ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring Diversity of University Enrollments: The Generalized Variance Approach
Author: Adwere-Boamah, Joseph
Date: 2013-04-00
Type: Journal Articles
Subjects: Enrollment Trends,Student Diversity,Ethnic Diversity,Proximity,Cohort Analysis,Demography,College Freshmen,College Seniors,Student Records,Data Analysis,Measurement Techniques,Measurement Objectives

Colleges and universities increasingly voice a concern for, and dedicate institutional attention to ethnic &quot;diversity&quot; within their student population, a trend that aligns with broader concerns about social (in-)equity in US Elementary and Secondary schools. Current operational definition of diversity focuses on demographic variety of student population in particular, race/ethnicity as the major indicator of student diversity. This study used a measure of ethnic diversity, the Generalized Variance (GV) approach to investigate the diversity of students enrolled in twenty California State University (CSU) campuses. CSU system-wide diversity index was calculated and used as a target to determine the proximity of the campuses to the system-wide target. The results of analysis of fall 2011 student enrollments of CSU system show that the 1st year enrollees on the campuses were not significantly diverse than the &quot;Other&quot; students (sophomores to graduates) on the campuses. However the degree of diversity of 1st year and &quot;Other&quot; students on the same campuses showed some discrepancies or mismatches, i.e., there were some campuses with ethnically diverse 1st year students and less diverse &quot;Other&quot; students or vise versa. Most of the CSU campuses fell below the system-wide diversity index. Only 30% or six campuses were more ethnically diverse than the system-wide student population. The data seem to indicate that for CSU campuses, locale is one of the important factors that determine the ethnic diversity on the campuses.
A Survey of Educational Data-Mining Research
Author: Huebner, Richard A.
Date: 2013-04-00
Type: Journal Articles
Subjects: Educational Research,Data Processing,Data Analysis,Organizational Change,School Holding Power,Student Attrition,Educational Environment,Database Management Systems,Knowledge Management,Higher Education,Educational Improvement,Learning Experience,Organizational Effectiveness,Literature Reviews

Educational data mining (EDM) is an emerging discipline that focuses on applying data mining tools and techniques to educationally related data. The discipline focuses on analyzing educational data to develop models for improving learning experiences and improving institutional effectiveness. A literature review on educational data mining topics which covers topics such as student retention and attrition, personal recommender systems within education, and how data mining can be used to analyze course management system data. Gaps in the current literature and opportunities for further research are presented.
Enhancing Self-Awareness: Integrating Himalayan Art in a Career Planning Class
Author: Wang, Michelle
Date: 2013-06-00
Type: Journal Articles
Subjects: Community Colleges,College Students,Career Planning,Job Search Methods,Self Evaluation (Individuals),Self Concept,Job Satisfaction,Goal Orientation,Art,Teaching Methods,Field Trips,Museums,Qualitative Research

The dilemma for many college students' job search process is their overwhelming desire to locate any job rather than to satisfy their true passions. Thus, a job search can become a highly instrumental, task-oriented process, preventing students' opportunity to discover themselves and their life's purpose. Self-awareness, however, is a central concept in career planning and development because understanding one's self is crucial for job search success. Thus, self-assessment is a foremost topic in career planning classes because job satisfaction is closely linked to employees' interest in the tasks they perform. This study explores the effects of using Himalayan art in a career planning class on students' self-awareness and understanding in their job search preparation stage. The idea was inspired by the principle of Baruch College--Rubin Museum Project: that is, exposure to and participation in the arts enrich students' college experience and greatly enhance their ability to learn, understand, and function on a much higher than usual level throughout their lives. Twenty-five students from a career planning class in a community college in North America participated in this study. The findings support that a majority of students were able to query their life purpose, set career goals and connect art with the career planning subject. In addition, students' feedback supports the statement that art is an effective medium in supporting students' learning and in building connections with subject knowledge.
Should Educators Be &quot;Wrapping School Playgrounds in Cotton Wool&quot; to Encourage Physical Activity? Exploring Primary and Secondary Students' Voices from the School Playground
Author: Hyndman, Brendon P.
Date: 2015-00-00
Type: Journal Articles
Subjects: Physical Activities,Playground Activities,Playgrounds,Child Safety,Student Attitudes,Focus Groups,Interpersonal Relationship,Teacher Responsibility,Peer Influence,Teacher Behavior,Bullying,Risk,Behavior Problems,School Policy,Qualitative Research,Foreign Countries,Elementary School Students,Secondary School Students

Physical activity in school playgrounds has changed considerably over recent decades to reflect a climate of &quot;surplus safety&quot;. A growing culture of surplus safety can be attributed to a desire of parents and teachers responsible for children to protect school students from danger. The aim of this research was to examine students' perceptions of playground safety influences on physical activity during school breaks from the perspectives of the &quot;users&quot; of school playgrounds. Data collection consisted of seven focus groups (4 primary school &amp; 3 secondary school) conducted across four schools (2 primary &amp; 2 secondary). During this study, the focus group discussions consisted of 54 children (32 primary &amp; 22 secondary; 50% females; 50% males). Social-Ecological Model levels of school playground safety influence identified by both primary and secondary school students included intrapersonal safety influences (risk taking, preventing boredom, misbehaviour); interpersonal safety influences (teacher responsibilities, teacher support, peer support, teacher intimidation and bullying/territorial issues); physical environment safety influences (surfacing, protection from the weather, safe structures, protective equipment, playground space, hydration, school security and passive smoking protection) and policy/organisational safety influences (designated play areas, playground rules, further supervision, maintenance). This research addresses an important gap in the literature by providing useful information for teacher educators of the multiple safety influences on students' participation in playground physical activity.
Factors Related to the Adoption of IT Emerging Technologies by Research and Non-Research Based Higher Education Institutions
Author: Then, Keri Ann
Date: 2013-04-00
Type: Journal Articles
Subjects: Higher Education,Institutional Characteristics,Information Technology,Technology Uses in Education,Cost Effectiveness,Outcomes of Education,Ownership,Competition,Strategic Planning,Educational Objectives,Educational Facilities,Technology Integration,Job Skills,Productivity,Student Recruitment,Staff Utilization,Performance Factors,School Surveys,Decision Making,College Administration,Technology Planning,Statistical Analysis,Multivariate Analysis

This study examined the adoption of information technology (IT) emerging technology by higher education institutions with a focus on non-research and research based institutions categorized by Carnegie Mellon classifications that are members of EDUCAUSE, a higher education non-profit organization, whose mission is the use of IT in higher education. Publicly available archival information was used to survey a selected population from EDUCAUSE's member institutions. The study results indicate that research and non-research based higher education institutions mostly considered in their decision making process for adopting IT emerging technologies the cost of IT adoption, return on investment, total cost of ownership, competition, strategic and academic goals, comparable or competitor's use of IT emerging technologies, use of existing physical infrastructure, integration with existing legacy equipment, perceived worker skill sets, productivity, attracting quality students, faculty and staff, and quality of computing services. Staff training levels and academic standing with comparable schools and competitors were least considered in the decision making process for adopting IT emerging technologies. This research provides a better understanding of what factors are viewed by non-research based higher education institutions as reasons to adopt IT emerging technologies.
Using Logistic Regression for Validating or Invalidating Initial Statewide Cut-Off Scores on Basic Skills Placement Tests at the Community College Level
Author: Secolsky, Charles
Date: 2013-04-00
Type: Journal Articles
Subjects: Regression (Statistics),Cutting Scores,Community Colleges,Algebra,Writing (Composition),Mathematics Instruction,Language Arts,Two Year College Students,Developmental Studies Programs,Grades (Scholastic),Probability,Statistical Analysis,State Standards,Student Placement,Student Evaluation,Tests,Test Validity,High Stakes Tests

The community colleges in the state of New Jersey went through a process of establishing statewide cut-off scores for English and mathematics placement tests. The colleges wanted to communicate to secondary schools a consistent preparation that would be necessary for enrolling in Freshman Composition and College Algebra at the community college level. Statewide cut-off scores also allow for equity and transferability among colleges on decisions to place students out of developmental coursework in English and mathematics. Logistic regression analysis was used to produce expected probabilities of attaining a grade of C or better in the courses for given test scores. Expected probabilities were converted into statistical tests for determining the predictive accuracy of placement cut-off scores for three tests: essay, mathematics computation, and elementary algebra. Prior to the conduct of this research, passing scores were set by committees with no established standard setting method. These passing scores are evaluated here with logistic regression so that a more established standard setting methodology could be recommended to community college officials for future use.
Calculus and Success in a Business School
Author: Kim, Dong-gook
Date: 2012-09-00
Type: Journal Articles
Subjects: Calculus,Gender Differences,Academic Achievement,Correlation,Business Administration Education,Statistical Analysis,Undergraduate Students,Predictor Variables,Models

Many business schools or colleges require calculus as a prerequisite for certain classes or for continuing to upper division courses. While there are many studies investigating the relationship between performance in calculus and performance in a single course, such as economics, statistics, and finance, there are very few studies investigating the relationship between calculus and performance in upper division as a whole. In this paper, a general linear model was used to assess this less studied relationship. The findings suggest a positive relationship between calculus and upper division performance and gender differences in the relationship between the number of tries to pass calculus and upper division performance.
Dishonesty and Cheating in a Federal Service Academy: Toleration Is the Main Ingredient
Author: Malmstrom, Frederick V.
Date: 2013-04-00
Type: Journal Articles
Subjects: Ethics,Cheating,Student Behavior,Surveys,Attitude Measures,Student Attitudes,College Students,Disclosure,Psychological Patterns,Likert Scales,Correlation,Dropouts,Multiple Regression Analysis,Hypothesis Testing,Military Schools

Formal anonymous exit surveys were administered to 747 former cadets at the U.S. Air Force Academy from years 2002 to 2011. The cadet honor code specifically states, &quot;We will not lie, steal or cheat, nor tolerate among us anyone who does.&quot; Nevertheless, survey results indicated there was a significant, measurable toleration of dishonesty and cheating by these former cadets. Over 62% of these participants had admitted tolerating other cadets violating the honor code at least once, but less than 9% had actually reported these violations. Results support both Leon Festinger's (1957) Theory of Cognitive Dissonance and Brent and Atkisson's (2011) reformulation of Neutralization Techniques. These former cadets rationalized their behavior by simply disregarding toleration of dishonesty as an honor violation, thus invoking denial of responsibility for their actions. Factors contributing to the failure of whistleblowing as a deterrent to dishonesty and cheating are also discussed. Toleration of dishonest acts by others seems to be by far the most significant contributing force behind one's own subsequent dishonesty.
An Online Tutorial vs. Pre-Recorded Lecture for Reducing Incidents of Plagiarism
Author: Henslee, Amber M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Video Technology,Lecture Method,Plagiarism,Prevention,Integrity,Tutorial Programs,Hypothesis Testing,College Students,Experimental Groups,Control Groups,Gender Differences,Grade Point Average,Incidence,Intermode Differences,Learning Activities,Time on Task,Program Effectiveness,Program Evaluation

The current study compared an online academic integrity tutorial modified from Belter &amp; du Pre (2009) to a pre-recorded online academic integrity lecture in reducing incidents of plagiarism among undergraduate students at a science and technology university. Participants were randomized to complete either the tutorial or the pre-recorded lecture and then completed an academic integrity quiz. We hypothesized that students who completed the tutorial would exhibit fewer incidents of plagiarism and complete the quiz with fewer attempts. Results revealed no statistically significant difference in incidents of plagiarism between the groups. There was a significant positive relation between the number of quiz attempts and the incidents of plagiarism (r (31) = 0.388, p = 0.03). Results suggest that an online tutorial is equally effective as a pre-recorded online lecture in addressing issues of plagiarism in the classroom. These results are discussed in the context of education strategies, intrinsic motivation, and time-saving methods.
Embedding International Experiences in Business Curriculum Design: Cultivating a Study Abroad Program
Author: Babb, Jeffry
Date: 2013-06-00
Type: Journal Articles
Subjects: Business Administration Education,Curriculum Design,Study Abroad,Program Development,Comparative Analysis,Educational Opportunities,Accreditation (Institutions),Global Approach,Geographic Location,Immersion Programs,Academic Standards,Difficulty Level,Educational Objectives

In business education, the impacts of the globalization of markets, financial institutions, and economies exert increasing influence on the curriculum in business schools. Schools of business recognize the need to embed international experiences into their curriculum in order to prepare students for global context of the marketplace. Often, developing a study abroad program provides an excellent venue for achieving the aim of incorporating a focus on global and international business into the curriculum. This research outlines experiences in developing a study abroad program within the College of Business at West Texas A&amp;M University (WTAMU). A comparison and contrast of six faculty-led study abroad trips is given in order to demonstrate how faculty-led study abroad programs provide both rigorous and relevant educational opportunities that increase the global and international competencies in students. As is the case with many colleges of business seeking or maintaining AACSB accreditation, developing and providing a global focus in the curriculum is an imperative. The research demonstrates that faculty-led study abroad programs are a viable venue for achieving this mission. Important aspects of designing a study abroad trip such as location, cultural immersion, academic rigor, and linking learning goals and objectives to the college mission and learning objectives for each trip are discussed.
Restructuring Pre-Service Teacher Education to Respond to Increasing Student Diversity
Author: Stoddart, Trish
Date: 2013-04-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Curriculum Development,Student Diversity,English Language Learners,Student Needs,Educational Needs,STEM Education,Science Teachers,Educational Strategies,Quasiexperimental Design,Experimental Groups,Control Groups,Methods Courses,Classroom Observation Techniques,Scoring Rubrics,Statistical Analysis,Practicums,Scores,Comparative Analysis,Educational Experiments

Several pressing issues call for institutions charged with the responsibility to educate prospective teachers to rethink their model of teacher preparation to better address the educational needs of English Language Learners (ELLs). It is projected that by 2025 one in four students in the U.S. will be from homes where a language other than English is spoken (NCES, 2006). For at least thirty years, the achievement of ELLs has lagged behind that of native English speakers in science and literacy (Buxton, 2006; Lee &amp; Luyxk, 2006; NCES, 2006). In 2010 report, the National Academy of Science identified improving the preparation of teachers to teach science to ELLs as a national priority that would increase the successful participation of underrepresented minorities in STEM careers and degree programs (NAS, 2010). This paper describe the findings of a research and development project that involved science education faculty at three universities in developing and implementing an experimental science teacher education program to prepare pre-service teachers to use research-based instructional strategies in science teaching to improve the science learning of ELLs. A quasi-experimental study was used to examine the impact of the experimental program on 85 student teachers' instructional practice and compared with the practice of 50 student teachers who participated in the control &quot;business as usual&quot; program. The results showed that experimental group student teachers implemented significantly more ELL-responsive practices while they taught science during their clinical practices than control group student teachers.
The Pacific Oaks College's Prism Principles Professional Development Approach
Author: Beyer, Kalani
Date: 2012-09-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,Faculty Development,Educational Practices,Educational Principles,Social Justice,Equal Education,Culturally Relevant Education,School Culture,Teacher Effectiveness,Program Implementation,Educational History,Institutional Mission,Student Improvement,Academic Achievement,School Districts,Relevance (Education),Outcome Measures,Success,Educational Resources,Organizational Objectives,Role Perception

In a struggling atmosphere for education, one college is optimistic about the future by offering school districts its PRISM Principles professional development as a means to ensure that &quot;no child is left behind.&quot; Pacific Oaks College &amp; Children's School is known for its premiere programs in early childhood education, human development, and marital studies. It is expanding its unique model of education across K-12 with the intention of providing a solution through its preparation of educators and its PRISM Principles professional development for school districts to meet the needs of all students. The focus of the PRISM principles professional development is on social justice, equity, and culture-centered education as a means to transform the school culture and enhance the effectiveness of teachers so that every child can succeed. While the PRISM Principles have been a part of the mission and practices of Pacific Oaks College throughout its 65 years of existence, the implementation of these principles in an actual study is new. The success of this first scholarly venture will be an important step for this college and for the education community as it will offer a means to improve the success rate at schools by taking into account the intelligence to which students already have in a process that relies on student self-actualization and efficacy to fuel the energy and desire to succeed in school.
Summer Coursework and Completing College
Author: Attewell, Paul
Date: 2013-06-00
Type: Journal Articles
Subjects: Summer Schools,Undergraduate Students,Program Effectiveness,Academic Persistence,Academic Achievement,At Risk Students,Graduation Rate,Longitudinal Studies,Transcripts (Written Records),Student Records,College Freshmen,Educational Attainment,Scoring,Probability,Two Year College Students,Community Colleges,Student Characteristics,Statistical Analysis,Comparative Analysis,National Surveys

The summer school sessions that colleges offer their undergraduates are sometimes considered supplementary activities and are rarely perceived as central to a college's mission or effectiveness. However, analyses of college transcript data that tracked a nationally-representative sample of undergraduates for several years and through multiple colleges show that those undergraduates who attend summer school at the end of their first year of college have better retention rates thereafter and are significantly more likely to complete a degree. This relationship remains statistically significant and of substantial size after controlling for student socio-demographic characteristics and for their academic performance prior to taking summer school, using propensity score matching methods. Moreover, students with lower academic performance and others at higher risk of dropping out who attend summer school also have higher graduation rates, suggesting that administrators should conceive of summer school enrollment as an important tool for improving undergraduate retention and degree completion.
A Survey of Career Pathways of Engineering Deans in the United States: Strategies for Leadership Development
Author: Hargrove, S. Keith
Date: 2015-00-00
Type: Journal Articles
Subjects: Engineering,Engineering Education,Deans,Labor Force Development,Career Education,Communication Skills,Money Management,Fund Raising,Instructional Leadership,Professional Development,Online Surveys,Measures (Individuals),Demography,Administrator Responsibility,Administrator Role,Administrator Attitudes,Academic Achievement

The career pathways of deans in higher education seem to follow the traditional model in academia from a senior faculty position and/or department chair. This however may be different from deans in engineering education. The goal of this survey research is to assess the career paths of current Deans of Colleges/Schools of Engineering in the United States. The survey discovered that about two thirds follow the normative (traditional) career path for deans, suggest leadership attributes of good communication and fiscal management experiences are the most important, and indicate current and future challenges of fundraising and faculty development are critical issues in higher education.