ethanporcaro/eric-fulltext-meta huggingface dataset:
The District-Wide Sustainability of a Professional Learning Community during Leadership Changes at the Superintendency Level
Author: Abrego, Chuey
Date: 2011-00-00
Type: Journal Articles
Subjects: Sustainability,Trust (Psychology),Communities of Practice,Superintendents,Role,School Districts,Mixed Methods Research,Case Studies,Faculty Development,Computer Software,Instructional Leadership,Capacity Building,Participative Decision Making,Change Agents,Personnel Selection,Achievement Tests,Achievement Gains,Labor Turnover,Teacher Attitudes,Principals,Central Office Administrators,Boards of Education,Followup Studies,Semi Structured Interviews,Surveys

The purpose of this mixed methods follow-up single case study was two-fold: to determine if a school district was able to sustain a professional learning community (PLC) and to identify factors that enhanced, inhibited, or promoted the sustainability of a PLC from a district-wide perspective, with particular focus on how a change in leadership, i.e. a new superintendent, affected the sustainability of PLC attributes. In addition, the role of trust in influencing the sustainability of a professional learning community will be discussed in this paper.
Superintendent Length of Tenure and Student Achievement
Author: Myers, Scott
Date: 2011-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Superintendents,Multiple Regression Analysis,Tenure,Academic Achievement,Correlation,Grade 3,Reading Achievement,Predictor Variables,Experience,School Districts,Low Income Groups,At Risk Students,Enrollment,Labor Turnover,Persistence

This quantitative study, utilizing the backward method of multiple regression, examined the relationship between the length of tenure of a superintendent and academic achievement as defined by the percentage of students who scored &quot;Proficient&quot; or better on the 2008 Third Grade Kansas Reading Assessment. To put this relationship into context, five other predictive variables were included as a part of this study: the individual's total length of experience as a superintendent, the superintendent's total length of experience in education, each district's assessed valuation per pupil, each district's percentage of students who qualified for free or reduced meal prices, and each district's total student headcount. To gain the most comprehensive view possible, all 295 Kansas school districts in existence in 2008 were included in this study. Although included as one of the four predictive variables that had a significant effect on the percentage of students who scored &quot;Proficient&quot; or better on the 2008 Third Grade Kansas Reading Assessment, the primary focus of this study--to examine the impact a superintendent's length of tenure has on students' academic achievement--proved to have the least relative impact, according to beta weights.
The Influence of Learning Styles on Student Perception and Satisfaction in a Highly Collaborative Team Taught Course
Author: Sullivan, Daniel
Date: 2013-00-00
Type: Journal Articles
Subjects: Cognitive Style,Student Attitudes,Satisfaction,Team Teaching,Undergraduate Students,Business Administration Education,Curriculum,College Faculty,Interviews,Questionnaires

Team teaching an undergraduate business capstone course has the potential of providing students with an enhanced learning experience in a number of ways. This study examines the relationship between faculty and student learning styles and their impact on student perception and satisfaction in a highly collaborative team taught undergraduate business capstone course.The faculty members as well as students in the control and experimental groups completed Kolb's Learning Style Inventory. Research data revealed that the learning styles of the three member faculty team influenced student perception of course material and their overall level of satisfaction. This study suggests that the diversity of faculty learning styles present in the classroom provides a common connection with groups of students with the same or similar learning style which enhances the learning environment. In addition, the highly collaborative team teaching model created an environment of cohesion and commitment among the faculty members.
Pedagogical Design for a Cross-Functional Course in the Accelerated MBA Program
Author: Balasubramnian, Bhanu
Date: 2011-00-00
Type: Journal Articles
Subjects: Masters Degrees,Business Administration Education,Money Management,Marketing,Finance Occupations,Graduate Students,Student Projects,Educational Assessment,Program Implementation,Feedback (Response),Student Attitudes,Teamwork,Shift Studies

The sub-prime financial crisis exposed weaknesses in the financial risk management of several prominent firms. A deficient risk management is mainly attributed to the lack of integration of finance with other business disciplines. In this paper, we describe a tested implementation of a cross-functional project that improves students' understanding of firm-value creation and risk management. While this approach can be implemented in any MBA program, we focus specifically on accelerated MBA programs with tight time constraints. Our methods are different from most other integrated courses in several ways. Our cross-functional project bridges the knowledge gaps of students in the area of finance, even if finance is not their primary area of specialization. Further, our approach creates a virtuous cycle for students, faculty, clients, local banks and institutions, university, and the local community.
Development of an Award Winning Volunteer Income Tax Assistance Program: A Case Study
Author: Miller, William F.
Date: 2013-00-00
Type: Journal Articles
Subjects: Taxes,Public Agencies,Accounting,Universities,Volunteers,Low Income,Older Adults,Disabilities,Best Practices,Program Design,Scheduling,Internet,Program Development,Futures (of Society),Case Studies,Course Descriptions,Facilities,Learning Experience,Certification,Tests,College Students,Awards

The Volunteer Income Tax Assistance (VITA) program, sponsored by the IRS, offers free tax services for individuals with low-to-moderate incomes, the elderly, disabled and/or those who lack English language proficiency. Although established by the IRS in 1969, it is administered by partnering community based volunteer organizations throughout U.S., like universities, schools, religious groups, credit unions or other non-profit organizations. Many VITA sites are sponsored and run by universities through their Accounting departments. The 2012 Internal Revenue Service Advisory Council Public Report indicated that in 2010 only 3% of qualifying tax returns were prepared at VITA sites, with 62% of qualifying returns being prepared by paid preparers (IRS, 2012, p.51). In addition, there are still a large number of individuals who fail to file returns at all often leaving potential tax refunds and credits unclaimed (Lim, DeJohn and Murray, 2012). The purpose of this paper is to share the best practices used at our university to create an award winning VITA program. The specific topics to be addressed are location, layout, operating hours, staffing &amp; training, process, promotion, electronic filing, other services and things to avoid. These topics are not only what we believe to be the most important in running a successful VITA site but the American Taxation Association 2007 Best Practices Report lists these same topics as well (ATA, 2007). We will conclude the paper with a discussion of our plans for the future growth of the program.
University in Transition: Faculty Sense-Making and Responses
Author: Gonzales, Leslie D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Research Universities,Institutional Mission,Educational Change,College Faculty,Teacher Attitudes,Qualitative Research,Data Analysis,Tenure,Adjustment (to Environment),Resistance to Change,Organizational Change,Teacher Role,Faculty Workload,Discourse Modes,Discourse Analysis,Interviews

Across the institutional spectrum, universities are attempting to reposition themselves as more research dominant institutions, a pattern referred to as &quot;mission creep.&quot; Such changes in university missions have several critical implications for faculty members and their work. In this qualitative study, we interviewed ten tenure-track faculty members to explore how they make sense of and respond to Sun University's creeping university mission. Through qualitative data analysis, we found that faculty use organizational scripts to construct and make sense of their role, yet they do so towards different ends. Some faculty members own the transition and attempt to contribute to its success, while others negotiate the transition by mobilizing these very same scripts. Finally, a third subgroup resists the transition to research status altogether by using the organizational scripts in different ways. Ultimately, this study shows the importance of organizational scripts as faculty members used them in disparate ways to carry out the personal ambition and hopes that faculty often have for their work.
Nursing Workload and the Changing Health Care Environment: A Review of the Literature
Author: Neill, Denise
Date: 2011-00-00
Type: Journal Articles
Subjects: Nursing,Nurses,Responsibility,Literature Reviews,Human Factors Engineering,Cognitive Ability,Stress Variables,Physiology,Difficulty Level,Job Performance,Attention,Theories,Cognitive Processes,Influences,Measurement Techniques,Work Environment

Changes in the health care environment have impacted nursing workload, quality of care, and patient safety. Traditional nursing workload measures do not guarantee efficiency, nor do they adequately capture the complexity of nursing workload. Review of the literature indicates nurses perceive the quality of their work has diminished. Research has looked at tasks associated with nursing work, but not the nurse's perception of workload demands. Human factors research principles examine cognitive and perceptual abilities needed to meet the workload demands. A human factors framework focuses on mental demands and adds an understanding of why some demands are handled easily while others lead to mental overload and decreased performance. Study findings in human factors research indicate that human beings have the ability to attend to multiple details simultaneously and that the subjective perception of the worker is important in understanding the multiple, complex dimensions of workload. This review identifies the body of nursing workload research and establishes the need to include a subjective perception of the nurse as part of any workload measure.
University Technology Transfer Factors as Predictors of Entrepreneurial Orientation
Author: Kirkman, Dorothy M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Technology Transfer,Universities,Entrepreneurship,Predictor Variables,Biotechnology,Innovation,Shared Resources and Services,Certification,Hypothesis Testing,Pretesting,Surveys,Research and Development,Correlation,Knowledge Management,Multiple Regression Analysis

University technology transfer is a collaborative effort between academia and industry involving knowledge sharing and learning. Working closely with their university partners affords biotechnology firms the opportunity to successfully develop licensed inventions and gain access to novel scientific and technological discoveries. These factors may enhance a firm's entrepreneurial orientation by supporting innovative, proactive, and risk-taking behaviors. This study investigates whether university technology transfer characteristics such as the transfer process, transfer modes (formal and informal), and transfer terms influence entrepreneurial orientation. Using survey data from biotechnology firms that develop human health therapies, the findings suggest that the transfer process and informal technology transfer promote a firm's ability to act entrepreneurially. Exclusive licensing terms, on the other hand, have a negative influence, and formal technology transfer does not significantly contribute to a firm's entrepreneurial disposition.
Administrative Strategies for Preparing Teaching Candidates to Be Building-Level Technology Change Agents
Author: Rose, Richard
Date: 2011-00-00
Type: Journal Articles
Subjects: Change Agents,Educational Technology,Technology Uses in Education,Methods Courses,Preservice Teacher Education,Educational Administration,Course Descriptions,Educational Assessment,Interviews,Instructional Effectiveness,Standards,Textbooks,Online Courses,Teacher Effectiveness,Questionnaires

Teacher education graduates in their early years of service are ill-prepared to act as building-level change agents who can advocate for the enhanced use of technology in the classroom. In this study, a group of experienced teachers seeking the M.Ed. in Educational Technology suggest that the lack of confidence which new teachers show in relation to technology can be traced back to the absence of rigorous technical skill-building in both their Introduction to Educational Technology class and methods classes. These tech-savvy mid-career teachers then identify obstacles to enhancing pre-service teacher education programs with more effective preparation in teaching with technology and discuss ways to overcome these obstacles. They conclude that a rethinking of how technology teacher training programs are conceptualized and administered is needed.
Federal Accommodation Policy in Practice: Implications for a Substantive Process
Author: Hemmer, Lynn
Date: 2011-00-00
Type: Journal Articles
Subjects: Disabilities,Educational Legislation,Federal Legislation,Testing Accommodations,Educational Policy,Individualized Education Programs,Program Implementation,Decision Making,State Policy,Educational Administration,Faculty Development,Special Education,Elementary Secondary Education

The design of governmental regulations creates an assumption that policy implementation is linear in nature and is unproblematic (Dorey, 2005). As states, local education agencies (LEAs), and eventually school leaders and teachers engage in the policy implementation process, it becomes evident that this hierarchal dissemination of policy results in various interpretations and actions (Spillane, 1996, 2002). In the 1997 Individuals with Disabilities Education Act (IDEA) and the 2001 No Child Left Behind (NCLB) Act, the legislative language clearly states that students with disabilities are to participate in assessments with accommodations as described on their Individualized Education Plan (IEP). Research suggests that teachers continue to have difficulty discriminating between accommodations and modifications and between learning strategies and accommodations (Bruininks et al., 1994; Ysseldyke et al., 2001), as well as choosing accommodations that benefit students (Fletcher et al., 2006; Fuchs, Fuchs, Eaton, Hamlett, &amp; Karns, 2000; Helwig &amp; Tindal, 2003). It may be that state-level guidance for policy implementation is addressed at the procedural level, while the IEP teams need guidance on the substantive level of accommodation assignments. This paper draws on policy implementation literature in general and accommodation policy literature specifically to understand the relationship between how states and districts approach accommodations policy and the resulting impact on the decision-making process used by the IEP team to assign accommodations. The authors make suggestions for considering a framework for a professional development experience addressing accommodation assignments. The authors' suggestions seek to improve the substantive consideration between policy and practice to enhance the decision-making process used by IEP teams.
University Reading: How Do We Turn It On?
Author: Trice, John-Nathan
Date: 2011-00-00
Type: Journal Articles
Subjects: Reading Motivation,Student Motivation,Study Habits,Reading Strategies,Learner Engagement,Intervention,Reading Assignments,Undergraduate Students,Student Surveys,Program Effectiveness,Instructional Materials,Prompting,Student Attitudes,Cooperative Learning

Universities and colleges are experiencing increasing challenges of educating millennial students, individuals who lack motivation and tenacity to engage in the learning process. Ideally, university students have read materials and are prepared to engage in collegial interaction. The purpose of this study was to determine whether university students are preparing for class and whether instructional reading strategies are effective to engage them in meeting course requirements. Results indicated that participants overwhelmingly do not read prior to class, but with research-based interventions, millennial students engaged in reading assignments and obtained content information relevant to the course.
Sticker Shock: Management Professors' Perspectives on the Rising Costs of College Textbooks
Author: Williamson, Stan
Date: 2011-00-00
Type: Journal Articles
Subjects: Textbooks,Costs,Business Administration Education,Teacher Attitudes,College Faculty,Money Management,Teacher Surveys,Rating Scales,Textbook Selection,Publishing Industry

This study uses Internet survey methodology to target management instructors' views on the cost of textbooks and the strategies that might be exercised by universities, publishers, and legislatures to control cost increases. From a random sample of 2,893 management professors selected, using university websites, from universities throughout the United States, 228 provided useable responses. Findings suggest that management instructors, particularly those with years of experience, acknowledge the concerns their students have over high textbook prices. They are willing to have legislation enacted to force changes in the marketing of the textbooks by publishers, but they do not want university policies that unduly (from their perspective) restrict their choices for texts. Nor are they in favor of possible publisher cost saving strategies that appear to add administrative burdens on faculty involved in the adoption process. Future research should include investigating techniques for reducing the rising costs of textbooks.
Learning by Observing Our Peers
Author: Berry, Dave
Date: 2008-00-00
Type: Journal Articles
Subjects: Observation,Self Evaluation (Individuals),Workshops,Teacher Collaboration,Peer Evaluation,Undergraduate Students,College Faculty,Meetings,Confidentiality,Group Discussion,Graduate Students,Foreign Countries

This essay describes the administration of peer observation programs with a focus on supporting scholarly teaching. The factors found to be influential in designing these programs are emphasized in an attempt to provide a framework on which others may build their own variations of a self-study group.
To the Point: How Management Faculty Use Powerpoint Slides and Quizzes
Author: Williamson, Stan
Date: 2011-00-00
Type: Journal Articles
Subjects: College Faculty,Business Administration Education,Tests,Teaching Methods,Computer Software,Visual Aids,Teacher Characteristics,Teacher Attitudes,Surveys

This exploratory study examines U.S. management faculty usage of two types of supplements: PowerPoint (PPT) slides and quizzes. Results suggest the majority (67%) of experienced management faculty frequently employ PowerPoint in their classes. However, they do not see PPT basic slides provided by the publisher as very central to getting their message across. In using PPT they tend to personalize publisher slides to cover issues discussed in class and to embellish slides with visuals and videos for interest. Primarily they encourage their students to use PowerPoint slides provided on the instructor's website to review lectures and chapter material to prepare for exams. Half of our study's management professors used quizzes sparingly or not at all. When quizzes were used, professors developed their questions more often based on material presented in class as well as from the text. Further research investigating the reasoning behind faculty's choices is warranted.
Program-Level Assessment of Learning Outcomes in a Faculty Certificate Program on the Scholarship of Teaching and Learning
Author: Hubball, Harry
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scholarship,College Instruction,Intellectual Disciplines,Instructional Leadership,Context Effect,Program Evaluation,Certification,Action Research,College Faculty,Outcomes of Education,Program Implementation,Planning

This paper highlights program-level assessment of learning outcomes in an 8-month Faculty Certificate Program (UBC-FCP) on the scholarship of teaching and learning (SoTL) at the University of British Columbia (UBC). The aim of the UBC-FCP is to enhance SoTL in multidisciplinary settings. Essentially, SoTL is an approach to academic work that integrates research, teaching, and learning. This article provides a flexible and iterative framework to examine whether and how program-level learning outcomes are implemented in a faculty certificate program. Data from this study suggest that educational leadership, learning context, planning, programming and assessment processes were critical factors in the development and implementation of program-level learning outcomes.
The Medicine Wheel: A Versatile Tool for Promoting Positive Change in Diverse Contexts
Author: Kemppainen, David
Date: 2008-00-00
Type: Journal Articles
Subjects: College Students,Context Effect,Educational Environment,Student Adjustment,American Indian Culture,School Counseling,Goal Orientation,Planning

This essay describes the utility of employing the medicine wheel with university students in both counselling and instructional contexts. A brief description of the medicine wheel, its history, symbolic significance, and use in diverse contexts is discussed. The preliminary data suggest this to be a valuable tool in addressing both the academic performance and psychological adjustment issues often faced by university students.
A Comparison of Urban, Suburban, and Rural Principal Leadership Skills by Campus Student Achievement Level
Author: Erwin, Susan
Date: 2011-00-00
Type: Journal Articles
Subjects: Principals,Instructional Leadership,Academic Achievement,Urban Schools,Suburban Schools,Rural Schools,Administrator Qualifications,Leadership Qualities,Comparative Analysis,Accountability,Public Schools,Statistical Analysis,Elementary Schools,Middle Schools,High Schools,Administrator Characteristics

Because of the importance of developing highly skilled school leaders, statewide assessments of 784 Texas public school administrators were compared in a causal-comparison study to determine how leadership skills varied by type of campus (urban, suburban and rural) and by campus student achievement ratings. Data were collected from a 2006-2008 Texas state-approved principal performance assessment, Principal Assessment of Student Success (PASS). Principal leadership skills identified in PASS were compared within campus student achievement categories as measured by Texas (No Child Left Behind) public school accountability ratings, and data were disaggregated by campus type (urban, suburban, rural). Important findings indicate that leadership skills of urban, suburban, and rural principals at campuses with the state's highest student academic achievement ratings differ from skills of principals at schools with lower student academic achievement ratings. Study findings indicate that principals from all campus achievement levels demonstrate functional domain (managerial) skills; however, as principals increasingly demonstrate programming domain (systemic) skills, campus student achievement increases. This finding suggests the need for professional development aimed at nurturing systemic practices among campus leaders. In addition, clear communication, both individually (i.e. Oral Expression) and within groups (i.e. Staff Development) appears to differentiate leaders at more highly rated campuses, indicating a need to develop these skills to a greater extent.