ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Information Distributions Strategies on Student Performance and Satisfaction in a Web-Based Course Management System
Author: Lohman, Margaret C.
Date: 2007-01-00
Type: Journal Articles
Subjects: Management Systems,Web Based Instruction,Information Dissemination,Communication Strategies,Academic Achievement,Student Satisfaction,Instructional Materials,Intermode Differences,Graduate Students,Control Groups,Experimental Groups,Performance Based Assessment,Integrated Learning Systems,Cognitive Style,Measures (Individuals)

The effects of three information distribution strategies in a course management system (CMS) on student performance and satisfaction were investigated. Analysis of the data found that the distribution of instructional materials in class resulted in significantly higher student performance on an end-of-the-semester technical knowledge test than when instructional materials were available to students via a CMS either at the beginning of the semester or one week before each of the class sessions in which the materials were to be covered. However, no significant differences were found among the three information distribution strategies on total points earned in the course or on student reactions toward the instructional experience. Possible explanations for these findings and implications of the findings for theory and practice as related to utilizing a CMS in instructional programs in higher education are provided.
Factors That Influence Faculty Actions: A Study on Faculty Responses to Academic Dishonesty
Author: Coalter, Terry
Date: 2007-01-00
Type: Journal Articles
Subjects: Ethics,Cheating,Teacher Response,College Faculty,Performance Factors,Influences,Questionnaires,Teacher Attitudes,Teacher Surveys,Integrity,Academic Standards,Attitude Measures,Beliefs

Persistent academic dishonesty has perplexed researchers who focus their studies on why students cheat. There are limited studies regarding the faculty perspective of this issue. This study explores factors that influence faculty action when faced with dishonesty or evidence of dishonesty. A questionnaire consisting of thirty-five items was sent to all 242 faculty members of a mid-size state university in the United States. The results of the study indicated that a majority of the respondents agree that dishonesty is a major problem, and they agreed that it is critical to take proactive measures to deter dishonesty; however, the respondents did not agree on weather the judicial process is fair and impartial. A majority of the respondents stated that they would comply with the institution's honesty policy, but 82.9% indicated that it was difficult to compile evidence or proof of misconduct. Other results indicated that the amount of time required to pursue suspected incidents appeared to deter faculty from taking actions.
PowerPoint Presentation Handouts and College Student Learning Outcomes
Author: Noppe, Illene C.
Date: 2007-01-00
Type: Journal Articles
Subjects: Visual Aids,Computer Software,Teaching Methods,Supplementary Reading Materials,Test Wiseness,Undergraduate Students,Notetaking,Cognitive Style,Predictor Variables,Outcomes of Treatment,Instructional Effectiveness,Statistical Analysis,Scores,Content Analysis,Surveys

This investigation sought to determine if supplementing lectures using Microsoft PowerPoint slides with handouts of the slides enhanced test-taking performance in an undergraduate Human Development course. In the first study, one section of the course (N = 50) was given handouts for one exam and a final; the other (N = 50) received handouts only for the final. No significant differences in test performance occurred across sections. The second study, conducted the following semester for two sections of the same course, assessed whether the receipt of PowerPoint handouts was moderated by learning styles. Learning styles were not predictive of improved test performance as a function of receipt of handouts. These results question the efficacy of presentation software handouts for student learning outcomes.
Teachers' Conceptions of Teaching Service Statistics Courses
Author: Gordon, Sue
Date: 2007-01-00
Type: Journal Articles
Subjects: Interviews,Statistics,Teacher Attitudes,Mathematics Teachers,Foreign Countries,College Faculty,Teacher Characteristics,Student Characteristics,College Students,Teaching Conditions,Teaching Methods

In this paper, we report on the results of a series of e-mail interviews with statistics educators around the world, focusing on their views of the nature of teaching statistics as a &quot;service&quot; subject. What do they think are the important aspects of statistics to focus on in such servicing teaching? What do they think are the characteristics of good teachers? And how do they go about developing themselves as statistics teachers? We analyse their responses to these and other questions using a phenomenographic approach to identify an outcome space for their conceptions of teaching service statistics. We examine the centralities and tensions that emerged from their responses and discuss the implications--insights on agency and reflective practice. The study contributes to a research framework for understanding the nature of pedagogical awareness in contexts beyond the setting for this study and aims to stimulate discussion about teaching service courses.
The Significance of Knowledge in Learning: A Psychologically Informed Analysis of Higher Education Students' Perceptions
Author: Maclellan, Effie
Date: 2007-01-00
Type: Journal Articles
Subjects: Student Attitudes,Higher Education,Structured Interviews,Undergraduate Students,Prior Learning,Constructivism (Learning),Knowledge Economy,Psychology,Study Habits,Cognitive Processes,Dialogs (Language),Student Motivation,Role,Content Analysis,Foreign Countries

The emergence of what is increasingly becoming known as the knowledge age implies that higher education should prepare students to be, primarily, knowledge workers. This proposition triggered a small scale study in which structured interviews were carried out with 25 second-year undergraduates registered for a psychology module on motivational theory. The purpose of the interview was to discern students' views on the features of dialogue/talk and of student study behaviour that help them to develop usable knowledge. The dominant finding was that students did not perceive their learning to be facilitated through being required to be cognitively active in processing new information. Rather, they perceived their learning to be most effective when new knowledge was made available to them. The findings are discussed in terms of the complexity of the prior knowledge base on which the success of constructivist approaches depends.
What Motivates Students to Provide Feedback to Teachers about Teaching and Learning? An Expectancy Theory Perspective
Author: Caulfield, Jay
Date: 2007-01-00
Type: Journal Articles
Subjects: Student Motivation,Student Evaluation of Teacher Performance,Feedback (Response),Expectation,Theories,Models,Formative Evaluation,Multiple Regression Analysis,Statistical Significance,Educational Improvement,Graduate Students,Student Surveys,Likert Scales

The purpose of this empirical research study was to investigate what motivates students to provide formative anonymous feedback to teachers regarding their perceptions of the teaching and learning experience in order to improve student learning. Expectancy theory, specifically Vroom's Model, was used as the conceptual framework for the study. Multiple regression analysis was employed to test both the valence and force equations. Statistically significant results indicated that students' motivation was dependent upon the importance to them of improving the value of the class and of future classes, and the expectation that their formative feedback would lead to increased value for them, their peers in the classroom and for students in future classes. Based on these findings, it is important for teachers who request students to participate in providing anonymous feedback to emphasize that this feedback is a valuable tool to assist in improving current and future teaching and learning experiences.
&quot;What Happens in My University Classes That Helps Me to Learn?&quot; Teacher Education Students' Instructional Metacognitive Knowledge
Author: Askell-Williams, Helen
Date: 2007-01-00
Type: Journal Articles
Subjects: Metacognition,Multivariate Analysis,Teacher Role,Student Role,Educational Theories,Personal Autonomy,Reflection,Teacher Education,Scaling,Foreign Countries,College Students,Student Attitudes

Teacher education students' instructional metacognitive knowledge needs to be well developed to promote both their own learning and their prospective students' learning. In this study, we asked teacher education students to provide answers to the question &quot;What happens in my university classes that helps me to learn?&quot; Students identified issues such as supportive classroom environments, teachers' professional and personal qualities, practical activities, reflection, and discussions. Cognitive organisation strategies were not well represented. Cluster analysis and multidimensional scaling of students' responses identified a perceptual separation between teachers' and students' roles, suggesting that participants' sense of personal agency, shared responsibility for learning, and involvement in a learning community, were not developed in directions suggested by contemporary educational theory. Implications for teaching-learning interactions that have the potential to develop students' instructional metacognitive knowledge are discussed.
A Model of Student Success: Coaching Students to Develop Critical Thinking Skills in Introductory Biology Courses
Author: Chaplin, Susan
Date: 2007-07-00
Type: Journal Articles
Subjects: Coaching (Performance),Critical Thinking,Skill Development,Introductory Courses,Biology,Problem Solving,Comparative Analysis,Control Groups,Study Habits,College Freshmen,Academic Achievement,Scores

Science students who perform poorly in introductory science classes often don't know how to do better because they &quot;don't know that they don't know&quot;, and they have poor critical thinking and problem solving skills. The current study describes how modeling and coaching students in &quot;active study&quot; improves higher order thinking skills. The data show that students who received such coaching performed significantly better on exams by the end of the semester compared to control groups. Modeling and coaching &quot;active study&quot; behavior is essential to ensure that students build confidence in their ability to study science and remain in the science pipeline.
Activating a Research Context in Art and Design Practice
Author: de Freitas, Nancy
Date: 2007-07-00
Type: Journal Articles
Subjects: Art,Design,Research,Graduate Students,Student Research,Research Methodology,Documentation,Art Activities,Student Attitudes,Masters Programs,Studio Art,Art Products,Foreign Countries,Semi Structured Interviews

Practice-based research in art and design is the focus of postgraduate programmes at many universities. The term is useful when practice constitutes a critical part of the research methodology resulting in a form of research through practice. This study uses one such postgraduate programme to examine student researchers' understanding of their practice-based research methods, organisation of their studio processes and awareness of learning. A structured interview was used to investigate: 1) how artists and designers use documentation as part of their creative practice; 2) what forms and processes constitute this activity; 3) what the artist's or designer's perception is of the role documentation plays in their practice-based research and 4) the perceived positive or negative impacts resulting from the practice of active documentation of creative work. The context of the work is the wider debate around defining the role of the artefact as part the research process in art and design and the relationship between linguistic and non-linguistic components in the articulation of practice-based research. The results reveal some of the ways in which new researchers begin to understand and ultimately take control of their working methods, including the generation of new artefacts, the implementation of acquired knowledge and communication about significant processes. The results add to our understanding of the way in which artists and designers perceive the transition from professional practice to research practice.
Effective Teacher Behaviors Evident in Successful Teachers of Students with Emotional and Behavioral Disorders
Author: Austin, Vance L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Teacher Behavior,Emotional Disturbances,Behavior Disorders,Student Surveys,Teacher Characteristics,Correlation,Special Education Teachers,Secondary School Teachers,High School Students,Semi Structured Interviews,Likert Scales

Four highly qualified teachers and 21 students classified with emotional and behavior disorders (EBD) participated in an investigation of teacher effectiveness. Data collection included: video of teaching behaviors, interviews with teachers, and student surveys. The student survey identified characteristics of teacher effectiveness in general and of their teachers specifically. Results reinforced a framework of effective teaching behaviors: personal resources, teacher performance and teacher effectiveness. A significant correlation (p&lt;0.01, N = 14) was found between desired teacher behaviors and behaviors students perceived in their own teachers. Implications for inclusion of effective teaching behaviors in teacher preparation programs are discussed.
Unearthing the Scholarship of Teaching and Learning in Self and Practice
Author: Gilpin, Lorraine
Date: 2007-07-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Preservice Teachers,Peer Evaluation,Feedback (Response),Teacher Education Programs,Observation,Practicums,Elementary School Teachers,Primary Education,Questionnaires,Scores,Student Attitudes

Bringing the principles and characteristics of the scholarship of teaching and learning into my university classroom has helped me support the development of teaching as scholarly activity for my students while cementing my own commitment in this regard. These students are preservice teachers, who have the opportunity to conduct peer observations and provide feedback to one another establishing a learning commons of sort. While engaged in an initial practicum experience, preservice elementary teachers observe and provide feedback on each other's teaching. This paper will describe and analyze this peer observation and feedback activity as part of the cycle of the scholarship of teaching and learning. My engagement in the scholarship of teaching and learning has also stimulated further research in this area among my peers. Establishing praxis in the scholarship of teaching and learning is beneficial at all levels of teaching and learning.
The Psychological, Behavioral, and Educational Impact of Immigration: Helping Recent Immigrant Students to Succeed in North American Schools
Author: McIntyre, Thomas
Date: 2011-00-00
Type: Journal Articles
Subjects: Immigrants,Student Adjustment,Behavior Problems,Emotional Disturbances,Behavior Disorders,Cultural Differences,Student Needs,Psychological Needs,English Language Learners,Student Evaluation,Teaching Styles,Cognitive Style,Teacher Education,Intervention,Foreign Countries

Educators' lack of knowledge of the cultural and immigration overlays on behaviors presents a quandary. It makes it difficult, given the present state of assessment in this area, to determine whether an emotional or behavioral disorder exists, or whether the behavior is acceptable to the newcomer's culture and therefore reflects a cultural marker. This article addresses factors to be considered in making this differentiation, and provides information and guidance in meeting the psychological, emotional, and social needs of recent immigrant students.
The Role of Self-Efficacy on Job Readiness and Career Choice among People with Intellectual Disability in Singapore
Author: Li, Jen-Yi
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Career Readiness,Career Choice,Intellectual Disability,Questionnaires,Special Schools,Students,Interviews,Statistical Analysis,Regression (Statistics)

The study examined the role of general and social self-efficacy on job readiness and career choices among youths with intellectual disabilities (ID) in Singapore. Forty-seven students were recruited, with an IQ ranging from 50 to 70. Results showed that general self-efficacy was moderately related to social self-efficacy, but highly related to job readiness. Three self-report instruments were administered, including: the General Self-Efficacy Scale-ID version, the Glasgow Social Self-Efficacy Scale, and the Job Readiness Scale-ID version. Students were also asked to indicate their career choices and provided their demographic characteristics through a semi-structured questionnaire. Research findings provided both special educators and vocational rehabilitation professional with information on the importance of self-efficacy and suggested for interventions aimed at developing students' self-efficacy to improve their job readiness.
Demographic Variables and Students Use of E-Learning Resources in Public Secondary Schools Libraries in Rivers State of Nigeria
Author: Owate, C. N.
Date: 2017-02-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Secondary Schools,School Libraries,Teaching Methods,Student Characteristics,Age Differences,Gender Differences,Hypothesis Testing,Access to Computers,Library Services,Observation,Interviews,Administrator Attitudes,Questionnaires,Statistical Analysis,Multiple Regression Analysis

The applications of e-learning resources to studies, teaching and learning by both staff and students have been investigated. However, the provision of e-learning tools for stake-holders is a modern goal to improving as well as achieving the quality of educational system in the twenty first century is imperative. Students' demographic variables and the use of e-learning resources in selected public secondary schools in Rivers State as presented in this research has detailed expository facts. The impacts of age, gender, class level availability, accessibility, and human resources as independent variables in the use of e-learning resources were determined. Six research questions and hypotheses each were validated or invalidated depending upon the respondents results. Linear regression, t-test and multiple regression analyses were employed as statistical tools. It was discovered that there are immense influences of some demographic independent variables such as age, gender, availability, accessibility, and human resources in the use of e-learning resources in public secondary schools in Rivers State. Besides availability and accessibility were major contributors to the associated relationships in the use of e-learning resources. Equally needful are human resources and students' skills. There was contrast distinction between class level and other independent variables since it had no significant effect on the use of e-learning resources within the domain for public schools in Rivers State.
BI GIS Competition Brings DSS to AITP NCC
Author: Hayen, Roger L.
Date: 2011-12-00
Type: Journal Articles
Subjects: Business,Intelligence,Geographic Information Systems,Decision Making,Professional Associations,Conferences (Gatherings),Intercollegiate Cooperation,Competition,Case Method (Teaching Technique),Case Studies,College Students,Experiential Learning,Problem Solving,Data Analysis,Economics,Computer Software,Spreadsheets

A national student competition problem in business intelligence (BI) is considered to foster an understanding of this competition and of the underlying case study problem used. The focus here is two-fold. First, is to illustrate this competition, and second, is to provide a case problem that can be considered for use in various information systems courses. This case problem utilizes a commercially available, hosted software application that includes a rich econometric data set. The data are accessed using spatial queries and produce more than four dozen views of the data through predefined reports. Once the queries occur, the data can be analyzed further with other BI tools that include Microsoft Excel. The case problem requires this analysis of external business data to furnish information for business decision making. This NCC competition and its case problem approach have been successful for the past four years. Clearly, the experience of this competition can be applied to case-based, experiential learning in information system courses that include a BI component. This usage of the competition problem has been found to work well in several of these courses and should be considered by others for similar courses.
An Exploration into the Use of Manipulatives to Develop Abstract Reasoning in an Introductory Science Course
Author: Fencl, Heidi
Date: 2007-07-00
Type: Journal Articles
Subjects: Manipulative Materials,Hands on Science,Teaching Methods,Abstract Reasoning,Science Instruction,Introductory Courses,Physics,Lecture Method,Science Laboratories,Qualitative Research,Statistical Analysis,Surveys,Focus Groups,Pretests Posttests,Interviews

Classical physics has a long history of using demonstrations and experiments to develop ideas in introductory courses. The purpose of this exploration is to examine the effectiveness of a desk-top activity for helping students develop abstract reasoning. In the pilot exploration, students in three laboratory sections of a single physics course were given different supplemental instructions on development of free body diagrams: standard instruction, system schemas, and a new approach building physical models of those schemas. Students using the physical models avoided common errors made by the other two groups. More importantly, their discussion with a student researcher about developing diagrams showed a deeper understanding of the concepts and less guessing than responses of the control groups. In a subsequent use of this activity with an entire class, similar positive results were found for free body diagrams although the activity did not have an impact on related topics in the course.
Developing and Assessing Undergraduate Students' Moral Reasoning Skills
Author: Hornsby, Karen
Date: 2007-07-00
Type: Journal Articles
Subjects: Undergraduate Students,Moral Values,Abstract Reasoning,Thinking Skills,Skill Development,Beliefs,Ethics,Student Evaluation,Ethical Instruction,Attitude Change,Moral Development,Statistical Analysis,Likert Scales,Questionnaires,Philosophy

&quot;What does deep ethical understanding look like and how can we measure the progression of this aptitude?&quot; Qualitative and quantitative data collected from students in Contemporary Moral Problems courses over two successive semesters revealed that the development of moral reasoning skills is a slow process. The progression of moral reasoning does not occur in a linear fashion nor is there a point at which a person will have satisfied all of the necessary and sufficient conditions for good moral reasoning. Student artifacts collected present moral reasoning skills as more of an ebb and flow, a type of &quot;coherence model&quot; with ongoing adjustment of one's beliefs, moral principles, values, and factual information.