ethanporcaro/eric-fulltext-meta huggingface dataset:
Cloud Computing in the Curricula of Schools of Computer Science and Information Systems
Author: Lawler, James P.
Date: 2011-06-00
Type: Journal Articles
Subjects: Computer Science Education,Information Science Education,Information Systems,Computer Software,Models,Teaching Methods,Problem Solving,Information Security,Computer Security,Curriculum Development,Program Descriptions,Industry,Business Administration Education

The cloud continues to be a developing area of information systems. Evangelistic literature in the practitioner field indicates benefit for business firms but disruption for technology departments of the firms. Though the cloud currently is immature in methodology, this study defines a model program by which computer science and information systems students can learn needed skills in cloud computing strategy and technology. The study emphasizes problem-solving skills relative to elements of performance, process and security of cloud computing systems that are limiting investment in the cloud computing paradigm. This study benefits educators in schools of computer science and information systems considering curricula enhancement for the cloud and will also benefit technology departments of firms that will be needing skilled students once cloud computing becomes mainstream in industry.
IS/IT Education vs. Business Education: The Plight of Social Collapse in Technical Business Environments
Author: Hall, Brian
Date: 2011-06-00
Type: Journal Articles
Subjects: Information Systems,Information Technology,Business Administration Education,Undergraduate Students,Interdisciplinary Approach,Case Studies,Technology Integration,Cultural Literacy,Interpersonal Competence,Interprofessional Relationship,Organizational Culture

In an age when information, management and technology are supposed to be hand-in-hand, there is often a rift between these elements when considering people and comportment. The detachment is caused by a distressing lack of understanding between Information Systems (IS)/Information Technology (IT) students and professionals and those they interact with in the business world. Eventually, this deficiency manifests itself in various ways including a collapse in communication and interaction. This paper is a discussion and sample case of a major oversight in curricula, of preparing students socially for immersion in technical business environments. The omission of cultural literacy on both sides of the equation, in IS/IT programs and in business and management programs (be they technically focused or not), is argued as the underlying cause of many problems in information professions and a source of management contention.
Impact of Pre-Grading/Resubmission of Projects on Test Grades in an Introductory Computer Literacy Course
Author: Janicki, Thomas N.
Date: 2011-06-00
Type: Journal Articles
Subjects: Student Projects,Grading,Feedback (Response),Computer Literacy,Introductory Courses,Learning Theories,Homework,Peer Relationship,Tests,Scores,Computer Software,Behavior Theories,Assignments,Statistical Analysis,Control Groups,Experimental Groups,Comparative Analysis,College Students,Teaching Methods

This research builds on the behavior learning theory that suggests a response from a student, followed by a quick feedback and another response from the student will increase student learning. An experiment was performed that allowed students to submit particular homework projects (response) early. The early submissions were graded promptly and returned to the students with comments for improvement (feedback). The students were then given the opportunity to resubmit the projects prior to the due date (another response) for final grading. Theory indicates that the students who took advantage of such a pre-grading option should do better on subsequent tests which would indicate increased learning as a result of the extra stimulus. The experimental results reported in the current paper provide partial support for the suggested increase in learning by those students who took advantage of the pre-grading option.
Design, the &quot;Straw&quot; Missing from the &quot;Bricks&quot; of IS Curricula
Author: Waguespack, Leslie J.
Date: 2011-06-00
Type: Journal Articles
Subjects: Information Systems,Computer Science Education,Computer Software,Design,Computer Science,Information Technology,Computers,Programming,Curriculum,Guidelines,Curriculum Development,Undergraduate Study,Teaching Methods

As punishment in the biblical story of Moses the slaves were told they had to make bricks without straw. This was impossible because bricks made without straw had the appearance of strength and function but could not withstand the proof of actual use. The slaves' punishment was therefore not only to make bricks, but also to find the straw on their own with which to make them. In this day and age it would seem that many of our Information Systems curricula ask students to learn to make systems without teaching them about design. We are good at teaching students how to make software systems that do things but not so good at teaching students how one way of doing things in a system design is better than another. In this essay I consider the role of teaching systems design in preparing an IS professional and the forces that have come into play over the history of computing that have, in many cases, frozen out the study of design from the IS curricula.
AACSB Learning Goals: One-Minute Guest Speakers Help to &quot;Close-the-Loop&quot;
Author: Ryker, Randy
Date: 2011-08-00
Type: Journal Articles
Subjects: Video Technology,Business Schools,Behavioral Objectives,Information Systems,Accreditation (Institutions),College Outcomes Assessment,School Business Relationship,Technology Uses in Education,Advisory Committees

A key activity in any assurance of learning process is to identify learning deficiencies and then to develop and implement tools and strategies to correct the deficiencies. The activity is often referred to as &quot;closing-the-loop.&quot; This paper describes a process whereby the College of Business's Board of Advisors is engaged in a series of short videos. On the videos they talk about the College's learning goals and the importance of the goals to the business community. The inventory of short videos is made available to all faculty who can insert them into their presentation software to help close the loop. The development and use of the videos is described. Additional benefits of the videos that go beyond closing the loop are also discussed.
Using Undergraduate Information Systems Student Epistemic Belief Data in Course Design: A Research-Based Approach to Improve Student Academic Success
Author: Conn, Samuel S.
Date: 2011-08-00
Type: Journal Articles
Subjects: Undergraduate Students,Information Systems,Epistemology,Beliefs,Instructional Design,Evidence Based Practice,Academic Achievement,Data Analysis,Knowledge Level,Self Efficacy,Mixed Methods Research,Correlation,Self Management,Case Studies,Student Surveys

In this report the authors detail a baseline study involving use of epistemic belief data to enhance academic success collected from an undergraduate student population enrolled in an Information Systems undergraduate degree program. Based on an existing line of inquiry, student epistemic belief data were collected and analyzed to determine student perception of knowledge and levels of self-regulation and self-efficacy. Indicators were determined through item analysis and evaluated for use with an existing epistemic belief profile rubric. Working in concert with course developers, strategies for altering approaches in instructional design, pedagogy, and assessment based on student epistemic beliefs were determined. Researchers from institutions of similar composition can benefit from findings of this study. Moreover, strategies for altering a student population's trajectory toward improved academic success were an outcome of this study and included application and analysis of: (a) student epistemic belief data and its role in higher education, (b) relationships between epistemic beliefs and student academic success, and (c) a methodology for improving student academic success via research-based instructional design, pedagogy, and assessment.
Real World Projects, Real World Problems: Capstones for External Clients
Author: Reinicke, Bryan
Date: 2011-08-00
Type: Journal Articles
Subjects: World Problems,Curriculum,Service Learning,Academic Achievement,Student Projects,Information Systems,Graduate Students,College Faculty,Teacher Student Relationship,College Students

Capstones form an important part of the curriculum in many undergraduate and graduate programs in Information Systems. These projects give the students a chance to synthesize and apply the skills they have been acquiring throughout their academic program. These projects can be integrated with another recent initiative in higher education: service learning. By turning the capstones into &quot;real-world&quot; projects for external clients, the students can give back to the community while completing a valuable learning experience. However, these real world exercises sometimes take on real world characteristics- like failure. How do we, as professors, guide students through a service learning capstone to completion, despite the external challenges that come with it? How can we evaluate the outcome of these projects, when we know success may not be a part of the final product? The authors draw on personal experience with service learning capstones to address this problem.
A Case Study of Dual Language Program Administrators: The Teachers We Need
Author: Lachance, Joan R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Bilingual Education Programs,Program Administration,Case Studies,Spanish,Teacher Education,Teaching Methods,Academic Discourse,Literacy,Administrator Attitudes,English (Second Language),Second Language Learning,Principals,Literacy Education,Elementary School Students,Semi Structured Interviews,Language Teachers,Teacher Competencies,Second Language Instruction,Qualitative Research,Participant Observation

In support of growing numbers of dual language programs nation-wide, dual language school administrators seek to find teachers who are specifically prepared to work with dual language learners for additive biliteracy. For this research the author utilized a case study design to explore practicing dual language administrators' perspectives regarding programmatic necessities related to dual language teachers and how these needs might shape responses from U.S. teacher education programs. The study participants voiced fundamental considerations regarding dual language teachers' essential competencies along with the complexities of additive biliteracy and academic language development in both Spanish and English. Additionally, the study's findings and discussions provide participants' detailed recommendations for new ways to consider preparing dual language teachers for the specialized pedagogies necessary to support dual language learners' biliteracy and academic language development.
Expansion and Validation of the PAPA Framework
Author: Woodward, Belle
Date: 2011-08-00
Type: Journal Articles
Subjects: Ethics,Models,Information Technology,Student Surveys,Undergraduate Students,Foreign Countries,Factor Analysis,Privacy,Ownership,Accuracy,Responsibility

In recent years, ethics has drawn increased interest from information technology and computer science practitioners as well as from academicians. This article investigates the issues outlined in the PAPA framework in today's environment and explores the possibility that new issues have emerged. Findings indicate that the ethicality of property misuse may be viewed differently based on the level of personal risk, thereby offering a refinement of the original PAPA property issue.
Social Justice and School Leadership Preparation: Can We Shift Beliefs, Values, and Commitments?
Author: Allen, James G.
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Justice,Instructional Leadership,Leadership Training,Administrator Education,Correlation,Graduate Students,Essays,Student Attitudes,Values,Online Courses,Principals,Curriculum,Administrator Role,Student Diversity,Personality Traits,Cultural Pluralism,Equal Education,Qualitative Research

The purpose of this study was to explore the relationship between a social justice curriculum and the dispositions of graduate students enrolled in an online pre-service school principal preparation program. Data Collection: Students were asked to write reflective essays before the course began and again after the course was over discussing their understanding of social justice and the roles and responsibilities of educational leaders to make social justice a priority. Students' essays were coded to identify themes and patterns and to see if their beliefs, values, and commitments to leadership for social justice changed over time. Findings: Findings indicated that a social justice curriculum can clearly influence the development of positive dispositions.
Information Technology Diffusion: Impact on Student Achievement
Author: Lee, Gregory M.
Date: 2011-08-00
Type: Journal Articles
Subjects: Academic Achievement,Information Technology,Urban Schools,School Districts,Scores,Standardized Tests,Technology Integration,Outcomes of Education,Achievement Gap,Federal Aid,Educational Finance,Correlation,Elementary School Students,Secondary School Students,Dropout Rate,Pretests Posttests,Statistical Analysis

For student achievement, the diffusion and adoption of information technology (IT) infrastructure enabled by special funding was posited to have a positive impact on student achievement. Four urban school districts provided the context for this study to assess the impact of IT adoption on standardized test scores.
What Factors Impact Why Novice Middle School Teachers in a Large Midwestern Urban School District Leave after Their Initial Year of Teaching
Author: Albright, Joyce L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Middle School Teachers,Urban Schools,Teacher Persistence,Preservice Teacher Education,Teacher Competencies,Poverty,Low Achievement,Teacher Attitudes,Administrator Attitudes,Administrator Role,Classroom Techniques,At Risk Students,Phenomenology,Principals,Focus Groups,Teaching Conditions,Semi Structured Interviews

This research investigated the experiences of new teachers employed in urban school districts and how these novice teachers' perceived school district and school administrators' support required to retain them as well as teacher's perceptions of their pre-service experiences and/or induction programs necessary to prepare them for an urban environment. The three middle schools selected were characterized by high poverty, low academic achievement, and not meeting Average Yearly Progress. The research outcomes revealed that teachers did not feel they were adequately prepared for the urban setting and that they were not provided adequate support. Administrators also acknowledged that novice teachers were not prepared to succeed in an urban school setting since they lacked classroom management skills and strategies; they did not spend enough time in urban schools in their pre-service training; and many had limited or no experience with urban, at-risk students.
Is There a Student &quot;Disconnect?&quot; First-Year Hybrid Class Teachers' Observations and Recommendations for Improving Student Engagement in Information Systems Classes
Author: Parris, Joan B.
Date: 2011-08-00
Type: Journal Articles
Subjects: Information Systems,Computer Science Education,Learner Engagement,Blended Learning,College Faculty,College Students,Teaching Experience,Academic Achievement

Research shows that during times of economic downturn in the United States, education funding suffers. One method that higher education administrators are choosing to ease the economic crunch is to offer hybrid classes that blend one regular face-to-face class meeting with online and outside class components. The challenge of managing large numbers of students in hybrid classes while fostering student engagement can be monumental for higher education teachers. This article presents a discussion of observations and recommendations from the writers' experiences as first-year hybrid class teachers within an information systems environment.
University Strategic Planning: A Process for Change in a Principal Preparation Program
Author: Guerra, Federico R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Strategic Planning,Focus Groups,Administrator Education,Principals,Instructional Leadership,Mixed Methods Research,Elementary Schools,Middle Schools,Administrator Surveys,Administrator Attitudes,Assistant Principals,Likert Scales,Admission Criteria,College School Cooperation,Student Recruitment,High Schools,School Districts

This study describes a strategic planning process used for developing an educational leadership program that prepares principals for leading 21st century schools. The plan is based on recommendations received from the External reviewers representing Southern Association of Colleges and Schools, the Texas Education Agency, survey responses received from former students currently serving in school leadership positions, and focus group forums. Recommendations received were used to develop a strategic plan that resulted in a more rigorous and accessible, field-based program to better prepare school leaders.
A Model for Long Term Assessment of Computing and Information Systems Programs
Author: Al-Mubaid, Hisham
Date: 2011-08-00
Type: Journal Articles
Subjects: Evaluation Methods,Information Systems,Models,Accreditation (Institutions),Best Practices,Computer Assisted Testing,Higher Education,Colleges,Educational Assessment,Program Evaluation,Student Evaluation

Assessment practices and requirements are very broad and vary widely among academic programs and from one institution to the other. Consequently, we noticed, in the recent years, increased volumes of research and interest geared into the assessment process and procedures in various disciplines in higher education. In this paper, we present and explain a model for long term assessment and a set of robust tools and techniques within the framework of process steps, team work, and task-driven process management. Using this presented assessment methodology, we have been successful in our accreditation efforts, and improved the quality of our programs. This model can be used for long-term assessment with several years of task scheduling and assessment timeline. We share our views and thoughts in the form of lessons learned and best practices so as to streamline the process of assessment and simplify its procedures and steps.
Resistance to Change among Veteran Teachers: Providing Voice for More Effective Engagement
Author: Snyder, Richard R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Resistance to Change,Educational Change,Experienced Teachers,Program Implementation,Memory,Adoption (Ideas),Rewards,Qualitative Research,Semi Structured Interviews

Effective implementation of change remains a crucial concern for educational leaders in the 21st Century. One of the factors affecting effective implementation of reform is resistance to change. Veteran teachers in particular present unique challenges, and stereotypically the greatest resistance, for effective implementation of change. This study provided voice to veteran teachers to help educational leaders gain insight for more effective engagement with resistance. Veteran teachers frequently act in ways that protect their &quot;psychic rewards&quot; (Lortie, 1975). Veteran teachers also strive to protect social nostalgia and political nostalgia (Goodson, Moore, &amp; Hargreaves, 2006). Understanding the complexity of resistance among veteran teachers validates their mission and memory (Goodson et al., 2006) while strengthening the implementation of initiatives at the local level (Fullan, 2016; Fullan &amp; Hargreaves, 1996).
Exploring Impact of Self-Selected Student Teams and Academic Potential on Student Satisfaction
Author: Matta, Vic
Date: 2011-04-00
Type: Journal Articles
Subjects: Teamwork,Academic Ability,Student Attitudes,Peer Groups,Student Projects,Preferences,Academic Achievement,Predictor Variables,Compliance (Psychology),Grades (Scholastic),Management Systems,Information Systems,Computer Science Education,Graduate Students,Undergraduate Students,Scores,Student Surveys,Statistical Analysis

Creation of teams in professional and student contexts has been well researched and written about. The research landscape can be divided into instructor selected and student selected teams, both of which have advantages and disadvantages. The purpose of this paper is to combine the two techniques for creating teams in an effort to maximize the advantages and minimize the disadvantages, all while achieving high student satisfaction. The paper explores a technique for creating student teams to maximize student satisfaction in a high pressure project using two antecedents: (i) prior academic performance in the same major and (ii) compliance with student's preferences for their peers. Student satisfaction is measured by a survey developed and used for a similar project (Mahenthiran &amp; Rouse, 2000). Results confirm that academic performance is a clear predictor of student satisfaction; however the act of students selecting their teammates has a very small impact in their level of satisfaction in the team. The causes of this outcome are discussed along with a few limitations of the study and implications.
Automatically Discounted: Using Black Feminist Theory to Critically Analyze the Experiences of Black Female Faculty
Author: Davis, Shametrice
Date: 2017-00-00
Type: Journal Articles
Subjects: African American Teachers,Women Faculty,Females,Feminism,Higher Education,Black Colleges,Diversity (Faculty),Gender Discrimination,Racial Discrimination,Gender Differences,Racial Differences,Criticism,Social Justice,Literature Reviews

Black female faculty (BFF) automatically face a number of (un)conscience struggles as they enter into the academy as junior faculty. As a result, there is often a sense of burnout and overcompensation to mitigate the oppressive experiences related to race and gender. This article conceptualizes a thorough review of the literature of the struggle that many BFF contend with in institutions of higher education. The authors emphasize the importance of studying the role BFF can play in transforming and diversifying the culture and climate of these institutions, in order to increase awareness and access to other BFF in the academy.
Increasing Principal Preparation Candidates' Awareness of Biases in Educational Environments
Author: Jones, Karen D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Principals,Administrator Education,Knowledge Level,Bias,Educational Environment,Administrator Attitudes,Self Concept,Internship Programs,Check Lists,Learning Activities,Statistical Analysis,Pretests Posttests,Scores,Attitude Change,Surveys,Social Justice

The purpose of the study was to determine whether the study of diversity topics embedded in a Principal Preparation Program (PPP) internship changed candidates' self-awareness of their biases in educational environments and the biases they observed in their school community. In this study PPP candidates' perceptions of their biases and those of their schools were assessed at the beginning and end of the internship. The Anti-Defamation League's (ADL), Assessing Yourself and Your School Checklist, were utilized to obtain candidates self-perceptions. Throughout the internship monthly learning activities, PPP candidates studied various diversity topics that impact schools. Descriptive statistics were utilized to complete a pretest-posttest comparison to determine any changes toward their biases. The findings of this study demonstrated that diversity topics embedded in an PPP internship increased candidates' self-awareness of their personal biases in educational environments and the biases they observe in their school community. The study of diversity topics broadened PPP candidates' awareness of the challenges faced by groups and individuals in their school communities.