ethanporcaro/eric-fulltext-meta huggingface dataset:
Care and Support of Orphaned and Vulnerable Children at School: Helping Teachers to Respond
Author: Wood, Lesley
Date: 2011-00-00
Type: Journal Articles
Subjects: At Risk Students,Child Welfare,Residential Institutions,Institutionalized Persons,Teacher Education Programs,Teacher Attitudes,School Districts,Qualitative Research,Focus Groups,Data Analysis,Inservice Teacher Education,Acquired Immunodeficiency Syndrome (AIDS),Teacher Effectiveness,Sexuality,Secondary School Teachers,Elementary School Teachers,Foreign Countries,Interviews

It is acknowledged that teacher training programmes around HIV in most of sub-Saharan Africa appear not to have been very effective in assisting teachers to respond to the demands placed on them by the pandemic. In response to the need identified by international development agencies, for research into teacher education and HIV in sub-Saharan Africa, this study investigated teacher perceptions of the effectiveness of training programmes offered in a specific school district in South Africa to equip them to deal with issues arising from having orphans and vulnerable children in their classrooms. A qualitative research design was followed to purposively select teachers who had attended the departmental training to participate in focus groups to explore the phenomenon of teaching orphaned and vulnerable children. The findings that emerged from the thematic data analysis provided supporting evidence that current teacher education approaches in this regard are not perceived to be effective. The results are used to suggest guidelines for an alternative approach to the current forms of HIV and AIDS training for teachers that is more likely to be sustainable, culturally appropriate and suited to the context.
A Health Informatics Curriculum Congruent with IS 2010 and IMIA Recommendations for an Undergraduate Degree
Author: Longenecker, Herbert E., Jr.
Date: 2012-04-00
Type: Journal Articles
Subjects: College Curriculum,Information Science,Health,Bachelors Degrees,Information Science Education,Undergraduate Study,Guidelines,Courses,Computer Science Education,Information Systems,Outcomes of Education

In addition to being a relevant program for health information technology workers, a recently proposed Health Informatics program was designed with additional objectives in mind: that the program is compatible with the IS 2010 Model Curriculum and that it satisfies the International Medical Informatics Association recommendation for undergraduate curricula. In this paper, we show that the program meets the IS 2010 guidelines based on an analysis of skill expectations for health informatics graduates. We produce a three-way mapping of IS 2010 knowledge and skill sets to IMIA learning outcomes to health informatics course sets. The program is comprised of three course sets: information systems courses, health informatics courses, and courses comprising the clinical environment. Courses in all three sets contribute skills in adequate depth with no gaps in coverage of required skills in either model. The success of the mappings indicates that health informatics should be a robust information systems program that will increase the productivity of individuals and organizations through the application of health information technology. The health informatics curriculum is largely an organizational systems-based program designed to enable new workflow models for health environments.
Systems in the Foundations of Information Systems Course to Retain Students and to Support the IS 2010 Model Curricula
Author: Slauson, Gayla Jo
Date: 2011-10-00
Type: Journal Articles
Subjects: Information Systems,Computer Science Education,Systems Development,Guidelines,Student School Relationship,Audience Response Systems,Knowledge Management,Undergraduate Study,School Holding Power,Academic Persistence,Educational Practices

Systems in the Foundations of Information Systems course can be used to connect with students in computer information systems programs; a systematic approach to beginning student relationship management in this course is helpful. The authors suggest that four systems be created in the Foundations Course. These theoretical systems include an overall student relationship management system with subsystems including a personal response system, a student mentoring system, and a knowledge management system. Each proposed system is briefly described with its potential benefits, specific examples of support for the IS 2010 Model Curricula, possible costs or issues, and suggestions on how to begin.
Personal Reflection: Playing for SoTL Impact: A Personal Reflection
Author: Simmons, Nicola
Date: 2009-07-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Foreign Countries,College Faculty,Higher Education,Teacher Role

In this personal reflection, a researcher describes exploring the ways in which SoTL scholars, often with few supports and little training in this kind of research, develop a personal/professional identity, and the supports and challenges to that identity formation. The researcher is also in a relatively new role at the University of Waterloo where she is responsible for supporting and growing the scholarship of teaching and learning at the university. She ponders the fantastic work that is being done by her individual faculty members, staff, and support through departments and across the institution. As a board member of the Society for Teaching and Learning Higher Education (STLHE) and Vice-President, SoTL portfolio, she must also think about ways of moving SoTL forward at the national level and beyond. These roles are both separate and aligned, and often create a wonderful synergy.
A Database Design and Development Case: Home Theater Video
Author: Ballenger, Robert
Date: 2012-04-00
Type: Journal Articles
Subjects: Video Technology,Databases,Teaching Methods,Database Design,Database Management Systems,Business,Vignettes,Case Method (Teaching Technique)

This case consists of a business scenario of a small video rental store, Home Theater Video, which provides background information, a description of the functional business requirements, and sample data. The case provides sufficient information to design and develop a moderately complex database to assist Home Theater Video in solving their management problem. Students should be able to create an Access database, populated with data, develop a series of queries, forms, reports, a switchboard, and execute pivot tables that satisfy the functional requirements given by the video store. Teaching notes containing suggested implementation guidelines, suggested deliverables, and the resulting database containing the required queries, forms, reports, switchboard, and pivot tables are provided.
A Combined MIS/DS Course Uses Lecture Capture Technology to &quot;Level the Playing Field&quot; in Student Numeracy
Author: Popovich, Karen
Date: 2012-06-00
Type: Journal Articles
Subjects: Management Systems,Decision Making,Spreadsheets,Models,Program Administration,Money Management,Strategic Planning,Business Administration Education,Educational Technology,Curriculum Development,Undergraduate Students,Numeracy,Mathematics Skills,Student Attitudes,Course Evaluation

This paper describes the process taken to develop a quantitative-based and Excel™-driven course that combines &quot;BOTH&quot; Management Information Systems (MIS) and Decision Science (DS) modeling outcomes and lays the foundation for upper level quantitative courses such as operations management, finance and strategic management. In addition, course outcomes needed to &quot;level the playing&quot; field for our seemingly growing bi-modal distribution of numeracy skills among business students.
Gender Differentials and Sustainable Learning Environments
Author: Mahlomaholo, Sechaba M. G.
Date: 2011-00-00
Type: Journal Articles
Subjects: Gender Differences,Sustainability,Educational Environment,Foreign Countries,Educational Quality,Sex Fairness,Females,Focus Groups,Qualitative Research,Dropouts,Pregnancy,Academic Failure,Marriage,Crime,Sibling Relationship,Social Justice,Educational Attainment,Poverty,Statistical Analysis,Structured Interviews

The centrality of quality education provisioning for all towards a better and socially just life is acknowledged globally. To date, however, there are still skewed gender differentials unfavourable to girls, thus impeding gender equality. In this paper I report on the reasons for leaving school early cited by out-of-school girls in North-West Province, South Africa. These reasons are juxtaposed against those cited by out-of-school boys to show how powerful gender as &quot;positioning in discourses&quot; appears to be. Structured focus group interviews using the adapted version of &quot;Masitsa's inventory&quot; were conducted. Qualitative data were coded and analysed based on frequency tables. The findings reveal that more girls than boys say they leave school early owing to: repeated failure; long distance to and from school; pregnancy; poverty; ill-health; attraction of odd jobs; looking after siblings; lack of motivation; early marriage, and criminal activity. The conclusion, therefore, is that if schools in the context of the community can become sustainable learning environments privileging girls' concerns, they can assist in resolving these problems of skewed gender differentials. This could lead towards achievement of a socially just life for all.
Reasserting the Fundamentals of Systems Analysis and Design through the Rudiments of Artifacts
Author: Jafar, Musa
Date: 2012-06-00
Type: Journal Articles
Subjects: Data Analysis,Design,Systems Development,Models,Business,Technology,Teaching Methods,Information Technology,Higher Education,Information Systems,Computer Science Education,Programming,Assignments,Computer Software

In this paper we present an artifacts-based approach to teaching a senior level Object-Oriented Analysis and Design course. Regardless of the systems development methodology and process model, and in order to facilitate communication across the business modeling, analysis, design, construction and deployment disciplines, we focus on (1) the ability to define the boundaries of the system through context analysis, (2) the separation between business needs and technology requirements (business requirements vs. software requirements specifications), (3) the clear separation between analysis and design (business-domain models vs. analysis models vs. design models), (4) the evolution of artifacts from domain artifacts, to analysis artifacts and to design artifacts, and (5) the application of abstractions, formal methods and patterns to produce the necessary design artifacts. Thus, we emphasize the transition from computation-independent models, to platform-independent models, to platform-specific implementation models. We assert that the qualities of the produced artifacts convey the essentials of a student's understanding of analysis and design. In this sense, as students engage the artifacts of design, they converse with the problem and solution space in a manner that strengthens their command of the interface between information systems and organizations. We assert that faculty teaching an Analysis and Design course should focus on the quality of artifacts that serve as the &quot;meeting point or interface&quot; between the problem space and the solution space rather than on the development methodology(s) and process model(s) involved.
University-School Partnerships for Social Justice in Mathematics and Science Education: The Case of the SMILES Project at IMSTUS
Author: Ndlovu, Mdutshekelwa C.
Date: 2011-00-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,Social Justice,Mathematics Education,Science Education,Intervention,Faculty Development,Team Teaching,Secondary Schools,Elementary Schools,Disadvantaged Schools,Foreign Countries,Mixed Methods Research,Questionnaires,Mathematics Teachers,Science Teachers,Semi Structured Interviews,Self Evaluation (Individuals),Teaching Skills,Teacher Competencies

My purpose in this paper is to situate a university-school mathematics and science education partnership within a social justice perspective in education. The focus of the systemic intervention endeavour was school-based teacher professional development in which university-based facilitators embarked on class visits with the aim of identifying teacher needs, co-teaching and offering professional support over a three-year period. This was in contrast to evaluation (inspection visits) often undertaken by the subject advisors under the auspices of the Department of Education which, for historical reasons, tend to be viewed with suspicion by teachers and teacher unions. Five historically disadvantaged secondary schools and their 10 feeder primary schools were involved in this study with a view to providing equal opportunities to learners from marginalized communities in the Cape Winelands district of the Western Cape. Initial results suggest that an intervention programme that is responsive to local needs can go a long way in bringing about collaborative teacher professional development that leads to reflective practice in professional learning communities and can add value to the quality of student achievement in the gateway subjects of mathematics and science.
Personal Reflection: Lessons from My Students and Other Reflections on SoTL
Author: McKinney, Kathleen
Date: 2009-07-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,College Faculty,College Students,Interpersonal Relationship,Sociology,Teaching Methods

This personal reflection describes the author's 25-year relationship with the scholarship of teaching and learning. Her thoughts wander to influences on her career in SoTL, the impact SoTL has had on her professional life, the dilemmas in the field that continue to be pondered, ways to advocate for and support SoTL work, and her hopes for the future of SoTL.
Fusing Communication and Writing Skills in the 21st Century's IT/IS Curricula
Author: Liu, Michelle
Date: 2012-04-00
Type: Journal Articles
Subjects: Writing Skills,Communication Skills,Fused Curriculum,Information Technology,Graduation Requirements,Writing Across the Curriculum,Curriculum Development,Faculty Development,Case Studies,Writing Assignments,Educational Strategies,Educational Objectives,College Faculty

Written and oral communication has been listed as the top explicitly requested skill by employers for a long time. Despite pressure from industry, the gap still exists between the expectations and average written and oral communication skills of current information technology/information systems graduates. This paper addresses the above issues and discusses incorporating written communication requirements into today's information technology curriculum. Drawing from the nation-wide university initiative of &quot;Writing Across the Curriculum&quot; (WAC) in the 1980s, our university's &quot;Writing Intensive (WI)&quot; course requirements are reviewed. The paper covers the rationale and strategy used to convert three existing courses in our Information Technology (IT) program into WI courses to meet university writing requirements. Furthermore, the paper discusses faculty preparation, and some lessons learned. The study gives pragmatic guidance for educators in the information technology discipline who want to enhance the writing and communication skills of their students.
Personal Reflection: Teaching's Way
Author: Miller, Ray
Date: 2009-07-00
Type: Journal Articles
Subjects: College Faculty,School Personnel,Scientific Concepts,Evolution,Creationism,Religion,Religious Factors,Scholarship,Instruction,Learning,Books,Group Discussion

This personal reflection describes events at the Appalachian State University that celebrated the Darwin Bicentennial throughout the 2008-2009 academic year. Prominent speakers and writers joined with a film series, theatre productions, and art exhibits to focus on Darwin and his scientific discoveries. The Darwin Bicentennial provided the members of this university community with the unique opportunity to come together to discuss, argue, debate, and challenge issues concerning theories of human origin, contemporary scientific knowledge based on theories of evolution and natural selection and, of course, issues of faith and reason. For a year, the university itself became a wide open classroom with a &quot;commons&quot; defined by Darwin and his legacy.
Women's Role and Their Styles of Leadership
Author: Gobaw, Mekasha Kassaye
Date: 2017-03-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Leadership Role,College Faculty,Women Administrators,Questionnaires,Interviews,Qualitative Research,Statistical Analysis,Disproportionate Representation,Gender Bias,Leadership Qualities,Transformational Leadership,Leadership Styles,Case Studies

This research had three objectives: determining the level of participation of women in the academic leadership of Addis Ababa University (AAU), specifying the types of leadership styles women leaders demonstrate, and tracing the factors that led to those styles. Two key research instruments were used: questionnaires and interview. Qualitative and quantitative data were collected using the instruments. Means were used in the analysis of the collected data. Findings indicate the participation level of women in AAU's leadership is low. As regards the key leadership styles, top-level leaders tend to have more of the characteristic types of transformational leadership. The middle level leaders tend to have characteristics from both the contingent type of leadership style and the transformational leadership style. The middle-level leaders tend to have characteristics of leadership that largely fall towards the bottom line of the Full Range of Leadership Model. They also possess some aspects of the Transformational Leadership. The enhancement of policy and service provisions is recommended to improve the role and leadership skills of women.
Treating the Healthcare Workforce Crisis: A Prescription for a Health Informatics Curriculum
Author: Campbell, S. Matt
Date: 2012-06-00
Type: Journal Articles
Subjects: Information Science,College Curriculum,Bachelors Degrees,Information Systems,Health Services

A serious need exists for information systems workers who have an understanding of the healthcare environment. Traditional information systems degree programs do not adequately prepare students to enter the healthcare environment. In this paper, we propose a curriculum for a baccalaureate health informatics degree that combines the technical and business training of a traditional information systems degree with a strong foundation in healthcare courses to create a graduate that is able to function proficiently in a modern healthcare organization.
Inclusion in Public Administration: Developing the Concept of Inclusion within a School of Accounts and Administration
Author: dos Santos, Mônica Pereira
Date: 2017-03-00
Type: Journal Articles
Subjects: Foreign Countries,Public Administration,Public Administration Education,Inclusion,Action Research,Inservice Education,Curriculum Development,Government Employees,Communities of Practice,Discussion Groups,Content Analysis,Educational Practices,Educational Assessment,Staff Development,Curriculum Implementation,Participation

This study originates from ongoing action research that aims to develop institutional opportunities to reflect on and take decisions about inclusion in the School of Accounts and Administration of Rio de Janeiro's State Accounts Office. The research was organized in three phases. The first phase was an inservice course to sensitize professionals about inclusion. The second stage comprised the reformulation of the curriculum of the courses delivered by those professionals to other public servants; the third phase involved the creation and supervision of a discussion group that sought to develop cultures, policies and practices of inclusion. This study presents and analyses the first phase of the research from an omnilectical perspective. The question that guided this first phase was: what meanings of inclusion can be collectively derived from a course that aimed to sensitize a group to inclusion? The data was organized using Bardin content analysis technique, and discussed on the basis of the omnilectical perspective, developed by Santos. The results show the ways in which the participants &quot;built&quot; the concept of inclusion and their need to set up institutional practices based on participative citizenship, and to implement continuous evaluation of the teaching-learning processes.
A Study of the Perceptions of College Students on Cyberbullying
Author: Molluzzo, John C.
Date: 2012-08-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,College Students,Student Attitudes,Student Surveys,Knowledge Level,Incidence,Victims,Ethics,Student Behavior,Likert Scales

Cyberbullying is a concern for all citizens. Harassment and hostility continue to be evident on digital media in society. In this study, the authors evaluate the perceptions of college students on cyberbullying at Pace University. The findings from a research survey disclose a higher level of knowledge of the perceived prevalence of cyberbullying and of the perceived perpetration of cyberbullying towards distinct populations of students. The findings from the study concurrently disclosed a lower level of knowledge of perceptions of institutional pro-action on problems of cyberbullying at the university. This study will benefit administrators, counselors and instructors, and especially information systems instructors, considering an improved process to respond to the sensitivity of students confronting cyberbullying in both society and university.
The Greening of the Information Systems Curriculum
Author: Sendall, Patricia
Date: 2011-10-00
Type: Journal Articles
Subjects: Information Technology,Sustainability,Conservation (Environment),Higher Education,Social Responsibility,Business,Online Surveys,Hypothesis Testing,College Faculty,Foreign Countries,Course Content,Statistical Analysis

The purpose of this study is related to Green Information Technology (IT), Green Computing, and/or Sustainability (GITS) curriculum initiatives in institutions of higher education in the US and abroad. The purpose of this study is threefold; 1) to evaluate whether GITS academic programs have been initiated in higher educational organizations; 2) to analyze if GITS programs and/or courses are currently in place; and 3) to investigate the conceptual framework of GITS across campuses.
A Case Study: Applying Critical Thinking Skills to Computer Science and Technology
Author: Shannon, Li-Jen
Date: 2012-08-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Case Studies,Computer Science Education,Copyrights,Computer Security,College Students,Logical Thinking,Internet,Correlation

A majority of incoming college freshmen and sophomores have not applied their critical thinking skills as part of their learning process. This paper investigates how students acquire their critical thinking skills while facing the copyright, fair use, and internet security challenges in this contemporary digital society. The findings show that 90 percent of students were not able to apply their critical thinking skills with valid reasoning when they made a decision based on the case scenarios.