ethanporcaro/eric-fulltext-meta huggingface dataset:
Observation Tools for Professional Development
Author: Malu, Kathleen F.
Date: 2015-00-00
Type: Journal Articles
Subjects: Faculty Development,Language Teachers,English (Second Language),Second Language Instruction,Teacher Improvement,Change Strategies,Observation,Feedback (Response),Drills (Practice)

Professional development of teachers, including English language teachers, empowers them to change in ways that improve teaching and learning (Gall and Acheson 2011; Murray 2010). In their seminal research on staff development--professional development in today's terms--Joyce and Showers (2002) identify key factors that promote teacher change. Three of these factors are observation, feedback, and practice.
Practical Tips for Increasing Listening Practice Time
Author: McCaughey, Kevin
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Listening Skills,Drills (Practice),Teaching Methods,Learning Activities

Learning a language--like learning to dance ballet, weaving carpets, or playing the saxophone--takes time and practice. In general, it is safe to say that the more practice one gets, the better one will become. This article will help teachers of English reconsider how to think about listening tasks. It will provide guidance for increasing classroom listening practice through short, &quot;dedicated&quot; listening tasks. The emphasis is not on the science or theory of processing language--many other articles cover that--but on the practical business of setting up and &quot;class-managing&quot; listening activities in order to give students more practice.
My Classroom: Indonesia
Author: Balazs, Erica
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Grammar,Writing Instruction,English (Second Language),Second Language Instruction,Language Teachers,Profiles

This article describes the teaching experiences of Alief Noor Farida--a junior lecturer at Indonesia's &quot;Universitas Negeri Semarang&quot; (Semarang State University [UNNES]). Now teaching her fourth semester and an alumna of the English Education program at UNNES, Ms. Farida is an especially motivated and dedicated educator. She teaches 18 hours per week, specializing in grammar and writing-skills courses. The Intensive Course she teaches--focusing on reading, writing, speaking, and grammar skills--serves as a foundation for incoming English Department students.
Integrating Research Skills Training into Non--Research Methods Courses
Author: Woolf, Jules
Date: 2014-00-00
Type: Journal Articles
Subjects: Research Skills,Methods Courses,Teaching Methods,Classroom Techniques,Problem Based Learning,Concept Mapping,Assignments,Creative Teaching,Case Method (Teaching Technique),Higher Education,Learning Processes,Conferences (Gatherings),Scholarship,Educational Research

Research skills are a valued commodity by industry and university administrators. Despite the importance placed on these skills students typically dislike taking research method courses where these skills are learned. However, training in research skills does not necessarily have to be confined to these courses. In this study participants at a Cracker Barrel session (a series of short discussion sessions) discussed the issue of teaching research skills in non-research methods courses. Specific classroom strategies were identified along with issues related to the concept of research and the development of a research ethos among students and faculty.
Engaging Undergraduates in Social Science Research: The Taking the Pulse of Saskatchewan Project
Author: Berdahl, Loleen
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Research,Social Science Research,Student Participation,College Faculty,Data Collection,Data Analysis,Reports,Inquiry,Research Skills,Communication Skills,Telephone Surveys,Questionnaires,Student Attitudes

Although student involvement in research and inquiry can advance undergraduate learning, there are limited opportunities for undergraduate students to be directly involved in social science research. Social science faculty members typically work outside of laboratory settings, with the limited research assistance work being completed by graduate students. The challenge, therefore, is to find ways to involve undergraduate social science students in research projects that relate to their field of study and that allow them to develop career-relevant skills. The Taking the Pulse of Saskatchewan project presents a unique model for undergraduate student involvement in social science research. The project involved over 30 faculty members from across the University of Saskatchewan's Division of Social Sciences and over 40 undergraduate students. Students were directly involved in data collection, data analysis, report writing and media communications. Through their involvement, students developed and applied research, inquiry and communications skills. Drawing on academic literature regarding undergraduate involvement in research, this paper will present an overview of the Taking the Pulse project, and reflect on the lessons of the project.
Increasing Awareness and Talk Time through Free Messaging Apps
Author: Pollard, Andrew
Date: 2015-00-00
Type: Journal Articles
Subjects: Telecommunications,Computer Oriented Programs,Handheld Devices,Computer Mediated Communication,Educational Technology,Communication Skills,Speech Communication,English (Second Language),Second Language Instruction,Teaching Methods,Technology Uses in Education,Computer Software,Prompting,Pictorial Stimuli,Responses,Foreign Countries

For many people, mobile phones are a part of modern life. Although the purpose of this technology revolves around language and communication, its application to language learning still appears to be underutilized. This is changing, as the widespread use of this handheld technology offers numerous opportunities to use functions that are ideal for exposing learners to communicative interaction on their language-learning journey. One beneficial function of the smartphone is its ability to exchange text and multimedia between users, which is a benefit that is enhanced through the availability of free messaging apps that facilitate the exchanges. In order to explore the messaging function of smartphones and how teachers can employ it to promote spoken communication, this article will describe ways to use text, audio, and imagery inside and outside the English language classroom.
Why Is It so Hard to Do a Good Thing? The Challenges of Using Reflection to Help Sustain a Commitment to Learning
Author: Frost, Gail
Date: 2014-00-00
Type: Journal Articles
Subjects: Service Learning,Reflection,Writing Assignments,Journal Writing,Notetaking,Physical Education,Kinetics,Human Body,Experiential Learning,Questionnaires,College Students,Foreign Countries

Our service learning research includes assessment of reflective assignments done by students who apply theoretical knowledge in practical, real-life contexts by working with actual clients. For many of these students our classes are a departure from traditional forms of learning, and a challenge to their ability to apply what they know in often very unpredictable situations. The reflective assignments, which include field notes and journal entries, are designed to 1) train the professional competencies of client case management, writing and recording and 2) foster a sustained commitment to learning and professional development. This paper will describe several teaching and learning issues related to reflective writing which we have encountered in our students' work, and outline our plans to address them as we continue to promote critical thinking and reflection as important skills for our students to master.
Meditation and Teacher Stress
Author: Csaszar, Imre Emeric
Date: 2015-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Early Childhood Education,Stress Management,Relaxation Training,Mental Health,Metacognition,Altruism,Emotional Development,Well Being

Early childhood teachers can be relaxed and peaceful as they create playful and harmonious classrooms, even if they work in stressful contexts. However, the stressors faced by teachers may lead to negative consequences that can undermine their ability to sustain personal health and positive interactions. In the absence of positive coping strategies, stress may lead to increasingly negative outcomes; specifically, stress experienced by teachers may lead to emotional exhaustion, a precursor to burnout. What measures can a teacher use mitigate the negative factors of stress? In this article, Imre Emeric Csaszar and Teresa Buchanan offer meditation as a tool that can mitigate teacher stress, promote emotional wellbeing, and contribute to affirming exchanges between teachers and students. The authors state that, in the last several decades, the practice of meditation has become prevalent in Western culture and many contemporary health providers include meditation as part of their alternative strategy to combat a multitude of health-related difficulties their patients may face. An overwhelming body of evidence from research shows that meditation can reduce and alleviate stress, fatigue, and physical illnesses. There are many free audio resources available that can be a great help when beginning a practice like this, and evidence suggests that teachers who do this every day show significant increases in empathy and decreased stress after only a few weeks.
Promoting Social and Emotional Learning in Preschool
Author: DeMeulenaere, Michelle
Date: 2015-00-00
Type: Journal Articles
Subjects: Socialization,Emotional Development,Social Development,Preschool Children,Preschool Education,Interpersonal Competence,Early Childhood Education,Teacher Student Relationship,Affective Behavior

In this article, Michelle DeMeulenaere discusses social/emotional learning (SEL), with a focus on helping preschool children gain knowledge about feelings and getting along with others. SEL is the process in which children are able to acknowledge and recognize the emotions of others, develop empathy, make good decisions, establish friendships, and handle challenges and situations effectively. Early childhood teachers have a strong impact on guiding children's social and emotional development by creating a safe and supportive environment, focusing on the child's feelings, helping children develop language, and discussing the topics of how children develop SEL. The stability and security of the teacher-student relationship directly influences social and emotional learning. Effective teachers (1) encourage children to participate in classroom activities; (2) listen to what children say, and expand upon their language, building vocabulary and knowledge; and (3) plan activities that have a purpose and challenge the children. Teachers also encourage children to respect each other and their surroundings as the children observe adult emotions and behaviors exhibited with both students and peers.
Building Curriculum during Block Play
Author: Andrews, Nicole
Date: 2015-00-00
Type: Journal Articles
Subjects: Manipulative Materials,Play,Interaction,Kindergarten,Young Children,Thinking Skills,Problem Solving,Physics,Language Skills,Interpersonal Competence,Peer Relationship,Skill Development,Oral Language,Cooperation,Teaching Methods,Mathematics Skills,Child Development,Curriculum Development,Developmentally Appropriate Practices

Blocks are not just for play! In this article, Nicole Andrews describes observing the interactions of three young boys enthusiastically engaged in the kindergarten block center of their classroom, using blocks in a building project that displayed their ability to use critical thinking skills, physics exploration, and the development of language and social skills. She observed how the children's actions demonstrated their abilities to use oral language communication, cooperative play, sharing, and problem solving during the construction of a car ramp. In explaining the benefits of blocks, she notes: (1) block building projects can be assigned for the class as a whole or to individuals; (2) blocks come in all forms and shapes, allowing children to explore both indoors and outdoor activity usages; (3) tasks can be related to specific math skills such as numeracy and geometry or other skills; and (4) assessing student abilities, likes, and dislikes can provide other opportunities for learning. This one activity is just an example of how a child-centered curriculum allows students to help their teachers build the curriculum and highlights how observing students during block play can spark a plethora of ideas!
Using Web Surveys to Determine Audience Characteristics and Product Preferences
Author: Philbrick, Jane Hass
Date: 2010-04-00
Type: Journal Articles
Subjects: Online Surveys,Cost Effectiveness,Efficiency,Audiences,Individual Characteristics,Sampling,Pretests Posttests

A web survey is a cost-effective and efficient method to use when measuring the characteristics of an audience and developing or testing new product concepts. This paper reports on the use of a web survey by a start-up media/internet firm, Farmers' Almanac TV. The results indicate that using email to contact respondents from a client list results in data which are of excellent quality and quickly obtained.
On Developing the Writing Skills Course for Accounting Students
Author: Firch, Tim
Date: 2010-04-00
Type: Journal Articles
Subjects: Writing Instruction,Writing Skills,Skill Development,Accounting,Business Administration Education,Undergraduate Students,Student Attitudes,Business Communication,Course Descriptions,Required Courses

The CSU, Stanislaus, accounting program is providing a new course that meets the university-wide upper-division writing requirement and offers accounting students additional professional study. While a writing skills course is not unusual in a business program, few offer an alternative centered on the accounting body of knowledge. Undergraduate students' research questions are usually not addressed before graduate study and reinforce skills learned in their regular accounting courses. Initial reactions from students have ranged from appreciation for additional time spent on accounting topics to disappointment at missing out on the &quot;general business&quot; writing course. Continual reassessment of the course is planned.
Accounting Faculty Utilization of Web-Based Resources to Enhance In-Class Instruction
Author: Black, Thomas G.
Date: 2010-02-00
Type: Journal Articles
Subjects: Accounting,College Faculty,Internet,College Instruction,Accreditation (Institutions),Doctoral Programs,Instructional Improvement,Academic Rank (Professional),Gender Differences,Regression (Statistics),Models,Statistical Significance,Multivariate Analysis,Teacher Surveys

Our study examines the extent to which accounting faculty use web-based resources to augment classroom instruction. Moreover, we explore the effects of the institutional factors of accounting accreditation and the existence of an accounting Ph.D. program on internet use by accounting academics toward enhancing pedagogy, while controlling for the individual factors of academic rank and gender. We find strong statistical inferences that accounting accreditation signifies an increase in the likelihood that accounting faculty utilize the internet to supplement pedagogy. The presence of an accounting doctoral program, as well as the interactions of accreditation with the ranks of assistant and full professors, in addition to the female gender, are associated with an increase in the odds that faculty integrate the internet in their courses.
Effects of Personality on Attitudes toward Academic Group Work
Author: Forrester, William R.
Date: 2010-03-00
Type: Journal Articles
Subjects: Personality,Teamwork,Investigations,Cooperative Learning,Student Attitudes,Personality Measures,Attitude Measures,Extraversion Introversion,Congruence (Psychology),Anxiety,Personality Traits,Regression (Statistics),Predictor Variables,Preferences,Group Dynamics,Social Psychology,Likert Scales,Correlation,Undergraduate Students,Business Administration Education

This study investigated the effects of personality on attitudes toward academic group work among a sample of 225 business students. Data were collected using pre-existing scales for measuring personality and attitudes toward academic group work. Specifically, the Neo-FFI scale was used to measure the five personality dimensions of openness, agreeableness, extroversion, conscientiousness and neuroticism. Regression analysis indicated that extroversion was the best predictor of respondents' attitudes toward academic group work. Individuals with high extroversion scores had positive attitudes toward academic group work. Neuroticism, agreeableness and conscientiousness were also related to respondents' preference for group work and discomfort with group work. Interestingly, respondents' level of openness had no impact on any of the work group attitude variables.
CHROME: An Approach to Teaching the Concept of Inter-Functional Cooperation in Services Organizations
Author: Johnson, Lester W.
Date: 2010-00-00
Type: Journal Articles
Subjects: Teaching Methods,Marketing,Human Resources,Communications,Management Development,Cooperation,Nonprofit Organizations

When teaching a services course (e.g., Services Marketing) it is essential that students understand that marketing/management, operations and human resource management within the service organization be fully coordinated. One useful acronym used to remind students of this need is &quot;CHROME&quot;, standing for Communications, Human Resources, Operations, Marketing and Everyone. It is easy for students to remember and leads to a discussion of &quot;CHROME&quot;ing.
Jazzing up the Psychological Contract
Author: Hartley, Nell Tabor
Date: 2010-04-00
Type: Journal Articles
Subjects: Concept Teaching,Figurative Language,Definitions,Contracts,Employer Employee Relationship,Participant Characteristics,Creativity,Context Effect,Teaching Methods,Educational Practices,Business Administration Education

Helping students and practitioners to understand and utilize the Psychological Contract is often a difficult task. Unlike fault-finding research, this paper presents the PC as a positive, vibrant and valuable tool. In an effort to make the concept less elusive, the paper draws upon the metaphor of jazz. The metaphor is an accepted tool of learning. Both jazz and the Psychological Contract build upon new themes and accept occasional dissonance and are able to benefit from creative tension.
Online and Paper Course Evaluations
Author: Guder, Faruk
Date: 2010-02-00
Type: Journal Articles
Subjects: Business Administration Education,Course Evaluation,Comparative Analysis,Student Evaluation of Teacher Performance,Student Attitudes,Response Rates (Questionnaires),Correlation,Predictor Variables,Student Surveys,Computer Mediated Communication,Printed Materials,College Students

The purpose of this study is to compare the results of paper and online evaluations. The following analysis examines data from six departments of the School of Business Administration during a programmed switch from paper to online evaluations. The courses that participated in this study were divided and compared in the following manner: advanced and core classes, large and small sections, and courses taught by full-time and part-time faculty. The data was collected over a one-year period and contrasts the Spring 2008 and 2009 semesters, during which a total of 4,424 evaluations were reviewed. In addition, data on the years from 2005 to 2008 are provided as a comparison benchmark of typical responses collected when paper evaluations were used. The conclusions of this study show that while a drop in response rate did occur when the switch was made, no significant change in instructor and course ratings was observed. Furthermore, the students who did complete online evaluations provided lengthier and more numerous comments.
Accounting in the Social Menu
Author: González, José Villacís
Date: 2010-01-00
Type: Journal Articles
Subjects: Accounting,Mathematics,Numbers,Preferences,Selection

This paper was born out of combinatorics. It defines a level of utility which, though it cannot be measured, can be preferred to another in each specific combination of goods. In turn, each combination defines a menu, meaning that there will be as many menus as there are combinations of goods. In this manner, we have a menu and a utility for each combination of goods. Armed with these mathematical knowns, we can then proceed to carry out two kinds of accounting acts or reckonings, from lowest to highest; i.e. the accounting entry for the menus for each individual and the accounting entry for the social menus.
Gender Differences in Attitudes toward Computers and Performance in the Accounting Information Systems Class
Author: Lenard, Mary Jane
Date: 2010-02-00
Type: Journal Articles
Subjects: Computer Attitudes,Student Attitudes,Models,Academic Achievement,Accounting,Information Systems,Computer Literacy,Correlation,Gender Differences,Grades (Scholastic),Self Esteem,Self Evaluation (Individuals),College Students,Statistical Analysis,Predictor Variables,Regression (Statistics),Comparative Analysis,Questionnaires,Student Surveys

Using a model developed by Young (2000), this paper explores the relationship between performance in the Accounting Information Systems course, self-assessed computer skills, and attitudes toward computers. Results show that after taking the AIS course, students experience a change in perception about their use of computers. Females' self-evaluation of their computer skills improved significantly after the course, while males' self-evaluation showed no change. Females also received significantly higher grades compared to males. There was a significant relationship between confidence and self-assessed computer skills. This study shows that the AIS course is successful in developing students' confidence in using computers. Training that results in accurate self-assessment of skills may influence the choice of careers and one's future success in those careers.