ethanporcaro/eric-fulltext-meta huggingface dataset:
Common Problems Experienced by First Year Alternatively Certified Teachers: A Qualitative Study
Author: Hung, Li-Ching
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Shortage,Beginning Teachers,Alternative Teacher Certification,Qualitative Research,Barriers,Masters Degrees,Teacher Attitudes,Program Effectiveness,Teacher Education Programs,Teaching (Occupation),Career Change,Teacher Persistence,Case Studies,Semi Structured Interviews,Observation,Documentation,Content Analysis,Student Motivation,Accountability,Parent Participation,Federal Legislation,Educational Legislation

The teacher shortage throughout the United States, especially in areas considered &quot;at-risk,&quot; has reached an alarming level. Novice teachers often decide not to return after one year of service, with the number of teachers not returning doubling at five years. One possible means of overcoming these two problems is alternative certification programs. In order to better understand these problems, six first-year teachers who had received their Master of Arts in Teaching (MAT) degree were interviewed using a qualitative case study design. This study focused on: (a) the challenges beginning MAT teachers faced, (b) the MAT teachers' perceptions of their training program, and (c) their attitudes toward their teaching careers. Among the six participants, five wanted to quit teaching in the near future, with only one, an older second-career teacher, deciding to remain in the profession. The information gleaned from this study could help teachers and their administrators understand the challenges beginning teachers face.
Examining the Relationship between E-Coaching and the Self-Efficacy of Novice Teachers Seeking Certification through Alternative Routes
Author: Anthony, Anika B.
Date: 2011-00-00
Type: Journal Articles
Subjects: Correlation,Self Efficacy,Mathematics Instruction,Pedagogical Content Knowledge,Beginning Teachers,Coaching (Performance),Alternative Teacher Certification,Mentors,Program Descriptions,Teacher Persistence,Measures (Individuals),Blended Learning,Teacher Education,Electronic Learning,Surveys

A study was conducted to examine the relationship between first-year teachers' self-efficacy and their participation in e-Coaching designed to positively influence development of mathematics content knowledge, development of pedagogical content knowledge, and teacher retention. Teachers who most frequently participated in e-Coaching, on average, reported lower levels of self-efficacy at the start of the school year and a greater annual gain in self-efficacy than teachers who participated in e-Coaching less frequently. Study findings suggest that with careful planning and collaboration, e-Coaching can be used as a virtual and distributed context for supporting beginning teachers' self-efficacy development.
Falling Flat: Certification as an Insufficient Indicator of Teacher Quality
Author: Hanna, Patricia
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Teacher Certification,Court Litigation,Educational Policy,Educational Research,Alternative Teacher Certification,Program Effectiveness,Educational Change,Federal Legislation,Educational Legislation,Teacher Effectiveness,Equal Education,Educational Quality,Educational History,Career Change,Elementary Secondary Education

This policy analysis examines recent debates on teacher quality in light of the &quot;Renee v. Duncan&quot; (2010) decision, the Congressional response to the ruling through the Continuing Resolution bill, H.R. 3082 §163, and President Obama's &quot;Blueprint for Reform.&quot; Using equity as a framework for the teacher quality debate, the authors explore policy configurations of teacher quality with particular emphasis on inspecting the teaching certificate as a valid and reliable indicator of teacher quality. Additionally, the authors review educational research highlighting the strengths of alternative certification programs and consider how these strengths might be used to leverage policymaking that targets teacher quality reform.
Business Administration Students as Surrogates for IT Professionals: Summary of a Study
Author: Cline, Melinda
Date: 2015-00-00
Type: Journal Articles
Subjects: Business Administration Education,Cognitive Style,Demography,Psychological Characteristics,Visual Perception,Listening Skills,Information Systems,Information Technology,Professional Identity,Individual Differences,Task Analysis,Hypothesis Testing,Brain Hemisphere Functions,Statistical Significance,Cognitive Tests,College Students

The purpose of this paper is to report a summary of the results of a study which examined the appropriateness of using business school students as surrogates for IT professionals by comparing cognitive styles, physiological characteristics, and basic demographic data among the two groups. Cognitive style refers to the way individuals think, perceive and remember information. Myers-Briggs Type Indicator (MBTI), Kolb's Learning Style Inventory (LSI), and Human Information Processing Survey (HIPS) tests were used to examine cognitive style. Physiological characteristics examined include dichotic (different ear) listening and visual perception speed, both with laterality (right/leftness). This study identifies important differences between the students and IT professionals. The results have implications for both researchers and designers of future information systems.
Onboarding the Faculty: A Model for Win-Win Mentoring
Author: Eisner, Susan
Date: 2015-00-00
Type: Journal Articles
Subjects: Mentors,Faculty Development,Success,Participant Satisfaction,Models,Improvement Programs,Program Descriptions,Program Development,Pilot Projects,Teacher Participation,Teacher Attitudes,Performance Factors,Teacher Education Programs,Educational Practices,College Programs,Questionnaires,Literature Reviews

Literature finds mentoring to be a substantive, enduring practice in widespread arena, and among the attributes associated with career success and satisfaction. This paper provides a tangible mentoring model that has been operational for several years, and which applies what the literature proscribes to higher education academic settings. The Faculty Mentoring Program (FMP) this paper describes was created by the faculty at an AACSB-accredited School of Business at a mid-sized public regional college as the School anticipated transitions attendant to that accreditation. FMP objectives are consistent with those of mentoring programs interested in optimizing performance and satisfaction of new entrants in any workplace setting, and the reviewed secondary literature establishes and indicates the transferability of FMP core planks to other workplace settings. The phases used to operationalize, assess, and revise that FMP are reported along with strategies used to optimize its reception, impact, and outcomes should that be helpful to those considering if such a construct might be beneficial to pursue in their own settings.
Research on the Value of AACSB Business Accreditation in Selected Areas: A Review and Synthesis
Author: Hunt, Steven C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Business Administration Education,Accreditation (Institutions),Student Recruitment,Job Placement,Teacher Recruitment,Teacher Effectiveness,Instructional Effectiveness,College Faculty,Student College Relationship

The AACSB claims that its accreditation provides evidence of business school quality in a variety of areas. This paper reviews and synthesizes existing research on the value of AACSB accreditation on four key topics of importance to schools, prospective students, and employers: effect on obtaining quality students, students' job placement, faculty recruitment, and teaching quality. The very limited research comparing AACSB to other business accreditation is also examined. Overall, the analysis indicates very mixed support, at best, for the claims of AACSB schools' superiority in these areas. This analysis should be useful for business schools, employers, and prospective business students.
Developing and Implementing a Social Media Program While Optimizing Return on Investment--An MBA Program Case Study
Author: Gilfoil, David M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Networks,Outcomes of Education,Marketing,Advertising,Case Studies,Web 2.0 Technologies,Masters Degrees,Business Administration Education,Data

Over the past decade, Web 2.0 has brought a wealth of opportunities for improving marketing effectiveness; social media platforms, in particular, have proven to be exceptional tools for realizing growth potential. The big question for businesses used to be how to measure and report financial return on investment (ROI) for social media ad spend to show that it is impactful as a marketing media tool. The focus has now shifted to how much traditional media spend should be reallocated to social or online media. The current paper is a Social Media case study of a large MBA program which has developed and implemented a comprehensive Social Media program with a focus on two &quot;ROI&quot; issues - financial Return on Investment and Reallocation of Investment. Social media plan development and implementation, integrated marketing/sales funnel development, and social media platform ROI results are discussed and evaluated. Lessons learned and next steps are also posited.
Working toward More Engaged and Successful Accounting Students: A Balanced Scorecard Approach
Author: Fredin, Amy
Date: 2015-00-00
Type: Journal Articles
Subjects: Accounting,Learning,Student Improvement,Student Development,Professional Development,Graduate Study,Educational Experience,Employer Employee Relationship,Behavioral Objectives,Learner Engagement,Student Participation,Success,Ethics,Feedback (Response),Check Lists,Benchmarking,Teacher Student Relationship,Business Administration Education,Achievement Need

Prior research indicates that student engagement is the key to student success, as measured by college grades, degree completion, and graduate school enrollment. We propose a set of goals and objectives for accounting students, in particular, to help them become engaged not only in the educational process, but also in the accounting profession. Utilizing a balanced scorecard framework, we categorize these goals into three main perspectives: Learning and Growth, Student Professional Development, and Employer/Graduate School. The proposed goals are related to each other, suggesting that accounting students recognize the wide reach of their experiences. If students are able to see that their successful completion of coursework can lead to successful interactions with business professionals (i.e. potential employers), they will be more likely to work hard in their endeavors--in other words, they will be more engaged in the broader educational experience. If they are more engaged in their educational experiences, they will be more likely to succeed.
Enhancing Students' Learning: Instant Feedback Cards
Author: Mohrweis, Lawrence C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Feedback (Response),Active Learning,Educational Practices,Educational Strategies,Teaching Methods,Lecture Method,Multiple Choice Tests,Business Administration Education,Instructional Materials,Control Groups,Experimental Groups,Comparative Testing,Student Attitudes,Participant Satisfaction,Instructional Effectiveness,College Programs

This study illustrates an active learning approach using instant feedback cards in the first course in accounting. The objectives of this study are to (1) describe instant feedback cards and (2) show how this tool, when used in an active learning environment, can enhance learning. We examined whether students exposed to immediate feedback scratch-off cards in an active learning environment would perform better on subsequent objective exams than students in a traditional lecture review setting. Students enjoyed the active learning aspect of working in groups, debating answers, and then using the scratch-off cards to select the correct multiple-choice responses. Scratch-off cards are a tool that educators may find very useful to enhance their lectures and add a component of active learning into their courses.
The College Core: Why a Valuable Curricular Component Can Be a Challenge to the Provision of Services That Enhance School of Business Student Outcomes
Author: Kopp, Thomas J.
Date: 2015-00-00
Type: Journal Articles
Subjects: College Faculty,Academic Advising,Core Curriculum,Teacher Responsibility,Models,Teacher Recruitment,Business Administration Education,Liberal Arts,College Students,Adjunct Faculty,Satisfaction,Student Surveys

Out-of-class faculty services, such as advising, career advice, and lecture series, stimulate student interest, retention, and graduation rates. Through modeling the interrelationships between the allocation of faculty lines and a college's general education core requirements, its impact on the provision of out-of-class faculty services is explored. The results indicate that a professional school's undergraduate students will have less access to these services relative to their liberal arts peers. In addition, data envelopment analysis is applied to support the notion that the higher satisfaction often expressed by liberal arts students is not necessarily an accurate indicator of the relative quality of the services being provided by the various schools of the college but rather the resources dedicated to the provision of faculty out-of-class services.
Comparison of Alternative and Traditional Teacher Preparation Programs for First Year Special Education Teachers in Northwest Ohio
Author: Alhamisi, Judy Carol
Date: 2011-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Beginning Teachers,Teacher Education Programs,Alternative Teacher Certification,Grade Point Average,Praxis,Scores,Comparative Analysis,Licensing Examinations (Professions),Pedagogical Content Knowledge,Outcomes of Education,Teaching Methods,Statistical Analysis,Program Effectiveness,Surveys

This study compares knowledge as measured by grade point averages and Praxis II scores between first-year special education teachers who completed one university's alternative teacher preparation program (ATTP) and those who completed the university's traditional teacher preparation program (TTPP). A total of 33 teachers, 15 from the ATTP and 18 from the TTPP participated in the study. Findings indicate that teachers from both programs had similar outcomes on the Praxis II licensure exam and final grade point averages. Although the sample was small, findings of this study indicate that both programs adequately prepared teachers to work with special education populations.
Supporting Students from Underrepresented Groups in Mathematics for Alternative Certification Teachers
Author: Evans, Brian R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Beginning Teachers,Disproportionate Representation,Mathematics Education,Student Diversity,Teacher Persistence,Teacher Surveys,Scores,Teacher Attitudes,Statistical Analysis

It is important for new teachers in alternative certification programs to ensure all of their students receive quality education, particularly in mathematics education. Mathematics is a gatekeeper subject in which strong quantitative skills lead to increased opportunities. This article addressed support new alternative certification teachers need as well as the support they could provide to students in diverse mathematics classrooms. Alternative certification teachers in the New York City Teaching Fellows (NYCTF) program were surveyed, among others, to determine their attitude toward student learning in diverse classroom environments in mathematics education. It was found that while NYCTF teachers did not score differently from traditionally prepared teachers on the survey instrument, NYCTF scored higher than another cohort of teachers. NYCTF teachers indicated highest agreement with the idea that students from underrepresented groups are just as capable of engaging in higher level mathematics as White and Asian male students and teachers should take student interests into consideration when teaching mathematics.
Measuring Sense of Community and Perceived Learning among Alternative Licensure Candidates
Author: Wighting, Mervyn J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Social Cognition,Classroom Environment,Measures (Individuals),Scores,Correlation,Gender Differences,Community,Questionnaires

Quantitative analysis was used to investigate relationships between sense of class community and perceived learning among alternative licensure candidates (N = 58) based on their scores from two separate standardized instruments measuring the constructs. Study results provide evidence that relationships do indeed exist and that differences between the two constructs can be identified within the data. Low correlations existed between the two constructs; correlations were higher for females than for males. There were no significant gender differences in either sense of community or perceived learning. Implications of these results are discussed and recommendations for further research are provided.
South Carolina's Program of Alternative Certification for Educators (PACE): Pedagogical Content Knowledge and Post-Employment Performance
Author: Burkett, Christopher
Date: 2009-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Teacher Education Programs,Program Evaluation,Teacher Recruitment,Teacher Shortage,Rural Schools,Literature Reviews,Career Development,Surveys,Pedagogical Content Knowledge,Elementary Secondary Education,Performance Based Assessment,Teacher Competencies,Scores,Comparative Analysis,Teacher Effectiveness,Teacher Qualifications,Teacher Evaluation,Statistical Analysis,Curriculum

This research evaluated South Carolina's Program of Alternative Certification for Educators (PACE). Specifically, the study analyzed this nontraditional teacher preparation pathway's outcomes: to recruit, train, and retain effective beginning teachers who fill the growing teacher vacancies in rural South Carolina. From an in-depth review of the literature that has addressed alternative certification pathways since mid-1980, criteria were developed to identify effective characteristics of successful programs. Survey instruments were researched and applied to assess the pedagogical content knowledge by participants and K-12 administrators. Post-employment performance-based evaluation scores of PACE participants were compared to the survey results. Five recommendations were proposed to assist the PACE program to prepare effective teachers for the classroom. One major recommendation included the need to add more depth and frequency to targeted areas of the PACE curriculum such as classroom management, long-range planning, and development of assessments.
Can Pre-Service Physical Education Majors Identify Learning Standards during Authentic Teaching Episodes?
Author: Kniffin, Mike
Date: 2014-10-00
Type: Journal Articles
Subjects: Physical Education Teachers,Preservice Teachers,Majors (Students),Academic Standards,Alignment (Education),Undergraduate Students,Teaching Methods,Teacher Competencies,Video Technology,Scores,State Standards,National Standards,Observation,Teacher Behavior,Vignettes

Only a handful of research studies have been conducted to determine whether or not physical educators or pre-service physical education teachers are utilizing learning standards in their teaching. While pre-service teachers are typically required to align lesson objectives and content, their extent of their understanding of how learning standards are implemented in actual teaching is unknown. The purpose of this study was to determine if undergraduate physical education majors could identify instances and non-instances of physical education teachers incorporating learning standards in their lessons. Pre-service teachers viewed a series of secondary physical education teaching episodes captured on digital video recordings. The inter-agreement (IOA) scores for 101 physical education majors ranged from 65%-82% for the four New York State Learning Standards and from 51%-98% for the six National Association of Sport and Physical Education Standards. The researchers found that participants had the most difficulty identifying New York State Learning Standard 2 and National Association of Sport and Physical Education Learning Standard 5, with IOA scores of 65% and 51% respectively. Both of these standards involve personal and social responsibility and fall within the affective domain.
The Effects of Role Modeling on Technology Integration within Physical Education Teacher Education
Author: Baert, Helena
Date: 2014-06-00
Type: Journal Articles
Subjects: Physical Education,Preservice Teacher Education,Role Models,Technology Integration,Preservice Teachers,Student Attitudes,Technology Uses in Education,Pedagogical Content Knowledge,Student Surveys,Mixed Methods Research,Regression (Statistics)

The national standards for physical education teacher education (PETE) in the US state that teacher candidates should be able to plan and implement technology infused lessons that meet lesson objectives and enhance learning in physical education (standard 3.7). Research shows that role modeling of technology integration can have a positive impact on the attitudes teacher candidates have in relation to integrating technology that as a result will enhance learning (Mishra &amp; Koehler, 2006). The purpose of the study was to examine the perceptions of physical education teacher candidates on the integration of technology within a large PETE program that does not require pre-service teachers to take an undergraduate technology course; rather, technology is embedded within the program. In addition, the effects of role modeling by current and past university professors on technology integration were evaluated. This study used the Technological, Pedagogical, and Content Knowledge (TPACK) framework as the theoretical foundation and examined the effect of role modeling on the seven different constructs that make up the TPACK framework (Mishra &amp; Koehler, 2006) using a survey adopted from Schmidt et al. (2009). Results showed that pre-service teachers perceived high levels of TPACK. Role modeling of technology made a significant impact on their perceived levels of technological knowledge (TK), technological content knowledge (TCK), technological pedagogical knowledge (TPK) and technological, pedagogical content knowledge (TPACK). The types of technologies modeled within the PETE program were focused around computer technologies, physical activity monitoring, and video feedback. Further research is encouraged to evaluate and compare perceived and actual TPACK levels of pre-service teachers.
Integration of Active Video Games in Extracurricular Activity at Schools
Author: Lee, Jung Eun
Date: 2015-01-05
Type: Journal Articles
Subjects: Video Games,Technology Integration,Extracurricular Activities,Interactive Video,Physical Activities,After School Programs,Intramural Athletics,Physical Fitness

Active video games require players to be physically active. Dance Dance Revolution (DDR) is an interactive dancing game that requires fast-foot movement coordinated with energetic music and visuals. The Wii and Xbox Kinect games have also become good active video games for the promotion of physical activity participation. These games are much more interactive than traditional games because more body movements are added to the video game experiences. Active video games, if applied in extracurricular settings, will be helpful in maximizing the opportunity for children to be active. As such, this article discusses the health benefits of these active video games, and how to integrate these games into after-school physical activity programs. Additionally, the article also provides strategies for the implementation of DDR, Wii and the Xbox to stage the games, establish competitive/non-competitive physical activity atmospheres, promote teamwork, and improve student physical activity levels.