differences,Self Concept,Student Attitudes,Science Laboratories,Educational Objectives,Program Effectiveness,Goal Orientation

Chemistry summer schools for 17-18 year old school students in the UK were run by Bristol ChemLabS, a Centre for Excellence in Teaching and Learning in Chemistry at the University of Bristol. Students attending were all studying Chemistry at post-16 level (A level in the UK) and experienced not only new practical techniques but also lectures on cutting-edge science as well as interacting with postgraduate role models. The students completed pre and post summer school questionnaires to ascertain the impact of the summer school on them. Paired t-tests were used to ascertain significant changes at the 2s level. There was no significant difference observed for self-concepts in Chemistry and Mathematics. For creative self-concept there was a significant increase (1s) for females but not males and a significant increase in academic selfconcept for the whole cohort. There was a high level of enjoyment of the summer school. There were a range of reasons for students attending the summer school and the benefits they produced and these are discussed. Interestingly, one of the main reasons for attending was to help students make choices of subject to study at University; however, the summer school opened the students' eyes to more possibilities rather than narrow the choices open to them.
Promoting Liberal Learning in a Capstone Accounting Course
Author: Ahlawat, Sunita
Date: 2012-00-00
Type: Journal Articles
Subjects: Accounting,Integrated Activities,General Education,Interdisciplinary Approach,Program Descriptions,Educational Principles,Educational Philosophy,Curriculum Implementation,Classroom Techniques,Change Strategies,Student Research,Writing Skills,Instructional Materials,Tutorial Programs,Student Evaluation,Scoring Rubrics,Feedback (Response),Learning Experience,Educational Improvement,Curriculum Enrichment,College Programs,Business Administration Education

This paper describes our efforts to integrate liberal learning principles in a capstone course within the overwhelmingly career-focused discipline of accountancy. Our approach was based on the belief that business and liberal learning courses are complementary, rather than competitive, elements of a well-rounded education. The ability to deal with ambiguity, for example, or to integrate seemingly unrelated ideas and perspectives helps young people succeed in their chosen fields. We discuss the rationale for creating an accounting capstone course with an emphasis on incorporating a liberal learning philosophy, its implementation, our experience in the classroom, and suggestions for improvement. Overall, the course was a success; however, some modifications could be made that would make the experience a more positive one for both faculty and students.
Teaching with Data in the Principles of Macroeconomics Course
Author: Zhuang, Hong
Date: 2012-00-00
Type: Journal Articles
Subjects: Macroeconomics,Teaching Methods,Data,Curriculum Enrichment,Undergraduate Students,Educational Principles,Integrated Activities,Educational Practices,Educational Strategies,Statistical Data

Economic data play an important role in the study of macroeconomics. Teaching with data through interactive classes can engage students more fully in the learning process. Although the pedagogy of teaching with data has been widely applied in the undergraduate science classroom, its extension to the economics classroom is rarely discussed. This paper attempts to fill in this paucity in the literature by discussing two examples of integrating economic data in a principles of macroeconomics course.
Accounting Majors' Perceptions of Future Career Skills: An Exploratory Analysis
Author: Parham, Abbie Gail
Date: 2012-00-00
Type: Journal Articles
Subjects: Accounting,Majors (Students),Job Skills,Student Attitudes,Opinions,Business Administration Education,Skill Analysis,Student Surveys,Demography,College Students,Needs Assessment,Educational Needs

Business education is often criticized for its failure to develop lifelong skills. This study examines the opinions of 205 students to determine what skills they deem to be important for their future careers. The study then compares the opinions of accounting students against other business disciplines. The results of the study are mixed for the accounting profession. Many of the skills accounting majors ranked as important for their future were not surprising. However, there was some indication that accounting majors may be suffering from a &quot;silo effect&quot; and are not able to fully grasp how skills learned in other university courses impact their professional success.
Identifying Ethical Hypernorms for Accounting Educators
Author: Siegel, Philip H.
Date: 2012-00-00
Type: Journal Articles
Subjects: Accounting,Ethics,Role Models,College Faculty,Norms,Online Surveys,Questionnaires,Financial Audits,Teacher Behavior,Teacher Researchers,Teacher Leadership,Graduate Students,Teacher Student Relationship,Comparative Analysis,Benchmarking,Critical Incidents Method,Teacher Surveys

Accounting educators have a unique role in academe because students learn about codes of ethics that will guide their actions as professionals. We identify hypernorms related to internal auditing educators that reflect unethical behaviors believed to be universally unacceptable by that community. We then compare the results to a prior survey of accounting educators and identify ethical principles for accounting academics in their roles as teachers and researchers. The results might help to develop a code of ethics for accounting educators to help them serve as role models for students as they prepare to enter the accounting profession.
Adaptive Behavioral Outcomes: Assurance of Learning and Assessment
Author: Baker, David S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Business Administration Education,Relevance (Education),Education Work Relationship,Job Skills,Competence,Behavior Modification,Adjustment (to Environment),Skill Development,Student Evaluation,Performance,Holistic Approach,Interdisciplinary Approach,Decision Making,Teaching Methods,College Students

Business schools are currently being criticized for lacking relevance to the applied working environment in which students are supposed to be prepared to make immediate contributions and reasoned independent decisions in a fluidly changing market (Haskell and Beliveau, 2010, and Michlitsch and Sidle, 2002). While technical skills (accounting, marketing, finance, etc.) have comprised the core of traditional course subject matter, today's businesses also need graduates who arrive to work possessing integrative skills such as adaptable decision-making in changing competitive environments. Teaching and assessing integrative adaptive behavioral outcomes is both a break from the norm and a challenge to those tasked with developing assessment standards and rubrics. Discussing the demand for developing and assessing adaptive learning skills in business schools is the easy part. Incorporating the development of these non-technical skills into curricula or programs of learning requires one to identify specific skills that require adaptive improvement, design specific pedagogy to develop the skills, and longitudinally measure student performance. In reality, many business curricula lack learning environments where integrative non-technical skills such as longitudinal adaptive behavior can be isolated and programmed for improvement. This manuscript identifies an experiential inductive-based teaching method that has been extended to account for longitudinal variation in adaptive behavior-based learning. It describes a holistic course pedagogy that builds on traditional theoretical knowledge, but then requires students to actively apply that knowledge using interdisciplinary decision-making that receives ongoing competitive market feedback. An assessment rubric is also suggested for linking to important AACSB Assurance-of-Learning objectives targeted at measuring behavioral-based outcomes related to applied adaptive decision-making behavior. Finally, methods are suggested in which adaptive behavioral outcomes can be integrated into other forms of more traditional pedagogy.
A Seasoned Instructor's New Look at Fixed-Income Securities: An Exercise Using Discounted Bonds
Author: Secrest, Thomas W.
Date: 2012-00-00
Type: Journal Articles
Subjects: Bond Issues,Business Administration Education,Concept Teaching,Teaching Methods,Income,Cost Indexes,Computation,Learning Activities,Demonstrations (Educational),Classroom Techniques,Instructional Innovation,Educational Practices,Educational Strategies,College Programs,Financial Services

Having returned to teaching the basics of pricing fixed-income securities after several years, the author recalls the difficulty students have in understanding the total return provided by fixed-income securities that are purchased at either a discount or premium from face value. This teaching note attempts to clarify the concept by suggesting that separation of the return provided by coupon payments from the return provided by periodic changes in the fair market value may aid in student understanding. The integration of financial calculators in the classroom improves and simplifies this process for seasoned instructors
Accounting Capstone Course Design: Using the Internet to Modernize a Graduate Accounting Capstone Course
Author: Bloom, Diane S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Course Descriptions,Curriculum Design,Internet,Accounting,Program Descriptions,Graduate Students,Course Content,Curriculum Enrichment,Curriculum Development,Course Organization,Case Studies,Student Surveys,Exit Examinations,Student Projects,Learning Activities,Student Interests

This second paper describes how the Internet was used to modernize a graduate accounting capstone course to enhance student interest and learning, and is an extension of an earlier paper that examined a similar approach with an undergraduate accounting capstone course. Course content was developed from contemporary issues and cases obtained from the Internet. Benefits, drawbacks, and feedback from students who completed the updated course are presented as a basis for future study. The concepts and techniques presented in this analysis can easily be applied to capstone courses in other disciplines.
Engaging Accounting Students: How to Teach Principles of Accounting in Creative and Exciting Ways
Author: Jaijairam, Paul
Date: 2012-00-00
Type: Journal Articles
Subjects: Accounting,Teaching Methods,Learner Engagement,Experiential Learning,Learner Controlled Instruction,Electronic Learning,Blended Learning,Knowledge Level,Community Colleges,Two Year College Students,College Faculty,Integrated Learning Systems

Many students in secondary and post-secondary institutions generally have a difficult time grasping the concepts of accounting. This article contends that it is not the subject matter that is dry, but rather the methods in which faculty have traditionally presented accounting fundamentals and principles. Departing from standard lectures and textbook assignments can result in a higher level of student engagement through hands-on activities. Presenting accounting principles in student-centered and computer-based learning environments can demonstrate the practicality and necessity of the subject, particularly as a foundation for many career options. This article explores various pedagogical approaches that veteran accounting instructors have successfully used to make accounting attractive and enlightening for students, including blended learning, activity-based modules, games, mentorships, and Internet research and computer simulations. These methods provide opportunities for students to learn with real-life accounting situations. Finally, this article contends that blended learning can meaningfully improve both test scores and knowledge levels of students by discussing the positive empirical results from a recent community college's decision to implement a student-centered pilot program.
Implementing Strategic Orientation
Author: Fischer, Arthur K.
Date: 2012-00-00
Type: Journal Articles
Subjects: Labor Force Development,Orientation,Corporations,Transportation,Manufacturing,Innovation,Surveys,Case Method (Teaching Technique)

An HRM case dealing with problems and issues of setting up orientation programs which align with corporate strategy. Discussion concerns how such a case can be used to exhibit the alignment between HRM and business strategy.
Transforming a Business Statistics Course with Just-in-Time Teaching
Author: Bangs, Joann
Date: 2012-00-00
Type: Journal Articles
Subjects: Statistics,Business Administration Education,Teaching Methods,Student Attitudes,Questioning Techniques,Responses,Learning Activities,Knowledge Level,Problem Solving,Student Surveys,Instructional Effectiveness,Homework,College Students

This paper describes changing the way a business statistics course is taught through the use of just-in-time teaching methods. Implementing this method allowed for more time in the class to be spent focused on problem solving, resulting in students being able to handle more difficult problems. Students' perceptions of the just-in-time assignments were overall positive.
Ethics of Tax Law Compliance: An Interdisciplinary Perspective
Author: Cummings, Richard G.
Date: 2012-00-00
Type: Journal Articles
Subjects: Taxes,Legal Responsibility,Compliance (Legal),Ethics,Income,Interdisciplinary Approach,Public Agencies,Citizenship Responsibility,Federal Government,Philosophy,Physical Sciences,Accounting

The first semester Tax I student seems to be interested in the ethical issue of why citizens should report their income and only take legitimate tax deductions when it is unlikely that anyone will ever know. This paper addresses this issue from an interdisciplinary approach of accounting, philosophy, and political science. The accounting perspective discusses the issue from the expectations of the tax preparer and the Internal Revenue Service (IRS). The philosophical perspectives provides background of a citizen who might want to &quot;do the right thing&quot; for the sake of the common good. The political science perspective explores the political nature of the individual and corporate citizen and their approach to civic virtue.
Personal-Interpersonal Competence Assessment: A Self-Report Instrument for Student Development
Author: Seal, Craig R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Test Construction,Test Validity,Social Development,Emotional Development,Career Development,Job Skills,Higher Education,College Students,Test Reliability,Emotional Intelligence,Professional Identity,Responsibility,Competence,Student Surveys,Likert Scales,Scores,Statistical Analysis

The purpose of this paper is to assess the internal consistency of a revised instrument, the Personal-Interpersonal Competence Assessment (PICA); derived from the earlier Social Emotional Development Instrument (SED-I). There were three primary rationales for the revision. First, and most importantly, to better align the operational factors with the conceptual definitions. Second, was to clearly position the construct within the broader context of personal and interpersonal competence, rather than the emotional intelligence literature. Third, to provide a developmental, rather than a diagnostic assessment for personal-interpersonal competence. As with the earlier SED-I model and measure, the intent of the research is to consider the gap in the literature between social emotional learning (targeted at K-12 populations) and subsequent professionalism models (targeted at post-college careers). Although many models and measures use college age populations to assess validity, few directly target models of professional development that higher education students may use to enhance their own development. The intent of this paper, therefore, is to contribute to student development by bridging the gap between social emotional learning and professional skills. Results indicate support for the internal consistency of the instrument. Future studies may examine the validity of the PICA tool as well as the theoretical and practical implications of the PICA model. This study is an extension of the research found in &quot;Development of a self-report instrument to assess social and emotional development&quot; published in the &quot;Journal of Psychological Issues in Organizational Culture,&quot; Volume 2, July 2011.
Developing Preservice Teachers' Self-Efficacy through Field-Based Science Teaching Practice with Elementary Students
Author: Flores, Ingrid M.
Date: 2015-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Teacher Effectiveness,Field Experience Programs,Science Instruction,Elementary School Science,Elementary School Students,Methods Courses,Scientific Concepts,Concept Formation,Course Content,Teaching Methods,Teaching Skills,Curriculum Development,Grade 5,Program Effectiveness,Student Teaching,Pretests Posttests,Student Teachers,Video Technology,Observation,Likert Scales,Surveys,Scores

Thirty preservice teachers enrolled in a field-based science methods course were placed at a public elementary school for coursework and for teaching practice with elementary students. Candidates focused on building conceptual understanding of science content and pedagogical methods through innovative curriculum development and other course assignments during the first ten weeks. Teaching practice with fifth-grade students at the hosting elementary school occurred over a five-week period towards the end of the course. The researcher sought to determine if teacher candidates' confidence would rise in a teacher preparation environment that included exposure to authentic teaching practice. A pretest-posttest administration of the STEBIB determined that general efficacy and personal science teaching efficacy (PSTE) increased significantly as hypothesized. Science teaching outcome expectancy (STOE) increased, but to a lesser degree.
Investing in Yourself: One University's Leadership Models
Author: Rivas, Olivia
Date: 2015-01-00
Type: Journal Articles
Subjects: Educational Change,Leadership Training,Administrative Change,Models

Looking at higher education institutions today, one constant that is readily noticed is change. Change is indeed inevitable in all organizations; however, we can temper that change to include growing our own successor in order for our leadership components to continue and provide continuity in the workplace. Smooth management transitions are infrequent and when a leader leaves or retires, no matter if a vice-president, supervisor, manager, chairperson, director, often, there is no one prepared to replace them. Succession planning and/or leadership development models have been accomplished at one university will be discussed in this paper.
Lessons Learned: Creating an Online Business Degree from a Successful On-Campus Business Degree
Author: Cordeiro, William P.
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Business Administration Education,Distance Education,Program Development,Curriculum Development,Accreditation (Institutions),Academic Advising,Teacher Evaluation,Evaluation Methods,Program Effectiveness

The horse has left the barn. Distance education is here to stay and the number of degree programs offered online is growing rapidly. California State University Channel Islands (CI) admitted its first students in 2002, and the undergraduate and graduate degrees in business were among its first program offerings. From its inception, the &quot;foundation courses&quot; for the CI MBA program have been offered online and the campus recently committed to offering the undergraduate business degree via distance education. This paper describes the steps taken to adapt a successful, on-campus, face-to-face program to an online program. It also presents &quot;lessons learned&quot; in several categories: securing institutional support for offering online degree programs, adapting existing curriculum, modifying existing processes (academic advising, evaluating teaching effectiveness and assessing educational effectiveness), and using the accreditation process as a blueprint and checklist for the new online degree program.