ethanporcaro/eric-fulltext-meta huggingface dataset:
Changing Family Habits: A Case Study into Climate Change Mitigation Behavior in Families
Author: Leger, Michel T.
Date: 2012-06-00
Type: Journal Articles
Subjects: Case Studies,Suburbs,Climate,Self Efficacy,Competence,Persistence,Ecology,Family Attitudes,Social Values,Family Relationship,Sustainability,Life Style,Behavior Change,Foreign Countries,Journal Writing,Interviews,Data Analysis,Thematic Approach,Conservation (Environment),Qualitative Research

A case-study methodology was used to explore the process of change as experienced by 3 suburban families in an attempt to incorporate climate change mitigation behavior into their day to day life. Cross-case analysis of the findings revealed the emergence of three major conceptual themes associated with behavior adoption: collectively applied competences such as self-efficacy and perseverance; shared ecological values among family members; and collaborative family dynamics. Based on these findings, the authors conclude by outlining the lessons learned in terms of their potential for policy makers and possible educational programs for families looking to adopt a more sustainable lifestyle.
Classroom Observations and Reflections: Using Online Streaming Video as a Tool for Overcoming Barriers and Engaging in Critical Thinking
Author: Barlow, Angela T.
Date: 2013-10-00
Type: Journal Articles
Subjects: Classroom Observation Techniques,Video Technology,Technology Uses in Education,Barriers,Critical Thinking,Elementary School Mathematics,Elementary School Teachers,Grade 3,Peer Influence,Teacher Collaboration,Teaching Methods,Mathematics Instruction,Faculty Development,Teacher Surveys,Interviews,Qualitative Research

In typical school settings, teachers are not afforded the opportunity to observe the instructional practices of their peers. Time constraints, opportunity, and willingness to participate in observational practices are just three of the factors that may limit teachers' engagement in this type of activity. To provide teachers with opportunities to observe a standards-based, elementary mathematics classroom, online streaming videos of instruction were disseminated to third grade teachers within a single school. As they viewed each video, the participants were presented with the opportunity to read the teacher's introduction explaining the focus of the video and engage in discussion around each video through text. Discussions included posting their own comments, reading other participants' comments, or posing questions. The purpose of this research was to examine the properties and/or qualities of the online streaming video that attracted the participants to use it, to identify the remaining obstacles that prevented the participants from utilizing the technology, and to explore the potential of online streaming video for engaging teachers in critically thinking about instruction and in turn impacting beliefs. Data was gathered in the form of surveys, interviews, and online comments. Results are provided and future research directions are given.
Analysis of Scientific Epistemological Beliefs of Eighth Graders
Author: Yenice, Nilgün
Date: 2013-04-00
Type: Journal Articles
Subjects: Middle School Students,Grade 8,Student Attitudes,Scientific Attitudes,Epistemology,Secondary School Science,Science Education,Knowledge Level,Scores,Foreign Countries,Questionnaires

The aim of this study is to determine the levels of scientific epistemological beliefs of 8th grade students. The sample of the study consisted of 355 students. The data of the study were collected through the use of the Scale of Scientific Epistemological Beliefs, which was developed by Elder (1999) and adapted into Turkish by Acat, Tuken and Karadag (2010). Personal Data Form was also used to obtain demographic data about the participants. In order to determine the levels of scientific epistemological beliefs of the students, the means and standard deviations were calculated for each scale. The findings of the study suggest that scientific epistemological beliefs of 8th grade school students are closer to sophisticated beliefs and mid-level.
Awareness, Openness and Eco-Friendly (AOE) Model Teaches Pre-Service Teachers on How to Be Eco-Friendly
Author: Jena, Ananta Kumar
Date: 2012-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Environmental Education,Conservation (Environment),Student Surveys,Knowledge Level,Student Behavior,Models,Foreign Countries,Pretests Posttests,Scores,Recycling

This paper studied the empirical pattern to observe the overall attitude of pre service teachers' of different training colleges towards environmental education and practice. Environmental education is a continuous lifelong process, starts at the preschool level and continues up to adulthood via all levels of education. In this context, to know the impact of environmental education on existing pre-service teachers, the researcher has been undertaken three pre-service teacher training institutes of India for experiment, observation and generalization of conclusion. The subjects (n = 100) were voluntarily participated for AOE model instruction from three teacher training colleges. After that the participants were responded Eco-friendly thought and Practice Scale (Jena, 2011), which was a two point (yes/no) scale. This scale has four areas; these were Awareness (A), Openness (O), Eco-friendly practices (Ef) Environmental practices (Ep). The main finding showed, AOE model was effective for pre-service teachers, and it enhanced awareness to think for the environment. The participants' shared openly their idea, and information, for the implementation of environmental education. The study concluded that AOE model has significant effect directly and indirectly on pre-service teachers' various eco-friendly practices and healthy living habits.
Integration of Distinct Educating Spaces and Their Potential for a More Comprehensive Environmental Education Work
Author: Iared, Valéria Ghisloti
Date: 2012-06-00
Type: Journal Articles
Subjects: Environmental Education,Ethics,Educational Practices,Social Responsibility,Foreign Countries,Interviews,Elementary School Teachers,Teacher Attitudes,Outdoor Education,Urban Areas,Gardening,State Universities,Agricultural Education,Aesthetics,Conservation (Environment),Learning Activities,Parks,Plants (Botany),Participation,Questionnaires

To investigate if the units of the São Carlos Ecological Pole (São Carlos, São Paulo, Brazil) are educating spaces that may contribute to the understanding of the complexity of environmental issues and stimulate a sense of belonging and social responsibility, we interviewed primary school teachers who had accompanied visits to these places and members involved with environmental education in these spaces, and followed guided tours in all units of the Ecological Pole. We have identified that the activities can address issues that espouse the three dimensions of educational practice: cognitive (knowledge), subjective (feelings, principles, ethics) and political. No site alone is able to espouse all parameters considered essential in a valid environmental education work, but considering their sum, we identified that all of them are taken into account. Therefore, we reinforce the idea that the integration of these units would yield a more thorough EE work.
Influence of Scientific Stories on Students Ideas about Science and Scientists
Author: Erten, Sinan
Date: 2013-04-00
Type: Journal Articles
Subjects: Foreign Countries,Scientists,Work Environment,Elementary School Students,Grade 5,Student Attitudes,Scientific Attitudes,Misconceptions,Attitude Change,Stereotypes,Laboratories,Science Equipment,Scientific Methodology,Scientific Principles,Story Telling,Intervention,Interviews,Questionnaires,Freehand Drawing,Phenomenology

This study was conducted to determine whether a lesson, in which context-based learning approach and scientific stories were used, changed students' (aged 11-12) stereotypical images of science and scientists. Data was collected from two separate sources: Interviews conducted with six students and Draw a Scientist Test (DAST) document that was given to 80 students (before and after the intervention). In the study, context-based learning approach with scientific stories was used as intervention after which a change in students' ideas about science and scientists was observed. At the end of the study, changes were observed in various categories of stereotypical images of scientists, such as use laboratory tools (test tubes, glass bottles, magnifying glasses, chemicals, etc.), use of technological appliances (computers, microscopes, telescopes, machines, robots, etc.), scientists who study living things (plants, animals, humans), scientists who study inside a laboratory, scientists who study outdoors (nature, space, etc.). At the same time changes in students' understanding of nature of science were observed. After the intervention, clues about student ideas such as, there is more than one scientific method, there is no single criteria for doing science, scientists use their imagination in their studies, and scientists' studies are not limited to one field were observed. In the course of the study, student's ideas about science changed from a positivist philosophy toward a heuristic philosophy.
Representations of Fundamental Chemistry Concepts in Relation to the Particulate Nature of Matter
Author: Kirbulut, Zübeyde Demet
Date: 2013-00-00
Type: Journal Articles
Subjects: High School Students,Scientific Concepts,Secondary School Science,Chemistry,Science Instruction,Interviews,Scientific Principles,Phenomenology,Coding,Comprehension,Knowledge Level

This study investigated high school students' understanding of fundamental chemistry concepts--states of matter, melting, evaporation, condensation, boiling, and vapor pressure, in relation to their understanding of the particulate nature of matter. A sample of six students (four females and two males) enrolled in a second year chemistry course at a midwestern high school in the USA was interviewed about their conceptions of states of matter, melting, evaporation, condensation, boiling, and vapor pressure. Interviewees were also asked to apply these concepts to explain everyday phenomena. Purposeful typical case sampling method was used to identify the students who were interviewed for this study. Evidence from these interviews indicates that multiple representations of the particulate nature of matter by students contribute to their understanding of the aforementioned fundamental concepts.
An Overview of Fiduciary Standards and Suitability for Financial Planning Students
Author: Chong, James T.
Date: 2015-00-00
Type: Journal Articles
Subjects: Financial Services,Financial Policy,Interdisciplinary Approach,Instructional Materials,Federal Regulation,Federal Legislation,Educational Practices,Business Administration Education,National Standards,College Programs

Financial planning is an interdisciplinary field including finance and business law topics. Consequently, standard pedagogical resources often omit topics that fall between these fields. To address a key gap in educational materials for financial planning students and faculty, this article reviews recent regulatory developments for financial planning students, including strengthened fiduciary standards and FINRA suitability requirements. The discussion introduces FINRA 2090, FINRA 2111, the Uniform Prudent Investor Act, and other widely adopted fiduciary-oriented model laws. The article concludes with a discussion of implications for financial planning professors and students.
Forming Student Online Teams for Maximum Performance
Author: Olson, Joel D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teamwork,Online Courses,Electronic Learning,Student Projects,Student Placement,Group Dynamics,Personality Measures,Critical Path Method,Masters Programs,Business Administration Education,Self Disclosure (Individuals),Assignments,Statistical Significance,Predictor Variables,Extraversion Introversion,Performance Based Assessment,Distance Education,Cognitive Processes,Bias,Models,Probability,Thinking Skills,Measures (Individuals),Personality,Mixed Methods Research

What is the best way to assign graduate business students to online team-based projects? Team assignments are frequently made on the basis of alphabet, time zones or previous performance. This study reviews personality as an indicator of student online team performance. The personality assessment IDE (Insights Discovery Evaluator) was administered to 450 students in the first six-week course of a proprietary online university MBA program. The IDE was utilized for the study because the university had selected the IDE as a part of its business curriculum. In the second week, students were randomly placed on 138 virtual teams and quantitative data collected from an assignment where students self-reported their IDE type. A qualitative method was used to determine subject IDE type in those cases where subjects did not clearly identify their type. Performance was measured using three instructor- graded assignments completed during the course. Student virtual teams were categorized as random, variable and dominant, contingent upon the composition of team personality types. This study found no statistically significant relationship between IDE's personality types or the cognitive trait variables of attitude (extroversion and introversion) or trait function (thinking and feeling) on team performance. Personality trait did not appear to be a variable with the intentional formation of higher performing online student teams. All personality traits performed equally as well. Personality Bias (IDE type homogeneity) was the closest to being statistically significant as a factor in virtual team performance. A model is presented describing the relationship between personality and performance.
Innovation in Business Education: Developing a High Quality Online MBA
Author: Roe, C. William
Date: 2015-00-00
Type: Journal Articles
Subjects: Business Education,Business Administration Education,Masters Programs,Program Development,Educational Quality,Online Courses,Electronic Learning,Nontraditional Students,College Programs,Program Descriptions,Educational Practices,Educational Development,Educational History,Educational Innovation

Online degree programs were probably pioneered by for-profit universities such as University of Phoenix. Many online degree programs were initially considered low quality academic programs compared to traditional programs. Therefore, many public and private universities were slow to adopt the online programs. However, gradually more and more &quot;non-traditional&quot; students began to enter schools. Employees already holding jobs began to seek to better their qualifications by coming back to school while still working. For both these groups, online degree programs offered an opportunity to go to school while still employed. Consequently, many schools offering traditional MBA programs are forced to offer online MBA programs to meet the demand and to beat the competing schools. In keeping up with the trend, Arkansas State University launched a high quality online MBA program that parallels the best of the ongoing online MBA programs. This MBA program has been ranked number 1 in faculty credentials and training and in the top 15 in all categories among all online MBA programs by &quot;U. S. News and World Report&quot; for three consecutive years. This paper presents how the Graduate Faculty of Arkansas State's College of Business developed its high quality online MBA and how the program operates with revenue sharing for the College of Business.
Overcoming Geographical Obstacles: The Use of Skype in a Graduate-Level Social Media and Marketing Course
Author: Faulds, David J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Marketing,Videoconferencing,Course Objectives,Instructional Effectiveness,Teaching Methods,Masters Programs,Business Administration Education,Social Networks,Authors,Surveys,Student Attitudes,Graduate Students

This paper presents the results of a three-year research and teaching effort that focused on measuring the perceived effectiveness of Skype as a delivery platform for presentations made to students enrolled in a Professional MBA program by nationally acclaimed authors working in the area of social media. The research also investigated the authors' acceptance of Skype as a platform for delivering remote presentations to college audiences. The results indicated that both students and authors strongly supported the use of Skype as a presentation platform. The author presentations greatly enhanced the learning environment and contributed to achieving several specific course objectives.
How Do Business and Government Interact? Combining Perspectives from Economics, Political Science, Public Administration, and Practitioners
Author: O'Neill, Patrick B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Economics,Political Science,Public Administration,Experiential Learning,Learning Experience,Masters Programs,Interaction,Corporations,Government Role,Lobbying,Macroeconomics,Microeconomics,Synthesis,Strategic Planning,Theory Practice Relationship,Teaching Methods,Educational Practices,Educational Strategies,Business Skills

The authors describe the theoretical preparation provided to students in advance of a limited-duration experiential learning experience in Washington DC in a Master's level course for students in Business or Public Administration. The students consider theoretical perspectives from economics, political science, and public administration with respect to the interactions of business and government in the US economy. The students field test the theories via meetings with practitioners in Washington DC and are required to reflect on and then apply how reality does (or does not) map into theory.
Faculty Perceptions of Online Accounting Coursework
Author: Grossman, Amanda M.
Date: 2015-00-00
Type: Journal Articles
Subjects: College Faculty,Accounting,Teacher Attitudes,Online Courses,Course Content,Educational Quality,Surveys,College Credits,Blended Learning,Conventional Instruction,Educational Environment,Academic Standards,Transfer Policy,Teacher Characteristics,Institutional Characteristics,Hypothesis Testing,Statistical Analysis,Instructional Effectiveness

The perceptions of faculty members, who design and evaluate online accounting coursework content, are an important consideration in determining the quality inherent in such content. This study reports the results of a survey which examines accounting faculty members' attitudes towards online education (measured as their willingness to accept transfer credit) and various contributing factors that may affect their attitudes. The results indicate that faculty members harbor significant favoritism toward accepting credit from a student with a traditional, as opposed to an online or blended learning, educational background. Additional results suggest that faculty members' previous experience with online teaching made no significant impact on their acceptance of transfer credit for the online student; however, faculty members with administrative experience were shown to be more accepting of online education. Furthermore, accounting faculty members generally consider the online educational environment to be less rigorous and less equipped to instill technical and soft skill sets than the traditional educational environment.
Contact Zone in TESOL: East and West Immersion
Author: Min, Young-Kyung
Date: 2012-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,High School Students,Writing (Composition),Cultural Influences,Asians,Foreign Countries,Writing Strategies,Second Language Instruction,Multiple Literacies,Self Concept,North Americans,Language Role,Cultural Awareness,Study Abroad,Foreign Students,Asian Americans,Intercultural Communication,Multilingualism,Higher Education,College Students

This author, a lecturer in the Education Program at the University of Washington (Bothell), relates an experience that dated back to an invitation to give a talk at the Gwangju International Center (GIC) in Korea in the Summer of 2011. Min spoke about culturally-embedded writing practices across nations and presented some practical strategies that the audience could use in various writing contexts. The author relates the eagerness she saw in Korean high school students as well as American students (upon her return to the USA) to be part of the global membership. She notes a realization of the importance of embracing the multiple literacies, multiple identities, and multiple discourses that such students bring to classrooms and campuses. Their strong desires to experience new cultures and languages places TESOL (Teaching English to the Speakers of Other Languages) at the threshold of a new chapter--East and West Immersion. The power of the English language is believed in every part of the world and an increasing number of native English speakers are leaving their countries to immerse themselves in learning Asian languages and cultures. Working at an American university where more than 80% of the international student population is of Asian descent provided the author with serious thoughts about how to foster intercultural literacy environments that embrace both American students and multilingual students in the classrooms and in campus activities.
University Students' Perceptions of Conflict Resolution
Author: Scorzelli, James F.
Date: 2012-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Conflict Resolution,Surveys,Foreign Students,Comparative Analysis,World Affairs,North Americans,Private Colleges,Prosocial Behavior,Persuasive Discourse,Terrorism,Cultural Awareness,Foreign Policy

The purpose of this study was to compare the perceptions of American and international students on conflict resolution, and to determine if the students were willing to participate in conflict resolution. A survey was given to 226 students at an eastern university that asked them to identify a major international conflict and whether they felt that the conflict could be resolved. Among this group, 122 (54%) were international students and 104 (46%) were Americans. The results indicated that most of the students felt that the conflict could be resolved. However, the foreign students were more optimistic than the American students about resolving these conflicts. The conflicts identified were consistent with the current status of the world, and reflected the knowledge of the respondents about world affairs. A follow-up survey was conducted to determine if the students were willing to participate in conflict resolution. Of the 211 who responded, both groups indicated that they were willing to participate in conflict resolution.
A Place We Call &quot;Home&quot;--International Students in Virtual Context
Author: Zhu, Zheng
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Students,Asians,Computer Mediated Communication,Acculturation,Social Networks,Computer Simulation,State Universities,Ethnicity,Self Concept,Guidelines,Discourse Analysis,English (Second Language),Second Language Learning,Barriers,Student Attitudes,Student Adjustment,College Students

This paper examines how Chinese international students from a public land-grant university used online community to construct their cultural and ethnic identities. The author delves into the question of how online community enables these students to gain successful cultural assimilation. Extending on Baym's (2000) theoretical framework of online group communication and Mabry's (1997) critical discussion on constructing virtual identity, this paper offers crucial implications for how online communication forums, such as Bulletin Board System (BBS), evolve into cultural institutions as a result of affiliated members' increasing reliance on virtual social networking. The cyber communicative practice may deny participating members' access to authentic human communication and reinforce their negative self-labeling as an unassimilable or unfavorable &quot;other&quot; in a new cultural environment.