ethanporcaro/eric-fulltext-meta huggingface dataset:
The Promises of Presentational Technology for Teaching and Learning
Author: Motamedi, Vahid
Date: 2019-08-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Technology,Technology Uses in Education,Technology Integration,Teacher Competencies,Web Based Instruction,Higher Education

The teaching and learning styles that teachers and students apply in their teaching and learning have dramatically changed due to technological advances particularly in computer. Technological advancements are affecting the way we teach and learn. Technology has found a profound home in the world of teaching and learning. Teaching/learning technologies (TLT) have received considerable attention of many including academicians in recent years. The promises of TLT vary for the respective publics. Many insist that students today do not learn well with traditional teaching and learning methods. They argue that students require presentations that are visual and stimulating. Classroom teachers hold the key to the effective use of technology to improve learning. Whatever the varying perceptions of the promises of teaching, leaning, technology, presentation instruction in the classroom, using the Web for teaching the bulk of their course, and many other faculty are considering adopting such technologies. This paper will examine some of the advantages and disadvantages of only one type of TLT, presentational technology in the classroom, and some of the issues for faculty to consider before adopting it.
Achieving Racial Justice in PreK-12 Education
Author: King, John B., Jr.
Date: 2021-09-00
Type: Journal Articles
Subjects: Preschool Education,Elementary Secondary Education,Social Justice,Race,Equal Education,Minority Group Students,Educational Finance,COVID-19,Pandemics,Federal Aid,Social Development,Emotional Development,Diversity (Faculty),Minority Group Teachers,Early Childhood Education

The road to achieving racial justice in the nation is marked by times of unspeakable tragedy followed by resilience and recovery and unexpected setbacks overcome by reinvention. As the nation emerges from a devastating and deadly pandemic, it stands again on the precipice of recovery and reinvention. Many school districts have returned to normal, with the majority of students and teachers back in the classroom. Yet what is needed to propel the nation towards a more just society is a collective understanding that we cannot just go back to normal. The pandemic illuminated a narrative that the advocates for racial justice in education have been working tirelessly to both highlight and change: Normal was not good enough, especially for students of color. And despite much progress in providing opportunities and access in service of educational equity, disturbing racial inequities remain. As regulators and advocates, state boards of education have a crucial role to play in creating and maintaining a racially just system, from setting the requirements for teacher and school leader preparation programs so they foster a diverse workforce, to establishing statewide learning standards that require culturally relevant teaching and curriculum. In this article, John B. King Jr. and Denise Forte examine how progress is possible, however back to normal is not good enough.
A Chapter-Based Online Resources Project for the Introductory Personal Finance Class
Author: Pettijohn, James B.
Date: 2021-09-00
Type: Journal Articles
Subjects: Introductory Courses,Assignments,College Students,Student Interests,Textbooks,Familiarity,Money Management,Program Descriptions,Student Projects,Grading,Web Sites,Costs,Budgeting,Taxes,Internet,Banking,Credit (Finance),Motor Vehicles,Real Estate,Insurance,Disabilities,Investment,Scoring,Teaching Methods

It is an easily observed reality that the typical college/university student is extremely comfortable with the use of technology and particularly with the use of the Internet. The authors contend that this fact almost requires that instructors of finance classes incorporate the use of web-based financial resources into their in-class presentations as well as their out-of-class assignments. Given the proliferation of online resources and the extensive website listings in most finance textbooks, we believe the difficulty is not locating resources; instead, it is one of choosing a set of resources that can be employed in efficient and effective ways to enhance both the interest and the learning of students. This paper attempts to address this situation by discussing a textbook chapter-based online project created to familiarize students with a beneficial selection of online personal finance related services, while supporting topics generally encountered in the first personal financial planning class. A template designed to simplify grading of the student project submissions also is included.
An Examination of Student and Faculty Perceptions Regarding Music Education Transfer Student Preparedness and Experiences
Author: Steele Royston, Natalie
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Education,College Transfer Students,College Faculty,Teacher Attitudes,Student Attitudes,Readiness,Expectation,College Admission

Transfer students account for growing numbers in four-year music education programs. To better understand this increasing population of students, researchers employed parallel method design. One strand investigated music education faculty members' (n = 83) perceptions of transfer student preparedness, procedures, and expectations to understand admissions processes (e.g., curricula, assessments) employed to evaluate incoming transfer students. The other strand examined music education transfer students' (n = 12) academic, social, and personal preparedness to study music education in a comprehensive four-year music education program. The following research questions served as a guide for data collection and analysis: (a) What themes emerged for students throughout the investigation of the transfer process? (b) What are transfer students' perceptions of academic and musical preparedness once making the transition to four-year institutions? and (c) What are college professors' perceptions of transfer students' academic and musical preparedness upon arrival at four-year institutions? Findings from both student and faculty perspectives suggest that transfer students exhibit three common concerns throughout the transfer process. These concerns were academic, social, and personal. Further, transfer students' preparedness also emerged as a theme mentioned by music faculty as an obstacle for incoming students. Themes also included performance on departmental diagnostic assessments, various modes of communication among music faculty (i.e., applied, classroom), students, and university/college administrative personnel. Researchers provide an analysis and suggestions for addressing these concerns from multiple perspectives as well as suggestions for future research.
A Course-Embedded Study Task Planning Intervention Activity for College Students
Author: Harrington, Christine
Date: 2021-09-00
Type: Journal Articles
Subjects: Intervention,College Students,Time Management,Study Skills,Self Management,Learning Strategies,Attention Control,Help Seeking,Metacognition

This paper provides a self-regulated learning intervention activity to help college students who are struggling with time management and study efforts. The activity is modeled on theory and empirical evidence related to the science of learning. The intervention activity is a weekly course completion plan designed for a specific course. Students are prompted to motivate their study efforts, plan and schedule course-specific study tasks, and work through strategies to complete tasks. Prompts also include distraction control, help-seeking, and metacognition. The weekly plan may be customized for any course and offered to students who need guidance in learning.
Career and Technical Education Teachers Integrating Literacy and the Support Administrators Provide
Author: Piccott-Bryan, Heather
Date: 2021-09-00
Type: Journal Articles
Subjects: Vocational Education Teachers,Teacher Administrator Relationship,Teaching Experience,Integrated Curriculum,Literacy Education,Educational Change,Leadership,Cooperative Learning,High School Teachers

Changes in teaching strategies and content for literacy integration require administrators to improve the support systems for CTE teachers. The purpose of this basic qualitative study was to explore CTE teachers' experiences in integrating literacy into the curriculum and the support they receive from administrators. Fullan's change model informed the conceptual framework for this study. Individual interviews with 4 teachers and 3 administrators from a state on the east coast were conducted. Key recommendations included expanding literacy integration across all subject areas by sharing of resources across teachers, leadership and support from administrators, and additional professional development for all. Positive social change implications include improved teaching and enhanced student literacy skills. Students are more likely to be equipped with skills and strategies they need to succeed in college, to acquire postsecondary jobs, and to work effectively in the future.
Creating Professional Engagement Opportunities for Accounting Students in an HSI Designated University
Author: King, Alexander Z.
Date: 2021-09-00
Type: Journal Articles
Subjects: Hispanic American Students,Minority Serving Institutions,Private Colleges,Barriers,Accounting,First Generation College Students,Student Personnel Services,Academic Support Services,Career Readiness,Minority Group Students,College Students,College Readiness,Success,Intervention,Seminars,At Risk Students,School Business Relationship,Competition,Federal Aid,Grants,Academic Persistence,Graduation Rate

This article describes the challenges associated with shepherding accounting students in a small private urban University, many of whom are first-generation, through graduation into their first accounting jobs. These include student support programs that have been successfully implemented to support student needs and the process of leveraging the University's status as a Hispanic Serving Institution to build career opportunities for students through connections and programs with major national and regional accounting firms.
Grit, Financial Stress, and Academic Success for FGCS
Author: Bennett, Doris
Date: 2021-09-00
Type: Journal Articles
Subjects: Academic Persistence,Academic Achievement,Financial Problems,Paying for College,Stress Variables,First Generation College Students,African American Students,Ethnicity,Gender Differences,Working Hours,Personality Traits,Business Administration Education,College Entrance Examinations,Public Colleges

A student's academic success depends on many factors, including aptitude, effort, personality traits, and social and financial situations. This analysis examines the impact on academic performance in the short-term and long-term, measured by course grade and grade point average, respectively of grit, ethnicity, gender, financial stress, and being a first-generation college student. Our results indicate that in the short run, grit had a positive impact on the course grade for non-first-generation college students, but grit and hours worked had negative effects for first generation college students. In the long run, financial stress and being an African American had significant negative effect for both first generation and non-first-generation college students.
Instructional Design for a Virtual IT Course during the COVID-19 Pandemic
Author: Ma, Qingxiong
Date: 2021-09-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,Instructional Design,Educational Technology,Technology Uses in Education,School Closing,Online Courses,Asynchronous Communication,Synchronous Communication,Barriers,Internet,Computer Software,Programming,Technological Literacy,College Students,Information Management,Blended Learning,Teleconferencing,Electronic Mail,Integrated Learning Systems

The COVID-19 pandemic has affected every aspect of our lives, including instruction in the higher education system. In this sudden and stressful change, faculty had to explore different opportunities and technologies to continue to deliver quality instruction to their students. Instructional design has always been an important topic for education researchers and practitioners, and has become even more so in these challenging times. This paper presents an example of instructional design of a database course delivered virtually during the pandemic, using cloud-based tools and resources. The course employed cloud-based technologies, both synchronous and asynchronous. This paper discusses the process and tools that were used as well as the challenges encountered. The instructional design methods presented here can also be used in the post-COVID-19 era.
Integrating Technology into ESL Adult Learning in an Academically-Oriented Learning Environment
Author: Alhamed, Nehaya
Date: 2021-09-00
Type: Journal Articles
Subjects: Technology Integration,Computer Assisted Instruction,Web Based Instruction,Adult Students,Foreign Students,Adult Learning,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Translation

English, as a language, has become a common way of communication across the globe, resulting in a need for many to read and understand the language. As various countries have opened up to foreigners who seek to do business, study, or live in non-English-speaking countries, the need for having a common language has led to the establishment of English across the world. Over the years, non-native English-speaking countries have developed curriculums for their citizens, especially adults to enable them to teach themselves English. However, the courses have been rather expensive to undertake, leaving the underprivileged looking for alternatives. This paper seeks to look into the issue of accessibility by introducing the benefits of technology in learning English as a Second Language (ESL) and discussing how it has revolutionised teaching in non-native speaking countries. More specifically, this paper will look at Computer-Assisted Language Learning (CALL) and its importance towards teaching ESL. Additionally, it will highlight the importance of technology towards teaching students ESL through software and websites, as well as shed light towards some of the negative aspects of technology integration in ESL adult learning.
The Role of Technology in Reimagining School
Author: Amundson, Kristen
Date: 2021-05-00
Type: Journal Articles
Subjects: Educational Change,Technology Uses in Education,Distance Education,Influence of Technology,Equal Education,Individualized Instruction,School Safety,Electronic Learning,COVID-19,Pandemics,Academic Achievement,Elementary Secondary Education,Computer Security

The COVID-19 school closures offered states and local school districts an opportunity to reimagine education--to tailor it to meet students' needs, support teachers and aid their professional development, keep schools safe, and better support families. Thus far, not a lot of imagination is on display. In particular, schools are not taking advantage of the tremendous opportunities that technology provides--or at least have not made them available to all students. The authors predict that even if school looks more like &quot;normal&quot; in fall 2021, schools will at some point need to rely on virtual learning again. State boards of education should therefore start now to imagine and plan for Virtual School 2.0. State boards have varying levels of authority to accomplish this task, yet all have the power of the question. This article offers five questions: (1) How well have students been served by remote learning, and are there significant gaps between groups?; (2) Can technology help reduce disparities in student learning?; (3) How can technology help teachers personalize learning?; (4) How can technology keep teachers and students safe when they return to school?; and (5) Are students and educators safe in a digital learning environment?
Identification of the Interest of Turkish Middle-School Students in STEM Careers: Gender and Grade Level Differences
Author: Ergün, Aysegül
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Middle School Students,Career Choice,Gender Differences,Instructional Program Divisions,Student Interests,Vocational Interests,Occupations,Grade 5,Grade 6,Grade 7,Grade 8,Foreign Countries

In Turkey, it is predicted that the need for STEM employment in the 2016-2023 period will be close to one million and that about 31% of this need will not be met. Therefore, the identification of students' interest in STEM careers in middle-school is regarded as important. The aim of this research was to identify the interest of middle-school students in STEM careers. The sample of the research was made up of 892 students who received education in four middle-schools in the Aegean region of Turkey. In this research which was of the descriptive survey model, the STEM Career Interest Questionnaire was used to collect data. As a result of research, it was determined that the interest of male students in STEM careers is more positive compared to the female students. It was found that the interest in careers in terms of grade level did not display any differences in the area of technology, whereas it displayed differences in the areas of science, engineering and mathematics. In addition, it was identified that the interest in STEM careers displayed differences in terms of grade level and that as the grade level increases, the interest in STEM careers decreases.
Other People&apos;s Profiles: Using LinkedIn as a Teaching Tool
Author: Purcell, Bernice M.
Date: 2021-09-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Assignments,Social Networks,Job Search Methods,Search Strategies,Social Media,Student Attitudes,Student Interests,Teaching Methods,College Students,Occupations,Career Exploration

Faculty encourage students to create LinkedIn profiles and to use LinkedIn for job searches, but often realize that as soon as the profile is created, many students abandon LinkedIn. The project changed the approach to incorporate a series of assignments in which students not only revised an existing profile but then were required to develop a search strategy of their own, explained the search strategy, found three people with positions the students aspire to, and analyzed the profiles to explain why these people are suited for their positions. The approach required use of several different soft skills and enabled students to share and discuss their results. Most of the students were engaged in the project and had a beneficial overall experience.
This Old House: Bringing Awareness of Rural Issues to Students through Writing
Author: Olson, Anthony
Date: 2021-00-00
Type: Journal Articles
Subjects: Rural Education,English Instruction,Secondary School Curriculum,Units of Study,News Media,Student Research,Community,Agriculture,Environment,Writing Assignments,Place Based Education

In this essay, I explain how I switched the lens of my sophomore research unit to one that focuses on rural issues. This essay follows the unit from beginning to end. I explain what I do to raise awareness through the use of daily articles along with providing models for their own research. The essay then details the writing portion and how it has changed over time. The essay ends with a reflection of my work and choices. [The page range (94-97) on the .pdf is incorrect. The correct page range is p95-98.]
Teacher Perceptions on Implementing a Reading Program
Author: Moon, Austin L.
Date: 2021-09-00
Type: Journal Articles
Subjects: Teacher Attitudes,Program Implementation,Reading Programs,Grade 1,Elementary School Teachers,Teaching Experience,Reading Skills,Language Arts,Core Curriculum,Intervention,Writing Instruction

A new reading can lose effectiveness if not implemented consistently by all teachers. The purpose of this study was to understand how first grade teachers perceived implementation of the Core Knowledge Language Arts (CKLA)reading program and what challenges they encountered when using the program. Three research questions were explored in the study. RQ 1: How do first grade teachers perceive the Core Knowledge Language Arts reading program? RQ 2: What challenges do first grade teachers experience when teaching the Core Knowledge Language Arts reading program? RQ 3: How do first grade teachers implement the reading program as evidenced by their lesson plans? First grade teachers along with special education and Title 1 teachers who support first grade students were interviewed. The teachers who participated in the study had been trained in using the CKLA reading program. The interviews were transcribed into Microsoft Word documents and participants checked the transcriptions for accuracy. Through content analysis of the interviews, three themes from the interviews emerged. They were: 1) Strong Reading Skills Core, 2) Insufficient Interventions, and 3) Inadequate Writing Instruction. Dwecks mindset theory guided this study.
Team Meetings That Meet the Objective: An In-Class Activity Emphasizing Active Participation
Author: Law, Monica
Date: 2021-09-00
Type: Journal Articles
Subjects: Videoconferencing,Meetings,Class Activities,Student Participation,Teamwork,Active Learning,Business Administration Education,Instructional Materials,Facilitators (Individuals),Leadership Role

The author has written a class activity based on real life experience. After sitting through many years of unproductive and frustrating team meetings, the author decided to incorporate those experiences into a simulated exercise that could be incorporated during classes that include a chapter(s) on teams and /or teamwork. The goal of the activity is to: 1) help students understand the importance of active participation from all team members during meetings and 2) to help students learn how to effectively facilitate the meeting in order to help move the meeting along in an effective way and ultimately meet the objective(s). An in-class chapter discussion about teams and teamwork would lay the groundwork for this in class application. This activity can be used in a variety of Management courses that address teams and teamwork in organizations. The author provides a brief literature review focused on the subject to provide background information regarding teams. Specifically, team meetings, which are the focus of this in class exercise. Then, the author provides the specific directions for implementation of the exercise. Finally, the author provides an instructor guide including discussion questions, points for discussion, and student handouts.
Racial Justice through Expanded Choice
Author: Bradford, Derrell
Date: 2021-09-00
Type: Journal Articles
Subjects: School Choice,Race,Social Justice,Educational Change,Public Education,Racial Segregation,COVID-19,Pandemics

The American public education system is already a school choice system, which is navigated in four ways. Families are lucky (as the author ultimately was, having received a scholarship from grades 7-12 to an independent, all-boys school just outside the city). They are rich enough to pay private school tuition, or they are able to leverage the mortgage market to get a house near the right school. They are connected and thus know the right people. Or they lie about where they live to gain entrance to a school for which they normally would not be eligible. While it might be too much to expect state board members to set policy based on luck or social networks, those based on wealth and address should be wholly in their purview--and top of mind, given the historical context from which these policies arose. So why would a state board support or adopt school choice policies in 2021 and into the future? This article offers three reasons worth considering: (1) The effects on schooling of segregated neighborhoods; (2) The way the pandemic has redefined choice, and (3) The demonstrated lack of resilience of many existing school systems.