ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Teamwork among Members of the National Researchers System in Tamaulipas
Author: Guzman-Acuña, Teresa
Date: 2016-09-00
Type: Journal Articles
Subjects: Teamwork,Educational Researchers,Teacher Attitudes,Group Membership,Participant Satisfaction,Statistical Analysis,Productivity,Educational Research,Group Dynamics,National Organizations,Questionnaires,Decision Making,Economic Impact,Group Activities,Foreign Countries

The objective of this article is to examine the participation of Mexican researchers in the state of Tamaulipas who are members of Mexico's National Researchers System (SNI) and are working in academic groups. The paper also seeks to understand their perceptions in relation to the usefulness of this structured System to their individual research projects and expertise. Based on a quantitative approach to research, a survey was answered by 46.19% of the total number of researchers in Tamaulipas who were affiliated to the SNI from December 2012 up to date. Data found indicated that an important minority (24%) believed that the work dynamics of the research groups identified are not necessarily more useful than individual academic work to increase research productivity. Additionally, researcher participants pointed out several negative aspects of these structures of knowledge production.
Applying a Hybrid Model: Can It Enhance Student Learning Outcomes?
Author: Potter, Jodi
Date: 2015-11-00
Type: Journal Articles
Subjects: Blended Learning,Electronic Learning,Online Courses,Outcomes of Education,Program Effectiveness,Instructional Effectiveness,Grades (Scholastic),Retention (Psychology),Teaching Methods,Comparative Analysis,Business Administration Education,Undergraduate Students,Majors (Students),Grade Point Average

There has been a marked increase in the use of online learning over the past decade. There remains conflict in the current body of research on the efficacy of online versus face to face learning in these environments. One resolution of these issues is the hybrid learning option which is a combination of face-to-face classroom instruction with asynchronous online elements. The hybrid option has been gaining in popularity as it is capable of combining the advantages of traditional face-to-face and online learning environments. In this paper, we seek to evaluate the effectiveness of hybrid instructional programs by comparing the use of hybrid learning against traditional classroom instruction. End of term grades are used to measure student retention of course material and are compared across the two groups. We find that the final grades for the students in the hybrid situation were significantly greater than those earned in the traditional format, all other aspects of the course remaining the same.
A Comparative Study of Entrepreneurship Curriculum Development and Review at the University of Zimbabwe and Botho University, Botswana
Author: Munyanyiwa, Takaruza
Date: 2016-00-00
Type: Journal Articles
Subjects: Comparative Education,Cross Cultural Studies,Entrepreneurship,Teaching Methods,College Faculty,Business Administration Education,Accounting,Foreign Countries,Economics,Finance Occupations,Small Businesses,Curriculum Development,Curriculum Design,Industry,Legislation,Outcomes of Education,Universities,Teacher Attitudes,Mixed Methods Research,Questionnaires,Semi Structured Interviews

The purpose of this research was to make comparative study of the development and review process of the entrepreneurship curriculum at the University of Zimbabwe (UZ) Faculty of Commerce and Botho University, (BU) Faculty of Business and Accounting in Gaborone, Botswana. The study focused on the processes and influences of curriculum development and review as well as on what skills graduates of the programme are expected to have after successfully completing the programme. A sample of 16 staff members from the UZ and 23 staff members from BU participated in the study. Results of the study showed that lecturers at the two institutions are the main drivers of curricula development and review. Major factors considered in curriculum design included students, industry needs, legislation, competition as well as external examiners. The findings also recommended courses which should be taught from first year which include Small Business Management, Entrepreneurial Skills Development, Introduction to Finance and Economics.
Building Student Success Using Problem-Based Learning Approach in the Accounting Classroom
Author: Shawver, Todd A.
Date: 2015-11-00
Type: Journal Articles
Subjects: Problem Based Learning,Accounting,Teaching Methods,School Holding Power,Dropouts,Educational Innovation,Learning Experience,Finance Occupations,State Universities,Competence,Business Administration Education,Majors (Students),College Freshmen,Likert Scales

A major area of concern in academia is that of student retention at the university, college, and departmental levels. As academics, there is a considerable amount that we can do to improve student retention, and reduce the attrition rates in our departments. One way to solve this is to take an innovative approach in the classroom to enhance the learning experience of the student. This study discusses a Problem-Based Learning approach utilized in financial accounting courses at a public institution of higher education.
The Role of Guidance and Counseling in Enhancing Student Discipline in Secondary Schools in Koibatek District
Author: Salgong, Victor Kipkemboi
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Districts,Guidance,School Counseling,Student Behavior,Discipline,Secondary School Students,Student Surveys,Administrator Surveys,Principals,Counselor Attitudes,Teacher Surveys,Attitude Measures,Questionnaires,Secondary School Teachers,Statistical Analysis,Behavior Problems,Discipline Problems,Counseling Techniques,Interviews

The purpose of the study was to examine the role of guidance and counseling in enhancing student discipline in secondary schools in Koibatek district. The study was guided by Alfred Adler (1998) theory of personality, and humanistic theory of Albert Bandura (1995) social learning model. The study adopted a descriptive survey research design. Population of study was 2624 students in 23 schools, 23 principals, 23 school counselors and 227 teachers. Out of those a purposive sampling was used to select 8 schools, 8 principals and 8 school counselors. Simple random sampling and stratified Random sampling was used to select 24 teachers and 262 students. The instruments used to collect data for the study were questionnaires and interview schedule. The study reliability coefficient of 0.81 was obtained. The data was analyzed using descriptive statistics such as frequencies, percentages, mean scores, summary tables, and Statistical Package for Social Science (SPSS) program version 16. Findings indicated that teachers employ dynamic interactions of a group of students approach. Further, computer facilities were inadequate in guidance and counseling. From the findings, guidance and counseling has improved discipline and academic performance. There is enough proofing that lack of guidance and counseling to students leads to indiscipline in schools. However, there is lack of legal and policy framework, lack of trained teacher counselor and too much workload for teachers hence making it difficult for guidance and counseling to succeed in promoting student discipline. There is need to embrace dialogue in resolution of conflict. This can be enhanced through building a strong relationship between the students, counselors, teachers and administrators to an extent that they are free to speak out about issues that affect both parties.
Tertiary Education Curricula Internationalisation in Southern Africa: Its Impact on Global Employment Opportunities
Author: Gwakwa, Milton
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,International Education,Foreign Countries,Employment Opportunities,Curriculum Design,Educational Policy,Policy Formation,Educational Technology,Barriers,Interviews,Universities,Administrator Attitudes

While education systems in Africa share common backgrounds historically (educationally, socially, politically, economically and culturally), they are deep variations in the approaches and contexts resulting in many questions than answers. The purpose of this study was to interrogate the current tertiary education curriculum, provide a rationale approach to curricula design that will produce international graduands, not local manpower. With the speedy at which all aspects of life are being globalised, it is important that, the education sector in the continent takes the lead. The study reviewed current literature, documents to obtain key data required to make informed conclusions. The study revealed that there was no consistency in terms of policy formation among tertiary institutions in the SADC region, hence the need to harmonise efforts of international curriculum design. This is despite efforts by individual countries with South Africa taking the lead. The study therefore recommended for deeper involvement by SADC and tertiary institutions in creating a Secretariat, that is legislated and working as a hub for educational Development in Southern Africa in a bid to full fill the United Nations dream for Education for All and the Millennium Development Goals in the face of a globalised world.
Perceptions and Expectations of Online Graduate Students Regarding Synchronous Events
Author: Bailie, Jeffrey L.
Date: 2015-11-00
Type: Journal Articles
Subjects: Student Participation,Online Courses,Graduate Students,Synchronous Communication,Technology Uses in Education,Educational Technology,Attendance,Video Technology,Expectation,Likert Scales,Student Surveys,Standards,Student Attitudes

The purpose of this study was to gain an increased understanding of the perceptions and expectations of a group of experienced online student participants regarding synchronous events in the higher learning setting. Areas of inquiry posed to online student panelists included whether they expected live events to be included in their classes, and whether participants believed that synchronous events influenced learner performance and persistence. Further, queries were made relative to whether attendance at synchronous events should be required and if Webcams should be mandatory for everyone in attendance. The findings gleaned from this investigation afford practitioners further insight as to how instructional practices regarding synchronous events correspond with the expressed interests of an informed group of online learners.
A Study on Differential Aptitude and Teaching Competency of Student Teachers in Kancheepuram District
Author: Shanmugam, P. N. Lakshmi
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Teachers,Teacher Competencies,Academic Aptitude,Questionnaires,Gender Differences,Family Characteristics,Aptitude Tests,Student Teacher Attitudes,Foreign Countries

The investigator studied the differential aptitude and teaching competency of student teachers in Kancheepuram district. The sample consisted of 300 student teachers drawn by questionnaire through quota sampling technique from SRM School of Teacher Education and Research and Muthukumaran College of Education. It was found that student teachers having higher level of differential aptitude possessed greater teaching competency.
Kinanthropometric Profile and Physical Performance of Athletic Track Events in Relation to Different Runners
Author: Khan, Zamirullah
Date: 2016-00-00
Type: Journal Articles
Subjects: Athletes,Adolescents,Body Composition,Foreign Countries,Body Height,Body Weight,Human Body,Males,Statistical Analysis,Correlation

The purpose of this study was to find out kinanthropometric profile of 20 Athletes of middle distance 800 meters, &amp; long distance runners 5000 meters of Track Event of age 17 years were assessed for the present study. The data of athletes was collected at Athletics Summer Camp 2015 in Kashmir region. The athletes having participation of at least two years were selected for the current study. All subjects were assessed for height, weight, girths, diameters, and skin fold thickness. The data was analyzed by applying descriptive statistic i.e., mean, standard deviation &amp; t-test to find out the significant differences of/in middle distance and Long distance runners. The long distance runners had taller than long distance runners for standing height, upper leg length, and lower leg length. The middle distance runners 800 significantly greater in weight, skin fold measurements (p&lt;0.05). In Body girths and skeletal diameters no significant differences were found (p&gt;0.05). It is concluded that in some of the parameters there were significant differences between middle distance &amp; long distance runners Long distance runners athletes showed better kinanthropometric measurement.
Accelerating Technologies: Consequences for the Future Wellbeing of Students
Author: Saltinski, Ronald
Date: 2015-11-00
Type: Journal Articles
Subjects: Well Being,Technological Advancement,Influence of Technology,Science and Society,Robotics,Artificial Intelligence,Coping,Trend Analysis

Today's students, K-12 and beyond, will face an ominous future unless educators quickly invest in preparing student perspectives for the accelerating technologies that will have global implications for the wellbeing of all humanity. Accelerating technologies are quietly, almost insidiously, transforming the world with little fanfare and certainly no &quot;shock and awe&quot; so fantasized in cinema. The pace of evolving technologies may prove too daunting for human acclimation to those advances. Knowing that the technological tsunami is coming is for young people a crucial consideration in how they choose to map out their futures.
The Attitudes of Anglophone and Francophone Cameroonians towards Cameroon English as a Model of English Language Teaching and Learning in Cameroon
Author: Atechi, Samuel
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Variation,Language Attitudes,English (Second Language),Second Language Learning,Graduate Students,Language Usage,Likert Scales,Questionnaires,Language Teachers,Language Proficiency,Second Language Instruction,Teacher Education Programs,French

Teachers of English in Cameroon are proficient speakers of Cameroon English and their non-native status militates against their usage of Standard British English in the English language classrooms. This makes the attainment of British English thorny and perhaps impossible in Cameroon. Standing on that premise, we were motivated to find out Cameroonians' attitudes towards Cameroon English as a model of English language teaching and learning in the country. Eighty (80) post graduate Cameroonian users of English (40 Anglophones and 40 Francophones) were randomly in the Departments of English both in the University of Yaounde I and the Higher Teacher Training College Yaounde. A four-Likert scale questionnaire comprising 27 questions was designed for the informants to indicate their agreement or disagreement with them. The findings revealed that attitudes towards CamE as a variety that must serve as a model in the English Language Teaching (ELT) industry are varied. While the majority of Anglophone informants had a positive attitude towards Cameroon English as a model of English language teaching and a relative negative attitude towards Standard British English, the majority of Francophone informants rather had a negative attitude towards CamE and a very favourable attitude towards Standard British English.
Innovative Interdisciplinary Business Courses Offered in Partnership with Social Institutions: An Update
Author: Cordeiro, William P.
Date: 2015-11-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Institutional Mission,Business Administration Education,Art,Museums,Recreational Facilities,Partnerships in Education,Course Descriptions,Universities,Costs,Parks,Music

An important element of the California State University Channel Islands (CI) mission is to promote cross-disciplinary thinking in its graduates. This is accomplished in part by requiring each student to complete three upper division interdisciplinary general education (UDIGE) courses. The CI faculty worked across disciplines to create and offer many UDIGE courses, including a pair of courses focusing on two social institutions, art museums and zoos (Costache and Muraoka, 2004; Muraoka, 2009). These courses were developed and are offered in partnership with the institutions. Many class sessions are held off campus and students undertake culminating projects involving the institutions. This paper provides an update of these courses and information about new courses developed using this model that now include courses focusing on libraries, national parks, colleges and universities, and music museums. Finally, the paper presents lessons learned from offering these courses and challenges in sustaining these courses.
New Teachers and Technology Preparation: Immersion or Infusion?
Author: Egeland, Paul
Date: 2009-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Liberal Arts,Educational Technology,Pedagogical Content Knowledge,Technological Literacy,Integrated Activities,Integrated Curriculum,Undergraduate Students,Technology Education,Technology Integration,Educational Practices,Educational Strategies,Intermode Differences

In the 21st Century, it is imperative for new teachers to be well prepared for utilizing technology to enhance instruction and increase student learning. While this is true for all teacher education programs it may be more challenging for those steeped in the liberal arts. With an emphasis on thinking liberally and understanding a breadth of knowledge from across the disciplines, adding separate educational technology courses to the already robust program certification requirements is difficult. Some teacher preparation programs have succumbed to this pressure and require all teacher certification candidates to enroll in and pass a course designed for the use of educational technology. This immersion approach ensures all teacher candidates are introduced to the use of technology in education. In a small, liberal arts institution, the author and his colleagues have chosen a different path. Although it requires tremendous coordination and communication, we infuse our curricular content and methods courses with technology so that it is in context and concert with the actual content and pedagogy. This article will examine the current research and explore the advantages and disadvantages of such an approach in preparing undergraduates for teacher certification. The specifics of the context will provide further reasons why this infusion approach appears to be the most effective for preparing teacher candidates to successfully use educational technology.
Enhancing the Online Class: Effective Use of Synchronous Interactive Online Instruction
Author: Acosta-Tello, Enid
Date: 2015-11-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Technology Uses in Education,Synchronous Communication,Teaching Methods,Interaction,Learner Engagement,Planning,Best Practices,Time Factors (Learning)

The delivery of instruction through an online platform has become more prevalent, popular, and available every year. While students are taking advantage of the convenience provided by online instruction, their instructors are grappling with presenting, in an online format, the depth and richness of academic content without creating long, written lectures or heavily annotated PowerPoints. This paper proposes methods of presenting content through the use of the synchronous interactive online instruction platform available within online courses.
Social Interaction Strategies and Techniques for Today's Classrooms
Author: Saurino, Dan R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Interaction,Teaching Methods,Educational Strategies,Action Research,Teacher Collaboration,Inservice Teacher Education,Graduate Students,College Faculty,Research Methodology,Interpersonal Relationship,Intervention,Data Collection,Program Development,Educational Research,Teamwork

An emerging research tool used in recent years to better understand and improve teacher thinking has been the use of collaboration and collaborative action research. In our study, we were interested in whether teachers could enhance the learning of their subjects through the use of teaching techniques and strategies involving social interaction. Both traditional strategies and technology techniques were utilized in one cycle of Collaborative Interactive Group Action Research in an attempt to determine whether increasing social interaction implementations might increase on-task time, engagement, motivation, and ultimately achievement. Three teachers in different classroom environments participated in the study and interacted in a group including two university professors. Results indicated that there were significant advantages to increasing social interaction strategies and techniques as well as some challenges associated with their implementation.
Preservice Teachers as Investigative Science Mentors: Advancing Self-Efficacy through School-Based Professional Development
Author: Flores, Ingrid M.
Date: 2015-11-00
Type: Journal Articles
Subjects: Preservice Teachers,Mentors,Science Instruction,Self Efficacy,Professional Development,Undergraduate Students,Statistical Analysis,Elementary School Teachers,Field Experience Programs,Methods Courses,Grade 5,Elementary School Science,Elementary School Students,Pretests Posttests,Science Projects,Program Effectiveness,Surveys,Likert Scales

Pedagogical competence and teaching efficacy significantly influence the quality of classroom science learning. Without applying pedagogical learning in realistic classroom environments, there is slight possibility that prospective teachers will increase their teaching confidence or develop understanding of how learners acquire and construct knowledge. The current shift in science education reform calls for students to experience how science is authentically enacted. Twenty-two undergraduate teacher candidates were placed at an elementary school for teacher preparation studies and for opportunities to apply their coursework learning. This quantitative study sought to determine if teacher candidates' self-efficacy increased due to participation in a field-based elementary science methods course with integrated teaching practice consisting of mentoring fifth grade students in investigative science projects. Pretest and posttest STEBI-B data indicate that general (d = 0.93) and personal (d = 0.90) science teaching efficacy increased significantly. The increase in outcome expectancy was not significant (d = 0.38).