ethanporcaro/eric-fulltext-meta huggingface dataset:
The Capstone Sales Course: An Integral Part of a University Level Professional Selling Program
Author: Titus, David
Date: 2017-00-00
Type: Journal Articles
Subjects: Sales Occupations,Retailing,Business Administration Education,Experiential Learning,Learning Activities,Curriculum Design,Behavioral Objectives,Scoring Rubrics,Student Projects,Assignments,Scheduling,Course Descriptions,Learning Modules,Social Media,Technology Uses in Education,Practicums,Marketing

The Capstone Sales course is the final in a sequence of five required courses in a 15 credit Professional Selling program housed in the Marketing Department at St. Cloud State University. The course is heavily focused on experiential learning activities for senior-level sales students. In this paper details of the course design, instructor and student deliverables, grading rubrics, student project/assignment guidelines, and a suggested course schedule are presented.
An Exploration of Progression Rates of Widening Participation Students on to an Integrated Master of Engineering
Author: Humphries-Smith, Tania
Date: 2017-00-00
Type: Journal Articles
Subjects: Engineering Education,Student Participation,Higher Education,Access to Education,Apprenticeships,Integrated Activities,Articulation (Education),Qualitative Research,Statistical Analysis,Questionnaires,Participant Characteristics,Parent Background,Student Educational Objectives,Career Development,Graduate Students,Foreign Countries

This paper reports on an investigation into the potential to widen participation to Higher Education provided by a flexible learning MEng Engineering. The MEng is part of an integrated programme that provides progression routes from a traditional day release Apprenticeship, through HNC, FdEng at a Further Education College to a flexible learning BEng/MEng at a Higher Education Institution. The programme was originally developed to answer a demand from local industry to upskill the engineering workforce, however, the nature of the provision means that it meets much of the best practice for widening participation. The investigation concludes that while the programme provides an opportunity for mature learners to undertake higher education, it largely provides an alternative pathway through vocational education to higher education qualifications for a white male middle class cohort. It also highlights that entry to apprenticeships that lead to progression opportunities is controlled not by educational institutions but by industry.
Supporting Source Integration in Student Writing
Author: Refaei, Brenda
Date: 2017-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Teaching Methods,Writing Instruction,Writing Improvement,Student Attitudes,Phrase Structure,Lesson Plans,Writing Strategies,Citations (References),Urban Universities,Pretests Posttests,Undergraduate Students,Research Papers (Students),Communications,Guides

A cross-disciplinary team of composition, communication, and library faculty used lesson study to investigate interdisciplinary instructional strategies to improve students' use of quoting in their writing. The team developed a three-class lesson plan to introduce the concept of quoting, practice the concept, and allow students to reflect on their use of quotations in their writing. We collected a pre and post quiz to measure students' understanding before and after the lesson, students' practice paragraphs, students' reflections, and students' final course research assignments. These samples were analyzed by the research team. Our evidence suggests that students can articulate how a quote from a source should be integrated into their writing by describing how they would use a signal phrase and quotation marks, but they have difficulty in applying this complex skill in their own writing even after focused instruction on how to use quotes.
Internalizing Behaviors and Hyperactivity/Inattention: Consequences for Young Struggling Readers, and Especially Boys
Author: Garwood, Justin D.
Date: 2017-09-00
Type: Journal Articles
Subjects: Behavior Problems,Hyperactivity,Attention Deficit Disorders,Child Behavior,Gender Differences,Males,Reading Difficulties,Emergent Literacy,Kindergarten,Grade 1,Socioeconomic Status,Scores,Children,Surveys,Longitudinal Studies,Teacher Attitudes,Hypothesis Testing,Randomized Controlled Trials,Elementary School Students,Reading Fluency,Reading Tests,Achievement Tests,Questionnaires,Screening Tests,Student Characteristics,Reading Skills,Multivariate Analysis

Although evidence of negative associations between early literacy development and children's behavior problems exists, the field still lacks an understanding of the complicated links between these two areas. Children's gender has often not been included in much of the extant research as a potential moderating variable, yet gender differences may provide insights into the nuanced relationship between early literacy development and maladaptive behaviors. Results from the current study of 472 kindergarten and first-grade children suggested that compared with nonstruggling readers, teachers rated struggling readers as higher on internalizing behaviors and hyperactivity/inattention, but not externalizing behaviors, when accounting for children's socioeconomic status. Furthermore, higher levels of internalizing behaviors and hyperactivity/inattention in struggling readers predicted lower reading scores at the end of the school year across a variety of domains, but these negative effects were more prominent for young boys. Implications for early intervention are discussed.
Designing Instruction for Critical Thinking: A Case of a Graduate Course on Evaluation of Training
Author: Darabi, Aubteen
Date: 2017-00-00
Type: Journal Articles
Subjects: Instructional Design,Critical Thinking,Graduate Students,Systems Approach,Scaffolding (Teaching Technique),Teaching Methods,Scoring Rubrics,Outcomes of Education,Thinking Skills,Learning Activities,Performance Technology,Program Evaluation,Introductory Courses

As students graduate and enter the workforce, they face the job market's demand for critical thinking (CT) skills. The demand is caused by the market's increasing need for providing professional services that require performing complex tasks. In response to this demand, institutions of higher education are expected to prepare their graduate through incorporating courses in their curricula that promote CT skills. While the definition of CT is contested across various scientific fields, several approaches to designing CT-based instruction have been proposed. This paper presents an application case of &quot;immersion&quot; and &quot;infusion&quot; approaches, borrowed from Ennis (1989), to a graduate course on evaluation of training and examines the results in terms of the critical thinking VALUE rubric developed by the American Colleges and Universities (AACU). We contend that successful application of these approaches depends heavily on relevant complex scaffolds that induce learners' immersion in CT and allow infusion of instructional features that support their CT activities. In our case, we used Systems Thinking to scaffold learners' immersion and adopted Human Performance Technology (HPT) to infuse learning activities aimed at CT. We finally examined our procedures and outcomes by using the AACU Value Rubric milestones.
Student Perceptions of the Faculty Response during the Civil Unrest in Ferguson, Missouri
Author: Linsenmeyer, Whitney
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Reaction,Advocacy,Activism,Qualitative Research,Controversial Issues (Course Content),College Students,Teacher Participation,Relevance (Education),Learning Experience,Student Surveys,Student Satisfaction,Educational Practices,Semi Structured Interviews

Crisis events are historic in the lives of higher education institutions, and they may elevate the role of faculty to leaders, counselors, and supporters of their students. The civil unrest in Ferguson, Missouri during the 2014-2015 school year impacted Saint Louis University students as the Occupy SLU movement witnessed demonstrations surrounding the university's central clock tower. In this qualitative interview-based study, 19 Saint Louis University students were interviewed regarding their perceptions of how faculty addressed the events in the classroom. Six themes emerged: active faculty participation, passive faculty participation, course relevance, altered academic experience, business as usual, and deference for faculty position. These findings serve to capture student perceptions during a historic period of time and may inform and support faculty facing crisis events in the future. This study concludes with considerations for faculty regarding their role in the classroom, the relevance of their course content to the crisis event, and the potential impact on student life.
Promoting Undergraduate Research through Integrative Learning
Author: Lewis, Elise C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Research,Undergraduate Students,Integrated Activities,Learning Activities,Information Science,College Faculty,Visual Aids,Case Studies,Communication Skills

Educators in higher education often seek innovative pedagogies to include in their classrooms. This article describes an integrative learning experience and details the planning, implementation, considerations, and benefits of creating a major-specific undergraduate research day. The event created an opportunity for students to gain confidence and practice discussing their work during research poster presentations. The event also allowed them to integrate classroom activities and extracurricular experiences to make meaningful connections. Identifying the steps, considerations, and outcomes may inform educators considering implementing this technique. The description of the undergraduate research day is applicable across disciplines and is relevant to faculty and staff working with undergraduate students.
The Essay as a Lens on Transition to the University: Student and Staff Perceptions of Essay Writing
Author: McEwan, Michael P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Essays,Student Attitudes,Teacher Attitudes,Higher Education,Plagiarism,Foreign Countries,College Freshmen,Educational Background,Acculturation,Correlation,Expectation,Grading,Evaluation Criteria,Writing Instruction,College Faculty,Comparative Analysis,Likert Scales,Reading Processes,Questionnaires

The interplay between student and teacher expectations about the requirements for successful learning in higher education (HE) can impact on successful student outcomes. This study aims to identify and understand the expectations that first year university students have towards essay production during their acculturation to HE. By examining the expectations their teachers have towards essay production, the extent of the alignment between the teacher and student expectations can be investigated. Furthermore, this study tentatively explores the impact that diverse educational backgrounds have on the formation of expectations for essay production between students and teachers in UK HE. This study identifies that although there are some areas of alignment between expectations of students and teachers, there are important differences related to plagiarism, interpreting essay questions, understanding marking criteria, and the availability of writing support. The greatest differences appear not so much related to different educational backgrounds, but instead with time spent in higher education.
Professional Development That Promotes Powerful Interactions: Using Teacher Book Clubs to Reflect on Quality in Teacher-Child Relationships
Author: White, Kelley Mayer
Date: 2016-00-00
Type: Journal Articles
Subjects: Faculty Development,Books,Clubs,Teacher Student Relationship,Teacher Collaboration,Preschool Teachers,Meetings,Interviews,Program Effectiveness,Teacher Attitudes,Teacher Competencies,Teaching Skills

For a majority of teachers, traditional professional development workshops lack relevancy and leave teachers on their own to implement what was learned. Workshops are frequently structured in ways in which teachers are seen simply as recipients of information handed down by trainers (a more passive role) versus those who reflect on and construct their own knowledge. Furthermore, decisions regarding the content of the professional development are often made by administrators and, therefore do not always reflect more immediate needs of teachers. When combined, these factors often leave teachers less interested and less personally invested in professional development. Teachers work best when they can collaborate and have time to reflect about their methods with other teachers. Professional book clubs are a good way to encourage teachers to work together and share their experiences. In this article, the author presents previous research on book clubs and a book club study that concludes professional book clubs are powerful professional development tools.
Reflections of the Changing Education System According to the Views of School Managers: Turkey Sample
Author: Orhan-Karsak, H. Gulhan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reflection,Educational Change,Administrator Attitudes,Qualitative Research,Semi Structured Interviews,Compulsory Education,Elementary Schools,Middle Schools,Educational Policy,School Entrance Age,Opinions,Transitional Programs,Elective Courses,College Entrance Examinations,Student Placement,Principals,School Organization,Vocational Education

To adapt to the advances of the era, the economic, technological, social and cultural competition continues growing rapidly between the world countries. The main way to adapt this competition is to improve the quality of human edification, in the other words to change education system. As one of the developing Asian countries in the world, Turkey wants to reach advanced development like other powerful countries in the world. So Turkey is one of the sample countries in the world that changes the education system in recent days. The aim of this research is to examine the opinions of school managers with respect to their views on the practical implications of the legal changes to the 4+4+4 new education system in Turkey. Qualitative methods were used for this phenomenon study and the participants were 34 school managers from several private and official institutions in Kirklareli city in Turkey. School managers were taken from utilizing eight semi-structured open-ended questions according to law which is about new education system to get their experiences. Data were collected in writing in fifty minutes and were given personal numbers. Data were analyzed via NVivo 10 and were created categories and themes. Findings were presented with tables and mind maps. The findings were coded into themes and presented with mind maps and tables. The results show that managers were attempting to implement the 4+4+4 new education system in Turkey accordance with the legal provisions. There are, however, some problems in doing so and the analysis of the issues they raised, has resulted in a number of recommendations.
Levels of Conformity to Leader in Normal and Critical Situations
Author: Gündüz, Yüksel
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Students,Middle School Students,High School Students,College Students,Behavior Patterns,Foreign Countries,Age Differences,Peer Influence,Personal Autonomy,Decision Making,Leadership,Statistical Analysis,Social Behavior,Student Behavior

The aim of this study is to determine primary school, middle school, high school and university students' levels of conformity to leader in normal and critical situations. Experimental model was used in the research. Study group is comprised of 80 students chosen randomly from Karadeniz Bakir Primary School, Gazi Middle School, Kazim Karabekir Anatolian High School and the department of Primary Education, Faculty of Education, Artvin Çoruh University, Turkey in 2015-2016 academic year. Participants' levels of conformity to leader in normal and critical situations were determined by first calculating group averages in normal and critical conditions to see its proximity from leader's estimate, then differences between leaders' estimates and participants' estimates were calculated to determine participants' levels of conformity to leader in each group, and finally averages of the differences in four separate conditions (NC-w/o leader, NC-w/leader, CC-w/o leader, CC-w/leader) were calculated. Results gained in this study reveal that middle school, high school and university students didn't display much conformity behaviour to leader in normal situations, but primary school students displayed higher conformity behaviour to leader. However, primary school, middle school, high school and university students displayed conformity behaviour to leader in high levels in critical situation. While students generally didn't display conformity behaviour to leader whom they chose for both situations in normal situation, they highly displayed conformity in critical situation.
The Effect of School-Based Exercise Practices of 9-11 Year Old Girls Students on Obesity and Health-Related Quality of Life
Author: Demirci, Nevzat
Date: 2017-00-00
Type: Journal Articles
Subjects: Preadolescents,Females,Obesity,Quality of Life,Child Health,Exercise,Physical Activity Level,Foreign Countries,Self Efficacy,Intervention,Experimental Groups,Control Groups,Comparative Analysis,Measures (Individuals),Body Weight,Body Height,Body Composition,Program Effectiveness,Self Esteem,Well Being,Correlation,Statistical Analysis

This study was planned to determine the effects of school-based exercise practices (SBEP) on obesity and health-related quality of life (HRQL) in 9-11 year old girls. Participants consist of girls students from 9-11 years old in two state schools in Kars. Intervention Group (n: 85) courses of games and physical activities (CGPA) and SBEP (Basketball, Handball, Volleyball, Badminton, Table Tennis) and Control Group (n: 85) were formed as only CGPA. The exercise program; intervention groups was made subject to a training load of 60-70% and repetitions making up 3 days a week for 60 minutes a day, whereas the control group is a compulsory lesson 45 minutes three days a week in the gym or playground. Health-Related Quality of Life Scale (Kid-KINDL) was used in order to define the girl student quality of life before and after SBEP while Exercise Self-Efficacy Scale (ESS) was used for determining their exercise levels. According to the findings; Intervention group was found to be significant at p&lt;0.001 level according to the height, weight and body mass index control group of girl students. 4 months after intervention, the proportion of obesity in the intervention group was 25.2% and the rate of overweight was 14.2% while it was observed that the control group had a statistically insignificant decrease in BMI. Intervention group's scores of sub-dimensions of total quality of life, physical well-being, emotional well-being, self-esteem, family as well as exercise self-efficacy levels (ESL) were observed significantly high (p&lt;0.001) compared to control group. A positive relationship (p&lt;0.01; p&lt;0.05) at the level of r = 0.361; r = 0.305; r = 0.219 was found between ESL and the sub-dimensions of physical well-being, emotional well-being and self-esteem of HRQL of intervention group while a significant relationship (p&lt;0.05) at the level of r = 0.230 was determined between ESL and the sub-dimension of friends of HRQL Scale of control group. Consequently, Female students have a positive effect on ESL and HRQL. Obesity rate decreases as ESL increases and HRQL levels also increase significantly. SBEP participation should be increased at the point of increasing HRQL in children's daily lives and educational settings.
Determination of Healthy Lifestyle Behaviors of High School Students
Author: Çelebi, Evrim
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Health Behavior,Life Style,High School Students,Student Characteristics,Gender Differences,Family Income,Parent Background,Educational Attainment,Instructional Program Divisions,Institutional Characteristics,Student Surveys,Likert Scales,Statistical Analysis,Eating Habits,Student Responsibility,Dietetics,Spiritual Development,Interpersonal Relationship,Stress Management

Healthy lifestyle behaviors can be defined as all the behaviors believed and applied by individuals to be healthy, maintain health and be protected from diseases. This study aims to determine the healthy lifestyle behaviors of high school students studying at the high schools in the Province of Elazig, Turkey. The study population of this descriptive study consists of students studying at the high schools located in the Cumhuriyet neighborhood located in the city center of the Province of Elazig. Simple random sampling method was used to select 459 students among the 9th, 10th, 11th and 12th graders studying at that high school the study sample consists of these 459 students. As a data collection tool, a Personal Information Form, which includes items for students' socio-demographic information, and the Healthy Lifestyle Behaviors Scale-II were used. The study findings indicated that students adopted the healthy lifestyle behaviors moderately. Variables such as gender, type of school, grade, family income, paternal education status were found to be effective on the healthy lifestyle behaviors.
Impact of Web Based Learning on EFL: Using On-Line Discussion Forum (ODF) to Enhance Students' Writing Skill
Author: Akmal
Date: 2017-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Syntax,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Interviews,Scoring Rubrics,Writing Evaluation,Pretests Posttests,Vocabulary,Writing Instruction,Teaching Methods,Persuasive Discourse,Essays,Writing Skills,Phrase Structure,Writing Improvement,Preservice Teachers,Computer Mediated Communication,Hospitality Occupations,Undergraduate Students,Statistical Analysis

Web based learning is considered as a breakthrough in the teaching of writing skill to the pre-service teachers at University of PGRI Semarang, Indonesia. The students should write argumentative, persuasive, and descriptive essays. This research offers significant contribution in term of the impact of web based learning on writing skill of English as Foreign Language (EFL) learners. There were 156 students who joined ODF but only 63 students (40%) were eligible. The objectives were to find its effectiveness for improving students' writing skills. Content, organization, vocabulary, syntax, mechanics, and styles of students' writing were assessed by Brown's writing rubric. Interview was conducted to find out the area of students' difficulties. The results show improvements of means score from 76.47 increased into 80.68 during post-test. The forum has significant influence on improving writing skill (t-test 2.170 &gt; t-table 1.999). p&lt;0.05, df = 62 as the students submit six to nine postings. It indicates that the students need more practices of writing. Among six writing components, syntax received the most improvement though few students still have problems with conjunctions, passive voice, and conditional clauses.