ethanporcaro/eric-fulltext-meta huggingface dataset:
Research Managers at Jamaica's National University Are Strategically Deploying a Modest Research Development Fund in Support of Impactful Research
Author: Ivey, Paul W.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Research Administration,Research Projects,Financial Support,Research and Development,Program Descriptions,Higher Education,Strategic Planning,Administrator Role,Performance Factors

The purpose of this paper is to highlight, using examples, how the University of Technology, Jamaica (UTech, Jamaica) is strategically using a modest internal research development fund, which is managed by the research managers in its research and innovation management office, to support impactful research projects. Critical reflection and the scholarship of integration are used in describing, making connections, and analyzing the &quot;pathways to impact&quot; (where evidence of the translation of research into impacts is usually manifested) of the internally-funded research projects. The role of the research managers, as helpful intermediaries, and the lessons learned are also discussed. The societal impact of these exemplary projects is clearly demonstrated. Presenting these examples is consistent with one of the key functions of research managers, which is to highlight the extent and nature of their institution's research work, ensuring the effective dissemination of research findings, and building public support for research.
A Measure of Excellence of Young European Research Council Grantees
Author: Arevalo, Javier
Date: 2017-00-00
Type: Journal Articles
Subjects: Grantsmanship,Grants,Research Projects,Research Proposals,Research Administration,Benchmarking,Bibliometrics,Biological Sciences,Misconceptions,Donors,Foreign Countries

Bibliometric benchmarking can be an aid to researchers pondering whether to apply for competitive grants. In this paper, the highly prestigious grants offered by the European Research Council to young scientists of any nationality were scrutinized. The analysis of the 2014-2015 data indicates that over 75% of life science grantees in the starting category (2-7 years after completing a Ph.D. degree program) had at least 14 papers and an H-index of 10 (28 and 16, respectively, in the case of the consolidator category--i.e., 7-12 years after obtaining the Ph.D.). Yet other signs of excellence, expert advice, and the limitations of metric approaches need to be considered.
It Takes an Eco-System: A Review of the Research Administration Technology Landscape
Author: Saas, Tyler
Date: 2017-00-00
Type: Journal Articles
Subjects: Research Administration,Higher Education,Awards,Primary Sources,Technology Uses in Education,Institutional Characteristics,Systems Analysis,Management Information Systems,Hypothesis Testing,Change Strategies,Operations Research

Deloitte Consulting LLP conducted a review of publicly available data sources with the goal of identifying the pre- and post-award systems used in higher education. The number and type of pre- and post-award systems identified not only show that higher education institutions (HEIs) use a variety of methods to facilitate research activities, but also suggest that HEIs and ERP vendors may think differently about the role of research administration technologies. We provide some hypotheses for why this may be the case. These hypotheses focus on: institutional priorities, market maturity, and the &quot;vision thing.&quot; We also provide high-level considerations to help HEIs think through their research administration technology decisions.
Research Strategies for Academic Medical Centers: A Framework for Advancements toward Translational Excellence
Author: Haley, Rand
Date: 2017-00-00
Type: Journal Articles
Subjects: Medical Schools,Medical Research,Educational Strategies,Faculty Development,Teacher Researchers,Educational Facilities Improvement,Organizational Objectives,Research Needs,Strategic Planning,Partnerships in Education,Models,Philanthropic Foundations,Change Strategies

This review article presents a simplified framework for thinking about research strategy priorities for academic medical centers (AMCs). The framework can serve as a precursor to future advancements in translational medicine and as a set of planning guideposts toward ultimate translational excellence. While market pressures, reform uncertainties, institutional economics, and the move to a value-based environment have firmly pushed clinical strategy to the forefront of AMC planning, research strategic planning remains vitally important, especially for AMCs with significant research enterprises. A &quot;research strategy DNA&quot; framework can help leadership and faculty toward a shared understanding of their current position and help inform their future strategic priorities in light of rapidly changing environments. Six common strategic elements are outlined in the framework: (1) research faculty, (2) research infrastructure and space, (3) research organizations, (4) research focus areas, (5) research teams, and (6) research partnerships. AMC thinking along these elements is guided by two strands: (1) pursuit of excellence, and (2) strategic stewardship. Building on this framework, three areas of emerging strategic attention (yet underrepresented in current AMC research strategies) are introduced: research business models, translational organizational structures, and philanthropic agility.
Collaboration in Action: Measuring and Improving Contracting Performance in the University of California Contracting Network
Author: Tran, Tam
Date: 2017-00-00
Type: Journal Articles
Subjects: Agency Cooperation,Negotiation Agreements,Contracts,Performance Factors,Time Perspective,Consortia,Medical Research,Medical Schools,Benchmarking,Best Practices,Biomedicine,Intercollegiate Cooperation,Performance Technology

In 2013, the University of California, Biomedical Research, Acceleration, Integration, and Development (UC BRAID) convened a regional network of contracting directors from the five University of California (UC) health campuses to: (i) increase collaboration, (ii) operationalize and measure common metrics as a basis for performance improvement efforts, and (iii) identify and implement best practices to maintain a competitive edge in the field of biomedical research. This article summarizes an 18-month examination of performance metrics across the five campuses, including methods for data collection and harmonization agreed upon by the UC contracting offices. Some of the most striking, and previously unmeasured, results demonstrate that master agreements are a highly effective and successful strategy for significantly shortening the average time to completion of contract terms. Interestingly, clinical research organizations (CROs) significantly increase the time required to negotiate a contract. Results also point to the intra- and inter-organizational dependencies affecting time to contract execution. Systematic and transparent data collection among UC stakeholders is necessary to continue improvements to the system. However, data collection is only one component of the larger need to develop shared technology both within and between institutions. This study demonstrates that collaboration and sharing of contract terms is an effective way to reduce study activation time, but the greatest improvements will be driven by the sharing of data and technology tools.
Evaluating the Implementation and Effectiveness of Reflection Writing
Author: Boutet, Isabelle
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Introductory Courses,Psychology,Reflection,Journal Writing,Essays,Content Analysis,Writing Evaluation,Instructional Effectiveness,Learning Strategies,Writing Strategies,Writing Skills,Competence,Psychological Patterns,Lifelong Learning,Skill Development,Program Implementation,Foreign Countries,Cohort Analysis,Grounded Theory,Word Frequency,Writing Assignments,Comparative Analysis

There is ample theoretical justification for incorporating reflection exercises as a tool for preparing students for life beyond university, yet the utility of such exercises needs to be documented if resources are to be devoted to their implementation. This study describes the implementation and evaluates the effectiveness of a reflection exercise that was introduced in an entry-level undergraduate psychology course. Students completed four periodic reflection journals and submitted an essay summarizing their progress as learner at the end of the semester using examples from the journals to support their reflection. Multiple qualitative analysis methods were used to measure the reflective content of the summary essays. The analyses support the effectiveness of the exercise in promoting reflection on the process of learning including strengths, weaknesses, learning strategies, competence, efforts, and emotions. In addition, reviewing the reflective essays provided the instructor with invaluable insight into the students' experience. We conclude that reflection writing can be incorporated in undergraduate studies to encourage the development of life-long learning skills with reasonable time requirements. Suggestions for modes of implementation as well as future avenues of research are discussed.
An Analytical Autoethnographical Account of Using Inquiry-Based Learning in a Graduate Research Methods Course
Author: Woolf, Jules
Date: 2017-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Courses,Research Methodology,Graduate Students,Ethnography,Reflection,Teaching Experience,College Faculty,Foreign Countries

Increased emphasis is being placed on integrating research and teaching in higher education because of the numerous benefits accrued by students. In accordance, research methods courses are ubiquitously contained in curricula, ostensibly to promote research training and the research-teaching nexus. Students may not appreciate the inclusion, however, of such courses or emphasis on research training when their career ambitions are outside academia. In this analytical autoethnographic study, I examined my experience of teaching research methods to twenty graduate students using an inquiry-based learning strategy. To assist my analysis, I incorporated the students' reflective journals of their experience of the course. Inquiry based learning motivated both the students and me, however the approach was time intensive and stressful for me. Contrary to current recommendations, guidance is of crucial importance with this teaching approach, particularly at the onset. Furthermore, an alignment between my own research interests and course content was not necessary for the research-teaching nexus to be experienced. Moreover, absence of such alignment provided opportunities for personal development both for the students and in my case, the instructor.
Words Matter: The Impact of &quot;Catchy&quot; vs Conventional Course Titles on Student Interest
Author: Flaherty, Joan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Courses,Student Surveys,Student Interests,Course Selection (Students),Instructional Program Divisions,Identification,Online Surveys,Business Administration Education,Hospitality Occupations,Statistical Analysis,Likert Scales

Anecdotal evidence suggests that post-secondary institutions in Canada and beyond are experimenting with the practice of substituting conventional, discipline-centred course titles with more creatively phrased, learner-centred titles. However, we could find no scholarly research to affirm, challenge or guide this practice. This study represents a preliminary foray into that research. We surveyed 368 business undergraduate and graduate students at a mid-sized Canadian university to address, and explore the implications of, this question: &quot;Does a catchy course title elicit more student interest than its conventional counterpart?&quot; Our findings provide some, but not unqualified, support for the practice of using catchy course titles as a way of attracting student interest. We found the most significant influence on student preference toward conventional or catchy course titles to be year of registration (first year and fourth year students showed the most interest in catchy course titles; graduate students and those registered in second and third year showed a preference for conventional course titles). Implications regarding marketing and pedagogy are discussed, as is the need for further research.
The Effect of Simulation on Middle School Students' Perceptions of Classroom Activities and Their Foreign Language Achievement: A Mixed-Methods Approach
Author: Sharifi, Akram
Date: 2017-03-00
Type: Journal Articles
Subjects: Middle School Students,Experimental Groups,Student Attitudes,Class Activities,Simulation,Second Language Learning,Second Language Instruction,Role,Emotional Response,Semi Structured Interviews,English (Second Language),Control Groups,Females,Attitude Measures,Questionnaires,Pretests Posttests,Language Proficiency,Statistical Analysis,Foreign Countries

The present study delved into a language learning model in the domain of English as a foreign language (EFL), i.e., simulation. The term simulation is used to describe the activity of producing conditions which are similar to real ones. We hypothesized that simulation plays a role in middle school students' perceptions of classroom activities (i.e., interest, challenge, choice, and joy). It was also conjectured that simulation affects foreign language achievement. To do so, the study utilized an experimental design consisting of 51 female participants (25 learners in the control group and 26 students in the experimental group). The results demonstrated the positive role of simulation in students' perceptions of classroom activities and their language achievement. A semi-structured interview was also held at the end of the study with a number of students in experimental group to investigate student's attitudes and emotional reactions towards simulation.
Use of Information and Communication Technologies in Primary Education--A Case Study of the Czech Republic
Author: Hlásná, Pavla
Date: 2017-03-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Information Technology,Elementary School Students,Technological Literacy,Elementary School Teachers,Teacher Education,Case Studies,Comparative Analysis,Questionnaires,Preservice Teachers,Student Attitudes,Statistical Analysis,Interviews

The aim of this research study is to explore the use of information and communication technologies (ICT) in classes at the first stage of primary schools, specifically in the Czech Republic. Firstly, the authors discuss the current state of this research issue, and secondly, they describe their own research which should clarify how, why and how often the teachers at the first stage of primary schools use ICT in their teaching. The findings indicate that although more than 50% of the teachers at primary schools use ICT in their teaching on a daily basis, they need further continuous methodological training which would contribute to their effective use of ICT in classrooms. The results also showed that the teachers who had participated in a methodological course on ICT use appeared to implement ICT in their classes more than those who had not attended such training. In addition, the results revealed that the use of ICT was not influenced by the length of the teaching practice and that the use of ICT still did not have any impact on the relationship between the teacher and his/her pupils and among pupils themselves. Nevertheless, the results suggest that there should be ample and continuous trainings which would ensure that teachers have relevant competences for using ICT in their classrooms.
Errors Made by Elementary Fourth Grade Students When Modelling Word Problems and the Elimination of Those Errors through Scaffolding
Author: Ulu, Mustafa
Date: 2017-03-00
Type: Journal Articles
Subjects: Foreign Countries,Error Patterns,Elementary School Students,Grade 4,Word Problems (Mathematics),Mathematics Skills,Error Correction,Scaffolding (Teaching Technique),Mathematical Models,Mixed Methods Research,Interviews,Problem Solving,Number Concepts,Discriminant Analysis

This study aims to identify errors made by primary school students when modelling word problems and to eliminate those errors through scaffolding. A 10-question problem-solving achievement test was used in the research. The qualitative and quantitative designs were utilized together. The study group of the quantitative design comprises 248 elementary 4th grade students attending nine classes at three state schools in the city centre of Kütahya, chosen with the cluster sampling method. Frequency analysis and discriminant analysis were performed to analyse the quantitative data. The qualitative data were collected through clinical interviewing. The study group with whom the clinical interviews were performed comprises 30 primary school students in the class closest to the average problem-solving achievement among the nine classes. As a result, it was observed that most of the errors made by the students were caused by the use of the number operator model, which was followed by incorrect relations, number consideration, missing critical information, an inability to determine structure and relation and incorrect diagrams. The discriminant analysis shows that the biggest contribution to discriminating between students with high and low levels of modelling achievement is made by errors originating from using the number operator model, and this type of error is followed by incorrect relations, an inability to determine structure and relation and number consideration models respectively. It was concluded that errors originating from missing critical information are mostly made by successful students and the ratio of errors originating from incorrect diagrams does not affect the distinction between successful and unsuccessful students. The research also found that the modelling cycle of students does not benefit from the interpretation and validation stages. Finally, it was seen that more than half of errors made during modelling can be corrected through scaffolding.
Developing the Irrational Beliefs in Mathematics Scale (IBIMS): A Validity and Reliability Study
Author: Kaya, Deniz
Date: 2017-03-00
Type: Journal Articles
Subjects: Mathematics Instruction,Beliefs,Content Validity,Factor Analysis,Validity,Statistical Analysis,Item Analysis,Correlation,Comparative Analysis,Reliability,Mathematics,Measures (Individuals),Secondary School Students,Student Attitudes,Foreign Countries,Scores,Goodness of Fit,Gender Differences,Likert Scales

The purpose of this study is developing a valid and reliable scale intended to determine the irrational beliefs of students in mathematics. The study was conducted with a study group consisting of 700 students in 2015-2016 academic year. Expert opinions were received for the content and face validity of the scale, and the Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were applied. After the EFA was applied a structure was obtained consisting of 20 items, which explained 53.86% of the total variance and the four factors. The findings obtained from the CFA showed that the structure consisting of 20 items and the four factors related to the Irrational Beliefs in Mathematics Scale (IBIMS) had adequate consistency indices (x[superscript 2]/df = 2.50, RMSEA = 0.056, SRMR = 0.056, GFI = 0.92, AGFI = 0.90, CFI = 0.92, IFI = 0.90, PNFI = 0.76). The total internal consistency coefficient of the scale was calculated as 0.81, and the internal consistency coefficients of the items of &quot;Finding Reasons,&quot; &quot;Perfection,&quot; &quot;Being Conditioned&quot; and &quot;Inclinations for Being Accepted&quot; were calculated as 0.85, 0.78, 0.71 and 0.66 respectively. The test-retest measurement reliability was found to be 0.75. The discrimination of the items in the scale was made with the total corrected item correlation by comparing the 27% lower-upper group comparisons.
Identifying Estonian Stakeholder Views as the Bases for Designing Science Teachers' In-Service Course Which Support Promotion of Competence Based Curriculum Goals
Author: Laius, A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Science Education,Delphi Technique,Inservice Teacher Education,Competency Based Education,Curriculum Implementation,Science Curriculum,Secondary School Students,Problem Solving,Preservice Teachers,Scientists,Secondary School Science,Employers,Citizenship Education

This study solicits views about the goals of science education from a range of stakeholders within the science education community and society. It also compares students' needs, expressed through stakeholder expectations, with the current learning situation of gymnasium graduates. The study uses a Delphi method to solicit views with 111 participants in the 1st round, 103 participants in a 2nd round and 84 participants in a 3rd, consolidating round. The results revealed significant gaps between the expectations of all investigated groups and the actual realisation of levels of obtained competences by students at secondary school leading to five crucial competence areas needed for future employees: personal attributes, academic skills, creativity, communication skills and scientific knowledge.
Science Teacher Candidates' Attitudes towards Distance Education
Author: Kisla, T.
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Teachers,Preservice Teachers,Teacher Attitudes,Distance Education,Scientific Literacy,Science Education,Likert Scales,Statistical Analysis,Physics,Chemistry,Biology,Electronic Learning,Web Based Instruction,College Students,College Science,Questionnaires

The popularity and importance of distance education (DE) have increased along with advances in information and communication technologies. Many educational institutions now use DE applications. Today, as the importance of scientific literacy rises, the integration of DE into science education has become obligatory. At this point, this study seeks to shed a light about the attitudes of stakeholders towards DE implementation in teaching and learning of science. One important stakeholders is the science teacher candidates who will play a key future role in science education. The main aim of this study is to examine science teacher candidates' attitudes towards DE, based on selected independent variables (i.e., gender, major, time spent on the Internet, computer experience, participation in DE). The study consists of 181 science teacher candidates. The results show that participants' attitudes towards DE are close to indecisive. Moreover, while their attitudes do not differ according to gender or major, they differ in a statistically significant manner depending on time spent on the Internet, computer experience and participation in DE.