ethanporcaro/eric-fulltext-meta huggingface dataset:
To Master Something, Teach It: An Innovation for a Sales Management Course
Author: Favia, Monica J.
Date: 2019-05-00
Type: Journal Articles
Subjects: Management Development,Student Attitudes,Teaching Methods,Labor Market,Experiential Learning,Education Work Relationship,Sales Occupations,Teamwork,Cooperative Learning,Student Research,Peer Teaching,Scoring Rubrics,Learning Processes,Marketing,Course Descriptions,Skill Development,Employer Attitudes,Instructional Innovation

The purpose of this paper is to present a project that builds labor market skills employers are seeking through experiential classroom learning. The sales management training exercise described in this article provides students with an opportunity to think and act like sales managers by working together in teams to collaborate on a training exercise and determine how to best train their salesforce on a particular topic. The project engages students to research a sales topic, develop a training module and evaluation tool, and deliver the module to other students. Included in the project is a list of relevant sales training topics, an outline for the written training plan, and grading rubrics for both the training exercise and evaluation tool; and the written training plan. The sales management training exercise endeavors to enhance student learning by providing a concrete project that encourages collaboration and communication, critical skills employers look for when hiring sales professionals. Assessment results show that students enjoy the project, actively participate and retain the information. This innovative project enriches the sales management course which is particularly important if it is the only sales related course in the marketing curriculum. If the sales management course is part of a sales curriculum, the project provides an excellent review for students. The sales innovation presented in this paper strives to incorporate the development of the critical skills employers seek in a potential sales employee into the sales management curriculum.
Introducing Business Communication Students to the Power of Positivity: Providing One Approach
Author: Meek, Shawnee
Date: 2019-05-00
Type: Journal Articles
Subjects: Business Communication,Positive Attitudes,Teaching Methods,Work Environment,Psychology,Life Satisfaction,Undergraduate Students,Business Administration Education,Interpersonal Relationship,Professional Education,Management Development,Best Practices,Productivity,Employer Attitudes,Speeches,Video Technology

When interviewed about requirements pertaining to new hires, an executive in the Human Resources Division of Men's Wearhouse responded, &quot;We don't look for people with specific levels of education and experience. We look for one criterion for hiring: optimism. We look for passion, excitement, energy. We want people who enjoy life.&quot; Students who are being trained in today's business curriculum are constantly inundated with highly complex subjects such as analytics, finance, and subject related theory. Rarely are they introduced to and/or trained in ways to maximize their potential for success regarding their professional outlook once entering the workplace. This paper discusses an approach to include positivity via Positive Psychology, studying &quot;what makes life most worth living&quot; as an enhancement to an undergraduate business curriculum focusing on 1) communication best practices, 2) building professional relationships, and 3) management techniques. Included in this manuscript are pedagogical techniques that can be easily replicated by educators and/or practitioners.
Online Teaching: A Study for the Effectiveness of Randomized Exams
Author: Santos, Michael R.
Date: 2019-05-00
Type: Journal Articles
Subjects: Online Courses,Teaching Methods,Scores,Case Studies,Business Administration Education,Publishing Industry,Cheating,Computer Assisted Testing,Finance Occupations,Management Systems,Elective Courses,College Faculty,Comparative Analysis

Online teaching is growing in popularity. This paper presents a case study for an online business course investigating student exam scores obtained from non-randomized and randomized exams. We find that the non-randomized exam scores of the students are suspicious because there are statistically significant disparities from the randomized exam scores. Further, the paper explores the constraints placed on instructors to construct randomized exams due to an insufficient number of questions in test banks provided by textbook publishers.
Perceptions of the Effects of Augmented Reality in the Classroom
Author: Mundy, Marie-Anne
Date: 2019-05-00
Type: Journal Articles
Subjects: Computer Simulation,Computer Software,Teaching Methods,Comparative Analysis,Instructional Innovation,Teacher Attitudes,Teacher Surveys,Barriers,Learner Engagement,Elementary School Teachers,Secondary School Teachers

Augmented reality continues to be lauded as a disruptive innovation in education. This research examines the perspectives of AR using educators who are Innovators and First Adopters in Roger's Diffusion of Innovation Scale. Attitudes towards AR were examined through a survey that included Likert-scale items and open-ended qualitative items. Results appear to show that educators were largely using downloadable AR apps, but found them highly engaging and enjoyable with students. A few teachers indicated that they or their students were also creating AR using a variety of platforms. Inferential analyses were also employed, but found no differences between groups. Issues and challenges in using AR are also discussed.
Price Delegation and the Impact on Customer Loyalty
Author: Bonyuet, Derrick
Date: 2019-05-00
Type: Journal Articles
Subjects: Costs,Consumer Economics,Sales Occupations,Business,Risk Management,Manufacturing Industry,Feedback (Response),Persistence,Purchasing,Influences,Satisfaction,Marketing

Conventional wisdom has frequently portrayed the positive influence behind customer loyalty. After all, customer loyalty represents a customer's intention to continue buying from a firm. However, extant literature has recognized the existence of two types of customer loyalty: loyalty to the selling firm and loyalty to the salesperson. We explored the risks behind customer loyalty to the salesperson and then, how to use price delegation as a way to mitigate such risks. We examined the impact of different degrees of price delegation by conducting a survey among customers. Participants' feedback was gathered to create a customer loyalty index. The findings support our hypothesis that a lower price delegation results in lower customer loyalty to the salesperson.
Hands &amp; Voices&apos; Family/Professional Model for Effective Advocacy: Reflections on Training
Author: DesGeorge, Janet
Date: 2019-00-00
Type: Journal Articles
Subjects: Advocacy,Deafness,Hearing Impairments,Training,Parents,Reflection,Parent Teacher Cooperation

Hands &amp; Voices has been conducting training informally and formally with parents and professionals for many years. In 2015 the Hands &amp; Voices Advocacy, Support, and Training (ASTra) Program was launched with a belief in parent-educator partnership at its core. Rather than creating separate trainings for parents and professionals, they believed that what they had to say from the parent perspective could be helpful for professionals as well. The dual parent/professional focus and the sometimes intense but respectful discussions that follow benefit both groups. Parents learn about the stressors that tug on professionals, and professionals learn about the frustrations of parents; both learn and work together towards more effective education for deaf and hard of hearing students. The Hands &amp; Voices Advocacy, Support, and Training (ASTra) Program consistently receive high ratings from professionals and parents, and a new sense of shared purpose often arises towards the end of each session. The program is presented in this article.
Learning to Self-Advocate: Why Active, Early Parental Involvement Is Key
Author: Wright, Steven J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Parent Participation,Self Advocacy,Deafness,Hearing Impairments,Parents,Children

Self-advocacy is not something that happens naturally. Like many deaf or hard of hearing individuals, the author learned the art of advocacy through a trial-by-fire process in which his parents and himself struggled with the teachers and administrators of his public school. Together, they fought for and achieved programming that allowed the author to experience more than they would have received had the educators and experts determined his programming alone. In this article, the author discusses learning to advocate and why early parental involvement is key.
Authentic Montessori: The Dottoressa&apos;s View at the End of Her Life Part I--The Environment
Author: Lillard, Angeline S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Montessori Method,Outcomes of Education,Program Implementation,Educational Philosophy,Books,Teaching Methods,Benchmarking,Nontraditional Education,Child Development,Educational Environment,Instructional Materials,Classroom Techniques,Social Environment,Outdoor Education,Class Size,Grouping (Instructional Purposes),Parent Role,Teacher Student Relationship,Developmental Stages

Maria Montessori developed a form of education in the first half of the last century that came to be called by her surname, and research indicates it often has positive outcomes. In the years since its development, tens of thousands of schools worldwide have called their programs &quot;Montessori,&quot; yet implementations vary widely, leading to confusion about what Montessori education is. Although there are varied opinions, here we use Dr. Montessori's books and transcribed lectures to describe the conclusions of her work at her life's end. We term this final conclusion authentic in the sense of &quot;done in the traditional or original way,&quot; (the primary definition of the adjective in &quot;Oxford English Dictionary,&quot; 2019). We do not claim that the original is superior to variants; this is an issue for empirical science. Our overarching goal is to provide researchers, policy makers, administrators, teachers, and parents with a benchmark from which to measure and evaluate variations from the education method Dr. Montessori bequeathed at the end of her life. In the ongoing search for alternative educational methods, the time-honored and burgeoning Montessori system is of considerable interest. Dr. Montessori conceptualized the system as a triangle for which the environment, the teacher, and the child formed the legs. Part I of this two-part article examines Dr. Montessori's view of what constitutes the environment, in terms of its material, temporal, and social features. An appendix to Part II summarizes the features. [For Part II, see EJ1216847.]
Authentic Montessori: The Dottoressa&apos;s View at the End of Her Life Part II--The Teacher and the Child
Author: Lillard, Angeline S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Montessori Method,Preservice Teacher Education,Developmental Stages,Child Development,Outcomes of Education,Early Childhood Education,Nontraditional Education,Teacher Role,Educational Environment,Teacher Student Relationship,Student Evaluation,Learning Processes,Educational Philosophy

Part II of this two-part article continues the discussion of what Maria Montessori viewed to be the important components of her educational system. Because she developed the system over her lifetime, we prioritized later accounts when contradictory accounts were found. Whereas Part I focused on the environment, Part II examines the second and third components of the Montessori trinity: the teacher and the child. This article includes descriptions of Montessori teacher preparation, children's developmental stages, and the human tendencies on which Montessori education capitalizes. It ends with child outcomes as described by Dr. Montessori and as shown in recent research, and provides an appendix summarizing features of authentic Montessori described in Part I and Part II. [For Part I, see EJ1216846.]
A Scrutiny on the Changes in the Self-Respect, Anxiety, and Depression Levels of the University Students Performing Individual and Team Sports
Author: Kivrak, Ali Osman
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Concept,Anxiety,Depression (Psychology),College Students,Team Sports,College Athletics,Gender Differences,Social Structure,Foreign Countries,Affective Behavior,Self Control,Correlation,Sex Role,Cultural Influences,Attitude Change,Behavior Change,Student Athletes

The objective of this study is to examine the changes in the self-respect, anxiety, and depression levels of the sportspeople studying at various departments of Selçuk University. The study group is constituted by totally 280 university students, 106 of whom doing individual and 174 doing team sports, being 123 females and 157 males. In the acquisition of the data, &quot;Beck Depression Scale,&quot; &quot;Rosenberg Self-Perception Scale,&quot; and &quot;Beck Anxiety Scale&quot; were used. The diagnostic statistics of the data were conducted and their homogeneity and variances were tested. In the analysis of the data, Independent Samples t test was used and Pearson Correlation analysis was conducted. While no statistical change was observed in line with the age and accommodation factors, statistical significant changes were identified in the case of self-respect, anxiety and Depression levels in line with the gender and the type of sports done (p&lt;0.05). It is contemplated that the changes between the female and male students stem from the cultural structure in addition to the social structure, social responsibility, and duties, and it can be said that the reason for the values of self-respect, anxiety, and Depression in students performing team sports are more positive than those of the students doing individual sports arises from the specific structure of the sportive branches.
Seeing Musically Agentive Voices: Tracing to Make Transparent
Author: Hogle, Lauri
Date: 2019-05-20
Type: Journal Articles
Subjects: Music,Music Education,Scaffolding (Teaching Technique),Video Technology,Children,Music Teachers,Teacher Student Relationship

In this paper, I share an analysis process that emerged from and evolved during my efforts to study children's musical learning from video recordings of choral rehearsals. Because written transcription would not adequately represent nonverbal data within social interactions, I developed a technique that (a) enabled me to disseminate understandings from these data and (b) simultaneously served as a multi-layered method of analysis. I describe this analysis technique here in hopes that other researchers may find it useful as well, particularly as they seek to story experiences of children as research participants.
Designing a Logic Model to Inform Montessori Research
Author: Culclasure, Brooke Taylor
Date: 2019-00-00
Type: Journal Articles
Subjects: Montessori Method,Guidelines,Outcomes of Education,Educational History,Public Schools,Poverty,Educational Philosophy,Teaching Methods,Program Development,Models,Educational Research,Child Development,Measures (Individuals),Executive Function,Learning Motivation,Creativity,Self Control,Academic Achievement,Creative Thinking,Creativity Tests,Cognitive Ability,Cognitive Tests

Montessori education has a long history, but its recent growth in American public schools has led to increased interest in research efforts, particularly in exploring the potential of the Montessori experience to moderate the effects of poverty and in gathering data to evaluate public investment in Montessori schools. To assist research efforts, this paper introduces a comprehensive visual model, or logic model, that depicts the core components, underlying assumptions, and intended outcomes of the Montessori approach. Logic modeling, which results in a visual representation depicting the connections among a program's inputs, primary activities, and outcomes, is often used in program planning and research to provide a common framework from which to work. Developed over a 3-year period by a collaborative group of experienced Montessori researchers and practitioners, the Logic Model for Montessori Education presented in this paper is a valuable tool for researchers with the potential to lay a foundation across disciplines for future research that is both rigorous and systematic in its measurement of Montessori processes and outcomes.
&quot;I Feel Very Fortunate to Still Be Doing What I Love&quot;: Later Career Performing Arts Teachers Still Keen and Committed
Author: Gray, Christina
Date: 2019-05-20
Type: Journal Articles
Subjects: Teacher Persistence,Social Networks,Teacher Attitudes,Teacher Characteristics,Teacher Competencies,Relevance (Education),Social Responsibility,Teacher Influence,Experienced Teachers,Theater Arts,Art Teachers,High School Teachers,College Faculty,Peer Influence

The problem of attrition among early-career teachers has generated a substantial body of research. However, less research has been devoted to later-career teachers who survive and thrive. This article explores the career experiences of four later-career performing arts teachers who remain keen and committed to teaching. Informed by seminal studies by Huberman (1989, 1993) and Day and Gu (2007, 2009) into teacher career trajectories, and using a phenomenological 'lens' of portraiture methodology, members of the research team undertook a series of in-depth interviews to gain insight into how these teachers maintain their positivity and commitment to teaching. Four key themes emerged: the fundamental influence of social networks, the ability to recognise and embrace one's strengths, the importance of being adaptable in maintaining relevance and social responsibility, and understanding the difference one makes to the lives of students. Findings highlight the key mechanisms by which these later-career teachers rationalise and maintain their enthusiasm. Given they are not fixed, articulating these mechanisms as attributes to be encouraged, practiced, nurtured, and developed among all teachers may be the overall key finding of this study.
How to Best Support Families and Caregivers Who Are Disconnected, Alienated, and Underserved so They Can Become Involved and Effective Advocates
Author: Kinsella-Meier, Mary Ann
Date: 2019-00-00
Type: Journal Articles
Subjects: Family Involvement,Family School Relationship,Deafness,Hearing Impairments,Caregiver Role,Advocacy,At Risk Persons,Access to Information,Parent Participation,Parenting Skills,Interpersonal Communication,Volunteers,Family Environment,Participative Decision Making,Cooperative Planning

In educational settings, where decisions must regularly be made related to what type and focus of services to provide, having a parent/caregiver advocate in their corner can be very important to children who are deaf or hard of hearing. In this article, the author presents how to best support families and caregivers who are disconnected, alienated, and underserved so they can become involved and effective advocates.
Fostering a Culture of Innovation: A Case Study of Elementary School Principals in Costa Rica
Author: Gonzales, Miguel M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Elementary Schools,Administrator Role,Program Implementation,Educational Innovation,National Programs,Science Fairs,Instructional Leadership,Faculty Development,STEM Education,Teacher Supervision,Teacher Administrator Relationship,Teacher Motivation,Elementary School Teachers,Leadership Styles

To help promote a culture of innovation, the Ministry of Education and the Ministry of Science, Technology, and Telecommunication of Costa Rica established a national executive decree requiring all public schools in the country participate in the National Program of Science and Technology Fairs (NPSTF). This case study examines the role of five elementary school principals in Costa Rica in implementing and preparing their schools for the NPSTF initiative. Principals played three significant roles: the motivator of teachers and students; acquirer of NPSTF resources; and the organizer of NPSTF committees and coalitions to help train and finance the initiative. It is recommended the Ministry of Education establish a budget solely dedicated to support infrastructure and professional development for NPSTF while aligning goals with all stakeholders
Opportunity to Learn and Its Consequences for Student Learning Outcomes in Basic Education Schools in Zambia
Author: Ginsburg, Mark
Date: 2014-10-00
Type: Journal Articles
Subjects: Educational Opportunities,Outcomes of Education,Numeracy,Literacy,Comparative Education,Institutional Evaluation,Grade 7,Academic Achievement,Access to Education,Educational Quality,Scores,School Schedules,Teacher Attendance,Attendance,Foreign Countries,Achievement Tests,Teacher Effectiveness,Faculty Development,Teacher Supervision,Institutional Characteristics,English (Second Language),Second Language Learning,Second Language Instruction,Mathematics Tests,Language Tests,Teacher Attitudes

This study investigates inter-school variations in several dimensions of opportunity to learn as well as examines the extent to which these measures significantly affect students' performance on grade 7 literacy and numeracy exams. After situating the study within the global discourse emphasizing the importance of providing access to quality education to all children and youth, the article reviews the theoretical and empirical literature on opportunity to learn. Data for this study come from the Annual School Census, national examination results, and a field study conducted in 2011 in 190 schools in all 9 provinces in Zambia. The findings indicate variation across schools in measures of opportunity to learn: a) days schools was open during year, b) hours schools was open during the day, c) teacher absenteeism, d) teacher late arrival/early departure, e) student absenteeism, and f) student late arrival/early departure. The regression analysis findings indicate that, of these dimensions of opportunity to learn, only student late arrival/early departure had significant and relatively large effects on both literacy and numeracy exam performance, when controlling for other sets of variables in the models (teacher quality, inservice education and supervisory support of teachers, and school/community context). The article concludes by considering why the findings do not strongly support the theory of opportunity to learn.
From Traditional to Distance Practice-Oriented University Course in Professional Training for Pre-Service Biology Teachers
Author: Asenova, ?sya
Date: 2014-08-00
Type: Journal Articles
Subjects: Distance Education,Preservice Teachers,Biology,Science Teachers,Educational Quality,Student Attitudes,Educational Experience,Computer Simulation,Course Descriptions,Scientific Research,Science Instruction,Online Courses,Foreign Countries,Knowledge Base for Teaching,Preservice Teacher Education

The current study investigated student's perception and experience on the distance practice-oriented university courses and virtual laboratory in particular. The virtual laboratories (virtual labs) concept is one of the challenges in higher education especially in the engineering education. Being more interactive they allow the students to acquire practical knowledge remotely. The university course is designed in different by function and content modules. Every module is built as a connection between scientific knowledge, embedded in biological disciplines, and its transformation into educational knowledge in school subjects in biology through system of knowledge and skills to actually convert the subject of learning. The purpose of this article is to discuss the results of a study of the quality of education in online practically oriented training course for pre-service biology teachers at the Sofia University &quot;St. Kliment Ohridski&quot;, Sofia, Bulgaria.