ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Online Homework on Class Productivity
Author: Dodson, J. R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Homework,Productivity,Web Based Instruction,Internet,Educational Technology,Academic Achievement,Teaching Methods,High School Students,Grades (Scholastic),Student Participation

Even in an increasingly cyber-driven world, many classrooms are still heavily reliant upon paper and pencil assignments. More and more students are provided with computer access at school as well as at home, which presents educators with a tool that can minimize the use of paper within their classrooms and decrease the amount of energy and resources schools are using in their classroom on a daily basis. The purpose of this study is to determine whether online homework creates a measurable difference in student performance when compared to traditional, paper homework. Results showing increased student performance when utilizing paper homework may give support to explaining why most teachers still utilize this method. In contrast, if the use of online homework increases or maintains student performance, it may justify a push toward a more online-based extension of student learning. Overall, the results for this study seem to indicate that online homework, at the very least, maintains student performance within the classroom, although a greater study sample may be necessary to confirm this position.
Mobile Technologies Enhance the E-Learning Opportunity
Author: Chuang, Keh-Wen
Date: 2009-00-00
Type: Journal Articles
Subjects: Electronic Learning,Handheld Devices,Educational Benefits,Technology Integration,Guidelines,Business Administration Education,Masters Programs,Futures (of Society),Educational Trends

The objective of this paper is to identify the mobile technologies that enhance the E-Learning opportunity, examine the educational benefits and implementation issues in mobile learning, discuss the guidelines for implementing effective mobile learning, identify the current application and operation of mobile learning, and discuss the future of teaching and learning with mobile technologies.
Salient Beliefs of Pre-Service Primary School Teachers Underlying an Attitude &quot;Liking or Disliking Physics&quot;
Author: Kapucu, S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Physics,Beliefs,Scientific Attitudes,Positive Attitudes,Negative Attitudes,Qualitative Research,Questionnaires,Interviews,Discussion,Learning Experience,Active Learning,Problem Solving,Science Instruction,Difficulty Level,Mathematics,Foreign Countries

The aim of this study was to determine the salient beliefs of pre-service primary school teachers (PPSTs) about why they like or dislike physics and to explore whether these beliefs predict their teaching beliefs about physics. A total of 267 PPSTs (Male = 137, Female = 130) participated in the study. Qualitative data analyses were used and the data were collected through an open-ended questionnaire, the interview and classroom discussion. The results revealed that the majority of the PPSTs did not like physics. Fundamental salient beliefs of the PPSTs about why they disliked physics were their unsuccessfulness in solving physics problems and their previous teachers' teaching based on more memorization of physics formulas and rules. Moreover, the majority of the PPSTs indicated that they would use the teaching strategies that make students more active in learning in their professional teaching. In this regard, the salient beliefs particularly related to the PPSTs' past learning experiences based on more memorization of physics formulas and rules could enable them to believe in students' active involvement in learning.
Using Excel's Matrix Operations to Facilitate Reciprocal Cost Allocations
Author: Leese, Wallace R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Spreadsheets,Computer Software,Matrices,Computation,Costs,Equations (Mathematics)

The reciprocal method of service department cost allocation requires linear equations to be solved simultaneously. These computations are often so complex as to cause the abandonment of the reciprocal method in favor of the less sophisticated direct or step-down methods. Here is a short example demonstrating how Excel's sometimes unknown matrix operations can be used to greatly simplify the reciprocal allocation method. Students do not need to possess a strong background in matrix algebra to use this approach.
Redefining the Whole: Common Errors in Elementary Preservice Teachers' Self-Authored Word Problems for Fraction Subtraction
Author: Dixon, Juli K.
Date: 2014-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preservice Teachers,Mathematical Concepts,Subtraction,Word Problems (Mathematics),Error Patterns,Mathematics Instruction,Concept Formation,Teacher Competencies,Graduate Students,Teaching Methods,Surveys,Pretests Posttests,Interviews

A goal of this study was to examine elementary preservice teachers' (PSTs) ability to contextualize and decontextualize fraction subtraction by asking them to write word problems to represent fraction subtraction expressions and to choose prewritten word problems to support given fraction subtraction expressions. Three themes emerged from the data: (a) subtraction problems were represented by an incorrect redefinition of the whole; (b) the type of unit chosen for the whole (e.g. cups, gallons, pounds vs. pizzas, pies) influenced the success of PSTs in representing Separate (Result Unknown) context problems for subtraction; and (c) the structure of the problem influenced PSTs' performance in writing subtraction word problems.
Live Case Analysis: Pedagogical Problems and Prospects in Management Education
Author: Roth, Kevin J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Administrator Education,Business Administration Education,Teaching Methods,Experiential Learning,Program Evaluation,Educational Objectives,Graduate Study,Strategic Planning,Case Method (Teaching Technique)

The selection of an appropriate and effective pedagogy has been a central theme in management education for decades. There currently exists a wide range of pedagogical options designed to match course content with the most appropriate technique(s) for effective learning outcomes. Most recently, a variety of experiential learning methods have been employed to provide students with real-life experiences and applications in the overall class design. Live case analysis is typically identified as one of a series of options within the domain of experiential learning methods. This paper examines the live case approach as a tool for achieving desired outcomes in management education. Perspectives are offered from multiple stakeholder groups that highlight both the challenges and prospects in the use of this method of teaching. Results demonstrate the usefulness of the live case approach for achieving assessment objectives and measuring important program outcomes.
Prospective Teachers' Procedural and Conceptual Knowledge of Mean Absolute Deviation
Author: Groth, Randall E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Knowledge Level,Mathematics Instruction,Mathematical Concepts,Mathematics Skills,Comprehension,Misconceptions,Concept Formation,Statistical Analysis,Qualitative Research

The recommendation to study statistical variation has become prevalent in recent curriculum documents. At the same time, research on teachers' knowledge of variation is in its beginning stages. This study investigated prospective teachers' knowledge in regard to a specific measure of statistical variation that is new to many curriculum documents: the mean absolute deviation (MAD). Seventy-six prospective teachers participated in the study. Participants exhibited various procedural and conceptual characteristics in their thinking about the MAD. The majority were able to successfully select and carry out a procedure for computing the MAD. However, some had difficulty dealing with procedures for absolute deviations, and others confused the procedure for the MAD with the procedure for a different descriptive statistic. Conceptually, participants offered a variety of interpretations of the MAD, with some demonstrating deep understanding of the measure and others demonstrating shallower understanding or misconceptions. Those who demonstrated the strongest conceptual knowledge of the MAD also exhibited sound procedural understanding, suggesting that the two types of knowledge are intertwined in the process of fully understanding the measure.
Transitioning from Blackboard to Moodle--Course Management Software: Faculty and Student Opinions
Author: Payette, Dennis L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Database Management Systems,Educational Technology,Technology Planning,Courseware,Usability,Organizational Change,College Students,College Faculty,Computer Assisted Instruction,Computer Managed Instruction,Questionnaires,Comparative Analysis,Computer Software Evaluation,Participant Satisfaction,Online Vendors,Open Source Technology,Technology Uses in Education

Colleges and universities have increasingly invested in specialized software and hardware designed to enhance and facilitate the instructional process for faculty and students. One type of technological assistance is commonly known as course management software (CMS). Once learned, these CMS packages can greatly enhance and enrich the classroom experience and provide internet based access to course materials, assignments, grades, supplementary materials, such as quizzes, PPTs, and study aids. Like all moderately complex software packages (Blackboard is proprietary software and Moodle is open source software), there is a learning curve involved in mastering the functionality of each CMS. This paper examines the process of changing from one type of CMS (Blackboard) to another (Moodle). Faulty (FT &amp; PT) and students (graduate &amp; undergraduate) were surveyed to obtain opinions about the transition from one CMS system to another. The goal is to identify issues that may be addressed by targeted training and insights which would improve the transition process.
Managing Learning Experiences in an AACSB Environment: Beyond the Classroom
Author: Spruell, James
Date: 2009-00-00
Type: Journal Articles
Subjects: Learning Experience,College Environment,Business Administration Education,Institutional Mission,Accreditation (Institutions),Extracurricular Activities,Behavioral Objectives,Program Evaluation,College Students,Church Related Colleges

The study explores the development and management of a rich learning environment that extends the traditional classroom to include significant co-curricular programs. Learning enrichment is guided by the individual mission of the business school, accreditation agency (AACSB), and in our case, the Jesuit mission. That central framework provides a student centric focus to achieve our mission as well as our specific Assurance of Learning objectives. Key concepts discussed include identifying management models/approaches, how to measure the richness of the learning experience, maintaining Assurance of Learning standards, as well as a variety of implementation issues.
Middle School Children's Mathematical Reasoning and Proving Schemes
Author: Liu, Yating
Date: 2013-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Middle School Students,Secondary School Mathematics,Mathematical Logic,Mathematical Concepts,Concept Formation,Models,Validity,Student Surveys,Urban Schools,Coding,Statistical Analysis,Persuasive Discourse

In this work we explored proof schemes used by 41 middle school students when confronted with four mathematical propositions that demanded verification of accuracy of statements. The students' perception of mathematically complete vs. convincing arguments in different mathematics branches was also elicited. Lastly, we considered whether the students recognized and identified advantages associated with using justification models different from their own in order to offer a theoretical account for how individuals' proof scheme choice might be impacted by such an exposure.
Changing the Culture of a School: The Effect of Larger Class Size on Instructor and Student Performance
Author: Guder, Faruk
Date: 2009-00-00
Type: Journal Articles
Subjects: Class Size,School Culture,Business Administration Education,Undergraduate Students,Grade Point Average,College Faculty,Student Evaluation of Teacher Performance,Educational Change,Comparative Analysis

Over time, each school builds its own culture and approach to education. Students, faculty, and alumni become accustomed to the style and pace of their university setting and expect it to continue. Thus, deliberate changes to this culture are not undertaken lightly and the effects of such changes are watched closely. This paper discusses the process and results of a change initiated by the School of Business Administration (SBA) at Loyola University Chicago. The change involved the increase of the maximum class size on the undergraduate level. In the fall of 2006, it was increased by 50 percent. The effect of this change was tracked in two ways: both student results, as measured by the grade point average, and faculty results, as measured by instructor evaluations, were collected and are reported here for a period of three years. This study uses data collected over the three years and includes results from 833 sections representing 23,247 student evaluations. For all terms in this period, data from the traditional and larger sized classes were compared and no significant difference was found either in instructor or student performance.
Preservice Teachers' Understanding of Variable
Author: Brown, Sue
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Middle School Teachers,Teacher Attitudes,Early Childhood Education,Elementary School Mathematics,Mathematical Concepts,Algebra,Misconceptions,Knowledge Level,Methods Courses

This study examines the research on middle school students' understanding of variables and explores preservice elementary and middle school teachers' knowledge of variables. According to research studies, middle school students have limited understanding of variables. Many studies have examined the performance of middle school students and offered suggestions on how to improve instruction in middle school. This study considers preservice elementary and middle school teachers' knowledge of variables. A total of 73 preservice teachers, all candidates for Early Childhood-6 certification, were given the same variable assessments completed by middle school students. Many of the misconceptions displayed by middle school students were also present in the results from preservice elementary and middle school teachers. This suggests that another means of improving middle school students' performance in algebra is by strengthening the preservice elementary and middle school teachers' understanding of variables.
Designing Competitions: How to Maintain Motivation for Losers
Author: Czaja, Rita J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Competition,Student Motivation,College Students,Attribution Theory,Social Theories,Business Administration Education,Accounting,Required Courses,Assignments,Scores,Self Concept,Peer Evaluation,Competence,Feedback (Response)

Competition can either increase motivation by providing an added incentive or decrease motivation by threatening participants' sense of competence. The authors used two rounds of competition to examine whether competitions can be structured in ways that motivate high performance and do not discourage losers. Results indicated that a focus on learning and balanced ability levels mitigate any negative effect on losers' motivation.
Mathematics Teaching: Listening, Probing, Interpreting and Responding to Children's Thinking
Author: Neumann, Maureen D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Elementary School Mathematics,Elementary School Teachers,Grade 2,Case Studies,Teaching Methods,Decision Making,Teacher Attitudes,Professional Development,Educational Practices,Semi Structured Interviews,Mathematical Concepts,Problem Solving,Observation

The perception of what a teacher says s/he does in the classroom may or may not match the reality of their actual teaching practice. This case study considers one second-grade teacher's instructional methods and pedagogical decisions when teaching number sense and her perception of what informed her teaching practice. This teacher supported students' development of mathematical strategies, valued debriefing time, and students' sharing mathematical strategies. Additionally, she listened to students purposely by probing their thinking. Her experience in a mathematics professional development program helped her be consistent in her beliefs about mathematics learning, her perception of her teaching, and the observed practice.
Exploring the Relationship between Student Engagement and Common Business Knowledge: A Pilot Study
Author: Ward, Chris
Date: 2009-00-00
Type: Journal Articles
Subjects: Pilot Projects,Learner Engagement,Business,Business Skills,Knowledge Level,Familiarity,Field Tests,Scores,Self Disclosure (Individuals),Student Surveys,Difficulty Level,Active Learning,Cooperative Learning,Educational Experience,Thinking Skills,Grade Point Average,Correlation,Integrated Activities,Business Administration Education,Comparative Analysis,Comparative Testing,College Programs,Regression (Statistics)

This study examined the extent to which student engagement is associated with a traditional assessment of student knowledge. In this study, ETS Business Major Field Test (MFT) scores were compared to student's self-reported survey responses to specific questions on the National Survey of Student Engagement (NSSE). Areas of the NSSE survey such as Level of Academic Challenge, Active and Collaborative Learning, Enriching Educational Experience, Higher-Order Thinking, Integration of Diversity into Coursework were included in the study. Grade Point Average (GPA) was also compared to MFT scores and NSSE items. While the sample size was small from one institution (41 students), a number of measures of student engagement were showing signs of linkages to higher MFT scores.
Awareness, Interest, Sensitivity, and Advocacy--AISA: An Educational &quot;Take-Away&quot; for Business Ethics Students
Author: Smith, Brent
Date: 2009-00-00
Type: Journal Articles
Subjects: Advocacy,Interests,Familiarity,Emotional Intelligence,Business Administration Education,Business Skills,Ethics,Ethical Instruction,Moral Development,Moral Issues,Moral Values,Definitions,Teaching Methods,Educational Practices,College Programs,Career Readiness,Social Responsibility

It has been nearly 30 years since business schools began providing formal courses in business ethics to their students. In that time, the public has witnessed countless cases of business misconduct, often performed by these students. Scholars and researchers agree that ethics education is important, yet they disagree about how it should be taught, what specific content themes should comprise it, and what students should take away from their training. Compounding this matter, students may be expected to grasp, retain, and apply on-demand various ethical theories and rules, which ultimately make them less intuitive, interesting, and practicable. In response to these issues, the AISA model was developed to serve as an ethics educational takeaway that students can easily comprehend and apply across a variety of situations dealing with ethics and social responsibility. An introduction to the AISA model and its applications are presented here.
With a Little Help from My Friends: Scaffolding Techniques in Problem Solving
Author: Frederick, Michelle L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Middle School Students,Secondary School Mathematics,Mathematics Instruction,Scaffolding (Teaching Technique),Problem Solving,Teaching Methods,Cooperative Learning,Standardized Tests,Surveys,Student Attitudes,Instructional Effectiveness,Teacher Made Tests,Metacognition,Quasiexperimental Design,Mixed Methods Research,Grade 6,Geometry,Scores

The purpose of this study was to explore middle grade mathematics students' uses of scaffolding and its effectiveness in helping students solve non-routine problems. Students were given two different types of scaffolds to support their learning of sixth grade geometry concepts. First, students solved a math task by using a four square graphic organizer that included the identification of critical components, strategy selection, computation and analyses of answers. The second type of scaffolding occurred with different grouping formats, alternating work led by the teacher, working alone. Measures included extended response daily tasks, teacher-created unit test, state standardized assessments, and surveys gauging student's satisfaction with types of scaffolding. Classroom use of a variety of scaffolds led to an increase in the number of correct responses and more detailed explanations. No significant differences occurred on the teacher-made tests, yet significant increases were found on students' state standardized tests. Students indicated that scaffolding by groups was helpful in initiating solution pathways.
Spreadsheet Design: An Optimal Checklist for Accountants
Author: Barnes, Jeffrey N.
Date: 2009-00-00
Type: Journal Articles
Subjects: Spreadsheets,Check Lists,Accounting,Design,College Students,Business Communication,Competence,Writing Skills,Surveys

Just as good grammar, punctuation, style, and content organization are important to well-written documents, basic fundamentals of spreadsheet design are essential to clear communication. In fact, the very principles of good writing should be integrated into spreadsheet workpaper design and organization. The unique contributions of this paper are an integration of a review of the literature on spreadsheet design, with the results of a convenience survey of CPAs, and a &quot;Spreadsheet Design Checklist&quot; for pedagogy. The checklist is intended as a reference for use until the student or professional becomes proficient in basic spreadsheet design and organization and the checklist becomes just as &quot;second nature&quot; as creating well-written memoranda.
Sustaining Social and Sociomathematical Norms with Prospective Elementary Teachers in a Mathematics Content Course
Author: Roy, George J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preservice Teachers,Mathematics Instruction,Social Influences,Social Attitudes,Undergraduate Study,Mathematical Concepts,Number Concepts,Problem Solving,Video Technology,Group Discussion,Homework,Tests,Coding,Classroom Environment,Teaching Methods,Concept Formation

As students contribute to social and sociomathematical norms, they will often reorganize their own understandings. As such, the purpose of this article is to describe the ways in which prospective elementary teachers contributed to the norms that were established and &quot;re&quot;-established throughout an entire semester in an undergraduate mathematics content course. Findings illustrate that norms must be renegotiated between an instructor and prospective teachers when the mathematics content changes.