ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementation E-Learning among Jordanian School's Management
Author: Hamadin, Khaled
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Implementation,Electronic Learning,Questionnaires,Secondary Schools,Administrator Surveys,School Administration,Likert Scales,Incidence,Administrator Attitudes,Use Studies,Educational Practices,Statistical Analysis

This study is designed to determine the level of E-learning Implementation in Jordan schools management. The study also investigated the Implementation of secondary School management towards the use of e-learning. A survey research design was used. A questionnaire was adopted and sent to secondary School management (N = 250) in Jordan schools in the 2014-2015 school year. Validity and reliability were established for the survey instrument using various methods. The return rate of the survey was (82%; n = 210). Frequencies were used to find out the level of e-learningUse by secondary school management. The findings of this study indicated that schools management have average levels of E-learning use in their daily works M = 2.89 with (SD = 0.87).management application were measured using descriptive analysis, the findings of this research indicated that secondary School management have positive attitudes towards the use of of e-learning. In addition, management have average levels of computer use for mainstream applications, but have low levels of E-learning use for more specialized applications.
Self-Efficacy as a Predictor of Career Decision Making among Secondary School Students in Busia County, Kenya
Author: Ogutu, Joel Peter
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Predictor Variables,Secondary School Students,Career Choice,Decision Making,Gender Differences,Age Differences,Institutional Characteristics,Correlation,Self Determination,Questionnaires,Coding,Regression (Statistics),Hypothesis Testing,Statistical Analysis

The most common constrain to career progression among youth in Kenya is the inability to make informed career decisions. Majority of high school students suffer from excitement for attaining university degree self-actualization rather than taking up career that enhances development of talents and skills that are job market driven. This study aimed at examining the influence of self-efficacy in career decision making among secondary school students. The participants in the study consisted of 364 fourth form secondary school students in Busia County, Kenya. Gender, age and school type were used as controller variables of self-efficacy on career decision making. Scales to measure self-efficacy and career decision making was developed. Spearman correlation coefficient and multinomial logistic regression techniques were used in data analysis. The results of Spearman correlation demonstrated that self-efficacy significantly correlated with students' career decision making (r[subscript s] = -0.236, p = 0.001) while coefficient of determination (R[superscript 2] ) in multinomial logistic regression models (one to four) accounted for 30.5%, 31.3%, 33.1% and 35.6% variations respectively on student career decision making. These implied the remaining 69.5%, 68.7%, 66.9% and 64.4% respectively unexplained were largely due to variation in other variables outside the regression models. The overall likelihood ratio of the regression model was statistically significant X[superscript 2] (60, N = 364) = 105.984, P = 0.001. When controller variables were fitted into the multinomial logistic models the relative risk ratio increased or decreased but the p-value remained statistically significant. This implied that factors within self-efficacy variable contributed significantly in the relationship between self-efficacy and career decision making. On the basis of the findings, it was recommended that career decision making should be enhanced in schools using career guidance and counseling strategies.
Experiences and Perceptions of Middle School Handbell Participants
Author: Rohwer, Debbie
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Attitudes,Middle School Students,Music,Music Education,Musical Instruments,Music Teachers,Middle School Teachers,Musicians,Music Reading

The purpose of the current study was to describe the process of music learning and the perceptions of members in a school-based middle school handbell setting. The participants were 39 students and one music teacher in a middle school in Texas. The design of the current study was a case study using observation and interview data. The results highlight a successful middle school handbell ensemble setting that could be used as a model for a different form of music learning environment than the traditional options generally found in the schools. The study describes the practices and perceptions of a handbell choir situated in the public schools, including themes of (a) instructional processes, (b) music reading, (c) repertoire selection, (d) reasons for participating, and (e) future handbell participation. Conclusions address pragmatic issues for practitioners to consider in the implementation of a school-based handbell ensemble.
Impeding Students' Efforts to Cheat in Online Classes
Author: Hearn Moore, Paula
Date: 2017-00-00
Type: Journal Articles
Subjects: Cheating,Online Courses,Ethics,Distance Education,Intervention,Barriers,Prevention,Test Construction,Handheld Devices,Environmental Influences,Supervision,Teacher Role,College Faculty,College Students,Integrated Learning Systems

This paper identifies several methods a student could use to cheat while enrolled in an online course. Problems encountered in conducting an online course and in administering an online exam involve: (1) identifying the test taker, (2) preventing the theft of the exam, (3) combating the unauthorized use of textbooks and/or notes, (4) preparing an online exam and exam setup, (5) realizing a student may have access to a test bank, (6) preventing the use of cell phones, hand-held calculators, and/or Bluetooth devices, (7) limiting access to other individuals during the exam time, (8) ensuring a student is using a computer with adequate uploading and downloading capabilities, (9) identifying intentional computer crashes, and (10) noting the different methods of proctoring exams. The authors are full-time educators but are not primarily online teachers; however, they regularly teach one or more courses either in-load or as an over-load. This paper draws on the authors' experiences and efforts to teach online at both the lower and upper division undergraduate levels, as well as, the graduate level with efforts to give a student a comparable experience to a live classroom. The authors utilize Blackboard as their university's uniform course platform and refer to Blackboard's available options to inhibit cheating which share common selections with most online course platforms. An attempt is being made with this paper to help other instructors benefit from the authors' mistakes and successes.
Dual Enrollment Student Achievement in Various Learning Environments
Author: Arnold, Bethany
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Environment,Dual Enrollment,Academic Achievement,High School Students,College Students,Prior Learning,Achievement Gains,Grades (Scholastic),Predictor Variables,Online Courses,Comparative Analysis,Transfer of Training

The purpose of this study was to examine whether variations in student achievement in college courses exist between high school students who took the courses as dual enrollment (DE) courses and academically comparable high school students (AIMS scholars) who took the courses upon matriculation to college. Additionally, the researcher explored whether differences exist in DE course grade for students by course environment (online, face-to-face at a high school, or face-to-face at a college). The researcher used final course grades as determinants of student achievement. The study focused on DE student and AIMS scholar grades in English 111, Biology 101, Math 163, and History 101 courses that were taken between the 2009-2010 and 2013-2014 school years at a community college in Southwest Virginia. The population consisted of 429 AIMS scholars and 2,015 DE students. For this study 3,639 DE student grades and 706 AIMS student grades were used in calculations. The dependent variables in this study were final course grades; the independent variables were DE participation and course delivery environment. Welch's t tests were used to examine the variations in final grades for DE and non-DE students; ANOVA procedures were used to examine variations in final course grades for DE courses based on delivery environment.
Engaging TBR Faculty in Online Research Communities and Emerging Technologies
Author: Renner, Jasmine
Date: 2017-00-00
Type: Journal Articles
Subjects: Communities of Practice,Online Systems,Electronic Learning,Computer Mediated Communication,Web 2.0 Technologies,Teacher Researchers,Social Networks,Social Media,College Faculty,Educational Research

The growing impact of online research communities and emerging technologies is creating a significant paradigm shift and consequently changing the current research landscape of higher education. The rise of online research communities exemplifies a shift from traditional research engagements, to online research communities using &quot;Web 2.0,&quot; in which communities of researchers are the basic unit of research engagement. As institutional practices become increasingly digitized, the role of faculty, scholars, and professionals are constantly reshaped and re-negotiated. The rise and use of emerging technologies in the field of research, has the potential to significantly impact the individual researcher, their institutions and ultimately the State. The project Critical Conversations Research Network is a part of a broader initiative undertaken by the Tennessee Board of Regents Office of Academic Affairs. TBR's Critical Conversations for Jobs and the Economy is designed to complement Gov. Bill Haslam's &quot;Drive to 55&quot; initiative, which aims to bring the percentage of Tennesseans with college degrees to 55 percent by the year 2025. (Haslam, 2013). The initiative undertaken by TBR'S office of Academic Affairs consists of: (a) Conversational interviewing of selected scholars and researchers across TBR institutions through video recordings of important and critical research topics that affect policy implications in the state of Tennessee, (b) an interdisciplinary journal called Critical Conversations Interdisciplinary Journal (CCIJ) dedicated to promoting dialogue on topics of importance among scholars across disciplines at TBR institutions. The journal provides a platform for critical conversations through which all disciplines can inform practice and practice can inform all disciplines, providing guidance for future public policy decisions and (c) the proposed Critical Conversations Research Network which is the focus of this paper. The goal of the Tennessee Board of Regents Critical Conversations Research Network (&quot;TBR's-CCRN&quot;) is to connect TBR's faculty, researchers and scholars in collaboration, dialogue and engagement, about pertinent research initiatives undertaken by individuals and institutions across the state. A secondary purpose is to highlight the practical implications of research for economic and workforce development and to assist policymakers to engage in data-driven and informed decision-making.
Incorporating an Honor Code into an Information Assurance Program
Author: Livermore, Jeffrey A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Ethics,Plagiarism,Cheating,Higher Education,Program Implementation,College Faculty,College Students

Plagiarism and cheating is on the increase around the world. Academic misconduct hurts the student committing the offense, other students who know about the offense, the faculty, and the academic reputation of the school where the misconduct occurs. One of the steps that a school can take to fight academic misconduct is to incorporate an honor code and its' values into their programs. The faculty teaching in ABC College's (pseudonym) Information Assurance program initiated a college-wide implementation of a simple honor code. This article presents best practices from a variety of schools, and hopefully begins a dialog on what can be done to eliminate or minimize academic misconduct from the Information Assurance educational system.
Teaching Environmental Ethics: Moral Considerations and Legislative Action
Author: McGowan, Richard J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Ethics,Moral Values,Moral Issues,Educational Legislation,Environmental Education,Laws,Models,Correlation,Ethical Instruction,College Students

As one of the first business ethics textbook states, by way of observation, &quot;Custom, convention and the accepted courtesies of a society are not the foundation of ethics even though they provide valuable hints as to what men think… Law enshrines many of the ethical judgments of a society, but it is not coextensive with ethics&quot; (Garrett, 1966, p. 1). Therefore, &quot;changes in the law tend to reflect changes in what a society takes to be right and wrong…&quot; (Shaw, 2008, p. 11). We think Garrett and Shaw are correct; thus, we work to have our students understand that ethics differs from legal codes but that ethics drives the law. These two points can effectively be shown with regard to environmental ethics. We offer a model that can help students see the relationship between law and ethics. First, we briefly explore the development of environmental ethics and highlight the broader ethical considerations related to the environment. Then, we trace the legal history that followed philosophical analysis.
Multicultural Competence: A Literature Review Supporting Focused Training for Preservice Teachers Teaching Diverse Students
Author: Lehman, Cheryl L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Literature Reviews,Preservice Teachers,Minimum Competencies,Multicultural Education,Interpersonal Competence,Teaching Skills,Student Diversity,Needs Assessment,Individualized Instruction,Mentors,Communication Skills,Culturally Relevant Education,Cultural Awareness

This paper focuses on an in depth literature review based on preservice teachers perceptions of their multicultural competence in teaching diverse students. More specifically, the literature review was framed around findings from a study looking at the gap between increased diversity of students and the level of multicultural competence of preservice teachers at a local university was investigated in this qualitative case study. Inductive data analysis results indicated that preservice teachers perceived a need for additional multicultural competence including increased awareness, knowledge, and skills in working with diverse students. A professional development training workshop design was created to address four dominant themes from the analysis. The literature review supports the prominent components addressed by the professional development training workshop. Adequately preparing preservice teachers for teaching diverse students continues as a focus in teacher preparation programs. As a faculty member at the local university, school of education, ongoing research focused on building preservice teachers multicultural competence remains essential.
The Use of Simulation and Cases to Teach Real World Decision Making: Applied Example for Health Care Management Graduate Programs
Author: Eisenhardt, Alyson
Date: 2016-00-00
Type: Journal Articles
Subjects: Simulation,Decision Making,Health Services,Administration,Teaching Methods,Graduate Students,Vignettes,Graduate Study,Allied Health Occupations,Problem Based Learning

Many pedagogy experts suggest the use of real world scenarios and simulations as a means of teaching students to apply decision analysis concepts to their field of study. These methods allow students an opportunity to synthesize knowledge, skills, and abilities by presenting a field-based dilemma. The use of real world scenarios and simulations has also proven to be an effective method for training healthcare professionals not only in the classroom, but also in the workplace (Galloway, 2009). The article examines the use of real world scenarios and simulations in graduate learning to enhance students' decision-making and leadership skills. The article will present two case examples involving the use of a real world scenario and a simulation to facilitate higher learning at the graduate level for healthcare management students. In the first case example, students in a graduate healthcare management course, Healthcare Operations Management, participated in a simulation presented by the quality team of a local hospital system. Students were asked to evaluate a given scenario and make decisions about how to best improve patient flow and efficiency, while ensuring healthcare quality and safety. In the second case example, graduate students in Strategic Planning and Marketing in Healthcare, participated in consulting projects involving two different real world clients: a national non-for-profit healthcare service organization and a local non-for-profit healthcare clinic. The students in this class conducted research, analyzed data, and ultimately developed marketing and strategy recommendations that may be implemented by the clients.
Non-Classroom Use of &quot;Presentation Software&quot; in Accelerated Classes: Student Use and Perceptions of Value
Author: Davies, Thomas
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Attitudes,Acceleration (Education),Courseware,Accounting,Student Surveys,Value Judgment,Teaching Methods,Instructional Material Evaluation,Instructional Effectiveness,Business Administration Education,Technology Uses in Education,College Students

Numerous articles found in education literature discuss the advantages and disadvantages of using &quot;presentation&quot; software to deliver critical course content to students. Frequently the perceived value of the use of software such as PowerPoint is dependent upon how it is used, for instance, the extent to which bells and whistles are incorporated into the presentation. Extensive use of color, animation and variety can keep students interested and engaged, which, it is sometimes claimed, results in expanded student learning. However, these same techniques have been criticized for taking away from the significance of the content and resulting in students who become passive learners at best. This article summarizes the results of a study designed to assess the value of using &quot;presentation&quot; software outside of the classroom where the course is offered face-to-face but in an accelerated (i.e., abbreviated time) format. Specifically, results of a survey taken of accounting students completing a required federal individual income course over eight weeks are reported, where instructor-prepared PowerPoint slides were made available to students but not covered in class.
Human Machine Learning Symbiosis
Author: Walsh, Kenneth R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Online Courses,Learning Motivation,Affective Behavior,Computer Assisted Instruction,Student Motivation,Cooperation,Learning Activities,Instructional Effectiveness,Instructional Design,Cost Effectiveness,Computer Software

Human Machine Learning Symbiosis is a cooperative system where both the human learner and the machine learner learn from each other to create an effective and efficient learning environment adapted to the needs of the human learner. Such a system can be used in online learning modules so that the modules adapt to each learner's learning state both in terms of knowledge and motivation. This paper describes the benefits of such a system and a proposed design that integrates human learning in both the cognitive and affective domains with machine learning which adapts to both.
Thinking outside the Box Office: Using Movies to Build Shared Experiences and Student Engagement in Online or Hybrid Learning
Author: Kresse, William
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Courses,Blended Learning,Films,Student Participation,Student Experience,Instructional Materials,Educational Technology,Learning Experience,Teaching Methods,Business Administration Education,Learner Engagement

Movies and films are widely recognized as valuable pedagogical tools. Motion pictures provide concrete and illustrative examples of important concepts and can improve students' understanding of course material as well as increase their satisfaction with courses. Online learning is becoming an increasing dominant facet of higher education. Online learning is preferred by many students for various reasons, many related to the flexibility and format of the course work; students can engage in learning when it is convenient for them. While the flexibility of time and format is a major appeal of online learning, it also serves as a major impediment. Student retention is a significant challenge in the online learning environment. Research shows that students in online courses are more likely to feel a sense of &quot;disconnectedness&quot; and miss having a common shared experience with other students. As a result, students in online courses are more likely to withdraw from the course because they miss the opportunities for shared experiences. This paper explores the use of movies in online and hybrid business courses for the purpose of providing a shared experience around which students can discuss course content. This paper describes the process for creating a shared student experience and creating the related discussions among students centering on particular concepts illustrated in the selected films. The students view the particular movies, and then, with either a lens of management and leadership strategies, or of business ethics concepts, discuss specific questions within their team, the whole class, and then again with their team. This paper discusses the value of that shared movie experience and discusses the need for additional pedagogical strategies to establish and promote online opportunities for student interactions.
The Risks and Opportunities Associated with Weak Arithmatic Skills of Accounting Students
Author: Kerr, Stephen
Date: 2017-00-00
Type: Journal Articles
Subjects: Accounting,Business Administration Education,Skill Development,Arithmetic,Mathematics Skills,Mathematical Concepts,Mathematical Aptitude,Critical Thinking,Hypothesis Testing,Test Reliability,Test Validity,Test Items,Predictive Validity,Word Problems (Mathematics),Alignment (Education),Teacher Attitudes,Student Surveys,College Freshmen,College Faculty

This paper explored the authors' concerns about students enrolled in their introductory accounting course. Anecdotal evidence suggested that students struggle with basic arithmetic concepts that underlie basic business transactions even though their math placement and ACT scores are high. A survey of 125 students in a first accounting course was conducted in the spring of 2010 to assess the basic arithmetical skills. The results indicated that the ACT scores and math placement tests do not reveal weakness in basic arithmetic. We find that faculty and students will experience frustration due to the impaired arithmetic ability. By taking for granted that students possess basic skills in arithmetic faculty will exclude exercises from the curriculum that will build the kind of arithmetic abilities students need to think on their feet about basic business transactions. We conclude by arguing that making curricular accommodations to cope with the deficit in arithmetic is not in the student's best interest. A competitive advantage for students can be created by addressing the deficit head on rather than adjusting the curriculum to work around the problem.