ethanporcaro/eric-fulltext-meta huggingface dataset:
Genius Loci: Introducing a Place-Conscious Approach to Management Education
Author: Sheridan, Michael
Date: 2018-09-00
Type: Journal Articles
Subjects: Place Based Education,Administrator Education,Business Administration Education,Management Development,Masters Programs,Sustainability,Teaching Methods,Educational Innovation,Sociology,Ideology,World Views,Ecology,Politics,Economics

The current management curriculum tends to focus on large, context-free corporations, despite the fact that some other disciplines recognize that localized learning and a sense of place can enhance their pedagogical strategies. The purpose of this article is to advocate for the diffusion of place-conscious management education (PCME) in order to develop students' tacit knowledge and better address issues of sustainability within a specific location. To this end, I develop a framework for place-based management education and illustrate how each dimension can be incorporated into an MBA course on corporate sustainability. PCME contextualizes business education to nurture a deeper understanding of the interconnections between the social, environmental, and economic realms and thus can lead to more effective teaching strategies, and ultimately, greater innovation. The paper concludes with a discussion of the commonalities between existing management education concepts and PCME.
English Language Development: Preparing for a Business Career
Author: Andrade, Maureen Snow
Date: 2018-09-00
Type: Journal Articles
Subjects: English for Special Purposes,College Students,Business Administration Education,Language Acquisition,Business English,Business Communication,Second Language Learning,Foreign Students,Student Motivation,Goal Orientation,Interpersonal Communication,Communicative Competence (Languages),Language Proficiency,Learning Strategies,Student Attitudes,Employment Potential

Business programs in the U.S., UK, and Australia host large concentrations of globally mobile students who seek English language learning opportunities as part of their studies. This exploratory study identified factors that impacted the English language development of globally mobile students in U.S. business programs, including the level of English attained and their preparation for global employment. Students improved their English through social involvements and academic strategies, but did not always complete their studies with needed career competencies. Implications indicate a need for greater institutional awareness and innovation to ensure that globally mobile students acquire professional level English skills.
Graph Processing Using SAP HANA: A Teaching Case
Author: Hwang, Mark
Date: 2018-09-00
Type: Journal Articles
Subjects: Graphs,Databases,Programming Languages,Mathematics,Information Systems,Data,Database Management Systems

The purpose of this teaching case is to develop a hands-on exercise on graph processing using a hybrid system. The paper provides a background on graph databases and how graph processing is supported in a hybrid system, SAP HANA. It also details step-by-step instructions on how to create, modify, and process a graph database using SAP HANA. The teaching case provides instructors with materials that can be readily implemented in classrooms. Because there is no software to purchase or install, there are no costs to the instructor or the school. The assignment can be completed by any student with knowledge of SQL. All the software tools are accessible to any instructor whose school is a member of the SAP University Alliances program, which is free to join.
Happiness in High School Students: Autonomy, Relatedness, Competence and Meaning in Life
Author: Demirbas-Celik, Nur
Date: 2018-00-00
Type: Journal Articles
Subjects: High School Students,Psychological Patterns,Personal Autonomy,Student Needs,Well Being,Life Satisfaction,Affective Behavior,Positive Attitudes,Negative Attitudes,Gender Differences,Foreign Countries,Competence

The present study examines the roles of the satisfaction of basic psychological needs and meaning in life (MIL) on high school students' happiness. In the study, the basic psychological needs scale, MIL questionnaire, the positive and negative affect schedule and the satisfaction with life scale were used as instruments. Happiness or subjective well-being (SWB) contains three components: life satisfaction, positive affect and negative affect. The data were analysed through the Pearson product moment correlation coefficient technique and multiple linear regression analysis. According to results, autonomy, competence, relatedness and MIL predict SWB significantly. These three variables explain 56% of the total variance. SWB is explained by relatedness, autonomy and competence for females, respectively, and for males competence, MIL and relatedness, respectively. The results were further examined in light of recent research and implications for counselling and school with high school students subjects are discussed.
USA and Asia Hospitality &amp; Tourism Students&apos; Perceptions and Satisfaction with Online Learning versus Traditional Face-to-Face Instruction
Author: Baker, David Mc.Arthur
Date: 2018-09-00
Type: Journal Articles
Subjects: Foreign Countries,Hospitality Occupations,Tourism,Student Attitudes,Student Satisfaction,Electronic Learning,Conventional Instruction,Synchronous Communication,Comparative Analysis,Undergraduate Students,Academic Achievement,Educational Environment,Teaching Methods,Online Courses,Business Administration Education,Business Communication

The purpose of the study is to compare undergraduates' preference for, and academic performance on, class material and assessment presented online vs. in traditional classrooms. This study examined these issues in the context of hospitality and tourism majors at Midwestern USA universities as compared to similar students attending universities in Asia. Data for this study was the undergraduate student survey responses from these programs. The sample consisted of 356 students with about 66% from USA (n=234) and 34% from Asia (n=122). Analysis of the means using the Kruskal-Wallis test and standard deviations were conducted to evaluate if there were any differences in USA vs. Asian student learning perceptions and level of satisfaction with online learning compared with traditional instruction. One-way ANOVA was used to compare means between the two regions. Differences between online and face-to-face learning environments in the two regions were tested with a series of two-factor ANOVAs with region as between-subjects factor and mode of learning as a within-subjects factor. The results revealed that there were no statistically significant difference in learning preference and both USA and Asian students were very satisfied with both modes of instruction. Based on the results of this study, and given the trends in online courses, there are implications for faculty; the results should give some faculty members a reason to move some of their courses taught to an online platform and reflect on the teaching methods used when teaching online.
What Do Learners Value in Online Education? An Emerging Market Perspective
Author: Toufaily, Elissar
Date: 2018-09-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Student Attitudes,Educational Attitudes,Educational Benefits,College Students,Student Experience,Blended Learning,Conventional Instruction,Preferences,Teacher Role,Cooperative Learning,Student Satisfaction,Educational Quality,Social Networks,Integrated Learning Systems

The purpose of this paper is to explore the value of e-learning from a student's perspective and develops a dynamic model for evaluating e-learning perceived value in an emerging market context. A qualitative research design, via semi-structured interviews, was adopted with a group of respondents composed of undergraduate and postgraduate students who were enrolled in online, hybrid and face-to-face programs. Coding, categorization and thematic analysis of the interviews resulted in seven value dimensions, with their &quot;Get&quot; and &quot;Give&quot; components, of the dynamic learning experience. The study highlights the importance of each value dimension in relation to the stage of the learner experience, namely, prior to, during and after the delivery. Our research extends current e-learning perceived value research and frameworks. The paper provides guidelines for higher education institutions and policy makers on institutional change to support e-learning initiatives.
Is It Worth the Effort? Evaluating a Third Generation Research Method for a Third Generation Approach to the First Year Experience in Higher Education
Author: Black, Trevor S.
Date: 2018-09-00
Type: Journal Articles
Subjects: Research Methodology,Educational Research,College Freshmen,Withdrawal (Education),School Holding Power,Sampling,Preservice Teachers,Student Experience

The first year experience of students studying at higher education institutions has been intensively studied over the past forty years (Nelson &amp; Clarke, 2014). Much has been learnt, but institutions are continuing to face unacceptable levels of student withdrawal. Concerns have been raised that the constructs on which previous studies have been based may be restricting researchers' efforts to develop a deeper understanding of the first year phenomena (Kahu, 2013). There is strong support for new and creative ways to investigate the lived experience of first year students across their full first year of study. This paper details and discusses these issues and reports on a research approach using an Experience Sampling Method (ESM) with first year pre-service teachers that may better capture student perceptions of the factors they believe have a marked effect on their experiences. The authors contend the method is transferable to all first year university students. The ESM strategy applied to the first year university experience is explained in detail as well as the perceptions of the participants with regard to its effectiveness and impact. The results of the study provide a strong base for future discussions about third generation research methods and the use of an 'insider researcher' approach to investigating the first year experience.
Narratives of Place and Land: Teaching Indigenous Histories in Australian and New Zealand Teacher Education
Author: Manning, Richard
Date: 2018-09-00
Type: Journal Articles
Subjects: Personal Narratives,Indigenous Populations,Foreign Countries,Indigenous Knowledge,Local History,Preservice Teachers,Preservice Teacher Education,Ethnic Groups,Pacific Islanders

This article offers a trans-Tasman critique of approaches to the teaching of history in New Zealand and Australia. Taking knowledge out of place and time and presenting it in textbooks is a conflicted task for schooling in both countries. The disembodiment of knowledge in history books has led students to the proclamation that the teaching of history in schools is 'boring' and irrelevant to their lives. The authors seek a way out of this dilemma in proposing that the teaching of Indigenous history in schools must recognise that Indigenous historical narratives are intimately tied to the ecologies of places -- whether they rural, remote or urban. We propose an approach to teaching history that gets students out of the classroom, and 'into place' alongside Indigenous custodians of local knowledge. This provides a means of creating an affective and emotional sense of 'belonging' to history that textbooks cannot provide.
Perceived Attributes of Music Teaching Effectiveness among Kindergarten Teachers: Role of Personality
Author: Wong, Yau-ho Paul
Date: 2018-09-00
Type: Journal Articles
Subjects: Music,Music Education,Teacher Effectiveness,Teacher Attitudes,Preschool Teachers,Personality,Teacher Role,Kindergarten,Foreign Countries,Personality Measures,Inservice Teacher Education,Music Activities,Early Childhood Education,Music Teachers

Musical activity has been found to be beneficial to young children's all-round development in kindergartens. The purpose of this study was to investigate the relationship between kindergarten teachers' perceived attributes of music teaching effectiveness and personality. Eighty-eight in-service kindergarten teachers rated themselves using a set of Attributes of Music Teaching Effectiveness (AMTE) and the sensing-intuitive dimension of the Myers Briggs Type Indicator. Results showed that 75% (66 of 88) and 25% (22 of 88) of the teachers were sensing types and intuitive types, respectively. The former prefers a directive approach in music teaching to children, whereas the latter prefers a non-directive approach. While teachers' personalities and work experience significantly predicted music teaching effectiveness, intuitive teachers rated themselves higher than did sensing teachers on the AMTE. Furthermore, the teachers of both personality types varied in their ratings of the importance of most effective attributes. Implications of these findings in relation to job allocation and professional development in effective music teaching for kindergarten teachers are discussed.
Application of Writing-to-Learn in Science to Primary School Students
Author: Alkis Kucukaydin, Mensure
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 4,Elementary School Science,Content Area Writing,Science Instruction,Concept Formation,Scientific Concepts,Instructional Effectiveness

In this study, the mix-method design sequential explanatory design has been used. The students in the study group consist of 13 fourth-grade students who were studying in one of Turkey's far-flung corners. Over a period of 3 months, enriched write-to-learn strategies were implemented on the students. In this context, students wrote a letter and a journal related to the Past and Present Enlightenment Tools unit. In addition, they were presented with a story related to the unit and were asked to complete it. Two weeks after the end of the study, interviews were held to see the permanence of the students' conceptual learning. The writings of the student were scored with authentic data collection tools. According to the findings obtained, write-lo-learn strategies have been influential on science conceptual learning. However, the greatest conceptual learning was achieved through story completion activities. A number of suggestions have been presented in the direction of findings obtained from the study.
Examining the Game Teaching in Special Education Teacher Training in Turkey and European Union Member States
Author: Kayhan, Nilay
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Games,Required Courses,Preservice Teacher Education,Special Education,Undergraduate Study,Education Courses,Course Content,Teacher Education Curriculum,College Credits

This study aims to examine the compulsory courses related to the game and game teaching in special education teacher training undergraduate programme in terms of number, term, credit and content. The data in descriptive study have been determined using document analysis technique. It has been stated that pre-service teachers in most of the EU countries such as Belgium, Finland, Hungary, Luxemburg, Malta, Portugal, etc. take the courses related to game teaching in the first, second and third years of their education, and the courses with the lowest credit are included in Greece's and Holland's special education teacher training programmes with four ECTS and the highest credits are included in Malta's special education teacher training programme with 20 ECTS. In Turkey, special education teacher training programme which is updated in 2018 includes two ECTS of 'Game and Music in Special Education' course in the sixth term.
Speech Anxiety in Guidance and Psychological Counselling Department Students
Author: Altunkaya, Hatice
Date: 2018-00-00
Type: Journal Articles
Subjects: Public Speaking,Anxiety,Counselor Training,Speech,Pretests Posttests,Gender Differences,Books,Reading,College Students,Psychological Patterns,Physiology,Active Learning

The objective of the present study is to reveal the effect of the activity-based oral presentation course on the speech anxiety of Guidance and Psychological Counselling Department students. In the quantitative study conducted with a single group pre-test-post-test model, the data were collected with 'Speech Anxiety Scale for Pre-Service Teachers.' Based on the analysis conducted on the sub-dimensions of the above-mentioned scale, it was determined that students' post-test psychological state scores (x-bar = 3.976) were higher than pre-test psychological state scores (x-bar = 3.527), post-test physiological symptoms scores (x-bar = 4.034) were higher than pre-test physiological symptoms scores (x-bar = 3.791), post-test anxiety scores (x-bar = 3.744) were higher than pre-test anxiety scores (x-bar = 3.323) and post-test speech anxiety scores (x-bar = 3.957) were higher than pre-test speech anxiety scores (x-bar = 3.569). Based on this determination, several recommendations were made for the oral expression course.
Promoting Intercultural Competence of Turkish EFL Pre-Service Teachers via Twitter
Author: Harmandaoglu Baz, Esra
Date: 2018-00-00
Type: Journal Articles
Subjects: Cultural Awareness,English (Second Language),Social Media,Preservice Teachers,Second Language Learning,Second Language Instruction,Foreign Countries,Student Attitudes,Social Networks,Food,Nonverbal Communication,Leisure Time,Family Relationship,Marriage,Language Teachers

Promoting intercultural competence of learners during language learning process has been found crucial recently. However, this side of language learning has been neglected. Teachers complain about lack of time, up-to-date materials about other cultures, and access to cultural materials. This paper searched for a way to promote intercultural competence in an innovative way, that is, by using Twitter, the second most popular social networking site. Twenty-one pre-service teachers took part in the study by doing research about other cultures in six different topics, namely, food and drink style, clothing style, leisure time activities, family relationships, body language and marriage/wedding traditions during six weeks and by sharing what they found via Twitter. Pre (prior to the implementation) and post (following the implementation) interviews were conducted in order to see the differences in their opinions. Reports were required from the pre-service teachers weekly in order to check their remarks during the process. The analysis of the interview and reports revealed that pre-service teachers considerably increased their intercultural communicative competence (ICC) in terms of knowledge and attitude dimensions with the help of Twitter. Therefore, this study suggests that Twitter is effective in developing ICC of pre-service teachers regarding knowledge and attitudes dimension.
The Effect of Choral Participation on Middle School Students&apos; Life Satisfaction
Author: Yilmaz, Bagde
Date: 2018-00-00
Type: Journal Articles
Subjects: Singing,Middle School Students,Life Satisfaction,Music Education,Music,Participant Satisfaction,Foreign Countries,Correlation,Grade 5,Grade 6,Grade 7,Grade 8,Musical Instruments,Gender Differences,Age Groups

Chorus education, which is being practiced within the framework of music education's branch of voice training, has significant impacts on an individual's philosophy of life, self-confidence level and socialization. An individual assesses his own life satisfaction level cognitively in terms of many aspects. Chorus education can be seen as the most prominent and contributing aspect as it helps people feel satisfied and happy and moreover, it makes their life more meaningful in various ways. The study aims to interpret the effect of choral participations of middle school students on their life satisfaction. Accordingly, in this research, 'satisfaction with life scale' developed by Diener, Emmons, Laresen and Griffin - later translated in Turkish by Koker - has been used. To that end, middle school students' satisfaction with life has been investigated through comparisons done within the context of factors such as; gender, age, grade, previous musical instrument experiences as well as choral participation. As a result of the research, it has been identified that the life satisfaction does not vary significantly according to gender, age, grade or previous musical instrument experiences; yet it has been found that that there is a positive effect of choral participation on students' life with satisfaction.
The Influence of Blended Learning Environment on Self-Regulated and Self-Directed Learning Skills of Learners
Author: Uz, Ruchan
Date: 2018-00-00
Type: Journal Articles
Subjects: Blended Learning,Independent Study,Learning Strategies,Undergraduate Students,Computer Science Education,Business Administration Education,Experimental Groups,Control Groups,Conventional Instruction,Instructional Effectiveness,Programming,Foreign Countries

The aim of this paper is to determine the influence of blended learning environments on self-regulated and self-directed learning skills of undergraduate students. The explanatory sequential mixed method was used. In total 167 students participated in the study. While sixty students taking &quot;Programming Languages&quot; course at Computer Education and Instructional Technologies Department constituted the experimental group, 102 undergraduates-65 of them from the same department (Control 1) and 42 from Electronic Engineering Department (Control 2) formed the control groups. Self-directed Learning Readiness Scale, Self-regulated Learning Scale and semi-structured interviews were used as data collection instruments. While the experimental group received blended instruction, control groups received traditional instruction for weeks. The findings of the study revealed that self-regulated and self-directed scores of experimental group differed significantly from the control groups` indicating that the use of blended instruction is more effective than traditional instruction in terms of developing self-regulated and self-directed learning skills. Students in the experimental group pointed out that the blended learning environment presented rich content, easy accessibility, effective guidance and motivation.
The Mathematics Learning Styles of Vocational College Students
Author: Yorganci, Serpil
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Cognitive Style,College Students,Vocational Education,Vocational High Schools,High School Students,Mathematics Achievement

The researcher investigated the mathematics learning styles of vocational college students during fall 2017 and spring 2018. 94 students enrolled in the vocational college of a public university completed the questionnaire &quot;How Do I Actually Learn?&quot; developed by Forster (1999). Scale has four learning styles: reflective, inquisitive, diligent and user. The results of the research revealed that the most preferred learning model was user learning style in mathematics learning. Most of the students preferred to learn mathematics by writing the solutions, and reading through their notes or work. There were also statistically significant differences in mathematics learning styles among students according to their academic achievement. According to the results, students with high level of success were more inquisitive than students with low levels.