ethanporcaro/eric-fulltext-meta huggingface dataset:
Relative Performance of English Second Language Students in University Accounting Courses
Author: Wagner, Robin M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Accounting,English (Second Language),Native Speakers,State Universities,Urban Universities,School Size,Longitudinal Studies,College Students,Advanced Courses,Introductory Courses,Academic Achievement,Comparative Analysis,Grades (Scholastic)

This paper explores the relative performances of Native English Speaking (&quot;NES&quot;) students and English Second Language (&quot;ESL&quot;) students in accounting courses at a large urban state university. Based upon a longitudinal study, we conclude that the relative performance between NES and ESL students depends upon the particular course being evaluated and its order in the sequence of courses to graduation. The further along in the sequence, the more likely the ESL students will significantly outperform the NES students. In Introductory Financial Accounting, the first course in the sequence, NES students significantly outperform ESL students. We attribute this to ESL students' difficulties with English, new learning/teaching styles, lack of necessary academic skills plus culture shock. In Managerial Accounting and Intermediate Financial Accounting I, the differences are not significant which we credit to the ESL students' work on their English vocabulary, the new learning/teaching styles, and the necessary academic skills to &quot;catch up&quot; to the NES students. Assuming that our conclusion is correct, however, the full effect of this effort on the part of the ESL students is not completely felt until Intermediate Financial Accounting II and Cost Accounting. In those two courses, ESL students significantly outperform NES students. We conclude that this represents the culmination of the efforts by the ESL students. In addition to our primary objective, we also investigated the use of the relative performances of the NES and ESL students as a possible assessment of a university's success, or lack of thereof, in meeting the needs of ESL students. We concluded that this was both feasible and a reasonable approach to assessment.
Some Comments On: A Historical Note on the Proof of the Area of a Circle
Author: Naidu, Jaideep T.
Date: 2011-00-00
Type: Journal Articles
Subjects: Mathematical Models,Mathematical Logic,Mathematical Formulas,Intellectual History,Business Administration Education,Algebra,Problem Solving,Teaching Methods,Learning Activities,College Mathematics

In a recent paper by Wilamowsky et al. [6], an intuitive proof of the area of the circle dating back to the twelfth century was presented. They discuss challenges made to this proof and offer simple rebuttals to these challenges. The alternative solution presented by them is simple and elegant and can be explained rather easily to non-mathematics majors. As business school faculty ourselves, we are in agreement with the authors. Our article is motivated by them and we present yet another alternative method. While we do not make an argument that our proposed method is any simpler, we do feel it may be easier to communicate to business school students. In addition, we present a solution using a rectangle which could be left as an exercise for the student after a brief explanation in class. Finding the area of a stack of rectangles with a rectangle as a starting point may seem redundant at first. However, we show that it is actually an excellent algebraic exercise for students since it offers a certain challenge which a square does not. We also solve this exercise using the quicker triangular approach and feel it can be appreciated by students in an Introduction to Calculus course. We also provide two interesting links that demonstrate the work of the ancient mathematicians for this well known problem.
Ethics in the Accounting Curriculum: What Is Really Being Covered?
Author: Miller, William F.
Date: 2011-00-00
Type: Journal Articles
Subjects: Ethics,Accounting,Course Content,Teaching Methods,Integrated Curriculum,Curriculum Enrichment,Teacher Surveys,Fidelity,College Faculty,Teacher Attitudes,Units of Study,Educational Practices

This paper examines the current level of ethics integration across the accounting curriculum, analyzing the quantity, methods and topics included in coverage. Results of a survey of U.S. accounting faculty from 44 states and 97 different institutions on these issues are presented. The study is broken into two sections: the actual level of ethics integration and what is actually being taught. Prior research in the field has been limited to the extent to which ethics is covered in the classroom and avoided looking at what specifically is being done. This study extends this research by providing an update on the level of coverage as it exists today in the U.S., and by identifying the specific ethics topics being covered. Overall, we find that ethics integration efforts on a per-course basis are modest, and may be inadequate. We suggest that accounting programs that integrate ethics develop a formal ethics integration plan to ensure essential topics are covered, and to maximize the impact on students' ethics.
Data Preparation 101: How to Use Query-by-Example to Get Your Research Dataset Ready for Primetime
Author: Lazarony, Paul J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Data Processing,Statistical Analysis,Database Management Systems,Experiential Learning,Spreadsheets,Computer Software,Database Design,Databases,Information Transfer,Demonstrations (Educational),Research Methodology,Research Skills,Research Tools,Educational Practices

Researchers are often distressed to discover that the data they wanted to use in their landmark study is not configured in a way that is usable by a Statistical Analysis Software Package (SASP). For example, the data needed may come from two or more sources and it may not be clear to the researcher how to get them combined into one analyzable dataset. Fortunately, there is hope. The query facility within database management software (DBMS), such as Microsoft Access, is particularly well-equipped to do the data reconfigurations necessary to get datasets ready for a SASP. Unfortunately, most researchers have either never been exposed to a DBMS or are unaware of the powerful data-transforming queries that they can perform. The purpose of this paper is to introduce researchers to some very helpful and relatively easy to learn techniques for solving common dataset misconfiguration problems. It is presented in three sets of hands-on examples: (1) how to import a dataset from an electronic spreadsheet into a database table, (2) how to use an easy-to-learn DBMS facility called Query-By-Example (QBE) to perform specific data reconfiguration tasks, and (3) how to import the reconfigured dataset from the DBMS into a SASP. The software used is MS Excel, MS Access, and SPSS (originally called Statistical Package for the Social Sciences). The examples are presented step-by-step so that the reader can follow along using files downloadable from the authors' website.
Creating and Maintaining Instructor/Student Connection between Class Meetings: The Use of Eyejot--A Video Messaging Technology
Author: Lillie, Richard E.
Date: 2011-00-00
Type: Journal Articles
Subjects: Video Technology,Teacher Student Relationship,Internet,Computer Mediated Communication,Feedback (Response),Web 2.0 Technologies,Mass Media Use,Interpersonal Communication,Social Networks

Eyejot, a free video email service, makes it possible to create, send, and receive video messages over the Internet. By adding the warmth of face-to-face interaction to the traditional email message, Eyejot creates a more interactive form of communication that engages today's techsavvy students. This paper shares our experience using Eyejot to strengthen rapport and engagement between instructor and student outside the traditional classroom setting. We describe how Eyejot works and offer tips for incorporating Eyejot into course design. Student feedback offers anecdotal evidence indicating a high level of satisfaction that Eyejot brings to the teaching-learning experience.
Using Information Technology in Teaching of Business Statistics in Nigeria Business School
Author: Hamadu, Dallah
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Business Administration Education,Information Technology,Statistics,Computer Software,Developing Nations,Economics,College Instruction,Statistical Analysis

This paper discusses the use of Microsoft Excel software in the teaching of statistics in the Faculty of Business Administration at the University of Lagos, Nigeria. Problems associated with existing traditional methods are identified and a novel pedagogy using Excel is proposed. The advantages of using this software over other specialized statistical packages (SPSS, Minitab or Stata) are simplicity, universality, accessibility, increased acquisition of skills, and, more importantly, reduced cost for students and instructors alike particularly for those in developing economies. Several examples are introduced to illustrate the use of Excel in teaching statistics in a business school. Moreover, this proposition is partially motivated by an intervention program funded by the USAID that resulted in the acquisition of information and communication technology (ICT) laboratories.
Learner-Centered (LCI) vs. Teacher-Centered (TCI) Instruction: A Classroom Management Perspective
Author: Minter, Mary Kennedy
Date: 2011-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Teacher Education Programs,Leadership Training,Audience Analysis,Student Characteristics,Teaching Methods,Learner Controlled Instruction,Educational History,Reflection,Teacher Leadership,Transformational Leadership,Leadership Styles,Teacher Role,Intermode Differences

Teacher education should incorporate management and leadership training with an emphasis on student audience analysis. Macro perspectives of teaching are needed for a workable approach to the management of education.
A Comparison of Traditional and Blended Learning in Introductory Principles of Accounting Course
Author: Du, Chan
Date: 2011-00-00
Type: Journal Articles
Subjects: Accounting,Conventional Instruction,Blended Learning,Classification,Computer Assisted Testing,Homework,Assignments,Regression (Statistics),Grade Point Average,Grades (Scholastic),Mathematics Achievement,Gender Differences,Class Activities,Integrated Learning Systems,Academic Achievement,Models

This paper examines whether a blended course that introduces lower-level education online learned by students before they come into class and after class online assignments and online discussions enhances student performance for an introductory principles of accounting course over the period 2009-2010. The blended course design includes (1) before-class online quizzes, (2) after-class online homework assignments and online quizzes, (3) after-class comments postings, and (4) company case and project online postings. The regression results show that the above designed blended course improves the student final examination/course performance through in-depth in class activities after controlling for prior GPA, math grade, gender, transfer, homework grade, online quiz grade, and in-class exercise grade.
An Analysis of the Differences between Student Age and Social Networking Utilization within a School of Business
Author: Zula, Ken
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Networks,Business Administration Education,College Students,Employers,Career Exploration,Internet,Age Differences,Correlation,Demography

Social networking sites such as Facebook, LinkedIn, and Twitter are widely regarded as an exciting opportunity to communicate with friends, especially for college students. The overall response to social networking tends to be one of trust regarding a generation that, supposedly has many friends but little sense of privacy. Employers use social media sites to perform preliminary screenings of potential employees. The information students post on social media sites can be used in making employment decisions. This article examines the difference between student age, and career exploration/research and social networking usage. The researchers will discuss the implications for educators, administrators, and researchers. Findings, conclusions, and recommendations will be presented.
Educational Ecosystems: A Trend in Urban Educational Innovation
Author: Abdul-Jabbar, Mustafa
Date: 2015-00-00
Type: Journal Articles
Subjects: Urban Education,Educational Innovation,Ecology,Private Sector,Public Sector,Partnerships in Education,Commercialization,Case Studies,Educational Technology,Educational Benefits

There is an increasing reliance on market principles and values in the education space, particularly in urban contexts, accompanied by a growing diversification of educational service providers. Due in part to increased interactivity amongst constituents in this growing assembly of providers and actors, educational innovation ecosystem arrangements have emerged across urban centers. In this article, we present and define the concept of educational innovation ecosystems: The concept is discussed generally as a product of an increased market emphasis in the education sector and more specifically as a product of public-private partnerships. The concept is further exemplified through case examples that offer a perspective on how such arrangements can be of benefit in urban education environments. The article opens with an example of how market logic has been operationalized in some urban centers through a diversification model for providing schooling services. Next, we discuss and provide case examples of educational innovation ecosystems. Finally, we conclude with a discussion of how education technology, as an outgrowth of public-private activity and collaboration, is being designed for pedagogical application in schools.
Listening to Students from Refugee Backgrounds: Lessons for Education Professionals
Author: Mthethwa-Sommers, Shirley
Date: 2015-00-00
Type: Journal Articles
Subjects: Refugees,Listening,Coping,Victims of Crime,Bullying,High School Students,Qualitative Research,Focus Groups,Interviews,Student Experience,Resistance (Psychology),Racial Bias,Language Minorities,Religious Discrimination,Clothing,Change Strategies,Student Attitudes

This article is based on a study that examined how students from refugee backgrounds cope with victimization and bullying in three urban high schools in the United States. Qualitative methods of data collection and analysis were employed. Twelve high school students from refugee backgrounds participated in the study, which involved focus group interviews. Data were analyzed using the process of coding. Students reported a wide range of victimization and bullying experiences from verbal to physical assaults. Further, students reported multiple ways of coping with victimization and bullying. The study provides practical lessons for teachers and administrators to mitigate bullying among refugee students.
Saturday School: Implementing Project-Based Learning in an Urban School
Author: Catapano, Susan
Date: 2015-00-00
Type: Journal Articles
Subjects: Urban Schools,Student Projects,Active Learning,Program Implementation,College School Cooperation,Partnerships in Education,Preservice Teachers,Interviews,Student Surveys,Observation,Student Teacher Attitudes,Scheduling,Educational Quality,Qualitative Research,Case Studies,Attitude Change,Student Participation,Educational Attitudes,Preservice Teacher Education,Elementary School Students

Expanding the university-school partnership in one urban district led to the development of a Saturday enrichment program with preservice teachers planning curricula based on project learning. Researchers asked if this program, a departure from the structured curriculum of Monday through Friday class, had an impact on learners involved. Data were collected through interviews, surveys, and observations from 2005-2010. Overall results indicate that the program had a positive impact on learners and their attitudes about learning. Attendance in the program was high when the curriculum was student-driven. Conflicts in philosophy among administrators had a negative impact on the ongoing success of Saturday School. &quot;If there has ever been a time to improve schools, the time is now.&quot; -Scherer, 2010
Much More than It's Cooked-up to Be: Reflections on Doing Math and Teachers' Professional Learning
Author: Taton, Joshua A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Reflection,Faculty Development,Mathematics Education,Training Methods,Pedagogical Content Knowledge,Capacity Building,Teacher Effectiveness,Communities of Practice,Program Effectiveness,Instructional Improvement,Educational Practices,Educational Strategies,Educational Change,Improvement Programs,Elementary Secondary Education

The author argues that students' persistent struggles with mathematics suggest a new form of professional development for teachers is needed. The author draws on a model of professional learning in literacy education to propose an analogous model for mathematics education: teachers of mathematics need to produce mathematical ideas, themselves, in order to better support their students in becoming mathematical thinkers. It is not enough to focus singularly on developing teachers' content understanding, however, because mathematical ideas are embedded within their representational forms; therefore, any content-related professional development must also include pedagogical discussions. The author concludes by describing a research-based, high-quality professional development community--the Philadelphia Area Math Teachers' Circle (PAMTC)--in which authentic mathematical inquiry and pedagogical analysis occur hand-in-hand.
Teacher Networks Companion Piece
Author: Hopkins, Ami Patel
Date: 2015-00-00
Type: Journal Articles
Subjects: Communities of Practice,Network Analysis,Educational History,Educational Research,Organizational Objectives,Organizational Theories,Improvement Programs

Network building vitally impacts career development, but in few professions does it impact daily practice more than in teaching. Teacher networks, known as professional learning communities, communities of practice, peer learning circles, virtual professional communities, as well as other names, play a unique and powerful role in education. In addition to providing opportunities for teachers to impact school change on local, state and national levels, networking links teachers directly to resources that improve classroom environments and support the generation of instructional tools, which directly impacts student learning. The diverse and vast knowledge base of networks includes school-wide, grade-level, and content area strategies. It also includes innumerable approaches to learning, such as project-based learning, connected learning, and maker-centered learning. Leveraging this knowledge base through a network brings novice teachers into the fold, supports the professional growth of mid-career educators, and reinvigorates seasoned veterans. Teacher networks present opportunities for teachers to serve as peer mentors, rediscover intellectual passions, present and discover new models of learning, and reframe their professional identities as teacher-researchers, teacher-leaders, and teacher-mentors. For these reasons, the Philadelphia Education Fund (Ed Fund) has incubated and advocated for teacher networks through program and policy efforts for more than two decades. The Ed Fund's investment in teacher networks is a critical piece to impacting Philadelphia's teacher network landscape through District-wide policy initiatives, teacher network-based professional development, teacher convenings, and teacher pipelines.
Philadelphia's Renaissance Schools Initiative after Four Years
Author: Stratos, Kati
Date: 2015-00-00
Type: Journal Articles
Subjects: Low Achievement,Achievement Gains,Educational Change,Academic Achievement,Program Evaluation,Program Effectiveness,School Districts,Educational Improvement,School Effectiveness,School Turnaround,Barriers,Charter Schools,Observation,Documentation,Interviews,Elementary Secondary Education

In 2010-2011, the School District of Philadelphia (the District) launched its Renaissance Schools Initiative, a program designed to dramatically improve student achievement in the District's lowest performing schools. Some schools became Promise Academies, based on the federal turnaround model, and remained District-operated neighborhood schools. Other schools became Renaissance Charters, based on the federal restart model, and shifted management to external charter providers while remaining neighborhood schools. The District has added new Renaissance Schools each year from 2010-2011 through 2013-2014 and, to date, converted 20 schools to Renaissance Charters and 15 to Promise Academies. Three of those 15 Promise Academies have since closed. Early research showed improved student outcomes in Cohort One Promise Academies initially (Gold, Norton, Good, &amp; Levin, 2012), but after three years, the majority of Promise Academies had not achieved rapid or dramatic increases in student achievement (Wolford, Stratos, &amp; Reitano, 2013). Meanwhile, Renaissance Charters, which were showing improvements on par with Promise Academies after Year One, demonstrated rapid growth in student achievement in more than half of the schools after Year Three (Gold et al., 2012; Wolford et al., 2013). This article explores the implementation of the Promise Academy model over the first four years of the initiative and, in particular, examines why the model has floundered compared to the relative success of the Renaissance Charters.
Intrinsic Motivation and the Five-Paragraph Essay: Lessons Learned on Practitioner Research, the Role of Academic Research in the Classroom, and Assessing Changes in Student Motivation
Author: LaSalle, Dan
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Motivation,Essays,Writing Instruction,Inquiry,Urban Education,Educational Strategies,Teaching Methods,Outcomes of Education,Educational Research,Beginning Teachers,Writing Assignments,Student Writing Models,Disadvantaged Schools,Grade 9

Struck by his students' often hostile and apathetic responses to assignments and instruction and hoping to contribute to the knowledge of motivation, Dan LaSalle began to take an inquiry stance on his own practice. He studied his practice on three fronts with the help of an off-site teacher research group: (1) how his inquiry question changes as a developing urban educator who attempts to incorporate findings and suggestions from motivational psychology without being a student in the academy; (2) the effectiveness of classroom strategies to increase student motivation as a second-year teacher; and (3) the student outcomes he observed. Each of these fronts influenced the others and his practice as the school year continued. LaSalle reports on these influences throughout the academic year and concludes this article by discussing the implications of his narrative for practitioner research, the assessment of student motivation, the role of academic research on student motivation for educators, and the potential contributions of novice educators' voices in education. This article represents a teacher's efforts to synthesize academic research and pedagogical strategies with a developing competence as an educator for impoverished, under-motivated, and academically behind students.