ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Faculty Insights into Why Undergraduate College Students Leave STEM Fields of Study- A Three-Part Organizational Self-Study
Author: Ortiz, Araceli Martinez
Date: 2015-00-00
Type: Journal Articles
Subjects: Undergraduate Students,STEM Education,Academic Persistence,Hispanic American Students,Engineering Education,School Holding Power,Teacher Attitudes,Teacher Surveys,State Universities,Disproportionate Representation,Self Evaluation (Groups),Online Surveys,College Faculty

An institutional self-study at a Hispanic Serving Institution (HSI) explored factors thought to impact students' decisions to persist in science, technology, engineering and mathematics (STEM) fields of study. This self-study is presented as a model first step for Institutions of Higher Education interested in launching efforts to improve STEM education and STEM student success and persistence. A methodology combining qualitative and quantitative analysis approaches was used to examine different aspects of the overarching research question, &quot;Why do undergraduate students leave college STEM fields of study?&quot; A quantitative review of institutional data was used to identify four particular gaps in student persistence and success in STEM fields of study at Texas State University. An online survey and a focus group guide were developed based on existing but more broadly focused instruments and used to collect faculty insights regarding faculty and student experiences and possible reasons for student attrition in STEM. A review of retention theories was undertaken to better inform the process of generating remedies to the STEM persistence issue. Data were collected and analyzed separately for each component to produce two sets of findings. Findings indicated that there were retention issues in regard to STEM majors in general and underrepresented student groups in particular. Underrepresented students do not pursue STEM degrees percentage wise in comparison to other degrees. The self-study and retention theories suggest the following remedial measures: supporting faculty to transform their teaching, providing supplemental instruction in math and science and including discipline specific introductory courses and early internship experiences.
Development of a Multidimensional Thinking Styles Scale Based on Theory of Mental Self-Government for Sixth Grade Students
Author: Chaiyapornpattana, Niorn
Date: 2013-06-00
Type: Journal Articles
Subjects: Multidimensional Scaling,Grade 6,Cognitive Style,Mental Health,Self Management,Investigations,Educational Quality,Profiles,Gender Differences,Factor Analysis,Multivariate Analysis,Cultural Context,Test Bias,Test Construction,Psychometrics,Thinking Skills,Foreign Countries

This study designed 1) to develop a multidimensional thinking styles scale based on theory of mental self-government for sixth grade student 2) to investigate quality of the developed scale 3) to study profile of styles of sixth grade student and a relation of profile of styles of student in each dimension and background of gender and grade with the group sample of 1,545 sixth grade students from schools affiliated with the Office of Basic Education Commission, Education Department Bangkok Metropolitan Administration, and Office of the Private Education Commission. Thinking styles scale for sixth grade student was utilized in this study and received information was analyzed by using Nominal Response Model (NRM), Confirmatory Factor Analysis and Cluster Analysis. The results revealed that: 1) Thinking styles scale comprised 5 dimensions of function, form, level, scope and leaning with reliability at 0.872, 0.913, 0.722, 0.777 and 0.799 respectively and construct validity by confirmatory factor analysis found that 5 dimensions of thinking styles scale conformed to the empirical data (CFI were 0.918 to 0.975, TLI were 0.919 to 0.988 RMSEA were 0.036 to 0.046 and SRMR were 0.060 to 0.081); 2) The majority of students had judicial styles of function, hierarchical styles of form, local style of level, external style of scope and liberal style of leaning; 3) 96 Profiles of thinking styles be clustered into 3 groups those were Detail Conscious Thinking Procedural Thinking and Achievement Motivation Thinking. The majority of students had Achievement Motivation Thinking; and 4) Thinking styles of students in each dimension related to their background of gender and grade with the level of significance at 0.05.
&quot;Rounding&quot; with Students: A Model for Class Advising and Leadership Building
Author: Fierke, Kerry K.
Date: 2012-12-00
Type: Journal Articles
Subjects: Models,Leadership Training,Capacity Building,Feedback (Response),Teacher Student Relationship,Academic Advising,Evidence,Best Practices,Discussion (Teaching Technique),Interpersonal Communication,Learner Engagement,Student Participation,Group Discussion,Modeling (Psychology),Classroom Techniques,Program Effectiveness

This article outlines an approach to class advising which draws on research-based techniques to elicit feedback and discussion from students. The purpose of using this method is to enhance communication, increase student engagement, and improve the relationship between the faculty and the class of students.
Conceptualization of Service-Learning as an Educational Approach in the Curriculum: A Case Study
Author: Maphalala, M. C.
Date: 2012-09-00
Type: Journal Articles
Subjects: Foreign Countries,Service Learning,Universities,Educational Policy,Curriculum Development,Curriculum Implementation,Educational Planning,Educational Objectives,Teacher Attitudes,Student Attitudes,Questionnaires,Focus Groups,Content Analysis,Advisory Committees,Barriers,Case Studies

This paper investigated how the University of Zululand (Unizulu) has set out to conceptualize and institutionalize service learning as an educational approach in the Curriculum. The University of Zululand Strategic Plan (2008-2012) and Institutional Operating Plan (IOP) indicate a paradigm shift towards academically based community interaction where service-learning is an integral part of the curriculum. Despite the existence of these policies, service-learning is still a peripheral activity in the institution.
Comparing Current Students to a Pre-Millennial Generation: Are They Really Different?
Author: Yahr, Michael A.
Date: 2013-06-00
Type: Journal Articles
Subjects: Generational Differences,Experiential Learning,Educational Environment,Simulation,Preferences,Student Characteristics,Business Administration,Business Administration Education,Cohort Analysis,Student Surveys,Student Attitudes,College Students,Learning Experience

The Millennial generation, also known as Generation Y, has garnered much attention in the print and broadcast media and at academic conferences because of the challenges that they pose to universities and corporations. Aggregate characteristics and preferences of the Millennial generation and of Generation X, their immediate predecessors, have been frequently described in the business literature and press. This article identifies the dynamics of the Millennial generation, briefly compares them to Generation Y, and explores the perceptions of the Millennial generation and Gen Xers in an experiential learning environment, a senior-level management simulation class. It is hypothesized that these cohorts, with different generational values and traits, will perceive some aspects of the simulation experience differently. Using a time-lag approach, the results of a survey given to each generation are presented and discussed.
School Counselors: A Review of Contemporary Issues
Author: Bain, Steve F.
Date: 2012-12-00
Type: Journal Articles
Subjects: School Counselors,Professional Identity,School Counseling,Occupational Information,Counselor Training,Mental Health,Success,Leadership,Influence of Technology,Ethics,Literature Reviews,Family School Relationship,School Community Relationship,Academic Achievement,Counseling Services,Performance Factors

This article seeks to review the topic of school counselors and the contemporary issues surrounding this profession. An introduction to the profession and overview of its history provides a comprehensive basis on which to understand today's school counseling profession. An examination of contemporary themes of school counseling will include job descriptions, preparation, mental health issues, families and communities, student success, leadership, and issues in technology. Counselor identity, functions, and ethics will seek to understand how a counselor comes to relate personally and professionally to the position, how the functions of a school counselor are ever-changing, and what impact ethics have upon the profession. The literature review will contain both empirical and summative resources from professional sources.
Organizational Effectiveness Evaluation for Higher Education Institutions, Ministry of Tourism and Sports
Author: Kraipetch, Chanita
Date: 2013-04-00
Type: Journal Articles
Subjects: Higher Education,Organizational Effectiveness,Institutional Evaluation,Public Education,Systems Development,Administrator Attitudes,Teacher Attitudes,Employee Attitudes,Interviews,Observation,Inquiry,Content Analysis,Statistical Analysis,Educational Indicators,Test Items,Factor Structure,Instructional Development,Educational Research,Preservation,Art,Cultural Maintenance,Organizational Development,College Athletics,Athletes,Investigations,Program Implementation,Foreign Countries

The present research was aimed to: 1) develop the components and indicators of organizational effectiveness for public higher education institutions under the Ministry of Tourism and Sports, Thailand, and 2) develop organizational effectiveness evaluation system for these institutions. The sample included total 41 participants comprising administrators, faculty members, and supporting staffs. Data collection was conducted through documentary study, interviews, observations, and inquiry using assessment form. Analysis employed descriptive statistics and content analysis. Research results: there are 6 components and 21 indicators deemed appropriate for organizational effectiveness in public higher education institutions under the Ministry of Tourism and Sports. They are component 1: instructional management with 6 indicators; component 2: research with 3 indicators; component 3: academic service for society with 1 indicator; component 4: preservation of art and culture with 1 indicator; component 5: organizational administration and development with 8 indicators; and component 6: development toward excellent athletics with 2 indicators. Organizational effectiveness evaluation system involves 4 interrelated components: 1) input, 2) process, 3) output, 4) feedback and utilization of evaluation results. The system is valid, comprehensive, and useful for evaluating organizational performance based on its main missions, propriety, and feasibility.
Teaching in Higher Education: Is There a Need for Training in Pedagogy in Graduate Degree Programs?
Author: Robinson, Terrell E.
Date: 2013-08-00
Type: Journal Articles
Subjects: Higher Education,Knowledge Base for Teaching,Teaching Skills,College Faculty,Graduate Students,Preservice Teacher Education,Teacher Attitudes,Educational Needs,Teacher Surveys,Likert Scales,Online Surveys,Positive Attitudes,Negative Attitudes

The number of students graduating with masters' and doctoral degrees from the State University System of Florida (SUSF) has increased over the past thirty years. However, no research has been conducted concerning the preparation of graduates to teach in higher education. PK-12 teachers are taught how to teach. Should college and university faculty members also receive instruction in pedagogy? Graduate curricula have a focus on a discipline's knowledge base and research. It is postulated that college and university faculty members should possess pedagogical skills, have knowledge of lesson planning, and know how to deliver content. This research sought to ascertain professors' level of perceived need for graduate degree programs to include training in pedagogy that prepares students to teach in higher education. To what extent do university professors perceive a need for graduate degree programs to include training in pedagogy to prepare students to teach in higher education was the research question behind the inquiry. Two hundred full and part-time faculty members in the State University System of Florida responded to survey items, which rendered an overall mean that addressed the research question.
Is Higher Education Following the Path Set by Health Care in the U.S.?
Author: Castiglia, Beth
Date: 2012-12-00
Type: Journal Articles
Subjects: Higher Education,Health Services,Politics of Education,Public Policy,Innovation,Educational Change,Educational Development,Educational Practices,Correlation,Federal Regulation,State Regulation,Economic Impact,Community Benefits,Costs,Cost Indexes,Futures (of Society),Trend Analysis,Health Care Costs,Student Costs

The recent emergence of higher education into political and economic debate is reminiscent of the ongoing arguments about the appropriate provision of health care in the United States. Health care reform has been a political battle cry in the United States for years, and there are similar calls for reforms of higher education. These two industries share more than a place in political debate, though: Both are seen by many as necessities, both are characterized by rapidly escalating costs--and neither operates in an economic market that is anything close to &quot;normal.&quot; These similarities position health care and higher education for either increased government intervention or radical change. The purpose of this paper is to draw parallels between these two industries and analyze the implications of these similarities to public policy or private innovations.
Is Acceptance of E-Textbooks Discipline-Dependent? Comparing Business and Non-Business Student Perceptions
Author: Ciampa, Mark
Date: 2013-06-00
Type: Journal Articles
Subjects: Textbooks,Electronic Publishing,Business Administration Education,Majors (Students),Student Attitudes,Satisfaction,Comparative Analysis,Student Surveys,Undergraduate Students,Statistical Analysis

Researchers have looked extensively into the adoption and satisfaction level of academic electronic textbooks (e-textbooks) by students. The majority of research to date has indicated that either students prefer print textbooks to e-textbooks or the results are inconclusive. In this study a survey consisting of questions related to the use of an e-textbook was administered to a group of business majors and non-business undergraduate college students at a regionally accredited Mid-South university with a total of 313 valid responses. All students had used etextbooks in one or more of their courses. The results of this study indicate that students who are not business majors (non-business students) are more satisfied with an e-textbook than business majors. Non-business students who use one of the e-textbook's electronic features are also more satisfied with the ease of use of the e-textbook. In addition, non-business students are more likely to use an e-textbook again in the future compared to a business major. Although there is no significant difference between the two groups for the price they are willing to pay for an etextbook, non-business students on average are willing to pay a higher price for a printed textbook.
How Many Attempts Until Success in Some Core 1st. Year Disciplines?
Author: Fernandes, Graça Leão
Date: 2012-09-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Assessment,Educational Indicators,Longitudinal Studies,Mathematics Achievement,Economics Education,Gender Differences,Intellectual Disciplines,Majors (Students),Academic Achievement,Time to Degree,Coping,Achievement Need

Due to a general development in education brought about by democracy, Portugal has witnessed tremendous development in Higher Education (HE) since the beginning of the 1980s. Nevertheless, the percentage of graduates among the Portuguese population still ranks far below most European countries. This is why academic performance in HE 1st cycle matters so much and warrants a careful analysis of the main determinants for failure. Life cycle theories are taken as our main theoretical framework. This paper worked with Individual semi-longitudinal data on ISEG students retrieved from the School Pedagogic Observatory Database. The number of attempts until the successful completion of two 1st year disciplines (Mathematics I and Economics I) was the chosen &quot;proxy&quot; for failure. A discrete-time survival model was used. To deal with the unobserved heterogeneity a random variable was introduced - frailty - in the linear part of the model. A normal distribution was assumed in the estimation of a logit panel data model with random effects. As expected, students took longer to achieve success in Mathematics 1 than in Economics 1. Gender, degree course, the track followed in upper-secondary, and the application mark to enter HE are among the significant determinants of success in Mathematics 1 and Economics 1.
Pair Teaching of ICT in Higher Education: A Multi-Perspective Reflection
Author: Pretorius, H. W.
Date: 2012-09-00
Type: Journal Articles
Subjects: Foreign Countries,Team Teaching,Information Technology,Technology Education,Higher Education,Cognitive Processes,Brain Hemisphere Functions,Educational Quality,Teaching Styles,Student Attitudes,Teacher Attitudes,Universities,Urban Schools,Questionnaires,Interviews,Qualitative Research

Information and Communication Technology (ICT) educators in higher education are constantly challenged to look for innovative ways to improve their pedagogical practices (i.e., facilitated learning, mentoring and assessment). Pair Teaching (PT) has many benefits allowing educators to design and present better learning experiences for students. The field of ICT is holistic by nature with right and left brained analytical thinking and learning. However, traditional teaching approaches and methods only focus to further left brain thinking and learning, involving study material such as textbooks and slides to educate students. This paper argues that PT lends itself to design and present better whole-brain learning opportunities in ICT by working in pairs. The researchers found that PT contributes to educational quality by presenting broader and richer perspectives of subject matter, while PT allows educators to learn from one another. On the negative side, different teaching styles and personalities of educators, may cause confusion in the classroom and is regarded as a critical success factor for PT. Students agree that PT allowed for more interesting, enjoyable and interactive learning opportunities. Different perspectives of educators also aided in understanding subject matter better and more thoroughly. However, the students indicated that different perspectives of the subject matter often leads to confusion and takes up more time because of repeated information. The students also indicated that it is difficult to split their attention between two different educators with different teaching styles.
Reflective Experiences of Post Graduate Certificate in Education Students during Teaching Practice
Author: Taole, M. J.
Date: 2012-09-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Graduate Study,Teacher Certification,Reflective Teaching,Teacher Education,Student Teachers,Teaching Methods,Teacher Attitudes,Positive Attitudes,Cooperation,Qualitative Research,Semi Structured Interviews,Measures (Individuals)

Reflective teaching has become a focus of interest and a powerful movement in teacher education. The complexity of teaching requires teachers to question their practices for their own professional development in order to improve and to increase learner performance. This article aims at investigating student teachers' reflective experiences during teaching practice period. A qualitative inquiry was used in the study. Eight student teachers enrolled for a language teaching module in a one year Post Graduate Certificate in Education (PGCE) initial teacher education programme for intermediate phase was randomly selected to participate in the study. Data were obtained through interviews. It became clear from the data that reflective teaching is a challenge to student teachers, as a results they could not acknowledge their shortcomings in their classroom performance. In addition, participants reflected on teaching methods and teaching media and believe that these could enhance learning and teaching. It is also the view of participants that collaboration among colleagues and a positive attitude could enhance teachers' reflective practices.
Tracing Inclusion: Determining Teacher Attitudes
Author: Logan, Brenda E.
Date: 2013-06-00
Type: Journal Articles
Subjects: Teacher Attitudes,Inclusion,Educational Legislation,Federal Legislation,Teaching Experience,Gender Differences,Teacher Surveys,Teacher Education,Program Effectiveness,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Desegregation Litigation,Disabilities,Equal Education,Educational Quality,Likert Scales

Though there appears to be an onslaught of No Child Left Behind, there is still more emphasis on testing than ever before. With the new implementation of national common-core standards, many school districts have moved towards full inclusive classrooms. However, it is rare that teachers have any input on whether such major decisions are apropos for their classrooms. Ergo, the purpose of this study was to investigate teacher attitudes towards inclusion. The study was controlled by three major points of inquiry to determine statistical significance: 1.) Would years of experience matter in teacher attitudes? 2.) Would sex make a difference? 3.) Would the school level matter? A total of 203 southeast Georgia teachers agreed to respond to an 8-item survey pertaining to beliefs about inclusion, benefits of inclusion, preparation for teaching, and availability of materials and assistance. The data from middle, k-4, and high school teachers held some surprising results.
Issues in Institutional Benchmarking of Student Learning Outcomes Using Case Examples
Author: Judd, Thomas P.
Date: 2013-06-00
Type: Journal Articles
Subjects: Benchmarking,Case Studies,Outcome Measures,Academic Achievement,Criterion Referenced Tests,Norm Referenced Tests,Academic Standards,Scoring Rubrics,Mathematics Achievement,Educational Practices,Decision Making,Educational Administration,Higher Education

Benchmarking is a process that can take place at both the inter-institutional and intra-institutional level. This paper focuses on benchmarking intra-institutional student learning outcomes using case examples. The findings of the study illustrate the point that when the outcomes statements associated with the mission of the institution are criterion-oriented and not comparative, then benchmarking can take place with respect to institutional standards or competencies. Another form of intra-institutional benchmarking, known as normative assessment, can occur when students from different majors are compared with respect to common core skill areas. Both types of the intra-institutional &quot;contexts&quot; for benchmarking, criterion-oriented or normative, depend on the mission-related institutional standards of performance. Issues identified relate to the potential for inappropriate or invalid inferences being made from outcomes assessment results using rubrics and baselines due to a lack of validity, primarily as a result of what might still be proper statistical applications. Benchmarking is important to educational decision-making processes. Yet, more thought is needed on how human judgment surrounding the benchmarking process influences the validity of curricular decisions and relationships to student learning outcomes. Offered is an in-depth understanding of benchmarking types and how to further their uses with student learning outcomes.