ethanporcaro/eric-fulltext-meta huggingface dataset:
Multicultural Schools and New Demands on Leadership
Author: Andersen, Fred Carlo
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Multicultural Education,Public Policy,Educational Policy,Transformational Leadership,Critical Thinking,Minority Group Students,Social Action,Leadership Qualities,Competence,Leadership Training,Diversity (Institutional),Content Analysis,Documentation,Instructional Leadership

The purpose of this study is to explore the Norwegian Government's expectations pertaining to new demands on leadership expressed in policy documents with regard to a multicultural society. Data from seven government's white papers were thematically analyzed with regard to knowledge, skills and attitudes. The study is framed within a theoretical approach, deriving from a tradition, promoting emancipatory pedagogies that arise from political and social movements, feminist perspectives, and critical pedagogy. Results indicate that there is a lack of a transformative movement that may produce critically thinking socially active minority students, deriving from critically thinking socially active school leaders and teachers. It is argued that there is too little emphasis on what kind of leadership competencies i.e. knowledge, skills and attitudes the school leaders must possess as their school populations become more and more linguistically and culturally diverse. The article concludes with possible implications for school leadership preparation programs.
Comparing Outcomes between a Traditional F2F Course and a Blended ITV Course
Author: Gerlich, R. Nicholas
Date: 2011-01-00
Type: Journal Articles
Subjects: Outcomes of Education,Conventional Instruction,Blended Learning,Interactive Video,Television,Delivery Systems,Synchronous Communication,College Students,Business Administration Education,Regression (Statistics),Correlation,Scores,Comparative Analysis,Hypothesis Testing,Grade Point Average,Predictor Variables

Two sections of the Principles of Management course were examined to compare student outcomes based on course delivery method. The first section was a traditional F2F class, while the second section was parallel cohorts of students meeting in two separate locations, but linked by ITV (Interactive Television). The professor appeared once per week in each location, effectively resulting in a hybrid synchronous ITV delivery in which students were only in the same room as their professor 50% of the time. Regression analysis, t-tests and correlations were performed on both total points earned and student scores on an assessment exam. Results showed there to be no significant difference in student outcomes between the two delivery methods.
Communicating Learning Outcomes and Student Performance through the Student Transcript
Author: Kenyon, George
Date: 2010-09-00
Type: Journal Articles
Subjects: Transcripts (Written Records),Academic Records,Universities,Self Evaluation (Individuals),Accreditation (Institutions),Educational Objectives,Student Improvement,Outcomes of Education,Student Educational Objectives,Likert Scales,Questionnaires,Surveys

The university accreditation process now puts more emphasis on self assessment. This change requires universities to identify program objectives, performance indicators, and areas for improvement. Many accrediting institutions are requiring that institutions communicate clearly to constituents: 1) what learning outcomes were achieved by students, and 2) what level of attainment of these outcomes is required to assure the quality of program offerings. The traditional student transcript does not accomplish this. The proposed structure for academic transcripts clearly states what the learning objectives of the institution and the degree programs are, as well as how the student has met the learning outcomes.
Mentoring as a Springboard to Acculturation of Immigrant Students into American Schools
Author: Rotich, Jerono
Date: 2011-01-00
Type: Journal Articles
Subjects: Mentors,Acculturation,Immigrants,Refugees,Case Studies,Pilot Projects,Intervention,Middle School Students,Educational Benefits,Barriers,Culturally Relevant Education,At Risk Students,Youth Programs,Program Evaluation,Outcomes of Education

Although the ever increasing diverse immigrant and refugee students enrich and bring diversity to America's social fabric, they seem to encounter numerous challenges as they acculturate and integrate into their new school culture and environment. Although most school systems and higher education institutions have made significant efforts to facilitate this process, minimal research has documented the potential of mentoring as an alternative tool to facilitate immigrant youth acculturation into American schools. Additionally, mounting anecdotal evidence suggests that if these challenges are not addressed in a timely and appropriate manner, then the educational, health as well as the civil and governmental institutions may be forced to deal with far greater problems later in life. This article highlights findings from a case study of a pilot mentoring intervention project among diverse newcomer middle school immigrant and refugee students. It will describe the benefits, challenges as well as future recommendations. The author suggest that a culturally sensitive mentoring program has the potential to significantly enhance the acculturation and schooling of diverse at risk immigrant and refugee students entering America's school system.
Passive Maple-Seed Robotic Fliers for Education, Research and Entrepreneurship
Author: Aslam, D. M.
Date: 2014-04-00
Type: Journal Articles
Subjects: Robotics,Entrepreneurship,Engineering Education,Science Instruction,Interdisciplinary Approach,Forestry,Elementary Secondary Education,Higher Education,Adult Education,Labor Force Development,Teaching Methods,STEM Education,Questionnaires,Student Attitudes,Information Technology,Electronic Equipment,Undergraduate Students

As inspirations from flora and fauna have led to many advances in modern technology, the concept of drawing ideas from nature for design should be reflected in engineering education. This paper focuses on a maple-seed robotic flier (MRF) with various complexities, a robotic platform modeled after the samaras of maple or ash trees, to teach STEM concepts to K-12 learners. Experiments using MRFs were also designed and incorporated into an undergraduate engineering course. Details are given on how the MRFs have been incorporated into K-12 camps and the undergraduate course. Unique features of MRF development are (a) very simple (using LEGOs and paper) to extremely complex (incorporation of microcontrollers and sensors) learning suitable for pre-K children, free-will adult learners, workforce training, undergraduate and graduate students, (b) research-oriented education, (c) entrepreneurship education and (d) trans-disciplinary education and research. Using microfabrication and nanofabrication technologies, the long range goal is to mass produce MRFs for surveillance in hard-to-reach and dangerous environments.
Predicting Assessment Outcomes: The Effect of Full-Time and Part-Time Faculty
Author: Gerlich, R. Nicholas
Date: 2010-09-00
Type: Journal Articles
Subjects: Faculty,Part Time Faculty,Business Administration Education,Student Evaluation,Educational Assessment,Scores,Accreditation (Institutions),Academic Ability,Correlation,Regression (Statistics)

Assessments have risen in prominence in colleges of business, in response to requirements of accrediting agencies. Among the forms of assessment are embedded exams within courses, often in the form of multiple-choice tests near the end of the semester. These tests can be stand-alone comprehensive exercises, or comprise a small portion of a larger exam. Performing well on exit exams such as the ETS is highly dependent on how well students did in their foundational courses. This study examines outcomes assessment scores in 11 sections of the Principles of Marketing, Management, and Business Law courses at a southwestern university. These courses were taught by a variety of full-time and part-time faculty. Models were constructed based on demographic variables as well as native ability, effort, and type of instructor. The results indicate that part-time instructors in these courses had exam scores 15% lower than those of students in courses taught by full-time professors. Furthermore, it was observed that students with adequate native ability (as measured by their ACT score) and effort (as measured by their cumulative GPA), could overcome the effects of poor instruction by part-time faculty.
Quickulum: A Process for Quick Response Curriculum Verification
Author: Lovett, Marvin
Date: 2010-09-00
Type: Journal Articles
Subjects: Postsecondary Education,Audits (Verification),Quality Assurance,Course Content,Business Administration Education,Curriculum Enrichment,Models,Retailing,Benchmarking,Teacher Surveys,Questionnaires,Likert Scales,Relevance (Education),Curriculum Evaluation

This paper addresses the need for a method of continual and frequent verification regarding course content taught in some post-secondary courses. With excessive amounts of information generated within the workplace, continual change exists for what is taught in some of our business courses. This is especially true for specific content areas such as Retail Management. This paper proposes a process for verifying and updating course content in order to stay current with workplace trends which these authors have called &quot;Quickulum: A Process for Quick Response Curriculum Verification.&quot; A bibliography is provided.
A Study on Relationship between Personality Traits and Employment Factors of College Students
Author: Kai-Wen, Cheng
Date: 2011-01-00
Type: Journal Articles
Subjects: College Students,Personality Traits,Vocational Education,Employment Opportunities,Employment Potential,Schematic Studies,Questionnaires,Student Surveys,Factor Analysis,Data Analysis,Performance Factors,Individual Characteristics,Environmental Influences,Foreign Countries,Regression (Statistics)

The goal of vocational education is to enhance students' professional knowledge, technical skills, and professional ethics to make them readily available for employment and capable of satisfying the needs of economic constructions. Vocational education plays an important role in guiding and assisting students in seeking employment. However, in addition to school education, individual personality traits largely affect students' employment. This paper used students at a college in Taiwan to investigate the relationship between students' personality traits and their employment factors.
The Structure of Student Satisfaction with College Services: A Latent Class Model
Author: Adwere-Boamah, Joseph
Date: 2011-01-00
Type: Journal Articles
Subjects: Student Attitudes,Participant Satisfaction,Community Colleges,College Students,Self Disclosure (Individuals),Counseling Services,Student Financial Aid,Health Services,Student Government,Academic Support Services,Models,College Programs,Factor Analysis,Student Surveys

Latent Class Analysis (LCA) was used to identify distinct groups of Community college students based on their self-ratings of satisfaction with student service programs. The programs were counseling, financial aid, health center, student programs and student government. The best fitting model to describe the data was a two Discrete-Factor model among 2 through 5 class solutions that were examined. The model provided insight into the structure of students' feelings about their college services. The following four classes of D-Factor #1 were observed: Class 1, students who were very satisfied with all the programs (19%). Class 2, a relatively satisfied group of students (16%). Class 3, a large majority (57%) of students who felt ambiguous about the programs and class 4, a small group of very dissatisfied students (8%). The first class of D-Factor #2 students was satisfied with counseling and financial aid services but was ambiguous about health services. The second-class students (D-Factor #2) on the other hand, were dissatisfied with financial aid services. Their feelings about student government, student programs and health services were ambiguous. The two D-Factor model provided a clear differentiation of the students in terms of their satisfaction, or dissatisfaction with the student services provided by the college.
Assurance of Learning: What Do Economics Faculty Know and What Do They Believe?
Author: Eschenfelder, Mark J.
Date: 2010-09-00
Type: Journal Articles
Subjects: Economics Education,Higher Education,Online Surveys,Teacher Attitudes,Teaching Methods,Instructional Effectiveness,Academic Achievement,Learning Processes,Teacher Participation,Beliefs,Program Implementation,Program Effectiveness,Outcome Measures,Achievement Rating,Course Evaluation,Student Evaluation,Student Evaluation of Teacher Performance

This paper reports on the perceptions of teaching economists of the nature, implementation and result of outcomes assessment/assurance of learning (AOL) in higher education. The results reported in the paper are based on over eight hundred responses to a web-based survey of teaching economists. While there is little consensus among economists about assurance of learning some generalizations may be made. Economists involved in the assurance of learning process have different perceptions than those uninvolved in the process. For example, more (as a percentage) economists involved in the process indicated assurance of learning has improved student learning than uninvolved economists. However, even among involved economists almost a third disagree with the statement &quot;The OA/AOL process has led to improved student learning at my institution.&quot;
Creation of Electronic Portfolios in an Educational Leadership Cohort
Author: Boggan, Matthew K.
Date: 2011-01-00
Type: Journal Articles
Subjects: Cohort Analysis,Leadership Training,Portfolios (Background Materials),Electronic Publishing,Student Evaluation,Educational Administration,Item Analysis,Test Reliability,Test Validity,Computer Software Evaluation,Usability,Program Implementation,Design Requirements,Models,Database Design,Scoring Rubrics,Reflection,Student Attitudes,College Programs

According to a study conducted by the American Association of Colleges of Teacher Education (2002), approximately 90% of universities and colleges of education use portfolios regarding student assessment. Forty percent of universities use electronic portfolios in teacher certification programs for licensing. Because of the popular use of electronic portfolios (eportfolios) as a major assessment instrument in education programs, particularly educational leadership programs, a need exist to look at the effectiveness, validity, and reliability of eportfolios. Educational Leadership Programs at Mississippi State University-Meridian currently uses taskstream software (taskstream.com) as a means to collect data and create student electronic portfolios. This presentation will look at the effectiveness of electronic portfolios and taskstream software and will address the following themes: (1) A review of requirements for electronic portfolio implementation, (2) the benefits of electronic portfolios, (3) models/ template designs and the use of rubrics for research assignments in taskstream software, (4) reflections of Mississippi State University-Meridian Educational Leadership (EDL) students on technology integration, and (5) serving purpose of Electronic Portfolios for student and program data collection.
A Green Marketing Course for Business Undergraduates
Author: Rudell, Fredrica
Date: 2011-01-00
Type: Journal Articles
Subjects: Marketing,Undergraduate Students,Business Administration Education,Conservation (Environment),Sustainability,College Faculty,Teacher Attitudes,Assignments,Course Content,Career Development,Teaching Methods,Video Technology,Speeches,Curriculum

Since the 1970s, periodic calls have been made for incorporation of sustainability issues into marketing and other business courses. Now more than ever, we need to prepare students for careers in the green economy. This article will describe the author's experience teaching a Green Marketing course to business undergraduates. A review of content, format, assignments, and resources may help others who would like to develop their own offering.
The Assessment of Business Knowledge and Integration for Assurance of Learning: An Application
Author: Hawkins, Alfred G., Jr.
Date: 2010-09-00
Type: Journal Articles
Subjects: Business Administration Education,College Outcomes Assessment,Scoring Rubrics,Business Skills,Simulated Environment,Marketing,Undergraduate Students,Educational Games

AACSB has mandated that the documentation of student learning will become increasingly important in decisions regarding initial accreditation and reaffirmation. Assurance of learning is a major part of the accreditation and reaffirmation process. All universities will need to develop a set of learning goals for all their programs. These learning goals need to be assessed using a systematic set of learning experiences. The focus is on program assessment. Each student needs to be exposed to these set of learning experiences and the results need to be documented, the results analyzed and necessary changes made to the curriculum in order to &quot;close the loop&quot; for assessment. One important learning goal for business programs is the assessment of business knowledge and skills. Students need to be measured on this learning goal throughout the curriculum. The present study, using a rubric developed by a doctoral student, attempted to measure business knowledge and skills using a simulated marketing environment. The simulation employed was the Market Place. It was chosen because of its complexly dynamic environment, integration of functional areas and the particular game level chosen was ideal for capstone courses. Students competed against each other for a total of eight quarters. There were six teams involved in the simulation. The performance tool was a balanced scorecard. Students took the assessment instrument during quarter 6 decisions. The results indicated that those teams who scored highest on the balanced scorecard had significantly higher scores on comprehension and understanding of business knowledge and skills.
Student Perspectives: Evaluating a Higher Education Administration Program
Author: Roberts, Jalynn
Date: 2011-01-00
Type: Journal Articles
Subjects: Higher Education,Administrator Education,Educational Administration,Mixed Methods Research,Student Attitudes,Doctoral Programs,Educational Quality,Participant Satisfaction,Focus Groups,Interviews,Teacher Student Relationship,Instructional Effectiveness,Leadership Effectiveness,Educational Policy,Educational Practices,Qualitative Research,Barriers,Best Practices,Academic Advising,Redundancy,Research Skills,Ambiguity (Context),Change Strategies,Student Surveys,Program Evaluation,Program Effectiveness,Action Research,Observation

The purpose of this mixed-method study was to evaluate a Higher Education Administration doctoral program, to understand student perceptions of program quality, to improve both student satisfaction and retention to degree completion, and to plan for the future. Findings from survey data and focus group interviews indicated program strengths to include caring and supportive faculty, excellent teaching, and useful, real world application of curriculum content. Findings also indicated several program challenges including inconsistent leadership due to faculty and administrative turnover, inconsistent policies and practices, lack of proper student advising and mentoring, curriculum redundancy, unclear distinctions between degree programs, and lack of proper research preparation for the dissertation stage. The researchers prioritized program changes based upon findings where survey and focus group data intersected. Currently the Higher Education Administration program is making changes to its required curriculum in order to reduce hours to degree completion, to eliminate curriculum redundancy, and to clarify distinctions between the Ed.D. and Ph.D. programs. In conducting this program evaluation however, the researchers have realized that some program challenges may be systemic, and therefore, not easily remedied.
Multiple Logistic Regression Analysis of Cigarette Use among High School Students
Author: Adwere-Boamah, Joseph
Date: 2011-01-00
Type: Journal Articles
Subjects: Smoking,High School Students,Predictor Variables,At Risk Students,Student Surveys,Incidence,Race,Substance Abuse,Cocaine,Age,Psychological Patterns,Depression (Psychology),Physical Activity Level,Racial Differences,Multiple Regression Analysis

A binary logistic regression analysis was performed to predict high school students' cigarette smoking behavior from selected predictors from 2009 CDC Youth Risk Behavior Surveillance Survey. The specific target student behavior of interest was frequent cigarette use. Five predictor variables included in the model were: a) race, b) frequency of cocaine use, c) initial cigarette smoking age, d) feeling sad or hopeless, and e) physically inactive behavior. The results of the logistic regression analysis showed that the full model, which considered all the five independent variables together, was statistically significant. The strongest predictors of youth smoking behavior were race, frequency of cocaine use and physically inactive behavior. For example, the odds of smoking are increased by a factor of 5.0 if the student is White compared to an African American, controlling for other variables in the model. The logistic model employed explained about 31% of the variance in current frequent cigarette use among the high school students. It correctly classified 93% of the cases. The key finding is that the selected variables are important correlates of frequent cigarette use among high school students.
Learning from Exam Results: A Unique Classroom Experiment That Stimulates Critical Thinking
Author: Barkacs, Craig B.
Date: 2011-01-00
Type: Journal Articles
Subjects: Critical Thinking,Class Activities,Classroom Observation Techniques,Educational Experiments,Experiential Learning,Public Policy,Social Justice,Government Role,Intervention,Standards,Teaching Methods,Educational Practices,Educational Strategies,Expectation

Seldom are students in a more heightened level of anticipation than when they are awaiting their scores on an exam, and it is that very anticipation that creates an excellent opportunity for experiential learning. For example, what do libertarianism, distributive justice, standards of fairness, the tax code, the marketplace, and government intervention have in common? All are topics that can be examined quite effectively in conjunction with the mere act of providing exam results to students. This paper will detail a powerful interactive class experience to present at such a time that is sure to capitalize on students' heightened level of attention and stimulate critical thinking.