ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nays Have It: When Public Sector Unions Win in California. Civic Report. No. 72
Author: DiSalvo, Daniel
Date: 2012-10-00
Type: Reports - Evaluative
Subjects: Educational Finance,Activism,Unions,Public Sector,Union Members,Tax Rates,Taxes,Tax Effort,Elections,Teacher Salaries,History,Politics

This November, California voters must decide two policy questions of great concern to public-sector unions. One is a tax hike to stave off further cuts to state spending (there are two versions on the ballot with a chance of passing). The other is a &quot;paycheck protection&quot; measure that would ban the practice of unions' deducting money from member paychecks to spend on political activism. Public-sector union members stand to benefit from the tax increase, and they are campaigning heavily for one version, Proposition 30, which is being promoted by Governor Jerry Brown. Conversely, the unions stand to lose money and power if paycheck protection passes, and they are working hard to defeat it. To understand what these political battles teach us about the outsize influence of public-sector unions in California politics, this study examines how public-sector unions have fared on proposition campaigns since 1980. This analysis suggests that the vote on the tax increase is likely to be very close, and the unions will probably be able to defeat the paycheck-protection measure for a third time. Union Power in the State Legislature is appended. (Contains 4 charts, 5 tables, and 37 endnotes.)
Dues and Deep Pockets: Public-Sector Unions' Money Machine. Civic Report. No. 67
Author: DiSalvo, Daniel
Date: 2012-02-00
Type: Reports - Descriptive
Subjects: Unions,Public Sector,Fiscal Capacity,Political Attitudes,Activism,Political Issues,Political Power,Social Influences,Public Policy,Collective Bargaining,Labor,Teacher Associations,Union Members

At first glance, public-sector labor unions are just one of many types of organizations that participate in the political process. However, these unions differ significantly from other interest groups made up of individual citizens or non-labor organizations. Because their members' interests are tied to government policy, these unions are more focused and vigilant in their drive to influence policy than other groups are. And they have immense financial resources to deploy: in 25 U.S. states, laws guarantee unions both members and revenue. As a result, public-sector unions bring vast resources to their political activities at the federal, state, and local levels. Public-sector unions also differ from most interest groups in their allegiance to a single party and a single agenda in debates about the role of government. They are focused on a few key issues relating to the government jobs of their members: more government employment and thus higher taxes and more government services. A number of states are currently struggling with controversies over public-sector unions' impact at the bargaining table on matters such as health-care costs, pensions, performance pay, and worker flexibility. But unions may have more impact on public policy--and the costs of government--through their uniquely powerful tools for electioneering and lobbying. Today's debates should expand their focus from collective-bargaining issues to take into account these facts about public-sector unions as political actors. (Contains 8 charts, 1 table and 28 endnotes.)
Unmasking Hidden Costs: Best Practices for Public Pension Transparency. Civic Report. No. 63
Author: Barro, Josh
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: Federal Government,State Government,Local Government,Government Employees,Retirement Benefits,Accountability,Municipalities,Disclosure,Access to Information,Costs,Politics of Education,Best Practices,Budgets,Teaching (Occupation),Teacher Retirement,Funding Formulas,Validity,Educational Finance,Public Policy

In 2010, the pension plans of state and local governments came under increased scrutiny in response to their generally weak financial positions and mounting costs to taxpayers. By some measures, these funds are as much as $3 trillion short of the assets they would need to cover the promises they have made to government workers and retirees. However, several shortcomings in these funds' financial disclosures have made it difficult for even lawmakers and policy experts to accurately evaluate pensions' actual financial condition. There are several steps, over and above what the Government Accounting Standards Board already requires, that funds could take that would disclose their finances more fully. The recommendations lie in five areas: (1) Discounting; (2) Smoothing; (3) Accrual method; (4) Projections; and (5) Normal cost. These steps would make it easier to answer such questions as: How well funded is a given state's pension plan? How much does a public employee's pension in a given state cost? And what effects are pension costs likely to have on the next few years' budgets? The report also discusses which entities should be responsible for implementing these changes in disclosure policy. It argues that states should voluntarily adopt them, and that they should require municipalities to do so. The federal government should also take steps to encourage states to make the recommended disclosures. (Contains 3 tables and 18 endnotes.)
Young Women's Perceptions of Technology and Engineering: Factors Influencing Their Participation in Math, Science and Technology? Research in Engineering and Technology Education
Author: Roue, Leah C.
Date: 2007-05-00
Type: Reports - Research
Subjects: Females,Self Efficacy,Interest Inventories,Engineering,Grade 7,Science Interests,STEM Education,Day Camp Programs,Student Surveys,Self Esteem,Family Influence,Summer Science Programs,Barriers,Scientific Attitudes

The current number of women in technology and engineering only represents a fraction of today's workforce. Technological innovation depends on our nation's best and brightest, representing all segments of our diverse society. Sanders (2005), in talking about women in technology and engineering, stated that women's lack of participation can only be measured in jobs not filled, problems not solved, and technology not created. Research in the area of how young women view technology will provide insights into how to better encourage and prepare them for careers in technology and engineering. The purpose of this exploratory study was to examine four areas that may present barriers for women in technology and engineering: They are young women's perceptions, self-esteem, self-efficacy, and perceived social support as they relate to their interest in science, technology, engineering, and mathematics (STEM). The study examined pre-test measures of a group of about 2,800 girls participating in the Summer Technology and Engineering Preview at Stout (STEPS) program. This girls' camp gives young women entering the seventh grade a chance to work in a laboratory setting with their peers with the goal of piquing their interest in the areas of technology and engineering. The results showed that the greatest predictor of math and science interest was self-esteem, accounting for 36.4% of the variability in the interest scale. Self-efficacy was the second highest predictor, accounting for 26.5% of the variability. Perceived social support accounted for 17.8% of the variability. The least significant predictor of math and science interest was perceptions, accounting for a mere 4.1% of the variability. Survey Instrument is appended. (Contains 6 tables.)
A Multisite Case Study of Faculty and Teacher Perceptions of NCETE Professional Development Workshops on Engineering Design Content. Research in Engineering and Technology Education
Author: Asunda, Paul A.
Date: 2007-00-00
Type: Reports - Research
Subjects: Engineering,Faculty Development,Video Technology,Technology Education,Communities of Practice,Expertise,Elementary Secondary Education,Secondary School Teachers,Problem Solving,Educational Environment,Interviews,Observation,Program Evaluation,Case Studies

The purpose of this study was to describe a process of preparing technology education teachers to teach engineering design concepts in the context of technology education. This process was identified through a study of professional development activities that were organized and conducted by technology teacher education partner universities of the National Center for Engineering and Technology Education (NCETE) to prepare middle school and high school technology teachers to infuse engineering design, problem solving, content, and analytical skills into the K-12 curriculum. A collective multisite case study formed the methodology for this study. Data were collected through individual interview sessions that lasted 30-40 minutes, video footage, observations and artifacts. A total of 15 interviews were individually analyzed, and then compared through a cross-case analysis. Professional development emerged as a core theme and comprised the following sub themes: planning, communities of practice, professional development administration and learning environment, professional development for technology education teachers, professional development activities in the classroom, assessment, expertise, and meaning making. (Contains 4 figures.)
Learning Effects and Attitudes of Design Strategies on High School Students. Research in Engineering and Technology Education
Author: Wicklein, Robert
Date: 2009-11-05
Type: Reports - Research
Subjects: Educational Strategies,Student Attitudes,Teaching Methods,Research Design,Research Methodology,Technology Education,Grade 12,Engineering Education,Research Projects,Beliefs,Self Esteem,Achievement Gains,Control Groups,Experimental Groups,Grade 11,Interest Inventories,Attitude Measures

The purpose of this research project was to use an experimental design research methodology to compare learning and attitudinal effects of two different design instructional strategies on randomly selected and assigned 11th and 12th grade students. Through the use of a common technological based problem, students were guided through a design sequence that utilized two different instructional approaches (a) predictive analysis and (b) trial & error. At the completion of a five-day (15 hour) learning activity a standardized engineering design test was administered to the students to evaluate differences in engineering design capabilities. Additionally, students completed an attitude inventory related to their perceived confidence and belief in solving technological problems. The findings from this research yielded a non-significant statistical difference in the design group scores as measured by the "Engineering Design Test". However, the trial & error group scored approximately 3 points higher overall suggesting that there may be conflicting influences on what and how students acquired design knowledge during this instructional program. Appended are: (1) Can Crusher Design Challenge; (2) Test of Engineering Design; and (3) Design Attitude Inventory. (Contains 3 tables and 1 figure.)
The Nature and Status of STEM Professional Development: Effective Practices for Secondary Level Engineering Education. Research in Engineering and Technology Education
Author: Custer, Rodney L.
Date: 2009-00-00
Type: Reports - Research
Subjects: Engineering Education,Engineering,Faculty Development,Technology Education,Best Practices,Elementary Secondary Education,Conferences (Gatherings),Pedagogical Content Knowledge,Curriculum Implementation,Integrated Curriculum,Secondary School Curriculum,Mathematics Education,Feedback (Response),STEM Education

Recently engineering has emerged on the K-12 scene as a potentially important content area. However, K-12 teachers typically lack sufficient backgrounds to effectively integrate engineering into their classrooms. Thus teacher professional development is of critical importance. Although there have been several initiatives emerge to assist teachers in teaching engineering-related curriculum, there has been little empirical research generated. For example, little is known about best practices, engineering pedagogical content knowledge, or effective design principles for engineering professional development. Although there is a general consensus in the literature concerning a set of principles that differentiate effective teacher professional development, little is known about how these translate to an engineering context. In addition, several complex issues have emerged that impact the implementation of engineering at the K-12 level, directly affecting teacher professional development. This paper reports on the landscape study funded by the National Center for Engineering and Technology Education (NCETE) to examine engineering teacher professional development. This study evolved to include a synthesis of several activities and their outcomes with the intent to help inform future research and practice within NCETE. This report summarizes three major activities: (1) the "Professional Development for Engineering and Technology: A National Symposium" conducted February 2007, in Dallas, Texas; (2) a multiple case study of engineering professional development projects; and (3) the "Symposium on Professional Development for Engineering and Technology Education: An Action Agenda" conducted June 2009, in Atlanta, Georgia. This report consists of two main sections: (1) a summary of the three major activities; and (2) a synthesis and discussion of the landscape of engineering-oriented professional development at the secondary level. (Contains 2 footnotes.)
Formulating a Concept Base for Secondary Level Engineering: A Review and Synthesis. Research in Engineering and Technology Education
Author: Custer, Rodney L.
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Science History,Science Curriculum,Scientific Concepts,Scientific Principles,Technological Literacy,Secondary School Curriculum,Instructional Materials,Focus Groups,Qualitative Research,Philosophy,Literature Reviews,Engineering Education,Engineering,Technology Education,Expertise,Research Reports,Synthesis,Academic Standards,STEM Education,Federal Aid,College Faculty

The purpose of the study was to identify and refine a conceptual foundation for secondary school engineering education. Specifically, this study sought to address the following research questions: (1) What engineering concepts are present in literature related to the nature and philosophy of engineering?; (2) What engineering concepts are embedded in secondary level science, technology, engineering, and mathematics standards? (3) What engineering concepts are embedded in secondary level engineering-oriented curriculum?; (4) What engineering concepts have been identified in the related research literature?; and (5) What engineering concepts are deemed core for secondary level education by practicing engineers and engineering educators? Key input activities included conducting a review and synthesis of extant educational materials focused primarily on standards, curriculum materials, and various research studies. In addition to these materials, literature from the history and philosophy of engineering was also reviewed and included in the analysis. Also included in the process was a series of focus groups sessions conducted with selected engineering educators and practicing engineers to identify and classify their recommendations of concepts appropriate for secondary level engineering. As a final phase of the process, a reaction panel of engineering and technology education experts was convened. (Contains 1 table.)
Essential Aspects and Related Academic Concepts of an Engineering Design Curriculum in Secondary Technology Education. Research in Engineering and Technology Education
Author: Smith, Phillip Cameron, Jr.
Date: 2006-00-00
Type: Reports - Research
Subjects: Guidelines,Online Surveys,Data Analysis,Web Sites,Teaching Methods,Engineering,Technological Literacy,Technology Education,Delphi Technique,Educational History,Educational Legislation,Academic Standards,Cognitive Processes,Expertise,Teacher Education,Research Needs,Secondary School Curriculum,Curriculum Development,Engineering Education,Design,STEM Education,Vocational Education,Science Curriculum,Scientific Concepts,Scientific Principles,Federal Aid

Technology education is a field of study which seeks to promote technological literacy for all students. Some recent research in the field has focused on integrating content and methodology from engineering design into technology education classes, particularly at the secondary level. This study contributes to the research base in technology education on the subject of incorporating the engineering design process into the technology education curriculum. It addressed the need for the development of a framework for understanding engineering design and the related academic concepts that can be used by professionals in the field of technology education seeking to incorporate the engineering design process into the technology education curriculum. The purpose of this study was to address the question "What are the essential aspects and related academic concepts of an engineering design process in secondary technology education curriculum for the purpose of establishing technological literacy?" A four-round Delphi process was the research methodology employed in this study to give multiple opportunities for the group opinion to coalesce. The resulting data from the Delphi process was analyzed and categorized. Only those items that met strictest criteria for high median score, low interquartile range, and consensus were accepted as very important and considered in the conclusions and recommendations. Participants in this study identified forty-eight items that met these strict requirements. The conclusions made from this study were related to the integration of engineering design into secondary technology education classes. The recommendations fell into three categories: future research, instructional delivery methods, and teacher preparation. Appended are: (1) Letter to Dr. Clive Dym; (2) Initial Contact Email; (3) Round 1 Survey; (4) Round 1 Results--by Participant; (5) Round 2 Survey; (6) Round 3 Survey; (7) Round 3 Survey Instrument; (8) Round 4 Email; and (9) Round 4 Survey Instrument. (Contains 1 figure and 20 tables.)
The Self-Management of Cognition in a Team-Based Engineering Design Project: A Case Study. Research in Engineering and Technology Education
Author: Lawanto, Oenardi
Date: 2005-00-00
Type: Reports - Research
Subjects: Engineering Education,Engineering,Technology Education,Learning Experience,Metacognition,Thinking Skills,Problem Based Learning,Executive Function,Science Projects,Student Projects,Design,Self Management,Case Studies,Interviews,Observation,Questionnaires,Protocol Analysis,Teamwork

Working on an open-ended task such as designing an engineering artifact is a rich learning experience for students, although they generally receive little direct guidance and instruction from their professors. In order to be successful on such a task, students need to set reasonable goals for themselves and adopt intrinsic standards for success so that they will be able to solve problems strategically. Many studies have found that students' cognitive and metacognitive skills play an essential role in such problem solving processes. This study attempts to further one's understanding of the use of metacognitive skills of students who engage in an open-ended team-based design project. It aims to examine learners' self-management of cognition by observing a group of four undergraduate engineering students exercising their executive control over behavior during their work on their senior design project class. The findings of this study enhance and support pre-existing assumptions on how typical engineering students engage in a team-based project. In regard to these findings, the discussion focuses on two things: (1) the work categories that reflect all mental and physical activities during the project; and (2) the important knowledge to metacognition during the project. (Contains 3 figures and 1 footnote.)
Cognitive Processes of Students Participating in Two Approaches to Technology Education. Research in Engineering and Technology Education
Author: Kelley, Todd R.
Date: 2007-00-00
Type: Reports - Research
Subjects: Comparative Analysis,Cognitive Processes,Educational Technology,Engineering,Water,Video Technology,Computer Software,Thinking Skills,Problem Based Learning,High School Students,Engineering Education,Design,Technology Education,STEM Education,Science Curriculum,Technological Literacy,Secondary School Curriculum,Federal Aid,Instructional Effectiveness,Data Analysis,Observation,Protocol Analysis

The purpose of this study was to better understand cognitive strategies used by high school technology education students who have participated in technology education instruction with an engineering design focus. Specifically, this study evaluated the cognitive strategies of students participating in &quot;Project Lead the Way&quot; curriculum programs compared with students participating in technology education programs partnering with the National Center for Engineering and Technology Education (NCETE). High school students from these two groups were studied as they worked through an ill-defined problem: moving drinking water in developing countries. The data collected from these protocols was analyzed using a coding process and a list of universal technical mental processes (Halfin,1973) and OPTEMP software, (Hill, 1997) to record frequency and time of each mental process employed by the students. The study identified common cognitive strategies employed by students and identified where greatest emphasis was placed in the design process among the two groups. This study provides important insight for technology education as it seeks to implement engineering design. Appended are: (1) Activity; (2) Group 1 Student Demographic Information; (3) Demographic Information for Group 1 Teacher; (4) Demographic Information for Group 2 Teacher; and (5) The Original Cognitive Processes identified by Halfin's 1973 Study of High-level Designers. (Contains 4 tables and 5 figures.)